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Components
Student Book
Teacher’s Book (overprinted)
Skills Builder
Class Audios
DigiBook App
IWB
Jenny Dooley
Key Features
• authentic theme-based reading & listening texts, followed
by exam-type tasks
• lexical exercises practicing and activating vocabulary, as
well as collocations, prepositions, and phrasal verbs
• a variety of listening and speaking tasks reinforcing skills
needed for the exam
• grammar sections covering all major grammatical areas,
plus a Grammar Reference Section
• Exam Practice sections, serving to practice vocabulary and
grammar throughout the book
• detailed composition analysis and models for all types of
writing tasks set for the ECPE exam
New Stars & Stripes for the Michigan ECPE Teacher’s Book
New Stars & Stripes for the Michigan ECPE Book is intended
for Proficiency learners taking the ECPE Michigan exam. The
course follows the principles of CEFR level C2.
ISBN 978-1-4715-9536-3
S&S ECPE_Ts_COVER_REV.indd 1
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Published by Express Publishing
Liberty House, Greenham Business Park, Newbury,
Berkshire RG19 6HW, United Kingdom
Tel.: (0044) 1635 817 363
Fax: (0044) 1635 817 463
email: inquiries@expresspublishing.co.uk
www.expresspublishing.co.uk
© Jenny Dooley, 2021
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Design and Illustration © Express Publishing, 2021
First published 2021
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Made in EU
This book is not meant to be changed in any way.
ISBN 978-1-4715-9536-3
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Acknowledgements
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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in
any form, or by any means, electronic, photocopying, or otherwise, without the prior written permission of the
publishers.
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Author’s Acknowledgements
We would like to thank all the staff at Express Publishing who have contributed their skills to producing this
book. Thanks for their support and patience are due in particular to: Megan Lawton (Editor in Chief); Viki
Davies (senior editor); Helen Michaels and Phillip Miller (editorial assistants); Richard White (senior production
controller); the Express design team; Sandside Studios (recording producers); and Kevin Harris, Kimberly Baker,
Steven Gibbs, and Christine Little. We would also like to thank those institutions and teachers who piloted the
manuscript, and whose comments and feedback were invaluable in the production of the book.
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The publishers also wish to thank the following for their kind pemission to use copyright material: Unit 4a:
Growing on You by Joel Achenbach, November 2005 Copyright © 2008 National Geographic Society. All rights
reserved, www.nationalgeographic.com on p. 30; Unit 5a: The Nano Diet by Sue Broom, April 2007 © 2008
BBC Focus, http://www.sciencefocus.com/ on p. 36; Unit 6a: Ghost in the Gene by Sally Palmer, Autumn 2005
© 2008 BBC Focus, http://www.sciencefocus.com/ on p. 42; Unit 7a: WI-FI: Fight for Privacy by Benjamin
Sutherland Newsweek January 22, 2007 © 2008 CNET Networks, Inc., a CBS Company. All rights reserved,
on p. 56; Unit 10a: Talking the Tawk by John Seabrook on November 14, 2005 © John Wiley & Son, Inc. and
North American Dialects by Naomi Schwarz December 2005 Copyright © 2008 National Geographic Society.
All rights reserved, www.nationalgeographic.com on p. 80. Unit 11a: Modern Technology Reopens the Ancient
Cases of King Tut, A.R. Williams, June 2005 Copyright © 2008 National Geographic Society. All rights reserved,
www.nationalgeographic.com on p. 86; Unit 12a: Mozart Effect by Robert T. Carroll © Copyright 2006 Robert
Todd Carroll, www.skepdic.com/ on p. 92; Unit 13a: What do your doodles mean? by Susan Aldridge, Autumn
2005 © 2008 BBC Focus, http://www.sciencefocus.com/ on p. 106; Unit 14a: Staying Ahead of the Technology
Curve by Lucy Bernholz and Katerina Fulton and Gabriel Kasper, September/October 2006 Vol. 41, No.4:
Copyright © 2008 Skoll Foundation. All rights reserved., www.skollfoundation.org/ on p. 112; Unit 15a: S.F.’s
Homeless Aging on the Street by Kevin Fagan, Chronicle Staff Writer, Friday, August 4, 2006 © 2008 Hearst
Communications Inc., www.sfgate.com/ on p. 118; Unit 16a: You’re One in a Million to Me by Joel Achenbach,
December 2005 Copyright © 2008 National Geographic Society. All rights reserved, www.nationalgeographic.
com on p. 130; Unit 17a: Swarm theory by Peter Miller, July 2007 Copyright © 2008 National Geographic
Society. All rights reserved, www.nationalgeographic.com on p. 136; Unit 18a: Honey Bee © 1993-2008
Microsoft Corporation. All right reserved, http://encarta.msn.com/ on p. 142
Every effort has been made to trace all the copyright holders. If any have been inadvertently overlooked,
the publishers will be pleased to make the necessary arrangements at the first opportunity.
S&S ECPE_Ts_COVER_REV.indd 2
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TEACHER’S BOOK
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Contents
Units
Progress into
the Stars
(pp. 6-11)
1
Vocabulary
Space
Resources
Grammar
Reading
Verb Tenses/Subject –
Object Pronouns/ Singular
– Plural Nouns
Progress
into the
Stars
Listening
Speaking
& Functions
Writing
Summary
Paragraph (problem/
solution)/Digital
Presentation
(renewable energy)
Debate
Presentation
(aerosols and their
effects)
Global
Dimming
Environment
Exam
Practice
Conserving
3 Forests
(pp. 18-25)
Conservation
Exam Practice
(Part 2)
Adjectives – Adverbs/
Comparisons/ Expressing
Similarity/Cleft sentences
Conserving Speakers
Forests
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Global
2 Dimming
(pp. 12-17)
Discussion
Educational brochure
(deforestation and its
effects)
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Module 1
Exam Practice
(Parts 1 & 3)
Exam Practice
(Stages 1-5)
Exam
Practice I
Exam Practice I
Writing I (pp. 26-29) For and Against essays
The Nano Diet Food &
Health
5 (pp. 36-41)
Exam
Practice
Ghost in the
Gene
(pp. 42-49)
6
Genetics
Growing on
You
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Infinitive – Gerund
Participles/Expressing
Reason & Result/Reduced
Adjective Clauses
Exam
Practice II
Summary
The Nano
Diet
Exam Practice
(Parts 1 & 3)
Listening for
Presentation
detail
Exam Practice
(Part 2)
Ghost in
the Gene
Listening for
detail
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Biology &
Human
Health
Discussion
Quiz
Paragraph (opinion)
Paragraph
Exam Practice
(Stages 1-5)
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Module 2
Growing on
You
4
(pp. 30-35)
Exam Practice II
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Writing II (pp. 50-53) Articles
Revision & Extension Writing (Modules 1-2) (pp. 54-55)
Digital
Technology
The Social
Robot
(pp. 62-67)
Robotics &
Technology
Exam
Practice
Wi-Fi Snoops
9 (pp. 68-75)
Wireless
Technology
Passive Voice/Personal/
Impersonal Constructions
A
Information
7 Overload?
(pp. 56-61)
Module 3
S
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Information
Overload?
Debate
Paragraph (opinion)
Project/Debate
Presentation (Isaac
Asimov’s Law)
Discussion
Paragraph (opinion)
Exam Practice
(Parts 1 & 3)
The Social
Robot
Exam Practice
(Part 2)
Causative Form/Linking
Words/Expressing Purpose
– Clauses of Manner/
Concession
Wi-Fi
Snoops
Exam Practice
(Stages 1-5)
Exam
Practice III
Exam Practice III
Writing III (pp. 76-79) Proposals
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Vocabulary
Talking the
10 Tawk
(pp. 80-85)
Language
What Killed
11 King Tut?
(pp. 86-91)
Archaeology
The Mozart
Effect
(pp. 92-99)
Music/The Arts
Grammar
Reading
Talking the
Tawk
Reported Speech
Exam Practice
Exam Practice
(Part 2)
Subjunctive/Inversion/
Tag Questions
The Mozart
Effect
Writing IV (pp. 100-103) Opinion Essays
Revision & Extension Writing (Modules 3-4) (pp. 104-105)
Debate
Paragraph
(opinion)
Presentation
Paragraph
(opinion)
Social Issues
Listening for
effect
Paragraph
(opinion)
Exam Practice Presentation
(Stages 1-5)
(famous
composers)
Doodle
Diagnosis
Note taking
Summarizing
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Conditionals/Mixed
conditionals/Inversion
in if-clauses
Exam Practice
(Parts 1 & 3)
E-Philanthropy Note taking
Discussion
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Module 5
Personality
E-Philanthropy Philanthropy
(pp. 112-117)
Exam Practice
The Aging
15 Homeless
(pp. 118-125)
Writing
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What Killed
King Tut?
Exam Practice IV Exam Practice IV
14
Speaking
& Functions
Exam Practice
(Parts 1 & 3)
12
Doodle
13 Diagnosis
(pp. 106-111)
Listening
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Module 4
Units
Wishes/Unreal Past –
Prefer – Would Rather
– Had Better/Relative
Clauses/Time Clauses
The Aging
Homeless
Paragraph
(opinion)
Paragraph (for
and against)
Exam Practice
(Part 2)
Listening for
Speech
detail
Exam Practice
(Stages 1-5)
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Exam Practice V Exam Practice V
Writing V (pp. 126-129) Essays Analyzing Problems and Offering Solutions
Perceiving the
world
Swarm
Intelligence
(pp. 136-141)
Animal behavior
A
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Modals
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One in a
Million
(pp. 130-135)
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One in a
Million
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Module 6
Animal
Communication
Summary
Discussion
Presentation (ant
colonious)/
Summary
Exam Practice
(Parts 1 & 3)
Swam
Intelligence
Exam Practice
Honeybees’
18 Dance
(pp. 142-149)
Discussion
Plural Nouns/Countable/ Honeybees’
Uncountable Nouns/
Dance
Quantifiers
Exam Practice
(Part 2)
Note taking
Oral Quiz
Paragraph (bee
communication)
Presentation
(animal
communication)
Exam Practice
(Stages 1-5)
Exam Practice VI Exam Practice VI
Writing VI (pp. 150-153) Cause and Effect Essays
Revision & Extension Writing (Modules 1-6) (pp. 154-155)
Grammar Reference (pp. 157-194)
Speaking Appendix (p. 195-206)
Listening, Speaking & Writing Appendix (p. 207)
Vocabulary Appendices (pp. 208-216)
Answer Section (pp. 217-248)
Audioscripts (pp. 249-295)
Irregular Verbs (p. 296)
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1 Writing section
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The EXAMINATION FOR THE CERTIFICATE OF PROFICIENCY IN
ENGLISH is designed for students who have acquired a proficient
competence in English language use. It is an assessment instrument for
Mastery Level (C2), Proficient User on the Common European Framework
Scale. It tests students’ ability in receptive and productive skills: writing,
listenig, reading, and speaking. The ECPE consists of four sections.
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The writing section offers test takers a choice of two options – the first option
is either an article or proposal, the second is an essay – in which they have to
consider multiple points of view. Test takers refer to sources provided in the
form of simple charts, graphs, or quotations. There is no word limit, but test
takers are advised to write one-and-a-half to two pages. Test takers have 45
minutes to complete the task.
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Writing Assessment Criteria
Task Completion: • On topic • Multiple viewpoints • Test taker’s opinion
• Source integration
Development: • Depth of support • Organization
Language: • Grammatical control • Vocabulary range and usage
Authorial Voice: • Originality • Reader engagement
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The writing section is reported in five bands: High Pass (HP), Pass (P), Low
Pass (LP), Borderline Fail (BF), Fail (F).
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2 Listening section
The listening section comprises 50 items and is to be completed in
approximately 50 minutes. There are three parts to this section.
The recording and the questions are heard only once in Parts 1 and 2. The
recording is heard twice in Part 3 and the questions are heard once.
Part 1 (20 total items) Each item consists of a short recorded conversation
followed by a question. The question is printed in the booklet. There are four
answer options for each item.
Part 2 (18 total items, 3 sets) Each set consists of a short talk delivered by
a single speaker followed by six questions each. The questions are printed in
the booklet. There are four answer options for each item.
Part 3 (12 total items, 2 sets) Each set consists of recorded talks with three
or four speakers followed by six comprehension questions each. The
questions are printed in the booklet. There are three answer options for each
item.
The minimum passing grade for this section is approximately 65%.
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3 Reading section (Grammar, Cloze,
Vocabulary, and Reading)
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The Reading section (Grammar, Cloze, Vocabulary, and Reading) comprises 70
items and is to be completed in 55 minutes. The questions have four answer
choices each, and are divided as follows:
Reading: Grammar – 16 multiple-choice grammar items
Reading: Cloze
– 20 multiple-choice cloze items, based on two passages
Reading: Vocabulary – 16 multiple-choice vocabulary items
Reading:
– 18 multiple-choice reading items, based on three passages
4 Speaking section
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The ECPE speaking section is divided into 5 stages. The entire speaking test lasts
about 30 minutes in the paired format and about 35-40 minutes in the three-way
format. It involves two examiners and two (or three) test takers taking part in a
decision-making task.
STAGE 1: Introductions and Small Talk (3-5 minutes)
An examiner will start with introductions and then move on to a brief conversation
with the two test takers. General topics covered include: studies, jobs, leisure
activities, etc.
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STAGE 2: Explaining and Recommending (5-7 minutes)
Each test taker will be given an information sheet with descriptions of two different
options. Test takers are given 2-3 minutes to go over the sheet and can take notes
if they want to. However, test takers are not allowed to see their partner’s information
sheet. Then, they take turns describing the features of their two options to each
other. Upon listening to their partner, test takers will make a brief recommendation
(just stating the name) of the best option presented by their partner. Finally, each
test taker reports which of their own options is the best.
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STAGE 3: Consensus Reaching (5-7 minutes)
In the third stage, the test takers come to a consensus, agreeing on one single
option. They do this by comparing and contrasting the options they have individually
chosen, and discuss the advantages and disadvantages of each option. The aim of
this stage is for both test takers to agree on one single option. Test takers are still
not allowed to look at each other’s information sheet.
STAGE 4: Presenting and Convincing (5-7 minutes)
In the fourth stage, test takers give a formal presentation of their chosen option to
Examiner 2, who plays the part of a person of authority (e.g., a high school principal,
a mayor, etc.). Test takers are given 2-3 minutes to work together and plan their
presentation. Each test taker selects two different points from the information sheet
and must use these to give reasons for supporting their option, explaining why
these reasons are important.
STAGE 5: Justifying and Defending (5-7 minutes)
Examiner 2 will ask each test taker questions or make challenging statements about
the decision they’ve made. The test takers try to justify and defend their decision.
The speaking section is scored using a 5-level rubric and is reported in five bands:
High Pass (HP), Pass (P), Low Pass (LP), Borderline Fail (BF), Fail (F).
5
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1a Progress into the Stars
Exam Tip
Lead-in
Why do you believe
scientists and astronomers have
tried for many years to find life and
resources such as water on other
planets?
Think! Would you ever leave
Earth and venture to another planet?
Why do you think you would do it?
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•
• Some questions may ask you about
the main purpose of a text i.e., why
the writer is writing the text (e.g. to
inform, to compare, to promote, to
discuss, etc.). To answer the question,
read the topic sentences of each
paragraph carefully in order to
understand what the paragraph is
about and what the main idea of the
text is.
• Look for answer options that include
the author’s reason for writing the
text as a whole as some distractors
may refer to only one aspect of the
text.
Think!
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•
Main Purpose
(See Answer Section)
Reading
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
(See Answer Section)
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1 What is the main purpose of this
passage? (global question)
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An environmental history of mankind would have to be a history of the
exploitation of abundant natural resources, the spiraling demand for these
resources, and their inevitable depletion. As humanity spread across the globe,
leaving colonies in its wake, essential resources such as coal, oil, and even fresh
water were extracted through industrial mining and manufacturing operations.
Their impact on the Earth has been massive.2 What was once a plethora of riches
has inexorably declined, and entrepreneurs are now looking beyond the limits of
land, sea, and sky; the new target is the stars and, more specifically, asteroids.3
Spinning around the Sun are tens of thousands of asteroids, and
scientists are convinced that these mountain-like formations contain a
treasure trove of minerals and metals. The asteroid 16 Psyche has
enough iron–nickel ore to sustain the Earth for several million years.4 Even
a comparatively small asteroid could contain more than 2,000 million
metric tons of serviceable mineral-metal reserves. In addition, some
asteroids have a high ice content which means that they could be an
economically viable source of fresh water. Large-scale mining of
asteroids is possibly the key to solving many of our escalating
environmental problems.
Any mining venture contains an element of risk, however. Asteroids
have traditionally been considered deadly perils lurking out in the dark
depths of space, biding their time before smashing headlong into our
insignificant planet. In order to transplant mining operations from the Earth
to the stars, we need to find solutions to extensive safety and logistical
problems.5 Stabilizing a spinning rock the size of a small city is no mean feat
and would need a huge investment of manpower and equipment. For the
moment, the Earth that has catered to our every need and received
precious little in return will have to suffer a few more years of relentless
exploitation.6
6
01 New S&S ECPE Ts U 1.indd 6
a
to examine environmental
exploitation and its effects
b to advocate further research into
space exploration
c to present the pros and cons of
asteroid mining
d to encourage increased investment
in asteroid mining
2 In the third sentence of paragraph 1,
what does their refer to?
a
b
c
d
essential resources
human colonies
entrepreneurs
mining and manufacturing
operations
3 According to the passage, who is
interested in mining asteroids?
a
environmentalists who want to
protect the Earth
b scientists who want to carry out
research
c businessmen who want to make a
profit
d manufacturers who need unlimited
resources
4 Why does the article mention
16 Psyche asteroid?
a
to compare asteroid resources with
that of Earth’s
b to illustrate how resource rich
asteroids can be
c to analyze the composition of
asteroids
d to explain how to calculate the
metals’ content of asteroids
22/02/21 12:45
1a
a
b
c
d
They still pose a threat to life on Earth.
Recruiting willing personnel is difficult.
The necessary technology does not exist.
There are numerous difficulties to overcome.
6 What does the writer suggest about the mining of
the Earth?
Vocabulary
Fill in: sustain, cater, depletion, entrepreneurs,
1 exploitation,
insignificant, perils, plethora.
4
5
6
7
8
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Star Trek was a science-fiction TV series in which a
spaceship .......... into unknown galaxies.
a transcended
c transited
b ventured
d commenced
2
3
Space observatories provide scientists with the
essential equipment to make .......... observations of
the stars.
a extravagant
c extreme
b generous
d extensive
Fossil fuels such as oil must be .......... from the
Earth and refined to become usable.
a explored
c extracted
b exploded
d excavated
Marine biologists often discover new species of
creatures that .......... in the depths of our oceans.
a lurk
c perk
b irk
d smirk
7
The French, English, and Spanish formed .......... on
new land they discovered during their explorations.
a satellites
c terrains
b colonies
d possessions
9
In the past, people believed that there was a(n)
.......... supply of drinking water to cover all of our
needs; today we know this is no longer the case.
a absolute
c exuberant
b lavish
d abundant
10
A constellation is .......... of a group of stars that
makes up a particular pattern.
a consisted
c formulated
b established
d comprised
Speaking & Writing
• Read the text on p. 6 and make notes under the
headings:
–– Which natural resources on Earth have declined
and how
–– What asteroids are
–– Why asteroids are important/Their relevance to
natural resource depletion
–– What the problems/risks are in attempting to
extract resources from asteroids
2 Circle the correct answer.
1
6
World population growth is leading to ..........
demand for energy.
a an expending
c an interacting
b an escalating
d a widening
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2
The depletion of natural resources ultimately
threatens the way modern civilization has become
accustomed to living.
Scientists are constantly in search of a planet that
will sustain life.
American and Russian space centers may cater in
the future to the desire of wealthy people to travel
into space.
Having been an astronaut on many dangerous
missions, Frank is aware of the perils of the
universe.
Many believe that space exploration is insignificant
when compared to the problem of poverty in the
world.
There are many free online courses for everyone
ranging from artists to business entrepreneurs.
The constant exploitation of fossil fuels has caused
severe damage to the environment.
Space travel will provide humanity with a plethora of
possible solutions to the problems of energy
resources and overpopulation.
Harnessing the Sun’s heat and transforming it into
energy is a .......... solution to the energy crisis.
a viable
c perpetual
b recurrent
d substantial
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In the past, it caused less damage.
It will still be necessary in the near future.
In the future, it will not be profitable.
It is expensive and requires investment.
Modern medicine has reached the point where vital
organs can be .......... from one person to another.
a transpired
c transmitted
b transplanted
d transposed
C
a
b
c
d
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5 According to the passage, why haven’t asteroids
been mined yet?
Use your notes to give the class a short talk about
the text in your own words.
•
•
Think! In pairs, write a paragraph about:
–– our energy resource problem
–– a possible solution
IT In groups, collect information about
renewable energy. Prepare a digital presentation
for the class.
(See Answer Section)
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Grammar
Verb Tenses
see pp. GR158-GR163
2
3
4
5
(See Answer Section)
A: I gather you don’t like (not/like) your meal.
B: No. It’s the worst pasta I have ever eaten (ever/
eat)!
A: You look (look) well James! What’s your secret?
B: Well, you know what they say, an apple a day
keeps (keep) the doctor away!
A: Have you booked (you/book) any
accommodation yet?
B: Actually, I’m hoping (hope) to find a room at a
local hotel when I get to the village.
A: Oh! There you are (be) Fred. Where have you
been (you/be)?
B: I have been fixing (fix) my motorbike in the
garage since noon and I haven’t finished (not/
finish) yet!
A: My sister is thinking (think) of getting an SUV.
B: That’s great! I own (own) one myself. They’re
fantastic vehicles.
reasons.
3 Choose the correct future form. Give
(See Answer Section)
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Put the verbs in parentheses in the correct present
1 tense.
Give reasons.
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We use the present perfect with the superlative
degree (hardest, worst, etc.) and ordinal numbers
(first, second, etc.) It’s the first time I’ve been to Paris.
• We normally use be going to to talk about
something we intend to do, and will to give details
or make comments about what we have already
mentioned. “I’m going to wash the car this
morning. I’ll polish it after.” “That’ll look lovely.”
• We normally use the present progressive, rather
than be going to, with verbs which express
movement, especially the verbs go and come. I’m
going to Anne’s house after 9 pm.
I ............ with Laura later on today to discuss our
presentation.
a will have met
c going to meet
b will be meeting
d meet
2
The faculty advisor’s signature indicates that the
student ............ all degree requirements by the end
of the semester.
a will have had completed
b will have been completing
c will have completed
d has completed
3
By the time she finishes her course, she ............
French for two years.
a will have had studied
b is going to be studying
c will study
d will have been studying
4
Terry ............ a new job offer when he was given a
promotion at the firm.
a was on the brink of accepting
b was on the brink to accept
c was to have accepted
d was on the brink to have accepted
5
The corporation’s drive to promote sustainable energy
............ important in our rapidly changing world.
a is being increasingly
b has become increased
c has been increasing in
d is becoming increasingly
6
Company policy states that employees ............
projects with competitors or the media.
a are not to disclose
b are to be not disclosing
c are not going to disclose
d will not be disclosing
7
............ me carry this luggage upstairs, please?
a Shall you help
b Will you help
c Will you be helping
d Are you about to help
8
I ............ to finish the final details for the client tonight.
a am going to mean
c am meaning
b will mean
d mean
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When there are two past progressive forms in a
sentence with the same subject, we can avoid repetition
by using the present participle (-ing form) and leave out
the subject and the verb was/were of the second verb
form. They were traveling across Europe and they were
visiting lots of amazing places. = They were traveling
across Europe and visiting lots of amazing places.
1
C
1b
1b
A
Give reasons
2 Underline the correct past tense.(See
Answer Section)
1
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2
Jason was celebrating his birthday and were having/
having a great time!
The author Charles Dickens had been writing/
wrote over fifteen novels.
My neighbors were continually demanding/have
been continually demanding me to cut down the
tree in my garden, even though I told them I wouldn’t!
Mark wished/had wished to visit the Colosseum
while in Rome, but it was closed when he was there.
Mrs. Stephens has been working/had been working
for twenty years when she took early retirement.
It took a while, but Helen was used to/got used to
working from home.
Frank had been decorating/was decorating the
house for hours and felt exhausted.
The man had opened/opened the door, stepped
inside and looked at Mrs. Harris.
3
4
5
6
7
8
8
01 New S&S ECPE Ts U 1.indd 8
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1b
1b
Subject – Object Pronouns
see p. GR163
Civics ............ a subject dealing with the rights and
duties of citizens.
a is
b are
5
Formal slacks ............ part of the everyday work
attire of white-collar workers.
a are
b is
6
A pair of pliers ............ generally found in every
home’s shed or toolbox.
a are
b is
Y
A pronoun can be used as a subject or an object in a
sentence. It is wrong to use a noun and a personal
pronoun together.
Jogging it is good exercise.
4
the incorrect item in each sentence and then
4 Circle
correct it.
On April 30th, George Washington he took his oath
A
B
of office as the first President of the U.S.A.
C
D
Try to determine the correct grammatical structure
that’s being tested before deciding on your answer.
Review
6 1 Mr. Evans .......... be a researcher for an advertising
LE
3
its own charm.
D
Margaret doesn't have a job yet, but I am sure she
A
B
C
one
will find it soon.
D
Exam Tip
O
P
2
Unlike most large cities in the U.S.A., Philadelphia
A
it is a residential city which consists of a
C
B
considerable variety of neighborhoods, each with
A
M
• Certain words in English are singular even though
they have a plural meaning, e.g., everybody,
every, news, information, measles, mumps,
luggage, baggage, math, physics, etc. Everybody
is going to the performance.
• Other nouns are always in the plural, such as:
Clothes → jeans, pants, shorts, slacks;
Tools → shears, tweezers, scissors, pliers;
Accessories → gloves, sunglasses;
Other → means, thanks, police
S
5
company in Baltimore.
a used to
b would
c use to
d got used to
2
Universal remote controls, unlike earlier models,
........ easier to access multiple devices
simultaneously.
a they make it
c they are making it
b make them
d make it
3
They ............ the scale of the problem and the
difficulties it poses.
a see
c are seeing
b had been seeing
d are always seeing
4
Organic beauty products ............ more and more
popular these days.
a become
c are becoming
b have become
d have been becoming
5
The recycling scheme ............ to be implemented
this month. However, there were serious financial
setbacks.
a is going
c is certain
b was going
d were
6
If neither option ............ available, you may contact
the Human Resources office.
a is
c isn’t
b are
d aren’t
see pp. GR163-GR164
P
Singular – Plural Nouns
Choose the correct answer.
C
1
Circle the subject of the sentences which the
missing verb must agree with. Then, choose the
correct verb form (a or b).
1
Even though their financial means ............ limited, they
are content with their lifestyle and never complain.
a are
b is
7
Come and visit me whenever you ......... in the area.
a will be
c are
b would be
d have been
2
The number of payments ............ the same for the
entire term of this loan.
a remains
b remain
Although it has a tendency of being mild among
children, the mumps ......... quite dangerous for adults.
a are
b is
8
It is projected that 80% of the world’s population
............ in urban centers by the year 2070.
a will be residing
b would be residing
c would have been residing
d will have been residing
3
9
01 New S&S ECPE Ts U 1.indd 9
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1c
1b
Exam Practice
Exam Tip
LISTENING Part 1
Predicting content
In this part, you will hear short conversations. After each
conversation, you will hear a question about it. You will hear
each conversation and question once. The answer choices
are printed in the test booklet. Mark your answers on the
separate answer sheet, not in the test booklet. You should
mark A, B, C, or D. Do you have any questions?
Y
In Part 1 of the listening exam, you will hear short conversations
once. The question and answer choices will be printed in the
test booklet. Before you listen, read the questions and four
possible answers to prepare for what you will be listening to.
Underline the keywords and think about the context in which
the speakers are talking and what might be mentioned during
the conversation. This will help you identify the important
information while you listen.
O
P
8 What will the boy probably do next?
A. continue studying
B. watch the basketball game
C. go to the basketball court with his friend
D. compete in a basketball tournament
C
10 What does the man think of the accommodations?
A. It is too hard to get to.
B. It is not worth the price.
C. It is more than satisfactory.
D. It is adequate for their needs.
LE
1 What is the man worried about?
A. the viability of space mining
B. the depletion of Earth’s resources
C. the concerns raised in a documentary
D. the development of renewable energy
9 What does the girl imply about Joanna?
A. She’s not necessarily on the right track.
B. She’s very conscious of her image.
C. She’s not trying to pressure others.
D. She’s highly persuasive.
11 What will the man do for the woman?
A. house sit for her
B. keep her cat at his house
C. visit her cat every day
D. take her cat to the vet
3 What will the woman probably do?
A. have cupboards installed
B. build some cupboards herself
C. go and look for furnishings
D. ask the man to take her to a store
12 What does the woman think of the man’s view?
A. It's not very realistic.
B. It's wrong because it's unfair.
C. It's surprising and unexpected.
D. It's likely to be unpopular.
4 What ingredient does the woman need?
A. yeast
B. flour
C. molasses
D. honey
13 How does the man feel?
A. He regrets saying something foolish.
B. He feels defensive about his opinion.
C. He is worried he came across as aggressive.
D. He is upset that the woman disagrees with him.
5 What does the man say about his job?
A. He is underqualified.
B. It probably isn't going to suit him.
C. It's better than he expected it to be.
D. He thought he was better prepared.
14 Why is the man asking the woman for advice?
A. He thought she liked the beach.
B. He thought she was from the area.
C. He thought she worked in a tourist office.
D. He doesn’t know who to call to ask.
6 Why does the woman mention North State?
A. to explore her options
B. to offer the man an alternative
C. to inquire about an accident
D. to question the length of the delay
15 What is the meeting about?
A. the company’s goals for the year
B. ways to improve the company’s email system
C. addressing complaints and suggestions from staff
D. becoming more environmentally responsible
7 What does the girl say about her group?
A. They couldn’t get along.
B. They made an error.
C. There was a shared concensus.
D. There was contention.
16 What are the speakers discussing?
A. the value of a degree
B. the importance of being cautious
C. career prospects in the arts
D. the difficulty of getting into art college
S
A
M
P
2 What are the speakers discussing?
A. a difficult client at work
B. a presentation the man will give
C. data the woman needs to see
D. a meeting the woman is attending
10
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1c
1b
Exam Tip
Part 3
Note taking
In this part, you will hear two segments from a radio program.
After each segment, you will hear six questions about it.
Before each segment begins, you will have time to preview
the questions that are printed in the test booklet.
In part 3 of the listening exam, you will hear segments of a
radio program twice. There are six questions for each segment
each with three options. Before you listen, you will be given
some time to read the questions and possible options. In this
time, underline the keywords and think about what you may be
listening to. While you listen, you may wish to take notes the
first time the segment is played to help you answer the
questions. Use your notes to rule out the wrong options and
then confirm your answer when the segment is replayed.
However, make sure you don’t miss any of the conversation in
favor of taking notes.
Y
You will hear each segment twice. Then you will hear the
questions once. If you want to, you may take notes in your
booklet as you listen. Mark your answers on the separate
answer sheet, not in the test booklet. You should mark A, B,
or C.
O
P
Do you have any questions?
Look at the questions. Then listen to the second segment.
1 According to Dr. Lipton, what happens in the Arctic
annually?
A. A mass of compressed snow is formed.
B. Ice separates forming icebergs.
C. The glaciers flow into the Gulf Stream.
7 What does the first speaker imply about the issue of
fracking?
A. It’s not as straightforward as it may appear.
B. Many people don’t know where it’s taking place.
C. A lot of rumors are circulating about it.
8 What does Roberta Jackson say about the process of
extracting gas?
A. Shale rock is turned into sand.
B. Water is extracted from rock.
C. Substances are shot into the ground.
LE
2 What plays a significant role in regulating the world's
climate?
A. the movement of currents with different temperatures
B. the flow of warm Gulf Stream currents
C. the formation of icebergs in the North Atlantic
C
Look at the questions. Then listen to the first segment.
9 What does Michael Allen suggest about chemical use in
fracking?
A. Their regulation is only satisfactory.
B. Their composition is deliberately withheld.
C. Their impacts on health are still uncertain.
4 According to Dr. Lipton, what effect can salt
concentration have on the oceans?
A. It can reduce the frequency of devastating storms.
B. It can lower the oceans’ temperature.
C. It can disrupt marine biomes in numerous ways.
10 What does Roberta Jackson say about the benefits of
fracking?
A. They are felt across multiple parts of society.
B. They apply mostly to international politics.
C. They offer a permanent solution to the fuel crisis.
M
P
3 What does Dr. Lipton imply about the loss of the Arctic
ice sheets?
A. The majority of areas have lost all ice.
B. The Alaskan coastline will bear the brunt of change.
C. The scope of loss is more than anyone predicted.
11 Why does Michael Allen mention the cost of medical
care?
A. to propose improvements to the healthcare system
B. to suggest energy is not people's biggest expense
C. to counterargue the economic benefits of fracking
6 What is the main purpose of this report?
A. to explain international agreements on global
warming
B. to announce predictions from new climate models
C. to educate listeners about melting ice in the Arctic
(global question)
12 What is the purpose of this report?
A. to describe how the process of fracking works
B. to examine the issue of fracking from different
angles (global question)
C. to reveal the dangers associated with fracking
S
A
5 What does the reporter suggest about international
agreements on CO2?
A. They must still be able to have some positive results.
B. They don’t have a strict enough threshold.
C. They’re useless as governments didn’t act fast enough.
11
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2a Global Dimming
Exam Tip
Lead-in
•
Reading for specific
information/detail
Think!
In what ways does
sunlight affect our everyday life?
• Read the question and underline the
keywords
• Find the part of the text the question
refers to.
• Go through the answer options and
choose the one that best represents
the information in the text.
Think! What do you think the
world would be like without any sunlight?
• Can you guess what global dimming is?
What does it have to do with airplanes?
Read the text to find out.
1 What is the main purpose of this text?
(global question)
O
P
(See Answer Section)
Y
•
Reading
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence..
(See Answer Section)
a
b
c
d
to discuss climate change
to explain the effects of global dimming
to present solutions to global dimming
to argue against the use of aerosols
C
2 What is implied about contrails?
LE
a
A
S
A
M
P
high-altitude flight path is easily recognizable from its contrail,
the smoky white lines it leaves across a clear blue sky. A contrail,
short for condensation trail, forms when the hot, humid air from a jet engine
at high altitude mixes with the surrounding cold air of the atmosphere.
Essentially clouds, contrails2 have traditionally been thought to exacerbate
global warming by retaining heat.3 Now they are implicated in another,
seemingly contradictory, but equally alarming, climate change effect
called global dimming – the reduction in levels of sunlight reaching the
Earth’s surface.
This dimming effect has been observed from natural causes such as
ash from volcanic eruptions. The ash rises, blocks out the sunlight and
cools the Earth, but when the ash settles, the temperature rises again. In
contrast, man-made causes, such as contrails hanging high in the sky
reflecting sunlight, have a more lasting effect.4 With some regions reported
to have lost over a fifth of their natural light, global dimming is making its
presence felt around the world. Less sunlight means less water is
evaporated from the oceans and as the humidity and temperature change,
regional climate cycles also change.5 Such changes are believed to have
induced a drought in Ethiopia, causing a famine in which over a million died.
Although contrails are partly to blame, the key culprit in global
dimming is believed to be the extensive use of aerosols. Not only do
aerosol particles both scatter and absorb sunlight, they also alter the
composition and persistence of clouds, making them more likely to bounce
sunlight back into space. Of most concern is the realization that global
dimming, by cooling the Earth, may have been masking the true effects of
global warming6 and that the damage we have inflicted on the planet may
be much worse than previously thought.
Contrails prevent heat from clouds
escaping into space.
b The structure of contrails is affected
by global dimming.
c Contrail formation is similar to cloud
formation.
d Contrails and clouds do not form at
the same altitude.
3 In the third sentence of paragraph 1,
which word could best replace
exacerbate?
a alleviate
b worsen
c depreciate
d provoke
4 Why is ash mentioned in the passage?
a to point out the worst form of dimming
b to explain how natural cooling occurs
c to describe the dangers of volcanic
eruptions
d to compare natural with man-made
dimming
5 What effect does global dimming have
on the planet?
a
b
c
d
It disrupts weather patterns.
It causes a rise in temperature.
It increases the humidity levels.
It reduces sea levels.
6 According to the author, what is most
alarming about global dimming?
a
It is more dangerous than global
warming.
b It is only just starting to have an effect.
c It gives a false impression of global
warming.
d It makes the effects of global warming
worse.
12
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2a
6
............ cooperation between the neighboring
countries resulted in better solutions to combat
shared environmental problems.
a Parochial
c Regional
b Central
d Local
7
As water in rivers, lakes, and seas ............, it rises as
gas in the atmosphere.
a disperses
c evaporates
b dissolves
d vaporizes
8
Snow ............ the Sun’s rays, making the
atmosphere feel warmer even though the
temperature is very low.
a reinvigorate
c reflects
b recaptures
d resumes
2
3
4
5
6
7
8
9
10
11
LE
9
Clouds are the result of condensation which occurs
at high altitudes in the Earth’s atmosphere.
Many mountaineers have to use supplemental
oxygen while climbing in high altitudes.
The sudden eruption of the volcano destroyed
thousands of acres of land.
Overfishing is considered to be one of the main
culprits for declining marine life.
Due to climate shifts, long periods of drought are
now occurring in regions where there used to be
abundant rainfall.
Scientists draw conclusions about the composition
of a planet by studying its rock formations.
Because of their microscopic size, particles can
easily penetrate deep into the respiratory system,
causing serious health problems.
Long droughts and inadequate farming techniques
are the main causes of famine in many parts of
Africa.
Unfortunately, the damage done to the environment
will have long-lasting effects that will require time to
reverse.
correct answer.
2 1CircleIn hottheweather,
a ............ atmosphere must be
12
M
Global dimming ............ sunlight back into space
resulting in less light reaching the Earth's surface.
a bumps
c snaps
b bounces
d skips
It is safe to say that the automobile has ............
more damage on the Earth’s atmosphere than
anything else.
a impeded
c inflicted
b implanted
d infiltrated
A
3
P
maintained in heated greenhouses.
a boggy
c wet
b soggy
d humid
2
Broken glass, plaster, and other debris could be
seen ............ all over the place in the wake of
yesterday’s earthquake.
a scattered
c splattered
b sprinkled
d spread
S
4
5
Many people buy organic produce to avoid eating
fruits and vegetables which have ............ pesticides.
a ingested
c assimilated
b devoured
d absorbed
A local factory is ............ in the case regarding the
contamination of the nearby lake.
a implicated
c included
b entangled
d incriminated
C
1
O
P
Fill in: particles, altitudes, eruption, composition,
1 condensation,
famine, drought, culprits, effects.
Y
Vocabulary
Recent studies have shown ............ of organic
pollutants in snow-capped mountain areas in
Europe.
a a persistence
c a defiance
b an insistence
d an acceptance
The idea that global warming could bring about a
modern Ice Age may appear to be ............, but
some scientists say it could happen.
a confirming
c contradictory
b reassuring
d compulsory
Speaking & Writing
• Write a few sentences about:
–– what global dimming is
–– what causes it and what are its effects
ead your sentences to your partner. Discuss what
R
could be done to prevent global dimming. Report
to the class.
•
IT In groups, collect information about aerosols
and their effects. Give a presentation to the class.
(See Answer Section)
After an investigation, authorities have concluded
that the escalating cancer incidents were ............ by
toxic waste dumped in the river.
a incurred
c inferred
b induced
d incited
13
02 New S&S ECPE Ts U 2.indd 13
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Exam Practice
2. Some methods of waste _______ release pollutants into
the atmosphere.
A. deduction
B. clearance
C. disposal
D. ejection
3. Susan spent her summer _______ over her partner’s new
business proposal.
A. striving
B. agonizing
C. surmising
D. tormenting
13. The offender was sentenced to a seven-year _______ in
a maximum security prison.
A. term
B. tenure
C. period
D. stretch
14. The mayor wants to start _______ fines on people who
are caught littering.
A. obliging
B. imposing
C. collecting
D. impressing
15. Jeanie is so untidy; she has left a ______ of dirty laundry
in the middle of her room.
A. shuffle
C. mess
B. heap
D. jumble
LE
4. The government has passed _______ regulating
greenhouse gas emissions.
A. policy
B. legislation
C. precept
D. enactment
12. Maria was running late this morning and left the house
with _______ hair.
A. dewy
B. clammy
C. moist
D. damp
Y
1. We decided on a _______ to go bungee jumping and
drove immediately to the canyon outside of town.
A. caprice
B. notion
C. trend
D. whim
11. The ozone layer is effective in screening out ultraviolet
_______ from the Sun.
A. diffusion
B. emission
C. effusion
D. radiation
O
P
VOCABULARY
C
2b
1b
5. The singer’s performance did not live up to the
audience’s _______ .
A. qualms
B. expectations
C. hopes
D. anticipations
M
P
6. The politician _______ into a description of his
environmental plans.
A. fired
B. catapulted
C. introduced
D. launched
S
A
7. The student’s comment was _______ to the professor’s
lecture.
A. irrelevant
B. inappropriate
C. inessential
D. impertinent
8. There were no _______ at any hotels, so we were forced
to sleep in the car.
A. openings
C. vacancies
B. blanks
D. spaces
9. The new app is designed to _______ language acquisition
for students with learning difficulties.
A. facilitate
C. innovate
B. supplicate
D. capacitate
10. In order to preserve the wetlands, the conservation group
has asked that _____ changes be made to the area.
A. minimalist
C. minimal
B. narrow
D. modest
16. My brother works at a federally _______ financial institution.
A. adjusted
B. normalized
C. regulated
D. standardized
17. A flu _______ broke out and made scores of people ill
across the country.
A. plague
B. epidemic
C. outbreak
D. infection
18. He was only taking a carry-on bag and packed the bare
_______ .
A. provisions
B. supplies
C. requirements
D. necessities
19. Polluted water is more _______ in third-world countries
than in industrialized nations.
A. prevalent
B. customary
C. ardent
D. dominant
20. The new _______ to the finance post seems to be fitting
in really well for someone so young.
A. contestant
B. nominee
C. deputy
D. appointee
14
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2b
1b
24. The movie star is taking legal action against the tabloid
newspaper for ______ of character.
A. defamation
B. slander
C. denouncement
D. insult
33. The doctor’s license was _______ after he was convicted
of malpractice.
A. revoked
B. annulled
C. overturned
D. canceled
34. During the journey, the bus _______ due to a road
closure downtown.
A. detracted
B. detoured
C. circumnavigated
D. switched
LE
25. The soccer player was advised to avoid all ______
activity until his injury had healed.
A. laborious
B. animated
C. toilsome
D. strenuous
Y
23. Harsh weather with strong winds and rain is slowly
_______ the cliffs with each passing year.
A. gliding
B. eroding
C. wearing
D. corroding
32. Once Brian won the lottery, his relatives kept on _______
him for money.
A. stalking
B. persecuting
C. aggravating
D. pestering
O
P
22. Dante Aligheri wrote The Divine Comedy in the ______
instead of Latin which was the accepted written language
at the time.
A. lingo
B. dialect
C. vernacular
D. slang
30. After a three-day battle, the opposing army finally
_______ to its enemy.
A. waived
B. relinquished
C. surrendered
D. defeated
31. Residents near the coast are worried about an oil
_______ that has been floating for days in the sea.
A. puddle
B. reserve
C. pond
D. slick
C
21. Bobby told his therapist about the ______ nightmare he
had been having for the last month.
A. residual
B. habitual
C. recurring
D. steady
M
P
26. The victim was able to recognize her attacker because
he had a very ______ scar on his left cheek.
A. exclusive
B. typical
C. distinctive
D. categorical
A
27. Mike found shipping his belongings overseas to be a
dreadful ______ requiring endless amounts of paperwork.
A. observance
B. obscurity
C. oblivion
D. ordeal
S
28. Jessica _______ supports environmental programs
donating most of her free time to different causes.
A. staunchly
B. heavily
C. sturdily
D. powerfully
29. The building directly opposite my house has an
extension that ______ my view of the valley.
A. obstructs
B. interferes
C. shields
D. prohibits
35. Some scientists _______ that climate change is
irreversible while other scientists disagree.
A. contort
B. conflate
C. contract
D. contend
36. The helicopter _______ over the forest looking for any
signs of fire still burning.
A. floated
B. strayed
C. towered
D. hovered
37. Many North American immigrants have _______ the
traditions of their homelands.
A. attained
B. retained
C. contained
D. obtained
38. The patient did not _______ the severity of his condition
and the doctor had to explain it again.
A. clutch
B. grasp
C. clinch
D. latch
15
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Exam Practice
Now you will hear the first talk. Look at the questions.
LISTENING Part 2
Listen to a student giving a presentation in a science class.
In Part 2 of the listening exam, you will hear three short talks
once. Each talk has six questions with four options. The correct
answers will use alternative words than those that appear in
the recording. Therefore, before you listen, it is important to
read the questions and options in the time allowed. Identify the
keywords in each question and option and think of synonymous
words or phrases for these words. This will help you identify
the paraphrased information that you hear.
For example
What does the speaker say about the forest fire?
A. The damage caused was widespread.
B. The starting point was San Gabriel Canyon.
C. The blaze was extinguished in a week.
D. The fire was only a small localized incident.
3 Why does the speaker mention marine pollution?
A. to suggest how space waste could develop
B. to bring up a more pressing environmental risk
C. to draw comparisons with a more familiar issue
D. to downplay the seriousness of the problem
4 What does the speaker say about collisions with space
junk?
A. There’s a relatively low risk of collisions.
B. They have economic repercussions.
C. They’re frequent and usually harmless.
D. They rarely impact craft during launches.
5 What will the speaker probably do next?
A. show an animation to the class
B. listen to the next speaker talk
C. answer his classmates’ questions
D. present his notes
LE
What started as a small incident outside of Santa Clarita soon
went out of control. The wildfire raged as far east as the San
Gabriel Canyon and the devastation covered over 150 square
miles. Firefighters finally contained the blaze after two weeks.
2 What does the speaker imply about space agencies?
A. They have an obligation not to litter space.
B. They only dump broken equipment.
C. They should recycle old satellites.
D. They need to identify their space junk.
Y
Paraphrasing
1 Why is the speaker most likely discussing space junk?
A. He was curious about it.
B. His class has studied the topic.
C. His teacher told him to.
D. He saw a movie about it.
O
P
Exam Tip
C
2c
1b
6 What does the speaker mean when he says:
A. He needs to check the video.
B. He has finished his talk now.
C. He just said something important.
D. It's time for the class to end.
S
A
M
P
In this part, you will hear three short talks. After each talk, you
will hear six questions about it. Before each talk begins, you
will have time to preview the questions that are printed in the
test booklet. You will hear each talk and the questions once.
If you want to, you may take notes in your booklet as you
listen. Mark your answers on the separate answer sheet, not
in the test booklet. You should mark A, B, C, or D.
Do you have any questions?
16
02 New S&S ECPE Ts U 2.indd 16
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2c
1b
Now you will hear the second talk. Look at the questions.
Now you will hear the third talk. Look at the questions.
Listen to a speaker at a natural history museum.
Listen to the editor of an online news site talking to his team.
7 What is the speaker's main purpose?
A. to describe the scorpion tree
B. to introduce an expert
C. to honor Dr. Taylor
D. to encourage people to become members
13 What does the speaker imply about the members of his
team?
A. They are unsatisfied with the working conditions.
B. Some are having to learn about a new subject.
C. Few are interested in the environment.
D. They will find the new feature very easy.
10 What does the speaker say about the scorpion tree?
A. It was recently planted.
B. Its origins were carefully recorded by cowboys.
C. People were mistaken about its origin.
D. Local legends didn’t mention it.
Y
15 What does the speaker imply about the readers who
visit the site?
A. They are not especially patient.
B. They think the accounts are user-friendly.
C. They are unsatisfied with the site's content.
D. They only read special features.
16 What information does the speaker say will be noted?
A. how many people visit competitors’ pages
B. how often people submit new content
C. how many new passwords are created
D. how long people remain on the site
LE
11 What does the speaker say about the purpose of the
carving?
A. It was once used to teach astronomy.
B. It was left as a puzzle for future generations.
C. It is a map of the stars in the night sky.
D. It was used to track the passage of time.
O
P
9 How did the speaker meet Dr. Taylor?
A. At a talk that he gave.
B. They were colleagues at the museum.
C. He was once her teacher.
D. She was a guest at his event.
14 What does the speaker suggest about the future of the
news site?
A. It is uncertain at this time.
B. It will probably increase membership fees.
C. It is likely to merge with a competitor.
D. Its ownership is now in his hands.
C
8 What does the speaker imply about the audience?
A. Many come to the museum frequently.
B. They came especially to hear Dr. Taylor.
C. They are all Dr. Taylor's students.
D. It's the first talk they have attended at the museum.
18 What does the speaker mean when he says:
A. There’s a great deal of potential.
B. Hard work will be generously rewarded.
C. There's a risk of losing a great deal.
D. It's a very competitive situation.
S
A
M
P
12 What will the audience probably do next?
A. visit the scorpion tree
B. renew their membership
C. greet Dr. Taylor
D. make a donation
17 What is the main purpose of the talk?
A. to explain the need for a change in direction (global
question)
B. to inform staff about a new user interface
C. to analyze differences with their competition
D. to congratulate everyone for their excellent
achievements
17
02 New S&S ECPE Ts U 2.indd 17
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3a Conserving Forests
Exam Tip
CO2
Soil dries out
Less carbon absorbed
CO2
4
Why do you think it is important to conserve our forests?
(See Answer Section)
1 What is the main purpose of this
passage? (global question)
a
to illustrate the importance of forest
conservation
b to examine the reasons for forest
growth in different regions
c to assess the value of different
research methods
d to contrast the findings of two different
reports
C
Reading
LE
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence. (See Answer Section)
A
M
P
Where does the truth lie? The studies are varied and frequently contradictory,
as they are with most information when it comes to the environment.2 The
widespread perspective is that the ‘lungs of the Earth,’ the forest areas and trees
that cleanse the atmosphere of carbon dioxide, are deteriorating at unprecedented
rates. The opposing view, less conventional but borne out by research, suggests
that there has been a reversal of the overall forest decline in many regions.
The findings of one recent report claim that the transition from deforestation
to reforestation is already well underway. The team of researchers asserted3 that
two of the countries most often accused of the worst environmental abuses,
China and the US, have actually achieved forest expansion over the last fifteen
years. They took into account tree density as well as tree cover in the
calculations giving Japan as an example.3 The team points out that although the
size of forest land in Japan has remained unchanged for the last fifty years, tree
volume has achieved an average annual increase of about 1.6%. A combination
of factors is responsible, including the ongoing human migration from rural
regions to urban centers as well as the rise of electronic media4 with the
subsequent decline of newsprint. Globally, however, there is less cause for
optimism.
According to another report, expanded woodland may not be enough
to avert environmental overload. New forest land might look good on paper,
providing an impressive statistic, but cannot compare with natural forests in
terms of biodiversity.5 The report also states that newly-planted trees are not
growing quickly enough to deal with carbon dioxide levels. If that is true, then
international environmental agreements that allow governments to plant trees
rather than cut their greenhouse gas emissions would have little short-term
effect in combating the rise of greenhouse gases.6
S
• Some questions test reference words
in a text. These are words such as ‘it’,
‘they’, ‘this’, ‘their’ etc. They are used
to refer to a person, idea or thing that
has previously been mentioned in
order to avoid repetition.
• Read the sentences before the reference
word carefully as the nouns that they are
referring to are often very close to the
reference word.
• Check that the pronoun agrees in number
(singular/plural) with the noun it replaces.
2
1
3
Think!
Reference words
Fires
release
carbon
Y
“Of the total
carbon dioxide
released into the
atmosphere each
year,
deforestation
accounts for
8-10%.” Use the
pictures to
explain the quote.
Carbon
Plants take in CO2
O
P
Lead-in
2 What point does the author make
about environmental studies?
a
b
c
d
Any study’s practical use is limited.
Differences of opinion are common.
The findings are always pessimistic.
Statistics confuse the average reader.
3 In the third sentence of paragraph 2,
what does they refer to?
a
b
c
d
the China and US
findings of a report
a team of researchers
forest expansion
4 According to the passage, what might
have contributed to the reversal of
forest decline?
a
b
c
d
an increase in popularity of online media
the increase of parks in urban centers
the decline in population of urban areas
the increase in available forest land
18
03 New S&S ECPE Ts U 3.indd 18
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3a
5 In the last paragraph what does the author mean by
new forest lands might look good on paper?
They are best used for paper production.
Their numbers need to be formally published.
They appear more beneficial than they actually are.
Their true benefits are overestimated by scientists.
6 What does the writer suggest about governments’
attitudes to the environment?
2
3
4
5
6
7
M
8
The rapid expansion of farmland has had a disastrous
impact on forests.
It is widely accepted that forest areas around the
world are deteriorating at an alarming rate.
A less conventional view is that forest cover has
actually increased.
Recently, southern Greece suffered from a forest fire
unprecedented in duration and magnitude.
The transition to reforestation is already taking place
according to recent reports.
From an environmental perspective, reforestation is
a long-term solution.
The reversal of forest decline in many areas is
supported by research.
The density of a tropical forest is such that sunlight
never penetrates all the way to the ground.
answer.
2 1CircleThethemaincorrect
............ responsible for soil erosion is
A
deforestation.
a account
b factor
c item
d reason
Firefighting planes and helicopters were going to
and fro in a desperate attempt to ............ disaster.
a repel
c arrest
b cleanse
d avert
S
2
7
8
3
The mayor announced the new measures to ...........
future fires.
a combat
c oppose
b engage
d attack
4
Ornithologists tag birds to study their ............
patterns.
a emigration
c immigration
b migration
d integration
The city has ............ so much that its surrounding
rural area has practically disappeared.
a boosted
c expanded
b inflated
d amplified
9
There is ............ concern about the survival of plant
and animal species that live in forests.
a widespread
c overall
b broad
d thorough
10
............ areas are likely to suffer from the
consequences of global warming more severely than
other areas.
a Geographical
c Urban
b Restricted
d Territorial
Listening, Speaking
& Writing
LE
1
P
1
Fill in: expansion, perspective, conventional,
unprecedented, reversal, density, transition,
deteriorating
Jill’s parents bought a cottage in a ............ area to
get away during the weekends.
a pastoral
c crude
b rural
d rustic
A Greenpeace spokesperson ............ that the
organization would stop any fishing in these waters.
a asserted
c contradicted
b accused
d presented
O
P
Vocabulary
6
C
a They have neglected conservation for too long.
b Their initiatives are not reducing carbon dioxide
levels.
c They are reluctant to invest in conservation programs.
d Their agreements only provide short-term solutions.
The persistence of global warming in ............ years
will have a disastrous impact on dry, forested areas.
a frequent
c successive
b repetitive
d subsequent
Y
a
b
c
d
5
•
Listen to some people talking about possible
ways to help reforestation efforts. Which person
suggests the following?
educate community / (Martin)
start an ‘Adopt a Tree’ campaign / (Elizabeth)
organize fundraisers and tree-planting school trips
(James)
Think!
•
Which of the suggestions do you think
would be more effective? Why? Suggest other
possible ways to aid reforestation efforts.
•
IT In groups, collect information about the
adverse effects of deforestation and prepare an
educational brochure.
(See Answer Section)
19
03 New S&S ECPE Ts U 3.indd 19
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Grammar
• Adjectives describe nouns or pronouns. John is a
hardworking student.
• Adverbs describe verbs, adjectives or other adverbs.
They cannot be used between a verb and its object.
He always does his homework carefully. (NOT: He
always does carefully his homework.)
• Certain adjectives can’t precede the noun they
describe. These are: alike, alive, alone, afraid,
asleep. The children were asleep when we got home.
(NOT: The asleep children ... – In this position we
could use sleeping.)
Identify the words in bold as adj (adjective) or adv
1 (adverb).
Mark the sentences below as C (correct) or
I (incorrect). Give reasons. Then, correct the
incorrect sentences.
(See Answer Section)
7
8
9
10
see pp. GR168-GR169
M
Comparisons
S
A
When we compare two people, things, etc. we need
to make logical comparisons. It is wrong to compare
the population of New York with Los Angeles. We
must compare the population of New York with the
population of Los Angeles.
correct item.
2 1CircleThethegreater
the work experience you have, .............
the salary you get.
a the most high
b as high as
2
The weather is slightly ............. than it was
yesterday.
a hotter
c hot
b hotter and hotter
d hottest
4
I was ............. to receive your letter.
a more delighted
c most delightedly
b most delighted
d much delighted
5
This candidate for the role is nowhere ............ the
one we saw earlier.
a near as qualified as
c even as qualified as
b more qualified than
d half as qualified as
6
Can’t you work ............. faster than that?
a more
c very
b a lot
d any
7
Each person’s fingerprints are different ...........
person.
a from another
c from any other
b from those of any other d than any other
8
The prices here are more expensive ............. at that
store.
a than
c than those
b as that
d from those
9
She always does well at sport, ............. her sister
doesn’t.
a such as
c whereas
b while as
d rather
LE
3
4
5
6
He is an alone person. (adj) – I/a lonely
They seemed certain they would win the race.
(adj) – C
She’s afraid of the dark. (adj) – C
They have recently taken up squash. (adv) – C
Can I see the weekly report? (adj) – C
They decided to hold the reception at a restaurant
expensive. (adj) – I
She was the firstly guest to arrive. (adv) – I
Could you speak clearly, please? (adv) – C
She types quite fast. (adv) – C
Obvious, he’s been through a lot. (adj) – I
P
1
2
3
Y
see pp. GR165-GR167
O
P
Adjectives - Adverbs
C
3b
1b
c the higher
d the highest
This car is three times ............. mine.
a as expensive as
b about as expensive as
c more and more expensive than
d nearly as expensive as
Expressing Similarity
see p. GR169
We can use certain words to express similarity. Study
the examples.
AS – LIKE – ALIKE
• She works as a waitress. (She is a waitress.)
She works like a slave. (She isn’t a slave.)
• It was like flying. It feels like velvet.
She is regarded as an expert on Greek mythology.
• This dress is like that one.
This dress and that one are alike.
SIMILAR – SAME
• Your glasses are similar to mine.
Our glasses are similar.
• Your glasses are the same as mine.
Our glasses are the same.
the correct item.
3 1Choose
This bag is almost the ............. Tony’s.
a same for
b same to
2
3
c same as
d same like
The two cars are almost ............. .
a same as
c
b like same
d
This coat feels ............. velvet.
a alike
c
b such as
d
similar to
the same
like
as
20
03 New S&S ECPE Ts U 3.indd 20
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3b
1b
He really wanted to work ........... a graphic designer.
a like
c same as
b as
d similar to
5
The two sisters don’t look ........... at all.
a same
c like
b alike
d same as
6
Peter is regarded ........... the best planner on the
team.
a the same as
c as much as
b as
d such as
Take notice of the position of the blank as it is often a
clue to the missing part of speech.
Review
the correct answer.
5 1Choose
We don’t need any ............ complications.
a far
b further
see p. GR169
It + be (not) + subject/object + that/who(m)
Question word + subject + verb + is/was
P
LE
Study the examples.
John took Mary to the beach on Sunday.
It was John who took ... (emphasis on the subject)
It was Mary that John took ... (emphasis on the
object)
It was to the beach that John took ... (emphasis on
prepositional phrase)
It was on Sunday that John took ... (emphasis on
adverbial)
What John did was (to) take Mary to the beach on
Sunday. (emphasis on action)
the following sentences, as in the example.
4 1Rewrite
Steven Spielberg directed Jurassic Park.
2
Daniel needs to follow a fiber-rich diet.
It is a fiber-rich diet that Daniel needs to follow.
5
6
7
3
The band’s latest album went ............ in less than a
week.
a gold
c golden
b more gold
d mostly golden
4
No matter how ............ she tries, she can never
improve her French.
a harder
c hard
b hard as
d hardly
5
There’s a beautiful recreational park ............ .
a as near as
c near
b nearby
d nearer
6
It’s obvious that he’s ............ in love with her.
a deeply
c very deep
b deep
d mostly deeply
7
He is ............ teacher we have ever had.
a far the best
c by far the best
b far better as
d by far the better
8
I’m not sure when the committee ............ this
long-term plan.
a implements
c implementing
b shall implement
d will implement
9
Mr. Simpson’s flight ............ later this evening.
a is due for arrival
c is due to
arriving
b is due to arrive
d is due for
arriving
Why did she resign from such a high-powered job?
Why ever did she resign from such a high-powered job?
S
4
Wholesale costs are ............ than they were a year
ago.
a slight higher
cslightly more
b as higher
higher
d slightly higher
Andrew submitted the documents on Monday.
It was on Monday that Andrew submitted the documents.
A
3
M
It was Steven Spielberg who/that directed Jurassic
Park.
2
O
P
Cleft sentences are used to put emphasis on
particular information in a sentence.
c bit of
d farther
C
Cleft Sentences
Exam Tip
Y
4
Craig assured me that there wouldn’t be any
complications.
What Craig assured me was that there wouldn’t be
any complications.
10
Martha knocked over Mom’s favorite china vase and
broke it.
It was Martha who knocked over Mom’s favorite
china vase and broke it.
She didn’t like living in New York City at first, but she
eventually ............ .
a got it used to
c got used to it
b is used to it
d used it
11
............ she’s interested in is having a career.
a All
c Mostly
b Whatever
d Only
12
I ............ want to speak to them again!
a don’t never
c will never
b did never
d don’t ever
Cory went to the bookshop to buy the novel he
wanted.
It was to the bookshop that Cory went to buy the
novel he wanted.
21
03 New S&S ECPE Ts U 3.indd 21
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3c
1b
Exam Practice
Introducing Information & Listing Points
SPEAKING
answer the following questions.
1 •In pairs,
Do you like the area you live in?
•
•
Could you tell me a little bit about your job/studies?
How would you improve your area?
(See Answer Section)
Model Interview
2
isten to two test takers and an examiner doing
L
Stage 1 and answer the questions.
How do they expand their answers?
Which test taker do you think did a better job? Why?
(See Answer Section)
Test taker 1: Use your information sheet (p. 195) to explain
your options to test taker 2.
Test taker 2: Which one of those options do you think is
the best? Make a recommendation to test taker 1. Just
say the name.
Test taker 2: Use your information sheet (p. 196) to explain
your options to test taker 1.
Test taker 1: Which one of those options do you think is
the best? Make a recommendation to test taker 2. Just say
the name.
LE
•
•
Y
Stage 1 is a 3-5 minute conversation between you, and
the other test taker, and Examiner 1. The examiner will
start with introductions and then will invite you to say a
few things about yourselves. Next, you will be asked
personal questions about your daily lives and
experiences. The final question will be relevant to the
topic of the activity in Stage 2.
O
P
Exam Tip
C
Stage 1 • Giving personal information
(3-5 minute conversation)
• Firstly, …/Primarily, …/Most importantly, …/The first is
a suggestion to/This option/proposal endeavors to ...
• Secondly, .../Then, …/After that, …/On top of that, …/
Additionally, .../ Moreover, .../What’s more, ...
• The next important thing/issue is …/This seems to be a
very attractive option/proposal/solution as it …
• This leads to …
• Finally, this proposal/option also offers …
• If implemented, the plan/proposal would provide ...
• The downside/The only disadvantage/A possible
drawback ...
Stage 2 • / Explaining and
Recommending (5-7 minutes)
P
Exam Tip
S
A
M
Stage 2 is a 5-7 minute decision-making activity and is
the basic part of the speaking test. Examiner 1 will present
an imaginary scenario where you and the other test taker
will take on specific roles in order to arrive at a decision
together. You will have 2-3 minutes to go over your
information sheet before each of you begins explaining
their two options, in your own words. Upon listening to
your partner, you will make a recommendation of the best
option presented by them. Finally, each of you will report
which of your own options you believe is the best.
two of you are members of your city planning
3 The
commission. The mayor is seeking ideas on how to
use public land for an urban renewal project. You are
on the selection committee and the mayor has asked
for your help in proposing a project. The information
sheets in the Speaking Appendix show four proposals.
Use the information sheets to do the tasks below.
While listening to your partner, you may take notes but
you are not allowed to see your partner’s information
sheet. Use the language in the table to help you.
Test taker 1: Which one of your own options is the best?
Just say the name.
Test taker 2: Which one of your own options is the best?
Just say the name.
Model Interview
4
isten to two test takers doing Stage 2 and
L
answer the questions.
•
•
Which option did each test taker recommend?
Which one of his/her own options did each test
taker choose?
(See Answer Section)
Stage 3 • Consensus Reaching
(5-7 minutes)
Exam Tip
Stage 3 is a 5-7 minute conversation between you and
the other test taker. You need to come to a consensus,
narrowing down the two options you individually chose at
the end of Stage 2 and agreeing on one single option.
This is done by comparing and contrasting the two options
you have decided, rejecting one and choosing the other as
your final choice.
(See audioscript for Stage 2 Model Interview as an example.)
22
03 New S&S ECPE Ts U 3.indd 22
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3c
1b
Comparing/Contrasting –
Expressing Advantages & Disadvantages
• First let’s compare/look at ...
• From the two options, ... I believe ... is the better choice
because ... .
• ... is far easier to implement.
• ... is considerably more feasible than ... because ...
Model Interview
8
... on the grounds that ...
This is (largely) due to the fact that ...
The (main) reason for/ behind this is ...
I feel strongly about this because ...
• Also ...
Consensus Reaching
Model Interview
6
isten to two test takers doing Stage 3 and
L
answer the questions.
Which option did the test takers choose?
What reasons did they give?
(See Answer Section)
P
•
•
M
Stage 4 • Presenting and convincing
(5-7 minutes)
Exam Tip
S
A
Stage 4 is a 5-7 minute formal presentation given by you
and the other test taker to Examiner 2, who plays the part
of someone in authority. You will be given 2-3 minutes to
decide who will talk about which bullet points and plan
your presentations. You each need to present two different
bullet points from the option you chose at the end of Stage
3, explaining the reasons why you chose this option.
7
In pairs, prepare a formal presentation of your
chosen option. At this stage you can look at the
information sheet together. Give two reasons each
to support the option and explain why these reasons
are important. Use the language in the table to help
you.
(See audioscript for Stage 4 Model Interview as an example.)
Exam Tip
Stage 5 is a 5-7 minute conversation between you, the
other test taker, and Examiner 2. The examiner will
continue to play the part of someone in authority and will
ask you questions or make challenging statements about
your preferred option based on what you said in Stage 4.
You will need to convince Examiner 2 that your choice is
sensible, by considering possible drawbacks and outlining
why they are minor or simple to deal with.
LE
• It seems that we both feel/agree that ...
• So, we’re in agreement?
C
• ... such as ...
What are the reasons each test taker gives?
How do the test takers support each reason?
(See Answer Section)
Stage 5 • Justifying and Defending
(5-7 minutes)
Giving Examples
• ... for example, ...
isten to two test takers doing Stage 4 and
L
answer the questions.
•
•
Justifying Viewpoints
•
•
•
•
Another reason we are in favor ...
These activities would promote ...
We both agree that ...
It is also worth mentioning that ...
Now, my partner will continue with two more reasons in
favor of this option ...
Y
advantages and disadvantages of each? Which is
the best option? Reach a consensus. Use the
language in the table below to help you.
(See audioscript for Stage 3 Model Interview as an example.)
Presenting and Convincing
•
•
•
•
•
O
P
Now work in pairs. Compare and contrast the
5 options
you have each chosen. What are the
In pairs, take turns taking on the role of the mayor
9 and
express concerns about the chosen proposal
while your partner justifies and defends the decision.
Then switch roles. Use the language in the table
below to help you.
(See audioscript for Stage 5 Model Interview as an example.)
Justifying and Defending
•
•
•
•
What I am trying to say is that ...
To be perfectly honest, ...
It seems reasonable, therefore, to ...
In fact, ...
Model Interview
10
isten to two test takers and an examiner doing
L
Stage 5 and answer the questions.
•
•
What concerns did the examiner express?
How did the test takers justify and defend their decision?
(See Answer Section)
23
03 New S&S ECPE Ts U 3.indd 23
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1bI
Exam Practice
VOCABULARY
GRAMMAR
­­ 1. The corporation ________ to announce its new chief
executive officer.
A. supposed
B. is on the point
C. will be
D. is due
2. The dietitian advised her client to ____ her diet with
vitamins in order to get the necessary nutrients.
A. complement
B. accompany
C. supplement
D. augment
2. “How will I know it’s your brother?”
“He ________ a green Ford.”
A. will have been driving
B. will drive
C. will be driving
D. will have driven
3. Through stricter law enforcement, officials are trying to
____ the number of accidents caused by reckless drivers.
A. restrain
B. truncate
C. curtail
D. dock
3. The aromatherapy treatment has ____ wonders for him.
A. done
B. played
C. made
D. taken
O
P
5. “I’m afraid Mrs. Adams is running a little late.”
“That’s OK; I ____ wait.”
A. might as well
B. had better to
C. would prefer
D. could well
LE
5. In political debates, candidates often use personal
attacks to ____ the real issues and social problems.
A. divagate
B. divide
C. direct
D. deflect
4. Finding new clients isn’t easy, but ____ you’ll reap
financial rewards.
A. in time
B. for a time
C. in the time
D. by the time
C
4. Some people do not realize the ____ of crash diets and
the dangers involved.
A. backlash
B. aftermath
C. responses
D. repercussions
Y
1. The hurricane ____ the city destroying almost all the
buildings and leaving many people homeless.
A. sacked
B. ravaged
C. degraded
D. overcame
6. Dan ____ hour after hour skateboarding when he was a
teenager.
A. used to be spending
B. was spending
C. was used to spend
D. would spend
7. The athlete accepted his reward and ____ his success
to his coach and the team’s hard work.
A. attributed
B. assigned
C. allocated
D. ascertained
7. ____ was extremely important to the overall success of
the project.
A. What did Karen
B. Karen did what
C. What did Karen do
D. What Karen did
8. After the hurricane hit their town, many people were left
____ and had to struggle to get back on their feet.
A. demolished
B. destitute
C. penurious
D. wanting
8. I ____ my essay by the end of the week at the very latest
in order to have time to check it thoroughly.
A. will intend to finish
B. am intending to finish
C. intend to finish
D. intend to be finishing
9. The increase in the cost of living has ____ many
stay-at-home moms to return to work.
A. prompted
B. elicited
C. agitated
D. produced
9. “The boss put Lynn in charge of the Personnel
Department.”
“I don’t think she’s ____ the job.”
A. up with
B. in for
C. up to
D. in to
S
A
M
P
6. The high tide caused the boat to ____ from side to side.
A. bend
B. swing
C. sway
D. lean
24
04 New S&S ECPE Ts Exam Pract I.indd 24
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1bI
CLOZE
Exam Tip
A. reform
B. relaunch
A. had gradually developed
B. gradually develops
C. has gradually developed
D. was gradually developing
3
A. and
B. and also
C. as
D. or
4
A. demographics
B. infographics
C. analytics
D. geographics
5
A. groundwork
B. infrastructure
C. foundation
D. superstructure
6
A. apart
B. away
C. off
D. down
7
A. native
B. municipal
C. domestic
D. internal
8
A. Immediately
B. Instantly
C. Presently
D. Directly
9
A. by discussing projects from the 19th century
B. by participating in special committees
C. when leaving declining areas
D. while sustaining the national economy
P
LE
C
2
10
A. misplacement
B. disengagement
C. displacement
D. rearrangement
S
A
M
C. redevelop
D. regrow
O
P
1
Y
When reading a cloze passage, first scan the passage
quickly before choosing the correct answer. Second, go
through the text item by item to find out what’s being
tested (sentence structure or overall meaning), and
then quickly study the choices. Use a process of
elimination to narrow down the choices. Finally, read
the text again to make sure your answers make sense.
U
rban renewal refers to a number of programs
sometimes funded by the government which
(1) ________ badly designed or run-down urban areas.
Although it initially began as a governmental program
aimed at enhancing inner-city housing, urban renewal
(2) ________ into projects that rely on community
participation. It deals with important urban problems
such as faulty planning, poor landscaping, lack of open
spaces, (3) ________ the like.
The history of urban renewal dates back to ancient
times, when Rome was rebuilt by Augustus. Since then, it
has not only played a major role in the (4) ________ of
cities and their populations around the world, but it has
also had a significant impact on their appearance and
economy. For example, during the late 19th century, Paris
was one of the world’s most developed cities. However,
instead of the city’s (5) ________ growing stronger, it
began breaking down due to increasing growth. Between
the 1850s and the 1870s, a project was initiated which
tore (6) ________ large slum areas, replacing them with
public squares, large parks, tree-lined boulevards, and
(7) ________ facilities, all of which are hallmarks of Paris
even today. (8) ________ , urban renewal focuses on
specific declining areas, but with a more communityoriented emphasis. In Oregon, for example, citizens are
consulted throughout the state's urban renewal process
(9) ________ before any public spending or development.
While urban renewal has been criticized in the past for
bringing about less affordable housing and large-scale
(10) ________ of residents to other
areas, it has proven to be a
successful way to improve
community life.
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04 New S&S ECPE Ts Exam Pract I.indd 25
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1bI
Writing
For and Against essays
Useful language
Acknowledging a source:
According to a recent survey/news report/study/name
of person...
(A well-known/famous person) once said...
Results/Data/Research from... show/indicate/reveal/
suggest etc. that…
As reported by/stated in.../it seems/appears that...
Describing data:
Almost/Approximately/Nearly 30% of/one quarter of/
number...
One in three (people)...
A large/small percentage/portion/amount of...
A large/small/considerable/significant number of...
Making generalizations
The (vast) majority of/Most/ Nearly all...
It is estimated/expected that...
On the whole,/In general terms,/It is generally felt...
This (fact) suggests/implies/indicates...
...has increased/decreased/risen/fallen/reduced (by)...
...per year/each year/every year
Over the past.../In recent/In the last years...
A for and against essay is a formal piece of writing
which discusses the advantages and disadvantages of
an issue. A for and against essay considers the
opposing viewpoints of an issue, objectively and equally,
by presenting points in favor of a chosen topic as well as
those against.
Y
Plan
The introduction clearly presents the topic.
O
P
The main body presents advantages and disadvantages
in separate paragraphs. We start each main body
paragraph with a topic sentence, that is, a sentence
which introduces the theme of the paragraph. Each
point should be supported by justifications which may
include examples and/or information from the provided
sources.
Introduction
• a catchy opening technique (quotation,
reference to an interesting or unusual
scene/idea/situation, rhetorical question)
that grabs the reader’s attention
• clear presentation of the topic (without
stating your opinion)
Para 3
• argument 1 against & justification
• argument 2 against & justification
summarization of points and direct or indirect
presentation of writer’s opinion and/or
closing comment(s)
M
Para 4
SOURCE 1
• argument 1 for & justification (example/
source)
• argument 2 for & justification (example/
source)
P
Para 2
SOURCE 2
Main Body
Conclusion
Read the three sources and the task. Underline
1 a) the
keywords.
LE
Para 1
C
The conclusion summarizes the points for and against.
It can also contain the writer’s opinion.
“Oh, my fellow men, do not defile
your bodies with sinful foods.”
– Pythagoras, philosopher, 570 BC-490 BC
16%
48%
34%
S
SOURCE 3
A
– a recent agricultural report
Public opinion about GM foods - a
recent survey of 18-29 yrs old
Writing Sources
The three sources provided in the writing task of the
exam may contain a chart/graph, a figure and a
quotation. Information on where the sources come
from is also included. For each source used in the
writing task, reference to where it comes from must
be acknowledged. To incorporate the sources into
your essay use the following steps:
• underline the keywords
• decide where to incorporate the source(s) in your
writing
• paraphrase the information
• for quotes we use the exact content in quotation
marks or paraphrase
• expand on the source (if necessary)
8.1% pesticide reduction from GMOs in past 20 years.
TIP: You can use words/phrases from the Useful
language box to integrate sources into your essay.
worse for health
better
neither better or worse
Task Essay
Recently, genetically modified (GM) foods have started
to fill our supermarket shelves to the surprise of many
unsuspecting consumers. What are the arguments for
and against GM foods? Write an essay addressing
this topic and explain your opinion about it. Include at
least one piece of information given above to support
your response.
26
04 New S&S ECPE Ts Exam Pract I.indd 26
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1bI
b) Look at the sources on p. 26 again and answer
the following questions:
2
3
Which source(s) can be used to support the
advantages of the issue (FOR)?
Which source(s) can be used to support the
disadvantages of the issue (AGAINST)?
Could the information from any of the sources be
used in the introduction or conclusion of the essay?
(See Answer Section)
✓ The ancient philosopher Pythagoras believed
that people should be wary of what they ate.
b … According to Pythagoras people should eat
whatever they liked as long as they behaved well.
C
… Over the past 20 years, it has been shown that
8.1 percent of GMOs reduce pesticide use.
b ✓ A recent agricultural report indicates that in the
last 20 years, GMOs have reduced pesticide
spraying by 8.1 percent.
a
✓ A recent survey of people aged 18-29 shows that
the majority believe that GM products are bad for
you.
b … A survey of young people suggests that a
minority of people are concerned about the health
impacts of GM food.
P
SOURCE 3
O
P
a
LE
SOURCE 2
SOURCE 1
c) Using the keywords from Ex. 1a and the useful
language box from p. 26, check the correct
paraphrase a or b of each source from the topic
in Ex. 1a.
a
2
M
2 Read the model essay and answer the questions.
3
What language is used to acknowledge the source?
4
Are any of the sources expanded on further?
Highlight it in the model.
5
What technique does the writer use to introduce the
topic?
6
Circle the arguments for and the arguments against
in the model. How are they justified: with examples?
with the use of a source?
7
Which paragraph contains the writer’s opinion?
8
Are there any closing comments in the conclusion?
Find them in the model.
(See Answer Section)
Which of the sources from Ex. 1a are mentioned?
Underline them in the model.
How is the information from the sources
incorporated: to introduce or conclude the topic of
the essay? in support of an argument?
closing
comments
S
A
1
1) The ancient philosopher, Pythagoras once
said, “Oh, my fellow men, do not defile your bodies
with sinful foods.” Could we apply this statement to
the dangers of GM foods? Genetically modified food
promises to wipe out disease and famine. However,
there is great controversy regarding the human
health risks and the potential environmental impact.
2) There are certain advantages to GM foods.
One argument in their favor is that GM crops are
altered to withstand disease and pests, while
offering improved flavor, better quality, and longer
shelf life. Thus, more crops can be grown and more
nutrients are added allowing healthier products to
reach the public. Secondly, their stronger resistance
means that fewer chemicals and pesticides are
needed. In fact, over the last 20 years, GMOs have
reduced pesticide spraying by 8.1 percent according
to a recent report. Needless to say, fewer chemicals
means not as many toxins will enter local water
supplies.
3) However, there are also many drawbacks to
GM foods. Opponents argue that not enough
research has been conducted on the safety of these
products. They claim that there are no guarantees
that GM foods are safe for the human body. For
instance, eating GM products could alter the genetic
makeup of humans. It is also argued that GM crops
may threaten biodiversity by decreasing the
richness and variety of food. For example, some
organisms might lose their original attributes which
might result in the loss of certain flora and fauna.
4) In conclusion, GM foods offer great benefits in
terms of flavor and resistance to pests and diseases,
while also posing important questions about health
and environmental impacts. I am convinced that
although advances in modern science are
surpassing our wildest dreams, new products
should be strictly screened for safety. We need to be
aware of any of the potentially harmful
consequences before allowing a genetically modified
crop into the food chain.
Y
1
MODEL
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04 New S&S ECPE Ts Exam Pract I.indd 27
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Writing
Developing Supportive Main Body
Paragraphs – For and Against
Arguments and Justifications
Formal language
A
The points used to argue for or against along with their
justifications, are presented in separate main body
paragraphs. Remember to use linkers that help the reader
follow your points. You can formulate arguments in the
following way:
Arguments for
Consider the arguments for by asking yourself:
In what way is this good?
List the reasons why it is good.
Choose the two best arguments.
O
P
•
•
•
•
•
•
Arguments against
Consider the arguments against by asking
yourself: In what way is this bad?
List the reasons why it is bad.
Choose the two best arguments.
Once you have formulated the points to be discussed, you
can then decide if the information presented in the sources
can be incorporated into the justifications of your argument.
If you do decide to use a source you should correctly
acknowledge it, and expand on it if possible. See the example
below, referring to the topic: Is ecotourism a good idea?
One argument in favor of ecotourism is that
Argument
it helps the local economy considerably.
Justification
As stated in a recent news report, ecotourism
(use of a
brings in $600 billion in revenue each year.
source)
LE
3
a) Read the extracts. Which one would you expect
to read in a for and against essay? Give reasons.
(See Answer Section)
Plan
C
For and against essays are written in formal style.
Formal language is characterized by:
• passive voice, impersonal constructions.
(e.g., It is well known …; It is/could be argued that …)
• a range of advanced vocabulary (verbs, adjectives,
abstract nouns, etc). (e.g., passionate debate
regarding immigration legislation)
• complex sentences. (e.g., It is often argued that
censorship is needed to prevent the broadcast and
publication of obscene material considered offensive
to public morals.)
• inversion, especially in conditionals. (e.g., Were
this to be true, it would ...; At no time has there been
a more detailed ...)
• Use of formal expressions and linkers:
One point/argument in favor of .../against ..., Some/
Many Experts/Scientists/Skeptics/Critics ... claim/
suggest that .../oppose the view that ..., It is often/
widely/ generally ... claimed/suggested/argued/felt/
held/maintained/believed that...
Y
1bI
One point in favor of recycling is that it aids in reducing
the demand for limited resources such as paper. In fact,
these materials can be easily reused to make other
containers and packaging materials. Naturally, this
will lessen the need to cut down more trees.
A
M
P
B A good thing about recycling is how we’d be using less
paper and metal to make new things. For starters, the
stuff we use to make things such as containers and boxes
can be used over and over again to make new containers.
So, I’d say that if we’d just recycle more, the need to get
new materials would go down, and the materials we have
already would last longer.
S
b) Why is the other extract not appropriate?
Underline examples of short forms, colloquial
expressions, colloquial phrasal verbs, simplistic
vocabulary, and simple linking words.
(See Answer Section)
the words/phrases in bold with: less expensive,
4 Replace
it can be argued that, while it is true that, materials,
outweigh, according to current methods. You may need
to change the word order.
(See Answer Section)
Many claim that the costs of recycling are larger than the
benefits. We can say that recycling reduces our demand for
paper and metal resources, but really, it is sometimes
cheaper to process new wood and metal stuff than it is to
recycle them the way we do it now.
28
04 New S&S ECPE Ts Exam Pract I.indd 28
Expanding
on source
From this revenue new jobs and businesses
are created locally boosting the economy.
through arguments for and against the topic:
5 a) Read
Is ecotourism a good idea? Match each argument
with its corresponding justification. Which
justification expands on the argument? c Which
gives an example? b Which mentions information
from a source? a
Arguments
1. c Only foreign investors and big corporations benefit
financially from the ecotourism revenue rather than
local communities.
2. a Ecotourism contributes significantly to the
ecological destruction of an area.
3. b Money generated from ecotourism could help
preserve wildlife.
Justifications
a In the past three years, global waste from tourism
has increased from 2.0 million tons to 4.8 million
tons, according to a recent study.
b For example, natural areas can be declared national
parks and income from the ecotourism can be used
to protect wildlife.
c They make big profits and little money is injected
into the local economy.
31/03/21 11:18
1bI
b) Using the arguments from Ex. 5a and the
argument presented in the plan, write the main
body paragraphs. Use appropriate linkers (see
Formal Language box from Ex. 3. Start each
paragraph with a topic sentence.
(See Answer Section)
b) Answer the questions about the topic in Ex. 6a.
3
4
Writing
ead the sources and the task. Underline the
6 a) Rkeywords.
Food
14%
Other Home
Energy Use
15%
FOR
JUSTIFICATIONS
O
P
Top 100 companies = 71% of global CO2 emissions
Average American household = 20% of total American
CO2 emissions
– a recent report
Home Heating
and Cooling
17%
Citizens will
become part of the
solution and not the
problem.
C
SOURCE 1
Average person’s
CO2 emissions
by consumption.
– research data
Stuff You Buy
26%
isten to two people discussing the topic from
L
Ex. 6a and complete the table below.
ARGUMENTS
SOURCE 2
Transportation
28%
c)
What are the two sides of the issue?
How do the sources relate to the topic of the essay?
Do any support a particular side/argument?
What technique(s) will you use in your introduction?
What will you include in your conclusion?
(See Answer Section)
Y
1
2
Money raised from
tax revenue could
be used for green
projects.
force citizens to 1) change their
habits by using 2) environmentallyfriendly transportation and shop
less. According to recent research
data these activities account for
3) more than half of the average
person’s CO2 4) emissions .
governments can use the 5) funds
to create green parks and 6) bike
paths throughout the city to
7) promote greener transportation.
LE
“Responsibility for the environment starts with the
individual.”
– Joel Makern, president of Saving the Planet conservation
group
Task Essay
P
SOURCE 3
AGAINST
S
A
M
In the fight against global warming, some governments
are choosing to tax and fine their citizens for their
carbon emissions. What are the arguments for and
against placing responsibility on citizens alone? Write
an essay addressing the topic and explain your opinion
about it. Include at least one piece of information given
above to support your response.
Citizens are not the
main polluters and
shouldn’t be taxed
for a problem they
are not creating.
American households 8) only
contribute 20% of total emissions
compared to the top 100 companies
that contribute 71%.
Governments do
not provide
sufficient
infrastructure to
justify such taxes/
fines.
unfair to 9) tax citizens for activities
when greener alternatives are not
available or 10) sufficiently
developed.
Now, using the information from your answers in
7 Ex.
6c, write your essay. Exchange your essay with a
partner. Check each other’s piece of writing, using
the following checklist.
(See Answer Section)
Check list
Is the topic stated clearly and
objectively in the introduction?
Is an opening technique used to
grab the reader's attention?
Are topic sentences used to
introduce the main body
paragraphs?
Does the paragraph containing
arguments for include two
arguments? Is each argument
supported by a justification?
Does the paragraph containing
arguments against include two
arguments? Is each argument
supported by a justification?
Are useful expressions/linkers
used to make the essay flow?
Is the information from at least
one of the sources presented
and/or expanded on in the
essay?
Has/Have the source(s) been
acknowledged?
Have the main points been
summarized in the conclusion?
Have you included you opinion in
the conclusion?
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04 New S&S ECPE Ts Exam Pract I.indd 29
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4a Growing on You
Lead-in
Exam Tip
Did you ...
t
NOW tha
K
Exemplification
• You may be asked about the writer’s
use of exemplification in the text
(questions 2 and 4 below). This
occurs when the writer refers to or
mentions something in order to
describe, explain, point out, or
illustrate an idea.
• Find the exemplification (word) in the
text and try to understand how it
relates to the surrounding material.
O
P
Y
– microbes are single-cell organisms so tiny that millions
can fit into the eye of a needle?
– microbes are the oldest life form on
Earth, dating back more than 3.5 billion years?
– without microbes, humans couldn’t eat or breathe, but
without humans, they would probably be just fine?
• Do you know approximately how many cells make up the human body?
How many of these are microbes?
(It is estimated that there are around 68 trillion.) (an estimated 90%)
Think! Think of two questions about microbes. Read the text and see
if you can answer them.
(See Answer Section)
Reading
LE
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
(See Answer Section)
M
P
Here’s a humbling thought. Of the estimated 68 trillion cells
that make up the human body, around half of them are not even
human. If you had to count all the cells in your body, around 38
trillion would be microbes. These microscopic creatures which,
when magnified, could be said to look like horror movie monsters,
are everywhere 2 – on your eyeballs, in your mouth, your nose,
your ears, and all over your skin. A large percentage of these
microorganisms are found in the human intestine.
Strangely enough, scientists do not yet know the identities
of most of these microbes. They have, however, come to the
conclusion that each one of us hosts somewhere between 500
and 1,000 species of microbes, representing about 8,000
subspecies. This internal multitude varies so distinctly from
person to person that it can serve as a kind of fingerprint of an
individual. 3
What is clear is that most of the microbes are not invaders.
Rather, they are so vital for our well-being that some researchers
consider them an organ of the human body. A human body is like
a complex ecosystem – a biosphere, almost. Different species
follow their own agendas, but collectively they advance the
cause of the whole. 4 Gut microbes, for instance, perform some
indispensable functions such as helping to digest food,
deactivating poisons, 5 producing vitamins, and warding off
disease.
This symbiosis, or “strategic alliance” between mammals
and microbes – that goes back millions of years – has led some
scientists to believe that we will never fully understand the
workings of our bodies until we understand the microbes that
live in them, 6 too. By probing further into these rarely studied
“alien communities,” they may be able to discover cures for
everything from illness to obesity.
A
S
30
05 New S&S ECPE Ts U 4.indd 30
1 What it the main purpose of the text?
(global question)
C
•
a
to introduce the relationship
between microbes and the human
body
b to argue for further research into the
microbes found in our bodies
c to describe the various functions of
microbes in the body
d to explain the dangers some
microbes present to the body
2 Why does the article mention horror
movie monsters?
a
to point out how dangerous
microbes can be
b to provide a familiar comparison
c to describe how microbes behave
d to explain how microbes influenced
our imagination
3 What does the author suggest about
microbes in the human body?
a
b
c
d
They have all been fully identified.
The same number resides in all of us.
They are all very similar in nature.
They could be used as a form of
identification.
4 In the third paragraph, why does the
author refer to the human body as a
biosphere?
a
as it’s been invaded and colonized
by microbes
b because different microorganisms
and human cells are dependent
upon each other
c due to its impact upon the parts of
the body where microbes live
d owing to the fact it is vulnerable and
needs protection
22/02/21 12:48
4a
a
b
c
d
They render toxins harmless.
They enrich vitamins.
They spread diseases.
They steal nutrients.
5
The paramedic put a special bandage around the
patient’s hand .............. the broken bones.
a paralyzing
c deactivating
b disabling
d immobilizing
6
The brilliant young scientist was .............. to the
research project.
a indispensable
c undeniable
b unquestionable
d indisputable
7
Humans .............. bacteria which can benefit their
health.
a shelter
c lodge
b board
d host
6 According to the passage, why is it important to do
further research into microbes?
2
3
4
5
6
7
M
8
Many vitamins are absorbed through the walls of the
small intestine as food passes through it.
Scientists have come to the conclusion that each
one of us hosts between 500 and 1,000 species of
microbes.
Every species follows its own agenda for its survival
which is often dependent on other species.
The symbiosis between plants and animals has
allowed each to benefit from the other.
Children are eating more and more fatty foods,
which is leading to an alarming rise in obesity.
A multitude of microorganisms work to fight off
disease in the body.
There is always more to learn about the complicated
inner workings of the human body.
Many alien species of plants have been introduced
into a region far from their native habitat, posing a
threat to the environment, health, and safety.
Jean often ……………….her doctor’s advice
thinking nothing will ever happen to her.
a cuts off
c shrugs off
b casts off
d shuts off
10
The .............. smashed a window to get into the
laboratory and then stole some very expensive
equipment.
a intruders
c invaders
b violators
d outsiders
LE
1
9
Speaking & Writing
P
1
Fill in: multitude, conclusion, obesity, intestine,
workings, symbiosis, agenda, alien.
The ten states involved in the research project
.............. spent $1,000,000 on it.
a fractionally
c coincidentally
b jointly
d partially
O
P
Vocabulary
8
C
a to encourage further study of microbes
b to discover the identities of more of the microbes in
the human body
c to learn more about the way the human body
functions
d to find out how some microbes cause particular
illnesses
Y
5 What do microbes do to the human gut?
the correct item.
2 1CircleA poor
diet can have a profound effect on a person’s
A
general physical .............. .
a well-being
c gain
b outcome
d prosperity
3
4
–– What are microbes?
–– Where are they?
–– What do they do?
–– What benefits can arise from studying them?
The injured patient was in .............. but stable
condition.
a vital
c urgent
b critical
d important
S
2
• Make notes under the headings. Use your notes to
tell the class a summary of the text.
Scientists are only able to see a virus by .......... it
hundreds of thousands of times with an electron
microscope.
a intensifying
c multiplying
b accentuating
d magnifying
•
IT In groups, collect information about
microbes. Prepare a quiz about them.
(See Answer Section)
The research center .............. as both a laboratory
and a clinic.
a suits
c serves
b stands
d suffices
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05 New S&S ECPE Ts U 4.indd 31
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Grammar
Infinitive-Gerund
see pp. GR169-GR172
Put the verbs in parentheses into the correct
2 infinitive
or gerund form.
1
“Did you speak with Jack?”
“Yes. He promised ........... our proposal.”
a to come and to discuss
b to come and discuss
c come and to discuss
d come and discuss
“So, what did your lawyer say?”
“He advised me ........... legal action unless I have an
extremely strong case.”
a to not take
c not to be taking
b not taking
d not to take
3
“How’s Gus?”
“Actually, since being laid off, he seems ...........
staying at home difficult.”
a to be finding
c he is finding
b to finding
d to have been found
“Do you know what the company is thinking of doing?”
“Well, I hear they found a new partner ........... .”
a merging with the firm
b to be merging with the firm
c to merge the firm with
d to merge the firm
A: Are you going anywhere this weekend?
B: Well, Tom suggested driving (drive) up to
Vermont.
3
A: Do you want to come out with us tonight?
B: Thanks, but I would prefer to spend (spend) the
evening at home.
4
A: I didn’t see Mary at practice yesterday. Is she
OK?
B: Yes. Mary didn’t go to practice because she was
made to clean (clean) her room.
5
A: Can you explain how to operate (operate) the
interactive whiteboard?
B: Of course! Let me show you how easy it is.
6
A: Has the supervisor been informed yet?
B: No, not yet. I dread to hear (hear) his reaction.
7
A: Did the professor actually make such a
derogatory comment?
B: I have difficulty believing (believe) it.
8
A: Do you think you will be able to handle things
today?
B: Yes, I think I’ve had enough practice to manage
(manage) the new online system.
9
A: Where are the reports?
B: I saw John take (take) them to his office and
place them on his desk.
“Congratulations on getting into Brown University!”
“Thanks! To be honest I didn’t expect ........... .”
a getting accepted
b to getting accepted
c to get accepted
d to be getting accepted
A
5
M
P
4
LE
2
2
C
1 Choose the correct answer.
A: Dan’s company seems very successful.
B: Yes. He claims to have made (make) a profit of
over $10 million.
O
P
• If two to-infinitives are joined with and or or, the
to of the second infinitive can be omitted. – They
agreed to come and help us.
• If a verb is followed by a preposition, the
preposition will appear at the end of the sentence.
– I used a new brush to paint my fence with.
• We can use to in order to avoid repeating a verb
clause. – I’ve never gone to a concert, but I’d like to.
1
“What’s the company’s view on recycled materials?”
“They’re a great idea. Why not ........... them in our
new packaging?”
a using
c use of
b use
d to use
S
6
7
8
32
“The curry house I went to was amazing!”
“I’ve never tried Indian food, but ........... .”
a I’d love to
c I’d love trying
b I’d love to try
d I’d love the try
“We regret ........... you that we are unable to accept
your proposal.”
“I see. Thank you for your time and consideration.”
a for informing
c to be informing
b informing
d to inform
05 New S&S ECPE Ts U 4.indd 32
Y
4b
1b
• There are certain verbs that take the to-infinitive
and the -ing form but with a change in meaning.
• remember + full infinitive = not forget to do
something – Did you remember to pay the phone
bill?
• remember + gerund = recall a past event –
I’ll always remember having my picture taken with
Matthew McConaughey.
the correct answer.
3 1Choose
I really hate ................ to do chores at home as
they’re exhausting.
a to have
b having
2
c to be having
d having been
Frank won’t take them up on their offer if it means
................ his weekends.
a sacrifice
c to sacrifice
b having sacrificed
d sacrificing
22/02/21 12:48
4b
1b
6
We tried ................ the manager, but he was
unavailable.
a to be contacting
c the contact of
b to contact
d to have contacted
7
Matthew forgot ................ his credit card bill on time
and received a late payment fee.
a paying
c to have paid
b to be paying
d to pay
8
I’m terribly sorry ............. you in this terrible
situation.
a for involve
c to involve
b involving
d involve
the correct answer.
5 1Choose
The contractor hopes ......... our company’s recently
purchased office building in a month.
a finishing remodeling c finish remodel
b to finish remodeling d finish to remodel
Use the verbs in the list in the appropriate gerund or
infinitive form to complete the sentences.
2
I believe that ......... citizens of their rights promotes
consumer awareness.
a we inform
c our informing
b if we are informing
d the informing of
3
You will realize the magnitude of the problem once I
.......... analyzing the data.
a finish
c will have finished
b will finish
d have been finishing
4
This research program isn’t ........ the previous one.
a comprehensive as
b as comprehensive than
c more comprehensive as
d as comprehensive as
5
“Do you think we should draw up a budget for next
year?”
“Well, I think it’s worth ........... .”
a to be tried
c to try
b trying
d being tried
6
The two ........ in so many ways.
a alike brothers
c alike brothers are
b brothers are alike
d brothers are like
7
I’m sorry, but I object to .......... the project in order
to meet this new deadline.
a rushing
c have rushed
b being rushing
d rush
8
.......... a walking program, you should get a medical
check-up first.
a Having begun
c Before beginning
b Beginning
d To have begun
9
The young politician is believed ......... an important
role in last week’s peace talks.
a to play
c playing
b to be playing
d to have played
10
“Any plans for tomorrow night?”
“Well, I’m supposed .......... Brian.”
a to be meeting
c to have been met
b to have met
d to have been meeting
11
Was .......... Harrison in New York?
a not it Carey that met c it Carey that met
b Carey that met
d Carey the one met
12
When .......... the legal documents back?
a does he bring
c he might bring
b will he bring
d he ought to bring
LE
4
Having finished the lecture, the professor went on
................ our assignments.
a explaining
c explain
b to explain
d having explained
Review
• service • wear • help • answer • talk • stop • delay
• raise • understand • buy • dismiss • go
The suspect was last seen wearing a hooded
sweatshirt and a baseball cap.
2
This car desperately needs servicing.
3
Mr. Adams was advised to stop drinking coffee.
Senator Maverick is considering devoting himself to
helping homeless people.
It is evident that the government will not resort to
raising taxes in the near future.
A
5
M
4
P
1
Many people dread going to work after their vacation.
7
Given the seriousness of the dispute, the attorney
suggested delaying the appeal.
S
6
8
The lecturer proceeded to talk without once looking
at his notes.
9
To conclude, the company never intended to dismiss
employees until the following year.
10
Our supervisor is having difficulty understanding all
of the new company procedures.
11
I didn’t hesitate to answer all the detective’s
questions.
12
I’m afraid I forgot to buy a newspaper.
Y
5
When Tim realized he was completely lost, he
stopped ................ for directions.
a to be asked
c to ask
b having to ask
d to be asking
Study the context of the sentence carefully as this
often influences the answer you will choose.
O
P
4
Exam Tip
Helen was afraid ................ the unfortunate
oversight to her supervisor.
a to mention
c of mentioning
b mentioning
d to be mentioning
C
3
33
05 New S&S ECPE Ts U 4.indd 33
22/02/21 12:48
4c
1b
Exam Practice
LISTENING Part 1
Exam Tip
Identifying a summary
Some questions will ask you to identify a summary of the
information you hear i.e., What are the speakers discussing?
What is the presentation about? etc. In these kinds of questions,
it is important to be able to recognize the pertinent information
of the whole recording. Before you listen, read the question
and options carefully. Underline the keywords and phrases and
think of what the speakers might be talking about. When you
listen, pay attention to words or phrases related to the
keywords in each option to help you eliminate the wrong
answers.
10 What does the man think about the woman’s suggestion?
A. He believes her assistance is unnecessary.
B. He doesn’t want to inconvenience her.
C. He questions the need of her assistance.
D. He thinks it will be a great help.
11 How will the girl help the boy?
A. She will read his report.
B. She will check his findings.
C. She will give him room to work.
D. She will lend him a book.
LE
2 What will the boy do for the girl?
A. help her clean the house
B. go shopping for her
C. type up her homework
D. send her his class notes
9 Why does the man mention his pets?
A. to give a reason for his generosity
B. to illustrate his suitability for a role
C. to highlight his desire to help
D. to show his motivation
C
1 Why is the man talking to the woman?
A. because he is very late
B. because he needs her phone number
C. because he is looking for someone
D. because he thought she was someone else
O
P
Y
In this part, you will hear short conversations. After each
conversation, you will hear a question about it. You will hear
each conversation and question once. The answer choices
are printed in the test booklet. Mark your answers on the
separate answer sheet, not in the test booklet. You should
mark A, B, C, or D. Do you have any questions?
3 What is the meeting about?
A. the appointment of a new VP
B. the sales pitch of a new product
C. the formation of a focus group
D. the drafting of a report
M
P
4 What is the woman nervous about?
A. not finding somewhere to park
B. not having studied enough
C. not passing her driving test
D. not remembering where her car is
A
5 What can be inferred about the man?
A. He is sick.
B. He is a dentist.
C. He has a toothache.
D. He is afraid of dentists.
S
6 How does the man feel?
A. disappointed about a recent purchase
B. excited about a new gadget
C. reluctant to change his ways
D. annoyed at the woman’s interference
7 What does the woman imply about Emily?
A. She is not able to do the work.
B. She lacks the confidence to stand out.
C. She has become complacent in class.
D. She should be at the top of the class.
34
8 What does the woman suggest the man do?
A. buy two gifts
B. play the lottery
C. visit his sister
D. call his uncle
05 New S&S ECPE Ts U 4.indd 34
12 What are the speakers discussing?
A. a development project
B. their future plans
C. the cost of social change
D. a new shopping experience
13 What will the woman probably do later?
A. call her client
B. finish the yearly report
C. work through the night
D. hand in all her work
14 What is probably the woman’s relationship to the
company?
A. She is a new employee.
B. She is a manager.
C. She is a customer.
D. She is an existing staff member.
15 What will the man probably do next?
A. go gift shopping
B. get a haircut
C. go to the airport
D. pack his suitcase
16 What does the man think of the movie?
A. He thinks it was too formulaic.
B. He believes it will become a classic.
C. He thought the portrayals were unbelievable.
D. He was disappointed in the aesthetics.
22/02/21 12:48
4c
1b
Exam Tip
Part 3
Identifying Main Purpose
In this part, you will hear two segments from a radio program.
After each segment, you will hear six questions about it.
Before each segment begins, you will have time to preview
the questions that are printed in the test booklet.
The final question in Part 3 is frequently a question asking What
is the purpose of this report? This type of question is based on
the recording as a whole but the answer may be found
anywhere in the recording, at the beginning, in the middle, or at
the end. It is therefore extremely important that you read all the
questions in the time given before you listen. This will help you
prepare for everything you will be asked. While you listen, the
questions will appear in the order you hear them, but keep in
mind that you also have to answer that final question using
information from anywhere in the recording.
Y
You will hear each segment twice. Then you will hear the
questions once. If you want to, you may take notes in your
booklet as you listen. Mark your answers on the separate
answer sheet, not in the test booklet. You should mark A, B,
or C.
O
P
Do you have any questions?
Look at the questions. Then listen to the second segment.
1 What event in the latter part of the 20th century does
the first speaker refer to?
A. the identification of different infections
B. the discovery of healing mushrooms
C. advances in how diseases were treated
7 What are the animals of a wildlife reserve thought to
have done before the tsunami hit in Sri Lanka?
A. They moved to a safer area.
B. They were saved by elephants.
C. They wandered around in a daze.
2 What does Tom Bradbury say about the use of
mushrooms in Japan?
A. They are used to boost the immune system.
B. They are primarily used as a cancer treatment.
C. They are used to improve nutrition in people’s diet.
8 What is one theory concerning animal behavior before
an earthquake?
A. Animals perceive changes in coastal areas.
B. Animals possess a unique ability that humans do not.
C. Animals cannot detect environmental changes.
9 What reason does Susan Boswell give for seismologists
being skeptical about animals predicting earthquakes?
A. They claim earthquakes are unpredictable.
B. There isn’t any concrete evidence concerning animal
behavior.
C. Only specific earthquakes trigger animal behavior.
P
LE
3 Why does Dr. Richards mention a recent study?
A. to highlight the previous ignorance of the scientific
community
B. to emphasize the importance of conducting
experiments
C. to draw attention to the progress that still needs to be
made
C
Look at the questions. Then listen to the first segment.
M
4 According to the speakers, what is true about
mushrooms?
A. They stimulate the immune system.
B. They are used in all antibiotics.
C. They have many side effects.
A
5 According to Dr. Richards, why is the frequent use of
antibiotics harmful to people?
A. They are too specific in their treatment.
B. They become ineffective against viruses.
C. They affect our gut health.
S
6 What is the main purpose of this report?
A. to educate listeners about the power of good nutrition
B. to announce a medical breakthrough
C. to discuss the need for scientific studies
10 Why does Dr. Nakashima mention the evacuation of a
Chinese city in 1975?
A. to compare different kinds of animal behavior
B. to show there are many reports of animal behavior
which can’t be attributed to chance
C. to show that a variety of reasons lead to
unpredictable animal behavior
11 What can research into natural disaster responses prove
to us?
A. Sounds don’t impact animal reactions.
B. Human’s senses have evolved considerably.
C. Animals could help save lives in the future.
12 What is the main purpose of this report?
A. to investigate a spurious claim
B. to discuss a scientific discovery
C. to highlight a strange phenomenon
35
05 New S&S ECPE Ts U 4.indd 35
22/02/21 12:48
5a The Nano Diet
Exam Tip
Lead-in
Main Idea
• For questions asking about the main
idea of the text, the options may
include true statements about parts
of the text but not the text as a whole.
• Look for the option that represents
the writer’s main idea as presented
throughout the text.
• How has the food we eat changed in the last
hundred years? Why do you think it has changed?
•
Think!
Do you think food will change in the future?
How?
• .What do you think a ‘nanodiet’ is? Read the text to find out.
(See Answer Section)
LE
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence. .
(See Answer Section)
A
M
P
People quite often overeat when eating a favorite food. Science,
however, is working on a solution to this problem – a very small one. By
modifying the food’s molecular structure, the body could be tricked into
feeling full earlier in order to avoid eating too much. Food that can make
the eater feel full faster is just the beginning of what nanotechnology
could possibly do to our food. Referred to as nano-foods, these are
everyday foods that can either have their already existing particles
enhanced or new nanoparticles introduced.2 10,000 times smaller than
the width of a hair, these molecular particles can be equipped to perform
a variety of functions from improving food taste to boosting the nutritional
value of products.
There are already nano-foods currently on the market and many
food scientists maintain3 that the technology is safe despite concerns.
In fact, a great deal of research is taking place to change our food on
this minute or ‘nano’ scale. This work ranges from the design of tiny
sensors, which can detect when food is about to spoil, to packing
unhealthy fatty foods low in nutritional value with vitamins and enabling
them to offer a slight benefit. Furthermore, nutrients normally broken
down in the stomach can be ‘instructed’ to remain encapsulated until
they reach the intestine where they are absorbed straight into the
bloodstream where they are needed.
However, the very fact that such tiny particles – even smaller than a
virus – can bypass the body’s own defense mechanisms is concerning
some scientists, because the effects of this are still largely unknown and
require further investigation.5 Not only this, but the specter of the issues
surrounding genetically-modified (GM) food still looms large, and
companies are understandably afraid of public distrust. It’s tempting to
believe that with such benefits these concerns don’t matter, however
like any item for human consumption, we have to fully understand what
we put in our mouths.6
S
1 What is the main idea of the
passage? (global question)
a
C
Reading
O
P
.. .
years ago
Y
... who would’ve believed that we
could shrink the fat particles in
premium ice cream to create
fat-free ice cream without
sacrificing its creamy taste?
Nano-foods may bring many
benefits, despite some concerns.
b There is no reason to fear
nano-foods.
c We still have a lot to learn about
nano-foods.
d Nano-foods have fewer pros than
cons.
2 What difference between regular
food and nano-food does the
passage point out?
a
Nano-food is less nutritionally
beneficial.
b Nano-food is manipulated at the
molecular level.
c Regular food tastes better than
modified food.
d Regular food is generally smaller in
size.
3 In the first sentence of paragraph 2,
which word could best replace
maintain?
a protest
b assert
c preserve
d confirm
4 What is implied about the effect
nano-food will have on people’s
nutrition? (implied in paragraph 2)
a
Its hidden instructions can increase
addictiveness.
b Its sensors will increase profitability
of stores.
c Its modifications will not be
conducive to a balanced diet.
d Its characteristics will eliminate food
waste.
36
06 New S&S ECPE Ts U 5.indd 36
22/02/21 12:49
5a
5
That chef ................ earns one million dollars a year,
but no one knows for sure.
a admittedly
c marginally
b reputedly
d ostensibly
6
The company was aware of the ................ problems
of the new food product and took steps to avoid
them.
a encouraging
c promising
b auspicious
d potential
7
The diet supplement is ................ in an easy-toswallow pill.
a embedded
c engrossed
b engraved
d encapsulated
a
possible interactions between nano-food and GM
food
b the effects of nutrients tricking the immune system
c viruses entering the bloodstream
d the effects of nano-foods broken down in the
stomach
6 What implication in the passage does the author
likely disagree with?
Vocabulary
2
3
4
5
6
M
7
The heat sensor on a thermometer enables the
reading of the temperature of the food.
The scientist modified the solution with acid to make
it stronger.
The failure of the restaurant to meet the required
hygiene standards raised the specter of legal action.
An intense debate on the future of nano-foods
looms large as companies continue to develop new
products.
Once swallowed, the oral medication takes a
half-hour to enter the bloodstream.
The enzymes in our digestive system break down
complex substances into simpler ones.
Junk food is mostly made up of fat and sugar with
very little nutritional value for our bodies.
the correct answer.
2 1CircleBacteria
are so ................ they can only be seen
A
with a microscope.
a trivial
b minor
c immaterial
d minute
Sam would ................ have eaten a large lunch, but
today he only had a sandwich.
a commonly
c ordinarily
b habitually
d casually
S
2
The ................ intake of calories for an average
woman is about 2,000 per day.
a destined
c designed
b recommended
d intended
9
There is usually no need to take vitamin ................ if
you have a balanced diet.
a enrichments
c additives
b improvements
d supplements
10
LE
1
P
1
Fill in: sensor, bloodstream, nutritional value, specter,
break down, looms large, modified.
8
C
Nano-foods are ready for wide scale market
consumption.
b There are safety concerns about nano-foods.
c Nano-foods have a bad public reputation.
d Nano-foods require more research.
O
P
a
3
Too much salt in your diet can ................ your
circulation.
a collapse
c impair
b mar
d decay
4
Scientists have ................ that food allergies fall into
eight main categories.
a determined
c deferred
b decreed
d drawn
06 New S&S ECPE Ts U 5.indd 37
Y
5 According to the passage, what are some scientists
worried about?
The doctor told Cindy to ................ from eating
seafood.
a abide
c abstain
b abort
d abate
Listening, Speaking
& Writing
•
Listen to two people talking about the pros and
cons of nano-food. Complete the table. Use the
completed table to present the topic to the class.
Pros
Cons
• We could 1) personalize our •
own food and drinks
• ‘Bad’ foods could be made
healthier.
• ‘Smart’ foods could block or
release certain ingredients to •
people with 3) special
dietary requirements.
• Food could be wrapped in
‘smart’ safety packaging
that can detect 5) spoilage
or harmful contaminants.
•
• Food could be 6) tracked
from the moment the food
leaves the farm all the way
to your dinner plate.
The effects of
nano-foods on
2) the human body
are still largely
unknown.
Nanoparticles
could be more
toxic to humans
and 4) the
environment than
larger particles.
Food tracking will
lead to a loss of
7) privacy.
•
•
Think!
What do you think about nano-food? Is
it frightening or beneficial? Discuss with a partner.
Think!
Write a short paragraph on the topic
presenting your viewpoints. Read your paragraph to
the class. Who shares the same opinion(s) as you?
(See Answer Section)
37
22/02/21 12:49
Exam Practice
2. Nicholas took a month off from work to _____ from his
operation and undergo physiotherapy.
A. recuperate
B. recapture
C. recapitulate
D. reciprocate
3. The president _____ the legislative bill passed by
Congress and the bill was finally defeated.
A. vacated
B. invalidated
C. vetoed
D. inveighed
12. My brother had _____ feeling that something was going
to happen moments before his accident.
A. a warm
B. an uncanny
C. an astounding
D. an unearthly
13. The national _____ of India consists of four Indian lions
resting on a circular abacus.
A. emblem
B. symbol
C. logo
D. anthem
14. The committee’s vote was _____ and the policy was put
into effect immediately.
A. unified
B. united
C. uniform
D. unanimous
LE
4. Vaccinations are given to children and the elderly to
_____ the flu as they are the most vulnerable group.
A. hold off
B. fend off
C. push off
D. ward off
11. George is very indecisive and impressionable and that is
why he tends to follow the _____ .
A. brood
B. mass
C. herd
D. mob
Y
1. His advice had no _____ on her decision to move to San
Diego and she moved anyway.
A. connection
B. bearing
C. relevance
D. meaning
10. Simone wanted to make _____ for the argument with her
friend by inviting her to dinner.
A. corrections
B. excuses
C. apologies
D. amends
O
P
VOCABULARY
C
5b
1b
5. Fortunately, our neighborhood was _____ affected by
the tornado with just a few trees blown over.
A. slightly
B. narrowly
C. terribly
D. minimally
M
P
6. The film _____ was trained in using the latest technology
to create special effects.
A. crew
B. staff
C. cast
D. troop
S
A
7. There was no _____ of truth to Luke’s claim that he was
abducted for ransom.
A. slice
B. shred
C. scruple
D. scrap
8. In human reproduction, the _____ of the male determine
the gender of the baby.
A. platelets
B. chromosomes
C. gametes
D. nuclei
9. Melissa’s headache was caused by her nasal _____ so
the doctor prescribed her a nasal spray to relieve it.
A. contusion
B. concussion
C. congestion
D. constriction
15. The young boy kept a signed baseball as a _____ of the
time he met his favorite player.
A. mnemonic
B. memory
C. memento
D. memorial
16. The situation had gotten out of hand and the police
were forced to _____ and arrest the protestors.
A. intervene
B. arbitrate
C. interrupt
D. interject
17. Claire made no _____ about stating her belief in natural
medicine to the doctor.
A. arms
B. ears
C. bones
D. eyes
18. Exercise and good eating habits are _____ to having a
healthy lifestyle and should be promoted in children as
often as possible.
A. inherent
B. innate
C. ingrown
D. intrinsic
38
06 New S&S ECPE Ts U 5.indd 38
22/02/21 12:49
5b
1b
28. The school board has _____ funds to updating the
classrooms with interactive whiteboards.
A. mandated
B. donated
C. administrated
D. committed
20. Bobby slowly _____ back into the house while everyone
was sleeping and they never knew he had been out.
A. prowled
B. crept
C. swept
D. skulked
29. _____ of fans showed up at the band’s retirement concert.
A. Swarms
B. Gangs
C. Piles
D. Hordes
31. Phil had a reputation for being _____ liar and nobody
would trust what he said.
A. an oppressive
B. an impulsive
C. a compulsive
D. a convulsive
32. The pop star prepared for the _____ of her new fragrance.
A. veiling
B. commencement
C. exhibition
D. launch
LE
23. People who always _____ in on other people’s
conversations get on my nerves!
A. butt
B. burst
C. thrust
D. ram
O
P
22. The new law _____ on people’s right to freedom of
speech and is considered a form of censorship.
A. hinders
B. transgresses
C. violates
D. infringes
30. The business agreement did not _____ when the project
would be completed.
A. stipulate
B. nominate
C. regulate
D. iterate
C
21. Martin was always very _____ about what he did at work
and never gave a straight answer.
A. vague
B. erratic
C. dubious
D. resistant
Y
19. The police took the _____ items from the raid back to
the station to serve as evidence.
A. repossessed
B. sequestered
C. confiscated
D. expropriated
M
P
24. The undercover cop was able to ____ the local gang
through informants and gather evidence against key
members.
A. pierce
B. penetrate
C. access
D. procure
A
25. Her idealistic view of school is at _____ with the reality
of college life and has come as quite a shock to her.
A. difference
B. variety
C. discrepancy
D. variance
S
26. With the advancement in technology, many devices
used in the past have become _____ .
A. obsolete
B. bygone
C. extinct
D. void
27. The decor of the restaurant was _____ by the numerous
mirrors and spotlights.
A. reinstated
B. reinforced
C. enhanced
D. raised
06 New S&S ECPE Ts U 5.indd 39
33. The lawyer believed his client was not treated in a _____
manner and appealed the court's decision.
A. righteous
B. just
C. upright
D. valid
34. Ben kept the young crowd _____ by reading in different
voices and using funny accents.
A. beguiled
B. allured
C. captivated
D. ensnared
35. Police and the neighborhood watch group work in _____
to ensure the safety of the community.
A. sync
B. tandem
C. tangent
D. correspondence
36. The local football team was on a winning _____ and was
hoping to make it to the championship.
A. strip
B. streak
C. string
D. stripe
37 He was put on blood thinning medication in order to
avoid blood _____ and a possible thrombosis.
A. blobs
B. clots
C. lumps
D. clumps
39
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Exam Practice
Now you will hear the first talk. Look at the questions.
LISTENING Part 2
Listen to a science teacher talking to his students.
In Part 2 you will often come across a question asking you to
ascertain the reason behind the use of a particular word or
subject. When asked Why does the speaker mention ...? you
should read all the options and underline the keywords.
However, while you listen you should concentrate on what the
speaker says and pick the option which best matches the
reason that you heard. Words that appear in the other options
may be heard on the recording but are there to distract you and
do not indicate the correct answer.
For example
both parts
show that no
detailed or
specialized
knowledge
is needed
Man: The new software is designed
with a layperson in mind so
you won’t require an advanced
degree in computer
programming or a background
in IT to decipher it.
same
word
but a
different
part of
speech
used to
distract
3 Why does the speaker mention a precious metal?
A. to demonstrate the value placed on an item
B. to show the cost of failing the subject
C. to highlight the worth placed on homework
D. to illustrate the rarity of an occurrence
4 According to the speaker, how do the rules for his class
differ from the students’ other classes?
A. There are more of them.
B. There is a different homework system.
C. They are more lax.
D. They will discuss them together.
5 What is the main purpose of the talk?
A. to introduce students to the class
B. to discuss a homework assignment
C. to prepare for an experiment
D. to explain how to use the equipment
LE
Why does the speaker mention a
college qualification?
A.to demonstrate how much work
went into the design
B.to discuss the background of
the designers
C.to illustrate the simplicity of the
product
2 What does the speaker say about latecomers?
A. They must go to their seats quietly.
B. They mustn’t disrupt the class.
C. They must tell everyone why they are late.
D. They mustn’t speak until called upon.
Y
Determining Purpose of Discourse
1 What does the speaker imply about members of the
audience?
A. They have all previously studied chemistry.
B. Some of them are new faces for him.
C. They are a rowdy class of students.
D. Some of them are in the wrong classroom.
O
P
Exam Tip
C
5c
1b
D.to describe the program’s applications
S
A
M
P
In this part, you will hear three short talks. After each talk, you
will hear six questions about it. Before each talk begins, you
will have time to preview the questions that are printed in the
test booklet. You will hear each talk and the questions once.
If you want to, you may take notes in your booklet as you
listen. Mark your answers on the separate answer sheet, not
in the test booklet. You should mark A, B, C, or D.
Do you have any questions?
6 What does the speaker mean when he says:
A. Repeat offenders will be asked to change classes.
B. The punishment for breaking the rules is severe.
C. Students will have to make up any missed class
time.
D. Misbehaving students will have to leave the room.
40
06 New S&S ECPE Ts U 5.indd 40
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5c
1b
Now you will hear the second talk. Look at the questions.
Now you will hear the third talk. Look at the questions.
Listen to a speaker at a town event.
Listen to a lecture about a famous astrologer and doctor.
10 Why does the speaker mention fame and fortune?
A. to illustrate how grounded Grant is
B. to emphasize how successful Grant has become
C. to describe Grant’s achievements
D. to focus on Grant’s television career
15 Which method of treatment did Nostradamus support
for plague victims?
A. collaborating with other physicians
B. using his visions in therapy
C. using a tablet which strengthened the immune
system
D. extracting blood from his patients
16 According to the speaker, what was it about
Nostradamus that caused disagreement?
A. That he went against the conventions of the time.
B. That he could successfully cure plague victims.
C. That he was a great healer.
D. That he treated poor people.
LE
11 What will the audience probably do next?
A. purchase a book
B. have some refreshments
C. watch a demonstration
D. listen to a speaker
Y
9 What does the speaker say about Grant’s success?
A. It was a long time coming.
B. It happened really quickly.
C. It was predictable.
D. It was greater than anyone expected.
14 How is Nostradamus described?
A. as being uptight
B. as being good-natured
C. as being very loud
D. as being pessimistic
O
P
8 How does the speaker know Grant Robinson?
A. They were in the same class.
B. They used to live close to each other.
C. They worked in the same place.
D. They met through her brother.
13 What is the speaker’s main purpose?
A. to discuss why Nostradamus’ book is so popular
B. to identify the method by which Nostradamus made
his predictions
C. to talk about who Nostradamus really was
D. to determine if Nostradamus’ predictions were true
C
7 What is the speaker’s main purpose?
A. to talk about a restaurant
B. to open a local event
C. to introduce a local celebrity
D. to speak about a charity
18 What does the speaker say about the reason
Nostradamus left his homeland?
A. His wife wanted to live elsewhere.
B. He was forced to move.
C. He wanted to work with European doctors.
D. He wanted to treat more people.
S
A
M
P
12 What does the speaker mean when she says:
A. The staff there are always willing to listen.
B. It’s a great place to meet up with friends.
C. You don’t need to know anyone there to go.
D. They have some great live music.
17 What does the speaker say was the result of
Nostradamus’ first wife’s death?
A. He stopped practicing medicine.
B. He moved to another city.
C. He gave up trying to beat the plague.
D. He became more determined.
41
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6a Ghost in the Gene
Exam Tip
Lead-in
Vocabulary in the text
• Have you ever been told you
look or act just like a close
member of your family?
• Often questions appear testing your
knowledge of specific vocabulary in the text.
• If you are unsure of the meaning of the word,
look at the context in which it is used in the
sentence and the text overall, to help
determine the meaning.
• Try each answer option in the sentence and
choose the one with the closest meaning.
• Do you believe these traits get passed from one
generation to the next? Read the text to find out.
(See Answer Section)
Reading
1 What is the main purpose of the text? (global question)
a
to discuss the differences between two schools of
thought
b to describe two scientific studies
c to present an alternative to a widely held belief
d to present the arguments for and against a belief
C
Read the passage below, and answer the questions. Explain
the words in bold. Then use each word in a sentence.
O
P
Y
• Do you share any physical
or behavioral characteristics
with another family member?
What are they?
T
2 In the fourth sentence of paragraph 1, what does
they refer to?
S
A
M
P
LE
he discovery of the structure of DNA in 1953 gave rise to
the field of modern molecular biology. The DNA molecule,
carrying the code of life in conveniently packaged
sequences called genes, scientifically proved that only genetic
characteristics such as eye color and to some extent behavioral
traits were inherited. Talents or skills, in other words, were
irrelevant. The possibility that they2 could play a role in heredity
had been completely ruled out. However, a diverse group of
scientists is now coming up with convincing evidence to
suggest that inheritance may not be quite so cut-and-dried as
classical geneticists would have us believe.3 This idea is called
epigenetics.
Epigenetics is the idea that, in terms of inheritance, the
gene has a ‘biological memory’ of an experience. A person
could be exposed to trauma in their external environment that
changes how or when a gene is expressed without altering
the DNA sequence or genes themselves.4 This change could
then exist for four or five generations, maybe more. Studies
carried out in the 1980s, for example, indicated that if food
was limited at a key point in a grandparent’s life, it could
epigenetically affect how long their grandchildren lived.
Another study found that people who had been exposed to
something really appalling in their life, such as living through a
terrible war, showed a marker of a stress hormone, cortisol, in
their saliva. It was then discovered that many of their children
already had abnormally high levels of cortisol in infancy. From
this finding, it could be deduced 5 that their children inherited
vulnerability.
The implications of epigenetic changes to DNA are
significant and are completely at odds with traditional genetics,
generating heated debates. Although scientists still have yet
to figure out exactly how epigenetic inheritance occurs,6 it
may be that our legacy to future generations is greater than we
ever imagined.
a
b
c
d
talents or skills
eye colors
genetic characteristics
behavioral traits
3 What point does the author make about advances in
genetics?
a
b
c
d
Very little has changed since the discovery of DNA.
The make up of DNA is being challenged.
Genetics is no longer fully based in science.
New research is challenging previous conceptions.
4 According to the passage, what effect could
negative experiences have on someone’s DNA?
a
b
c
d
It could damage their genes.
It may change their genetic sequence.
It may influence how genes are used.
It may imprint on memory.
5 In the last sentence of paragraph 2, which word
could best replace deduced?
a
b
c
d
conceived
evoked
concluded
extracted
6 According to the passage, which of the following is
not yet understood about epigenetic changes to DNA?
a
b
c
d
some possible consequences of them
whether they can cross several generations
which circumstances could affect life expectancy
in what way it happens and is passed on
42
07 New S&S ECPE Ts U 6.indd 42
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6a
Vocabulary
8
As a soldier, Mike witnessed some ............. acts of
war that scarred him for life.
a rousing
c appealing
b outrageous
d appalling
9
Our science professor developed a model to
............. the conditions described in our textbook.
a simulate
c renovate
b approximate
d control
10
Cloning has many ethical ………….. .
a presumptions
c suggestions
b propositions
d implications
Fill in: sequence, ruled out, legacy, at odds with,
1 cut-and-dried,
saliva, markers, vulnerability.
In light of contradicting new evidence, the theory
was ruled out.
2
The order of the sequence of numbers creates a code.
3
The theories of epigenetics are at odds with the
beliefs of classical geneticists.
4
Natural selection has left its legacy on our genes
over millions of years.
5
Genetic testing is helping family members of cancer
patients assess their vulnerability to the disease.
6
Research in genetic markers for diabetes aims to help
identify if someone will get the disease.
7
The role of genetics in heredity is complex — it’s not
a cut-and-dried issue with simple answers.
Listening & Writing
8
When you drink from a glass, your saliva leaves a
DNA fingerprint that says exactly who you are.
•
Parental medical history may determine whether
children will be ............. to a disease or not.
a apt
c inclined
b exposed
d prone
Genetic disorders can affect people all over the
world, ............. of sex, race, and social class.
a irrefutable
c irretrievable
b irresolute
d irrespective
A
4
Personally, I believe the ............. effects of cloning in
the future will outweigh the benefits.
a adverse
c diverse
b inverse
d obverse
S
5
6
7
O
P
You are about to hear a geneticist instruct you
on how to survey your classmates to find out which
version of certain characteristics is more common
and which is less common. Listen carefully to his
instructions and choose the correct characteristic:
(Ss’ own answers)
1 ear lobes
a attached (II)
b loose (LL, Ll)
2 hair type
a straight (tt)
b curly (TT, Tt)
3 tongue curling
a can’t curl (cc)
b can curl (CC, Cc)
LE
3
Unfortunately, funds for DNA research at the hospital
were very ............. .
a limited
c confined
b constrained
d enclosed
P
2
Out of 46 chromosomes in the human cell, half are
............. from the mother and half from the father.
a contributed
c granted
b inherited
d injected
M
1
(See Listening & Writing Appendix on page 207 for
information pertaining to the task below.)
C
2 Circle the correct answer.
DNA testing is often used when the parentage of a
child is ………….. .
a disgraced
c discredited
b disqualified
d disputed
The DNA samples taken from the crime scene were
sent to the lab for ............. .
a experimentation
c inquiry
b dissection
d analysis
Y
1
4 hair on fingers
a no hair on fingers (mm)
b hair on fingers (MM, Mm)
5 eye color (light = green or blue, dark = other colors)
a light eyes (ee)
b dark eyes (EE, Ee)
6widow’s peak (a V-shaped point in the hairline at the
top of the forehead)
a no peak (ww)
b peak present (WW, Ww)
7 little finger
a straight (bb)
b bent (BB, Bb)
• Then turn to p. (207) to find the genetic wheel. What
is your number from the genetic wheel? Do any of
your classmates share your number or have a
number close to your number? What does this mean?
•
Think!
Imagine you could choose which traits
you could pass on to your children. Write a
paragraph saying what you would/would not
choose. Read your paragraph to the class.
(See Answer Section)
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6b
1b
Participles
Grammar
see p. GR172
3
4
M
5
Expressing Reason & Result
see p. GR173
Clauses of result/reason
• Clauses of result and reason follow the rule of the
sequence of tenses. The singer is so diverse that he
can perform contemporary and classical styles equally
well. Our teacher was such a wise person that
everyone respected her. Frank missed the start of the
meeting because he couldn’t find the conference
room.
• Because and for can both be used to introduce a
clause of reason. However, for can’t be used at the
beginning of a sentence, or as an answer to a why
question. It is used in formal English and there is
always a comma before it in written speech, or a
pause in oral speech. Because I can’t dance, I didn’t
want to go to the ball. I didn’t want to go to the ball
because I can’t dance. The president avoided the
question, for the issue was still pending.
LE
2
Peter was severely sunburnt. He had fallen asleep
on the beach.
Having fallen asleep on the beach, Peter was
severely sunburnt.
The lawyer was going through the documents. He
encountered some valuable information.
While going through the documents, the lawyer
encountered some valuable information.
The print job was finished. Jake took it out of the
machine.
The print job being finished, Jake took it out of the
machine.
The man was formally charged. He was caught
misusing funds.
Having been caught misusing funds, the man was
formally charged.
The famous scientist is presenting the effects of
climate change. Many students signed up for the
talk.
With the famous scientist presenting the effects of
climate change, many students signed up for the
talk.
P
1
Many .............. countries will face water scarcity and
famine in the near future due to their lack of
infrastructure.
a overdeveloped
c developed
b developing
d develops
O
P
Join the following pairs of sentences using a
1 participle
construction, as in the example.
4
C
If the subject of the participle is different from the
subject of the main verb, we cannot omit it. In this
case, we put the subject of the participle in front of its
participle. The dinner being ready, Paul served it to his
guests. (NOT: Being ready, Paul served the dinner to his
guests.) We can also introduce the subject of the
participle with the preposition ‘with’. With the
professor holding no lectures today, the students felt
relieved!
The board became .............. about recent changes
in the economic climate.
a concern
c concerning
b concerns
d concerned
Y
Participle clauses
3
S
A
• P
resent participles (verb + -ing) describe what
someone or something is. It was a boring book.
(How was the book? Boring.)
• Past participles describe how someone feels.
James became bored after listening to the lecturer
for two hours. (How did James feel? Bored.)
3 Choose the correct answer. Give reasons.
(See Answer Section)
1
“What’s the matter with Tammy?”
“Well, her boss has given her ................ to do that she
doesn’t think she’ll be able to come out with us tonight.”
a much work
c too much work
b such lots work
d so much work
2
“So have you bought that laptop you were looking
at, yet?”
“No. I have to hold off for a while ................ I need
the money to repair my car.”
a because
c for
b on account of
d the reason why
3
The company is encountering ................ that it may
soon go bankrupt.
a such many difficulties
b so enormous difficulties
c so much difficulties
d such enormous difficulties
4
“Why do you look so happy?”
“I’m going on vacation tomorrow and I’m ................ I
could scream!”
a excited so that
c so excited that
b that excited so
d excited that
the correct answer.
2 1Choose
An .............. majority of the people surveyed believe
that little is being done to stop global warming.
a overwhelmed
c overwhelming
b overcoming
d overrated
2
Andrea quit her job because she wasn’t ideologically
.............. .
a motivated
c motivating
b motivative
d motivational
44
07 New S&S ECPE Ts U 6.indd 44
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6b
1b
“Should I hang the laundry out to dry?”
“Well, ................ it’s about to rain, I’d wait a bit.”
a owing to
c seeing that
b in view of
d due to
“Will you still sit on the interview panel for the new
vacancy?”
“................ the applicant is a relative, it would be
inappropriate for me to do so.”
a In view of the fact that
c Due to
b Out of fact
d For that
Reduced Adjective Clauses
see pp. GR173-GR174
Review
Y
7
When completing a multiple choice item use the
process of elimination before choosing your answer.
the correct answer.
5 1Choose
“Do you think Greg would make a good public
relations manager?”
“Actually, I don’t think he’s ............ extroverted
enough.”
a as
c quite
b very
d too
O
P
6
Exam Tip
“Why haven’t I seen Sally lately?”
“Well, she failed a math test and ................ her
parents have grounded her.”
a as a result
c seeing that
b owing to
d on account of
2
3
............ away for so long, I really miss my mom’s
home-cooked meals.
a Having been
c Had I been
b To have been
d I had been
4
The factory owner was acquainted with ............
employee on a first-name basis.
a practically each one
c each practically
b every practically
d practically every
5
............ serves an essential role in the prevention of
many forms of heart disease.
a To be exercising
c Exercising
b Being exercised
d To exercise
6
I ............ a double latte with a bagel for breakfast
when I worked downtown.
a always had
b was always having
c always had had
d was always having had
7
The teacher, ............ how to operate the interactive
whiteboard, asked a colleague for help.
a not understanding
c not understood on
b not to understand
d who is not understood
The collapse of the financial system ............ led to
an enormous domestic upheaval.
a as a result
c due to
b the reason why
d consequently
8
............ for his generosity, the millionaire had
decided to help end world poverty.
a He is well known
c Well known
b Be well known
d Knowing him well
There was .......... data collected that critics worried
about privacy issues.
a so lots of
c such lots
b so much
d so many
9
Her painting style is .......... Picasso’s.
a same as
c similar to
b similar as
d alike
A tall, thin man was the last person ............ leaving
the building.
a actually seen
c actually seeing
b who actually sees
d whose actually seen
10 Hurry up! Here ............ !
a comes the train
b the train
LE
• Adjective clauses can appear in reduced forms.
They can be reduced to phrases by omitting the
relative pronoun and the verb to be. Study the
examples. The man who is sitting by Ann is her
husband. The box which is left on the table was
delivered yesterday.
• When the relative pronoun is not followed by a
verb, the adjective clause cannot be reduced. The
woman that he left with his aunt.
P
the correct answer.
4 1Choose
As the train pulled away from the station, I could see
M
............ goodbye to their loved ones.
a people who waving c people was waving
b people waving
d people who wave
The police questioned the customers ............ at the
time of the armed robbery.
a who’s in the bank
c who in the bank were
b were in the bank
d in the bank
A
2
S
3
4
5
“I can dye your hair, if you want.”
“Thanks, but I’d rather ............ by a professional
hairdresser.”
a have it done
c have done it
b do it
d to do it
C
5
c the train comes
d the train is
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6c
1b
Exam Practice
SPEAKING
Introducing Information & Listing Points
answer the following questions.
1 •In pairs,
Tell me a little about your family.
•
•
Would you like to follow in the footsteps of a family
member and pursue the same career?
What qualities do you think a good employee should
have?
(See Answer Section)
Stage 2 • / Explaining and
Recommending (5-7 minutes)
Test taker 1: Use your information sheet (p. 197) to explain
your applicants to test taker 2.
Test taker 2: Which one of those applicants do you think
is the best one? Make a recommendation to test taker 1.
Just say the name.
Test taker 2: Use your information sheet (p. 198) to explain
your applicants to test taker 1.
Test taker 1: Which one of those applicants do you think
is the best one? Make a recommendation to test taker 2.
Just say the name.
LE
Exam Tip
Y
Try to give extended responses. Expand your answers
by giving reasons and examples. Be sure to actively
participate by asking the other test taker questions.
Relax and treat these first moments as a chance to get
to know one another.
O
P
Exam Tip
• Firstly, …/Primarily, …/Most importantly, …/This
candidate .../The first applicant ...
• Secondly, .../Then, …/After that, …/On top of that/all
this, …/ Following that, .../As far as ... is concerned .../
In addition .../Additionally, .../Moreover, .../What’s more,
.../Also, ...
• The next (most) important quality …/Another interesting
thing about the applicant is …/Another important
qualification is ...
• Finally, this applicant also …
• If chosen, the applicant would provide …
• The only disadvantage is .../The only downside is .../
Her/His only drawback is ...
C
Stage 1 • Giving personal information
(3-5 minute conversation)
P
Start with a good opening statement that introduces the
topic. Then, explain the information given in a wellorganized manner (following the order given if possible),
by paraphrasing and using appropriate linkers. If you
can’t think of a synonym or a way to paraphrase
something, don’t panic! Use reverse word order so you
don’t read the bullet points verbatim.
M
For instance:
• won a science contest
A
paraphrase: He is the winner of a science competition.
reverse word order: He took part in a science contest
and won.
The two of you are assistant directors at a medical
2 laboratory.
The director wants to hire a new
S
assistant. You are on the selection committee and
the director has asked for your help in selecting an
applicant. The information sheets in the Speaking
Appendix show the qualities and skills of four people
who are applying for the job. Use the information
sheets to do the task below. While listening to your
partner, you may take notes but you are not allowed
to see your partner’s information sheet. Use the
language in the table to help you. Don’t forget to
paraphrase the points using the ideas from the Exam
Tip.
Test taker 1: Which one of your own applicants is the
best? Tell test taker 2. Just say the name.
Test taker 2: Which one of your own applicants is the
best? Tell test taker 1. Just say the name.
Model Interview
3
isten to two test takers doing Stage 2 and
L
answer the questions.
•
•
Which applicant did each test taker recommend?
Which one of their own options did each test taker
choose?
(See Answer Section)
Stage 3 • Consensus Reaching
(5-7 minutes)
Exam Tip
Try to collaborate with the other test taker to reach an
agreement. It’s all right to disagree with the other test
taker as long as you respect their views. Also, make
sure you give reasons for disagreeing.
(See audioscript for Stage 2 Model Interview as an example.)
46
07 New S&S ECPE Ts U 6.indd 46
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6c
1b
Now work in pairs. Compare and contrast the
4 applicants
you have each chosen. What are the
In pairs, prepare a formal presentation of your
6 chosen
applicant. In this stage you can look at the
information sheet together. Give two reasons each
to support the applicant and explain why these
reasons are important. Use the language in the table
below to help you.
advantages and disadvantages of hiring each? Who
is the best applicant? Reach a consensus. Use the
language in the table below to help you.
(See audioscript for Stage 3 Model Interview as an example.)
Justifying Viewpoints
... on the grounds that ...
This is (largely) due to the fact that ...
The (main) reason for/behind this is ...
I feel strongly about this because ...
I feel this way because ...
Y
Presenting and Convincing
To begin with, I believe …/Firstly, …
As I see it, …
The main reason behind this is …
I feel this way mainly/simply because …
This is (largely) due to the fact that …
Another reason that makes ... the most suitable choice is ...
Another reason why I support …
As far as I am concerned, …
Model Interview
7
isten to two test takers doing Stage 4 and
L
answer the questions.
•
•
Giving Examples
What are the reasons each test taker gives?
How do the test takers support each reason?
(See Answer Section)
Stage 5 • Justifying and Defending
(5-7 minutes)
LE
•
•
•
•
•
•
•
•
•
•
•
•
•
O
P
• First let’s look at/compare the two applicants ...
• From the two applicants, ... I believe ... is the better
choice because ... .
• … is much more serious ...
• I like … in preference to … because ...
• … is much more/less ... than … because ...
• However the downside of/ One of the difficulties of/The
only disadvantage/One drawback ... is that ...
• I believe … would be …
• A key advantage ...
• Although/Even though … is ..., it would be ...
(See audioscript for Stage 4 Model Interview as an example.)
C
Comparing/Contrasting –
Expressing Advantages & Disadvantages
Exam Tip
• ... for example, ... • ... such as ... • Also ... • In fact ...
Consensus Reaching
M
P
Well, I partly agree with you, but …
Yes, but don’t forget that …
I suppose you’re right about that, but …
That’s one view, but …
Yes, I see your point./I agree.
So, when it comes down to it, we’re left with …
What it comes down to is …
We both agree on …
So, we’re in agreement that ...
A
•
•
•
•
•
•
•
•
•
Model Interview
5
S
isten to two test takers doing Stage 3 and
L
answer the questions.
•
•
Which applicant did the test takers choose?
What reasons did they give?
(See Answer Section)
Stage 4 • Presenting and Convincing
(5-7 minutes)
Exam Tip
Be sure to justify and support your reasons. You can use
examples and/or your own experience to make your
presentation more interesting as your goal is to convince
Examiner 2 that this is a good option.
07 New S&S ECPE Ts U 6.indd 47
You will need to justify and defend your choices. Be sure
to give examples to support your points.
In pairs, take turns taking on the role of the director
8 and
express concerns about the chosen applicant
while your partner, justifies and defends the
decision. Then switch roles. Use the language in the
table below to help you.
(See audioscript for Stage 5 Model Interview as an example.)
•
•
•
•
•
•
•
•
•
Justifying and Defending
What I mean is …
Actually, I (feel strongly about …)
I do/do not believe that …/I do not really think (that) ...
In other words, …
I would also like to add ...
One of the reasons why is (that) ...
The way I see it …
Well, the fact that …
As a result, …
Model Interview
9
isten to two test takers and the examiner doing
L
Stage 5 and answer the questions.
•
•
What concerns did the examiner express?
How did the test takers justify and defend their
decision?
(See Answer Section)
47
22/02/21 12:49
II
1b
Exam Practice
VOCABULARY
GRAMMAR
1. “______ be so abrupt earlier.”
“Don’t worry about it.”
A. It wasn’t meant to
B. I didn’t mean to
C. It wasn’t my meaning to
D. I wasn’t meant to
2. Alice called the police because she saw a ______
outside her neighbor’s window.
A. pursuer
B. prowler
C. hijacker
D. mugger
2. The congressman proposed ______ for high income
earners.
A. an introduction to tax law
B. to a new tax law introduction
C. that a new tax law be introduced
D. a new tax law to be introduced
3. The hotel staff was very ______ during our stay,
satisfying our every request.
A. adaptable
B. affronted
C. accommodating
D. appeasing
3. Her case study of malaria in Southeast Asia is very
______ , spanning years of research.
A. exhaustion
B. exhausted
C. exhaustive
D. exhausting
O
P
C
4. ______ that she would have known better than to lie to me.
A. You’d thought
B. You think
C. You thought
D. You’d think
5. “Have some more ice cream.”
“No, thanks. I’ve had ______ .”
A. beyond enough
B. plenty
C. too many
D. enough yet
LE
4. The young child was being ______ and refused to open
his mouth for the dentist to check his teeth.
A. challenging
B. impervious
C. steadfast
D. obstinate
Y
1. The investigators examined the crime scene ______, but
found no clues to lead them to the perpetrator.
A. precisely
B. punctiliously
C. industriously
D. meticulously
P
5. The student spoke back to the teacher and was sent to
the principal’s office for being ______ .
A. insolent
B. insoluble
C. insouciant
D. insolvable
M
6. The Nobel Prize is one of the most ______ awards
honoring achievements in arts and sciences.
A. eminent
B. imminent
C. pertinent
D. perseverant
S
A
7. The town’s annual ______ rate rose due to a category
five hurricane that hit the area.
A. fatality
B. mortality
C. morality
D. carnage
8. The children’s television station was ______ with
complaints after airing an inappropriate program.
A. pelted
B. volleyed
C. barraged
D. battered
48
9. The victims’ descriptions were ______ different, so the
police officer was unable to identify a suspect.
A. rashly
B. vastly
C. infamously
D. boundlessly
08 New S&S ECPE Ts Exam Pract II.indd 48
6. We had an awful meal at the restaurant. Needless
______ , we won’t be going there again.
A. to have said
B. to be said
C. to say
D. to be saying
7. After many hours of negotiations, the two companies
______ signing a new contract.
A. were a success at
B. had success at
C. succeeded in
D. succeeded as
8. The student council met with the president of the
university to argue ______ better campus security.
A. with
B. for
C. about
D. over
9. One of the biggest problems in this department is that
there are ____ sales representatives.
A. far too many
B. way many
C. enough many
D. more than many
22/02/21 12:50
II
1b
CLOZE
Exam Tip
When reading the text remember that while all four
options can be similar in meaning, only one should be
used in the context of the passage
M
odern medicine, with its widespread use of
pharmaceuticals and science, is able to achieve
incredible things in the treatment of illnesses. While
to what was practiced thousands of years ago, there are
some (2) ________ similarities. Although they might
actuality, ancient methods and ideas, especially those of
ancient Greece, have played an important role in how
modern medicine progressed.
In ancient Greece for example, as today, all aspects of
a patient’s life (4) ________ , including their diet and
exercise as well as the effects of their environment.
A. express
B. carry
2
A. palpable
B. noticeable
3
A. by
B. in
4
A. were considered
B. had been considered
C. were being considered
D. have been considered
C
Ancient Greek doctors moved away from (5) ________
1
superstitious treatments, and instead believed in the
(6) ________ of symptoms and the use of natural
remedies to treat ailments. The Greeks also understood
LE
the importance of (7) ________ and sanitation in public
health. Studies have shown that this definitely helped,
revealing that wealthy men lived up to 70 years old, a
quite remarkable (8) ________ for the period.
Ancient Greece also developed rules of professional
conduct and medical ethics that still influence us today.
P
(9) ________ , with its promises to do no harm, treat the
M
C. on
D. with
A. plainly
B. exactly
C. purely
D. barely
6
A. diagnosis
B. survey
C. audit
D. inquiry
7
A. wholesomeness
B. hygiene
C. neatness
D. tidiness
8
A. stunt
B. exploit
C. deed
D. feat
9
A. Herbal remedies and treatments
B. Superstitious beliefs and practices
C. Ancient treatises such as the Hippocratic Oath
D. Public hygiene such as sanitation
privacy, and not use knives in treatment are still hugely
into two distinct specializations, this still (10) ________
C. notable
D. appreciable
5
patient to the best of one’s ability, respect the patient’s
important. With modern doctors and surgeons separated
C. bring
D. bear
O
P
seem at odds with modern healthcare, (3) ________
Y
medical practices today (1) ________ little resemblance
10
A. maintains
B. lasts
C. perseveres
D. holds
true today. Although the tools have changed, the legacy of
S
A
ancient medicine clearly lives on.
49
08 New S&S ECPE Ts Exam Pract II.indd 49
22/02/21 12:50
II
1b
Writing
Read the following task and underline the keywords. Then,
1 a) answer
the questions (1-4).
(See Answer Section)
Articles are pieces of writing usually
published in newspapers, magazines,
and online. Articles tested in the ECPE
exam usually present an issue/plan/
decision and the various viewpoints on
the issue/plan/decision. The register of
an article can range from semi-formal to
formal depending on the type of
publication and audience.
Articles should have a catchy title to
attract the reader and indicate what they
are about.
Task 1 Article
1
2
3
4
Note: Although the title is optional in the
exam, it is a good idea to include one.
Plan
C
b) Read the sources below and underline the keywords. Which
source could be used to introduce your article? How else do the
sources relate to the topic of the article? Write a sentence
interpreting and attributing the information in each of the
sources.(See Answer Section)
SOURCE 1
Effects of Warning Labels
– a recent university study
introduction of the topic with a
catchy opening technique
(quotation, rhetorical question,
direct address, etc.)
P
Main Body
M
Para 2-4 different aspects of the topic
presented in separate
paragraphs with clear topic
sentences and supporting
details (reasons and/or
examples)
warning labels
Creating a title
S
A title is a short, clear summary of the
information in an article and should
mention the article’s main topic. It should
also aim to arouse the readers’ interest
either by addressing the readers directly
(Be part of the solution not the problem.)
or presenting a question (Is capital
punishment the answer?) or using a short
statement about the topic (Things to
consider before buying an electric car!)
Warning labels are a form of
discrimination and are based on
assumptions rather than empirical data
from nutritional analysis.
SOURCE 3
A
presentation of the writer’s
opinion and/or
recommendation
no warning labels
– The National Center for Health Statistics
Conclusion
Para 5
Junk Food
Consumption
Approximately 37% of Americans eat fast food on
a regular basis.
SOURCE 2
Introduction
Para 1
What is the topic of the article?
Who are your target readers?
What aspects of the topic have you been asked to cover?
What style is appropriate for this article?
LE
The introduction presents the topic of
the article using a variety of techniques
to attract the reader’s attention.
The main body presents the different
views on the topic with a clear topic
sentence to introduce each paragraph.
The conclusion presents the writer’s
opinion and/or recommendation.
Y
Your government is considering passing a law that requires junk food
to be labeled with health warnings in order to deter consumers. Many
people have concerns about the measure. Write an article for a local
news website explaining the impact of this law and what you think
about it. Include at least one piece of information given to support your
response.
O
P
Articles
– Jim Oswald, owner of a local fast food chain
questions.
2 Read the model article on p. 51 and answer the following
(See Answer Section)
1
2
3
Which aspects of the topic are covered in paragraphs 2-4? Rewrite
the topic sentences for each paragraph.
Where in the article are the sources mentioned? Underline the
language used to attribute the source.
Where is the writer’s opinion presented? Circle the language used to
present it.
50
08 New S&S ECPE Ts Exam Pract II.indd 50
31/03/21 11:20
II
1b
Formal style/Semi-formal
style
O
P
S
A
M
P
LE
C
1 We all are aware that eating a lot of junk food can lead to some pretty
serious health problems, yet according to the National Center for Health
Statistics, approximately 37% of Americans eat fast food on a regular basis.
1) It seems that this knowledge is not enough to curb consumption of junk
food and now the government is reviewing a law to mandate health
warning labels on junk food just as we are already familiar with on cigarette
packaging. The question, though, is: 2) will it decrease junk food
consumption and is it fair?
2 3) Through the implementation of this law, the government expects to
curb the consumption of junk food dramatically. In fact, it is expected that
warning labels will abruptly remind consumers of the health consequences
of eating such food products and by effect deter them from choosing them.
This has been shown in a recent university study where consumption of junk
food dropped almost by half when warning labels were used.
3 4) Even if these warning labels do discourage unhealthy food choices,
are they fair? Unlike cigarettes, food has a variety of ingredients and its
effects are far more complicated. 5) Deciding on which foods are dangerous
and which are not is not a matter that can be clearly determined. Recently,
Jim Oswald, the owner of a local fast food chain, commented on the issue
saying, “Warning labels are a form of discrimination and are based on
assumptions rather than empirical data from nutritional analysis.” 6) Not to
mention the problem of who will decide which junk foods pose a threat and
which do not. 7) It could be the case that the whole labeling process would
become unfair.
4 The long-term effectiveness of warnings should also be considered.
8) For instance, it has been argued in the case of cigarette warning labels
that at 9) their onset they did deter some consumers from smoking but over
time people learned to ignore the labels and continue with their old habits.
10) Similarly, it could be expected that people would react this way with
labels on food.
5 11) Having considered all this, there is little evidence that warning
labels will be effective or fair. The government should reconsider its
approach. Perhaps a solid community health education program is what is
truly needed to address the problem of unhealthy eating.
Y
MODEL
Depending on the publication and the reader,
an article can be written in either formal or
semi-formal style.
Formal style is impersonal and can include
the following techniques:
• discourse markers (This means that, In
fact, Similarly, etc.)
• fronting (Having concluded that ...)
• referencing, i.e., pronouns,
demonstratives, phrases (Young people
express themselves with their fashion
choices.)
• exemplification, i.e., examples to add
more information (For instance, scarves
can be worn in different ways ...)
• nominalization, i.e., making a noun from
a verb or adjective (Fashion enables us to
create new styles. = Fashion enables the
creation of new styles.)
• hedging, i.e., vague language – involving
verbs, modals, clauses (It may be said
that fashion ...)
Read the theory about creating a title on p. 50 and decide which of
3 the
following titles is the most suitable for the article. Why are the
others not appropriate?
(See Answer Section)
A The Government Has Proposed the Use of Food Warning Labels
B Can Warning Labels Prevent Unhealthy Eating?
C The Dangers of Junk Food
08 New S&S ECPE Ts Exam Pract II.indd 51
Semi-formal style is more personal and can
include the following:
• a personal writing style (It’s obvious that
most of us would like more green spaces.)
• use of short forms (I’d expect that most
people would participate.)
• careful use of phrasal verbs and idioms
(They came up with a new plan ...; This
would cause the company to operate in
the red ...)
• chatty descriptions (We could all use
a little reminder of how incredibly
fortunate we are to live ...)
Read the model article again and
4 a) match
the highlighted sentences
to the formal style techniques
below.
A 2, 4 rhetorical question to engage
the reader
B 6 discourse marker adding a point
C 9 using referencing
D 3 nominalization technique
E 1, 7 hedging technique
F 8 exemplification
G 5, 11 fronting technique
H 10 discourse marker making a
comparison
b) Rewrite the main body paragraphs
using a semi-formal style.
(See Answer Section)
51
22/02/21 12:50
Writing
Read the sources and the task and underline the
6 a) keywords.
What does the task ask you to write
Introductions
P
use in them? Is the writer’s opinion presented
directly or indirectly in the conclusion? Rewrite
the introduction and conclusion using another
technique from the theory box above.
(See Answer Section)
M
b) Read the following introduction and conclusion
from two different articles and identify the
techniques used in both.
(See Answer Section)
Introduction:
S
A
As students, most of you would agree that high school can
be overwhelming with a great deal of studying and exam
stress. Yet, our school board has now implemented
mandatory nutrition classes with exams to add to our study
burden. Unhealthy eating is a serious problem for young
people, but are classes the answer?
Conclusion:
In the final analysis, it is not important whether we believe in
alternative medicine or not, but rather if insurance should
cover those who choose this type of care. It strikes me that
patients should have the coverage they need to care for
themselves as they see fit. In the words of writer and biologist
Richard Dawkins, “There is no alternative medicine. There is
only medicine that works and medicine that doesn’t work.”
52
93%
Y
SOURCE 1
in person visit
virtual visit
$10 billion/year
in savings with virtual healthcare platforms projected
over the next few years
– a recent health report
“Access to healthcare for all
must be our number one priority.”
LE
Read the introduction and conclusion in the
5 a) model
on p. 51. What techniques does the writer
Initial Doctor Visit
Preference
– a recent survey
C
A conclusion in an article should summarize the main
points and present the writer’s opinion. It should not
introduce any new ideas or viewpoints. A good conclusion
should contain:
• a direct or indirect presentation of the writer’s opinion:
E.g., Direct: It is my belief, In my opinion,
I firmly feel/believe, I agree/disagree ..... etc.
Indirect: It would seem/appear that, It is clear/obvious/
apparent that, It may be concluded/said that, There is
little/no doubt that ..../In the final analysis... etc.
• an interesting ending: a thought-provoking idea/
statement, a reference to the future, a rhetorical
question, a quotation, direct address, etc.
7%
SOURCE 2
Conclusions
about? The impact of using public funding for virtual
healthcare
SOURCE 3
An introduction in an article should attract the readers’
attention and inform them of what the article will be about.
A good introduction should contain:
• a catchy opening technique: a rhetorical question, a
reference to a quote, an interesting scenario, or directly
address the reader.
• background information about how the issue came about
• a clear statement of the topic using paraphrasing
O
P
II
1b
- Henry Pratt, Director of the Public Health
Institute
Task Article
The government in your country is planning to allocate a
large amount of public funds to create a virtual healthcare
system. Not everyone agrees with this policy. Write an
article for a news website explaining the impact of this
decision and what you think about it. Include at least
one piece of information given above to support your
response.
b) Write an introduction and a conclusion for the
task in Ex. 6a using one of the techniques
mentioned in the theory box and one of the
sources from the task.
(See Answer Section)
c) Write a title for your article.
(See Answer Section)
c) Decide on an appropriate title for each article.
(See Answer Section)
08 New S&S ECPE Ts Exam Pract II.indd 52
22/02/21 12:50
II
1b
Complete the plan for the main body of your article
7 from
Ex. 6a. Where could you incorporate the
Para 4
• Virtual healthcare is more convenient and
accessible.
• Supporting details/source:
......................................................................
......................................................................
• Patients need/want personal contact.
• Supporting details/source:
......................................................................
......................................................................
questions below.
3
M
1 in 3 people with chronic medical conditions
experience discrimination in hiring and at the
workplace.
A
SOURCE 1
4
5
How can you make your introduction interesting?
What aspects of the issue will you cover in the main
body of your article?
Where in your article can you include the sources?
Can you expand on them?
What should you include in your conclusion?
What is a catchy title for your article?
(See Answer Section)
P
1
2
– a recent new report
S
– recent employment statistics
“Access to medical records as a
condition of employment is an
invasion of a person’s right to privacy.”
- Linda Bolton, spokeswoman for the Civil Liberties
Union
Task Article
Several companies in your city have decided to require
new employees to submit their medical history before
being hired. Many people are concerned with this
policy. Write an article for a local news website
explaining the effects of requiring medical histories in
order to be employed and what you think about it.
Include at least one piece of information given above to
support your response.
LE
Read the sources and the task in the next
8 a) column.
Underline the keywords and answer the
Y
• Virtual healthcare reduces the cost of health
care.
• Supporting details/source:
......................................................................
......................................................................
C
Para 3
Absenteeism
0 1 2 3 4 5 6 7 8 9 10 11 12
Number of workdays missed/year
SOURCE 3
Para 2
employees with serious
medical conditions
O
P
Main Body of article
SOURCE 2
sources? Write a sentence interpreting the
information from each of the sources.
(See Answer Section)
healthy employees
b)
isten to three people discussing the issue of
L
access to employees’ medical records. What
is each person’s viewpoint on the issue? How
do they support it? Take notes.
(See Answer Section)
Now, using the information from your answers in
9 Ex.
8, write your article. Exchange your article with a
partner. Check each other’s piece of writing, using
the checklist below.
(See Answer Section)
Check list
Is the title suitable for the topic?
Does the writer use a formal/
semi-formal style?
Does the introduction present the
topic through a catchy opening
technique?
Is a separate aspect of the topic
presented in each paragraph of
the main body? Does each start
with a clear topic sentence?
Is each aspect supported with
details (reasons and/or
examples)?
Is the information from at least
one source included and
attributed?
Are appropriate linkers used to
make the article flow?
Does the writer include their
opinion?
Is there an interesting ending to
the article?
53
08 New S&S ECPE Ts Exam Pract II.indd 53
22/02/21 12:50
Revision & Extension
Writing (MODULES 1-2)
Task 1 Article
Understanding the Task
Article
1
a) Read the sources and the tasks. Underline the
keywords.
P
900
800
500
400
300
200
M
700
A
ENERGY RESERVES (BILLION TONNES)
SOURCE 1
1000
600
2011
2021
2031
Coal
Gas
Oil
2051
2061
2071
S
SOURCE 2
4
5
6
Read Model A on p. 55. Which task from Ex. 1a
2 a) does
it answer? Then answer the questions
1
2
3
4
Solar power covers a maximum of 20% of our current
energy demands
– a recent energy report
“Alternative energy will put
an end to our reliance on imported
fossil fuels while significantly reducing
our carbon footprint.”
– Caroline Patters, National Energy Advisor
(See Answer Section)
Is the topic clearly stated in the introduction?
Underline where the writer includes information from the
source(s). Rewrite the sentence(s) in an alternative way.
What idea does the writer include that is not related
to the sources?
What useful expressions and linkers are used? Circle
them. Replace them with appropriate ones.
Highlight the writer’s opinion. Is it presented directly
or indirectly? Rewrite it using your own words.
2081
– a recent energy forecast
SOURCE 3
3
5
2041
What information is provided in each source?
How can you paraphrase and attribute the
information in each source? (Refer to the Useful
Language box on p. 26.)
Which sources provide information in support of
alternative energies? What positive aspects do they
mention?
Which source points out a negative aspect of
alternative energy? What is it?
Where could you incorporate the sources into Task 1?
Where could you incorporate the sources into Task 2?
below.
100
0
1
2
LE
5 Make a plan of what should be included in your essay (do
not forget the sources).
6 Write your piece of writing according to your plan.
7 Check for errors, cohesion of ideas. Make sure you have
covered all the points mentioned in the task.
b)Look at the sources in Ex. 1a and answer the
questions.
(See Answer Section)
C
– What are the positive and – Write an article for a local new
negative effects/impacts?
website/the school newspaper
explaining the impact of ...
– What do you think are the
advantages and
– Write an article on the effects
disadvantages of...
of ...
– Discuss the pros and
– Write an article explaining
cons of...
your opinion on ...
Many people believe we should rely solely on alternative
energy. What positive and negative effects might this have?
Write an essay on the topic and explain your opinion about
it. Include at least one piece of information given to support
your response.
O
P
Essay (Discuss issue/For
and Against)
Task 2 Essay
Y
Your local government is planning to invest tax revenue into
alternative energies such as solar and wind power. Not
everyone agrees with using taxpayers’ money this way. Write
an article for the local newspaper explaining the impact of
this decision and what you think about it. Include at least one
piece of information given to support your response.
Before you start writing, it is important to read the writing
section instructions of the exam carefully. Then you should
move on to the topics through the following steps:
1 Read the tasks and the sources slowly and carefully.
Choose the topic that you will write about.
2 Read the sources again and think about how they relate to
the task.
3 Underline the keywords in the sources and the chosen topic.
4 Identify what you need to write about through the
keywords. See the table below.
b) Read Model B on p. 55. Which task does it
answer? Then answer the questions.
(See Answer Section)
1 What techniques does the writer use in the
introduction?
2 Where does the writer include information from the
source(s)? Underline it/them. Rewrite the sentence(s)
in an alternative way.
3 What useful expressions and linkers are used? Circle
them. Replace them with appropriate ones.
4 Create a title for the article.
5 Highlight the writer's opinion. Rewrite it in your own
words.
54
08 New S&S ECPE Ts Exam Pract II.indd 54
22/02/21 12:50
Writing (MODULES 1-2)
MODEL A
MODEL B
C
O
P
Y
If you were asked your thoughts about developing alternative energy
sources, I am sure you would be all for it. Our government agrees with
this idea too, but they plan to use our tax dollars to do it. Not
everyone, though, agrees with this idea.
By and large, every society’s goal is to be self-sustainable and
alternative energies are considered a means to this end. By producing
our own renewable energies such as wind and solar power, we no
longer have to depend on fossil fuels from other countries. According
to our national energy advisor, Caroline Patters, ”Alternative energy
will put an end to our reliance on imported fossil fuels while
significantly reducing our carbon footprint.”
Opponents of government investment argue that the high cost and
low return of alternative energies make for a poor use of taxpayers’
dollars. In particular, wind and solar power require a substantial
installation cost while energy output is rather low. A recent energy
report states that solar power covers only 20 percent of overall
energy expenditure. This means that the government would spend
a considerable amount of public funds on energy that would not
meet the current demands.
On the question of how to spend taxpayers’ dollars, many people
feel that there are more urgent issues that need public funding
such as public transportation, education, and public safety.
Needless to say that , public funding is limited and prudent choices
have to be made on how to spend it.
In the end, alternative energy will play an important role in the
future of every society. Government investment into their
development is clearly not the best approach with such high
investment costs and other urgent public funding issues. Perhaps,
incentives could be given to private industry to fulfill this role.
M
a) Read the sources and the tasks. Underline the
keywords.
1 in 5
Adolescents have a diagnosable mental disorder.
S
SOURCE 2
Your local school board is planning on introducing mental
health classes and support to its curriculum. Some people
are concerned about this. Write an article for the school
newspaper on the impacts of this decision and your opinion
about it. Include at least one piece of information given to
support your response.
Task 2 Essay
“Mental health issues should be
handled strictly by trained professionals,
otherwise it can lead to misdiagnosis,
stereotypes, and general panic.”
More and more young people are turning to online chat groups
for support and help with their problems. What positive and
negative effects might this have? Write an essay addressing
this topic and explain your opinion about it. Include at least
one piece of information given to support your response.
Dr. James Hortan, Psychiatrist
Teenage Depression
and Anxiety and
Where They Get
Help
SOURCE 3
Task 1 Article
– recent mental health report
A
SOURCE 1
3
P
LE
As popular as alternative energies have become, is it
realistic to become fully dependent on them? There are
both benefits and drawbacks to converting completely to
alternative sources of energy and cutting out all
consumption of fossil fuels.
At first glance, using 100 percent green energy seems
to be the perfect solution especially for the environmental
crisis. Complete reliance on green energy would mean
zero consumption of fossil fuels. As a result, CO2 emissions
would be drastically reduced and consequently global
warming as well. Another point to consider in favor of
alternative energies is sustainability. A recent energy
forecast indicates that fossil fuels, such as coal and gas,
will be completely exhausted in the next 70 years. In other
words, alternative energy is the only long-term sustainable
solution for future generations.
Nonetheless, alternative energy solutions at the
moment do have some drawbacks. One disadvantage is
the high installation and maintenance costs. For instance,
wind turbines that produce wind energy are expensive to
purchase, install, and maintain. All of this adds to the
overall cost of the energy. Furthermore, current energy
output from alternative sources is below the demand for
energy. As stated in a recent energy report, solar energy
can only provide 20% of our overall energy needs. So
although it is a greener choice, solar energy is not a viable
solution on its own.
All things considered, alternative energies do have
some shortcomings that need to be addressed before
considering them as the absolute answer. It is clear that
with research and development green energies are the
only solution for every community’s energy needs.
help from
school
10%
– a health survey
professional
treatment
20%
08 New S&S ECPE Ts Exam Pract II.indd 55
online
support
70%
b)
Listen to two people talking about mental
health support for young people. What solutions do
they mention? How do they support their
viewpoints? Take notes.
(See Answer Section)
c) Using the ideas mentioned in the recording in
Ex. 3b, choose one of the tasks in Ex. 3a to write.
Include at least one piece of information from the
sources.
(See Answer Section)
55
22/02/21 12:50
7a Information Overload?
Exam Tip
Lead-in
Inference
• Describe a moment in your life you will
never forget. Do you remember every
single detail of what happened?
• Do you remember most of your
childhood or just specific moments?
• What would help you remember more
moments in your life?
Y
Think! A person has to remember
things such as ID numbers, PINs, etc. In a minute, think of numbers you
have to remember. How would you feel if you couldn’t remember any or
most of them?
(See Answer Section)
O
P
•
• Some questions may ask what is
implied or suggested in the text. In
these questions, the correct answer
will not be explicitly stated and you
need to interpret what the writer is
implying.
• Underline keywords in the question
and the answer options. Read
carefully looking for ‘clues’:
vocabulary, descriptions, and
explanations that support one of the
answer options.
• Rule out any answer options that are
false according to the text and choose
the answer that is supported by the
information in the text.
Reading
W
C
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
(See Answer Section)
S
A
M
P
LE
hat was once a manageable influx of data to our memory
has become an unrestricted flood. Information is
broadcast en masse across a variety of media such as 24-hour
rolling news networks, a mountain of newsprint, and the
Alexandrian library that is the Internet. Added to this is the
endlessly multiplying amount of tedious data that we need for
our everyday lives: health records, social security and tax
returns, bank statements, PINs, and passwords. Amazingly,
despite this information overload, over two thirds of
respondents in a recent survey checked the box that stated, “I
can never have too much information.” 2 The problem it seems,
isn’t data itself but how and where to store all this extra
information.
Scientists from such varied disciplines as neuroscience,
cognitive psychology, sociology, and computer science are
already pooling their resources to investigate the plausibility
of a device that will enhance your ability to manage the influx
of data. 3 Studies in neurotechnology have even examined the
possibility of neural implants, devices that could connect
directly to a user’s brain to boost mental abilities and memory.
The prospect of such devices, both conventional and wearable
technologies, has unlimited potential, but there is a heightened
risk of such storage systems being open to exploitation. 4
Several years ago, Lifelog, a US research program, 5 was
derailed when it came up against the thorny issue of public
privacy. Its 5 stated aim was “to compile a massive electronic
database of every activity and relationship a person engages
in.” Not surprisingly, civil liberty campaigners pounced on the
project, claiming it toyed with Big Brother-like technology that
could be used to keep tabs on everyone. Such a vast body of
information amassed in a single database poses ethical
dilemmas, particularly ones of personal freedom, our right to
privacy, and just who owns our information after all ... 6
56
09 New S&S ECPE Ts U 7.indd 56
1 What is the passage mainly about?
(global question)
a the development of a device to
store memories
b the negative effects of technology
on memory
c the use of technology to enhance
memory
d privacy problems related with the
use of technology
2 What is implied about respondents?
a They can’t cope with the
information they have.
b Their desire has reached a
saturation point.
c Their appetite was unexpected.
d Their demand for data was to be
expected.
3 What do scientists hope their device
can do?
a improve the organization of
information
b replace the need for human memory
c eliminate unwanted or irrelevant
information
d increase the limits of computer
storage
4 According to the passage, what is a
worrying aspect of storage systems?
a their inability to manage some
pieces of information
b the medical effects of implants
c the abuses to which memory banks
might be subjected
d their unlimited potential
PIN = Personal Identification Number
22/02/21 12:51
7a
1
Memorizing passwords might seem boring and
tedious but it is essential.
2
Online banking has lots of security systems to
protect the privacy of the user.
3
Improvements in e-commerce have made buying
products online much more manageable and
convenient.
4
The prospect of owning a digital house would have
been inconceivable to me 20 years ago.
5
The government’s database includes full details of
citizens.
6
As an advocate of civil liberties, I am firmly against
any form of censorship.
The new digital gadget .............. all the best aspects
of current technology in one package.
a embodied
c enchanted
b embraced
d embroiled
S
3
8
Jack .............. saved the company from bankruptcy
with his new invention.
a individually
c single-handedly
b en masse
d in unison
9
An easy way to .......... digital images is to use photo
editing software.
a emphasize
c entrance
b computerize
d enhance
10
I couldn’t .............. the three-hour lecture on digital
cataloging; it was so dull.
a assure
c endure
b ensure
d insure
11
4
Some people feel the future looks rather ..............
with technology taking over our lives.
a blurry
c grim
b murky
d misty
5
Critics ............ the company’s latest security system,
pointing out its design flaws.
a pounded
c tapped
b hammered
d banged
I’m really impressed by the way that my children
have .............. their skills in digital photography.
a fastened
c tightened
b sharpened
d heightened
12
There is no question that John holds the .............. for
the new device; he was the one who designed it.
a patent
c permit
b sanction
d license
13
I can’t understand the .............. in buying a new
computer when you don’t even use the one you have.
a theory
c rationale
b principle
d rationalization
14
The massive .............. of technology in our lives
makes it difficult to keep up with the advances.
a rush
c outflow
b influx
d intrusion
The digital education program was ............. due to a
lack of funding.
a derailed
c deployed
b depleted
d detached
A
2
He had to take an IT course in order to ............. the
demands of his new job.
a keep track of
c keep out of
b keep up with
d keep tabs on
M
1
P
2 Circle the correct answer.
Cybercrime is ............... an even greater threat to
Internet users as targeting techniques are becoming
more and more sophisticated.
a framing
c attempting
b concocting
d posing
LE
1
Fill in: manageable, privacy, prospect, database,
civil liberties, tedious.
7
C
Vocabulary
It will take us some time to put this into digital
format, so please .............. us.
a come up with
c toy with
b bear with
d agree with
O
P
6 What aspect of the Lifelog project concerns the
writer the most?
a the reaction from civil rights campaigners
b the possibility of illegal surveillance
c the number of databases
d the moral implications
6
Y
5 In the second sentence of paragraph 3, what does
Its refer to?
a a public issue’s
b a relationship’s
c a research program’s
d a civil campaign’s
Listening, Speaking
& Writing
• The aim of the Lifelog research program was “to
compile a massive electronic database of every
activity and relationship a person engages in.”
Listen to two people talking about it. Who do you
agree with? Why?
(See Answer Section)
•
Think! Would you ever agree to use the devices
mentioned in the text? Why/Why not? Write a
paragraph explaining your opinion. Read your
paragraph to the class. Is there someone else who
shares your opinion?
(See Answer Section)
57
09 New S&S ECPE Ts U 7.indd 57
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Grammar
Passive Voice –
see pp. GR174-GR176
Personal/Impersonal Constructions
Rewrite the following sentences in the passive voice.
2 Pay
special attention to the prepositions.
changed into the passive?
1
A: May I bring a camera?
B: I’m sorry ma’am. Photography and filming are
not allowed (not/let) on the premises.
2
A: What’s going on in the auditorium?
B: A lecture is being given (give) at the moment.
3
A: Why can’t I renew this book?
B: Overdue books may not be renewed (not/
renew) until all fines are paid.
A: Can you tell me how heavy the item is?
B: Yes, Sir. It weighs (weigh) seven pounds.
(cannot be changed)
5
A: How is the restoration of the building coming
along?
B: Actually, it will have been completed (complete)
by the end of the month.
6
A: I can’t believe my college diploma was lost (lose)!
B: Don’t worry. I’m sure the college can issue you a
new one.
Local aid agencies are handing out emergency
health kits in the earthquake-stricken area.
Emergency health kits are being handed out in the
earthquake-stricken area by local aid agencies.
4
All electricians must comply with state and local
building codes when installing electrical systems.
State and local building codes must be complied
with by all electricians when installing electrical
systems.
5
Is somebody going to deal with this complicated
problem?
Is this complicated problem going to be dealt with?
Change the following paragraphs from active to
3 passive
voice where appropriate, as in the example.
1
Most people feel that the city council should create
a program to aid the homeless. Although homeless
people do not financially assist the community, the
city should show greater compassion and sympathy
towards them.
It is (widely) felt that a program to aid the homeless
should be created by the city council. Although the
community is not financially assisted by the
homeless, greater compassion and sympathy should
be shown towards them.
2
We regret to inform you that we have suspended
your online account due to the violation of our site
policy. Owing to the suspension of this account, we
prohibit you from using our online services in any
way. We require you to verify your account by
following the link below.
We regret to inform you that your online account has
been suspended due to the violation of our site
policy. Owing to the suspension of this account, you
are prohibited from using our online services in any
way. You are required to verify your account by
following the link below.
3
When they promoted Ms. Scott to Human
Resources Manager at the medical company, they
gave her the authority to manage the staff as she
deemed necessary. People say that the company
will hire more skilled personnel in the immediate
future.
When Ms. Scott was promoted to Human Resources
Manager at the medical company, she was given the
authority to manage the staff as deemed necessary.
It is said that more skilled personnel will be hired in
the immediate future.
P
A: I wonder what happened to Mr. Stephens.
B: After being awarded/having been awarded
(award) the Presidential Medal of Freedom, he
became a writer.
A: Can I use the online visa application?
B: Yes. Please note that all applications must be
submitted (submit) by November 1.
A
8
3
M
7
I resent your blaming me for the dispute.
I resent the dispute being blamed on me.
LE
4
2
C
Put the verbs in parentheses into the correct passive
1 tense.
In which sentences can the verbs not be
You should seriously consider acting on his sound
advice.
Acting on his sound advice should be seriously
considered.
O
P
Some transitive and stative verbs (comprise, consist
of, fit, have, lack, mean, resemble, suit, etc.) and
verbs of measure (cost, equal, weigh, etc.) cannot be
changed into the passive. I have a terrible stomachache.
(NOT: A terrible stomachache is had by me.) The jeans
fit me perfectly. (NOT: I am fitted perfectly by the
jeans.) BUT Mouth guards must be fitted by a dentist.
(‘fit’ is not a verb of measure here.)
1
A: When will I receive the package?
B: It will be sent (send) to you within the coming
week.
S
9
10
A: The storm was terrible last night.
B: Absolutely. My garden resembles (resemble) a
battleground! (cannot be changed)
When there is a preposition after a verb form in the
active, it is placed after the past participle of that
verb in the passive. I don’t appreciate you lying to me.
I don’t appreciate being lied to.
58
09 New S&S ECPE Ts U 7.indd 58
Y
7b
1b
31/03/21 11:21
7b
1b
Exam Tip
blanks with by or with.
4 1Fill inThetheroads
are dangerous as they are covered with a
3
4
5
Review
the correct answer.
7 1Choose
............ in Montreal, Canada, Brian is fluent in both
French and English.
a Having educated
b To have been educated
c Educating
d Having been educated
They thought she had been imprudent for interrupting
Mrs. Harris.
She was thought to have been imprudent for
interrupting Mrs. Harris.
It was thought that she had been imprudent for
interrupting Mrs. Harris.
3
They expect the plan will be implemented soon.
The plan is expected to be implemented soon.
It is expected that the plan will be implemented soon.
4
They believe her condition is deteriorating.
Her condition is believed to be deteriorating.
It is believed that her condition is deteriorating.
P
Turn the following sentences into the passive voice.
A
M
•The verbs make, hear, help, see are followed by a
to-infinitive in the passive. I saw Adam enter the
building. (active voice) Adam was seen to enter the
building. (passive voice)
•The verbs hear, see, watch can be followed by a
present participle in the active and in the passive.
We heard him laughing. He was heard laughing.
They made me believe that I wasn’t eligible for a
refund. I was made to believe that I wasn’t eligible
for a refund.
S
1
2
People saw over a thousand students staging a
peaceful demonstration. Over a thousand students
were seen staging a peaceful demonstration.
3
Housing counselors from a local charity helped
families avert home foreclosure. Families were
helped to avert home foreclosure by housing
counselors, from a local charity.
2
He was penalized for ............ the documents
a having falsified
c having falsification of
b falsifying of
d having falsify
3
All dissertations, ............ next week, should be in
PDF format.
a submitting
c to be submitted
b are submitted
d will be submitted
C
2
They say he is an eminent professor of genetics.
He is said to be an eminent professor of genetics.
It is said that he is an eminent professor of genetics.
O
P
Turn the following sentences into the passive using
personal/impersonal constructions, as in the
example.
1
6
When choosing your answer, check that the word
order is correct.
LE
5
thick layer of ice.
According to this study, most peaches and apples
are heavily contaminated with neurotoxic pesticides.
I was amazed by the vibrant colors of the flora and
fauna of the Himalayas.
Help will be provided by volunteers.
Sheila lives on a country road lined with trees.
Y
2
4
Elizabeth is an aspiring actress ............ on Broadway.
a which currently appears
b currently appearing
c to be appearing currently
d to have been currently appearing
5
Cynthia loves ............ brightly-colored flowers.
a to have given
c to be given
b to being given
d given
6
A motion was made ............ Mr. Thompson’s
application to remain in the department.
a to reconsider
c to have reconsidered
b by reconsidering
d for reconsideration
7
I think you ought .......... much more attention to detail.
a to having paid
c to be paid
b to have paid
d to being paid
8
Oh no! There ............ our train!
a is going
c goes
b has gone
d has been going
9
Patrick ............ running down the street when the
storm started.
a was being seen
c was seen
b must be seen
d is being seen
10 This innovative concept is bound ............ .
a to succeed
b succeed
c to succeeding
d to have been succeeding
11 These chocolates were made ............ fresh cream.
a by
c with
b of
d in
12 ............ is Mr. Jones; he can tell you all about the
issue.
a The man concerned
c Concerning the man
b The concerning man
d The man concerning
59
09 New S&S ECPE Ts U 7.indd 59
22/02/21 12:51
7c
1b
Exam Practice
Exam Tip
LISTENING Part 1
Remember that each of the distractors will be mentioned in
the conversation that you hear. In questions that ask you about
what item someone needs, wants or chooses, it is necessary
to listen not just for the item or a synonym to be mentioned,
but also whether the reaction or response is positive or
negative.
Y
In this part, you will hear short conversations. After each
conversation, you will hear a question about it. You will hear
each conversation and question once. The answer choices
are printed in the test booklet. Mark your answers on the
separate answer sheet, not in the test booklet. You should
mark A, B, C, or D. Do you have any questions?
O
P
8 What sweater does the man choose?
A. a gray cable-knit sweater
B. a blue cable-knit sweater
C. a blue cardigan
D. a Fair Isle sweater
9 How has the man helped the woman?
A. by advising her on where to put the bookshelf
B. by assisting her to move things around
C. by helping her select a new desk
D. by exchanging her desk for a table
C
11 What does the boy say about his teacher?
A. She is often angry and on edge.
B. She is laid back and tolerant.
C. She is not very consistent.
D. She never raises her voice.
LE
1 What will the woman replace?
A. the sofa
B. the chairs
C. the curtains
D. the cupboards
10 What does the man want to know?
A. who to contact about his issue
B. when to email customer services
C. where to locate the report form
D. how to access the website
2 What does the man say about the blog?
A. It’s quicker than using a cookbook.
B. He appreciates the background it offers.
C. The images can distract from the recipes.
D. He likes the diversity of foods it includes.
M
P
3 What does the woman suggest the man do?
A. avoid causing problems
B. seek out new employment
C. become more competitive
D. speak up about the situation
A
4 What will the man probably do later?
A. have food delivered
B. go to a restaurant
C. reheat leftovers
D. prepare a curry
13 How does the boy feel?
A. dazed by the media attention
B. elated about his victory
C. eager to share his good fortune
D. relieved that he has persevered
5 What ingredient did the woman forget?
A. lentils
B. garlic
C. carrots
D. celery
14 What problem does the woman have?
A. She has fallen out with her mother.
B. Her children are growing up too fast.
C. She’s tired of constantly going up and down stairs.
D. Her house is bad for a baby learning to walk.
6 What are the speakers discussing?
A. the psychological impact of their work
B. the man’s job qualifications
C. a talk they have attended
D. a job the man has applied for
15 What does the man think about the debate?
A. It went on for far too long.
B. There were too many participants.
C. One individual spoiled it for everyone.
D. The participants had nothing important to say.
7 Why does the woman mention her job?
A. to explain her preferred activity
B. to demonstrate her skills with customers
C. to excuse herself so she can ho home
D. to suggest that she is unable to help out
16 Why is the woman upset?
A. The man found out she took his notes.
B. She is being blamed for an honest mistake.
C. The man never clears the table.
D. She doesn’t believe the man’s claims.
S
60
12 Why is the woman talking to the man?
A. to see if a plant is for sale
B. to find out how much a plant costs
C. to ask for a recommendation on what to grow
D. to get information on cultivation
09 New S&S ECPE Ts U 7.indd 60
22/02/21 12:51
7c
1b
Part 3
Exam Tip
In this part, you will hear two segments from a radio program.
After each segment, you will hear six questions about it.
Before each segment begins, you will have time to preview
the questions that are printed in the test booklet.
You will hear each segment twice. Then you will hear the
questions once. If you want to, you may take notes in your
booklet as you listen. Mark your answers on the separate
answer sheet, not in the test booklet. You should mark A, B,
or C.
For example
What does the reporter say is the reason he uses non-dairy
milk?
A. He is allergic to it.
B. He prefers the taste.
C. He wants to buy less.
O
P
Do you have any questions?
Look at the questions. Then listen to the first segment.
Personally, I don’t buy milk because my wife is allergic to it.
Instead of having to purchase duplicates of everything, I just
use the non-dairy options even though I do find them slightly
less satisfying.
C
1 What does the first speaker suggest about the blind and
visually impaired?
A. They most commonly work in a few specific sectors.
B. Using computers is at times challenging for them.
C. Technology has given them access to most types of
employment.
Y
When you are asked what a particular speaker says about
something, the answer may sometimes be a short summary
of a longer statement. This means that, as you are listening,
you must identify the place where the speaker is talking about
the subject in question, then consider the full meaning of what
they say. The distractors may be false, or they may relate to
things the speaker has said in a different context.
Look at the questions. Then listen to the second
segment.
7 Why does the first speaker refer to the 1990s?
A. to emphasize how far technology has come
B. to explain the industry’s changing values
C. to spotlight the emergence of a new technology
LE
2 According to Gregory Leblanc, what is specialized
access technology?
A. computer devices used by the visually impaired
B. a new employment field in IT
C. equipment that has been personalized for an individual
3 What does Carrey Wright say an employer should do
before choosing equipment for the visually impaired?
A. assess the individual before hiring them
B. seek advice from an information technologist
C. invest in text magnification programs
M
P
4 What does Carrey Wright recommend companies do
when they install new ICT equipment?
A. install equipment that is easily adaptable
B. purchase a variety of aids after installation
C. determine whether all employees can use it
A
5 According to Carrey Wright, how does a Braille display work?
A. Speech is converted into a text.
B. Braille emerges on a special apparatus.
C. Braille appears on a computer screen.
S
6 What is the main purpose of this report?
A. to announce improvements in computer accessibility
B. to challenge and expand workplace hiring practices
C. to educate listeners about technology for the visually
impaired (global question)
8 According to Sandy Small, what is a graphic image
comprised of?
A. a combination of smaller images
B. a collection of small colored dots
C. a single colored picture element
9 What does Mark English imply about terminology in the
industry?
A. It is obsolete and no longer useful.
B. It’s not as complicated as it seems.
C. There is little consistency.
10 According to Mark English, what does matrix structure
refer to?
A. electrical currents
B. a variety of tones
C. individual subpixels
11 What does Alexandra Smith say is an advantage of
interactive wall art?
A. It does not require the installation of wall tiles.
B. It can be created independently of a PC.
C. It produces both vivid and subtle imagery.
12 What is the purpose of this report?
A. to explain how video display technology works
(global question)
B. to encourage listeners to decorate with light
C. to clarify terminology in the technological industry
61
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8a The Social Robot
Lead-in
1 What is the main purpose of this
passage? (global question)
a to address a new trend in robotic
interaction
b to argue against emotional
connections to robots
c to explain emotional responses to
machines
d to warn against children becoming too
attached to robots
Think!
Will robots take over the human
race? Discuss.
(See Answer Section)
2 In the fourth sentence of paragraph 1,
which word could best replace
empathy?
a pity
c compassion
b sympathy
d insight
O
P
•
Y
• Look at the picture. What is the robot doing?
Can you think of other examples of where we
use robots today? How have our lives benefited
from using them?
Reading
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
(See Answer Section)
I
LE
C
n recent years the technological capacities of robots have advanced very rapidly.
Developments in engineering have produced complex artificial limbs able to
manipulate objects with remarkable dexterity. Another former barrier, the issue of mobility,
has now also been conquered allowing robots to be freestanding and able to run and
jump with ease. Yet one aspect of robotic evolution still troubles scientists – that of
empathy 2 and emotional interaction. Now this seemingly insurmountable barrier in
artificial intelligence is making impressive strides forward while producing surprising
results. However, what is an emotional reaction to a robot and how is it developed?
Research has shown that people can form tangible emotional bonds with machines.
One study played videos to participants of robots being treated either badly or
affectionately, alongside footage of the same acts happening to people. Interestingly,
fMRI scans revealed that the same parts of the brain functioned regardless. While the
depth of the emotional response was much stronger towards people, it was also present
towards machines. 3
dvances in robots for children have also illustrated strong emotional bonds
between a child and its artificial companion. One robot, called Cozmo, can
display numerous emotions 4 on its face, such as excitement, fear, happiness, sadness,
and even frustration. This 4 has been developed alongside its 1,200 movements to
induce real emotional responses from the user. In the case of Cozmo, it’s absolutely
having that effect. When the toy appears sad children want to cuddle it and when it shows
frustration at losing a game children allow it to win.
Of course, there are concerns about human attachment to machines. Some people
view it as problematic. If we become too trusting perhaps robots can manipulate us more
easily for whatever ends their programmers devise. 5 However, studies have shown that
emotional robots can affect people in unexpected ways by actually influencing the way
that people interact with other people. One study found that teams working with emotional
robots communicated more with others than those that didn’t and reported their experience
as more positive. These researchers believe that such technology changes human behavior
for the better. 6 The debate will rage on, but one thing is for sure, robots are here to stay and
thinking, feeling robots might not be so impossible after all.
3 What can be inferred about human
responses from paragraph 2?
a They are uniform in their emotional
intensity.
b They utilize different parts of the brain.
c They fail to register for artificial
subjects.
d They share a similar sensitivity
towards different stimuli.
S
A
M
P
A
4 In the third sentence of paragraph 3,
what does This refer to?
a the programming of robot movements
b the advancement of children’s robotics
c the reaction of a young human user
d the expression of emotional reactions
5 According to the passage, what is
concerning about human-robot
interaction?
a It makes it impossible to develop trust.
b It is open to potential abuse.
c It causes problems for human
interaction.
d It makes people overly emotional.
6 What is the main focus of the research
mentioned in the last paragraph?
a how robots can be accepted as part
of a working team
b the impact of machines on human
stress levels at work
c an analysis of human and robotic
performance in business
d how robots can act as a catalyst for
human social conduct
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10 New S&S ECPE Ts U 8.indd 62
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8a
8
The robots of today are in ............ contrast to the
ones developed just ten years ago.
a potent
c robust
b stark
d avid
9
The software company ............ a major deal with the
robotics facility.
a consulted
c traversed
b negotiated
d debated
Fill in: limbs, strides, rages on, manipulate, devise,
1 bonds,
insurmountable.
2
At first, the problems with the robot seemed
insurmountable, but the engineers finally solved
them all.
3
Substantial strides have been made in the area of
robotic mobility.
4
The researcher is working on how artificial
intelligence can manipulate human responses and
reactions.
5
The complex interactions between the robot and
people could result in strong emotional bonds.
6
The argument over ethical uses of robots rages on
with no end in sight.
7
The robot has four wheels and two artificial limbs for
picking up and interacting with items in its
environment.
the technology conference.
a knowledgeable
b conceivable
c memorable
d remarkable
Jason warned that if the network was not protected,
a security breach would ............ .
a propel
c proceed
b ensue
d mature
3
The secretary confirmed the ............ time for the
robotics engineer’s keynote speech.
a appointed
c hired
b elected
d classified
The robotics division of the company has been
............ to a new building.
a relocated
c maneuvered
b displaced
d budged
Speaking & Writing
• In groups of four, think of a robot you feel will help
mankind in a substantial way. Fill out the form and
present your proposal to the class.
M
The success of the robot seems to ............ the claim
that robots can be made more stable.
a unveil
c declare
b disclose
d evince
•
S
5
12
Marty has great ............ for those who can design
and program robots.
a sensation
c estimation
b marvel
d admiration
A
4
The engineer ............ critics who thought the robot
would be dangerous by proving how safe it was.
a protected
c pacified
b alleviated
d ingratiated
P
2
6
7
The gloomy novel ............ a world in which robots
ruled the world.
a depicted
c sketched
b illustrated
d designed
I hate to burst your ............, but the manufacturer
has already released a newer version of your
camera.
a world
c globe
b sphere
d bubble
The tech company’s board of directors voted
............ in favor of expanding the company’s
robotics department.
a intensively
c frantically
b overwhelmingly
d deliberately
11
LE
the correct answer.
2 1CircleGeorge
spoke about his new ............ invention at
10
O
P
The software designers worked together to devise a
strategy to get the robots to communicate with each
other.
C
1
Y
Vocabulary
•
Octopodirobot
Name of Robot: ......................................................
................................................................................
Eight-armed robot with
Description: ............................................................
a................................................................................
dustbin on top
Vacuum arms
Special Features: ....................................................
clean up trash
Who/What is it designed for? .To
................................
on
beaches
................................................................................
will
How will it make people’s lives easier? It
..................
reduce
pollution from waste plastic products left
................................................................................
on
beaches that end up in the sea. This will help
................................................................................
protect
the planet we live on.
................................................................................
Think! “Is it a bad idea to develop robots that
display emotion?” Have a class debate on the
question.
(See Answer Section)
IT In groups collect information about Isaac
Asimov’s Three Laws of Robotics. Present them to
the class.
(See Answer Section)
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Exam Practice
2. Michael hit the sidewalk while parking his car and
_______ the hubcap.
A. hollowed
B. dented
C. warped
D. pitted
3. Certain teachers are more _______ than others when it
comes to deadlines.
A. lenient
B. sociable
C. moldable
D. compliant
12. With her new job, her son’s illness, and her family
problems, Meg was at the end of her _______ .
A. lace
B. rope
C. chain
D. cord
13. Bottled water is being sent to countries where water is
_______ .
A. sparse
B. rare
C. meager
D. scarce
14. Larry was tired of _______ jobs in cleaning and decided
to return to school.
A. base
B. lineal
C. menial
D. novel
LE
4. There was no _______ of truth to Brian’s story; it was
completely false.
A. root
B. spore
C. grain
D. seed
11. The school enforced strict rules for plagiarism as a
_______ .
A. determent
B. restraint
C. deterrent
D. constraint
Y
1. Thomas _______ all his belongings in his car and
headed to California to start his new life.
A. congregated
B. compressed
C. condensed
D. crammed
10. The stuntman _______ himself as he was about to leap
off the edge of the cliff.
A. strutted
B. propped
C. supported
D. braced
O
P
VOCABULARY
C
8b
1b
5. After he lost his sight, Gerry’s hearing became very
_______ .
A. astute
B. brute
C. dilute
D. acute
M
P
6. Getting an appointment with the top doctor at the clinic
at such short notice is an extreme _______ .
A. rarity
B. sparsity
C. oddity
D. peculiarity
A
7. The real estate agent asked for _______ of his client’s
property to assess its value.
A. an interpretation
B. a judgment
C. an appraisal
D. an appreciation
S
8. Attendance at all lectures and seminars is _______ , no
exceptions.
A. mandatory
B. binding
C. participatory
D. involuntary
9. Tom failed to pay his rent and was _______ from his
apartment.
A. expelled
B. ejected
C. evicted
D. banished
15.Mr. Rogers bought an electronic _______ that helps him
monitor his blood pressure.
A. device
B. utensil
C. gimmick
D. mechanism
16. During the trial, the victim had to _______ against her
assailant in court.
A. attest
B. rectify
C. notify
D. testify
17. Kayla was furious at her boss for having ____ her into
believing she was getting a promotion.
A. misguided
B. misled
C. misinformed
D. misdirected
18. When Matt speaks, his southern _______ is often
difficult to understand.
A. drawl
B. awl
C. shawl
D. trawl
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8b
1b
28. Jeremy did not appreciate being _______ in front of his
friends by his coworker.
A. mocked
B. laughed
C. sneered
D. desisted
20. Lots of people opt for _______ laptops, so they can
work from anywhere.
A. transportable
B. deportable
C. exportable
D. portable
29. Hostilities between these two countries have _______ for
years, resulting in many conflicts.
A. insisted
B. persisted
C. resisted
D. carried
21. The mayor dismissed all _______ that he was running for
president in the next election.
A. circulations
B. speculations
C. suppositions
D. postulations
30. The starlet tried to _______ all rumors about the
breakdown of her marriage in the press.
A. exterminate
B. disband
C. shatter
D. dispel
22. Brian couldn’t _______ why we wanted to see a movie
about a talking horse.
A. apprehend
B. fathom
C. figure
D. decode
31. Oliver’s new office is far away and he must wake up at
the _______ of dawn each morning to arrive on time.
A. slap
B. shed
C. crack
D. clap
O
P
C
32. Maria said she’d be back in a _______ and ran into the
office to get her bag.
A. splash
B. flash
C. flick
D. spark
LE
23. The newer apartment buildings are better _______ and
residents save on heating.
A. shielded
B. cushioned
C. sheltered
D. insulated
Y
19. John had to call a towing service because he had no
_______ to change his flat tire.
A. subordinate
B. backup
C. spare
D. replacement
33. The fashion designer used a new _______ material that
is resistant to stains.
A. counterfeit
B. imitation
C. fake
D. synthetic
25. The soldiers returned to their camp to _______ their
supplies.
A. retrace
B. restart
C. reload
D. replenish
34. The supervisor walked up and down the rows of desks
with his hands _______ behind his back.
A. clasped
B. buckled
C. clutched
D. clinched
26. Brenda got her purse _______ by a man on the street on
her way to work.
A. seized
B. snagged
C. snatched
D. gripped
35. Mandy gave a _______ explanation for her tardiness and
was not reprimanded by her teacher.
A. probable
B. possible
C. plausible
D. pivotal
27. Harry was a mischievous child and was always _______
up trouble whenever he found the opportunity.
A. striking
B. stirring
C. solidifying
D. steering
36. The underground society held their _______ meetings in
different locations each week.
A. concealed
B. clandestine
C. converted
D. conspicuous
S
A
M
P
24. Some students were asked to _______ flyers about the
spring fair at the entrance to the school.
A. distribute
B. administer
C. discard
D. consign
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Exam Practice
Now you will hear the first talk. Look at the questions.
LISTENING Part 2
Listen to a technology vlogger talking about a new robot.
For example
What does the speaker say about the Starlight Festival?
A. It is being held for the first time.
B. It will be larger than usual this year.
C. It features performances by music students.
D. All participants have gained world-wide recognition.
3 What does the speaker imply about the robot wolf?
A. It is indistinguishable from a real wolf.
B. Its size alone is not impressive.
C. It has a range of frightening expressions.
D. It detects and reacts only to predators.
4 What does the speaker say about the robot wolf’s voice?
A. It is emitted constantly.
B. It is not loud but it is frightening.
C. It can travel a long distance.
D. It is triggered by the sound of bears.
5 How did the bear react to the robot?
A. It wasn’t intimidated.
B. It attacked it.
C. It kept its distance.
D. It turned and ran.
LE
To celebrate the Starlight Festival’s fifth anniversary this year,
we have more performances scheduled than ever – eighteen!
As always, this is a very special event because our musicians
are all alumni of prestigious music schools, but have not yet
gained recognition in their careers.
2 What does the speaker say about the bears?
A. They are probably hungry.
B. They are avoiding bad weather.
C. They are usually harmless to humans.
D. People are used to their presence.
Y
When you are asked to identify what the speaker says about
something, you first have to locate the place where the
information will be given by listening for keywords from the
question stem. Often, but not always, you will hear the exact
word or phrase as an indication that you are about to hear the
answer. Then, listen for each of the answer choices and
evaluate whether they are true or not, according to what you
hear.
O
P
Exam Tip
1 Why does the speaker mention different kinds of robots?
A. to show the evolution of robot design
B. to emphasize the unusualness of this robot
C. to explain the influences behind this robot
D. to suggest continuity in the role of robots
C
8c
1b
6 What does the speaker mean when she says:
A. This is a completely different problem.
B. This is totally irrelevant to the topic.
C. The truth of this is debated.
D. This is certain to upset some people.
S
A
M
P
In this part, you will hear three short talks. After each talk, you
will hear six questions about it. Before each talk begins, you
will have time to preview the questions that are printed in the
test booklet. You will hear each talk and the questions once.
If you want to, you may take notes in your booklet as you
listen. Mark your answers on the separate answer sheet, not
in the test booklet. You should mark A, B, C, or D.
Do you have any questions?
66
10 New S&S ECPE Ts U 8.indd 66
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8c
1b
Now you will hear the second talk. Look at the questions.
Now you will hear the third talk. Look at the questions.
Listen to a speaker at a film festival.
Listen to a science teacher talking to some students.
9 Why is the speaker most likely discussing the
filmmaker’s background?
A. to try to make excuses for her work
B. to emphasize her qualifications
C. to justify her choice of topics
D. to explain her ability to make the topic accessible
10 What does the speaker say about Rosie’s novel?
A. It wasn’t very good.
B. It was too technical.
C. It was never printed.
D. It was about plants.
Y
15 What does the speaker imply about past teams?
A. Some people did more work than others.
B. Members wanted a change during the project.
C. One person tried to take everything over.
D. Members always supported one another.
16 Why does the speaker mention the environmental crisis?
A. to help students engage with the task
B. to discourage the use of plastic to build the ROV
C. to exemplify problems the ROV might address
D. to explain why details have not yet been announced
17 What does the speaker say about complex solutions?
A. They are the designs that he admires.
B. They can be less resilient than other designs.
C. Students don’t come up with them often.
D. They lead to success in most competitions.
LE
11 What does the speaker say about the question session?
A. It is going to be short.
B. It will begin on time.
C. It will be held in the lobby.
D. Questions must be written down in advance.
14 What does the speaker say about the size of the team?
A. It’s a sign of the competition’s popularity.
B. It is smaller than he had expected.
C. It may make it harder to succeed.
D. It is unlikely everyone is serious about it.
O
P
8 What is probably true about the speaker?
A. She is not scientifically inclined.
B. She is a filmmaker herself.
C. She has known Rosie for a while.
D. She didn’t really enjoy the documentary.
13 What is the speaker’s main purpose?
A. to recruit new team members
B. to inform students of an exciting development
C. to outline the rules of the competition
D. to announce the dates of meetings
C
7 What does the speaker say she didn’t expect to be
interested in?
A. the filmmaker’s memories
B. documentary films
C. learning to process information
D. how the brain works
S
A
M
P
12 What will the audience probably do next?
A. watch a film
B. listen to a speaker
C. ask a filmmaker questions
D. have refreshments
18 What does the speaker mean when he says:
A. I’m not going to talk anymore.
B. I’m concerned I’ve confused someone.
C. I’ve been doing this for a long time.
D. I’d like to hear what others have to say.
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9a Wi-Fi Snoops
Lead-in
1 What is the main purpose of this
passage? (global question)
a
to detail the specific techniques
used in hacking
b to dissuade readers from using
Internet banking
c to persuade readers not to use
Wi-Fi technology
d to inform readers about an aspect
of Internet crime
Think!
Do you think the Internet promotes crime? Give examples.
(See Answer Section)
O
P
•
Y
• What do you use the Internet for?
Do you give out personal
information over the Internet? If yes,
in which situations?
• Do you have passwords on any of
your applications? If yes, do you
save them on your computer?
Reading
2 In the third sentence of paragraph 1,
what does It refer to?
a
b
c
d
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
(See Answer Section)
Internet security
high speed Internet access
evolving technology
Wi-Fi
C
3 According to the passage, why is
hacking on the rise?
S
A
M
P
LE
Internet security struggles to keep pace with a constantly
evolving technology; criminals, however, are always one step
ahead. Wireless data technology, or Wi-Fi 2 for short, has
reshaped the way the world goes online, allowing high-speed
Internet access no matter where you are. It 2 is, however, a
boon to the criminal fraternity. When you send and receive
using Wi-Fi technology, these signals radiate throughout the
surrounding area and can be intercepted by the devious
equipped with illicit software that even allows them to record
dozens of transmissions at once.
One reason for this upsurge in hacking is that Wi-Fi defense
systems are not as secure as wired network protection, which
are more contained and require a hacker to be physically
present. 3 The relative ease of obtaining credit card and bank
details from unprotected signals has galvanized 4 a new
generation of hackers, many of whom include spammers
branching out into fresh avenues of enterprise. This increase
of criminals abusing the system is due to the fact that it
doesn’t demand high-level skills and the hacker is safely out of
sight. The culprit is essentially untraceable 5 as the antenna
that steals the signal might be more than a half a mile away.
From the anonymity of their own home, the criminal can now
reap the benefits.
Prevention of these crimes is largely in the hands of the
buyers and sellers of the equipment. Wi-Fi routers are sold with
encryption technology and in many cases this is on by default
at the point of purchase, but not always. The main problem is
that many consumers are intimidated by the technology and
are just happy to have it work without wanting to further
complicate their lives by figuring out how encryption functions
and actually switching it on. Of course, this is exactly the kind
of attitude that makes life easier for tech-savvy criminals and
tougher for those poor individuals who have to stop them.
a
There has been a growth in Internet
traffic.
b Wi-Fi connections do not have any
security systems.
c It can be straightforward if you have
illegal software.
d Wi-Fi presents easier opportunities
due to its nature.
4 In the second sentence of paragraph
2, which word could replace
galvanized?
a
b
c
d
forced
motivated
promoted
startled
5 According to the text, why is hacking
wirelessly so appealing?
a
It is virtually impossible to track the
criminal.
b It offers more profit than spamming.
c It can be done in teams to maximize
financial gain.
d It’s the only remaining criminal
enterprise.
6 What is implied about consumers’
attitudes towards encryption?
a
They raise the issue at the time of
purchase.
b They value the protection it offers.
c They fully understand how to utilize
it.
d They don’t have it on their list of
priorities. (implied in paragraph 3)
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11 New S&S ECPE Ts U 9.indd 68
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9a
8
Due to the ............... nature of consumer electronics
trends, the company chose to conduct more
research.
a unstoppable
c unpredictable
b unbreakable
d untraceable
9
One of the best ways to keep your ............... online
is to use a pseudonym.
a hospitality
c invisibility
b anonymity
d simplicity
Fill in: upsurge, illicit, antenna, encryption, boon,
1 spammer,
prevention, transmissions.
3
4
5
6
7
8
2 Circle the correct answer.
Considered ............... after escaping from prison,
the convict was caught by the use of a wireless
tracking device.
a an offender
c a convict
b a jailbird
d a fugitive
His ............... plan to take over the company only
got him fired.
a devious
c fishy
b evasive
d tricky
A
4
My wireless modem isn’t working, and to ...............
matters, the help center is too busy to take my call.
a puzzle
c bewilder
b complicate
d tangle
S
5
It is impossible to ............... how big the wireless
technology industry will get in the next five years.
a speculate
c deliberate
b duplicate
d intimidate
11
Jim was hired for the computer programming job,
............... because he was the most confident
candidate.
a respectively
c substantially
b essentially
d considerably
12
Wireless printers are a great ..............., as they can
easily be relocated throughout the workplace.
a reassurance
c relaxation
b contentment
d convenience
Listening, Speaking
& Writing
LE
3
The systems analyst is finally ............... the financial
rewards of his efforts.
a plowing
c reaping
b sowing
d harvesting
P
2
The man was arrested for committing an .............
transfer of data.
a illegitimate
c illegal
b illegible
d illusory
M
1
10
O
P
2
Wireless technology is a(n) boon for people who do
business while traveling.
Nancy added encryption to her wireless modem for
security reasons.
A Wi-Fi antenna can send signals across an area of
many miles.
The prevention of Internet crime is an issue for tech
companies and consumers.
The rapid increase in wireless devices has triggered
a sudden upsurge in the demand for broadband
services.
Believing that the suspicious email was from a
spammer, she deleted it immediately.
Many hackers use illicit software to access private
data.
Data transmissions can be sent by numerous
wireless methods.
C
1
Y
Vocabulary
6
The technician turned the router on to ............... the
system.
a activate
c reintegrate
b deviate
d alienate
7
The wireless device was so ..............., nobody could
figure out how to use it.
a sophisticated
c cultured
b cultivated
d worldly
•
Listen to two people discussing the following:
Lawmakers have had to pass a bill that penalizes or
fines people who steal important information through
Wi-Fi connections.
•
Think!
In groups, discuss the following:
–– If you were a lawmaker, would you have proposed
this law? Why/Why not?
–– Can you think of any other laws to govern the
Internet?
–– How strict do you think laws should be regarding
Wi-Fi crime?
(See Answer Section)
Useful Language
• To my mind, ... / As far
as I am concerned, …
• In my opinion, … / It
seems to me that …
• If it was up to me, I
would …
• In/From my experience,
… / In my case, …
• From what I know, … / I
know for a fact that …
• Write a short paragraph expressing your views on
the Wi-Fi law proposed in the listening task.
(See Answer Section)
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Grammar
Causative Form
see pp. GR176-GR177
the following using have, make, or get, as
2 inRephrase
the example.
1
The word order in a sentence is very important. He
had his suit altered and He had altered his suit have
different meanings. In the first case, he arranged for
someone to alter his suit whereas, in the second case,
he altered it himself.
2
the sentences using the causative form.
1 1Rewrite
My follow-up appointment will be arranged in a week.
4
6
7
8
9
S
A
10
11
12
13
O
P
6
7
C
5
5
Linking Words
Compare the examples:
He made me stay in. (He insisted that I stay in.)
He had me wash the dishes. (He asked me to)
He got me to cut the grass. (He persuaded me to)
see pp. GR177-GR178
Rewrite the sentences using the words in
3 parentheses.
Then identify the functions of the
LE
4
P
3
M
2
I will have my follow-up appointment arranged in a
week.
A burglar alarm is being installed in their new house.
They are having a burglar alarm installed in their new
house.
Did an interior designer decorate your home?
Did you have your home decorated by an interior
designer?
Professional organizers will coordinate the function.
We will have the function coordinated by professional
organizers.
He had cleaned the room before they painted it for
him.
He had cleaned the room before he had it painted.
Extensive alterations should be done by a
professional tailor.
You should have extensive alterations done by a
professional tailor.
Jenny’s credit cards were stolen yesterday.
Jenny had her credit cards stolen yesterday.
Have you asked them to deliver the flowers to the
hospital?
Have you asked to have the flowers delivered to the
hospital?
Mark’s car is being serviced.
Mark is having his car serviced.
His bike was repaired.
He had his bike repaired.
Did the plumber fix your leaking pipe?
Did you have your leaking pipe fixed (by the plumber)?
His documents haven’t been drawn up yet.
He hasn’t had his documents drawn up yet.
They are going to send us a copy of their publication.
We are going to have a copy of their publication sent
to us.
3
I insisted that Alex left immediately.
I made Alex leave immediately.
Jennifer persuaded her parents to buy her a new car.
Jennifer got her parents to buy her a new car.
My mother insisted that I help my little sister with her
homework.
My mother made me help my little sister with her
homework.
He persuaded his associates to close the business
deal.
He got his associates to close the business deal.
I asked the company to ship my merchandise.
I had the company ship my merchandise.
She asked her sister to book a table at the
restaurant for the family dinner.
She had her sister book a table at the restaurant for
the family dinner.
I’ll try to persuade him to help you with your difficult
situation.
I’ll try to get him to help you with your difficult
situation.
Y
9b
1b
linking words, as in the example.
1
You could make an appointment for tonight. You
could reschedule for another time. (either … or)
You could either make an appointment for tonight, or
reschedule for another time. (alternative)
2
The storm had winds of up to 60 miles per hour.
Many buildings were damaged. (as a result)
The storm had winds of up to 60 miles per hour and,
as a result, many buildings were damaged. (result)
3
Jerry always does what he’s told without complaining.
He’s very cooperative. (in other words)
Jerry always does what he’s told without complaining.
In other words, he’s very cooperative. (clarification)
4
Access is denied. An unauthorized user entered the
wrong information. (on the grounds that)
Access is denied on the grounds that an unauthorized
user entered the wrong information. (cause/reason)
5
The company’s profits have increased significantly.
We will invest in more equipment. (consequently)
The company’s profits have increased significantly.
Consequently, we will invest in more equipment.
(result)
6
I received an important notice. It was about
high-cost home loans. (regarding)
I received an important notice regarding high-cost
home loans. (reference)
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9b
1b
Exam Tip
Expressing Purpose – Clauses of
Manner/Concession
see pp. GR178-GR179
1
Y
the full extent of the law.
a being
b having been
S
A
M
P
LE
If you believe there is an error on your application,
notify us immediately so as not to/in order to not
lose any entitlements.
2 Despite/In spite having endured appalling hardships,
Elizabeth’s outlook on life is quite positive.
3 Even although/though they are among the most
renowned structures on Earth, the pyramids of
Egypt still conceal many secrets.
4 Will signed up to the company’s mailing list not to/
so as not to miss out on offers.
5 Sandra sounds as if/though she is upset about
something.
6 They arrived late although/in spite of the fact that
they set off early.
7 The meeting was held with a view to/in case
determining whether the auditors were satisfied with
the content of the reports.
8 Frank had studied hard all semester, yet/despite he
failed the midterm exam.
9 It appears like/as if we’re in a difficult situation.
10 It is my belief that research in this area is insufficient
despite/although others may have a different opinion.
11 It looks as though/though the installation file is
corrupt.
12 The study confirmed the importance of addressing
students’ needs, cultural differences nevertheless/
notwithstanding.
13 You should avoid using nuts in the recipe so that/to
prevent anyone having problems with allergies.
14 Nevertheless/Although, the industry has developed
valuable solutions in fields relevant to environmental
problems.
15 Large areas of biodiversity are protected in Algeria,
where/whereas other fragile ecosystems in
Northern Africa are not.
16 Users can log the name and number of someone
who should be contacted in order/in case there is
an emergency.
the correct answer.
5 1Choose
Private property trespassers ............ prosecuted to
11 New S&S ECPE Ts U 9.indd 71
c will be
d will have been
O
P
4 Underline the correct item.
Review
2
The gorgeous little girl looked ............ an angel.
a as
b just
c exactly
d like
3
In case a flight ............ canceled, you will be informed.
a has
c is
b will be
d would be
4
Exercising ............ beneficial to people with
rheumatoid arthritis as it helps alleviate pain.
a it is
c extremely is
b it is so
d is
C
• C
lauses of concession follow the rule of the
sequence of tenses. Much as I like this book, it isn’t
the best one for my assignment. Gifted as the writer
is, he has written some rather average novels. Even
though Julie was tired, she went in the kitchen and
cooked dinner.
• In clauses of purpose will/would are never used
with in case. Bring an umbrella in case it rains. (NOT:
... in case it will rain.)
• In clauses of manner we can use like instead of as
if/as though in spoken English. She looks like she is
about to cry.
Make sure you answer all the questions; never leave
any unanswered.
5
Despite ............ and social impact, Henry often feels
despondent.
a of his affluence
c being affluence
b his affluence
d of affluence
6
He is reported ............ the accusation regarding
involvement in the failed coup.
a to have denied
b he has denied
c he denied
d to having been denied
7
Solar energy is a ............ nuclear power and it’s
likely to become very competitive in the future.
a more better option than
b better option from
c better option than
d the best option from
8
I was greatly ............ with his commitment to
providing new leadership in our company.
a impressing
c impress
b impressed
d impressive
9
Everyone was in favor of the proposal ............ Laura,
who withdrew her support.
a even though
c whereas
b while
d apart from
10
The country is working ............ to attract more
foreign investment.
a more hard
c hardly
b hard
d in a hardly manner
11
Tickets ............ by any other carrier in the event of a
sudden cancellation.
a will not be endorsed
b not having been endorsed
c not being endorsed
d will not have endorsed
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Exam Practice
answer the following questions.
1 •In pairs,
Could you tell me about your plans for the future?
•
•
How will English be helpful in your future career?
What can be improved in schools?
(See Answer Section)
Stage 2 • Explaining and
Recommending (5-7 minutes)
Exam Tip
Test taker 2: Use your information sheet (p. 200) to explain
your options to test taker 1.
Test taker 1: Which one of those options do you think is
the best one? Make a recommendation to test taker 2.
Just say the name.
Test taker 1: Which one of your own options is the best?
Tell test taker 2. Just say the name.
Test taker 2: Which one of your own options is the best?
Tell test taker 1. Just say the name.
Model Interview
3
isten to two test takers doing Stage 2 and
L
answer the questions.
LE
In Stage 2, the test takers need to explain the options by
paraphrasing. There are different ways to do this:
– use your own words and accurate synonyms to
avoid repeating the exact words from the bullet
points
• educated employees earn better salaries = People
who have a degree receive greater wages.
– change the syntax structure by using a different
part of speech for the keywords.
• 30 percent of local businesses profit = It will be
profitable for 30% of the local businesses.
– switch from Active to Passive voice.
• additional laboratory staff required = We will need to
hire extra workers for the research center.
Test taker 2: Which one of those options do you think is
the best one? Make a recommendation to test taker 1.
Just say the name.
Y
Stage 1 • Giving personal information
(3-5 minute conversation)
Test taker 1: Use your information sheet (p. 199) to explain
your options to test taker 2.
O
P
SPEAKING
C
9c
1b
P
The two of you are administrators at a science and
2 technology
high school. The school principal would
A
M
like to upgrade the school’s facilities. You are on the
selection committee and the principal has asked for
your help in selecting a proposal. The information
sheets in the Speaking Appendix show four different
proposals. Use the information sheets to do the
task. While listening to your partner, you may take
notes but you are not allowed to see your partner’s
information sheet. Use the language in the table to
help you. Don’t forget to paraphrase the points using
ideas from the Exam Tip above.
(See audioscript for Stage 2 Model Interview as an example.)
S
Introducing Information & Listing Points
• Both options/proposals offer practical ways of…
• The first suggestion to …/This option/proposal endeavors
to …/The first option involves/has to do with …
• Secondly, …/The second option involves/suggests …/
Following that, …/As far as … is concerned, …/
Another interesting thing about the proposal is …/
In addition …/Additionally, .../Moreover, ...
• The only disadvantage of this option is …
• However, …/Even though the advantages of this option
may seem attractive, ...
• This leads to another advantage …
• Finally, this proposal/option also offers …
•
•
Which option did each test taker recommend?
Which one of his/her own options did each test
taker choose?
(See Answer Section)
Stage 3 • Consensus Reaching
(5-7 minutes)
Now work in pairs. Compare and contrast the
4 options
you have each chosen. What are the
advantages and disadvantages of each? Which is
the best option? Reach a consensus. Use the
language in the table below to help you.
(See audioscript for Stage 3 Model Interview as an example.)
Comparing/Contrasting – Expressing Advantages &
Disadvantages
• First let’s compare ...
• As far as I’m concerned, … is a better option
because …
• It’s true that …, but …
• … can provide a significant advantage to …
• … is considerably more feasible than … because …
• The downside of/One of the difficulties of/The only
disadvantage/However, one drawback … is that …
• The advantages of … outweigh those of …
• In contrast, I don’t believe that … would be the best
option because …
• Overall, even though … is …, it’s better than …
• Although/Even though … is …, it would be …
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11 New S&S ECPE Ts U 9.indd 72
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9c
1b
Justifying Viewpoints
Giving Examples
... for example, ...
For instance, ...
Also ...
Namely, ...
Model Interview
Consensus Reaching
• So, when it comes down to it, we’re left with …
• OK, so we agree that the best option is …
• So we’re in agreement?
Model Interview
5
isten to two test takers doing Stage 3 and
L
answer the questions.
Which option did the test takers choose?
What reasons did they give?
(See Answer Section)
7
Stage 4 • Presenting and Convincing
(5-7 minutes)
P
Exam Tip
S
A
M
In Stages 4 and 5, the register changes from informal to
formal. There are several ways to make language formal:
– use an impersonal tone
It would be beneficial to install projectors in school
classrooms.
What is required is further funding.
– use formal linking words and phrases
What is more, teachers will need to be trained to use
the new equipment.
– use noun phrases
It is important to consider the potential investment
benefits.
– use advanced vocabulary
It is the school board’s responsibility to provide
funding.
In pairs, prepare a formal presentation of your
6 chosen
option. In this stage, you can look at the
isten to two test takers doing Stage 4 and
L
answer the questions.
•
•
What are the reasons each test taker gives?
How do the test takers support each reason?
(See Answer Section)
Stage 5 • Justifying and Defending
(5-7 minutes)
In pairs, take turns taking on the role of the principal
8 and
express concerns about the chosen proposal
while your partner justifies and defends the decision.
Then switch roles. Use the language in the table
below to help you. Don’t forget to use the ideas from
the Exam Tip in stage 4 to make your language more
formal.
(See audioscript for Stage 5 Model Interview as an example.)
LE
•
•
First of all, we both agree that … is the best option.
To begin with, we believe …
We feel this way mainly/simply because …
This is (largely) due to the fact that …
Another reason why we support …
As far as we are concerned, …
Arguably, … is … and we firmly believe that it should
be approved by …
O
P
•
•
•
•
•
•
•
•
•
•
•
Y
This is (largely) due to the fact that …
I feel strongly about this because …
We must keep in mind that …
Another reason why I support … is because …
I feel/think that …
I firmly believe that …
C
•
•
•
•
•
•
Presenting and Convincing
•
•
•
•
•
•
•
•
•
Justifying and Defending
What I mean is that …
Actually, I think/feel strongly about …
I do/do not believe that …
In other words, …
One of the reasons why is that …
To be perfectly honest, I …
I would also like to add that…
What I am trying to say is that …
The way I see it …
Model Interview
9
isten to two test takers and the examiner doing
L
Stage 5 and answer the questions.
•
•
What concerns did the examiner express?
How did the test takers defend their decision?
(See Answer Section)
information sheet together. Give two reasons each
to support the option and explain why these reasons
are important. Use the language in the table to help
you. Don’t forget to use the ideas from the Exam Tip
to make your language more formal.
(See audioscript for Stage 4 Model Interview as an example.)
73
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Exam Practice
GRAMMAR
1. My mom is a ______ supporter of equal rights for
women and is always working for the cause.
A. stable
B. tough
C. reluctant
D. staunch
2. My father ______ on the floor looking for our cat.
A. crouched
B. hunched
C. stooped
D. ducked
1. A variety of clean energy sources could lead to ______ .
A. air pollutants reduction
B. air pollutant’s reduction
C. reducing of air pollutants
D. air pollutants being reduced
2. I don’t ever remember ______ these documents.
A. to sign
B. have signed
C. to have signed
D. signing
Y
VOCABULARY
O
P
III
1b
3. I doubt we’ll ever make a deal with that company,
______ merge with it.
A. apart from
B. besides
C. let alone
D. except for
4. The scientists are researching the ______ of life on other
planets.
A. inconceivability
B. integrity
C. feasibility
D. workability
4. Unfortunately, the economy seems to be going from bad
to ______ .
A. the worst
B. worse
C. worst
D. the worse
C
3. The CEO made ______ for a new company car.
A. an abolition
B. a coalition
C. a requisition
D. a deposition
5. ______ that the government is concerned about future
epidemics, practical measures have been implemented.
A. Considering
B. As
C. For as
D. As far as
6. Mark found a ______ of money on the sidewalk that
must have fallen from someone’s pocket.
A. wad
B. dump
C. chunk
D. bale
6. CEOs have to be accountable _____ they like it or not.
A. if
B. despite
C. whether
D. whenever
M
P
LE
5. The technician ______ with the hard drive, but he said it
was impossible to repair.
A. doodled
B. monkeyed
C. meddled
D. tinkered
A
7. Martha enjoyed the rich flavor of coffee with a ______ of
cinnamon.
A. sniff
B. speck
C. hint
D. whiff
S
8. The treatment would slow down the ______ of the
disease, but not fully cure the patient.
A. accession
B. compression
C. succession
D. progression
9. As the business partners’ views and goals ______ with
the years, they were forced to dissolve the business.
A. diverged
B. divaricate
C. digressed
D. divested
7. Were I ______ with another name for the product, I’d go
for something catchy.
A. to come up
B. to have come up
C. to coming up
D. coming up
8. The veterans ______ for their service to the navy.
A. honored
B. have honored
C. were honoring
D. were honored
9. Strange as it ______, I’m not the least bit hurt by his
tactless remarks.
A. may seem
B. will seem
C. may have seemed
D. seemed
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III
1b
CLOZE
Exam Tip
Be aware of any prepositions that follow gaps, as this
will often determine the correct option.
T
2
A. an abbreviation
B. a consolidation
C. a cardinal
D. a rudimentary
Y
A. an elementary
B. a fundamental
O
P
C. a contraction
D. a reduction
C. entails
D. abides
4
A. factually
B. technically
C. rigorously
D. entirely
5
A. act
B. portray
C. play
D. adopt
6
A. clarity
B. purity
C. legibility
D. lucidity
7
A. use
B. using
C. to have used
D. being used
8
A. envisioned
B. capitalized
C. employed
D. wielded
9
A. reflecting
B. optical
C. containing
D. including
10
A. mitigate
B. reiterate
C. ameliorate
D. extenuate
C
A. consists
B. contains
S
A
M
P
1
3
LE
he 21st century has already made it
clear to us that technology is infiltrating
nearly every facet of our lives and will
continue to do so in the years to come. Pixel
technology in particular, is 1) .....................
component in computer graphics, and it is
always progressing.
The word pixel is 2) ..................... of the
words picture and element, as it refers to the
smallest part of a digital picture. Every image
on a computer screen 3) ..................... of
thousands
or
even
millions
of
dots
4) ..................... known as pixels and they
5) ..................... an important role in
resolution, which refers to the 6) .....................
and sharpness of an image. In the early 90s,
companies specializing in digital photography
began 7) ..................... more and more pixels
to provide higher resolution cameras. It is also
during this time that digital cameras were first
introduced to the general public. Today, pixel
technology is customarily 8) ..................... in
several devices 9) ..................... telescopes,
cell phones, and most notably, cameras.
As the digital age continues to move forward,
the future of photography will inevitably
change as well. No matter how tiny they are,
pixels are part of a huge technological industry
which will undoubtedly 10) ..................... the
quality of our lives. The next frontier in pixel
technology will provide an exciting challenge
for the future of photography.
75
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III
1b
Writing
Proposals
Human Service Agent
SOURCE 1
SOURCE 2
0
2015
2025
– recent tech statistics
“Advanced chatbot
implementation and update
integration require a substantial
monetary investment.”
– Muriel Bower, CEO, 1UP Technologies
P
Conclusion
Interactive
app users
worldwide
1
SOURCE 3
Para 2-4 Presentation of different points/viewpoints
on the topic with supporting details (one per
paragraph)
M
Recommendation (may include
summarization)
Read the task and the three sources. Underline the
keywords and answer the following questions.
(See Answer Section)
1 Who are you writing to?
2 What style will you write in?
3 What is the purpose of your proposal?
4 What different points/viewpoints will you present?
5 Which sources could you use in your proposal? Where
will you use them?
Read the model and fill in the gaps (1-11) with the
2 a) missing
words/phrases from the list below.
• nonetheless • a recent study has shown
• the aim of this proposal • having considered
• first and foremost • in particular • in addition to
• while at the same time • could be reduced
• have risen dramatically • must be considered
S
A
1
2
Statement of purpose and content of
proposal
Main Body
Para 5
3
LE
Para 1
4
C
Introduction
O
P
Y
number of customers served per half hour
– a recent study
Plan
The introduction states the purpose and content of
the proposal.
The main body paragraphs present the different
points/viewpoints on the issue.
The conclusion includes your opinion/recommendation
on what should be done. It may also summarize the
main points presented.
Automated Service Agent
Users in billions
Proposals tested in the ECPE exam are formal pieces
of writing which evaluate viewpoints on a plan or
decision and recommend a future course of action.
They are written to a specific person of authority such
as a company president, a local mayor or school
principal. In a proposal, the viewpoints/opinions
presented should be supported by factual information
and outcomes.
Note: In the ECPE exam it is optional to include
headings that express the main idea of each
paragraph, but they are a useful way to present your
ideas.
Task Proposal
The city council is planning to automate some public
services by replacing staff with online chatbots with
artificial intelligence. Some members of the city council
think this is not a good idea. Write a proposal to the
mayor evaluating the different opinions and explaining
what you think should be done. Include at least on piece
of information given above to support your response.
b) Look at the headings (A-G) below and match
them with the different sections of the model.
Two of the sub-headings are not needed.
A
B
C
D
E
F
G
Cost Considerations
Conclusion
Important Suggestions
Citizen Response
Introduction
Financially Inviable
The Effects of Automation
76
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III
1b
c) Read the model again and answer the questions.
(See Answer Section)
1
2
3
4
Y
MODEL
Where in the proposal does the writer refer to the
recipient? Circle.
What points are presented in the main body?
Where in the proposal are sources mentioned? What
language is used to attribute the sources?
Where in the text is the writer’s recommendation
included? Highlight.
1. E
O
P
Proposals refer to decisions or plans that might or will
happen in the future. For these sentences, we use
future constructions.
• future simple tense e.g., The company’s profits will
increase.
• future progressive tense e.g., The government will
be following the requests of citizens closely.
• future perfect tense e.g., Customers will have
learned how to use the app by then.
• modals e.g., This could cause problems for
residents in the future.
LE
2) First and foremost, the proposed automation of public
services is intended to improve services to citizens. Through
online chatbots, citizens would be able to resolve problems,
receive/send information, and overall communicate with the
public sector efficiently at their convenience. 3) In particular,
customer wait times 4) could be reduced within the first few
months of use and people could be served from their homes
at essentially anytime. 5) A recent study has shown that in
thirty minutes, human service agents can serve three
customers, whereas automated service agents can serve five
customers, which is nearly twice as many.
3. D
Future and Hypothetical
Constructions
C
1) The aim of this proposal is to assess the government’s
plan to automate some public services by replacing human
agents with online chatbots. This proposal will present to
you, our mayor, different viewpoints on the issue and a
recommendation for how to proceed.
2. G
M
P
6) In addition to increasing efficiency, evidence shows that
citizens will engage easily with online chatbots. Today, almost
all age groups have a degree of competency with interactive
online applications. In fact, users of interactive apps 7) have
risen dramatically worldwide in the past few years according
to recent tech statistics. As a result, we can clearly see that
automated systems or chatbots are an area that potential
service users will be familiar with. Nevertheless, we must
ensure that systems remain user-friendly.
4. A
S
A
Lastly, the financial impacts of such a transformation
8) must be considered. The cost of developing chatbots is
considerable and the burden would fall on taxpayers. The
CEO of 1UP Technologies, Muriel Bower, has said, “Advanced
Chatbot implementation and update integration require a
substantial monetary investment.” How to finance such an
investment without heavily raising taxes will pose a challenge
for the mayor’s office.
5. B
9) Having considered various aspects of the issue, it seems
that chatbots would bring some obvious benefits to public
service as long as users can interact with them easily.
10) Nonetheless, automation of public services is a dramatic
and expensive change and it would be wise to implement it
over time with simple services being added at first allowing
the public time to adjust 11) while at the same time lessening
the impact of the financial cost.
Certain verbs such as propose, intend, expect, hope,
predict, forecast, look forward to, anticipate, ensure are
also commonly used to suggest the future.
Adjectives are used to make collocations with future
meaning e.g., the proposed improvements, the
potential risks, the future plans, any foreseeable
problems, in the coming days/weeks, etc.
Read the model proposal again from Ex. 2a.
3 a) Underline
any future and hypothetical
constructions used.
b) Read the sentences and choose the correct
words or phrases.
1
As the e-shop will need to go/could go off-line
while the improvements are implemented, there is
the potential/proposed danger of losing customers.
2
With the new online ads, we expect/intend
company revenue is increased/will have increased
20 percent by the end of the year.
3
Teachers can look forward to/forecast more
student participation in the future/coming year with
virtual tutorials.
4
Educators anticipate/hope an increase in
participation with the learning app.
5
The robots are programmed to deal with any
intended/foreseeable challenges that may arise.
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III
1b
Writing
b) Match the introductions (1-3) from Ex. 4a. to the
conclusions (A-C) below. Discuss in pairs what
you might expect to find in the main body
paragraphs of each proposal. What possible
headings could be included?
(See Answer Section)
Introductions
Y
B Having taken into account different views on the issue, it
seems that despite the positive impacts, the issues of
distractions, lack of data protection, and enabling more
Internet addiction are valid concerns warranting
consideration. The best approach would be that these
concerns be fully addressed before rolling out any free
Wi-Fi zones in public areas.
C All in all, virtual meetings will be far more efficient both
time and cost wise. What must be taken into account,
though, are the needs of your clients and I suggest that
when preferred, in-person meetings should be offered.
This will ensure the best service and client satisfaction.
a) Read the introductions (1-3). What is the purpose
of each proposal? To whom are they written?
(See Answer Section)
M
4
P
LE
The last section of the proposal includes the writer’s
recommendation(s)/opinion regarding the issue. It may
also summarize the main points mentioned in the
proposal.
Should you choose to use headings in your proposal
then Conclusion and Recommendations would be
appropriate for this paragraph.
Useful language for ending a proposal:
• To conclude/To sum up/In conclusion/In summary/All
in all/ Having considered/taken into account...
• I feel certain/believe that the best course of action/
approach would be...
• It would be wise to...
• The advantages of the approach proposed would be
that...
O
P
Conclusions
Conclusions
A In summary, despite the benefits of interactive activities
and developing technical skills, e-books will increase an
already high amount of screen time for young people. It
would be beneficial to implement an even distribution
between e-books and textbooks across the school
curriculum to avoid this.
C
The first paragraph in a proposal mentions the reason
for/purpose of writing, addresses the target reader, and
explains what will be discussed in the main body.
Should you choose to use headings in your proposal,
then Introduction or Purpose would be appropriate for
this paragraph.
Useful language for beginning a proposal:
• The purpose/aim/intention of this proposal is to
outline/discuss/present/assess the future plans/the
intended course of action/the decision...
• This proposal contains/includes/ presents...
• This proposal is submitted to/for...
• This is a proposal compiled in order to evaluate/
assess/present/consider...
Introductions
S
A
1 C This proposal is compiled in order to examine the
decision of the company to have all meetings online
through video communication apps both corporate
and with clients. As president of the company, there
are various employee and client concerns you
should consider regarding this decision.
2 A The purpose of this proposal is to evaluate the
school district’s plans to replace all textbooks with
e-books and learning apps. This change in learning
has both positive and negative consequences that
must be considered.
3 B T
his proposal is submitted to outline various issues
with the city council’s plan to offer free Wi-Fi in all
public areas. The proposal will evaluate the plan
and make recommendations on how best to
proceed.
78
12 New S&S ECPE Ts Exam Pract III.indd 78
Formal Register
Read the section of a proposal below and
5 a) replace
the underlined words/phrases with more
advanced/formal language from the list.
(See Answer Section)
• consequently • outdated • in the long run
• implemented • is a costly investment
• it is prudent • our online platform • is secure
• there is a potential risk of it being • at first glance
Protecting the company
1) It looks like, a new internet security system 2) costs a lot.
Considering cybercrime is on the rise, though, 3) it’s smart to
ensure that the company’s digital data 4) can’t be stolen. Our
customers expect that their information will be protected by
5) us. The company’s current system is 6) old and 7) it could
be hacked. 8) So, a new security system must be 9) started,
otherwise the company could compromise its business
10) over a long period of time.
b) Write a formal paragraph like the one in Ex. 5a.
using the prompts in the list. Use formal register.
(See Answer Section)
Protecting Jobs
• Another point/considered/the loss of jobs/due/automation.
• For example/robots/replace/jobs/done/humans/resulting/
unemployment.
• A potential solution/assign/only/repetitive/dangerous/jobs/
robots.
• This way/very few/people/lose/jobs/mass unemployment/
avoided.
31/03/21 11:26
III
1b
Projected Job Growth
– a report from the Department of Labor
7
4-6 hours/day
average screen time for children aged 8-12 years old.
– a recent survey
“Coding isn’t just learning
to write computer code; it’s learning to
problem solve, which is an essential life skill.”
– Gordon Stanton, head of the Department of Computer
Science, State University
isten to a discussion on whether to implement
L
a coding class at a school. What viewpoints are
mentioned? What recommendations are given?
Complete the notes.
Viewpoints
LE
5
6
7
What is the purpose of the proposal?
Who is the target reader?
What style should you write in ? Why?
What information should you include in the main
body paragraphs?
How could you use the sources provided?
What sub-headings could you use?
What should you include in your introduction/
conclusion?
M
Task Proposal
P
1
2
3
4
A
S
Does the introduction outline the
purpose and content of the
proposal?
Does the proposal address a
specific person?
Do the main body paragraphs
present different viewpoints on
the topic with supporting details?
coding will prepare the children for 1) future employment
learning code helps develop multiple skills such as
2) critical thinking, creativity, and especially 3) problemsolving skills
coding adds more 4) screen time which is already too much
Recommendations
replace one of the 5) computer lab sessions with the
coding class so screen time 6) will remain the same
Your school board wants to make basic coding a required
subject in the elementary school curriculum. Some
teachers do not agree with this idea. Write a proposal to
the superintendent of the school evaluating the different
opinions on the issue and what you think about it. Include
at least one piece of information given to support your
response.
Check list
All other
Jobs
Y
Software
Engineering
b)
a) Read the sources and the task. Underline the
keywords and answer the questions.
(See Answer Section)
11%
Average
projected
job growth
over next
10 years
O
P
language from the Useful language box above.
(See Answer Section)
21%
C
of phrases making recommendations
6 inFindtheexamples
conclusions in Ex. 4b and replace them using
SOURCE 2
• I (would) (strongly) suggest/recommend/advise that...
• (I believe that) It would be a good idea/beneficial/
worthwhile/helpful/wise (to/that/it/for)...
• The best way to proceed/plan of action/approach
(would be) ...
• One possibility is to...
• I feel confident that if we/you were to..., then...
• Should you agree with this proposal/these
recommendations, I feel sure/certain/optimistic
that...
• This action is bound to...
SOURCE 3
Useful language
SOURCE 1
Making recommendations
focus on 7) interactive activities where the students spend
some time in front of the computers, but they also spend
time doing activities like building 8) tangible models and
working in groups to solve problems
Now, using the information from your answers in
8 Ex.
7, write your proposal. Exchange your proposal
with a partner. Check each other’s piece of writing,
using the checklist below.
(See Answer Section)
If sub-headings are used, are
they appropriate?
Are useful expressions/linkers
used to make the proposal flow?
Is information from a least one of
the sources presented?
Have the source(s) been
acknowledged?
Is formal language used
throughout the proposal?
Are future and hypothetical
constructions used?
Does the conclusion include the
writer’s recommendation(s)/
opinion?
79
12 New S&S ECPE Ts Exam Pract III.indd 79
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10a Talking the Tawk
Lead-in
1 What is the main purpose of this
passage? (global question)
2 What was initially believed about
universal literacy?
a
b
c
d
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
.(See Answer Section)
E
It would eradicate local dialects.
It would reinforce local identities.
It would influence TV.
It would create new dialects.
3 According to the passage, what
affects language development the
most?
A
M
P
LE
C
ven though most Americans and Canadians speak English, they do not all
speak English the same way. Immigration brought a melting pot of
dialects to the continent and many experts assumed that the influence of universal
literacy and mass media were in the process of leveling regional variations. 2
However, it now appears that the contrary is true with local identity and other
social forces exerting an even stronger influence than TV on how dialects evolve. 3
Bill Labov, widely regarded as the founding father 4 of sociolinguistics, has
charted all the major dialects spoken across the North American continent, some of
which have remained unchanged for the past fifty years. He cites Brooklynese as
a prime example of pure unmodified New York speech from the nineteen-fifties. 5
Prominent features of its pronunciation include the raised a in words like past, the
aw sound in words like coffee, and the dropped r in words like water. Far from
originating from the blue-collar background, Labov maintains that the city’s
dropped r derives from posh British speech. Prior to the Second World War, it was
regarded as the sound of the upper class, but with the loss of Britain’s imperial
status in the post-war period, it ceased to be regarded as “prestige speech”.
Nowadays, such verbal inflections are used as social markers synonymous with the
working class; television characters, such as Tony Soprano, quite often use
Brooklynese to evoke their regular-guy milieu.
According to Labov, the most extreme change in the US is taking place in the
Chicago area where the invasive eah sound, heard instead of a in happened, is
rapidly changing a number of other sounds around it. This ‘Northern Cities Shift’ 6
is transforming the Inland North accent which used to be the model for standard
American pronunciation. Soon, even those who pride themselves on precise
speech may be wondering what ‘heahppened’ to the language.
S
to challenge a linguistic assumption
to validate an existing theory
to compare American and English
to describe the changes in Chicago
accents
O
P
Reading
a
b
c
d
Y
• Can you think of any American English words
that are said differently in British English?
• Can you tell the difference between an
American and a British accent?
• What’s the difference between an accent and
a dialect?
(See Answer Section)
a
b
c
d
the sense of local identity
the influence of the mass media
the increase in immigration
the popularity of television shows
4 In the second paragraph, what does
the author mean by the founding
father?
a
the person who discovered vital
information
b the person who refuted an idea
c the person regarded as the best
example
d the person who established a field
of study
5 Why does the article mention
Brooklynese?
a
to highlight the longevity of some
dialects
b to point out social inequality in
society
c to identify differences in British and
American English
d to show the influence of television
characters on speech
6 What point does the author make
about the Northern Cities Shift?
a
It is a gradual change in vowel
sounds.
b It has changed standard American
pronunciation.
c It has its origins in the Brooklynese
dialect.
d It comes from one sound influencing
others.
80
13 New S&S ECPE Ts U 10.indd 80
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10a
10
The teacher suggested we take a close look at these
............ essays so we can get an idea of what is
expected.
a standard
c criterion
b benchmark
d norm
11
People who ............ to Quebec had to learn French
or English.
a transported
c trekked
b immigrated
d wandered
12
She developed a(n) ............ English accent from
spending time with her British nanny.
a ritzy
c posh
b opulent
d deluxe
13
Certain parts of the novel needed ............ before it
could be published.
a revising
c remodeling
b transforming
d revamping
14
The after-school language programs in povertystricken areas serve to ............ teachers to students.
a fetch
c revel
b level
d match
Fill in: continents, dialects, evolve, literacy, markers,
1 immigration,
pronunciation, accent, identity, inflection.
the correct item.
2 1CircleLanguage
............ alongside societal developments
C
The lowest literacy rates were found in the isolated
village.
2 He comes from Germany and speaks English with a
heavy German accent.
3 While her vocabulary is limited, Melissa has very
good pronunciation.
4 The French language is spoken in twenty-eight
countries on five continents.
5 Greece’s official language is Greek, but the country
has many dialects.
6 A person has to follow the proper immigration channels
in order to gain residence rights in a country.
7 His speech is monotonous and lacking in any verbal
inflection.
8 Animals can evolve to adapt to new surroundings.
9 Designer labels are one of today’s social markers
associated with a high standard of living.
10 The townspeople are proud of their distinctive local
identity.
O
P
1
Y
Vocabulary
Speaking & Writing
LE
and takes on new meanings.
a spurts
c grows
b cultivates
d sprouts
Throughout time, geography has played ............ role
in the development of languages.
a a famous
c an outstanding
b a key
d a renowned
3
Sara’s ............ words during their dispute hurt Gary.
a autonomous
c venomous
b synonymous
d enormous
4
The language in online forums is often left ............ .
a unmonitored
c unmotivated
b unmodified
d uncounted
M
Robert just finished ............ a book on linguistics.
a drafting
c charting
b forecasting
d shaping
A
5
P
2
The system will ............ your call to someone who
speaks the same language.
a alert
c subvert
b divert
d convert
S
6
7
8
9
The doctors suggested ............ surgery to remove
the tumor from the singer’s vocal cords.
a invading
c enveloping
b insidious
d invasive
The Arabic language has numerous ............ dialects
with many different words for the same things.
a regional
c sectional
b leading
d zonal
Mark didn’t mean to ............ Madison with his strong
comments about the project.
a evoke
c convoke
b provoke
d invoke
13 New S&S ECPE Ts U 10.indd 81
• Many learners of foreign languages try to eliminate
or hide their accent, but this is not necessary as
long as they speak clearly. Separate into two
groups and have a discussion/debate about the
advantages and disadvantages of having an
accent. You may use some of the ideas below or
your own.
(+)
(–)
• it is an essential part • it is easy to stereotype
of a person’s identity
someone from their
accent
• it is impossible to
speak without an
• some jobs require
accent
standard pronunciation
• you can recognize
• having an accent
people’s nationalities
makes some people
from an accent
reluctant to speak
• Now write a paragraph giving your personal opinion
about accents.
(See Answer Section)
(See audioscript for listening activity for weaker classes.)
81
31/03/21 11:27
Grammar
• In reported speech we usually change tenses,
however, you can use the present tense to report
sth which is true. “Water freezes at 32°F,” she said.
– She said that water freezes at 32°F.
• The verb tenses remain the same in reported
speech when the introductory verb is in the
present, future, or present perfect, She says, “I
work to the best of my ability.” – She says that she
works to the best of her ability. or when the
sentence to be reported is a type 2-3 conditional,
a wish, or unreal past. “If I were you, I’d apologize,”
he said. – He said that if he were me, he’d apologize.
1 Rewrite the sentences in reported speech.
“If I were you, I’d work harder to meet the deadline,”
she said.
She said that if she were me, she’d work harder to
meet the deadline.
2
“The last time anyone saw her was a month ago,”
the landlord informed the police.
The landlord informed the police that the last time
anyone saw/had seen her was/had been a month
before.
LE
1
“We have appointed a team to gather the details of
the property,” the realtor said.
The realtor said (that) they had appointed a team to
gather the details of the property.
4
“Mr. Smith has been trying to contact you since
yesterday,” the secretary said to me.
The secretary told me (that) Mr. Smith had been trying
to contact me since the day before/the previous day.
M
My grandpa always said, “Hard work pays off.”
My grandpa always said (that) hard work pays off.
“I have no intention of leaving the firm,” the attorney
said.
The attorney said (that) he/she had no intention of
leaving the firm.
S
A
6
P
3
5
7
8
questions/orders into reported speech, as
2 inTurnthetheexample.
“Next month’s conference aims to bring together
world leaders to negotiate a new global climate
treaty,” the spokesman announced.
The spokesman announced (that) the following/next
month’s conference aimed/aims to bring together
world leaders to negotiate a new global climate
treaty.
“He acts as if he saw a monster,” Lynn said.
Lynn said that he acted as if he had seen/saw a
monster.
1
“What are you doing?” he asked her.
He asked her what she was doing.
2
“Do I need a permit to import goods from Europe?”
Steve asked the customs officer.
Steve asked the customs officer if/whether he
needed a permit to import goods from Europe.
3
“Who has been appointed vice president?” Nancy
asked.
Nancy asked who had been appointed vice
president.
Y
see pp. GR179-GR183
O
P
Reported Speech
4
“Do you happen to know where his office is?” Gina
asked me.
Gina asked me if/whether I knew where his office
was.
5
“Lock all the doors before you leave,” she said.
She told me to lock all the doors before I left.
6
“Don’t tell anyone about the new project,” she said
to Paul.
She told Paul not to tell anyone about the new project.
7
“Would it be possible to extend my leave of
absence?” Cynthia asked her supervisor.
Cynthia asked her supervisor if/whether it would be
possible to extend her leave of absence.
8
“Do exactly what the police officer tells you.” Daniel
said.
Daniel told me to do exactly what the police officer
told me.
C
10b
1b
Rewrite each sentence in reported speech using an
3 introductory
verb from the list below.
• agree • warn • advise • admit • refuse • complain
• wonder • remind • accuse • deny
1
He asked himself, “What is that appalling smell?”
He wondered what that appalling smell was.
2
“I didn’t lose the legal documents,” said the
prosecuting attorney.
The prosecuting attorney denied losing/having lost
the legal documents.
3
“You should undergo a battery of tests in order to
rule out other medical conditions,” said the
specialist.
The specialist advised me to undergo a battery of
tests in order to rule out other medical conditions.
4
“He crashed into my car! I saw him do it,” said
Cynthia.
Cynthia accused him of crashing into her car (and
said that she had seen him do it).
5
“OK, I’ll pick up the dry cleaning as soon as I get off
work,” Dan told his wife.
Dan agreed to pick up the dry cleaning as soon as
he got off work.
82
13 New S&S ECPE Ts U 10.indd 82
24/02/2021 11:05
10b
1b
8
“You’re always interrupting me!” he said.
He complained that I was always interrupting him.
9
“No, I will not release any detailed medical
information, without authorization” she said.
She refused to release any detailed medical
information without authorization.
10 “Please don’t forget to order the birthday cake,”
Janice said to me.
Janice reminded me to order the birthday cake.
the correct answer.
5 1Choose
I .......... to call Mr. Harris with the proposal later this
afternoon.
a need
b will be needing
LE
In conversation, we use a mixture of statements,
commands and questions. When we turn them into
reported speech, we use and, as, adding, that, and
he/she added that, because, but, since, etc. Words/
Expressions such as oh, oh dear, well, etc., are
omitted in reported speech.
Review
Y
“Yes, I broke into the garage and stole the vehicle,”
the suspect said.
The suspect admitted to breaking/having broken
into the garage and stealing/having stolen the
vehicle./The suspect admitted that he had broken
into the garage and had stolen the vehicle.
Make sure you answer every question. If you are
uncertain about which answer to choose, trust your
intuition or guess.
Direct speech: “Oh, I can’t order that jacket.” said
Jane, “they don’t have it in my size.”
2
“Are you for stem cell research?” Claire asked.
Claire asked me ......... I was for stem cell research.
a unless
c how
b why
d whether
3
Julia was told to refrain ....... in strenuous activities
immediately following the surgery.
a for engaging
c engaging
b from engaging
d of engaging
4
Adrian asked me .......... .
a where was the youth center
b where is the youth center
c where the youth center was
d the youth center where it was
5
Professor Williams is expected .......... the new
philosophy class.
a to him teaching
b to teach
c to have been teaching
d having taught
6
The rain is slightly .......... than it was this morning.
a heavier and heavier
c heavy
b heavier
d heaviest
7
I .......... for that job well over a month ago.
a have applied
c applied
b am bound to apply
d am sure to apply
8
I’m very sorry .......... you with this matter at a
difficult time.
a bothering
c to have bother
b for bother
d to bother
9
Products may .......... without a receipt.
a not refund
c not refunding
b not being refunded
d not be refunded
P
Reported speech: Jane said that she couldn’t order
the jacket because they didn’t have it in her size.
“I know that Greg’s adventurous,” Sarah said. “I’d
never have imagined him changing careers, though.”
Sarah said that although she knew Greg was
adventurous, she would never have imagined him
changing careers.
A
1
M
Turn the following into reported speech, as in the
4 example.
“I was absolutely shocked to hear that Ted got laid
off,” she said to me. “Could you please give me his
number so I can call him?”
She told me (that) she was absolutely shocked to
hear that Ted had got laid off and asked me if/whether
I could give her his number so she could call him.
S
2
3
4
“Oh dear, I offended Tim,” he said. “I didn’t mean to,
though.”
He said that he had offended Tim but he hadn’t
meant to.
“I can’t believe Frank’s firm went bankrupt,” he said
to me. “Is it really true?”
He told me (that) he couldn’t believe (that) Frank’s
firm had gone bankrupt and asked me if/whether it
was really true.
c am going to need
d am needing
O
P
7
Exam Tip
“Don’t go out on the trails after dark, it’s dangerous,”
the park ranger told us.
The park ranger warned us not to go out on the trails
after dark as it is/was dangerous.
C
6
10 Did you .......... by a professional?
a have your house decorated
b decorate your house
c to decorate your house
d have decorated your house
83
13 New S&S ECPE Ts U 10.indd 83
22/02/21 12:55
10c
1b
Exam Practice
Exam Tip
LISTENING Part 1
Sometimes you will be asked about the method by which
someone has accomplished something: e.g., How does the
man help the woman? To find the correct answer you must
listen specifically for what has solved the problem. The
distractors will often contain words that were mentioned in
the conversation but actions which the speaker didn’t actually
do.
Y
In this part, you will hear short conversations. After each
conversation, you will hear a question about it. You will hear
each conversation and question once. The answer choices
are printed in the test booklet. Mark your answers on the
separate answer sheet, not in the test booklet. You should
mark A, B, C, or D. Do you have any questions?
O
P
8 Why is the man talking to the woman?
A. He requires information about a trip.
B. He is looking for a form.
C. He wants to hand in a form.
D. He needs help finding a website.
9 How does the man feel?
A. tolerant about an oversight
B. compelled to speak up
C. concerned about repercussions
D. obliged to cooperate
10 What does the man say about the movie?
C
1 How will the boy help the girl?
A. He will finish up the presentation.
B. He will help her review her notes.
C. He will save her file in the correct place.
D. He will hand her presentation to the teacher.
A. He thought it was too dark and dreary.
B. He can’t remember what happened.
C. He felt the cinematography was overbearing.
D. He thought the plot was weak.
11 How does the woman help the man?
A. by advising him to reply to the email again
B. by suggesting he try a different email
C. by offering to exchange his fleece
D. by showing him the new website
3 What are the speakers discussing?
A. the dress code at the man’s new job
B. preparations for the man’s job interview
C. how successful the man’s interview was
D. rehearsals for a talk the man will give
12 What does the woman say she wants to happen?
A. She wants to go ahead with her test.
B. She wants to avoid the test altogether.
C. She wants the weather to clear up.
D. She wants to take her test another day.
M
P
LE
2 What does the woman think of the actor’s accent?
A. She thinks it is his natural accent.
B. She believes it is an authentic imitation.
C. She thinks it is important for the plot.
D. She finds it unconvincing.
13 What is the man worried about?
A. if rules about traveling change
B. if the flight he wants sells out
C. if he changes his mind about his plans
D. if prices fall after he makes a purchase
5 What stationary does the man decide on?
A. note cards and envelopes
B. envelopes
C. envelopes and a blue pen
D. a pad of paper
14 What are the speakers discussing?
A. an accident they witnessed
B. a health scare the woman experienced
C. the risks associated with parkour
D. the reason for a behavior
6 What does the girl imply about Miles?
A. He is indifferent about the project.
B. They get more done when he isn’t there.
C. He has probably done his fair share.
D. He does the best work in the group.
15 Why is the man talking to the woman?
A. to discuss expanding the team
B. to attempt to extend a deadline
C. to finalize a project timeline
D. to be assigned a new project
7 What will the man probably do in the afternoon?
A. read the woman’s draft
B. grade his students’ essays
C. send the story to a publisher
D. go out to see a performance
16 What will the girl probably do?
A. help to search for a puppy
B. visit Michael and his new pet
C. go shopping at the mall
D. meet her friend Kate
S
A
4 How does the woman feel?
A. concerned about possible misinterpretations
B. engrossed in the current discussion
C. irritable about being taken by surprise
D. astonished at how much she disliked something
84
13 New S&S ECPE Ts U 10.indd 84
22/02/21 12:55
10c
1b
Exam Tip
Part 3
In this part, you will hear two segments from a radio program.
After each segment, you will hear six questions about it.
Before each segment begins, you will have time to preview
the questions that are printed in the test booklet.
Remember that when you are asked what a speaker implies
or suggests about a topic you won’t usually hear simple
paraphrases. Instead, you must listen for more subtle clues. In
part 3, you will often be told which speaker will provide the
answer to the question and in this type of question it is
particularly important to use this information to help you find
the place where the answer is provided.
Y
You will hear each segment twice. Then you will hear the
questions once. If you want to, you may take notes in your
booklet as you listen. Mark your answers on the separate
answer sheet, not in the test booklet. You should mark A, B,
or C.
O
P
Do you have any questions?
Look at the questions. Then listen to the second segment.
1 Why does the first speaker mention the environment?
7 What type of environmental disturbance does the first
speaker refer to?
A. alterations in interdependence
B. impacts due to human activity
C. rapid and extensive disturbance
A. to introduce the issue of responsibility
B. to show that everyone has a role to play
C. to assign blame for environmental destruction
2 According to Bill Patterson, what did Aristotle say that
individuals possess but groups do not?
A. a number of mental faculties
B. a sense of social irresponsibility
C. a tendency to hold others accountable
8 What does Ms. Jones suggest about the appearance of
Ragadia makuta?
A. They are not the most striking butterfly.
B. They are the same color as a zebra.
C. They are remarkably unattractive.
9 Why did Dr. Singh choose to study this butterfly?
A. It is the only insect to be threatened in Borneo.
B. It is thought to have high population density.
C. It is an example of a little-known species.
LE
3 What does Professor Larkin say is a result of humans’
ability to reason?
C
Look at the questions. Then listen to the first segment.
A. a tendency to make presumptions
B. awareness that what they do affects others
C. a strong desire to be morally responsible
4 What does Professor Larkin imply about legal systems?
P
A. They did not originate due to necessity.
B. They are necessitated by human shortcomings.
C. They are not always completely effective.
M
5 According to Professor Larkin, how can groups ensure
responsible behavior?
A
A. by implementing suitable policies
B. by recruiting responsible individuals
C. by emulating other nations
6 What is the main purpose of this report?
11 According to Dr. Singh, why did the butterfly population
decrease in 1997?
A. abnormally dry weather
B. habitat fragmentation
C. severe deforestation
12 What is the purpose of this report?
A. to reveal the costs of deforestation
B. to characterize the habitat of a butterfly
C. to present an ecological study (global question)
S
A. to reveal the shortfalls of corporate behavior
B. to explain the responsibilities of a family in society
C. to explore the topic of collective responsibility (global
question)
10 What does the reporter imply about logging?
A. It negatively impacted the butterflies.
B. It caused butterfly populations to increase.
C. It is widely presumed to be detrimental.
85
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11a What Killed King Tut?
Lead-in
1 What is the main purpose of this
passage? (global question)
a to prove how the Pharaoh died
b to talk about ancient Egyptian
politics
c to explain the different theories of
the boy king’s death
d to show how difficult it was to be a
ruler in the past
Y
• Can you think of any well-known
archaeological digs?
• Have you ever heard of King Tut?
What do you know about him?
• How did he die? Read the text.
Can you answer the question?
(See Answer Section)
O
P
2 What does the author suggest about
certain Egyptologists?
Reading
a
b
c
d
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
(See Answer Section)
C
3 In the fourth sentence of paragraph
2, what does they refer to?
T
A
M
P
LE
utankhamun, or King Tut, was just a teenager when he died. As
one of the last heirs of a powerful family that had ruled Egypt and
its empire for centuries, he was laid to rest laden with gold and
eventually forgotten. Since the discovery of his tomb in 1922, the modern
world has speculated about what happened to him, with murder the most
extreme possibility. Now in the 21st century, King Tut has undergone a CT
scan that offers new clues about his death.
Did the young pharaoh die from a blow to the head? Definitely not, say
the nine doctors who studied the CT images. Some Egyptologists 3 and
amateur sleuths have long speculated that a stealthy assassin murdered
him by attacking him from behind. 2 As evidence, they 3 cite an x-ray taken
in 1968, which shows a fragment of bone in the skull cavity. The CT scan,
however, found no trace of lethal trauma to the head. Furthermore, the
elongated shape of his skull was not caused by disease and falls within the
range of normal variation. 4 Something out of the ordinary, then, must have
struck him down. But what?
Tutankhamun’s funerary equipment, including chariots, bows, arrows,
and throwing sticks, indicates that he had learned to hunt and fight like a
proper pharaoh. Could he have died in battle? Or might he have crashed his
chariot while hunting? Supporters of such possibilities point to a fracture in
his left leg which probably became infected and led to his death. Conspiracy
theorists point to the power plays and intrigues that followed his death
before the founder 5 of a new dynasty, Ramses, was crowned prince. The
circumstances of Tutankhamun’s burial also leave much to the imagination.
The tomb is curiously small for a king, with its contents messily crammed in.
These factors, and more, imply haste, 6 but do they testify to murder? It’s an
intriguing question, but for now the Pharaoh is still keeping some secrets.
S
They dismiss unproven speculation.
Their evidence is fragmented.
They suspect foul play.
They agree with the doctors who
studied CT images.
a
b
c
d
doctors
pharaohs
Egyptologists
assassins
4 What does the author say about the
elongated shape of King Tut’s skull?
a
The shape was caused by a strike
to the head.
b Its shape was most likely caused by
disease.
c It was completely out of the ordinary.
d There were no irregularities to the
head.
5 In the fifth sentence of paragraph 3,
which word could best replace
founder?
a
b
c
d
designer
creator
benefactor
patron
6 What can be concluded about the
tomb?
a
b
c
d
It was unusual for the time.
It was fitting for a ruler.
It was carefully planned.
It wasn’t uncommon for young
kings.
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11a
Vocabulary
8
According to the investigation, the Egyptian king did
not die due to injuries ............ from a blow to the
head.
a undergone
c suffered
b sustained
d tolerated
9
The archaeological dig was interrupted because bad
weather conditions ............ the work.
a oppressed
c burdened
b bothered
d hampered
2
The book describes how some people believe that
Tutankhamun was killed by assassins.
3
Power plays and political intrigues were common in
the ancient world.
4
Merenptah was heir to the throne of Egypt for about
twelve years prior to Ramses II’s death.
5
Many ancient rulers met their deaths as a result of a
conspiracy hatched by their closest advisors.
6
Archaeologists often explore the contents of a
mummy’s chest cavity.
7
Because the ancient Egyptian pyramids were built to
bury deceased pharaohs, they are funerary
monuments.
8
The discovery of stone tablets was a vital clue in
locating the burial site.
10 Historians ............ that King Tut was murdered.
a contemplate
c differentiate
b speculate
d anticipate
11 Archaeologists found ............ of Italian pottery in the
cave.
a fringes
c fragments
b fractures
d fractions
O
P
In their haste to unearth the artifacts, the
archaeologists damaged them.
12 The Swedish archaeologist was regarded as ............
in his field due to his well-planned and careful
excavations.
a a founder
c an abdicator
b a conductor
d an innovator
C
1
Y
Fill in: conspiracy, haste, heir, cavity, funerary, clue,
1 intrigues,
assassins.
LE
the correct answer.
2 1CircleExpenses
for the project rose into the millions due to
the ............ search for the antiquities.
a provincial
c enlarged
b elongated
d prolonged
Recent archaeological findings ............... to the
presence of sophisticated civilizations in ancient
times.
a certify
c state
b swear
d testify
14 The foundation sent ............ to the country to
discuss excavating in the desert regions.
a an operative
c an envoy
b a surrogate
d a sleuth
Speaking & Writing
• Fill out the chart below using the information you
have just learned from the text on p. 86, and
present it to the class.
(Suggested Answer)
What I knew
about King Tut
before I read the
article:
The mummified body was found ............ and tossed
aside.
a distorted
c mangled
b garbled
d jumbled
A
4
P
3
In Ancient Egypt, the presence of furniture in a home
............ the high social status of its occupants.
a indicated
c designated
b specified
d announced
M
2
13 The Taj Mahal is a ............ built in memory of
Emperor Shah Jahan’s wife.
a funeral
c burial
b mausoleum
d vault
He was a pharaoh in ancient
Egypt. He died mysteriously when
he was young. His tomb was
discovered in the 1920s.
Cairo is an ancient city .......... with history and charm.
a crowded
c swarmed
b crammed
d congested
6
A ............ silence hung over our heads as we
entered the ancient tomb.
a deathly
c stealthy
b wealthy
d healthy
I learned about the details
What I learned
and found most involved in examining King Tut’s
interesting about body and this was what I found
most interesting.
the article:
7
It was not uncommon for ancient rulers to die from a
............ dose of poison placed in their food.
a destructive
c lethal
b mortal
d virulent
S
5
I expected to learn more
What I expected information about his life, his
to get out of this achievements, and his death, as
well as information about the
article:
archaeological dig.
•
Think!
Why is archaeology so important? Write
a paragraph expressing your opinion.
(See Answer Section)
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Exam Practice
2. My brother knew how much it upset me, so he made a
______ promise to never take my things without asking
again.
A. glum
B. somber
C. grave
D. solemn
3. There was a lot at ____ with the two companies merging
both for the employees and for the stockholders.
A. bet
B. stake
C. danger
D. hazard
12. The contestant lost the round because too much time
had ______ before he answered the question.
A. eclipsed
B. elapsed
C. lapsed
D. relapsed
13. The criminal was apprehended by the police but refused
to ______ to any crimes.
A. concede
B. confess
C. repent
D. acknowledge
14. The suspect was ______ by the police for questioning as
to his whereabouts at the time of the crime.
A. detained
B. refrained
C. remained
D. maintained
LE
4. The candidate was gaining ______ from the northern
regions despite initial thoughts that the election would
be an easy victory for his opponent.
A. adherents
B. clients
C. worshippers
D. disciples
11. The concert was a total disaster because the sound
system was so bad, the singer was barely ______ .
A. detectable
B. decipherable
C. audible
D. perceptible
Y
1. Peter seems quite _______ and unwilling to get involved
in the discussion.
A. obliging
B. detached
C. secluded
D. aloof
10. Sandy ______ every moment of her summer backpacking
through Europe with her two best friends.
A. garnished
B. burnished
C. embellished
D. relished
O
P
VOCABULARY
C
11b
1b
P
5. Special laws have been passed protecting the ______
people of Alberta.
A. binational
B. communal
C. aboriginal
D. initial
M
6. In the new video game, you must ______ over the
obstacles on the track without crashing.
A. hurdle
B. shoot
C. fling
D. spring
S
A
7. Lisa didn’t realize that the camera was out of focus and
the pictures came out ______ .
A. cloudy
B. blurry
C. murky
D. hazy
8. The only explanation I can think of is that he was
probably delayed at work; Peter is usually ______ .
A. accurate
B. exact
C. timely
D. punctual
88
9. The writer gave ______ account of his experience that
was full of detail.
A. an exacting
B. a methodical
C. a painstaking
D. a rigorous
14 New S&S ECPE Ts U 11.indd 88
15. Prices for the new jewelry line ______ once celebrities
started wearing items from the collection.
A. soared
B. elevated
C. mounted
D. ascended
16. Much like with the doomed Titanic, the captain did not
see the iceberg ______ from the sea and hit it with his
ship.
A. overhanging
B. protruding
C. bulging
D. obtruding
17. The professor asked them to include ______ in their
research papers.
A. certifications
B. applications
C. alliterations
D. citations
18. The surcharge from the store was ______ we’d never
seen a fee so high before.
A. exotic
B. exhaustive
C. exasperated
D. exorbitant
22/02/21 12:55
11b
1b
28. The morning dew ______ his windshield and he had to
turn on the wipers.
A. squirted
B. steamed
C. sprayed
D. misted
20. Suzy is in the library right now looking for ______ of
poetry from the Renaissance.
A. a medley
B. an album
C. an anthology
D. a compendium
29. Residents complained to their landlord about the smell
coming from the ______ water near the building.
A. sluggish
B. stagnant
C. static
D. still
21. Brenda ______ at the idea of spending her summer
working at her father’s restaurant.
A. recoiled
B. coiled
C. toil
D. foiled
30. During the Middle Ages, ______ farmed the lands for
their kings and handed over their crops.
A. nobles
B. peasants
C. knights
D. aristocrats
22. Sandra ______ at her brother as he insulted her cooking
and swore never to cook for him again.
A. blared
B. glared
C. glowed
D. dared
31. The young parents were ecstatic when their baby boy
began ______ towards them.
A. crawling
B. sliding
C. heaving
D. writhing
O
P
C
32. Janet prefers to ______ on hotel accommodations so
she can have more money to spend on eating out and
shopping while on vacation.
A. scavenge
B. scrutinize
C. scrimp
D. scrimmage
LE
23. Lynn should be extremely proud because her small
enterprise has ______ into a nationwide success.
A. shone
B. yielded
C. prospered
D. ripened
Y
19. The stock market collapsed and left many people
financially ______ .
A. crashed
B. ruined
C. impaired
D. abolished
P
24. Mandy got a great deal on a skirt and jacket, but was
charged extra for the ______ she needed to have made.
A. adjustments
B. adaptations
C. amendments
D. alterations
A
M
25. Daniel earns his living by ______ antique furniture and
selling it online.
A. revitalizing
B. renewing
C. reestablishing
D. restoring
S
26. The waiter called the paramedics once he saw the
customer ______ over in his chair.
A. curved
B. slumped
C. plunged
D. drooped
27. Even though she accepted his proposal, Miranda had
some ______ about marrying Steve.
A. misunderstandings
B. misgivings
C. misapplications
D. misapprehensions
33. Tempers ______ as the politicians got into a heated
discussion about the new health policy on live television.
A. shimmered
B. flickered
C. flared
D. sparkled
34. The school buses had to have seatbelts put in to ______
with new safety regulations.
A. conform
B. satisfy
C. obey
D. correspond
35. Bram Stoker’s Dracula is ______ of horror literature and
has been brought to the big screen many times.
A. a pattern
B. a prototype
C. an archetype
D. a prime
36. The city girl was woken up by the sheep’s ______ while
visiting her grandmother in the country.
A. booing
B. bleating
C. bawling
D. blubbering
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Exam Practice
Now you will hear the first talk. Look at the questions.
LISTENING Part 2
Listen to a tour guide talking to her group.
For example
What does the speaker imply about members of the audience?
A. They have traveled from around the country.
B. They are politicians themselves.
C. They share a unique appreciation of someone.
D. They are not familiar with Joan Miller.
To the rest of the country Joan Miller is an example of
success; the youngest member of congress in history! But for
those of us here in this room, she’s a member of our
community. I’ve known Joan ever since she was a child. In
fact, I can remember seeing her outside learning to ride her
bike in her parents’ driveway one summer many years ago.
3 What does the speaker say about the film?
A. It is an integral part of the tour.
B. It will take time away from enjoying the exhibits.
C. It focuses on their museum.
D. Those who don’t want to see it won’t be bored.
4 What does the speaker imply about exhibiting artifacts?
A. It can be an expensive undertaking.
B. It can be rather controversial.
C. Security is the top priority.
D. The price to see them is debated.
5 How does the speaker say visitors can learn?
A. in a variety of ways
B. by reproducing artifacts
C. only by viewing and reading
D. by helping a scientist
6 What will the audience probably do next?
A. tour the exhibits
B. explore on their own
C. watch a documentary
D. visit the archaeology lab
S
A
M
P
LE
In this part, you will hear three short talks. After each talk, you
will hear six questions about it. Before each talk begins, you
will have time to preview the questions that are printed in the
test booklet. You will hear each talk and the questions once.
If you want to, you may take notes in your booklet as you
listen. Mark your answers on the separate answer sheet, not
in the test booklet. You should mark A, B, C, or D.
Do you have any questions?
2 What does the speaker suggest about members of the
audience?
A. They are familiar with the museum.
B. They are on a school trip.
C. They are elementary school children.
D. They are all educators.
Y
You will sometimes be asked what a particular speaker
suggests or implies about something. In this type of question,
it may sometimes seem like none of the answer choices are
mentioned at all, because simple paraphrases will not be
present and instead you will be tested on your understanding
of an abstract concept e.g., the meaning of community.
O
P
Exam Tip
1 What is the speaker’s main purpose?
A. to describe the exhibits of the museum
B. to introduce a newly opened exhibit
C. to help the audience get the most from their visit
(global question)
D. to encourage more classes to study Egypt
C
11c
1b
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11c
1b
Now you will hear the second talk. Look at the questions.
Now you will hear the third talk. Look at the questions.
Listen to a high school teacher talking to his students.
Listen to a blogger talking about a book.
13 How did the speaker discover the book?
A. She read an article about it.
B. She found it by chance.
C. It was recommended to her.
D. It was by an author she was familiar with.
8 Why does the speaker mention the gym?
A. to explain how bones can reveal information
B. to emphasize how much harder life used to be
C. to relate to the more athletic students
D. to differentiate it from hard physical work
14 What does the speaker suggest about getting into the
book?
A. It takes far too much effort.
B. It is worth persevering.
C. It captured her interest quickly.
D. It was a process she won’t forget.
A. It varied depending on social context.
B. The words were spelled in unusual ways.
C. It created a mysterious effect.
D. She was able to understand it eventually.
16 What does the speaker imply about the author?
A. She prefers to write in dialects.
B. Her books are of variable quality.
C. Her first book was published this year.
D. She is a prolific writer.
17 Why is the speaker most likely taking about the book
she read?
A. It is the second book in a series.
B. She is an expert on dialects.
C. It would interest her audience. (global question)
D. A listener asked her to.
LE
11 What is the main purpose of the talk?
A. to investigate a field of archaeology
B. to encourage students to work harder
C. to introduce the students’ final project (global
question)
D. to check the popularity of an assignment
O
P
10 What will the speaker probably do next?
A. discuss the reading material
B. show a documentary
C. answer students’ questions
D. talk about the documentary
15 What does the speaker like regarding the author’s use
of dialect?
C
9 What does the speaker say about his expectations?
A. Topics that appear in the news are not allowed.
B. A lot of material must be read quickly.
C. Material should be examined in depth.
D. It is unnecessary to read broadly on the subject.
Y
7 What does the speaker imply about his students?
A. They have some background knowledge.
B. Most hope to go on to study archaeology.
C. They’re probably not excited about the topic.
D. Many are afraid of giving talks.
18 What does the speaker mean when she says:
A. This book requires a particular state of mind.
B. This book isn’t easy to get your hands on.
C. I unconditionally recommend this book.
D. I don’t believe most people will enjoy this read.
S
A
M
P
12 What does the speaker mean when he says:
A. This can be viewed from multiple perspectives.
B. This is fascinating but not very important.
C. I’m about to provide a lot more information.
D. This is only one aspect of the subject.
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12a The Mozart Effect
Lead-in
1 What is the passage mainly about?
(global question)
a how music affects children’s minds
b how companies use research as a
marketing tool
c the flaws in the research about
music and education
d how music calms animals down
Y
• When do you usually listen
to music?
• What kind of music do you
listen to?
• How do you feel when you
listen to your favorite music?
(See Answer Section)
2 In the third sentence in paragraph 1,
what word could best replace
stimulate?
O
P
Reading
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
LE
P
M
A
S
c goad
d urge
3 In the fourth sentence in paragraph 1,
what does the author mean by coined?
C
Music may soothe the savage beast, but can it make you any
smarter? More specifically, can it increase your baby’s IQ? Opinion is
divided, but some experts believe that certain music may stimulate 2
intellectual and emotional development in children, in particular the
music of Wolfgang Amadeus Mozart. The Mozart Effect as a term was
coined 3 in relation to the alleged increase in brain development that
occurs when children under the age of three are exposed to music by
Mozart. Shaw and Rauscher, the physicist and the cognitive development
expert who conducted the experiment, played ten minutes of ‘Sonata
for Two Pianos in D Major’ to a group of college students. The result was
a temporary increase in the students’ spatial-temporal reasoning – the
ability to visualize and manipulate images in the mind.
Eagerly seized upon, the findings even galvanized the authorities.
In the USA, many new mothers leave the hospital with a new-born baby
in one hand and an MP3 player in the other and Florida’s legislature
passed a law requiring classical music to be played daily in statefunded childcare and educational programs. 4 Some, however, have
their doubts about such well-intentioned initiatives. According to
Kenneth Steele, a psychology professor who followed the protocols set
forth by Shaw and Rauscher, these initiatives are not based on solid
research and, despite testing 125 students in his own study, he found
no evidence of any ‘effect’ at all. 5
Naysayers notwithstanding, Shaw and Rauscher have unwittingly
spawned an industry in which music is seen as an alternative science
for all kinds of beneficial purposes, ranging from enhancing intelligence
to healing any number of ailments. Popularized by a media eager to
jump on the bandwagon, the Mozart Effect is a prime example of the
distortions that ensue when science and the media mix. 6 A scholarly
article intended for a limited academic audience becomes a universal
truth and that, in turn, becomes the latest marketing tool aimed at
parents who merely want the best for their children.
a incite
b provoke
a contrived
b designed
c developed
d invented
4 Why does the author refer to Florida’s
legislation?
a
to stress the value of childcare and
educational programs
b to persuade other states to adopt
similar legislation
c to illustrate a consequence of the
Mozart Effect
d to present a model example of state
legislation
5 According to the passage, what has
research into the Mozart Effect
shown?
a
Benefits are limited to pre-school
children.
b The findings are inconclusive.
c It increases brain development.
d The results show a long-term
benefit.
6 What criticism does the author have
of the media?
a
It makes kids listen to too much
music.
b It is driven by revenue.
c It influences public policy.
d It twists the meaning of the articles.
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12a
Vocabulary
8
Sarah took up violin lessons .............., but her
parents thought she could benefit from them.
a unmistakably
c unwillingly
b undeniably
d unwittingly
9
Michael went on a musicians’ retreat, as it is
believed to .............. a creative environment for
writing music.
a spawn
c foster
b harbor
d craft
3
4
5
6
7
8
2 Circle the correct answer.
Music has the ability to .............. our minds.
a stimulate
c rejuvenate
b accelerate
d animate
2
Shelley often .............. stories of her days as a rock
and roll singer, saying she was wilder than she really
was.
a replicates
c coins
b fabricates
d forges
P
The musician was honored for .............. jazz music
in the early 20th century.
a surmounting
c installing
b pioneering
d occurring
A
4
The psychologist tried to prove the .............. benefits
of listening to music.
a apprehensive
c alleged
b suspicious
d skeptical
M
3
Christina is beginning her .............. studies in the
field of vocal training after she finishes high school.
a intellectual
c academic
b cognitive
d logical
S
5
11 The recording studio had ........ building constructed
to hold meetings with important music executives.
a an alternative
c an auxiliary
b a substitute
d a tributary
12 Not signing with a major record label is .............. fear
held by most budding musicians.
a an undivided
c a universal
b a protracted
d an infinite
Listening, Speaking
& Writing
LE
1
10 The online music store’s strategy for expansion was
supposed to be kept strictly .............., but the plans
were leaked.
a confidential
c beneficial
b superficial
d influential
O
P
2
What was said about the touring rock band is a gross
distortion of the truth.
Relaxing music can cure a minor ailment such as a
headache.
The music industry has changed dramatically since
the days of Elvis and the Beatles.
Everyone seems to be jumping on the bandwagon in
regards to streaming media online.
Research has shown that music can potentially
influence mental reasoning and the ability to
visualize.
Mental development and growth in babies can be
impacted by their environment.
The federal legislature of the US government
recently passed laws calling for stricter punishment
for those who download music illegally.
The scientists followed the scientific protocol set
forth by previous experiments involving the effects
of music on young people.
C
1
Y
Fill in: development, reasoning, legislature, protocol,
1 industry,
ailment, distortion, bandwagon.
6
The band’s world tour is .............. on the success of
their latest album.
a temporary
c momentary
b provisional
d conditional
7
Jill’s daughter is a .............. child, probably due to
traveling a lot with her mother on music tours.
a well-rehearsed
b well-seasoned
c well-intentioned
d well-adjusted
•
You will hear four different classical music
pieces. Next to each number write down an
emotion you felt while listening to each one.
(Suggested Answers)
1 elation
2 optimism
3 sadness
4 happiness
Compare with a partner and explain what word you
used for each piece and why.
(Ss’ own answers)
• Do you believe music has a soothing effect on
people? Write a paragraph explaining your opinion.
Read your paragraph to the class.
(See Answer Section)
•
IT In groups collect information about famous
composers. Present it to the class. Write about:
name/country of origin/year of birth/background/
accomplishments/best known for.
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Grammar
The subjunctive is formed by using a subject pronoun/
noun + the bare infinitive. It is mostly used after
certain verbs such as advise, demand, recommend,
suggest, etc., after adjectives such as crucial, vital,
etc., and in fixed phrases such as come what may, if
need be, etc. See the Grammar Appendix for a
complete list. I recommended James consult the
maintenance manual.
the correct answer.
1 1Choose
The chief of staff said it is crucial ............... about
the procedure.
a that everyone be informed
b that your informing everyone
c that you informed everyone
d everyone’s being informed
2
We suggested ................ them up on their offer.
a for her to consider taking
b she’s considering to take
c she considered to take
d she consider taking
They demanded .............. the contract immediately.
a he is signing
c of him to sign
b he sign
d his signing of
4
He insisted ................ of the waste material at once.
a for her disposing
c that she dispose
b if she disposes
d should she dispose
5
The instructor advised that Jill ................ the driver’s
test yet.
a to not take
c don’t take
b not to take
d not take
P
We urged that she ................ access to an attorney.
a be given immediate
b immediately be giving
c to be giving immediate
d to have been immediately given
S
A
7
It is vital that these measures ................ to control
risk and ensure safety.
a taken
c to be taking
b be taken
d to have been taking
M
6
8
................, there are serious reservations about his
previous work.
a Suffice
c Suffice to say
b Suffice to say it
d Suffice saying
9
We can stay at a motel ................ .
a if necessary be
c if be necessary
b if need be
d if we need
10
I realized that, ................ , we could tackle any
immediate problem.
a what may come
c what comes
b come what may
d it may come
see p. GR183
• W
e invert the subject and the verb when a negative
expression (not only, never, on no account etc.)
starts a sentence. Never before have we met such a
polite receptionist.
• We can also use inversion with conditionals, Were I
you … instead of If I were you …
• We can invert the subject and the verb after a
comparison for a more formal structure. The survey
shows that students who participated in work-study
programs were more likely to graduate than were
their peers.
Rewrite the following sentences beginning with the
2 word(s)
given.
1
LE
3
Inversion
Y
see p. GR183
O
P
The Subjunctive
Both parties discussed the details of a permanent
settlement and then they appeared in court.
Only after both parties had discussed the details of
a permanent settlement did they appear in court.
C
12b
1b
2
Lynn had no idea that moving could be so
complicated.
Little did Lynn know that moving could be so
complicated.
3
As soon as she opened the door, the telephone
started ringing.
No sooner had she opened/did she open the door
than the telephone started ringing.
4
If I were you, I’d avoid discussing politics.
Were I you, I’d avoid discussing politics.
5
Committee members should not take advantage of
their position for their own benefit.
Under no circumstances should committee
members take advantage of their position for their
own benefit.
6
One project should not be held up while another
takes priority.
On no account should one project be held up while
another takes priority.
7
This is the only way you will be able to finish the
assignment on time.
Only in this way will you be able to finish the
assignment on time.
8
I rarely go out on the weekends now that I work
double shifts.
Rarely do I go out on the weekends now that I work
double shifts.
94
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12b
1b
Correct the following sentences, using the
3 subjunctive
or inversion structures.
4
We insisted that he comes with us.
We insisted that he come with us.
5
Never before had I heard such a ridiculous excuse,
nor I had heard anyone lie like that.
Never before had I heard such a ridiculous excuse,
nor had I heard anyone lie like that.
2
So arduous the journey was
The journey so arduous was
Was the journey so arduous
So arduous was the journey
.......... the many difficulties involved, significant
achievements have been made in working with
famine victims.
a In spite of
c While
b Although
d Nevertheless
3
It is crucial that .......... the current situation as soon
as possible.
a he assessed
c he assess
b he would assess
d he to assess
4
After we finished the sumptuous meal, we went on
.......... a delicious dessert.
a having
c for to have
b to have
d the having of
5
It is imperative that this issue is dealt with in more
detail.
It is imperative that this issue be dealt with in more
detail.
The university will offer a class in .......... trauma
nursing next semester.
a advancing
c advance
b advanced
d advancement
6
You have plenty of old records, ..........?
a have you
c don’t you
b got you
d do you
7
Mr. Cramer has ....... Holland three times on vacation.
a gone to
c gone in
b been to
d been in
8
Brian insisted .......... to the administrator at once.
a for him to speak
c he speaking
b he to speak
d he speak
9
During the nineteenth century, .......... .
a rarely working professionals were women
b rarely were women working professionals
c women were working professionals rarely
d rarely women were working professionals
LE
I recommended that she will contact her attorney
right away.
I recommended that she contact her attorney right
away.
C
Her face is very stern; be that it may as, she is really
friendly.
Her face is very stern; be that as it may, she is really
friendly.
7
a
b
c
d
Little she knew that Cory had already made dinner.
Little did she know that Cory had already made
dinner.
3
6
the correct answer.
5 1Choose
............ that many hikers collapsed.
Y
2
If he wants to provoke an argument about this, then
so it is.
If he wants to provoke an argument about this, then
so be it.
O
P
1
Review
Only after she started exercising she was able to
lose weight.
Only after she started exercising was she able to
lose weight.
9
If I had been notified, I would have been of
assistance.
Had I been notified, I would have been of
assistance.
M
P
8
10 There the train goes!
There goes the train!
see p. GR184
A
Tag Questions
10
Women are usually more adversely affected by
major disasters .......... men.
a than are
c more than are
b are than
d are more than
11
Open the door for me, ..........?
a don’t you
b shall you
the correct item.
4 1Underline
Help me carry these bags, will you/don’t you?
2
3
4
S
You attended the seminar, weren’t you/didn’t you?
Let’s not go to the reunion, will we/shall we?
The mayor will make a brief statement, won’t he/
wouldn’t he?
5 I’m not trying hard enough, are I/am I?
6 No one approved of his decision, didn’t they/did
they?
7 Professor Milton is seldom absent, is he/isn’t he?
8 The business will be taken over by someone else,
won’t they/won’t it?
9 Everyone agreed on the need to impose restrictions,
didn’t they/don’t they?
10 He hardly gets any sleep lately, does he/doesn’t
he?
15 New S&S ECPE Ts U 12.indd 95
c will you
d could you
12
“They didn’t attend the play last night, did they?”
“No, Ben suggested .......... to the movies instead.”
a they go
c they to go
b they going
d them to go
13
“.......... you hear the news? Tom got into Harvard
Law School!”
“Wow! That’s great.”
a Don’t
c Haven’t
b Wouldn’t
d Didn’t
95
24/02/2021 11:05
12c
1b
Exam Practice
SPEAKING
Introducing Information & Listing Points
What’s your favorite TV program?
Does your local community offer cultural facilities?
(See Answer Section)
Stage 2 • Explaining and
Recommending (5-7 minutes)
Exam Tip
In Stage 2, the test takers need to explain the points by
paraphrasing.
There are other techniques to use:
Test taker 1: Use your information sheet (p. 201) to explain
your options to test taker 2.
Test taker 2: Which one of those options do you think is
the best one? Make a recommendation to test taker 1.
Just say the name.
Test taker 2: Use your information sheet (p. 202) to explain
your options to test taker 1.
2
P
LE
– you can combine two bullet points and connect the
information using linkers
• $7 per student
• school farm trip
= The students will have to pay $7 in order to
visit a working farm on the school trip...
– you can elaborate with additional information.
• in his mid-thirties
= ... being around 35, I believe he has many
years of experience behind him and lots of
productive years ahead...
Y
•
•
O
P
answer the following questions.
1 •In pairs,
What types of movies do you enjoy?
• Firstly, .../Primarily, .../Most importantly, .../The first
suggestion to/This option/proposal endeavors to .../
I would like to propose two options. The first is to .../
I have two options to propose that would be
advantageous to ...
• Secondly, .../Then, .../After that, .../On top of that, .../
Following that, .../As far as ... is concerned, .../
In addition .../Additionally, .../Moreover, ...
• The next important thing/issue is .../This seems to be a
very attractive option/proposal/solution as it ...
• If implemented, the plan/proposal would provide ...
• Finally, this proposal/option also offers ...
• The only drawback/disadvantage is ...
• Something to keep in mind is ...
• I feel I should mention that ...
C
Stage 1 • Giving personal information
(3-5 minute conversation)
S
A
M
The two of you are members of a city council
advisory committee. The city has received a private
donation to use for the construction of a new
building that will serve the community. You are on
the selection committee and the mayor has asked
for your help in selecting a proposal. The information
sheets in the Speaking Appendix describe the
various proposals. Use the information sheets to do
the task. While listening to your partner, you may
take notes but you are not allowed to see your
partner’s information sheet. Use the language in the
table to help you. Don’t forget to use the techniques
in the Exam Tip to explain the points.
(See audioscript for Stage 2 Model Interview as an example.)
Test taker 1: Which one of those options do you think is
the best one? Make a recommendation to test taker 2.
Just say the name.
Test taker 1: Which one of your own options is the best?
Just say the name.
Test taker 2: Which one of your own options is the best?
Just say the name.
Model Interview
3
isten to two test takers doing Stage 2 and
L
answer the questions.
•
•
Which option did each test taker recommend?
Which one of their own options did each test taker
choose?
(See Answer Section)
Stage 3 • Consensus Reaching
(5-7 minutes)
Now work in pairs. Compare and contrast the
4 options
you have each chosen. What are the
advantages and disadvantages of each? Which is
the best option? Reach a consensus. Use the
language in the table to help you.
(See audioscript for Stage 3 Model Interview as an example.)
96
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12c
1b
•
•
•
•
•
•
This is (largely) due to the fact that …
The (main) reason for/behind this is (that)…
I feel strongly about this because …
I feel this way because …
… on the grounds that …
… mainly/simply because …
Giving Examples
... for example, ...
... such as ...
Also ...
For instance, ...
P
So, when it comes down to it, we’re left with …
I suppose you have a point about that, but …
It seems that we both feel/agree that …
So we’re in agreement?
We both agree on …
Model Interview
5
M
Listen
to two test takers doing Stage 3 and
answer the questions.
Which option did the test takers choose?
What reasons did they give?
(See Answer Section)
A
•
•
Stage 4 • Presenting and Convincing
(5-7 minutes)
In pairs, prepare a formal presentation of your
6 chosen
option. In this stage you can look at the
S
Listen
to two test takers doing Stage 4 and
answer the questions.
•
•
What are the reasons each test taker gives?
How do the test takers support each reason?
(See Answer Section)
Stage 5 • Justifying and Defending
(5-7 minutes)
In pairs, take turns taking on the role of the mayor
8 and
express concerns about the chosen proposal
Consensus Reaching
•
•
•
•
•
7
while your partner, justifies and defends the
decision. Then switch roles. Use the language in the
table below to help you.
(See audioscript for Stage 5 Model Interview as an example.)
LE
•
•
•
•
Model Interview
Y
Justifying Viewpoints
• First of all, we both agree that … would be the best
way to …
• To begin with, we believe …
• … can also play a major role in …
• We feel this way mainly/simply because …
• This is (largely) due to the fact that …
• Another reason why we support/are in favor of …
• Something else which is worth mentioning is …
• As far as we are concerned, …
O
P
• Out of the two options, … I believe … is the better
choice because … .
• A key advantage …
• … is much more/less practical than … because
• … is considerably more feasible than … because …
• I like … in preference to … because …
• The downside of/One of the difficulties of/The only
disadvantage/One possible drawback is that …/
We need to consider an obvious disadvantage of …
• Although/Even though … is …, it would be …
Presenting and Convincing
C
Comparing/Contrasting – Expressing Advantages &
Disadvantages
information sheet together. Give two reasons each
to support the option and explain why these reasons
are important. Use the language in the table to help
you.
(See audioscript for Stage 4 Model Interview as an example.)
•
•
•
•
•
•
•
•
•
Justifying and Defending
What I mean is …
Actually, I (feel strongly about …) …
I do/do not believe that …
I highly doubt that…would be as effective as …
In other words, …
To be perfectly honest, I …
What I am trying to say is that …
The way I see it …
When you come right down to it, …
Model Interview
9
Listen
to the model interview and answer the
questions.
•
•
What concerns did the examiner express?
How did the test takers defend their decision?
(See Answer Section)
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IV
1b
Exam Practice
VOCABULARY
GRAMMAR
1. The detective is involved in a rather grisly murder
investigation, ______ is shrouded in mystery.
A. that is the motive
B. which motive
C. of which motive
D. the motive of which
2. My grandpa suffered from a severe hearing ______ after
the war and had to wear a hearing aid for the rest of his life.
A. imperilment
B. impairment
C. infringement
D. impeachment
2. Neighborhood watch programs are based on the idea that
an ______ neighbor can be a good deterrent to crime.
A. observing
B. observant
C. observed
D. observantly
3. The boss ______ her ideas to her assistant who takes
notes for her.
A. utters
B. pronounces
C. articulates
D. dictates
3. “It looks like Alex is organizing another protest.”
“_______ a fighter, always a fighter.”
A. Once
B. As
C. When
D. Being
O
P
C
4. Ben’s new three-seater, brown, velvet couch makes his
apartment ______ comfy.
A. more so
B. some more
C. all the more
D. so much so
LE
4. After the companies merged and hired a lot of extra
employees, new tasks were ______ to the new staff.
A. delayed
B. demoted
C. delegated
D. relegated
Y
1. Evelyn had very old-fashioned views and was regarded
as ______ by her peers.
A. stodgy
B. stale
C. sturdy
D. starch
5. The head of the science department told the PhD students
that their research on globalization should ______ by now.
A. have been completed
B. be completing
C. to complete it
D. have completed
6. Towards the end of the race the marathon runner grew
very tired and began to ______ behind the others.
A. lag
B. brag
C. gag
D. flag
6. I wonder ______ for this ordinance to restrict the
development of student housing.
A. it was possible
B. if it’s possible
C. that is possible
D. if possible
7. The athlete was riding on the ______ of a wave after
winning the championship.
A. ridge
B. crest
C. climax
D. pinnacle
7. The supervisor stressed the importance of a cost-effective
solution ______ the problem.
A. toward
B. about
C. of
D. to
S
A
M
P
5. Sara was mesmerized by the sound of the water ______
against the docks.
A. lapping
B. whimpering
C. gurgling
D. swishing
8. After recovering from her long illness, Margaret moved
to a peaceful island in ______ of true happiness.
A. expedition
B. mission
C. crusade
D. quest
98
9. Unfortunately but inevitably, his tendency to procrastinate
in college ______ into his professional life.
A. picked up
B. forked over
C. carried over
D. kept up
16 New S&S ECPE Ts Exam Pract IV.indd 98
8. You should take out a student loan ______ you feel it’s
absolutely necessary.
A. even though
B. unless
C. only if
D. except
9. We found out that unfortunately, Mrs. Bellows is
nowhere ______ consistent as she should be.
A. as near
B. nearly
C. next to
D. near as
22/02/21 12:56
IV
1b
CLOZE
Exam Tip
Some of the missing words could be parts of set
phrases or collocations e.g., tourist attraction, cut a
deal.
2
A. focused
B. determined
C. connotation
D. authorization
Y
A. object
B. result
C. examined
D. based
O
P
1
3
A. linking
B. over
C. across
D. crossing
4
A. publicize
B. advertise
C. promote
D. world
5
A. front
B. face
C. forefront
D. forerunner
6
A. public
B. broader
C. ample
D. certain
7
A. effort
B. attempt
C. trial
D. ruler
8
A. On the contrary
B. On the whole
C. On the other hand
D. On account of
9
A. through
B. throughout
C. efficiently
D. thoroughly
10
A. restriction
B. barricade
C. barrier
D. fence
S
A
M
P
LE
C
Linguapax is a program offered by UNESCO (the United
Nations Educational, Scientific, and Cultural Organization).
The (1) ............. of the program is to encourage international
understanding and peace. It is (2) ............. on the belief that
the discipline of the humanities constitutes a bridge
(3) ............. the past, present, and future. The project brings
linguistic researchers and educators together from all around
the world using detailed guidelines, materials, and
methodology which try to (4) ............. peace through foreign
language education.
It is not surprising that in the last few years, there has been
an increasing interest in this project globally. The rapidly
developing diversity of the world places language and culture
at the (5) ............. of peace efforts in all societies. While the
development of skills is an important element, the (6) .............
perspective of the program focuses on an understanding that
both language and culture are essential. Such an approach
allows people from different countries not only to be able to
communicate with each other, but to also understand one
another and live in peace. As a result, many education systems
are now beginning to make a supreme (7) ............. to
introduce this program to school curriculums.
(8) ............. , the Linguapax project can contribute to
world peace as it strives to use education to teach that
problems can be solved (9) ............. other means apart from
war. Instead of perceiving foreign languages as a (10) .............
between different countries, we now have the opportunity to
negotiate, discuss, and prevent violence. Linguapax may prove
to be a key factor in placing language education within a wider
framework of peace.
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IV
1b
Writing
Opinion Essays
Consideration factors when
deciding to visit a museum.
Introduction
• a clear statement of the topic
• a direct or indirect presentation of the
writer’s opinion on the topic
Main Body
Para 2
Para 3
Para 4
viewpoint 1 & supporting details
viewpoint 2 & supporting details
opposing viewpoint & supporting details and
argument against it
Conclusion
direct or indirect restatement of writer’s
opinion
P
Para 5
M
The number of main body paragraphs depends on the
number of viewpoints included.
A
Read the sources and the task. Underline the
1 keywords.
Then answer the questions.
3
4
5
(See Answer Section)
What are the two sides of the topic?
What is your opinion on the topic? Where will you
include it in the essay?
What are some viewpoints that support your
opinion?
What is an opposing viewpoint? What is an argument
against it?
How could the sources be used in your essay?
S
1
2
SOURCE 1
Age
18-24
68
Y
64
Age
35-44
75
O
P
72
40
60
Agree 80
– a recent survey of museum visitors
30% of lower income families visit museums
– a recent study
“Access to culture
should not be a privilege of
the wealthy, but a right of all.”
LE
Para 1
general public
C
The introduction clearly states the topic and the
writer’s opinion.
The main body presents the viewpoints in support of
our opinion followed by supporting details. Each
viewpoint is presented in a separate paragraph and
needs to be clearly stated in the topic sentence of the
paragraph. One paragraph (supported by reasons/
examples) presents the opposing viewpoint and an
argument against it.
The conclusion restates the writer’s opinion.
Note: The sources can be used to introduce/
conclude the topic and/or support a viewpoint.
regular visitors
SOURCE 2
Plan
“My time is more valuable than my money.”
SOURCE 3
An opinion essay is a formal piece of writing where
you present your personal opinion on a specific issue.
In the ECPE Exam, the essay task usually requires you
to express your opinion after analyzing the different
viewpoints on a topic.
– Laura Timms, head curator at the
National Museum
Task Essay
Some people believe that admission to all public
museums and cultural sites should be free. Do you agree
or disagree with this idea? Write an essay addressing
the topic and explain your opinion about it. Include at
least one piece of information given above to support
your response.
Read the model essay and complete the
2 a) paragraph
plan.
b) Answer the questions about the model essay.
(See Answer Section)
1
2
3
4
5
Does the writer agree or disagree with the idea?
What viewpoints does the writer use to support their
opinion? What supporting details reinforce the
viewpoints?
Are any of the sources used? Underline them.
What is the opposing viewpoint? What is the writer’s
argument against it?
Where in the essay does the writer express their
opinion? Highlight. Is it a direct or indirect
presentation of the opinion?
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IV
1b
Complex Structures/Useful Expressions/
Linkers
To avoid repetition of the same linking words such as and or
but, use a wide range of linking words and structures to make
your sentences more interesting and complex.
Structures
With: e.g., Language schools are experiencing a drop in
attendance with people learning languages online.
Relative Clauses: who/which/whose
e.g., Museums, which have become more interactive, are
important sources of information.
Useful Expressions/Linking words
To state opinion directly (intro/conclusion): I am (not)
convinced, As far as I am concerned, I am inclined to believe
that, I am opposed to, I am in favor of ...
To express opinion indirectly: It can be said/claimed that ...,
It seems/appears/is obvious that ...
To introduce viewpoints: To start with, For one thing, First of
all, One reason, In the first place, Firstly ...
To introduce opposing viewpoint & argument against:
However, On the other hand, Nevertheless, Even so,
Regardless of the fact that ..., While it is true that ..., in fact ...,
That being said ..., At the same time ...
To add supporting details/examples: For example, For
instance, In particular, Particularly, etc. Elaboration: In other
words, This means that, In effect, By this I mean ... etc.
Emphasis: Clearly, Naturally, Of course, Needless to say,
Undoubtedly ...
Addition: In addition to, Moreover, Furthermore, ...
Contrast: Yet/However/Nonetheless/Even so + clause/
Although/While + clause/In spite of/Despite ...
Reason: ..., so ..., /for this reason ..., /The reason (that/why) ...
is ..., because (of), due to ..., as a result ...
S
A
M
Para 4:
opposing
viewpoint
and
supporting
details and
argument
against it
P
Para 3:
viewpoint 2
and
supporting
details
LE
C
Para 2:
viewpoint 1
and
supporting
details
Public museums and cultural sites are
a great source of education and inspiration
in society. Needless to say, we should
encourage everyone to visit them by
offering free admission. I am convinced
that this is an excellent idea and should be
implemented at all public cultural venues.
Free public museums will increase
overall attendance particularly by those
who cannot afford to go. In general,
public museums and cultural sites are
expensive which can deter visitors. As
stated in a recent news report, only 30
percent of low income families visit
museums. With free admission, these
numbers would increase.
Youth engagement is also an important
issue. Free public museums and cultural
sites are an investment in our future. In
other words, they educate teens and create
cultural understanding which is essential
for learning. Free admission would enable
more youth interaction. Consequently,
future generations would be more
culturally educated and understand the
world around them.
These views are not shared by
everyone, however. There are people who
argue free admission does not increase
attendance at cultural venues as only
those who are interested visit public
museums in the first place. They often
refer to a recent survey that shows that
both regular visitors and the general
public prioritize their time over the cost of
a visit. Yet, it could be argued that this is
an easier view to have if you have
disposable income. Free admission would
remove a need to prioritize and allow
more people to develop an interest without
a financial concern.
All in all, it is obvious that not only
will free admission attract more visitors,
but also it will educate more young people
thus benefiting society as a whole.
According to the head curator at the
National Museum, Laura Timms, “Access to
culture should not be a privilege of the
wealthy, but a right of all.”
Y
Para 1:
statement
of topic and
writer’s
opinion
O
P
MODEL
Para 5:
restatement
of writer’s
opinion
Read the model again. Circle the relative clauses
3 a) and
the clause using ‘with’. Then find examples
of linkers and replace them with ones from the
language box above.
(See Answer Section)
b) Find the opposing viewpoint and argument
against it in the model essay and rewrite them
using language from the language box above.
(See Answer Section)
c) Join the following sentences using structures
from the theory box above. (See Answer Section)
1
Music education has been a part of many schools’
curriculum for years. It develops reasoning skills. It
develops self-discipline too. These skills improve
overall academic performance.
2 Many improvements were made to the archaeological
site. There was no increase in tourism. Many local
residents feel the improvements were a waste of
public funds.
3 Many parents have stopped purchasing books for their
children. They know the importance of reading. This
behavior is detrimental to their children’s development.
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IV
1b
Writing
Developing Main Body Paragraphs
The topic sentence of each paragraph is a clear
statement/summary of the viewpoint to be discussed in
that particular paragraph. Each viewpoint should be
followed by reasons and examples which further explain
the viewpoint.
The main body consists of several paragraphs, each
presenting a separate viewpoint supported by details
and reasons. There should be at least two paragraphs
supporting your viewpoint and one showing the
opposing viewpoint. In the paragraph for the opposing
viewpoint, you should show understanding of that
argument and explain the reasons why you cannot
support it. Remember to use useful language and linkers
to join your sentences and paragraphs that allow the
reader to follow your arguments smoothly.
b) Match the topic sentences (1-3) to the supporting
ideas (A-C). Then expand the ideas into full
sentences, using appropriate linkers.
1 C Learning another language enhances various
cognitive abilities.
2 B Acquisition of a foreign language gives one a
competitive advantage in the job market.
3 A A further advantage to learning other languages is
connecting with other cultures.
Read the topic sentences (Opinions A&B). Then
5 a) use
the ideas below them to write a main body
paragraph using appropriate linkers.
(See Answer Section)
M
P
LE
A •expose/learners/places/people/associated/
language
For one thing it exposes learners to places and
people associated with the language.
• appreciate/traditions/mentality/people
In particular, we can appreciate the traditions and
mentality of other people.
•children/learn/tolerance/understanding/other/
cultures
For example, children can learn tolerance and
understanding of other cultures.
O
P
paragraph clearly? Are they followed by reasons
and examples?
(See Answer Section)
S
A
B •increases/chances/employment
Naturally, it increases chances for employment.
•foreign language/considered/top skill/employers
Undoubtedly, a foreign language is considered a
top skill for employees.
•international job market/opens up/multilingual
candidates
Needless to say the international job market
opens up to multilingual candidates.
C •language learning/shown/improve/memory/
problems solving
In particular language learning has been shown to
improve memory and problem solving.
•multilingual people/perform/better/certain/mental
tests
Particularly, multilingual people perform better at
certain mental tests.
•leads/considerably/improved/academic results
For instance, it leads to considerably improved
academic results.
Opinion A: I firmly believe that virtual tours of museums
and archaeological sites are not viable alternatives to
in-person visits.
Ideas: – students bored virtual tours
– students distracted
– students more likely to pay attention and ask
questions in-person visits
C
Find the topic sentences in the model essay in
4 a) Ex.
2. Do they summarize the context of the
Y
Topic Sentences
Opinion B: It can be argued that art and music
education offer benefits to every student regardless of
what they eventually go on to study.
Ideas: – increase self confidence
– develop concentration and critical thinking
– Students with art and music education are four
times more likely to achieve academic
excellence
b) Use the following ideas as well as language from
the useful language box on p. 101 to write a
paragraph with the opposing viewpoint to the
viewpoints in Ex. 5a. Include the argument against
it.
(See Answer Section)
A
Opposing Argument: Virtual tours allow increased
participation for those that are far away from museums.
Argument against it: The burden of participation falls
on individual families who might not have PC access or
broadband Internet.
B
Opposing Argument: Academic subjects such as math,
science, and English offer more merit and transferable
skills.
Argument against it: Only focusing on academic
subjects overlooks skills such as creativity, expression,
and communication.
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IV
1b
the sources and the task. Underline the
6 a) Read
keywords and answer the questions.
b)
(See Answer Section)
College enrollment by field of study
SOURCE 1
11%
4%
Computer Science
Engineering
Business
Education and Media
Humanities
20%
44%
21%
History teaches
different perspectives
and 1) opens up
students’ minds to what
has happened in the
world.
Students learn about other
2) cultures and politics
which helps them
understand the world better.
Jack Trusey is quoted as
saying, “Humanities, such
as history and literature,
teach us a world view which
is essential knowledge in
today’s complicated world.”
Viewpoint 2
Supporting details
Learning history helps
improve 3) performance
in other academic
subjects.
For example, 4) transferable
skills, like research,
analytical and writing skills
learned in history class can
be used in 5) other classes.
Opposing Viewpoint
Supporting details
No practical knowledge
for the future 6) is
gained by learning
history.
74% of high school
students think they are not
taught enough applicable
knowledge for their future in
school. A subject like
history is a prime example
class as 7) irrelevant.
Argument against it
Supporting details
Through history class,
students learn about
8) past mistakes and
how 9) to avoid them in
the future
For instance, political
10) policies and decisions
that led to war.
LE
74% of high schoolers feel they do not learn enough
applicable knowledge for their future in school
– a recent survey
P
“Humanities, such as
history and literature, teach us a
world view which is essential knowledge
in today’s complicated world.”
– Jack Trusey, city councilman
M
SOURCE 3
SOURCE 2
- a recent report
Supporting details
Task Essay
Now, using the information from your answers in
7 Ex.
6, write your essay. Exchange your article with a
partner. Check each other’s piece of writing, using
the checklist below.
(See Answer Section)
S
A
Learning history in school is a waste of time. Do you agree
or disagree with this statement? Write an essay addressing
the topic and explain your opinion about it. Include at least
one piece of information given above to support your
response.
Y
6
Viewpoint 1
O
P
Do you agree or disagree with the statement?
Where in the essay will you present your opinion?
What style will you write in?
What viewpoints will you include?
Where will you include the information from at least
one source?
What is an opposing viewpoint? What is an
argument against it?
C
1
2
3
4
5
Listen to two people talking about whether
history should be taught in school or not.
Complete the table.
Check list
Is the essay written in formal
style?
Is there a clear presentation of
the topic and the writer’s opinion
in the introduction?
Is there a separate paragraph for
each viewpoint?
Does each main body paragraph
start with a topic sentence?
Is each topic sentence followed
by supporting details?
Are useful expressions/linkers
used to make the essay flow?
Is the information from at least
one source included?
Has the source(s) been
acknowledged?
Has the opposing viewpoint been
included in a separate
paragraph?
Has the writer argued against the
opposing viewpoint?
Is there a direct/indirect
restatement of the writer’s
opinion in the conclusion?
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Revision & Extension
Task 1 Proposal
Before you begin the writing task, it is important to
understand what is required in the task and keep specific
points in mind. See the table below:
Your local school board is planning to approve funding for a
large investment in technology in classrooms including
computers, IWBs, and 3D printers. Some teachers do not
think this is necessary. Write a proposal to the superintendent
of the school evaluating the different options and explaining
what you think should be done. Include at least one piece of
information given to support your response.
– are written to a person of
authority
– are a presentation and
evaluation of different
viewpoints on a specific
course of action
– include recommendations
on how to proceed
Task Keywords: evaluating
the different options/points
of view/opinions,
explaining what should be
done
– include a clear presentation
of the writer’s opinion on a
topic
– must have supporting details
for every viewpoint presented
– include an opposing
viewpoint and an argument
against it
Task Keywords: what is your
position/opinion on this issue,
do you agree or disagree, do
you support or oppose this
measure/idea
11%
5%
P
16%
Some people feel that conventional classroom-based
education is effective the way it is; while others feel that it is
time to teach with a more experiential hands-on approach
that would better prepare students for the working world.
Write an essay addressing the topic and explaining your
opinion about it. Include at least one piece of information
given to support your response.
b)Write sentences paraphrasing the information
presented in Source 1 and Source 2
acknowledging the source. (See Answer Section)
Read Model A on p. 105. Which task does it
2 a) answer?
Then answer questions 1-6.
LE
Areas of Education Requiring Improvements
Task 2 Essay
O
P
Opinion Essays
C
Proposals
(See Answer Section)
1
2
3
M
68%
80% of schoolteachers agree that interactive
instruction significantly improves overall learning.
S
SOURCE 2
A
– a recent survey
Teaching methods
Curriculum
Classroom technology
Other
– a recent news report
SOURCE 3
“Many job applicants lack
essential skills such as computer, problem
solving, and communication skills.”
– Jean Turner, Human Resources Officer at a private
investment firm
Y
Task Analysis of Proposals and Opinion Essays
Read the sources and the tasks. Underline the
1 a) keywords.
SOURCE 1
Writing (MODULES 3-4)
4
5
6
What is the writer’s opinion about the topic?
Highlight in the essay where it is presented.
What are the viewpoints supporting the writer’s
opinion? Circle them in the essay.
Which paragraph is the opposing viewpoint
presented in? What is the writer’s argument against
it?
Are the ideas presented properly linked? Underline
all the useful language and linkers. Replace them
with others. (see Useful Language box p. 101)
Has the writer incorporated information from at least
one of the sources? What language is used to
acknowledge the source?
Does the writer use topic sentences in the main
body paragraphs? Rewrite them in your own words.
b) Read Model B on p. 105 and answer the questions.
(See Answer Section)
1
2
3
4
5
6
What is the purpose of the proposal?
Who is the recipient of the proposal? Where does the
writer address them?
Does the writer make a recommendation? Highlight it.
Does the writer use future and hypothetical
constructions? Give examples from the model.
Has the writer incorporated information from at least
one of the sources? What language is used to
acknowledge the source?
What headings could the writer have included in the
proposal?
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Writing (MODULES 3-4)
MODEL B
MODEL A
Y
To begin with, more technology in the classroom will enhance
overall learning. Technology, such as computers, IWBs, and
apps, will make the lessons more interactive with students
participating and learning more. Data from a recent news
report indicates that 80% of teachers believe that interactive
learning activities greatly improve knowledge acquisition.
O
P
There are, however, concerns regarding how much funding
for technology is necessary. The benefits of technology could
be achieved without investing in equipment for every
classroom. Instead, needs can be prioritized and budgeted
carefully. Subsequently, the monetary investment required
would be considerably less.
C
Bearing this in mind, many people feel funding for other
educational areas is a higher priority. In fact, according to a
recent survey, 68% felt that teaching methods are in need of
improvements, whereas only 11% felt more classroom
technology was needed. Clearly, there are other areas that
also need funding.
Having taken into account different viewpoints, it is clear
that although technology is needed in the classroom, it is not
the only area that needs funding. The best course of action
would be to limit updating technology to some classrooms in
order to allocate funding for other educational areas. This
way, students will benefit fully from improvements at school.
M
P
LE
Education is one of today’s most highly debated
topics. Many assert that traditional classroom methods
are adequate, while others believe that we should place
more emphasis on experience-based teaching methods.
In my view, students would benefit greatly from a more
practical approach to learning.
Hand-on methods have many benefits. Firstly,
practical learning experiences can dramatically increase
learning. For instance, valuable skills are learned
quickly through internships or group projects. 80% of
schoolteachers believe that interactive approaches to
education greatly enhance learning, as stated in a recent
news report.
Practical experience would also impress any future
employer. Furthermore, experiential learning teaches
specific skills needed for employment that are not easily
taught in the traditional classroom approach. According
to Jean Turner, Human Relations Officer at a private
investment firm, “Many job applicants lack essential
skills such as computer, problem solving, and
communication skills.” By offering hands-on educational
activities and workshops, students will learn these
in-demand skills.
Practical methods still have their critics. There are
those who believe that the standard classroom based
approach to teaching is still adequate. However, in spite
of the fact that conventional teaching methods have been
effective, they need to be combined with more practical
training to meet the new demands of today’s world.
In the end, there is no doubt that young people need
more experiential learning in order to be better prepared
for the future. Today’s job market is very competitive and
education needs to adapt to the ever-changing world.
The intention of this proposal is to discuss the intended
course of action by the school board to invest in high-tech
equipment for classrooms and recommend further steps. As
the superintendent of our school, there are many different
aspects to this decision that you need to consider.
Read the prompts and the tasks. Underline the
3 a) keywords.
37%
73%
v ery little exposure to art and music
regular exposure to art and music
S
SOURCE 1
A
Average Results from a Cross Cultural
Awareness Test
SOURCE 3
SOURCE 2
– a recent comparative study
68% of people turn to the Internet for music,
art, and film
– a recent news report
“Our youth need more access to
cultural venues to help them appreciate
music and art.”
– Mark Steen, city councilman
Task 1 Proposal
Your city council wants to build a cultural center with an
exhibition area and a theater. Some council members do
not agree with this idea. Write a proposal to the Mayor
evaluating the different opinions on the issue and what you
think should be done. Include at least one piece of
information given to support your response.
Task 2 Essay
Young people today need more engagement opportunities
in art and music. Do you agree or disagree with this
statement? Write an essay addressing the topic and
explaining your opinion about it. Include at least one piece
of information given to support your response.
b)
Listen to someone talking about the
importance of art and music in society. Take notes
and list the important points that they raise.
(See Answer Section)
c) Using the ideas mentioned in the recording in
Ex. 3b, choose one of the tasks in Ex. 3a to write.
Include at least one piece of information from the
sources.
(See Answer Section)
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13a Doodle Diagnosis
Lead-in
1 What is the main purpose of this
passage? (global question)
a to talk about symbolic art
b to talk about personalities
c to describe what can be inferred
through idle drawing
d to describe how doodling relaxes
people
Reading
2 According to the second paragraph,
what would psychologists say is a
reason people doodle?
O
P
• Why do you think people doodle?
• When do you think people doodle the most?
• Do you doodle? When?
Y
a scribble, design, or picture that
we draw when we are bored or
thinking about other things.
a
b
c
d
3 In the sixth sentence of paragraph 2,
what word can replace capacity?
C
Read the passage below and answer the questions. Explain the words in
bold. Then, use each word in a sentence.
.(See Answer Section)
S
A
M
P
LE
Feeling fidgety in another long, boring meeting – what do you do? Probably grab a
pen and paper and indulge in some doodling. Who can blame you? Next time, though, take
a look at what’s left behind on the pad – you might be surprised by what you see.
Psychologists claim doodling provides fascinating insight into one’s personality.
According to them, doodling is a creative outlet 2 that reflects a person’s state of mind. For
example, arrows can represent ambition if they point upwards, perceptiveness if horizontal,
while arrows pointing in all directions may indicate an open mind. A person who doodles
straight lines is often a blunt, no-nonsense type who speaks their mind. Zeros and crosses
in a doodle are indicative of someone who is competitive while idealists often draw stars.
A five-pointed star is said to indicate driving ambition, while six reflects a capacity 3 for
concentration. Circles may indicate a daydreamer, 4 while boxes suggest a practical,
logical, and precise mind.
According to Swiss psychotherapist and researcher Carl Jung, when looking deeper,
some symbols and numbers have universal meaning. Typical examples include trees,
mazes, snakes, triangles, crosses, and fish. However, the way individuals use symbolic
expressions will depend upon their life and any subconscious conflicts they may be
experiencing. Analyzing symbols produced in a doodle can therefore sometimes reveal
meanings and insights that words cannot. 5
This is why many therapists use doodling or free drawing in their work with clients.
When analyzing a doodle or drawing, therapists look for signs, such as whether the
drawing covers the entire page or just a small corner, whether it is fluid and flexible or
rigid and tight. A good starting point is to have the client doodle for a while in order to relax
them, 6 and then to create a starting point for dialogue with the therapist asking the client
to talk about what they have drawn.
to assess their personality
to sharpen their focus
to ease subconscious conflicts
to release energy and express
themselves
a
b
c
d
experience
ability
habit
tendency
4 According to the passage, what
would a person who tends to have
their head in the clouds probably
draw?
a something circular on the page
b something rigid in a small corner of
the page
c a series of five-pointed stars
d a large zero with a cross on top of it
5 Why can simple sketches be useful in
understanding the inner mind?
a They are unique to each person.
b They are useful to calm people
down.
c They express the universal truths of
life.
d They can show unexpressed
feelings or experiences.
6 Why would a therapist utilize
doodling with their client?
a
b
c
d
to break up long sessions
to indulge them
to help them feel calm
to diagnose psychological problems
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13a
Vocabulary
3
4
5
6
7
8
correct item.
2 1CircleThethearticle
was .............. and full of interesting and
4
Harry didn’t get the job because he didn’t ............
himself as a leader.
a inflect
c perfect
b project
d detect
12
After many bitter disagreements, Susan became
............ woman who wanted revenge.
a an indicative
c a vindictive
b a suggestive
d an explicative
13
Despite her attempt to hide her feelings, the ............
imagery in Joan’s sketches revealed the truth.
a descriptive
c figurative
b denotative
d symbolic
14
They often don’t see eye to eye because Steven is a
hopeless romantic while Susan is a grounded ............ .
a idealist
c federalist
b capitalist
d realist
15
Jane looked at her friend with open ............ when
she realized he was lying.
a opposition
c hostility
b conflict
d disagreement
An intense feeling of despair was ............ by the
actors during the scene.
a conveyed
c manifested
b signified
d recorded
Listening, Speaking
& Writing
•
Billy walked around in a ………. of confusion after
he heard the news.
a haze
c maze
b blaze
d craze
The university has ………. policy concerning
plagiarism.
a a rigid
c a stiff
b a strong-willed
d an unyielding
A
5
John is ..............; he’s changed jobs three times in
the past year.
a crafty
c hasty
b fidgety
d flighty
P
3
11
M
2
The travel agent promises to please even the most
………. and demanding traveler.
a literal
c finicky
b formal
d shrill
LE
thought provoking arguments.
a fascinating
c delightful
b charming
d attractive
10
Roger is very ………. and logical and doesn’t make
decisions based on emotions.
a serviceable
c workable
b functional
d practical
S
6
7
His presentation on global warming was a ……….
confusing.
a tad
c cad
b pad
d lad
8
There’s nothing wrong with having ………. if it
pushes you to success.
a intention
c ambition
b aspiration
d selection
Y
2
Shapes such as a triangle or a maze can represent
different meanings.
Any subconscious stress can manifest itself
physically even if we think we are fine.
Howard is known for his keen perceptiveness and
ability to read situations.
The results of the social experiment indicate that
50% of the subjects started to doodle after 10
minutes.
Although Marie’s comments were true, Alex found
them to be very blunt and was offended by them.
The psychologist asked about her past to gain
insight into the kind of person Sally was.
Jill’s boss warned her that her work needed to be
more precise and accurate.
By joining the choir, Rob managed to find a(n) outlet
for his passion for music.
O
P
1
Holly is very health conscious and will only ……….
in junk food on special occasions.
a feed
c gratify
b spoil
d indulge
C
Fill in: outlet, perceptiveness, indicate, maze, insight,
1 subconscious,
precise, blunt.
9
•
You are going to hear an expert define what
different doodles mean. Take notes while listening.
Then in pairs, look at the different symbols of
doodles below, and define what each doodle means
according to what you have just heard. Tell the
class.
(See Answer Section)
1
2
3
4
5
6
Think!
Write a paragraph, expressing your
opinion on whether you believe these interpretations
of doodles are accurate. Read your paragraph to the
class.
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Grammar
Future tense (will/would) with a future meaning is
never used in if-clauses. However, will/would can
be used to express polite requests or insistence.
If you will come with me, I’ll show you where his
office is. (request)
If you will go on making a scene, I will have to call
security. (insistence)
verbs in parentheses into the correct tense.
1 1PutAsthelong
as you try (try) hard, you have nothing to
worry about.
If you hadn’t left the keys in the car, they would not
have stolen (not/steal) it.
3
If I were (be) you, I would pay (pay) more attention
in class.
If this dispute goes (go) to court, there will be
political turmoil.
5
If you had told (tell) me you were hot, I would have
turned on (turn on) the air conditioning.
6
If he doesn’t apologize (not/apologize), she won’t
speak to him again.
7
Suppose James had not helped (not/help) me, I
would never have succeeded.
8
If you will continue (continue) to be disruptive, you
will be dismissed from class.
9
If you will take (take) a seat we’ll see you shortly.
P
10 You won’t be productive unless you remain (remain)
focused.
M
Write the correct conditional sentences for the
2 following
situations, as in the example.
the items. Then write which conditional type
3 isMatch
used in each of the two parts of the sentence.
1 c I wouldn’t have registered for his class, (type 3)
2 d If he took the early train last night, (type 2)
4 a If you came to the party, (type 2)
a
A
I couldn’t do my homework because I didn’t pay
attention in class.
If I had paid attention in class, I would have been
able to do my homework
4
It’s raining so we can’t go to the beach.
If it wasn’t raining, we would be able to go to the
beach.
5
Sam hasn’t started painting so the room isn’t
finished.
If Sam had started painting, the room would have
been finished.
S
You’d better cut down on sugar.
If I were you, I would cut down on sugar.
It’s unlikely Ted will call but if he does tell him I’m in
a meeting.
If Ted should call, tell him I’m in a meeting.
you would have met everyone. (type 3)
b she would have gotten into medical school. (type 3)
c
if I didn’t think highly of Professor Montgomery. (type 2)
d he will attend the conference this morning. (type 1)
the correct answer.
4 1Choose
If I were you, I ............ attention to his sarcastic
comments.
a won’t pay
b shouldn’t pay
c don’t pay
d wouldn’t pay
2
I’m sure that if she knew the truth, she ............ me.
a would have told
c might have had told
b would be telling
d should be telling
3
You’d better see Doctor Marlen in case you ............
an infection.
a had
c have
b will have
d are having
4
Unless he ............ soon, we’ll have to cancel the
meeting.
a should arrive
b were to arrive
c is arriving
d arrives
5
Suppose Scott ............ the job in Canada. Do you
think he’d be happy?
a will have accepted
c will accept
b accepted
d would be accepting
6
If he had saved up money, he ............ a new car
now.
a will have
c would have
b has
d has had
You must study harder to pass the exam.
If you study harder, you will pass the exam.
3
6
A mixed conditional sentence makes use of one type
of if-clause and a different type of main clause.
If she were a better student (type 2), (general statement
which is not true), she wouldn’t have failed the midterm
exam (type 3), (so she failed the midterm exam).
LE
4
2
see p. GR185
3 b If she were more studious, (type 2)
2
1
Mixed conditionals
Y
see pp. GR184-GR185
O
P
Conditionals
C
13b
1b
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13b
1b
If you ............ the line, please, I’ll transfer your call.
a had held
c should hold
b held
d will hold
9
If I ........ been taken seriously, this misunderstanding
would never have happened.
a would have
c should have
b had
d were to have
10
............ put in any effort, you won’t be successful.
a Unless you wouldn’t
c If you don’t
b If you didn’t
d Unless you don’t
Inversion in if-clauses
see p. GR185
a you do know
b don’t you know
c you don’t know
d do you know
2
I’m sure he wouldn’t have reached that decision if he
............ what would occur.
a had known
c knows
b has known
d could know
3
Ever since Brenda moved to Spain, she hasn’t been
able to find many of the products that she ............
regularly.
a was used to purchase
b was used to purchasing them
c had used to purchasing
d used to purchase
4
LE
Should (type 1), were (type 2), and had (type 3) can
replace if in the if-clause. In these cases, the subject
and auxiliary verb are inverted. If Paul had known
about the meeting, he would have attended. Had Paul
known about the meeting, he would have attended.
the correct answer.
6 1Choose
Larry, ............ when the NBA finals start, do you?
Y
8
Review
O
P
Don’t put down a deposit for the house unless you
............ about buying it.
a are absolutely sure
b would be absolutely sure
c were absolutely sure
d will be absolutely sure
Brian’s performance in math would improve if he
............ a math tutor.
a is to hire
c had been hiring
b were to hire
d is going to hire
C
7
5
The company claims ............ branches across
Europe, but investors are skeptical.
a opening
c to open
b have opened
d to have opened
6
The concert will be performed ............ professional
musicians.
a with
c by
b from
d over
If you wish to receive further information, please
contact our Managing Director.
Should you wish to receive further information,
please contact our Managing Director.
7
Laura has a very high-powered job, so she ............
in applying for another one.
a does not interest
c is not interested
b is not interesting
d has not interest
2
8
Your bag is ............ mine, I absolutely love it!
a similar to
c the same to
b similar as
d same as
9
The content on this website is available to you
............ you agree to the following terms.
a unless
c otherwise
b in case of
d on condition that
10
“Would you mind ............ me a lift to the airport
tomorrow?” “No, not at all.”
a to give
c giving
b to be giving
d give
11
............, I’d notify the officials at once.
a If I weren’t you
c Be I you
b Were I you
d Unless I was you
12
Helen didn’t get the promotion ............ of the fact
that she was the most qualified.
a in spite
c although
b despite
d nevertheless
P
1
M
Rewrite the following conditional sentences using
5 inversion,
as in the example.
A
If he had had more experience in finance, he would
have definitely applied for that job.
Had he had more experience in finance, he would
have definitely applied for that job.
If it were not for his bad temper, he wouldn’t have
gotten fired.
Were it not for his bad temper, he wouldn’t have
gotten fired.
S
3
4
5
6
If I were president for a day, I would call a meeting
about homelessness in our country.
Were I president for a day, I would call a meeting
about homelessness in our country.
If he notifies the company, contact me immediately.
Should he notify the company, contact me
immediately.
If I had seen the proposal before the meeting, I
would have suggested it.
Had I seen the proposal before the meeting, I would
have suggested it.
17 New S&S ECPE Ts U 13.indd 109
109
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13c
1b
Exam Practice
Exam Tip
LISTENING Part 1
2 What does the man think about the location?
A. It has a diverse population.
B. It is an expensive neighborhood.
C. It is old-fashioned.
D. It has gotten worse recently.
3 What will the woman do?
A. sign up for a membership
B. take a tour of the establishment
C. book an exercise class
D. follow her own exercise plan
Y
A.
B.
C.
D.
sign an official document
look at a house
visit her attorney
fill in paperwork
the man suggests the woman
has to go to her lawyer and the
woman confirms it, this is the
correct answer.
10 What does the man say he wants to happen?
A. He wants to do something important with his life.
B. He wants to find a well-paying job.
C. He wants to be excited by a subject.
D. He wants to have a future in academia.
LE
4 What are the speakers discussing?
A. the preparations for the woman’s trip
B. the man’s duties in the house
C. the woman’s upcoming absence
D. the changing family dynamic
Example: What will the woman probably do later?
M: What are you up to today?
F: Well, I was hoping to sign the contract for the house but
the paperwork we filled out hasn’t been certified yet.
M: So, it’s a trip to the lawyer’s for you then, I guess.
F: You guessed right!
O
P
1 What does the woman suggest about Jenny?
A. She is working too hard.
B. She needs to knuckle down.
C. She is over cautious.
D. She needs to sleep more.
In Part 1, some of the conversations may result in one speaker
expressing their intention to do something. In questions which
ask What will (somebody) do/probably do later? underline the
keywords in the options and think about what the conversation
may be about. Then, while you listen, pay attention to both
speakers and not just the one the question is asking about.
Often, in this type of question, it is the other speaker who
raises the topic of the correct answer first with the person the
question is asking about confirming the answer.
C
In this part, you will hear short conversations. After each
conversation, you will hear a question about it. You will hear
each conversation and question once. The answer choices
are printed in the test booklet. Mark your answers on the
separate answer sheet, not in the test booklet. You should
mark A, B, C, or D. Do you have any questions?
P
5 What is the woman worried about?
A. making the wrong choice
B. not being able to do the job
C. not getting the position
D. disappointing her colleagues
A
M
6 Why does the woman mention her work?
A. to explain her decision
B. to justify her remarks
C. to show her knowledge
D. to excuse her leaving
S
7 What will the man probably do next?
A. pack his sports equipment
B. call about his cab
C. contact the airline
D. check in online
8 Why was the woman tardy?
A. She couldn’t find a taxi.
B. She overslept.
C. She had an accident.
D. She was caught in traffic.
9 Why is the man meeting his colleague?
A. to pass on work
B. to update her on a project
C. to recruit her for his team
D. to finalize his retirement
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17 New S&S ECPE Ts U 13.indd 110
11 How does the woman feel?
A. rushed
B. dizzy
C. frightened
D. worried
12 What do the speakers agree on?
A. the severity of the task at hand
B. the unexpected nature of the work
C. the improvement in the assignment’s parameters
D. the inappropriate timing of the imposition
13 What will the man probably do in the evening?
A. finish an assignment
B. meet a friend
C. attend an appointment
D. speak to the professor
14 What can be inferred about the woman?
A. She is from another country.
B. She has a medical condition.
C. She doesn’t get along with her neighbors.
D. She has anxiety about meeting new people.
15 Why does the man apologize to the woman?
A. He doesn’t have the item in a smaller size.
B. He mistook her for someone else.
C. He doesn’t like the clothing.
D. He is unable to assist her.
16 What item does the woman need?
A. the results of a previous experiment
B. a list of instructions
C. a video camera
D. an additional liquid
22/02/21 12:57
13c
1b
Exam Tip
Part 3
In this part, you will hear two segments from a radio program.
After each segment, you will hear six questions about it.
Before each segment begins, you will have time to preview
the questions that are printed in the test booklet.
Sometimes in Part 3, you will come across a question asking
about the speaker’s opinion. Make sure you read the questions
and possible options in the time allocated, and underline the
keywords and phrases. With questions asking What would sb
probably say about …/How does sb view ...? you should listen
for any phrases which indicate opinion such as I believe/I have
no doubt/It’s obvious to me/My point is/etc. but you should also
be aware that the opinion might not be stated explicitly but be
implied. You must, therefore, also listen for the meaning of what
is said and not just the actual words, and pay attention to the
register and tone of the speaker as this can be useful in
clarifying the answer.
Y
You will hear each segment twice. Then you will hear the
questions once. If you want to, you may take notes in your
booklet as you listen. Mark your answers on the separate
answer sheet, not in the test booklet. You should mark A, B,
or C.
O
P
Do you have any questions?
Look at the questions. Then listen to the second segment.
1 Why are sociologists interested in the island of Nauru?
A. to study the effects of industrial development
B. to study the benefits of technology on the
population
C. to study the financial rewards of progress
7 What does Brett Fraser say is the reason for the fall in
worker absenteeism?
A. They don’t want to incur a financial penalty.
B. Their symptoms aren’t noticeable.
C. They don’t believe they are contagious.
8 According to Dr. Glass, why are people more
susceptible to colds in the winter?
A. They are vulnerable to cold weather.
B. They spend less time outside.
C. They are less protected during this season.
LE
2 What does Dr. Bateman say about the deposits of
phosphate?
A. It is a tiring process trying to extract them.
B. They are mostly depleted.
C. Mining has taken 80% of them.
C
Look at the questions. Then listen to the first segment.
3 What is the Nauruans’ current diet associated with?
A. intensive farming that damages the soil
B. poor nutrition and health risks
C. exploitation of natural resources
P
4 According to Dr. Bateman, why is it unlikely that the
Nauruans will return to farming?
A. Farmland has long been destroyed.
B. It’s increasingly expensive.
C. It’s no longer profitable.
A
M
5 What would Dr. Bateman probably say is the greatest
challenge facing the islanders?
A. regaining their former way of life
B. repurposing the land left behind
C. finding another place to live
6 What is the main purpose of this report?
S
A. to inform listeners of an unusual destination
B. to present the results of a sociological study
C. to discuss the consequences of man’s ambition
(global question)
9 Why were children instructed to sneeze into their
elbows?
A. as hand washing is ineffective
B. as they are reluctant to use their hands
C. as previous advice was unhelpful
10 Which remedy was previously believed to be
ineffective?
A. vitamin C
B. zinc
C. Echinacea
11 How does Dr. Glass probably view old wives’ tales?
A. She is skeptical of their reasoning.
B. She is distrustful of their motives.
C. She is unsure of their popularity.
12 What is the main purpose of this report?
A. to discredit old ideas
B. to discuss a medical issue (global question)
C. to introduce a new treatment
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14a E-Philanthropy
Lead-in
1 What is the main idea of this
passage? (global question)
• Have you/your parents ever made
a donation? To whom? What for?
a
Young people make the most
interesting videos.
b Online systems help communities
and organizations.
c Cheaper video software supports
fundraising.
d People are willing to donate more
money when using the Internet.
Y
• Can you guess what
e-philanthropy might be? Here are
some words to help you …
DONATION
CHARITY
O
P
ONLINE
2 In the fourth sentence of paragraph 1,
which word could best replace amateur?
Reading
a
b
c
d
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
(See Answer Section)
subpar
incompetent
self-taught
unskilled
LE
C
3 According to the passage, what
occurred as a result of a cyclone in
southern Africa?
DONATE
TODAY
S
A
M
P
Social media is now an incredibly powerful tool that allows communities to
collaborate in ways that may have important implications for philanthropic foundations
and their work. Since social media platforms focus on helping people share information
in dynamic ways they can allow a charitable initiative to cover a vast user base. One
information revolution that is occurring in the area of digital video is micro content,
which allows anyone to create and share compelling short video clips called stories. The
widespread access to video cameras via smartphones has led to an exciting explosion
of amateur 2 video production, particularly by young people. Digital video serves as a
powerful vehicle to help communities and nonprofit organizations spread the message
about the work they are doing and the challenges they are facing.
The Internet also offers more than just marketing and video it also offers exciting
fundraising opportunities. For example, the enormous challenges following the California
Wildfires and Cyclone Idai in southern Africa were met with outpourings of generosity
from online donors. 3 In fact, a recent survey found that Americans gave nearly $450
billion to charities online that year. Millennials are doing their part online, which is where
they prefer to give. Last year, 84% of millennials donated to charities. On average, they
donated to 3 charities and gifted a total of just under $500.
As the scale of e-philanthropy has grown, more sophisticated online tools for
facilitating that giving have emerged. Sites such as VolunteerMatch and Idealist have
created sophisticated online systems for connecting philanthropists with potential
recipients. 4 Such advanced online matching tools could help community foundations
assist their donors 5 in finding organizations working on the issues they 5 care most
about, connecting and pooling funds with peers interested in similar issues, and
facilitating fast and easy philanthropic transactions. Not all new technologies will be
valuable for all foundations, but it is likely and perhaps certain that many will be. 6 These
tools will change how philanthropic communities define themselves, come together to
address issues, and help change the world.
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18 New S&S ECPE Ts U 14.indd 112
a
Americans donated nearly half a
trillion dollars.
b Many people donated money over
the Internet.
c Three charities formed on aid
alliance.
d 84% of millennials pitched in to help
by donating money.
4 Why is VolunteerMatch mentioned in
the text?
a
to provide an example of a website
providing matching tools
b to encourage the reader to donate
to philanthropic communities
c to argue against the development of
sophisticated fundraising software
d to promote the use of technology in
disaster zones
5 In the third sentence of paragraph 3,
what does they refer to?
a
b
c
d
matching tools
community foundations
prospective donors
peer groups
6 What does the author imply about
online tools?
a
All online services will be used by
charities.
b Reluctance to use them limits their
input.
c They have replaced all other
fundraising.
d The majority will prove beneficial for
charities.
22/02/21 12:58
14a
7
Rachel thinks the lack of health care in developing
countries is ............ absurd with all the wealth in the
world today.
a solely
c utterly
b barely
d scarcely
8
The government is ............ with various
organizations to help bring an end to poverty.
a concurring
c mediating
b coinciding
d collaborating
9
The new app ............ the exchange of ideas
between charities and backers.
a dispatches
c hurries
b facilitates
d reuses
Fill in: implications, emerged, foundation, scale,
1 millennials,
pool, recipients, compelling, transactions,
charity.
The president gave a heartfelt speech in the
war-ravaged region to ............ morale among
citizens.
a bolster
c develop
b tote
d breed
11
The spokesman for the aid workers has a ............
heart and is determined to help.
a portly
c dynamic
b durable
d stout
C
10
12
LE
A rise in unemployment can have devastating
implications for the economy.
2 Many donations are made through online transactions
these days.
3 That organization helps the needy on a small scale,
as they only have eight employees.
4 The parents’ association is holding a charity event to
raise money for good causes.
5 After her mom’s death, Eleanor established a
foundation in her name to raise awareness about
Alzheimer’s disease.
6 The online system matches donors with potential
recipients of aid.
7 A large percentage of young people, especially
millennials, donate to charity.
8 A lot of interesting ideas emerged from our
brainstorming session this morning.
9 Social media allows really compelling content like
video and interactive quizzes.
10 The engineers decided to pool their resources in
order to come up with a viable solution.
O
P
1
correct answer.
2 1CircleThetheseats
at the charity event were ............ for Mr.
13
Lewis after his assistant called the venue.
a preserved
c reserved
b commissioned
d occupied
P
The movie’s plot was …………. based on the real life
story of a famous philanthropist.
a slackly
c loosely
b limply
d freely
•
The spokesperson for the organization ………… the
statement and apologized publicly.
a retracted
c distracted
b subtracted
d attracted
S
4
5
The politician was asked to ………… the problem
the country was having with hurricanes.
a attend
c address
b undertake
d hail
6
The charity group promotes ............ among its staff
members, meaning it employs people from a variety
of backgrounds.
a adversity
c generosity
b diversity
d necessity
Marie made ............ effort to help the poor in her
neighborhood.
a an ostentatious
c a conscientious
b a materialistic
d an unconscious
The foundation ............ praise upon the visiting
community leaders for their charitable work.
a devoted
c apportioned
b threw
d lavished
Listening, Speaking
& Writing
A
3
The CEO ............ himself in his work and refused to
stop until he had figured out a solution to the
problem.
a inundated
c emanated
b immersed
d emerged
M
2
Y
Vocabulary
Listen to two people talking about the
advantages and disadvantages of e-philanthropy
and complete the table. Listen again. How do they
support their points?
(See Answer Section)
Advantages
Disadvantages
• can make a donation
from wherever you are
• only bank cards can be
used to make a
donation
• sites can be developed • you don’t really know if
on a small budget
money goes directly to
a charity
se the completed table to talk about the
U
advantages and disadvantages of e-philanthropy.
•
Think! What is e-philanthropy? Are you in favor
or against it? Write a short paragraph about it.
Read your paragraph to the class.
(See Answer Section)
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Exam Practice
2. Hours before the magazine goes to print, the office is a
____ of activity.
A. dive
B. jive
C. drive
D. hive
3. The ____ caused by the accident left him with a scar
across his cheek.
A. gash
B. gouge
C. split
D. tear
12. She was at her ____ end and finally decided to call the
police to file a missing person’s report.
A. brain’s
B. wits’
C. senses’
D. nerves’
13. Barbara had little ____ for housework and hired
someone to do it for her on a weekly basis.
A. inclination
B. inhibition
C. inquisition
D. intuition
14. After years of eating poorly, Bob had a serious vitamin
____ that was taking its toll on his body.
A. shortage
B. deficiency
C. scarcity
D. sufficiency
LE
4. The supply list calls for two hundred sheets of ____
paper which they will use for printing.
A. lacerated
B. perforated
C. creased
D. punched
11. Madison’s ____ dazzled the producers and she was
given the role.
A. exaggeration
B. excessiveness
C. exhilaration
D. exuberance
Y
1. Cameron’s ____ behavior is starting to worry his
company. They are thinking of confronting him to see if
anything illegal is happening.
A. sporadic
B. amiable
C. unorthodox
D. lucid
10. Sara spread ____ rumors about her classmates and
ended up getting suspended from school.
A. jovial
B. prudent
C. benign
D. malicious
O
P
VOCABULARY
C
14b
1b
P
5. Mark worked ____ for weeks to complete his science
project for the fair and won first prize.
A. ardently
B. exclusively
C. incompatibly
D. repeatedly
M
6. Thanks to her ____ memory, Claire was able to win the
quiz and take home the prize money.
A. absorbent
B. retentive
C. receptive
D. attentive
S
A
7. We spent the cold evenings ____ around the campfire to
keep warm and ward off the chill in the air.
A. clustered
B. clumped
C. huddled
D. flocked
8. Ms. Hobbes was a great forensic scientist with an ____
mind that made light work of any problem.
A. incisive
B. inattentive
C. incidental
D. incredulous
9. The affluent businessman drove up in his ____ new
Porsche and everybody looked on in envy.
A. silky
B. sleek
C. cushy
D. smooth
15. Mrs. Botwin is a very ____ person who always gets her
own way.
A. hardened
B. irreversible
C. purposeful
D. stubborn
16. After he had been on a sugar-free diet on several weeks,
Phil still ____ dessert after dinner.
A. yearned
B. craved
C. hungered
D. coveted
17. The cold weather caused the flowers to ____ up and die
and the garden looked brown and miserable.
A. wither
B. wane
C. shrivel
D. wilt
18. Marissa has a ____ for solving puzzles and easily found
a way out of the escape room in record time.
A. knack
B. tack
C. lack
D. flack
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14b
1b
28. Even though he claimed not to be nervous, his ____
behavior revealed how anxious he really was.
A. hyper
B. impatient
C. twitchy
D. excitable
20. I think Academy Award winner Russell Crowe is a great
actor because he is very ____ .
A. all-purpose
B. elastic
C. versatile
D. all-around
29. With the drop in sales, the company decided to ____
their budget for next year.
A. clip
B. prune
C. snip
D. trim
21. Joanna’s organizational skills proved to be a great ____
for the project.
A. asset
B. benefit
C. talent
D. ability
30. Jackie O, the former first lady of the USA, was
considered to be the ____ of grace.
A. tenacity
B. illustration
C. congeniality
D. epitome
22. Well, the ____ is that we found a discount price on the
airfare, but we have a three-hour layover in London.
A. shoot-up
B. upshot
C. offshoot
D. upshoot
31. This novel, although highly publicized as a ‘great read’
was extremely boring and ____ of any intrigue.
A. deficient
B. devoid
C. drained
D. deprived
O
P
C
32. Eating at your desk in the office is not forbidden, but it
is ____ upon even though everyone does it.
A. frowned
B. gawked
C. stared
D. glanced
LE
23. The painting had rich colors and was filled with ____
patterns and designs that dated from the 15th century.
A. intrusive
B. interleaved
C. indigent
D. intricate
Y
19. Niki ____ her brain trying to remember where she had
parked her car but to no avail.
A. tortured
B. raked
C. vexed
D. racked
33. The film director has agreed to help create a ____ to the
blockbuster movie.
A. continuation
B. postscript
C. sequent
D. sequel
25. The bird built its nest in the ____ of an elm tree and we
were able to see the fledglings in the spring.
A. crater
B. cavity
C. furrow
D. bunker
34. Billy was nervous when meeting his girlfriend’s family for
the first time and kept ____ on about his work.
A. quibling
B. babbling
C. dribbling
D. nibbling
26. Mitchell was accused of ____ with police evidence and
was sentenced to three years in jail.
A. intruding
B. bribing
C. tampering
D. diversifying
35. The gymnasium was turned into ____ fairyland for the
school dance.
A. a baffling
B. a comforting
C. an enchanting
D. a trusting
27. William decided to ____ his golf tournament to spend
time with his family.
A. forgo
B. bestow
C. overthrow
D. forsake
36. A bad smell ____ in the area after the forest fire.
A. dawdled
B. drifted
C. lingered
D. stumbled
S
A
M
P
24. The clerk clearly ____ that we must have all the forms
processed before applying for a license.
A. stipulated
B. enunciated
C. invigilated
D. circulated
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Exam Practice
Now you will hear the first talk. Look at the questions.
LISTENING Part 2
Listen to a student giving a presentation about a place he
visited.
3 Why is the speaker most likely discussing his vacation?
A. The class in doing a project on the site.
B. They are going on a school trip there.
C. It is part of a class assignment.
D. No one else in the class has been there.
4 What does the speaker say about the people who built
the cliff houses?
A. They constructed cliff houses to hide from their
neighbors.
B. They moved away after living on the site for only a
century.
C. They were originally from south of the border.
D. They chose the site because it was near water.
5 What does the speaker say about the president?
A. He discovered the site.
B. He used to be a photographer.
C. He protected the history of the site.
D. He wanted to visit the site.
6 What will the speaker probably do next?
A. answer some questions
B. show some photographs
C. talk more about the site
D. play a video
S
A
M
P
LE
In this part, you will hear three short talks. After each talk, you
will hear six questions about it. Before each talk begins, you
will have time to preview the questions that are printed in the
test booklet. You will hear each talk and the questions once.
If you want to, you may take notes in your booklet as you
listen. Mark your answers on the separate answer sheet, not
in the test booklet. You should mark A, B, C, or D.
Do you have any questions?
2 What difference between the topside site and the cliff
dwellings does the speaker mention?
A. They were made out of different materials.
B. They were built at different times.
C. They were occupied by different tribes.
D. They were built by different ethnic groups.
Y
In this part, you may come across a question asking you
to determine the speaker’s intention. Questions asking
What will the audience/speaker do next?/What will next
week’s talk/seminar/podcast/etc. probably contain?
require you to listen carefully to the text as a whole as the
correct answer may be mentioned anywhere in the text
and then alluded to again at the end. It is therefore
important to read all the questions and options before
you listen to prepare you for what you will be listening to.
1 What is probably true about the speaker?
A. He had never been to the site before.
B. He goes to Colorado every year with his family.
C. He doesn’t know the people in his audience.
D. He has not prepared for his presentation.
O
P
Exam Tip
C
14c
1b
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14c
1b
Now you will hear the second talk. Look at the questions.
Now you will hear the third talk. Look at the questions.
Listen to a podcast about saving money.
Listen to a lecture about psychology.
13 What does the speaker imply about the audience?
A. They all have behavioral issues.
B. They are all fellow psychologists.
C. They are all on a diet.
D. They are all his students.
8 What is probably true about the speaker?
A. She runs a thrift store.
B. She has a lot of thrifty friends.
C. She buys a lot of secondhand clothes.
D. She only buys vintage clothes.
14 According to the speaker, what can people on a diet do
to help them eat healthily?
A. dine with friends
B. use a behavioral technique
C. eat from a small plate
D. avoid dinner parties
O
P
A. They are inherent.
B. They stay with us.
C. They can be eradicated.
D. They affect us every day.
16 What behavioral attribute did Pavlov observe?
A. Most people have classic habitual actions.
B. Habits are learned from what’s going on around a
person.
C. Not all daily habits can be addressed by
conditioning.
D. Conditioning only works under specific circumstances.
LE
10 What does the speaker suggest about buying
secondhand furniture?
A. It is not a good idea to buy used.
B. It can make you money in the long run.
C. It has to be cleaned thoroughly.
D. It is easier to find than used clothes.
15 What does the speaker say about bad habits?
C
9 What warning does the speaker give when shopping for
footwear?
A. Buying the wrong thing can affect you physically.
B. Secondhand items are often not well looked after.
C. Problems arise with items that have not been cared
for.
D. It is difficult finding the right size with secondhand
items.
Y
7 What is the speaker’s main purpose?
A. to offer advice on how to spend less
B. to sell secondhand products
C. to talk about the value of products
D. to appeal to listeners on behalf of a charity
17 What does the speaker say about a person’s
environment?
A. It may set off the bad behavior.
B. It can point to how the behavior started.
C. It can affect behavior to a varying degree.
D. It seems different after analysis.
12 What does the speaker mean when she says:
A. If you don’t shop around, you can end up spending
a lot of money.
B. You have to pay a lot to get high quality goods.
C. Great bargains can be found all over the place.
D. Being informed can get you amazing top grade
items at reasonable prices.
18 What is the main purpose of the talk?
A. to provide feedback on previous work
B. to introduce the audience to a famous psychologist
C. to highlight the audiences’ negative behavior
D. to provide background for an assignment (global
question)
S
A
M
P
11 What will next week’s podcast probably include?
A. the value of paying in cash
B. news of currency exchange rates
C. the ins and outs of in-store offers
D. pointers for how to care for coins and notes
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15a The Aging Homeless
Lead-in
1 What is the main purpose of the
passage? (global question)
• What do you think are the reasons
that some people end up living on the
streets?
to persuade the government to
provide more funding
b to encourage the aging homeless
population
c to report the findings of a study that
reaffirms experts’ beliefs
d to inform the reader about the
progress in supplying housing for
the homeless
Y
Think! Imagine you are the person
in the picture. Describe a typical day in
your life. How do you feel? How would
you like it to be different?
O
P
•
a
Reading
2 According to the passage, what did
researchers discover?
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
(See Answer Section)
S
A
M
P
LE
C
According to a recent study of chronic homelessness
in the United States, the majority of the homeless
people on New York City’s streets have been there for
decades and have never left. 2 Without proper care,
they soon will start crowding hospital emergency
rooms and dying in large numbers. The finding – which
the researchers say is reflected 3 in other cities like
Boston, Chicago, and Los Angeles – is sure to give
added impetus to initiatives in New York and elsewhere
to create more programs that combine permanent
housing and social services for residents under the
same roof. Without such supportive housing programs,
the aging homeless are likely to experience rapid health
decline and death.
Researchers also surveyed homeless shelters in
New York City and found that over the last 15 years, the
number of homeless people aged 55 and older has
increased by 250%. Moreover, those aged 65 and older
increased by 300%. Researchers believe that unless
steps are taken to curb these staggering statistics, the
number of homeless people aged 65 and older will
triple again in the next 10 years. 4 Exacerbating the
situation is the fact that these elderly people have
endured hard-time street years which takes its toll on
the body, manifesting itself in medical ailments typically
seen in people 20 years their senior due to the physical
wear and tear. 5
Local and national homelessness experts said the
study confirms their long-held belief that the homeless
population is aging at an alarming rate and that the
national movement to create supportive housing is a
move in the right direction. Recently the governor of
the state of New York announced a 5-year plan backed
by $20 billion in funding to help tackle the problem of
homelessness in New York. While the financial
commitment looks promising, the specific programs
and how they are implemented will require review. 6
That being said, this is a step in the right direction that
the other 49 states should take notice of.
a
118
19 New S&S ECPE Ts U 15.indd 118
Chronic homelessness is the worst
in New York City.
b Some people have been on the
streets for a very long time.
c The homeless are presently dying.
d The majority of the homeless are
consistently entering the hospital.
3 In the third sentence of paragraph 1
which word can best replace reflected?
a described
b illustrated
c defined
d considered
4 What did the study of homeless
shelters show?
a
The older people get, the less likely
they are to be homeless if they have
a supportive housing system.
b The median age of the homeless
decreases every fifteen years due to
the use of social services.
c People between the ages of 55 and
64 are at the greatest risk of
becoming homeless.
d A decade from now, the number of
homeless people 65 and older will
have increased by more than double.
5 According to the passage how does
being homeless impact a person?
a
b
c
d
It ages them prematurely.
It decreases their mental health.
It leads to an early death.
It makes them less likely to seek help.
6 What does the author suggest about
the governor of New York’s plan?
a They think it is not sufficiently funded.
b They believe it is based on another
state’s plan.
c They are curious what the other
states think of it.
d They would like to see how it will be
carried out.
22/02/21 12:59
15a
Vocabulary
8
Bearing a ............ resemblance to his sociology
professor, Jack is often mistaken for him.
a striking
c disturbing
b stirring
d distressing
9
............ across the community indicated that the
welfare administrator was not popular.
a Ballots
c Reviews
b Surveys
d Tallies
Fill in: findings, impetus, initiative, residents, supportive,
1 services,
decline, survey, homelessness, care.
1
2 Circle the correct answer.
Y
O
P
11 The civil rights ............ in the U.S. has always strived
for equality among all individuals.
a proposal
c movement
b measure
d momentum
C
12 The city is building a new homeless ............
downtown.
a housing
c asylum
b accommodations
d shelter
Listening, Speaking
& Writing
The charity’s solution to the terrible living conditions
so many people have to endure, ............ serious
consideration.
a affirms
c verifies
b upholds
d warrants
2
The men were given some warm clothes and ..........
to get by with for the night.
a wear and tear
c fun and games
b trial and error
d odds and ends
3
A ............ effort has been made to solve the
problems of poverty and unemployment faced by
inner-city residents.
a compact
c compressed
b concentrated
d condensed
•
M
P
1
Traffic ............ the streets as union workers
protested for higher wages.
a swarmed
c congested
b flocked
d congealed
5
Let us hope the new project will provide a ............
solution for low-cost housing.
a perennial
c persistent
b permanent
d pervasive
7
The rundown nursing home caught the media’s
attention when the elderly became ............ in their
complaints.
a social
c moral
b focal
d vocal
19 New S&S ECPE Ts U 15.indd 119
✗
✗
✓
✓
✓
✓
lack of housing for the aging homeless
hospitals will soon become crowded
shelters can provide necessary housing
shelters can provide specialized health care
aging homeless have poor health from street life
the city can create an example for others to follow
Useful Language
Only after having ............ the apartment did the
public health official deem it unfit to live in.
a inspected
c overseen
b inquired
d revealed
6
Listen to someone explaining why it is important
that a retirement shelter be built for the aging
homeless in his community. Which of the ideas
below does he mention? What reasons does he
give to justify each point?
(See Answer Section)
• Imagine you have been given the opportunity to
speak before the board of directors of a charity
foundation about the topic. Use ideas from above
as well as the expressions in the box to give a
two-minute speech. Start like this: Dear Members of
the Board, I am ... and I work ... (See Answer Section)
S
A
4
10 For a ............ moment, Jane dreamed of a world of
peace and prosperity for everyone.
a brief
c rapid
b brisk
d swift
LE
Many industries have had to downsize due to
economic decline.
2 New supportive housing can offer assistance and
help the homeless get off the street.
3 Given the findings in this report, low-income families
need more engagement from the mayor’s office.
4 The neighborhood has social services such as
childcare assistance and support for the disabled.
5 The impetus for Sue to become a social worker was
her father’s work with the homeless.
6 Without proper care and medical aid, homeless
people can become seriously sick.
7 Students donated food and clothing to local
residents of a nearby shelter.
8 The new charity initiative offers a soup kitchen to
feed the homeless.
9 The mayor announced that the city is opening new
shelters to help solve the problem of homelessness.
10 During demographic studies researchers often
survey residents in their target area.
• I would like to express
my concern about …
• One useful suggestion
would be …
• It would be a good
idea if …
•
• I would also like to
add …
• By this I mean that …
• This results in …
• In conclusion …
Think! What would you do to help homeless
people? Write a few sentences on the topic. Read
your sentences to the class.
(See Answer Section)
119
22/02/21 12:59
15b
1b
Wishes
Grammar
see pp. GR185-GR186
the correct tense.
2 1Underline
It’s time you had paid/paid your grandmother a visit.
Supposing you got/had gotten an invitation, would
you have gone?
3 If only I had had/had a better job. I hate working at
this restaurant.
4 I’d rather not apply/had applied for a loan because
I won’t be able to pay it off.
5 You’d better ace/to ace the test tomorrow or your
parents will be very upset.
6 If only you told/had told me sooner about the dinner
party; I wouldn’t have made other plans.
7 I think you’d better go/going before you cause any
more trouble.
8 I prefer to not/not to drink anything with my meal.
9 Suppose you had failed/failed, what would you tell
your parents?
10 It would have been much better if you handled/had
handled the situation differently.
11 Thanks for offering to help out, but I’d rather do/
have done it by myself tomorrow.
12 Sarah described Paris as though she were/had
been there before.
13 I’d rather Brian didn’t take/hadn’t taken my biology
notes yesterday.
2
Y
With wish and if only, we use the simple past to refer
to the present and the past perfect to refer to the
past. I wish I were at home right now. (but I’m not) –
I wish I had left earlier yesterday. (but I didn’t; regret)
“You look exhausted. Didn’t you get any sleep last
night?”
“No. I really wish that dog ............ all night long.”
a didn’t bark
b wasn’t barking
c wouldn’t have been barking
d hadn’t been barking
3
“If only Sam ............ the surprise last night!”
“I know. What a shame that was.”
a hadn’t spoiled
c wouldn’t spoil
b didn’t spoil
d couldn’t spoil
“I wish I ............ on the beach!”
“I know. It’s a gorgeous day today!”
a had been
c was
b would be
d have been
“You’re always daydreaming! I wish you ............ on
what I’m saying!”
“I’m sorry.”
a concentrate
c can concentrate
b would concentrate
d should concentrate
A
6
P
5
“I wonder what’s wrong with Timothy.”
“Yeah. I wish he ............ to us.”
a will open up
c would open up
b will be opening up
d were opening up
M
4
LE
2
C
situation our company is facing right away.”
“I’ll see to it immediately.”
a being informed
c to inform
b to have been informed
d to be informed
O
P
the correct answer.
1 1Choose
“Mr. Matthews wishes ............ about the financial
S
Unreal Past – Prefer – Would Rather
– Had Better
see pp. GR186-GR187
Different constructions can be used with it’s time,
with similar meanings:
• It’s time + to-infinitive (when time has come to do
sth). It’s time to go to bed now.
• It’s time for + object + to-infinitive (to say sth is
urgent/important). It’s time for us to go to bed
now.
120
19 New S&S ECPE Ts U 15.indd 120
Relative Clauses
see pp. GR187-GR188
We can replace where with a preposition followed
by which. In informal English, this preposition is
placed at the end of the sentence. The town where/
in which I grew up is very small./The town which I
grew up in is very small. The same can be done with
when. That was the year when/in which I got
married./That was the year which I got married in.
For each of the following sentences, decide whether
3 the
words in bold can be omitted for the sentence to
remain correct.
1
2
3
4
5
6
7
8
9
10
The necklace which was found in the office belongs
to Cynthia.
The place where we had our honeymoon, Venice, is
a city where you can enjoy historic architecture.
The woman who is standing in the corner is my sister.
Congress, which is made up of lawmakers, passes
laws.
Robert Humphreys, to whom this package is
addressed, has changed residence.
The approach which has been adopted is not practical.
Andrea, whose behavior has been exemplary so far,
will be considered for a promotion.
The village which we stopped for lunch in was pretty.
The candidate who was proposed for election is
popular.
The facility which I used for the conference is fantastic.
24/02/2021 11:06
15b
1b
Review
see p. GR188
the correct answer.
5 1Choose
I wish we ............ a bigger car.
a would afford
b could afford
The department in ............ she works promotes and
funds health care services.
a which
c where
b that
d whom
3
I ............ Craig’s supervisor tomorrow morning.
a see
c am about to see
b will have been seeing d am seeing
5
Tony acts as if he ............ the company.
a owns
c could own
b would own
d will own
6
Calculators are not allowed ......... during the exam.
a to be used
c to be using
b for using
d to use
7
Jake admitted ............ on the manager’s telephone
conversations.
a to eavesdrop
b on me eavesdropping
c of eavesdropping
d to eavesdropping
8
Brian has worked ............ for that promotion.
a hardly
c hard
b in a hard way
d harder
Nathan washed the car after he ............ mowing the
lawn.
a had finished
c will finish
b has finished
d finishes
9
The number of protesters ............ estimated at
about 10,000.
a there are
c there is
b is
d are
Please remember to turn off your computer before
you ............ .
a left
c would leave
b will leave
d leave
10
Peter decided that ............ he would apply for
medical school and follow his dream.
a come what may
c it may come
b what comes
d what may come
c has come
d came
He ............ painting the living room before Tuesday.
a won’t have finished
c won’t be finishing
b isn’t finished
d isn’t finishing
3
We saw him leave just as we ............ the building
this morning.
a enter
c entered
b entering
d would enter
4
I’ll give her the message as soon as she ............
here.
a is getting
c gets
b would get
d will get
5
I’m not exactly sure when the announcement
............ .
a is made
c is having been made
b will be made
d made
S
A
M
P
LE
2
C
............ about the problem earlier, he would’ve
contacted the authorities.
a If he know
b Had he known
c Have he known
d If only he could know
............ in.
a had been coming
b would come
7
2
4
the correct answer.
4 1Choose
Sheila stormed out of the room the moment Ted
6
c will afford
d can afford
O
P
We never use a future tense in a future time clause;
instead, we use a present tense. I’ll cook dinner as
soon as I’ve finished washing the dishes. (NOT: … as
soon as I will finish washing the dishes.)
Compare:
• when (time conjunction) + present tense. When I
see John, I will tell him you called.
• when (question word) + present tense or future
tense. When will you finish the report?
Y
Time Clauses
8
Every time the basketball player ............ a jump
shot, the fans went wild.
a had been making
c has made
b was making
d made
11
It’s advisable that you ............ a new permit as soon
as possible.
a to request
c be requesting
b request
d will request
9
Whenever I’m in that chat room and I ............ to
reply, I get logged out.
a am trying
c try
b would try
d will try
12
I am sorry ............ of her severe illness.
a for hearing
c hearing
b to hearing
d to hear
13
How often ............ your hair dyed?
a have you
c do you have
b are you having
d you have
10
The next time Laura ............ , we’ll all go snorkeling.
a visits
c will visit
b visiting
d will have visited
121
19 New S&S ECPE Ts U 15.indd 121
24/02/2021 11:06
Exam Practice
answer the following questions.
1 •In pairs,
Do you enjoy listening to music?
•
•
Do you have a favorite singer/band?
How can famous musicians help charities?
(See Answer Section)
Stage 2 • Explaining and
Recommending (5-7 minutes)
Exam Tip
In stage 2, you are not required to memorize the
information exactly, but it is wise to take notes.
Remember you are not allowed to see your partner’s
information sheet so listen carefully to what they say
and ask them to repeat something if you are not sure.
Test taker 2: Use your information sheet (p. 204) to explain
your options to test taker 1.
Test taker 1: Which one of those options do you think is
the best? Make a recommendation to test taker 2. Just
say the name.
Test taker 1: Which one of your own options is the best?
Tell test taker 2. Just say the name.
Test taker 2: Which one of your own options is the best?
Tell test taker 1. Just say the name.
Model Interview
3
P
LE
2
The two of you are on the human resources team of
a philanthropic organization that would like to
promote someone from within the organization to
the position of vice president. You are on the
selection committee and the president of the
foundation has asked for your help in recommending
a nominee. The information sheets in the Speaking
Appendix describe the various proposals. Use the
information sheets to do the task. While listening to
your partner, you may take notes but you are not
allowed to see your partner’s information sheet. Use
the language in the table below to help you.
Test taker 2: Which one of those options do you think is
the best? Make a recommendation to test taker 1. Just say
the name.
Y
Stage 1 • Giving personal information
(3-5 minute conversation)
Test taker 1: Use your information sheet (p. 203) to explain
your options to test taker 2.
O
P
SPEAKING
C
15c
1b
M
(See audioscript for Stage 2 Model Interview as an example.)
Introducing Information & Listing Points
S
A
• Firstly, …/First of all, …/Firstly and most importantly,
…/To begin with, …/The first candidate for promotion
(is) …
• Secondly, …/Then, …/Another of …’s strengths is …/
After that, …/Most importantly, …/On top of that, …/
Following that, …/As far as … is concerned, …/Another
interesting thing about the candidate is …/In addition
…/Additionally, …/Moreover, …/What’s more, …/Other
advantages include …/The next important quality …/
Finally, this candidate also …
• His/Her/The only drawback is …/The only negative
comment made about …is …/Unfortunately, though,
…/…’s only shortcoming is …
isten to two test takers doing Stage 2 and
L
answer the questions.
•
•
Which option did each test taker recommend?
Which one of their own options did each test taker
choose?
(See Answer Section)
Stage 3 • Consensus Reaching
(5-7 minutes)
Exam Tip
In stage 3, it is important to include your partner in the
discussion by inviting them to speak and respond to your
comments. Remember you are having a conversation
with someone, not making a long speech in defense of
your chosen option.
Now work in pairs. Compare and contrast the
4 options
you have each chosen. What are the
advantages and disadvantages of each? Which is
the best option? Reach a consensus. Use the
language in the table to help you.
(See audioscript for Stage 3 Model Interview as an example.)
122
19 New S&S ECPE Ts U 15.indd 122
22/02/21 12:59
15c
1b
•
•
•
•
•
•
•
•
This is (largely) due to the fact that …
This is important because …
We can’t overlook the fact that …
The (main) reason for/behind this is … .
I feel strongly about this because …
I feel this way because …
Another significant reason for my choice is …
Let’s not forget (that) …
Giving Examples
• … for example, …/… for instance, …
• … such as …/namely ...
• Also, …/Furthermore, …/What’s more, …/In addition, …
Consensus Reaching
Model Interview
5
M
isten to two test takers doing Stage 3 and
L
answer the questions.
•
•
Which option did the test takers choose?
What reasons did they give?
(See Answer Section)
A
Stage 4 • Presenting and Convincing
(5-7 minutes)
In pairs, prepare a formal presentation of your
chosen option. In this stage you can look at the
information sheet together. Give two reasons each
to support the option and explain why these reasons
are important. Use the language in the table in the
next column to help you.
S
6
7
isten to two test takers doing Stage 4 and
L
answer the questions.
•
•
What are the reasons each test taker gives?
How do the test takers support each reason?
(See Answer Section)
Stage 5 • Justifying and Defending
(5-7 minutes)
In pairs, take turns taking on the role of the
8 president
and express concerns about the chosen
option while your partner justifies and defends the
decision. Then switch roles. Use the language in the
table to help you.
(See audioscript for Stage 5 Model Interview as an example.)
LE
We both agree that the best candidate for … is …
So, when it comes down to it, we’re left with …
What it comes down to is …
It seems that we both feel/agree …
So we’re in agreement?
We both agree on …
P
•
•
•
•
•
•
Model Interview
Y
Justifying viewpoints
O
P
• From the two candidates, ... I believe ... is the better
choice because ... .
• As far as his/her inability to ..., I feel this could be
overcome ...
• A key advantage ...
• Although/Even though … is ..., it would be ...
• The downside of/One of the difficulties of/The only
disadvantage/However, one drawback ... is ...
Presenting and Convincing
• First of all, we both agree that … would be the best way
to …
• To begin with, we believe …
• As we are all aware, …
• … can also play a major role in …
• We feel this way mainly/simply because …
• This is (largely) due to the fact that …
• Another reason why we support …
• The main reason is that …
• It is also worth mentioning that …
• As far as we are concerned, …
C
Comparing/Contrasting –
Expressing Advantages & Disadvantages
•
•
•
•
•
•
•
•
•
Justifying and Defending
What I mean is…
Actually, I (feel strongly about…) …
I do/do not believe (that)…
I highly doubt that... would be as effective as...
In other words, …
To be perfectly honest, I…
What I am trying to say is…
The way I see it…
When you come right down to it, ...
Model Interview
9
isten to two test takers and the examiner doing
L
Stage 5 and answer the questions.
•
•
What concerns did the examiner express?
How did the test takers justify and defend their
decision?
(See Answer Section)
(See audioscript for Stage 4 Model Interview as an example.)
123
19 New S&S ECPE Ts U 15.indd 123
22/02/21 12:59
V
1b
Exam Practice
VOCABULARY
GRAMMAR
1. Many companies object ______ to meet additional
requirements following the change in government policy.
A. with their employees having
B. to their employees having
C. employees having
D. for their employees to have
2. It shows what a good businessman he is that even in
today’s unstable economy, his company is ______ .
A. thriving
B. depriving
C. reviving
D. deriving
2. “Do you go to your lake house often?”
“Well, not ______ we’d like to!”
A. so much that
B. so much
C. much as
D. as much as
3. Daniel ______ a story in a feeble attempt to cover up for
his absences.
A. schemed
B. fabricated
C. elaborated
D. construct
3. The manager promised that he would provide a written
response ______ course.
A. with all due
B. due to
C. in due
D. due
O
P
C
4. You must provide evidence of proficiency in Italian.
______, you won’t be qualified to enroll in the program.
A. However
B. Yet
C. Otherwise
D. Nevertheless
LE
4. Monica entered the boardroom ______ and ready to face
her colleagues.
A. poignant
B. pointed
C. perched
D. poised
Y
1. Despite the weather being calm and sunny, a sudden
______ of wind blew the bride’s veil off her head.
A. gasp
B. gist
C. gust
D. gut
5. According to this article, the number of smartphones
worldwide is half ______ humans.
A. that of
B. as that of
C. as many as
D. too many than
6. In a shocking turn of events, a second hearing was called
because the prosecution thought the judge was ______ .
A. impartial
B. disinterested
C. judicious
D. biased
6. Although there are many people seeking employment
nowadays, qualified individuals are few and ______ .
A. away
B. far wide
C. far away
D. far between
7. While he underwent training overseas, Robert ______ a
house near the beach.
A. hired
B. loaned
C. leased
D. chartered
7. ______ my property, I would sell it immediately.
A. If it would be
B. Was it
C. Should it be
D. Were it
S
A
M
P
5. As the night progressed and Rick grew more and more
tired, he became ______ .
A. ineligible
B. incremental
C. incoherent
D. interfering
8. With the backing of the university, the scientists are on
an expedition to study ______ volcanoes.
A. dormant
B. hibernating
C. inoperative
D. latent
124
9. Residents ______ the city’s new proposal for regulating
traffic.
A. despised
B. scorned
C. disagreed
D. scoffed
20 New S&S ECPE Ts Exam Pract V.indd 124
8. The new workplace law covers everything ______ sick
leave to safety measures.
A. between
B. from
C. through
D. for
9. The state is projecting ______ of $6 million from tax
revenue this fiscal year.
A. a surplus
B. some surplus
C. the surplus
D. any surplus
22/02/21 12:59
V
1b
CLOZE
Exam Tip
Pay close attention to the words before and
after each gap. They will help you choose the
most appropriate words.
A. departed
B. emigrated
2
A. brightly
B. sharply
C. vividly
D. perceptibly
A. fraudulent
B. farce
C. faux
D. false
4
A. invention
B. introduction
C. mutation
D. innovation
5
A. nameable
B. notable
C. notorious
D. infamous
6
A. called
B. marked
C. where
D. labeled
7
A. however
B. likewise
C. regardless
D. anyhow
8
A. not profitable
B. never fully implemented
C. something he isn’t known for
D. far more simple
9
A. flow
B. fullness
C. course
D. period
10
A. prophet
B. visionary
C. theorist
D. seer
LE
C
3
S
A
M
P
C. transported
D. roved
O
P
1
Y
V
ictor David Gruen, an Austrian-born American architect, is
best known as the father of the shopping mall. He
(1) .......... to the United States in 1938 “with an architect’s
degree, eight dollars, and no English,” as he once (2) ..........
recounted.
Gruen designed and planned a number of remarkable
buildings. When a friend wanted to open a boutique on Fifth
Avenue in New York, Gruen agreed to design it. The result was
a spectacular store with a miniature arcade in the entranceway
that included elegant glass cases, spotlights, (3) .......... marble,
and green corrugated glass on the ceiling. This was a significant
(4) .......... in American retail design and the critics raved.
Gruen later went on to design other (5) .......... buildings in
New York and California. In the early 1950s, he designed an
outdoor shopping center (6) .......... Northland which was near
Detroit, Michigan and covered 163 acres and had nearly
10,000 parking spaces. Gruen’s most famous creation,
(7) .........., was the Southdale Mall in Edina, Minnesota which
was the first enclosed shopping mall in the U.S. Despite
Southdale’s commercial success, the original plan was
(8) .......... since the proposed schools, apartment buildings,
medical facilities, park, and lake were not built. Nevertheless,
over the (9) .......... of time, the shopping mall became the
kernel of a well-developed society and has had a profound
effect on the retail industry.
Victor Gruen was undeniably one of the most influential
architects of the twentieth century. Not only was he a European
intellectual, he was also a talented (10) .......... who continually
strove toward excellence and grandeur in postwar America.
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V
1b
Writing
Essays Analyzing Problems and
Offering Solutions
SOURCE 1
In the ECPE exam, an essay analyzing a problem
from various viewpoints and offering solutions is a
formal piece of writing discussing a problem (causes
and effects) and proposing ways to solve it along with
the expected results of the suggested solutions.
Documented Issues
– state the problem to be discussed
– indicate that there are solutions
Main Body
P
– state personal opinion
– summarize main points (optional)
– offer general thoughts on the topic
M
S
4
5
Y
SOURCE 2
O
P
– Jim Ravin, Outreach worker, Step Up International
Refugee Organization
Around the world, refugees are fleeing from war-torn or
uninhabitable conditions in their home countries often to
face conditions just as dangerous or difficult in their host
country. The dramatic rise in the numbers of refugees
has caused a worldwide humanitarian crisis. Write an
essay addressing this problem and what can be done to
solve it. Include at least one piece of information given
above to support your response.
(See Answer Section)
What problem will you write about?
What causes and effects of the problem can you
think of?
How do the sources relate to the problem? How
could you use them in your essay?
How do you think the problem can be solved? List
your ideas and then compare with your partner.
What is your opinion on the topic?
A
3
“Investment in integration programs,
offering language, work, and skills
training is the most effective way to
resettle refugees into host countries.”
Task 1 Essay
Read the sources and the task. Underline the
1 keywords
and then answer the questions.
1
2
income countries
– recent report, United Nations
discuss cause(s)/effect(s) of the problem with
supporting details
– solutions & expected results
Conclusion
Para 4
84% of refugees are hosted by low to middle
LE
Para 3
prolonged detention
C
Introduction
SOURCE 3
The introduction presents the problem and indicates
that there are solutions to it.
The first main body paragraph describes the problem
and its causes and effects.
The second main body paragraph presents the
solutions along with expected results.
The conclusion presents the writer’s opinion and offers
some general thoughts on the topic. (It may also
summarize your main points.)
Para 2
nutritional issues
– a recent survey of immigrants in detention centers
Plan
Para 1
medical issues
questions.
2 Read the model essay and answer(SeetheAnswer
Section)
1
2
3
4
5
What causes and effects of the problem does the
writer mention? What supporting details are given?
What solutions does the writer propose? Underline
them. What are the expected results? Are any the
same as the ones you thought of?
How are the sources used by the writer? Circle the
language used to acknowledge them.
Where in the essay is the writer’s opinion included?
Highlight it.
Does the writer include some general thoughts on
the topic? Where are they used and why?
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V
1b
Useful Expressions/Linkers for
Analyzing Problems and Offering
Solutions
S
A
M
P
Y
O
P
LE
1 Recent years have seen a huge surge in migrant
numbers across the world, due to conflict, natural
disasters, and political instability. These migrants have
overwhelmed some countries, being faced at the same
time with conditions in the host countries that are just
as dangerous or difficult as those that they had fled. It
seems an unmanageable humanitarian crisis, however,
there are solutions that can help address these issues.
2 The problems can be attributed to many reasons.
Firstly, there is the large influx of people that pour into
host countries in a short period of time. This results in
existing immigration infrastructures getting totally
overwhelmed. The second cause is the inadequate
provisions that are given to refugees at their point of
arrival. The consequences of this are shown in a recent
survey of immigrant issues in detention centers.
According to the survey the biggest problems faced by
immigrants are poor health care, lack of quality food,
and extended time held in migrant camps. Another
cause of poor migrant conditions is the difficulties in
integrating into the host country. As a result, migrants
have difficulty in finding work, skills and training, and
social acceptance.
3 Nevertheless, there are a number of actions that can
be taken to offer solutions. A good strategy would be
to reduce the number of refugees coming into countries
by evenly distributing refugees across different nations.
A recent report by the United Nations shows that over
80% of immigrants are currently accepted by lower
and middle income economies. If refugees are spread
to wealthier nations, then the vast numbers arriving at
existing host countries could be reduced. Another
measure would be to improve the quality of migrant
provisions. The result of this would be an increase in
medical care and nutrition. Furthermore, if the asylum
process is sped up, then the length of detention in
migrant camps could also be cut. It is vital that the
issue of integration into the host country is also
addressed. A good solution would be the
implementation of integration programs. By pursuing
such programs, migrants can find work, new
opportunities, and acceptance in their new community.
4 To conclude, I am convinced that this multifaceted
problem needs a range of different solutions. If these
measures are introduced, it goes without saying that the
problems refugees face will be reduced. After all,
everyone has the right to health, safety, and freedom.
C
MODEL
To indicate that there are solutions: On the surface
there seems to be no solution, but..., This has created
many issues, but..., There are various ways to remedy
this..., There are ways to tackle this..., ...certain steps/
measures can/must/should be taken so as to/in order
to solve/overcome/combat/deal with/eradicate..., There
are solutions (that)..., etc.
To introduce causes: The reason that..., The reason
why..., Since, because, due to/owing to (the fact that)
because of/in view of/on account of,... is attributed to
..., can be attributed to... caused by..., for, ...is that...,
The first cause is..., The second cause is... One/
Another cause is..., etc.
To introduce solutions: One of the things... can do
is..., One/Another measure/solution would be..., There
are a number of ways that..., A good strategy/solution
would be to..., It is vital that..., One/Another/An
alternative way to solve/deal with/eradicate/combat/
overcome/do this..., etc.
To introduce effect/result: One effect/consequence/
implication/result of..., As a result/consequence, ...
Consequently/Therefore/Thus, the result of... would
be..., ...would result in..., ...which results in..., By + ing...
they/we etc. can ensure that/prevent ..., The effect/
consequence/outcome/result of (+ noun/-ing) would/
might be..., If this continues at this rate, ... In doing
so..., If steps like these were taken, ...In this way..., If...,
then..., If these measures are introduced..., etc.
the useful language table. Find expressions
3 ina) theRead
model essay in Ex. 2 the writer uses to...
A indicate there are solutions.
...there are solutions that... (par. 1)
B introduce causes.
...can be attributed to (par. 2), The second cause is
(par. 2), Another cause is... (par. 2)
C introduce effects of the problem.
... this results in (par. 2), The consequences of this
(par. 2), As a result ... (par. 2)
D introduce solutions .
A good strategy would be ... (par 3), Another
measure would be... (par 3), A good solution would
be... (par 3)
E introduce expected results.
The result of this would be... (par 3), Furthermore, if
...then... (par 3), By pursuing such... (par 3), If these
measures are introduced... (par 4)
b) Replace the expressions found in Ex. 3a with
other ones from the useful language box. Compare
with a partner.
(See Answer Section)
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Writing
2
3
4
The effect of/Consequently providing generous
pensions would be that older people would enjoy
their retirement years.
The success of the mass media is due to/in view of
the development of new technology and the ability
to reach a large audience.
In this way/One implication would be more
companies installing solar energy systems.
Another measure would be/An alternative way to
offer tax incentives to those companies.
Main Body Paragraphs
a) Match the problems (1-3) with their causes (a-c).
Then write a sentence explaining a possible
effect of the problem. Compare with your partner.
P
5
“Child obesity is on the increase.
Discuss this problem and offer some solutions.”
1. d One way to combat child obesity would be to offer
only healthy food and snack options at school.
Consequently, children would have to eat healthy
foods only.
2. a An alternative way to deal with child obesity is to
introduce nutrition classes in school. The outcome
of this would be children learning the importance
of healthy eating.
LE
Each main body paragraph should start with a topic
sentence which clearly states what the paragraph is
about.
In the first main body paragraph, the topic sentence is
followed by presenting the possible causes and effects
with supporting details.
In the second main body paragraph, it is followed by
the possible solutions and their expected result(s).
Remember to use useful language/linkers to help your
arguments flow from one sentence to the other and
from one paragraph to the other.
corresponding result (a-d). Then, use the results
to complete each of the sentences as in the
example.
Y
1
Read the topic below and the suggested
6 a) solutions
(1-4). Match each solution with its
O
P
Choose the correct phrases for each of the following
4 statements.
M
Problem 1: Outbreaks of Epidemics
Cause: c
Effect: increase in severity of pandemic and number of
infected citizens
A
Problem 2: Rising Unemployment
Cause: b
Effect: increase in people without work and those
requiring government aid and welfare
S
Problem 3: Rising Crime in Urban Areas
Cause: a
Effect: increases in crime and reduced social and
community safety for residents
Causes:
a reduced police presence
b economic decline/recession
c transmission of a virus through interaction
b) Write the first main body paragraph for each of
the problems in Ex. 5a using expressions and
linkers from the useful language box on p. 127.
(See Answer Section)
3. c A final solution is to reduce advertising of
unhealthy food aimed at children. As a result,
children wouldn’t be persuaded to eat junk food.
4. b One of the things schools can do is to integrate
more athletic and physical activities at school. By
doing this, children would become more
physically active.
C
V
1b
a
b
c
d
children learn the importance of healthy eating
children become more physically active
children not persuaded to eat junk food
children eat healthy foods only
b) Read the task below. Which of the ideas (1-4) is a
cause (c), an effect (e), a solution (s), or an
excepted result (r)? Write a main body paragraph
using each idea and expressions from the Useful
Language box on p. 127. Then, with a partner,
think of another cause, effect, solution, and
result.
(See Answer Section)
Task Essay
Pollution in many of today’s cities has reached critically
dangerous levels. What are the reasons for this problem
and what can be done about it? Write an essay
addressing the issue and proposing ways to deal with it.
Ideas:
1 cleaner air with less pollutants
2 a dramatic increase in respiratory diseases
3 governmental limits on industrial emissions
4 industrial activity releases harmful chemicals
r
e
s
c
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V
1b
Reduction in homelessness by
category due to public subsidized
housing
Homelessness is becoming more widespread in most
cities with many people living on the streets for years.
What can be done to solve this problem? Write an
essay addressing this issue and what you think are
some possible solutions. Include at least one piece of
information given to support your response.
b)
Y
(See Answer Section)
What style will you write in?
What is the problem?
What has caused the problem?
What are the effects?
How do you think the problem can be solved? What
would the expected results be?
6 Where will you include the information from at least one
source?
7 Where in the essay will you present your opinion?
1
2
3
4
5
Task Essay
isten to someone talking about the problem
L
from the task in Ex. 7a. Complete the chart.
Are any of the ideas mentioned the same with
the ones you thought of?
(See Answer Section)
O
P
Read the sources and the task. Underline the
7 a) keywords
and answer the questions.
Families
Over 30 yrs old
23%
2 out of 3
Solution 1: subsidizing 5) housing for the homeless
Expected result: many homeless will be able 6) to get off
the streets
homeless people have a mental health condition
– a recent news report
“Chronic homelessness can be
prevented with crisis response programs that
provide immediate shelter and support to
those who suddenly find themselves
homeless.”
M
SOURCE 3
Effects: homeless vulnerable to 4) abuse, health
problems, and possibly death
LE
34%
P
SOURCE 2
82%
Under 30 yrs old
– a recent study
Causes: • high 2) unemployment levels
• problems 3) at home for young people
C
SOURCE 1
Problem: 1) (Rising) Homelessness
S
A
– Jeannie Mills, director of a homeless shelter
Check list
Is the problem clearly stated in
the introduction?
Are the causes of the problem
with supporting details stated in
the first main body paragraph?
Are the effects of the problem
with supporting details stated in
the first main body paragraph?
Solution 2: 7) government sponsored services for the
homeless, such as psychological support and job skills
training
Expected result: greatly improved chance of 8) returning
to society and finding a job and a home
Solution 3: implement stronger laws 9) to reduce
evictions or home reclamations
Expected result: reduce the chance of people
10) becoming homeless in the first place.
Now, using the information from your answers in
8 Ex.
7b, write your essay. Exchange your essay with
a partner. Check each other’s piece of writing, using
the checklist below.
(See Answer Section)
Are solutions offered followed by
expected results in the main
body paragraphs?
Are useful expressions/linkers
used to make the essay flow?
Is information from at least one of
the sources presented? Has at
least one source been
acknowledged?
Is formal language used
throughout the essay?
Does the conclusion state the
writer’s opinion followed by a
general thought on the topic?
129
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16a One in a Million
Lead-in
1 According to the passage, how do
shepherds differ from most other
people?
• Do you always remember a
face? What features draw
your attention?
a
They have developed specialized
systems for telling sheep apart.
b They are able to recognize up to
fifty different sheep faces.
c They recognize that sheep do not all
look the same.
d They visualize specific sheep when
they cannot sleep.
O
P
Y
• Have you ever spotted
someone in a crowd and
thought you knew that person
but didn’t remember from
where? What did you do?
2 Why does the author mention
starlings and parakeets?
Reading
a
C
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
(See Answer Section)
S
A
M
P
LE
You are having difficulty sleeping so you try counting sheep. Most likely you are
visualizing some generic sheep hopping a generic fence between generic pastures.
But if you are a shepherd, or a reader of science journals, you know that sheep have
unique facial features. 1 And even more surprisingly, they have specialized neural
systems for recognizing faces. Research has shown that sheep can remember fifty
other sheep faces for more than two years.
A key lesson is that creatures see the world differently from the way we do. This
is not a matter of philosophy. For example, they literally see colors we can’t. Many
birds, including starlings and parakeets, can see plumage that reflects color only in
the ultraviolet part of the spectrum – wavelengths that we cannot see. 2 In fact,
animals have all kinds of tricks 3 for figuring out who is who. In dense canopies birds
identify each other via song. Penguins on islands off the coast of South Africa and
Namibia have black spots on their chests that are as unique as fingerprints. Lee
Dugatkin, who studies animal behavior at the University of Louisville, says, “If you
asked penguins about us, they would probably say, ‘two arms, two legs, faces pretty
much the same’.” 4
Humans, as well as animals, have powers of perception that go beyond the
visual. It turns out that our search for a mate is governed in part by odors. Scientific
evidence indicates that we tend to like the odor of someone who is dissimilar to us
due to a certain complex of genes involved in disease resistance. A mumps-resistant
person, therefore, may subconsciously desire someone resistant to measles. 6
The larger point here is that there are many ways to perceive the world, some
of which the human race is blissfully unaware of. Maybe someday science will
discover that we tend to pick mates who look lovely in infrared!
They perceive the world in a way
that humans cannot.
b They identify each other from their
unique spots.
c They have powers of perception
that go beyond the visual.
d They struggle to tell each other
apart.
3 In the fifth sentence of paragraph 2,
what is meant by tricks?
a
b
c
d
methods of deceiving people
forms of cheating
effective ways to do something
stunts and special moves
4 What does the author say Lee Dugatkin
seems to believe about penguins?
a
They identify humans by using
birdsong.
b They are most likely unable to
distinguish one human from another.
c They all identify one another in
similar ways.
d Their feathers are more unique than
fingerprints.
5 What is the author’s main purpose of
the second paragraph? (global question)
a
b
c
d
to give his personal opinion
to support a scientific fact
to describe an accepted philosophy
to present an alternative viewpoint
6 According to the passage, why might
we subconsciously choose a
particular person as a mate?
a
130
21 New S&S ECPE Ts U 16.indd 130
Their facial features are different to
our own.
b They are resistant to the same
diseases as we are.
c Their body odor resembles our own.
d Their genes are resistant to different
diseases than our own.
22/02/21 13:00
16a
Vocabulary
The lion lurked in the ............ thicket waiting for its
prey to approach.
a dim
c dull
b dense
d pressed
8
Catching a glimpse of the eagle in flight was ............
anything he had ever witnessed.
a dissimilar
c unrelated
b distinct
d unlike
9
Mike was ............ to the fact that his parrot had
escaped from its cage.
a oblivious
c unaware
b ignorant
d unconscious
10
The lush evergreen woods were .......... in the lake
behind our campsite at dawn.
a echoed
c mirrored
b reflected
d rebounded
3
4
5
6
7
8
9
10
11
2 Circle the correct answer.
How we choose a partner is more ............ by
science than we realize.
a governed
c dominated
b generated
d commanded
2
Many animals seem to have ............ ability to sense
impending earthquakes.
a a unique
c an unnatural
b an oblique
d an unseemly
The botanist immediately ............ which species of
orchid he had stumbled on.
a acknowledged
c recognized
b accomplished
d diagnosed
12
The veterinarian has ............ training in emergency
surgery for racehorses.
a modified
c specified
b diversified
d specialized
Speaking & Writing
Think!
In your own words, define the word
“perception.” What are some things you don’t see
eye to eye with your best friend? Why do you think
that is?
(See Answer Section)
• Copy the following three words down in your
notebook, and then jot down words that describe
these places and how you feel about each of them.
•
M
P
1
The forest fire ............ wiped out everything in its
path, including many animal and plant habitats.
a purposefully
c theoretically
b tactically
d literally
A
3
11
C
2
The convention will span the full spectrum from
evolutionary biology to zoology.
A thick canopy of branches provided shelter for the
newborn chicks.
Is it true that most animals have no perception of
color?
Grazing horses will select a pasture to feed in
according to smell, touch, and taste.
Some animals can see things such as ultraviolet
color on a different wavelength to humans.
Before you plant your garden, make sure you have
chosen vegetable varieties that have a high
resistance to disease.
The botanical blend of spices filled the kitchen with
odors of cinnamon, nutmeg, and ginger.
The peacock displayed his colorful train in the hopes
of attracting a potential mate.
They lay on the beach watching the waves, blissfully
unaware of the coming storm.
Night-vision equipment that detects infrared
radiation is used by the police.
The artist painted a generic scene of a common
rural landscape.
LE
1
O
P
Fill in: perception, odors, blissfully, wavelength, mate,
1 infrared,
resistance, canopy, spectrum, generic, pasture.
Y
7
By studying fossil remains, scientists are able to
............ whether plants or animals lived in water or
on land.
a visualize
c discern
b categorize
d decipher
S
4
5
6
Nature reserves have played a(n) ............ role in the
protection of endangered species.
a firm
c sheer
b essential
d grave
We understood there was a trespasser in our
backyard from our dog’s ............ behavior.
a neutral
c nervous
b neural
d neurotic
Now, with a partner, look at the words each of you
used to describe these three places. Do you see
any notable differences? Discuss why you think
your perceptions differ.
(See Answer Section)
• Write a short summary of the reading text on
p. 130 in your own words.
(See Answer Section)
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21 New S&S ECPE Ts U 16.indd 131
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Grammar
Modals
see pp. GR188-GR190
We normally use could with the verbs feel, guess,
hear, remember, see, smell, taste, understand to
express ability on a specific occasion in the past. Nick
could feel a chill starting to creep into his bones.
(NOT: ... he was able to feel…)
• We use must to give strong advice. “You must eat
less junk food,” the doctor said to me. (an order
that is likely to be obeyed)
• Compare the examples. I must go now. (the
speaker decides) I have to wear a uniform at work.
(someone else decides for the speaker)
in the blanks with suitable modal verbs, as in the
2 Fill
example.
1 Check (✓) the correct sentence.
1
1
Larry must be at the office because he is not at
home.
a
It’s necessary for him to be at the office.
b ✓ I’m sure he’s at the office.
3
4
2
6
7
LE
3 We can have a party next week.
a
I insist that we have a party next week.
b ✓ We are allowed to have a party next week.
5
C
Mrs. Cramer ought to have informed us of the flight
delay.
a ✓ Mrs. Cramer didn’t tell them the flight would
be late.
b
Mrs. Cramer informed them that the flight
would be late and it was.
You could/should/ought to have stood up for me
during the meeting. (criticism)
He can’t be her father; he looks so young! (logical
assumption)
Could/May/Might I use your telephone, please?
(asking permission)
I could understand French when I was a little girl.
(ability in the past)
Could/Would/Can you answer the door, please?
(request)
You should/ought to make an appointment with the
dentist. (advice)
You mustn’t/can’t use any information contained on
this website for any commercial activities.
(prohibition)
O
P
2
Y
16b
1b
Look at the photographs and make as many logical
3 assumptions
about each one as possible. Use could,
can’t, may, might, and must.
P
4 You must not run or make any noise in the museum.
a
It isn’t necessary to run or make any noise in
the museum.
b ✓ You are forbidden to run or make any noise
in the museum.
1
5 Must I vacuum the living room?
a ✓ Do you insist that I vacuum the living room?
b
Do you suggest that I vacuum the living
room?
M
6
This must be a graduation.
They might be graduating
from high school/college. He
may be sharing the moment
with his parents. He can’t be
feeling sad.
S
A
He needn’t have gone to the supermarket; I went
this morning.
a
It wasn’t necessary to go to the supermarket
so he didn’t.
b ✓ It wasn’t necessary to go to the supermarket
even though he did.
7 He could have at least said goodbye.
a
He said goodbye.
b ✓ He didn’t say goodbye.
8 I must see her before I leave the country.
a
I expect to see her.
b ✓ I feel obliged to see her.
James
2
She may be worried about
something and could be writing
about it in a diary. She might be
feeling isolated and depressed.
She must be very concerned
about something. She can’t be
feeling happy right now.
Ann
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21 New S&S ECPE Ts U 16.indd 132
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16b
1b
academic advisor, Mr. Smith.
a couldn’t
c may not
b must not
d haven’t to
4
Debbie .......... be very nervous about her driving test
tomorrow morning.
a must
c can
b ought
d shall
5
My dentist said that I .......... have my wisdom teeth
removed before I get braces next month.
a have to
c ought
b need
d haven’t to
6
You .......... draw up a business plan so early.
a may have
c can’t have been
b don’t have to
d need to
7
Greg .......... undergo a series of diagnostic tests
before having an eye operation.
a might need
c has to
b ought
d may have
8
13
3
The mayor hardly ever has time to receive visitors
.......... .
a the last few weeks
c yesterday
b these days
d until today
4
“Ann moved to Paris.”
“She didn’t, .......... ?”
a will she
b didn’t she
c did she
d does she
The water system in the metropolitan area is in
perfect condition, so nothing is likely .......... the tap
water.
a having contaminated
b not to contaminate
c to have contaminated
d that it won’t contaminate
6
Retailers .......... be cautious about the disclosure of
confidential information.
a are able to
c need to have
b ought to have
d must
.......... will we proceed with the plan.
a Only if did you agree
b If only you had agreed
c If only you would agree
d Only if you agree
7
You .......... come to the meeting if you don’t want to.
a don’t have to
c may not have
b haven’t to
d couldn’t have
I think you should make a reservation in case the
restaurant .......... busy.
a is
c will be
b is being
d will have been
8
Sally .......... drive last night on account of the severe
weather conditions.
a was to
c wasn’t able to
b can’t have
d may not have
.......... Ted be at the wedding ceremony?
a May
c May not
b Might
d Will
9
I ......... outdoors rather than indoors.
a would just as soon exercise
b would prefer exercising
c prefer exercising
d prefer to exercise
LE
P
M
A
12
You .......... leave this room without permission.
a are not to
c to not
b are to
d are to not
5
Despite his terrible injuries, he .......... win the gold
medal for Canada.
a ought
c shall
b was able to
d must not
S
11
2
O
P
Undeterred by her inexperience, Lynn .......... land a
well-paid job.
a is to
c was able to
b must not
d needn’t
10
this cold.”
“Well, you .......... a jacket or a sweater with you.”
a must have brought
c may have brought
b could bring
d should have brought
Although he lived in Austria for two years, Jim ..........
speak German.
a must not
c is not to
b needn’t
d couldn’t
3
9
the correct answer.
5 1Choose
“I’m absolutely freezing! I had not idea it would be
C
2
Review
Y
the correct answer.
4 Choose
1 You .......... be late for the appointment with your
She .......... stick to the diet because she craved
chocolate so much.
a wouldn’t have
c is able to
b needn’t to
d couldn’t
I suppose I .......... it earlier, I won’t be able to attend
the party on Friday.
a can’t have mentioned
b ought to have mentioned
c should mention
d should be mentioning
21 New S&S ECPE Ts U 16.indd 133
10
There’s still a lot of planning .......... .
a to have done
c to be done
b to have been done
d to have to be done
11
I knew there was something suspicious about him!
He .......... to us from the very first day he worked here.
a must be lying
c must have been lying
b must lie
d must not lie
12
I .......... pay this parking fine by Friday.
a have to
c ought to have to
b have obliged to
d am supposedly to
133
22/02/21 13:00
16c
1b
Exam Practice
LISTENING Part 1
Exam Tip
In this part, you will hear short conversations. After each
conversation, you will hear a question about it. You will hear
each conversation and question once. The answer choices
are printed in the test booklet. Mark your answers on the
separate answer sheet, not in the test booklet. You should
mark A, B, C, or D. Do you have any questions?
O
P
Y
In Part 1, you may come across a question asking you to
determine how a person feels or what emotion they are
expressing. With How does (the man/woman) feel?
questions you should read the options and underline the
keywords. Then, while you listen, it is important to not only
listen to what the speaker says, but how they say it, paying
particular attention to their intonation. The tone of the
speaker’s delivery and emphasis placed on certain words
can often confirm the correct answer.
9 Why does the man mention his order?
A. to make a recommendation
B. to explain his decision
C. to emphasize his point
D. to have its progress checked
1 How does the woman feel?
A. proud
B. frightened
C. anxious
D. disappointed
C
10 Why is the man talking to the woman?
A. to ask for directions
B. to inquire about the neighborhood
C. to view a house that is for sale
D. to alleviate the tension
11 How will the woman help the man?
A. She will help him move furniture.
B. She will pack some of his possessions in boxes.
C. She will buy some items for him at the market.
D. She will keep an eye out for packing materials.
LE
2 What does the man need?
A. an official paper
B. a travel document
C. a credit card
D. money
3 How will the woman help the man?
A. She will photocopy a document.
B. She will carry reading materials.
C. She will set up the meeting room.
D. She will call New York.
M
P
4 What will the man probably do?
A. seek medical advice
B. go home
C. lie down
D. stay at work
A
5 What does the woman think of the restaurant?
A. The different foods complemented each other.
B. The waiter wasn’t knowledgeable about the menu.
C. The combination of flavors didn’t work.
D. The menu had some interesting choices.
S
6 What does the man say about renting an apartment at
the moment?
A. There are some he likes with only tiny problems.
B. There is nothing decent in his price range.
C. There are some bargains to be had.
D. There are good ones but they go quickly.
7 What are the speakers discussing?
A. the woman’s predecessor
B. the man’s retirement
C. the woman’s maternity leave
D. the woman’s new responsibilities
134
8 How does the woman feel about shopping?
A. excited to get some new things
B. wary of spending more money
C. worried that she won’t find what she wants
D. unsure of the right thing to get
21 New S&S ECPE Ts U 16.indd 134
12 What will the man probably do later?
A. spend the evening at home
B. perform in a band
C. stop by the theater
D. get tickets to see a play
13 Why does the man ask the woman to turn down the
music?
A. It woke him up.
B. He doesn’t like classical music.
C. He wants to go to bed early.
D. He is trying to study for an exam.
14 What does the woman think about the game?
A. It’s unlikely to sustain the man’s interest.
B. It could be harmful in the long run.
C. It may encroach on the man’s other pastimes.
D. It is fascinating because it’s unusual.
15 What does the girl say she wants to happen?
A. She wants to be given different options.
B. She doesn’t want to be disappointed by her choice.
C. She wants to attend a top school for her major.
D. She wants her academic performance to dictate her
choice.
16 Why does the woman mention her experience?
A. to explain a fear she must overcome
B. to start a dialogue about safety
C. to imply that an activity is fantastic
D. to criticize the equipment at the school
22/02/21 13:00
16c
1b
Part 3
Exam Tip
In this part, you will hear two segments from a radio program.
After each segment, you will hear six questions about it.
Before each segment begins, you will have time to preview
the questions that are printed in the test booklet.
You may be asked what somebody would probably say
about something, e.g. What would Dr. Jones probably say
is the most important character trait for a veterinarian to
have? This type of question is asking for a presumption to
be made about someone’s views, and they will not directly
say what you are being asked to listen for. It can help you
to listen for which of the answer choices the speaker gives
the most emphasis to.
Y
You will hear each segment twice. Then you will hear the
questions once. If you want to, you may take notes in your
booklet as you listen. Mark your answers on the separate
answer sheet, not in the test booklet. You should mark A, B,
or C.
O
P
Do you have any questions?
Look at the questions. Then listen to the second segment.
1 According to the reporter, what was the initial view
about kudzu?
A. It could be used to improve the environment.
B. It caused environmental imbalance.
C. It was certain to be invasive.
7 According to the first speaker, what are children often
apprehensive about?
A. talking to their teachers
B. being graded on reading out loud
C. having other people hear them read
2 What does Cynthia Burrows say about the kudzu bug?
A. It was introduced to control kudzu.
B. It is not completely reliant on kudzu.
C. It does not effectively control kudzu.
8 According to Susan Miller, what does research reveal
about children reading to dogs?
A. It is almost as beneficial as reading to an adult.
B. It creates positive physiological changes.
C. It may help preexisting conditions.
9 Why does Susan Miller say handlers need to collaborate
with educators?
A. to select the most appropriate reading materials
B. to boost the credibility of the program
C. to make the children take the experience more
seriously
LE
3 According to Cynthia Burrows, what is the effect of
letting livestock consume kudzu?
A. They may become malnourished.
B. They decimate all the surrounding vegetation.
C. They eradicate it.
C
Look at the questions. Then listen to the first segment.
P
4 What would Cynthia Burrows probably say about the
use of insects as a biological control?
A. The natural world always has a way of surprising us.
(global)
B. The scientific community should have agreed to do it.
C. The benefits outweigh the risks.
M
5 What does Allen Anderson say about people’s attitudes
towards kudzu?
A. They are wrong to view it negatively.
B. They are projecting other fears onto it.
C. They use it as a way to shift the blame.
S
A
6 What is the purpose of this report?
A. to examine attitudes surrounding kudzu
(global question)
B. to suggest that kudzu has been correctly vilified
C. to warn of the dangers of invasive species
10 What does Susan Miller suggest about the utilization of
the R.E.A.D program?
A. It should be adopted more widely.
B. It is limited by a lack of experts.
C. It is effective in a range of settings.
11 What important characteristic of therapy dogs does
Susan Miller refer to?
A. their ability to control children
B. their adaptability to new environments
C. their receptiveness to intensive training
12 What is the main purpose of this report?
A. to emphasize the importance of reading to children
B. to introduce a program that facilitates reading
(global question)
C. to recruit volunteers to become therapy dog handlers
135
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17a Swarm Intelligence
Did you ...
t
NOW tha
1 What is the main purpose of this
passage? (global question)
K
a
b
c
d
ants have two stomachs? One
stomach holds food for itself and
the other stomach holds food to
be shared with other ants!
Reading
2 Why does the article mention rules of
thumb?
a
to show that ants base their
judgements on experience
b to propose a standardized way to
assess ants
c to compare the actions of ants to
people
d to prove that all members of a
colony are in agreement
O
P
What else do you know about ants?
(See Answer Section)
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
(See Answer Section)
3 In the third sentence of paragraph 2,
which word could best replace
foraging?
C
A
M
P
LE
Contrary to popular belief, ants are not smart as individuals, but as
a collective they are ingenious. A colony can solve problems unthinkable
for individual ants, such as finding the shortest path to the best food
source, allocating workers to different tasks, or defending a territory from
intruders. They do this with something called swarm intelligence. Where
this intelligence comes from raises a fundamental question in nature: How
do the simple actions of individuals affect the wider behavior of a group?
One key to an ant colony’s success is that no one is in charge. It relies
instead upon countless practical interactions between individual ants,
each of which is following simple rules of thumb. 2 A colony of red
harvester ants in Arizona, for example, calculates each morning how many
workers to send out foraging. 3 Ants communicate by touch and smell, so
each day as early morning patrollers enter the nest, they touch antennae
briefly with foragers. These contacts communicate if it is safe to go out and
also where a food source is located. A forager 4 requires several encounters
no more than ten seconds apart before it 4 leaves the nest. Once they start
foraging and bringing back food, 3 other ants join the effort, depending on
the rate at which they encounter returning foragers. So nobody’s deciding
whether it’s a good day to forage; this is how swarm intelligence works in
practice: simple creatures following simple rules to an extraordinary
effect. 5
Inspired by his knowledge of ant behavior, a computer scientist called
Marco Dorigo created mathematical procedures for solving particularly
complex human problems such as routing trucks, scheduling airlines, or
guiding military robots. As a result, many have profited. 6 Telephone
companies, for example, have improved call connection speed on
their networks by programming messages to deposit
virtual pheromones at switching stations, just as ants
leave signals for other ants to show them the best
trails.
S
to show how humans work together
to explain complex group actions
to explain why people are like ants
to explain how telephone lines work
Y
Lead-in
a scouring
b raiding
c ravaging
d begging
4 In the sixth sentence of paragraph 2,
what does it refer to?
a a food source
b an antennae
c a patroller
d a forager
5 What does the author suggest about
swarm intelligence?
a It’s too simplistic to be effective.
b It can only be used by insects.
c Its outcome is greater than the sum
of its parts.
d It needs more complex rules.
6 What can be concluded about
nature’s impact on science?
a
It led to Marco Dorigo receiving an
award.
b It can have wide ranging applications.
c It can shape conservation efforts.
d It inspired new mathematical
theories.
136
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17a
7
Animals such as dogs have ............ energy and
enthusiasm for play and exercise.
a finite
c boundless
b eternal
d innumerous
8
Approaching cars had to be ............ through the
village, as a flock of sheep was being herded across
the main road.
a separated
c circumvented
b detoured
d outflanked
9
After killing some wild geese, the poachers are now
facing legal ............ .
a methods
c procedures
b techniques
d proceedings
Hiking along a small mountain trail we came across
a myriad of butterflies.
2
By touching antennae, ants communicate the
location of a food source.
3
The physical contact between ants helps them judge
how to search for food.
4
Members of the collective voted on privatizing the
farm to increase profit shares.
5
A patroller ant checks any ants that enter the nest
every morning.
6
Jim brought in his own colony of ants to school for
“Show and Tell.”
7
The ornithologist observed a bevy of quails
migrating to the northern territory for the winter.
8
In the animal kingdom interaction between animals
often shapes group behavior.
9
Animals often use natural chemicals known as
pheromones to communicate with other animals.
This computer game allows gamers to buy and build
their homes in a virtual community.
The scientist ............ to see a Goliath beetle, as it is
one of the largest insects in the world.
a aspired
c conspired
b inspired
d transpired
11
Upon ............ a pack of gray wolves, the ranger
stopped dead in his tracks.
a encompassing
c encircling
b encountering
d encasing
12
LE
10
10
C
1
O
P
Fill in: colony, territory, interaction, pheromones, virtual,
1 patroller,
contact, antennae, collective, trail.
Before the ............ of winter, many animals will have
gathered enough food to last through the season.
a onset
c origin
b source
d emergence
14
The infestation of bugs in Mary’s backyard was
............; she had to get rid of them.
a unthinkable
c unbearable
b unquenchable
d unreasonable
P
The weary lion decided to ............ the opportunity to
pounce on a herd of zebras.
a forage
c foresee
b forgo
d foreclose
A
3
Actually, the ............ nature of insect societies does
not resemble that of humans.
a compound
c complex
b compiled
d perplexed
M
2
Not a ............ word was said at the tenants’ meeting
regarding the infestation of termites in our building.
a particular
c specific
b concise
d single
S
4
5
6
Conservationists are ............ in campaigning to
protect pods of dolphins from being caught in tuna
nets.
a instrumental
c detrimental
b consequential
d elemental
Various insects such as the African Mantis ............
chemical signals to ward off predators.
a dispose
c deplore
b deplete
d deploy
The divers found it difficult to ............ how many
pearls the bed of oysters would produce.
a calculate
c appraise
b hypothesize
d esteem
13
the correct answer.
2 1CircleUnderstaffed,
the animal shelter resorted to ............
the care of the puppy litters to volunteers.
a congregating
c forwarding
b allocating
d initiating
Y
Vocabulary
Speaking & Writing
• Tell the class three interesting facts from the text
on p. 136.
(See Answer Section)
Think!
•
Do you think the structure of ant
colonies is applicable to humans? Why/Why not?
In pairs, discuss your ideas on the topic.
(See Answer Section)
•
IT In groups collect information about ants and
their colonies. Present it to the class.
(See Answer Section)
• Write a summary of the reading text on p. 136.
Read your summary to your partner.
(See Answer Section)
137
22 New S&S ECPE Ts U 17.indd 137
31/03/21 11:31
Exam Practice
2. It was recently revealed that doctors were still uncertain
about the ____ effects of the new medication.
A. opposing
B. reversible
C. adverse
D. contrary
3. The witness’ description of the thief was ____ and not
much help to the police.
A. vague
B. blurred
C. indistinct
D. indefinite
12. The lawyer went back to the office and ____ all
paperwork that connected him to the financial scam.
A. shredded
B. chopped
C. dissected
D. perforated
13. Margaret wanted to lose weight so she bought a ____
bike to exercise with at home.
A. immobile
B. motionless
C. stationary
D. parked
14. The project involves creating an irrigation system for the
____ desert area.
A. rigid
B. petrified
C. barren
D. fossilized
LE
4. Jeff often varies his tasks at work to avoid the ____ of
repetitive tasks.
A. drudgery
B. chore
C. labor
D. exertion
11. The partners managed to build a successful business
despite their ____ friendship.
A. disorganized
B. disorderly
C. turbulent
D. riotous
Y
1. The lawyer worked through the more complicated matters
and left the ____ problems to his partner.
A. triggering
B. tilting
C. trifling
D. trickling
10. Martha Jones MD is the best cardiologist in the country
and has won many awards, but that does not mean she
is ____.
A. incontestable
B. infallible
C. infantile
D. infatuated
O
P
VOCABULARY
C
17b
1b
5. It was a dark and stormy night and when lightning struck,
the animals in the forest ____ away in fright.
A. slinked
B. hastened
C. scampered
D. swooped
M
P
6. The riots were ____ by objectors to the new policy and
they continued for three days straight.
A. instilled
B. inscribed
C. inflamed
D. instigated
A
7. Linda and Paul ____ on adventure and are always trying
extreme sports for their next big thrill.
A. thrive
B. flourish
C. blossom
D. prosper
S
8. The nominees ____ in their seats waiting for the winner
to be announced.
A. staggered
B. wiggled
C. fidgeted
D. twitched
9. The actress made a(n) ____ entrance at the ceremony to
attract everyone’s attention.
A. ornate
B. monumental
C. pretentious
D. grandiose
15. The names on the tombs in the ancient cemetery were
barely visible due to years of ____.
A. corrosion
B. erosion
C. absorption
D. pollination
16. It was a very tough time for the family especially since
Peter had trouble finding work because of the ____.
A. suppression
B. regression
C. inflation
D. recession
17. Madison’s new business endeavor proved to be very
____ and she was able to buy her dream house.
A. prolific
B. insolvent
C. impoverished
D. lucrative
18. The hiker froze in his tracks when he heard the snake
____ through the dry grass.
A. whistling
B. whispering
C. rustling
D. crinkling
138
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17b
1b
22. Sara was happy to hear that the company has granted
special ____ for employees who travel overseas.
A. concessions
B. concoctions
C. concurrences
D. conceptions
30. I only just found out that bears are ____ and eat anything
that comes their way.
A. omnivorous
B. herbivorous
C. carnivorous
D. insectivorous
31. The students tried to ____ their excitement about the
prom and focused on their finals.
A. discipline
B. subdue
C. tame
D. soften
32. Donna ____ the car door as she was parking in a narrow
space in the parking lot.
A. chafed
B. scraped
C. grated
D. rasped
LE
23. It was the middle of the winter and the room was chilly
so I turned the heating up a ____ .
A. nick
B. notch
C. stitch
D. snick
Y
21. The mayor decided to have ____ bridge built for a more
rapid commute into the city.
A. an intermission
B. a subtraction
C. a suspension
D. an amplification
29. The scandal surrounding his marriage ____ his reputation
and cost him the elections.
A. tarnished
B. tinted
C. flecked
D. discolored
O
P
20. A sophisticated ____ system helps farmers water their
crops.
A. urbanization
B. irrigation
C. fertilization
D. cultivation
28. After being a fisherman his entire life, Greg developed a
strong ____ to seafood.
A. conversion
B. diversion
C. aversion
D. immersion
C
19. The cabin was an hour’s ____ through the woods and
we couldn’t wait to get there and spend two weeks
surrounded by nature.
A. rumble
B. ramble
C. shamble
D. gamble
P
24. The top story on everyone’s lips was that the former
CEO was caught ____ the company’s money.
A. embezzling
B. emblazing
C. wagering
D. pilfering
33. Todd is allergic to strawberries and breaks out in ____ if
he eats one.
A. a rash
B. a slash
C. a dash
D. a clash
34. My family is quite musical, and my Uncle Joe has ____
for playing the fiddle.
A. a skill
B. an artistry
C. a knack
D. a faulty
26. During the interview the politician tried to ____ over the
problems concerning the country’s health care.
A. fret
B. polish
C. fuss
D. gloss
35. Samantha took great pictures of the butterflies ____
over the roses in her garden.
A. flapping
B. flopping
C. fluttering
D. quivering
27. After the loss of his last battle, the ruler realized his
empire was about to ____ .
A. overturn
B. topple
C. wobble
D. tumble
36. The lawyer refused to ____ any information to the media
concerning his case.
A. dismiss
B. dissipate
C. discharge
D. divulge
S
A
M
25. Hyenas are ____ who eat any leftover prey.
A. predators
B. browsers
C. scavengers
D. hunters
139
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Exam Practice
Now you will hear the first talk. Look at the questions.
LISTENING Part 2
Listen to a speaker at a horticultural club.
For example
What does the speaker mean when she says: “Well, I think I’ve
covered all the bases.”
A. I have run out of time.
B. I might be forgetting something.
C. The presentation was a lot of work.
D. There isn’t anything left to mention.
3 How did the speaker meet Joe Martin?
A. They studied at the same college.
B. They took the same classes at college.
C. Joe was his professor at college.
D. They once worked in the same lab.
4 What does the speaker say about how plants send
messages?
A. Another organism carries the message.
B. They can use several different channels.
C. They depend on their roots to communicate.
D. They do it by sharing resources.
5 What does the speaker suggest about Joe’s
presentation?
A. It will be convincing.
B. It may seem to be unbelievable.
C. It may not be factually accurate.
D. It could be incomprehensible.
LE
To answer with confidence, it is necessary to know the meaning
of ‘covered all the bases’ (i.e. done everything necessary).
However, if the sentence was spoken at the end of a presentation,
and the attitude was generally positive, then you can make an
educated guess that it may be a phrase used to indicate the
presentation has reached its end. In this scenario, C would not
be relevant, and A and B would probably be too negative, which
leaves D as a strong guess.
2 Why does the speaker mention a famous garden?
A. It is of interest to Joe Martin.
B. It is an example of a boring subject.
C. It is a familiar topic at the club.
D. It will be mentioned in the presentation.
Y
Often, the last question of a talk will ask you to listen to a
sentence again that was taken from the talk, and choose what
the speaker means by it. This kind of question often involves the
understanding of idioms or colloquial phrases, so finding the
correct answer is dependent on being familiar with the
vocabulary. However, understanding the general gist of what is
being said can help you guess if you are unsure. Think about
whether what is being said is either positive or negative as this
may allow you to eliminate some answer choices. Also, consider
where in the talk the sentence occurs. For example, if the
sentence comes towards the end of the talk, consider what the
speaker might be expected to say to close a talk of that kind.
1 What is the speaker’s main purpose?
A. to introduce a special guest
B. to plan the club’s May sale
C. to educate listeners about plants
D. to announce the program for a meeting
O
P
Exam Tip
C
17c
1b
6 What will the audience probably do next?
A. listen to Joe Martin talk
B. have something to eat or drink
C. allocate tasks to volunteers
D. participate in a raffle
S
A
M
P
In this part, you will hear three short talks. After each talk, you
will hear six questions about it. Before each talk begins, you
will have time to preview the questions that are printed in the
test booklet. You will hear each talk and the questions once.
If you want to, you may take notes in your booklet as you
listen. Mark your answers on the separate answer sheet, not
in the test booklet. You should mark A, B, C, or D.
Do you have any questions?
140
22 New S&S ECPE Ts U 17.indd 140
22/02/21 13:01
17c
1b
Now you will hear the second talk. Look at the questions.
Now you will hear the third talk. Look at the questions.
Listen to a student giving a presentation about cats.
Listen to a scientist talking to his research group.
9 Why does the speaker mention her parents?
A. to emphasize her cat’s special ability
B. to explain that they discovered a behavior
C. to contrast their reactions to her own
D. to show that they also care for her cat
Y
15 Why does the speaker mention the work of certain
members of the team?
A. to highlight the greater importance of specific roles
B. to emphasize the breadth of team members’ skills
C. to reward those who made a significant contribution
D. to encourage competition between disciplines
16 What does the speaker suggest about the next step?
A. He hopes fewer concerns will arise.
B. It will be more difficult than the previous stage.
C. He would like input from everyone.
D. It has already been planned in detail.
LE
10 What does the speaker imply about our instincts?
A. They are similar to those of our pets.
B. They explain why people keep pets.
C. They encourage us to respond to a cat’s needs.
D. They are strongest in people who are parents.
14 What does the speaker imply about the application of
the research?
A. It will benefit society.
B. There will be little personal gain.
C. It has already had an effect.
D. It does not have a practical application.
O
P
8 What does the speaker say about the intelligence of
cats?
A. They are widely believed to be one of the cleverest
animals.
B. There is no research about their intelligence.
C. They are considered less intelligent than some other
animals.
D. They are more intelligent than researchers realize.
13 What milestone does the speaker say was achieved
recently?
A. Their results are being published.
B. The data is being processed.
C. A paper is being submitted.
D. A new project is being proposed.
C
7 Why is the speaker most likely discussing her pet?
A. Her teacher suggested the topic.
B. That is what she found information about.
C. It is how she related to the topic personally.
D. She is the only student who has a cat.
11 What will the speaker probably do next?
A. answer her classmates’ questions
B. discuss another piece of research
C. bring her cat into the class
D. show some pictures
18 What does the speaker mean when he says:
A. Problems will arise despite our best efforts.
B. Problems we are aware of can be solved.
C. Most problems are relatively minor.
D. It is important to determine who is responsible
for a problem.
S
A
M
P
12 What does the speaker mean when she says:
A. It caught my attention immediately.
B. It came across as very believable.
C. It caused me to feel alarmed.
D. It sounded familiar to me.
17 What is the main purpose of the talk?
A. to carry out damage control for errors
B. to encourage applications for funding
C. to express appreciation for team members
(global question)
D. to announce the completion of the project
141
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18a Honeybees’ Dance
Lead-in
1 What is the main purpose of this
passage? (global question)
a
to discover the language of
honeybees
b to talk about how bees are able to
smell
c to explain the communication
system of honeybees
d to describe how honeybees dance
Y
• What expressions, gestures, or
physical movements do you use
to express your happiness?
• Do you enjoy dancing? What can
be expressed through dance?
(See Answer Section)
2 In the third sentence of paragraph 1,
which word could best replace
vigorous?
O
P
Reading
Read the passage below, and answer the questions. Explain the words in
bold. Then use each word in a sentence.
(See Answer Section)
a energetic
b excited
c determined
d persistent
C
3 What do other bees in the hive do
during the dance?
S
A
M
P
LE
An amazing communication system exists among honeybees. In
a paper published in 1923, Austrian zoologist Karl von Frisch
described how after a field bee discovers a new source of food, such
as a field in bloom, she fills her honey sac with nectar and returns to
the hive. When there, it performs a vigorous 2 but highly standardized
type of dance. If the new source of food is within about 300 feet of
the hive, the bee performs a circular dance, 4 first moving about an
inch or more, and then circling in the opposite direction. Numerous
bees in the hive pay close attention to the dancer and imitate her
movements. During this ceremony, the other workers pick up the
fragrance of the flowers from which the dancer collected the nectar. 3
Having learned that food is not far from the hive, as well as what it
smells like, the other bees leave the hive and fly in widening circles
until they find the source.
If the new source of nectar or pollen is farther away, the discoverer
performs a more elaborate dance characterized by intermittent
movements across the diameter of the circle and a constant, lively
wagging of her abdomen. 4 Every movement of this dance seems to
have significance. The number of times the bee circles during a given
interval informs the other bees how far to fly for the food. Movement
across the diameter in a straight run indicates the direction of the
food source. 5 Bees under observation in a glass hive demonstrate
their instructions so clearly that it is possible for trained observers
to understand the directions given by the dancers. Certain aspects
of the dance language, such as how attendant bees perceive the
motion of dancers in the total darkness of the hive, are still
unknown. 6 The dance language is an important survival strategy
that has helped the honeybee in its success as a species.
a fly in circles around the dancer
b perform their own type of dance
c dance beside the forager as she
moves
d note a scent on the dancer
4 According to the author, how are the
two types of dances similar?
a
They both are performed with calm,
controlled movements.
b They both convey the distance of
the food source.
c They both include some
unimportant motions.
d They both have elements that
change over time.
5 In the second type of dance, what
does the dancer bee communicate
by intersecting the circle?
a
b
c
d
the amount of the food source
the direction of the food source
the distance of the food source
the smell of the food source
6 According to the passage, what have
scientists yet to learn about bees and
the ceremony?
a
how bees are able to perform the
dance in the dark
b what the specific movements in the
dance mean
c how bees can observe the
movements without light
d what role the ceremony plays in the
species’ survival
142
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18a
Vocabulary
Annie took her dog to the veterinarian because he
was suffering from ............ heartbeat.
a a sporadic
c an alternating
b an intermittent
d an irregular
9
Most animals have a fairly short attention ............ in
comparison to humans.
a breadth
c diameter
b length
d span
10
The university has ............ the research project with
another year of funding.
a endowed
c endued
b enriched
d demanded
11
Animal trainers use sound devices to ............
animals into action.
a invigorate
c stimulate
b motivate
d autheriticate
3
4
5
6
7
8
9
10
the correct answer.
2 1CircleDaniela
loves to study animals and feels very ..........
about becoming a zoologist.
a obsessive
b enlivened
As the saying goes, a bird in the hand is worth two
in the ............ .
a tree
c bush
b nest
d hole
Certain kinds of birds can ............ the sounds of any
other bird by copying their calls.
a escalate
c imitate
b propagate
d disseminate
A
4
Bees perform a series of ............ moves when they
dance that don’t change.
a pressurized
c civilized
b standardized
d revitalized
P
3
c passionate
d vigorous
M
2
12
The monkey could not make a sound because there
was ............ in his throat.
a a destruction
c a construction
b a circumvention
d an obstruction
6
Debra could hear the beautiful sounds of the vibrant
wildlife in the ............ rainforest.
a elaborate
c ornamental
b decorative
d flourishing
7
Only a trained ear can ............ between the call of
one bird and another.
a illustrate
c differentiate
b exemplify
d characterize
S
5
To the untrained ............, a great deal of animal
behavior appears totally random.
a eyewitness
c bystander
b spectator
d observer
C
2
The most fascinating aspect of animal communication
is the fact that even the slightest changes in sound
can communicate completely different things.
Sounds originate from the throat box, or larynx, but
loudness is determined by a lower place, the
abdomen.
During a bee’s dance every move it makes has
significance; each one is important.
Animals sometimes emit a certain fragrance that
serves as a form of communication by smell.
According to my observations, I don’t believe parrots
fully understand the words they imitate from humans.
Bees perform a highly intricate ceremony to convey
the location of new food sources.
The use of loud sounds to scare off predators serves
as a viable strategy for survival.
Sheila made notes of the animals’ interaction at
various intervals during the study.
Bees collect pollen from a variety of flowering plants
and trees.
One of the joys of spring is being surrounded by
nature in full bloom.
Listening, Speaking
& Writing
•
LE
1
O
P
Fill in: ceremony, significance, intervals, abdomen,
1 pollen,
observations, bloom, aspect, strategy, fragrance.
Y
8
Animals use different signals to communicate.
Look at the diagram below. You will hear about
three different species and their different methods
of communication. Take notes as you listen. After
that, connect the communicative methods with the
corresponding animal. You may be surprised.
growl
whistle
BIRDS
wag tail
purr
sing
show teeth/fangs
DOGS
WHALES
lay ears back
keep ears erect
Write a short paragraph explaining how bees
communicate. Use the information in the text on
p. 142. Make two mistakes. Read your paragraph to
your partner. Your partner has to spot the mistakes.
(See Answer Section)
• IT How do animals communicate? In groups
collect information then present it to the class.
(See Answer Section)
143
23 New S&S ECPE Ts U 18.indd 143
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18b
1b
Grammar
Nouns
see pp. GR190-GR191
2 Choose the correct answer.
Some nouns have different meanings when they are in
the plural. spectacle (= an impressive sight or an object
of attention) – spectacles (= eyeglasses) Brian made a
complete spectacle of himself when he fell into the lake.
Claudia wears very thick-framed spectacles.
“Did you hear about the helicopter crash?”
“Yes, unfortunately there’s ............. hope of finding
any survivors.”
a not
b slight
c none
d little
2
reasons.
1 Underline the correct word. Give (See
Answer Section)
“So what’s your impression of Mr. Stevens?”
“He’s very interesting. He has ......... vast knowledge
of computer programs.”
a a
b much c some
d plenty
3
“Why was he released?”
“No one ............. charges.”
a is pressing
b are pressing
P
M
A
Countable/Uncountable Nouns/
Quantifiers
see pp. GR191-GR193
S
• When we use any and its compounds in affirmative
sentences we emphasize the aspect of free choice: any
student: it doesn’t matter which student; all students;
anybody/anyone: it doesn’t matter who; everybody;
anything: it doesn’t matter what; everything;
anywhere: it doesn’t matter where; everywhere. We
can meet anywhere you want. (it doesn’t matter
where) Anything the actor does is amazing! (everything)
• Any and its compounds can also be used with
negative words, such as without, never, rarely, etc.
He has never tasted anything so delicious!
• We use a singular verb with the compounds of some,
any, and no. No one is hosting the event.
• Some can also be followed by a singular countable
noun to indicate somebody or something unknown
or extraordinary. Some genius forgot to turn off the
printer last night!
144
23 New S&S ECPE Ts U 18.indd 144
O
P
c have pressed
d presses
“Have you heard ............. news from Joanie?”
“No, I haven’t.”
a some b a
c many
d any
5
“Did you get a chance to go swimming over the
weekend?”
“No, I didn’t have ............. time.”
a much b many c plenty
d a lot
C
4
6
“Would you like to go for coffee?”
“Sure! We can go ............. you like.”
a anything
c anybody
b anywhere
d any
errors in the sentences and correct them,
3 asFindin the
the example.
LE
1­ The ancient Greek mythological figure Themis is
often depicted carrying the scale/scales of justice
in one hand and a sword in the other.
2 Although she is an incredibly famous actress, she
doesn’t seem to put on airs/air.
3 The lumber company has begun its first shipments
of woods/wood to South America.
4 The views of the committee are not reflected in the
contents/content of this document.
5 The writer’s latest books bear no relation/relations
to his earlier novels.
6 Most children in the U.S. celebrate the custom/
customs of Halloween by dressing up.
7 The corporation is planning on spending $100
million to expand its steel work/works.
8 The summer rain did not dampen the spirit/spirits
of the people attending the annual festival.
9 The company won the lawsuit and will receive over
$2 million in damages/damage.
10 The local college will be holding a benefit dinner to
raise fund/funds for flood victims.
11 Joan’s children have impeccable table manner/
manners and respect for their elders.
12 Last summer Ted gained hands-on experience/
experiences that will be a valuable commodity to
his future career as an engineer.
Y
1
1
2
3
4
5
6
7
8
9
10
11
12
Although Harry loves to travel, he always burdens
himself with too many luggage. much
You should get your hairs trimmed in a professional
beauty salon. hair
Measles are a highly contagious but rare respiratory
infection that’s caused by a virus. is
Most students agree that quantum physic’s is a very
difficult subject. physics
Scientists admit that a lot research needs to be
done before a cure for cancer is found. more/a lot of
The laughters of children could be heard coming
from the backyard. laughter
There’s small benefit in dealing with this issue unless
basic needs have been met. little
My grandmother has a collection of beautiful fine
chinas. china
When using previously published material in your
manuscript, you must obtain appropriate written
permissions. permission
Our family restaurant provides plenty great food for
breakfast, lunch, dinner, or late-night snacking.
plenty of
Los Angeles is home to one of America’s best public
transportations systems. transportation
I need some advice about a upcoming summer road
trip. an
24/02/2021 11:09
18b
1b
Articles
Review
see pp. GR193-GR194
the correct answer.
6 1Choose
The country inn’s hospitality and cooking .............
M
P
LE
1­ When you go to – Paris, make sure you visit the
Louvre Museum.
2 It’s often said that – dogs are for life, not just for
– Christmas.
3 Melanie is fascinated by – UFOs and the paranormal.
4 Brian spends most of his free time doing – work for
the blind.
5 The Pacific Ocean was named by legendary navigator
Ferdinand Magellan and is the largest of the world’s
five oceans.
6 The reigning world chess champion held an
impromptu press conference this morning.
7 That roller-coaster was the best ever; I can’t believe
it can reach a top speed of nearly 125 miles an hour!
8 Roger sprained his ankle yesterday and went to the
hospital to have an X-ray.
9 Despite its appearance, a dolphin is not a fish.
10 The patient has bruising on the spine.
Martin is thinking of going ............. in Colorado next
weekend.
a to rock climbing
c to rock climb
b rock climb
d rock climbing
3
Application forms must ............. and mailed.
a have printed
c be printed
b have been printed
d print
A
S
23 New S&S ECPE Ts U 18.indd 145
Y
2
4
It is essential he ............. the problem as soon as
possible.
a will overcome
c is overcoming
b overcome
d overcame
5
Jamie is ............. talented and handsome.
a both
c either
b nor
d neither
6
By the time Ben retires, he ............. for forty-five
years.
a is going to be working
b will have had worked
c will work
d will have been working
7
I’d rather you ............. before the reporters turn up.
They’ll be here any minute.
a had left
c left
b have left
d were leaving
8
Tonia usually calls her parents twice ............. day.
a per every
c for each
b a
d the
9
Frank is actually ............. he may seem.
a most intelligent than
b the most intelligent than
c more intelligent than
d the more intelligent as if
5 Fill in the blanks with a, an, or the wherever necessary.
1) The Bombardier Beetle, found mainly in 2) – Africa
and 3) –Asia, is 4) an unusual insect with 5) a
remarkable chemical defense system. When it is
threatened, it uses 6) a special gland to squirt toxic
chemicals directly at assaulting predators. The
chemicals produced in 7) the gland can reach
temperatures of over 212°F and up to 80 surges of 8) –
hot vapor and steam can be created over 9) a fourminute period. At present, scientists are
studying 10) the beetle’s defense mechanism in
11) an attempt to create 12) – powerful
fuel-injection engines, dependable
pharmaceutical sprays, and more
competent fire extinguishers. 13) The
variety of applications is extensive.
c is
d is to be
O
P
Fill in the blanks with a, an, or the wherever
4 necessary.
unmatched.
a are
b get
C
Articles
• When we use a noun in the singular number to
represent a class of things/animals, the or a/an must
be used. The penguin is a bird. A penguin is a bird.
• For generalizations we can also use the plural. Cats
are easier to look after than dogs.
• With verbs followed by a prepositional phrase
referring to a part of the body or clothes, we cannot
use a possessive adjective; instead, we use the
article ‘the’. He has a lot of swelling on the ankle.
(NOT: his ankle)
• the is used with adjectives/adverbs in the
superlative form (the best musician ever) but when
most is followed by a noun, it doesn’t use the and
means ‘the majority of’ (Most people watched the
game on TV.)
10
.......... is in danger of becoming completely extinct.
a The elephant
c An elephant
b Elephant
d All the elephant
11
You should take a jacket with you in case it ............
chilly.
a will get
c got
b will be getting
d gets
12
Mr. Jones tried ............. his appointment, but the
doctor didn’t have any openings the following day.
a to be rescheduling
c the reschedule of
b to reschedule
d to have rescheduled
145
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Exam Practice
SPEAKING
Stage 1 • Giving personal information
(3-5 minute conversation)
answer the following questions.
1 •In pairs,
What is your favorite animal? Why?
•
•
Do you like seeing animals in a zoo?
What qualities do you think a zookeeper should have?
(See Answer Section)
Test taker 1: Which one of your own applicants is the
best? Tell test taker 2. Just say the name.
Test taker 2: Which one of your own applicants is the
best? Tell test taker 1. Just say the name.
Model Interview
3
Which applicant did each test taker recommend?
Which one of their own options did each test taker
choose?
(See Answer Section)
O
P
two of you are assistants to the human resources
2 The
manager at a large city zoo. The zoo wants to hire a
Stage 3 • Consensus Reaching
(5-7 minutes)
C
zookeeper. You are on the selection committee and
the human resources manager has asked for your help
in selecting an applicant. The information sheets in the
Speaking Appendix describe the various proposals.
Use the information sheets to do the task. While
listening to your partner, you may take notes but you
are not allowed to see your partner’s information
sheet. Use the language in the table below to help you.
isten to two test takers doing Stage 2 and
L
answer the questions.
•
•
Stage 2 • Explaining and
Recommending (5-7 minutes)
Y
18c
1b
work in pairs. Compare and contrast the
4 Now
applicants you have each chosen. What are the
advantages and disadvantages of hiring each? Who is
the best applicant? Reach a consensus. Use the
language in the table below to help you.
LE
(See audioscript for Stage 2 Model interview as an example.)
(See audioscript for Stage 3 Model interview as an example).
Introducing Information & Listing Points
A
M
P
• Firstly, …/Primarily, …/Firstly and most importantly, …/
To begin with, …/My first applicant is …/
• Secondly, …/Then, …/On top of that, …/Following that,
…/In addition, …/Additionally, …/Moreover, …/What’s
more, …/Other advantages include …/In addition to his/
her …/It has also been said of him/her that he/she is …/
Another interesting thing about the candidate is …/On
top of all this, …
• Finally, …
• His/Her only drawback is …/His/Her one disadvantage is
…/The only negative comment made about him/her is
…/Something I feel that I should mention is...
S
Test taker 1: Use your information sheet (p. 205) to explain
your applicants to test taker 2.
Test taker 2: Which one of those applicants do you think is
the best? Make a recommendation to test taker 1. Just say
the name.
Test taker 2: Use your information sheet (p. 206) to explain
your applicants to test taker 1.
Test taker 1: Which one of those applicants do you think is
the best? Make a recommendation to test taker 2. Just say
the name.
Comparing/Contrasting –
Expressing Advantages & Disadvantages
• From the two candidates/applicants, ... I believe ... is the
better choice because ...
• ... appears to have a ... background .../... is said to have
exceptional ... skills.
• Although ... is unable to ..., I feel this could be overcome
... A key advantage ...
• The downside of/One of the difficulties of/The only
disadvantage/One possible drawback ... is that .../His/
Her only drawback is that ...
• Although/ Even though ... is ..., it would be ...
Justifying Viewpoints
•
•
•
•
•
•
•
•
•
•
•
... on the grounds that ...
... mainly/simply because ...
This is (largely) due to the fact that ...
This is important because ...
We can’t overlook the fact that …
I think it is important to point out that ...
The (main) reason for/behind this is ...
I feel strongly about this because ...
I feel this way because ...
Another significant reason for my choice is that ...
In addition, let’s not forget that ...
146
23 New S&S ECPE Ts U 18.indd 146
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18c
1b
Giving Examples
• ... for example, .../...for instance, ...
• ... such as .../... namely, ...
Model Interview
7
isten to two test takers doing Stage 4 and
L
answer the questions.
Consensus Reaching
Y
Stage 5 • Justifying and Defending
(5-7 minutes)
In pairs, take turns taking on the role of the human
8 resources
manager and express concerns about the
choice of applicant while your partner justifies and
defends the decision. Then switch roles. Use the
language in the table below to help you.
Model Interview
isten to two test takers doing Stage 3 and
L
answer the questions.
•
•
Which applicant did the test takers choose?
What reasons did they give?
(See Answer Section)
Justifying and Defending
•
•
•
•
•
•
•
•
•
What I mean is ...
Actually, I (feel strongly about ...) ...
I do/do not believe that ...
In other words, ...
To be perfectly honest, I ...
What I am trying to say is that ...
The way I see it ...
When you come right down to it, ...
It seems reasonable, therefore, to choose ...
LE
Stage 4 • Presenting and convincing
(5-7 minutes)
(See audioscript for Stage 5 Model interview as an example).
C
5
What are the reasons each test taker gives?
How do the test takers support each reason?
(See Answer Section)
O
P
• So, we’re in agreement that ... is the best applicant/
candidate for the position.
• We both agree that the best candidate for ... is ...
• So, when it comes down to it, we’re left with ...
• What it comes down to is ...
• It seems that we both feel/agree that ...
• So we’re in agreement?
• We both agree on ...
•
•
In pairs, prepare a formal presentation of your
6 chosen
applicant. In this stage you can look at the
P
information sheet together. Give two reasons each
to support the applicant and explain why these
reasons are important. Use the language in the table
below to help you.
(See audioscript for Stage 4 Model interview as an example.)
M
Presenting and Convincing
9
isten to two test takers and the examiner doing
L
Stage 5 and answer the questions.
•
•
What concerns did the examiner express?
How did the test takers justify and defend their
decision?
(See Answer Section)
S
A
• First of all, we both agree that ... is the best person for
the position ...
• To begin with, we believe …
• Another major reason influencing our decision is that ...
• We feel this way mainly/simply because ...
• This is (largely) due to the fact that ...
• Another reason why we support ...
• The main reason (behind this) is that ...
• It is also worth mentioning that ...
• As far as we are concerned, ...
Model Interview
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VI
1b
Exam Practice
VOCABULARY
GRAMMAR
1. There are ______ many scientific studies which indicate
that music can significantly reduce anxiety.
A. much and
B. a good
C. rather
D. more than
2. Georgia’s mom was known to have an ______ of food at
her dinner parties and everyone looked forward to being
invited to one.
A. opulence
B. plentitude
C. affluence
D. abundance
2. This cloud pattern is not ______ of a tropical hurricane
and is of great interest to the meteorologists.
A. characterizing
B. characterized
C. characterization
D. characteristic
O
P
4. Considering the nature of the emergency it’s vital ______
prompt medical treatment.
A. that he undergoes
B. he will undergo
C. he is undergoing
D. that he undergo
LE
4. Peter and his friends arrived later than usual as they
______ on their way back from school.
A. trifled
B. procrastinated
C. loitered
D. dawdled
3. “I’m completely exhausted!”
“Me, too. We ______ call it a day.”
A. might as well
B. might well enough
C. should as well
D. can as well
C
3. The actress’ visit to the developing country left an
______ impression on her and she promised to help.
A. indelible
B. inert
C. inedible
D. inaudible
Y
1. The student ______ through her presentation making it
incomprehensible.
A. dabbled
B. jabbered
C. expounded
D. scrabbled
P
5. The accused was ______ and released from custody.
A. imprison
B. repealed
C. exonerated
D. exempt
5. According to this article, the rate of inflation ______ over
the last few years.
A. has been a steady increase
B. steadily has been increasing
C. has steadily increased
D. steadily increases
6. ______ problems arise with your computer, please notify
the IT department.
A. While
B. Which
C. However
D. Whenever
7. The ______ of unwary customers is something that the
firm doesn’t tolerate.
A. exportation
B. exploitation
C. extenuation
D. extrication
7. “So, what are Tara and Julie like?”
“Well, Tara is ______ interesting of the two.”
A. a most
B. more
C. most
D. the more
8. The water was ______ around our boots as we waded
through the river.
A. foaming
B. spattering
C. flossing
D. sloshing
8. The local politician felt morally ______ to defend the
interests of residents.
A. obliging
B. obliged
C. obligatory
D. obligation
9. I brought a pad so we can ______ down some ideas
during our brainstorming session.
A. jot
B. dot
C. blot
D. plot
9. All things ______, the documentary on farming methods
in the USA versus the UK was quite informative.
A. in general
B. told
C. considered
D. into account
S
A
M
6. The stray dogs quickly ______ down the meat given to
them by the butcher.
A. gulpped
B. nipped
C. gorged
D. gobbled
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VI
1b
CLOZE
Exam Tip
It is important to follow the logic of what is being said
in the text. What fits grammatically may not convey
the intended meaning.
A. seeing
B. in
2
A. stretchiness
B. only
3
A. like
B. alike
4
A. Boto
B. Which
C. What
D. It
5
A. moved
B. turned
C. run
D. wiped
6
A. slaughter
B. extortion
C. corruption
D. despoilment
7
A. questionably
B. imaginably
C. believably
D. likely
8
A. Contradictory
B. Opposite
C. Counter
D. Opposed
9
A. very scared of people
B. quite aggressive towards humans
C. extremely gentle to swimmers
D. rather playful with boats
Y
C. being
D. as
C. plasticity
D. flexibility
C. as
D. similar
C
LE
10
A. humanitarian
B. benevolent
C. egotistical
D. dogmatic
S
A
M
P
1
O
P
T
he pink river dolphin, or more prevalently
known as the Boto in Brazil, is one of five
freshwater species of dolphins found in the
world. Apart from its pink color, the Boto is different
from other dolphins (1) .......... that it can move its
head left and right, offering it greater (2) .......... in
shallow waters. Its unique coloration is not fully
understood. The dolphins are light gray when young
but they gradually develop the pink color as they get
older. They also get pinker when they are surprised or
excited, much (3) .......... humans do when they blush.
(4) .......... was believed to be one of the least
threatened dolphin species has now (5) .......... out to
be one of the most endangered as a result of the
escalated (6) .......... of the Amazon rainforest. The
Boto’s habitat is also threatened by river development
projects, particularly hydroelectric and irrigation plans
which could negatively affect the species’ ability to
breed. However, fishing nets are most (7) .......... the
Boto’s worst enemy as they are responsible for many
deaths throughout the Amazon.
(8) ............ to popular belief, dolphins can be
(9) .......... under certain circumstances. Although some
forms of such of aggressive behavior may exist, there
have also been numerous accounts of pink dolphins
pushing people out of the river after their canoes have
capsized. The pink dolphins’ reputation varies in local
mythology. Some areas consider them to be capricious
wizards, while others honor them as kind and
(10) .......... celestial beings.
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VI
1b
Writing
Introduction
Main Body
Para 3
• cause 1 & supporting details
& example(s)
• possible effect(s)
• cause 2 & supporting details
& example(s)
• possible effect(s)
Conclusion
Y
O
P
50
40
30
20
10
0
1970
Today
– a recent report
5 out of 8 tuna species at risk of extinction
– a recent environmental study
“Fishing in international waters
creates a free marketplace, but the
inability to enforce any regulations
also creates a slippery slope.”
– Bob Jones, ethics professor
•a
summary of the main points
of the main body paragraphs
• writer’s opinion
M
Para 4
P
Para 2
World Demand for Fish
LE
presentation of the topic and
background information
SOURCE 3
Para 1
What is the issue?
What are some causes of the issue?
What are some effects of the issue?
Which source presents information about a cause? A positive effect?
What is your opinion on the topic?
C
The introduction presents the topic of
the essay clearly and any relevant
background information.
The main body paragraphs present the
causes and effects together with
supporting details and examples. Each
cause/effect pair is presented in a
separate paragraph. Each main body
paragraph is introduced with a topic
sentence.
The conclusion includes a summary of the
main points of the main body paragraphs
and the writer’s opinion on the topic.
1
2
3
4
5
pounds eaten/person/year
Plan
(See Answer Section)
SOURCE 1
A Cause and Effect essay is a formal
piece of writing in which you are asked to
analyze and present different viewpoints
on the reason why something happens
(cause) and what the results (effects) of
that may be.
Read the sources and the task. Underline the keywords, then
1 answer
the questions.
SOURCE 2
Cause and Effect essays
Task 1 Essay
Overfishing is a serious issue that is causing many problems around
the world. What are the causes and effects of this activity? Write an
essay addressing the issue and what you think about it. Include at
least one piece of information given above to support your response.
S
A
Note: 1) The main body of this plan is
slightly modified when you are asked to
write an essay discussing only the
causes or only the effects. 2) In the
introduction of a cause and effect essay
the topic should be stated clearly by
using paraphrasing. E.g., In general
people are now marrying at a much older
age than in the past. Discuss the causes
and effects of this. Paraphrase: It is
apparent that people are now delaying
marriage until later in life. You can end
your introduction either by informing the
reader briefly what two points you will
analyze in your main body, e.g., There are
several reasons for delayed marriages,
specifically, years spent in college or the
higher cost of living. or by posing a
question, e.g., What can we attribute this
new social trend to and what are the
implications on society?
2 Read the model and answer the questions.
1
2
3
4
5
6
(See Answer Section)
Has the writer used paraphrasing in the introduction? How do they
end the introduction?
What causes does the writer present in the essay?
What supporting details are given by the writer?
What effects are presented in the essay? Underline them. Are they
positive or negative?
How are the sources used by the writer? Circle the language used to
acknowledge them.
What is the writer’s opinion on the topic? Highlight it in the essay.
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VI
1b
Useful Expressions/Linkers
To introduce cause: One cause/reason of/for …is...,
due to/owing to (the fact that)..., … attributed to...,
…is caused by..., ...because (of).../another
(contributing) factor/cause/reason..., etc.
MODEL
To add examples: For instance/example, In
particular, Particularly, It/This is (clearly) illustrated by
(the fact that) …, etc.
To introduce effect: One effect/consequence/
implication/result of.., Consequently, Therefore,
Thus, As a result, The result is that..., … may/can/
could) cause/lead to/result in/give rise to..., …have
an effect/impact on..., etc.
C
Overfishing has had an undeniable impact on our
oceans that has affected many aspects of marine
ecosystems around the world. To what can we attribute
this growing problem, and what implications does it
have on our seas?
One cause of overfishing is the high demand for fish
and seafood worldwide. We are eating more fish than
ever and the quantities have rocketed in recent decades.
According to a recent report, our global consumption of
seafood has now reached 50 pounds per person,
compared to 25 pounds just five decades ago. What
makes matters worse is that this trend is likely to
continue in the years ahead as it shows little sign of
abating. Consequently, fish levels across the world will
continue to be dangerously low and many species will
be faced with the threat of extinction. A concerning trend
that is illustrated by a recent environmental study which
found that five of eight species of tuna are now
endangered and facing an uncertain future.
Another contributing factor that adds to the
problem of overfishing is the unregulated conditions in
international waters. This open market allows anyone to
catch huge amounts of fish and make extensive profits in
areas without regional or governmental controls,
effectively creating a free-for-all where anything goes in
the name of revenue; not to mention the inability to
police or check that fishermen are not using banned,
illegal or questionable fishing methods, equipment or
techniques. As a result, it is impossible to implement
rules on best practice or quotas to protect endangered
species allowing humans to harm an ecosystem already
under incredible strain.
In summary, overfishing is an issue that has multiple
causal factors and negative impacts which far outweigh
any short-term financial gains. While it serves to satisfy
our insatiable hunger for seafood it does so at the
detriment of our oceans. It is clear that this industry
needs to be looked at more closely and further
regulations must be agreed upon and enforced.
O
P
Y
To add supporting details: In other words, In effect,
… (this) means that …; not to mention (the fact that)
..., It is understandable why …, In short, After all, It
follows from this that ..., To further explain..., This is
especially true when/of ..., The fact remains, though,
that ..., What makes matters worse is that ..., etc.
S
A
M
P
LE
Replace the expressions in bold in the model with
3 other
expressions/linkers from the Useful Language
box above.
(See Answer Section)
Underline the correct item. Use the Useful Language
4 box
above to help you.
1
In some cases, animal extinction is attributed to/as
a result poaching.
2
Many people lose their homes caused by/due to
forest fires each year.
3
Increasing global temperatures give rise to/have an
effect on more heat waves and droughts.
4
One result of/As a consequence, glacier ice melts
at a rapid pace.
5
Water pollution is caused by/is owing to the fact
that factories dumping industrial waste in waterways.
6
To further explain/This is especially true of rising
pollution from fossil fuels has reached critical levels
in most cities.
7
It is illustrated by/Particularly, those people who
still have their own cars are responsible for inner city
pollution.
8
For example,/What makes matters worse is that,
some cities are now being equipped with solar
energy systems.
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Writing
Note: Cause and effect essays can ask for causes only,
effects only, or both causes and effects. It is crucial to
read the rubric carefully in order to identify which type
of cause and effect essay you are being asked to write.
Look for what you are asked to do in the task in order
to identify which type of essay it is.
Task asking for cause:
•
•
•
•
•
•
Which causes contribute to …?
What are the key factors that contribute to …?
What incidents or events contribute to …?
What are the reasons for …?
What are the causes of …?
What factors account for …?
Task asking for effects:
What effect does this have on …?
How does this affect …?
What are the consequences of …?
What are the direct results of …?
What impact does this have on …?
What situations can arise from …?
Read the task and then the plan for the main
6 a)body
paragraphs. For each cause, choose one
supporting detail and one effect from the list and
complete the plan.
Task 1 Essay
Every year more and more animals are at risk of extinction.
What causes animals to become endangered and what are
the implications of this? Write an essay examining the issue
and what you think about it. Include at least one piece of
information given above to support your response.
Main Body Plan
Para 2
LE
•
•
•
•
•
•
Internet piracy is a modern-day criminal activity that is
causing many problems around the world. What are the key
factors that contribute to this form of criminality? Write an
essay addressing the issue and what you think about it.
Include at least one piece of information given to support
your response.
Y
In a cause and effect essay, you must try to explain the
reasons that a situation has arisen and what the effects
of that may be. In essence, you are asked to answer
why something happens (cause) and what happens
as a result (effect). Each paragraph must contain an
important cause or reason for the situation followed by
examples and details to support the argument.
A causes essay
Task C ...............................
O
P
Developing Main Body Paragraphs
for Cause and Effect Essays
C
VI
1b
Para 3
Task asking for both cause and effect:
M
P
• What are the causes and effects of …?
• What are the reasons for … and what effects could
this have on …?
• How has … affected … and what are the
implications …?
Topic sentence (Cause 1): One cause of
animal endangerment is habitat loss.
Supporting details: Expanding farmlands
and city areas destroys the homes of animals.
Effect: With no place to live or find food the
animals eventually die out.
Topic Sentence (Cause 2): Animals
becoming endangered is also due to
overhunting and illegal poaching.
Supporting details: Certain animal species
are killed in large numbers either for their
meat or for their parts like horns.
Effect: The endangerment or loss of these
species disrupts the ecosystem and leads to
other animals becoming endangered.
A
Read the following tasks. Underline the keywords.
5 What
kind of essay will you write?
Cause & effect essay
Task A ...............................
S
Many people argue that without technology we would still
be living in the Dark Ages. How has technology affected our
lives and what are the implications of this? Write an essay
addressing the issue and what you think about it. Include at
least one piece of information given to support your
response.
Effects essay
Task B ...............................
Cities around the world are installing surveillance cameras
in public spaces in order to monitor any criminal activity.
What are the consequences of such decisions? Write an
essay addressing the issue and what you think about it.
Include at least one piece of information given to support
your response.
152
24 New S&S ECPE Ts Exam Pract VI.indd 152
Supporting details
• Animal populations die off as they come into
contact with disease and invasive predators.
• Certain animal species are killed in large numbers
either for their meat or for their parts like horns.
• Expanding farmlands and city areas destroys the
homes of animals.
• Animals leave their homes in search of food.
Effects
• The endangerment or loss of these species
disrupts the ecosystem and leads to other animals
becoming endangered.
• Animals threaten other animals in order to survive.
• With no place to live or find food the animals
eventually die out.
• Conflicts arise between farmers and city
developers over land use.
22/02/21 13:02
Read the sources and the task. Underline the
7 a)keywords
and answer the questions.
(See Answer Section)
4
5
6
7
What is the issue?
What style will you write in?
What information should you include in the main
body paragraphs?
What causes can you think of?
What possible effects can you think of?
How can you use the sources provided?
What is your opinion on the topic? Where will you
include it in your essay?
Deforestation in the Brazilian Amazon
9%
M
6%
12%
63%
Small-scale agriculture
Selective Logging
Fire
Other
Crops
Plantations
Pasture
A
SOURCE 1
7%
P
1%
2%
Task Essay
Y
“Deforestation results in a loss of
biodiversity and contributes to
global warming.”
– Dr. Sara Dobbler, professor
The issue of deforestation is a problem that affects
everyone. What are the reasons behind it and what is its
impact? Write an essay analyzing this issue and what
you think about it. Include at least one piece of information
given above to support your response.
b)
Listen to two college students talking about
the topic of the task. Complete the diagram.
Cause 1
commercial agriculture fueled by big 1) corporations and
subcontractors
Supporting details & Examples
Locals 2) clear areas of forest to cover global demand for
wood, biofuel, food, and 3) livestock.
Effect
communities 4) earn a living at the cost of the environment
LE
1
2
3
– a recent study
O
P
c) Use the plan in Ex. 6a to write the main body
paragraphs. Use useful expressions and linkers
to make the paragraphs flow.
(See Answer Section)
forest land lost in the last 30 years
C
A The endangerment of animals is caused by
excessive or illegal hunting. Para 3
B Animals are becoming endangered because of
problems in their living conditions.
C The endangerment of a species can be attributed to
the disappearance of a species’ habitat. Para 2
D Animals are facing the threat of extinction due to
lack of successful breeding programs.
500,000 miles2
SOURCE 3
b) Choose a replacement topic sentence (A-C) for
each of the paragraphs in Ex. 6a.
SOURCE 2
VI
1b
S
– a recent survey
Cause 2
Fires consume vast amounts of forests.
Supporting details & Examples
forests are threatened by both 5) man-made and naturally
occurring fires.
Effect
biodiversity loss and 6) climate change
Now, using the information from your answers in
8 Ex.
7b, write your essay. Exchange your essay with a
partner. Check each other’s piece of writing, using
the checklist below.
Check list
Is the topic clearly stated in the
introduction?
Is one cause with supporting
details presented in each of the
main body paragraphs?
Are the possible effects stated in
each of the main body
paragraphs?
Does each main body paragraph
start with a topic sentence?
Are useful expressions/linkers
used to make the essay flow?
Is information from at least one of
the sources presented? Has at
least one source been
acknowledged?
Is formal language used
throughout the essay?
Does the conclusion state the
writer’s opinion?
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Revision & Extension
Writing Skills
Writing (MODULES 1-6)
Opinion essay
Task 4 ...............................
Read the following six tasks. Underline the keywords
1 and
discuss what type of writing you are asked to
write for each.
Y
Teenagers today are considered by many to be irresponsible
and apathetic about life. Some even go as far as to say that
they are aggressive, rude, and violent. What do you think?
Do you agree or disagree with this view? Write an essay
addressing the issue. Include at least one piece of
information given above to support your response.
Proposal
Task 5 ...............................
Your city council wants to introduce a no car zone in the
downtown area. Some city council members do not agree
with this idea. Write a proposal to the mayor evaluating the
different opinions on the issue and explain what you think
about it. Include at least one piece of information given
above to support your response.
O
P
One of the skills tested on the ECPE exam is your ability to
express different points of view in written form in a coherent
and clear manner. As a general rule, all writing tasks have a
similar basic structure:
The introduction, where you make a general statement about
the topic and where you inform the reader about what aspects
will be analyzed. The main body paragraphs, where you
present the different viewpoints and provide supporting
details. The conclusion, where you present your opinion and/
or recommendation on the topic and make some closing
comments.
Remember: There is no right or wrong answer to a given
topic. What is important is to present your arguments in a
clear, logical manner, and to substantiate them.
C
For and against essay
Task 6 ...............................
LE
Problem/Solution essay
Task 1 ...............................
M
P
Governments are not taking enough action on the issue of
drugs. What problems does this cause? What do you think
could be done to ensure the safety of our children? Write
an essay addressing the issue and explain what you think
about it. Include at least one piece of information given
above to support your response.
A
Article
Task 2 ...............................
S
Your school is considering banning cell phones on school
premises. Many students object to this and argue that cell
phones are essential items for young people. Write an
article for your school news website explaining the impact
of this ban and what you think about it. Include at least one
piece of information given above to support your response.
Cause & effect essay
Task 3 ...............................
Stress-related illnesses are now common, affecting both
the young and old. Why are people suffering from stress?
How does this affect their lives? Write an essay addressing
the issue and explain what you think about it. Include at
least one piece of information given above to support your
response.
154
24 New S&S ECPE Ts Exam Pract VI.indd 154
Some people believe that advertising is deceptive since it
only persuades people to buy things they do not really
need. Others are supporters of this industry, claiming that it
is very useful in providing people with unlimited information
about service and products. What are the positive and
negative aspects of advertising? Write an essay addressing
the issue and explain what you think about it. Include at
least one piece of information given above to support your
response.
It is important to avoid using the exact words and
phrases included in the essay topic when possible.
That is why it is essential that you paraphrase or use
your own words as much as you can when writing a
clear statement of the topic in your introduction.
Read the introduction below to Task 4 in Ex. 1.
2 a) Has
the writer paraphrased the topic? Give
examples.
(See Answer Section)
Teenagers are often described as
rebels completely detached from
society and indifferent to society’s
needs. As far as I am concerned,
though, teenagers seem to have a
deep concern for their future and
are more aware of social problems
than many adults.
b) Write introductions for the rest of the Tasks in
Ex. 1.
(See Answer Section)
22/02/21 13:02
Writing (MODULES 1-6)
Task 2
It is important when planning your essay to include
only the points that are relevant to the topic. Therefore,
when you brainstorm for ideas you should take care to
select only the most important points and leave out
anything that is irrelevant.
Some people believe that sports stars are paid too much
money and that limits should be placed on their salaries. Do
you agree or disagree with this idea? Write an essay
addressing the topic and explain your opinion about it.
Include at least one piece of information given to support
your response.
Look at the following points and match them to the
3 relevant
task in Ex. 1 on p. 154. Then, check the ones
that would be most relevant to each writing task.
Give reasons for your choices.
(See Answer Section)
1 Drug trafficking increases the crime rate in
every country.
2 Poverty and unemployment make people
vulnerable to addiction.
3 Children are not getting enough attention
from their families.
✓
……
MLB
Premier League
Y
NBA
5.25
O
P
Task 1
SOURCE 1
A
NFL
7
3.5
1.75
✓
……
0
……
NFL
NBA
MLB
Premier League
Average Salary ($ Million)
C
……
✓
……
Task 5
P
M
Read the following tasks and sources and
4 a) underline
the keywords. Then, answer the
A
questions (1-5).
(See Answer Section)
What style will you write in?
What will you cover in your introduction?
Where will you include the information from at least
one source?
What will you cover in your main body paragraphs?
What will you include in your conclusion?
S
4
5
overpaid.
– recent survey
✓
……
7 A no car zone would negatively impact local
✓
businesses due to a decrease in trade.
……
8 Air pollution in our city is at dangerously
✓
high levels.
……
9 Public transportation services have not
reached punctuality targets this year.
……
1
2
3
72% of people think that professional athletes are
LE
4 Many families get cell phones in package
deals for the whole family.
5 Cell phones are an important means of
communication in case of emergency.
6 Cell phones are a distraction during class
and group activities.
SOURCE 2
Task 2
Task 1
Your local professional sports team wants to raise the salary
of its players. Some people within the organization worry
about how fans would react and think this is not a good
idea. Write a proposal to the general manager of the team
evaluating the different viewpoints on this matter, and
explain what you think about it. Include at least one piece of
information given to support your response.
“Professional athletes have very short
careers and take serious risks that have
long lasting effects on their health. It’s
only fair that they are highly paid.”
– Henry Martin, local sports coach
SOURCE 3
B
C
– a recent study
b)
Listen to two people talking about money in
sports and the issue of player salaries. Take
notes and make a list of the important points that
they raise.
(See Answer Section)
Now, using your answers from Ex. 4b, choose one of
5 the
writing tasks from Ex. 4a and write it. Swap
papers and check your partner’s piece of writing.
Use the checklist below.
(See Answer Section)
Check list
Does the essay/proposal successfully
address the topic?
Is each main point adequately
developed?
Is at least one source used in the essay/
proposal?
Are appropriate linkers employed to
make the essay/proposal flow?
Are there spelling, grammar, or
punctuation errors?
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Y
O
P
C
LE
P
M
A
S
24 New S&S ECPE Ts Exam Pract VI.indd 156
22/02/21 13:02
Y
O
P
C
S
A
M
P
LE
Grammar
Reference
157
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22/02/21 13:04
Grammar Reference
Y
Present progressive
It is used:
• for actions happening at or around the moment of
speaking. He is looking for a new job.
• for temporary situations. He is studying hard these days.
• for fixed arrangements in the near future.
I’m going to the movies tonight with Paul.
• for currently changing or developing situations.
Technology is getting more and more advanced.
• for frequently repeated actions, with always, constantly,
continually, expressing annoyance or criticism.
She’s always getting me into trouble.
• to make requests and statements sound less definite or
formal. I’m hoping to meet Jack when I get to London. (less
definite that ‘I hope’) I’m looking forward to visiting
Mary’s sister next month. (less formal than ‘I look’)
• for picture/photo descriptions. In this photo, a football
team is training on the practice field.
P
LE
It is used:
• for permanent situations/states.
She works in Washington, D.C.
• for general truths or laws of nature.
Water boils at 212°F.
• for repeated actions/habits (with always, usually, etc.).
He always takes the dog for a walk in the evenings.
• in narrating stories and plots, telling jokes, writing
summaries and reviews, and broadcasting
commentaries.
Smith passes the ball and Lawrence misses it.
• for schedules/programs (future reference).
The train leaves at 6:00 am.
• in exclamatory sentences that begin with here or there.
Here they come!
• to give instructions or directions (instead of imperative).
First you collect your train ticket and then you make your
way to the platform. (Instead of: First collect your train
ticket and then make your way to the platform.)
• in sayings and proverbs.
A bad workman blames his tools.
• for feelings and emotions.
Ellen loves her pet dog and takes him everywhere she goes.
• in oral speech, to introduce phrases or sentences, with
verbs such as: admit, agree, believe, bet, gather, insist,
promise, regret, swear, etc.
I gather you’ve read this book already.
O
P
Simple present
I often get invited to parties.
The queues outside this post office are always huge. She
would never borrow something without asking permission.
• In short answers, they are placed before the auxiliary
verbs. ‘Trains are usually delayed here, aren’t they?’
‘Yes, they usually are.‘
• Time phrases such as every day, once/twice a week/
month, most mornings/evenings, etc. are placed at the
beginning or the end of a sentence. For emphasis,
usually, often, sometimes normally, and occasionally
can also be placed at the beginning or the end of a
sentence. They travel to London twice a year. Normally,
she takes the month of August off. He travels without
planning anything in advance occasionally.
C
Verb Tenses
Unit 1b
M
• Note: In order to express emphasis, we use the form:
subject + do + verb.
I do want to visit the museum; let’s go there first!
• In the 3rd person singular we use: subject + does + verb
Jasmine does want to come camping, but she might have
to work that weekend.
S
A
Time words/phrases we use with the simple present:
every day/week/month/year, usually, sometimes, always,
rarely, never, often, in the morning/afternoon/evening,
at noon, at night, etc.
Adverbs of frequency
These include: always, frequently, often, once, twice,
sometimes, never, usually, ever, hardly ever, rarely, seldom,
occasionally, etc.
• Adverbs of frequency are normally placed before the
main verb.
She seldom travels overseas.
• However, they are placed after the verb to be and after
the auxiliary/modal verbs. If there is more than one
modal/auxiliary verb, the adverb is generally placed after
the first one.
Time words/phrases we use with the present
progressive: now, at the moment, at present, nowadays,
today, tonight, always, still, etc.
Stative verbs
Stative verbs are verbs which describe a state rather than
an action, and so do not usually have a progressive form.
These verbs are:
• verbs of the senses (see, think, hear, smell, taste, feel,
look, sound, seem, appear, etc.). This cake tastes delicious.
• verbs of perception (know, believe, understand, realize,
remember, suppose, forget, etc.). I suppose you’re right.
• verbs which express feelings and emotions (like, love,
feel, hate, prefer, detest, desire, loathe, want, etc.).
He really detests being photographed.
• some other verbs: appear (= seem), belong, concern,
contain, depend, fit (= be the right size for sth), have
(= possess), mean, owe, own, possess, require, weigh,
keep (=continue), etc.
He owes a lot of money.
158
25 NEW S&S ECPE Ts GramRef.indd 158
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THINK
Gina thinks she is the best
student! (= she believes)
HAVE
My sister has two dogs.
(= she owns)
My brother is thinking of
buying a car. (= he is
considering)
My sister is having trouble
finding a job. (= she is
experiencing)
The baby is having a nap.
(= is taking)
We are having lunch on the
flight. (= we are eating)
SEE
You can see for miles from the Harry is seeing the dentist
top of the tower. (= we have a tomorrow. (= he’s meeting)
view)
I see her point. (= I understand)
SMELL
This perfume smells like
flowers! (= it has a specific
type of aroma)
LE
TASTE
This candy tastes like
Dan is tasting the stew to see
chocolate. (= it has a specific if it needs more salt. (= he is
type of flavor)
checking the flavor)
He is smelling the milk to see
if it’s gone off. (= is sniffing)
P
APPEAR
The aspiring actor appears in Madonna is appearing at the
the play. (= he can be seen) Giants Stadium next month.
(= she is performing)
Brenda is looking at the
incredible view. (= she is
viewing)
M
LOOK
They look like they’ve seen a
ghost. (= they seem)
Mom is feeling my forehead
to see if I have a temperature.
(= she’s touching)
BE
Andrea is very kind.
(= character-permanent
state)
Joy is being particularly
impolite today. (= behaviortemporary state)
A
FEEL
Finished bronze feels
smooth. (= it has a specific
type of texture)
S
It is used:
• for an action that happened at an unstated time in the
past. The emphasis is on the action. The time when it
happened is unimportant or unknown. They have
bought a house. (We don’t know when they bought the
house.)
• for an action which started in the past and continues
up to the present, especially with stative verbs. We have
known the Browns for years.
• for recently completed actions. They have just left for
school.
• for personal experiences and changes. I have never seen
such a beautiful child! She has lost weight recently.
• for an action which happened within a specific time
period which is not over at the time of speaking (with
time words/phrases such as: today, this week/morning/
evening/month/year, etc.). She has read three books this
week. (‘this week’ is not over yet)
• to put emphasis on the number of things that have
happened up till now. I have had four candy bars so far.
• to announce a piece of news. In this case, we can use
the past simple or past progressive afterwards to give
more details about it. The emergency services have closed
the road today. A large tree fell during last night’s storm.
• with the superlative degree (hardest, worst, etc.) and
ordinal numbers (first, second, etc.). It’s the worst movie
I’ve ever seen.
Y
ACTION
O
P
STATE
Present perfect
C
Some stative verbs can be used in the progressive form, but
with a difference in meaning.
Notes:
• Although some verbs , such as cherish and enjoy,
express a feeling, they do not function as stative verbs,
and can also be used in a progressive form. Mark enjoys
sea fishing. Mark is enjoying sea fishing in Mexico.
• The verbs look (when we refer to a person’s appearance),
feel (= to experience a particular emotion), hurt and
ache can be used in a simple or progressive form with no
difference in meaning. She is feeling tired. She feels tired.
Notes:
• In American English, in certain cases, both the present
perfect and the simple past can be used:
• to express a past action which has an effect on the
present. I lost/’ve lost my glasses. Can you help me find
them?
• with already, just and yet. US: I already finished washing
the dishes. UK: I’ve already finished washing the dishes.
US: I just checked my emails. UK: I’ve just checked my
emails. US: Did you call Ann yet? UK: Have you called Ann
yet?
Have gone to – Have been to/in
• He has gone to the bank. (He’s on his way to the bank, or
he’s there now. He hasn’t come back yet.)
• He has been to New York. (He has visited New York, but
he isn’t there now. He has come back.)
• He has been in Hawaii for two years. (He lives in Hawaii
now.)
Time words/phrases we use with the present perfect:
just, ever, already, never, yet, always, recently, how long,
so far, since, for, today, this week/month, etc.
159
25 NEW S&S ECPE Ts GramRef.indd 159
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Grammar Reference
Time words/phrases we use with the present perfect
progressive: just, since, how long, for, all day/week, etc.
Simple past
Y
Notes:
• The past progressive is not used for repeated actions in
the past. The simple past is used instead. I played in the
snow every winter when I was young. (NOT: I was playing ...)
• Although the simple past is used for past repeated
actions, we can use the past progressive for such
actions if they provide background information about
what we say. Tom was often reviewing films in the year
before he quit the magazine.
• When there are two past progressive forms in a
sentence with the same subject, we can avoid repetition
by using the present participle (-ing form) and leaving
out the subject and the verb was/were of the second
verb form. They were traveling across Europe and they
were visiting lots of places. = They were traveling across
Europe and visiting lots of places.
M
P
LE
It is used:
• for an action that began and ended in the past at a stated
or implied time. They went to the supermarket yesterday.
• for habits, states and repeated actions in the past
which do not happen any more. He wrote poems when
he was in high school.
• for actions which happened immediately one after the
other in the past. Tammy left the office, bought some
bread, and walked home.
• to talk about actions which were performed by people
who are no longer alive, even if the time is not stated.
Elvis Presley recorded over 700 songs. (Elvis is dead – he
won’t record any more songs.)
• to talk about the main events in a story. A mysterious
man checked into the hotel last week, spoke to no one,
then vanished.
O
P
It is used:
• to put emphasis on the duration of an action which
started in the past and continues up to the present.
She has been mowing the lawn for half an hour. (She
started half an hour ago and she’s still mowing it.)
• for an action which started in the past and lasted for
some time. It may still be continuing or may have
finished recently, but its result is visible in the present.
He has been playing basketball. That’s why he’s sweaty.
• to express anger, irritation or annoyance. He has been
using my tablet again! (annoyance) Who has been
opening my mail? (anger)
• to describe the atmosphere, setting, etc. and to give
background information about a story. The sun was
shining as they approached the forest.
• For polite enquiries and offers. I was considering hiring a
boat; are there any free? – Excuse me, were you needing
this book by any chance?
• with always, constantly and continually to describe
repeated unpleasant and irritating actions in the past.
When we were on our flight, the child behind me was
constantly kicking the back of my seat.
• to describe plans and intentions that didn’t come true.
He was intending to study medicine but he didn’t pass the
entrance exam.
C
Present perfect progressive
A
Time words/phrases we use with the simple past:
yesterday, last night/week, etc. , two weeks ago, a month
ago, (how long) ago, just now, in 2005, etc.
Past progressive
S
It is used:
• for an action which was in progress when another
action interrupted it. We use the past progressive for
the action in progress (longer action) and the simple
past for the action which interrupted it (shorter action).
He was having dinner when the phone rang.
• for two or more simultaneous actions in the past. Cory
was reading a newspaper while Ken was making a
sandwich.
• for an action which was in progress at a stated time in
the past. We don’t mention when the action started or
finished. On the eighth of August, she was staying at a
seaside resort.
160
25 NEW S&S ECPE Ts GramRef.indd 160
Time words/phrases we use with the past progressive:
while, when, as, all day/night/morning, yesterday, etc.
Past perfect
It is used:
• for an action which happened before another past
action or before a stated time in the past. They had
cleaned the house by the time their mother arrived.
• for an action which finished in the past and whose
result was visible at a later point in the past. She had
broken her arm, so she couldn’t write.
• to describe hopes and wishes that were never realized.
She had hoped to meet the author at a book signing, but
she didn’t get to go.
• with past structures containing the superlative degree
(hardest, best, etc.) or ordinal numbers (first, second,
etc.). That was the hottest place they had ever camped. It
was the first time they had visited a non-English-speaking
country.
Notes:
• The past perfect is used only once in a sentence; all other
verbs that follow are used in the simple past. I had
already left the concert which I enjoyed, and I decided to
take a cab home.
22/02/21 13:04
It is used:
• to put emphasis on the duration of an action which
started and finished in the past, before another action
or stated time in the past, usually with for and since. He
had been preparing the meal for an hour before his guests
arrived.
• for an action which lasted for some time in the past and
whose result was visible in the past. Lori had been
working on her computer for hours, so she was very tired.
used to – would – Simple past – be/get used to
• We use used to/would/simple past to talk about habits,
routines and repeated actions in the past that no
longer happen. Every evening, we used to have/would
have/had hot chocolate by the fireplace.
• We use used to/simple past (NOT: ‘would’) for past
states. Would cannot be used with stative verbs. She
used to own/owned a yacht. (NOT: would own)
• We use be used to + noun/pronoun/-ing form to talk
about habits (= be accustomed to, be in the habit of).
She is used to getting up early.
• We use get used to + noun/pronoun/-ing form to talk
about habits. (= become accustomed to) Tim is getting
used to walking to work.
LE
Notes:
The past perfect progressive is the past equivalent of the
present perfect progressive.
a) He was exhausted because he had been cleaning out the
garage all day. (The action ‘had been cleaning’ started in
the past. The result ‘was exhausted’ was also visible in the
past.)
b) He is exhausted because he has been cleaning out the
garage all day. (The action ‘has been cleaning’ started in
the past. The result ‘is exhausted’ is still visible in the
present.)
Y
Past perfect progressive
O
P
Time words/phrases we use with the past perfect:
before, after, already, for, since, just, until, when, by, by
the time, never, etc.
• The past perfect is used
for an action which
happened before
another past action or a
specific time in the past.
She had had dinner by
the time her husband
came home. (She had dinner first. Her husband came
home afterwards.)
• We use only the simple past (NOT: used to/would) for
an action that happened at a definite time in the
past. He stayed in a youth hostel last weekend. (NOT: He
used to/would stay in a youth hostel last weekend.)
• We use only the simple past (NOT: used to/would) to
say how many times an action happened at a
definite period of time in the past. They drove to
Edinburgh three times last month. (NOT: They used to/
would drive to Edinburgh three times last month.)
C
• The past perfect or the simple past can be used with
before, until and after without any difference in meaning.
Julie went to the bank after she had finished/finished her
breakfast.
P
Time words/phrases we use with the past perfect
progressive: for, since, how long, before, until, etc.
M
Simple past – Past progressive – Past perfect
S
A
• The simple past is used
for actions which
happened immediately
one after the other in the
past. When her husband
came home, they had
dinner. (Her husband
came home and then they had dinner together.)
• The past progressive
is used for a past action
which was in progress
when another action
interrupted it. When her
husband came home, she
was having dinner. (She
was still having dinner
when her husband came home.)
Simple future
It is used:
• for decisions made at the moment of speaking.
I’m hungry. I’ll make a sandwich.
• for predictions based on what we think, believe or
imagine, with the verbs think, believe, expect, etc., the
expressions be sure, be afraid, etc., and the adverbs
probably, certainly, perhaps, etc. I think she’ll get the job.
He’ll probably join the army.
• for promises, threats, warnings, requests, hopes and
offers. “I don’t understand this exercise. Will you help me
with it?” “Of course! I’ll explain it to you.”
• for actions, events, and situations which will definitely
happen in the future and which we can’t control.
The temperature will reach 104°F tomorrow.
• to express insistence and determination. I will keep
texting until he replies to my messages. He won’t come to
the match with us. (he refuses to, he insists on not
coming) No matter how much they offer, he won’t sell his
house to the developers.
161
25 NEW S&S ECPE Ts GramRef.indd 161
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Grammar Reference
be going to
Y
Time words/phrases we use with the future progressive:
tomorrow, this afternoon/evening, tonight, in an hour, on
Monday morning, etc.
Future perfect
• It is used for actions that will be finished before a stated
time in the future. He will have returned home by
Saturday night.
• We can also use the future perfect to express logical
assumptions about the past; that is, to talk about things
which we suppose must already have happened. It’s
almost 7 pm; he’ll have arrived home by now. (= I suppose
he has arrived home)
LE
It is used:
• for plans, intentions or ambitions about the future. He is
going to buy a new cell phone.
• for plans that we have already decided to do in the near
future. We’re going to visit Amy tonight.
• for predictions based on what we can see or what we
know, especially when there is evidence that something
will happen. Look at those black clouds; it’s going to rain.
O
P
Notes:
• Shall is used instead of will with I and we to express a
suggestion or an offer. Shall I call you later? (NOT: Will I
call you later?)
• We use shall to form question tags after structures with
let’s. Let’s order pizza tonight, shall we?
• Will is also used to express a situation we are confident
or certain about in the present. “Someone’s at the door.”
“Yes, that’ll be my brother Ted.”
• The simple future is never used after time words (when,
as soon as, until, before, after, the moment that, etc.),
and after the conditional ‘if’ and ‘in case’. Instead, we
can use the simple present or present perfect.
• for actions which will definitely happen in the future as
a result of a routine or arrangement. The new
advertisement will be showing on TV next weekend.
• for asking politely about someone’s plans for the near
future, in order to see if our wishes fit in with their plans.
“Will you be passing by the post office?” “Yes, why?” “Can
you buy me some stamps?”
• for logical assumptions about sb’s actions in the
present. She will be driving to work now. (It’s 8:00 in the
morning.)
• for previously planned actions (instead of present
progressive). I’ll be going to the tennis club later on today.
C
• in formal announcements, often in news reports and
weather forecasts. The President will discuss the matter
with Congress. (But in conversations we would say: The
President is going to discuss/is discussing the matter with
Congress.) The snow will continue throughout the
weekend.
P
Note: We normally use the present progressive, rather
than be going to, with verbs which express movement,
especially the verbs go and come. I’m coming to Annie’s
house after 9 pm.
A
M
Time words/phrases we use with the simple future and
be going to: tomorrow, the day after tomorrow, next
week/month/year, tonight, soon, in a week/month/year, in
two/three days, etc.
Simple present/Present progressive
S
• The simple present is used for future actions when we
refer to programs, timetables, etc. The bus leaves in five
minutes.
• The present progressive is used for actions we have
decided and arranged to do in the near future. We’re
driving to Texas tomorrow evening.
Future progressive
It is used:
• for actions which will be in progress at a stated future
time. He will be presenting a lecture tomorrow afternoon.
• Note: Until/till are only used in negative sentences. Bill
will have finished college by the end of this semester. (NOT:
till/until) We will have not finished the report until noon.
Time words/phrases we use with the future perfect:
before, by, by then, by the time, etc.
Future perfect progressive
It is used to emphasize the duration of an action that will
occur before a specific future time.
By the time her boss arrives, she will have been typing letters
for two hours.
Time words/phrases we use with the future perfect
progressive: by ... for
Note: We can use the simple future and future progressive
to make predictions about the present, or to say what we
believe may be happening.
a)“There’s somebody on the phone for you.” “That will be my
mother.”
b) Don’t call her now – she’ll be sleeping.
We can use the future perfect to express logical
assumptions about the past.
It’s seven o’ clock; Dad will have left the office by now.
162
25 NEW S&S ECPE Ts GramRef.indd 162
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Other ways of expressing the future
subject pronouns: I, you, he, she, it, we, you, they
object pronouns: me, you, him, her, it, us, you, them
Subject pronouns go before verbs as subjects, and object
pronouns go after verbs or prepositions as objects. I like
him a lot.
• We do not use a noun and a personal pronoun together.
Jane is at work. (NOT: Jane she is ...)
• We use there + be to mention something for the first
time, or to say that something or someone exists. We use
it + be to give more details about something or someone
that has already been mentioned. We also use it to refer
to a person when we are identifying him or her.
There is a package for you. It is from your mother. “Who’s
on the phone?” “It’s Mr. Bradley.” (NOT: He’s Mr. Bradley)
• We can use it as the subject to talk about weather,
distance, temperature, and time, and also in expressions:
It seems/appears that, It is said that, It doesn’t matter, It
looks like, etc. It is a seven-minute drive to the sea. It’s
89°F outside. It seems that there are some problems with
the latest edition. (Also: There seem to be some problems
with the latest edition.)
• We use it to talk about something that has already been
made clear. We use one when it is not clear which thing
in particular we are talking about. I can’t find my eraser.
Have you seen it? (The speaker is talking about a specific
eraser.) I don’t have any nice skirts; I need to buy one. (The
speaker is not talking about a specific skirt.)
LE
be + to-infinitive is used to express:
• formal arrangements, schedules, events. Professor Smith
is to appear on television tomorrow.
• instructions, orders. You are to complete all orders before
you go for lunch.
• prohibitions (in negations). You are not to talk during the
presentation.
• plans and agreements in a formal way, especially in news
reports. The Mayor is to open the new sports hall next
week.
Personal pronouns
Y
We use future forms with:
• when when it is used as a question word.
When will he call me?
• if/whether after expressions which show uncertainty/
ignorance, etc., such as I don’t know, I doubt, I wonder,
I’m not sure, etc. I’m not sure if Tom will come to the party.
Subject – Object pronouns
O
P
We use the simple present or present perfect, but NOT
future forms, with words and expressions such as while,
before, after, until/till, as, when, whenever, once, as soon
as, as long as, by the time, etc. to introduce time clauses.
Please wait until I finish. (NOT: until I will finish) We also
use the simple present or present perfect, but NOT
future forms, after words and expressions such as unless,
if, suppose/supposing, in case, etc. Speak to a teacher if
you need help with your project. (NOT: ...if you will need
help with your project.)
• was going to/was to/was about to + infinitive Diane was
going to/was to/was about to invite Greg to her party, but
she changed her mind. (So Diane didn’t invite him.)
• was to can also be followed by a perfect infinitive. He
was to have moved house but the sale fell through.
• was on the verge of/on the brink of + -ing form Sandra
was on the verge/brink of resigning when she was given a
huge raise. (So she didn’t resign.)
C
Time words not followed by will:
S
A
M
P
Notes:
• be + to-infinitive can replace the simple present/past in
the if-clauses of type 1/2 conditionals. If we are to get
there on time, we must call a taxi. Karen knew well that if
she was to get the job, she would have to do better in the
second round of interviews.
• be due to + infinitive is used to express something that is
expected to happen at a particular time. It is often used
with timetables. The plane is due to land any time now.
• be about to + infinitive/be on the point of/be on the
verge of + -ing form are used to talk about actions that
will take place in the immediate future. The song is about
to end./The song is on the point of ending. /The song is on
the verge of ending.
• be bound to/be sure to/be certain to + infinitive are used
to talk about actions which are almost certain to happen
in the future. Lynn is bound/sure/certain to win the race.
The future in the past
We use the following patterns to talk about things we
intended to do, or plans we had for the future, but which
didn’t happen.
25 NEW S&S ECPE Ts GramRef.indd 163
Singular – Plural Nouns
• The expression a number of is plural, whereas the
expression the number of is singular.
A number of employees were present. The number of
skilled employees is inadequate.
• Certain phrases that express a specific amount of money,
volume, time, etc. take a singular verb form even though
they are in the plural.
Five years is enough time to save up for a new car.
subject verb
• Some words are always in the plural but have a singular
meaning; therefore, they take singular verbs.
academic subjects: physics, mathematics, civics
163
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Grammar Reference
singular
plural
phenomenon, basis phenomena, bases
alga, appendix
algae, appendices
Y
LE
Blue-green algae are common in various parts of the Baltic
Sea.
• Sometimes, the subject and the verb are separated by a
phrase. A phrase is a small group of words forming a unit
which does not have either a subject or a full verb form.
The verb should agree with the subject, and not with the
phrase.
O
P
origin
Greek
Latin
• We use every to show how often something happens.
We have practice every Friday afternoon.
• We use every, but not each, with words and expressions
such as almost, nearly, practically and without exception.
I’ve read practically every fantasy novel ever written!
• Both refers to two people or things. It has a positive
meaning and takes a verb in the plural. It is the opposite
of neither/not either. Coffee and fruit juices are
complimentary. Both coffee and fruit juices are
complimentary. They are both complimentary. Both of
them are complimentary.
• Both ... and ... + plural verb. Both Frank and Scott are
excellent tennis players.
• All refers to more than two people or things. It has a
positive meaning and takes a verb in the plural. It is the
opposite of none. All the children went to the museum. All
of them went to the museum. They all went to the museum.
All twelve of them went to the museum.
• All + that-clause (= the only thing that) takes a singular
verb. All that I want is something to drink.
• However, several words such as none, all, some, any,
most, half, the majority, etc. may be either singular or
plural, depending on what they refer to. When these
words are followed by a prepositional phrase, the object
of the preposition will determine whether the words are
singular or plural. All of the cake has been eaten. All of the
cakes have been ordered.
• None refers to more than two people or things. It has a
negative meaning and isn’t followed by a noun. “Are
there any cakes left?” “No, none.” None of is used before
nouns or object pronouns followed by a verb either in
the singular or plural. It is the opposite of all.
None of the visitors/them wore formal clothes.
Note: no + noun. There’s no opera more beautiful than
this one.
• Either (= any one of the two) / Neither (= not one and
not the other) refer to two people or things, and are
used before singular countable nouns.
Either shirt would be fine. Neither train goes to New York.
• Either of/Neither of take a verb either in the singular or
plural. Either of/Neither of them is/are available for the
interview.
• Whole (= complete) is used with countable nouns. We
always use a/the/this/my etc. + whole + countable
noun. The whole month.
• One/Ones are used to avoid repetition of a countable
noun. “Which dress do you like?” “The red one.”
• Either ... or .../Neither ... nor .../Not only ... but also ... +
singular or plural verb, depending on the subject which
follows or/nor/but also. Neither my sister nor my brother
enjoys pop music. Neither my sister nor her friends enjoy
pop music.
• Neither refers to two people, things, or groups, and has a
negative meaning. Neither of + plural noun phrase can
be followed by either a singular or plural verb.
C
abstract nouns: politics, ethics, news
diseases: mumps, measles
Physics is a very interesting subject.
• Titles of books, movies, and newspapers take singular
verbs even if they are in the plural.
‘The Lord of the Rings’ is an all-time favorite of mine.
The ‘Financial Times’ is an international business
newspaper.
• Every and each are used with singular countable nouns.
Every, some, any, and their compounds take a verb in
the singular.
Every student has to hand in the assignment. Each
bungalow is equipped with a kitchen, an upstairs loft, and a
private veranda. Everything she said was true. Something
is wrong with her. Anything is possible.
• The English language has borrowed several words from
other languages, and therefore they have unusual
singular and plural forms.
subject
is arriving shortly.
prepositional phrase
M
verb tense
P
The woman, along with/as well as/in addition to her twin sons ,
Every/Each, Both, All, Either/Neither, Whole,
Nobody/Nothing, None, One/Ones
S
A
Each and every are used with singular countable nouns.
We normally use them when we refer to three or more people
or things. Every employee in the company works an eight hour
day. Each employee will be expected to arrive on time.
• Every refers to a group of people/things as a whole.
Every delegate must sign in at the reception desk. (all of
them together)
• Each refers to the members of a group individually.
Each component of the watch is checked carefully before
construction. (one at a time)
• Each is also used to refer to two people/things.
She had a gold stud on each ear.
• The pronouns everyone, everybody, everything and the
adverb everywhere are used in affirmative, interrogative
and negative sentences, and are followed by a singular
verb.
164
25 NEW S&S ECPE Ts GramRef.indd 164
22/02/21 13:04
M
P
Y
LE
• the other(s) = the rest. I cooked these pies but the others
were made by Fran.
• others = several more apart from the ones already
mentioned. Some people like reading, but others prefer
movies.
• each other = one another. Teammates rely on each other
to reach their goals during a game.
• every other = alternate. Jack visits his aunt every other
week.
• the other day = a few days ago. Jane was working late the
other day, so she couldn’t meet us.
• the other one(s) = not this/these but sb/sth else. This bike
is very nice but the other one was a better model.
• another = one more apart from that/those already
mentioned. Shall I get you another drink? Another can be
used with expressions of distance, money and time. It’s
another year before we go on holiday again.
O
P
‘Other’ constructions:
(waterproof ), -some (lonesome), -uble (soluble), -ward
(homeward), -worthy (noteworthy), -y (funny), etc.
The actress made a passionate appeal for charity donations.
The book is noteworthy for its excellent critique of foreign
policy.
• The prefixes used to form adjectives are:
a- (asocial), ab- (abnormal), ante- (antenatal),
anti- (anticlockwise), be- (bejewelled), bi- (bilingual),
co- (cooperative), col- (collateral), con- (contextual),
cor- (correlative), counter- (counterproductive),
dis- (discontent), eco- (eco-friendly), extra(extraterrestrial), geo- (geometric), hyper(hypersensitive), il- (illegal), im- (impossible),
in- (incredible), inter- (international), ir- (irrational),
mal- (malnourished), mono- (monolingual), multi(multicultural), neo- (neolithic), non- (non-violent),
omni- (omnipotent), over- (overexcited), out(outlandish), pan- (pan-American), photo(photosensitive), poly- (polysyllabic), post- (postnatal),
pre- (prepacked), pro- (pro-government), pseudo(pseudointellectual), quasi- (quasi-scientific), retro(retrograde), self- (self-catering), semi- (semiprecious),
sub- (subterranean), super- (superconfident), sur(surrealistic), trans- (transatlantic), ultra- (ultrasonic),
un- (unappreciated), under- (underprivileged),
uni- (unilateral), up- (uplifting), etc.
The man’s claims were so outlandish that no one believed
him.
The article was very uplifting as it was full of motivational
quotes.
• There are also compound adjectives which are formed
with: a) present participles e.g. a never-ending problem,
b) past participles e.g. brightly-coloured clothes,
c) cardinal numbers + nouns e.g. a four-hour wait (NOT:
a four hours wait) d) well/badly/ill/poorly + past
participle e.g. well-behaved pets, badly-made jewelry, an
ill-equipped library
• There are opinion adjectives and fact adjectives.
Opinion adjectives (a mediocre performance) show what
a person thinks of somebody or something. Fact
adjectives (an ancient relic) give us factual information
about size, age, shape, colour, origin, material, etc.
• We can also use nouns as adjectives before other nouns.
When nouns are used as adjectives, they generally have
no plural form. school teachers, a television show
• Adjectives are always placed after the indefinite
pronouns someone/body, anyone/body, no-one/
nobody, something, anything and nothing. something
smaller, nobody better
C
Neither of them is/are attending the seminar.
BUT: Neither answer is correct.
• Either refers to two people, things, or groups, and is
followed by a singular countable noun. Do you want me
to make roast beef or chicken? Either one is fine with me.
Either of + plural noun phrase can be followed by either
a singular or plural verb.
Either of these programs runs/run without installing
special software. BUT: Either program runs without
installing special software.
We can use not ... either (of) instead of neither (of). Either
can also be used at the end of a negative sentence.
I went to the meeting, but I didn’t see either of them. My
sister can’t go to the party and I can’t either.
• Nobody/No one/Nothing are followed by a singular verb.
Nobody is at school. Nothing is as easy as it looks.
Unit 3b
Adjectives
S
A
Adjectives describe nouns. They have the same form in the
singular and plural. They go before nouns (e.g. a fast car)
but after the verbs be, look, smell, sound, feel, taste, seem,
appear, become, get, stay, etc. The meal tasted delicious.
• Most common adjectives (large, long, heavy, late, etc.)
do not have a particular ending. However, there are
certain endings (suffixes) for adjectives which are
formed from nouns and verbs. These are:
-able (predictable), -al (practical), -an (republican),
-ant (observant), -ar (polar), -ary (honorary),
-ate (passionate), -en (wooden), -ent (dependent),
-eous (courteous), -ese (Chinese), -ful (remorseful),
-fold (twofold), -ial (racial), -ian (Darwinian),
-ible (sensible), -ic (dramatic), -ical (economical),
-(i)ous (dangerous, vicious), -ish (selfish), -ive (reactive),
-less (mindless), -like (man-like), -ly (homely), -proof
Order of adjectives
When there are two or more adjectives in a sentence,
they normally go in the following order:
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FACT
small old round brown French wooden
dining table.
Adverbs
• Adverbs describe verbs, past participles, adjectives or
other adverbs. Bill was exceptionally proud of his article.
• An adverb can be one word (She drew the picture
precisely.), two words (an adverbial phrase) (She drew the
picture this afternoon.), or a prepositional phrase (She
drew the picture in her studio.). Adverbs can express
manner (how), place (where), time (when), frequency
(how often), and degree (to what extent).
• Adverbs can also function as linking words, especially at
the beginning of sentences e.g. firstly, secondly,
moreover, etc.
A
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• We do not usually use a long list of adjectives before a
single noun. A noun is usually described by one, two or
three adjectives at the most. She is a well-known,
English, crime writer.
• Ordinal numbers (first, second, third, etc.) go before
cardinal numbers (one, two, three, etc.). the first five days
• The adjectives ablaze, afloat, afraid, aghast, ajar, alight,
alike, alive, alone, aloof, ashamed, asleep, averse,
awake, aware, content, fond, glad, ill, involved, pleased,
sure, etc. are never followed by a noun. Mr. Jones was
aware of the issue.
• The adjectives chief, eastern, elder, eldest, former,
indoor, inner, lower, main, northern, only, outdoor,
outer, principal, southern, western, upper, etc. are always
followed by nouns. His eldest friend was a former
colleague from the academy.
• Certain adjectives take a slightly different sense when
they precede or follow the noun they modify: the visible
stars (= all the stars that can be seen), the stars visible
(= the stars seen at a specific time), the present students
(= all those who have enrolled for the current academic
year), the students present (= those who are attending
a lecture now). The woman concerned (= involved/
affected) is my sister. A concerned (= worried) mother
asked after her child.
However, there are some standardised phrases where
the adjectives follow the nouns: attorney general, body
politic, court martial, God Almighty, heir apparent,
notary public, poet laureate, secretary general, the
president elect.
• Certain adjectives are used with ‘the’ as nouns to refer to
groups of people in general. These are: blind, dead, deaf,
disabled, elderly, homeless, hungry, living, middle-aged,
old, poor, rich, sick, strong, unemployed, weak, young,
etc. The job center works hard to help the unemployed find
work.
Y
lovely
used for/
noun
be about
O
P
It’s a
size age shape colour origin material
C
OPINION
Also, there are adjectives which derive from nouns
describing materials (silk, stone, gold, feather, metal, etc.).
These adjectives can be used metaphorically: silky skin (=
skin that is smooth and soft, like silk), BUT a silk shirt (= a
shirt made of silk); a stony face (= a cold, emotionless
face), BUT a stone fence (= a fence made of stone); golden
hair (= hair the color of gold), BUT a gold ring (= a ring
made of gold); feathery leaves (= leaves that are soft and
delicate), BUT a feather pillow (= a pillow filled with
feathers); a metallic color (= a color which looks like
metal), BUT a metal gate (= a gate made of metal).
• There are certain adverbs, such as above, downstairs,
inside, outside, upstairs, etc. which can be used as
adjectives. an upstairs room, the downstairs bathroom,
the above rule, the inside page
• Commas are never used between the final adjective and
the noun it modifies. a talented, veteran, Spanish
filmmaker (NOT: a talented, veteran, Spanish, filmmaker)
S
Notes:
• Present and past participles can be used as adjectives.
Present participles describe the quality of a noun.
annoying behaviour (What kind of behaviour? Annoying.)
Past participles describe how the subject feels. an
annoyed teacher (How does the teacher feel? Annoyed.)
• Nouns describing materials, substances, purpose, use
and origin can be used as adjectives, but they do not
have comparative or superlative forms, and cannot be
modified by very. a leather belt, a diamond bracelet, a
silver necklace, a winter coat, a baking tray (BUT a wooden
table [NOT: wood table]), a woollen hat [NOT wool hat]), a
Scottish accent However, if an adjective of origin refers to
behavior, it can be modified by ‘very’. Pierre is very French.
Formation of adverbs
• We usually form an adverb by adding -ly to the adjective.
efficiently
• Adjectives ending in -le drop the -e and take -y.
considerably
• Adjectives ending in a consonant + -y drop the -y and
take -ily. happily
• Adjectives ending in -l take -ly. carefully
• Adjectives ending in -ic usually take -ally. emphatic –
emphatically BUT public – publicly
• The adjectives ending in -ly (deadly, elderly, friendly, likely,
lively, lonely, lovely, silly, ugly, etc.) form their adverbs with
the phrase in a ... way/manner/fashion. She dances in a
lively manner.
• There are certain adverbs which have the same form as
their adjectives: best, better, big, cheap*, clean, clear*,
close, cold, daily, dead, dear*, dirty, early, extra, far, fast,
fine*, further, hourly, inside, kindly, long, loud*, low,
monthly, past, quick*, quiet*, right, slow, straight, sure,
thin*, thick, tight, weekly, well, yearly, etc. He was a fast
learner. He learnt fast. The adverbs with the asterisk (*)
can also occur with the -ly suffix without a difference in
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• they go between the subject and the main verb. He
frequently hosts events. Does he frequently host events?
• But when the main verb is ‘be’, the adverb is placed after
it. Our supervisor is frequently at head office.
• If there is more than one verb, adverbs go after the first
auxiliary or modal verb. We don’t frequently travel on
business. Mrs. Lewis must frequently be updated on the
project.
C
O
P
Y
Adverbs of frequency (occasionally, rarely, scarcely, never,
always, hardly ever, etc.) are usually placed in the middle of
the sentence. He rarely shouts.
Adverbs of manner (carefully, quickly, impatiently, etc.),
place (down, inside, there, in the park, etc.) and time (now,
then, today, this month, etc.) are usually placed after the
object (if there is one), or at the end of a sentence.
Sometimes, they are placed in the middle if the object is
very long, or at the beginning for emphasis.
The decorator painted the wall carefully.
The decorator painted the wall carefully even though it was
just an undercoat.
The decorator carefully painted the wall to avoid the window
frame.
The homeowner spoke to the decorator yesterday. Yesterday,
the homeowner spoke to the decorator.
Note: if an adverb is modifying an adjective or other
adverb, it is placed in front of the word it is modifying.
S
A
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meaning, but then they are more formal. He said it loud.
(informal) He said it loudly. (formal)
The adverbs below have two forms, each with a different
meaning:
• deep = a long way down The fish swam deep into the
depths.
deeply = greatly He deeply regretted offending Paul.
• direct = by the shortest route The train goes direct to
Charing Cross.
directly = immediately The match starts directly after
work.
• easy = gently and slowly After her illness, Karen took it
easy for a while.
easily = without difficulty She will easily get a promotion
with so many skills.
• free = without cost At the resort children stay free.
freely = willingly The actor spoke freely about his past.
• full = definitely, very We knew full well what had
happened, but we didn’t mention anything to Erica.
fully = completely He fully described the man to the
police.
• hard = with a lot of effort/force She banged hard into the
corner of the table.
hardly = scarcely He hardly ate anything all day.
• high = at/to a high level The tower rose high into the sky.
highly = very much Professor Jones is highly respected.
• last = after all others The store placed last in regional
sales.
lastly = finally Lastly, he reminded us to drive safely.
• late = not early We arrived late at the meeting.
lately = recently We’ve sold lots of units lately.
• near = close There’s no need to drive as it’s very near.
nearly = almost I nearly forgot Vicky’s birthday!
• short = without reaching sth The charity came short of
reaching its fundraising goal.
shortly = soon The screening will commence shortly.
• pretty = fairly I’m pretty sure Tim is still on holiday, but I
could be wrong.
prettily = in a pretty way The woman’s hair was styled
very prettily.
• wide = off-target The arrow went wide and the archer
missed his target.
widely = to a large extent It is widely assumed that the
company fired Mr. Simms before he announced his
resignation.
• wrong = incorrectly We painted the wall wrong and had
to redo it.
wrongly = unjustly (before verbs and past participles)
She was wrongly denied a visa although she met all the
requirements.
Order of adverbs
Adverbs can be placed at the front, in the middle, or at the
end of a sentence.
When they are placed in the middle of the sentence:
25 NEW S&S ECPE Ts GramRef.indd 167
When there are two or more adverbs in the same sentence,
they usually go in the following order: manner – place –
time. The students sang beautifully at the concert yesterday.
If there is a verb of movement, such as go, come and leave,
in the sentence, the adverbs usually go in the following
order: place-manner-time. I drive to work carefully every
morning.
Quite – rather – fairly/pretty
• Quite (= to some degree) is used in favorable comments.
He’s quite good at baseball. It is placed before ‘a/an’. He’s
quite a talented artist.
• Quite (= completely, totally) is used with strong and
non-gradable adjectives such as: alone, amazing,
brilliant, certain, different, dreadful, exhausted,
extraordinary, false, horrible, impossible, perfect,
ridiculous, right, sure, true, useless, etc. It’s quite certain
she’s winning the award. I’m quite sure we’ll see Frank at
the party.
• Rather is used: a) in unfavorable comments. I’m rather
bad at German. b) in favorable comments meaning ‘to an
unusual degree’. The film was rather interesting. (= it was
more interesting than what we had expected), and
c) with the comparative degree. He’s rather shorter than I
had remembered. Rather is placed before or after ‘a/an’.
It’s a rather hot day/rather a hot day. (= more than usual,
more than wanted, expected, etc.).
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Other types of comparisons
• less + adjective/adverb + than (the opposite of more ...
than). Customer service from this website is less decent
than some others.
• the least + adjective/adverb + of/in (the opposite of the
most ... of/in). This square is the least popular in the town.
• no/not any/not anywhere + comparative This tablet is no
more powerful than the other one.
There isn’t anywhere better to shop than the mall we are in.
• too + adjective/adverb + to-infinitive Julie was too
embarrassed to say anything.
• too + adjective + a + singular noun + to-infinitive (to
show that something is more than necessary, or at a
higher degree than possible). It’s too diverse a topic to
cover in one lecture.
• adjective/adverb + enough + to-infinitive (to show that
there is as much of something as needed, or at the
necessary degree). She trained hard enough to win the
championship.
• a bit/a little/a little bit/a lot/even/far/much/slightly +
comparative (to modify the comparative degree). This
album is far better than the band’s other records.
• by far + the + superlative (to modify the superlative
degree). This car is by far the nicest we have ever owned!
• comparative + and + comparative (to show that
something is increasing or decreasing gradually). The
rain grew heavier and heavier as the storm went on.
• the + comparative ..., the + comparative (to show that
two things gradually change together, or that one thing
depends on another thing). The longer he spoke, the
more boring he became.
• fairly/pretty/quite/rather/very + adjective/adverb Eric is
a rather patient person.
• there + be + no comparison between (to compare two
very different things). There was no comparison between
this meal and what we ate last night.
• most + adjective/adverb (= very) He was singing most
beautifully.
• prefer + gerund/noun + to + gerund/noun (general
preference) I prefer writing to speaking. I prefer chicken to
beef.
• prefer + to-infinitive + rather than + bare infinitive
(general preference) I prefer to meet friends in person
rather than chat online.
LE
Formation of comparatives and superlatives of adjectives
and adverbs:
• to one-syllable adjectives we add -(e)r to form the
comparative, and -(e)st to form the superlative. taller,
tallest
• in one-syllable adjectives ending in a vowel + a
consonant, we double the consonant. bigger, biggest
• to two-syllable adjectives ending in -ly, -y, -w we also
add -er/-est. narrower, narrowest
• in adjectives ending in a consonant + y, we replace the
-y with an -i. happier, happiest
• other two-syllable adjectives, or adjectives with more
than two syllables, form comparatives and superlatives
with more/most. more serious, most serious
• to adverbs that have the same form as their adjectives
we add -er/-est. harder, hardest
• two-syllable or compound adverbs take more/most.
more quickly, most quickly
Y
We use the comparative to compare one person or thing
with another. We use the superlative to compare one
person or thing with more than one person or thing of the
same group. We also use it to show that one person or
thing is the best of their type. We often use than after a
comparative and the before a superlative. This report is
more detailed than the last one. He is the most competitive
player in the sport.
O
P
Comparisons
• not quite/nearly as + adjective/adverb + as Miss Philips
is not nearly as formal as the other tutors.
• not so much + adjective/adverb + as She isn’t so much
angry as disappointed.
• not such a + adjective + singular noun + as Victor is not
such a confident person as his friends.
• nowhere near as + adjective/adverb + as The new
proposal was nowhere near as comprehensive as the
previous one.
• half/twice/three times as + adjective/adverb + as This
new watch is twice as expensive as last year’s version.
C
• Fairly and pretty are synonymous with rather. They are
placed after ‘a’. She’s a fairly/pretty/rather tall girl.
A
M
P
Notes:
• The adjectives clever, common, cruel, gentle, pleasant,
polite, quiet, stupid, etc. can form their comparatives and
superlatives either with -er/-est or with more/most. more
polite/politer, most quiet/quietest
• Irregular forms: good/well – better – best; bad/badly
– worse – worst; much –more –most; little – less – least;
far – farther/further – farthest/furthest; much/many/a lot
of –more –most
He did better at the test than he expected.
It was the best grade that he had ever received.
S
Types of comparisons using ‘as’
• as + adjective (+ a + singular noun) + as (to show that
two people or things are similar or different in some
way). In negative sentences we can use not as/so ... as.
Tom is as hardworking a student as his sister.
This fridge is not as energy-efficient as the previous model.
• just as + adjective/adverb + as He is just as kind as his
brother.
• just about as + adjective/adverb + as This car is just
about as fast as that one.
• almost as + adjective/adverb + as The play was almost
as exciting as the one we saw last week.
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Emphasis (Cleft sentences)
A
M
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We can emphasize particular information in a sentence by
means of cleft structures:
• It is/was (not) + noun/noun phrase/pronoun + relative
clause Henry praises his son’s achievements.
It is Henry who/that praises his son’s achievements.
It is his son’s achievements that Henry praises.
Jeff isn’t upset. It isn’t Jeff who is upset.
• Is/Was it + noun/noun phrase/pronoun + relative
clause ...? Was it a smartphone that you lost on the bus?
Was it Jamie who met her fiancé on holiday?
• What + subject + verb + is/was What Denise wants most
is to go on a safari.
• What happens/happened + is/was + that clause What
happened was that the car jumped the lights and hit the
bus.
• What + subject + do/does/did (emphasis on the verb)
a) Scott sells real estate. What Scott does is (to) sell real
estate. b) Naomi printed the document. What Naomi did
was (to) print the document.
• question word + ever (to show surprise) Who ever told
you I was resigning? Where ever did you find that vintage
bag?
Note: The question word and ‘ever’ in this structure are
written as two separate words, in order to avoid confusion
with the pronouns and adverbs in clauses of concession:
whoever = no matter who, whomever = no matter whom,
S
Y
Note: We can also use the auxiliary do/does/did + bare
infinitive in the present simple, past simple or the
imperative to give emphasis. a) She works in the theater. She
does work in the theater. b) He visited the library. He did visit
the library. c) Call me later! Do call me later!
Unit 4b
Infinitive
Tenses
present
Forms of the infinitive
Active voice
Passive voice
(to) give
(to) be given
present progressive (to) be giving
__________
(to) have
perfect
(to) have given
been given
perfect progressive (to) have been giving __________
LE
• like (for similarities): Ben cooks like a professional chef. (he
isn’t a professional chef)
• negative clause + like + noun/pronoun/-ing form
(comparison): There’s no town like San Francisco. There’s
nothing like sailing.
• as (for what sb/sth really is): Denise works as a hairdresser.
(she is a hairdresser)
• as + always/much/usual: Elliot is wearing a bowtie as
always. (In informal speech, we can also use ‘like always’.)
• such as (to introduce examples): Precious stones, such as
jade and amethyst, are used to make jewelry.
• the same + noun + as I left the same time as Colin.
• accept/describe/refer to/regard/use + sb/sth + as People
regard her as the greatest actress of her generation.
• feel/look/smell/sound/taste/act + like This bag looks like
real leather.
O
P
like – as
whatever = no matter what, wherever = no matter where,
whenever = no matter when, however = no matter how.
‘Which’ and ‘whose’ are not used in this function. Whose
idea was it? (NOT: Whose ever idea ...)
• The place where/The day when/The reason why/The
person/people who + clause + is/was The person who
painted this picture is my brother!
• The (only/first) thing that + clause + is/was The first
thing that we did was (to) change all the furniture.
• All (that) + clause + is/was All (that) my sister does is (to)
hang out with her friends.
C
• would prefer + to-infinitive + rather than + bare
infinitive (specific preference) I would prefer to go
running rather than lift weights at the gym.
• would rather/sooner + bare infinitive + than + bare
infinitive I’d rather/sooner order food than cook.
• clause + but/whereas/while + clause (comparison by
contrast) Mr. Smith said the burglar was tall, whereas Mrs.
Smith thought he was of medium height.
* Passive present progressive and perfect progressive
infinitives are rarely used.
Forms of the infinitive corresponding to verb tenses
Simple present/Simple future ➝ present infinitive
he walks/he will walk ➝ (to) walk
Present progressive/Future progressive ➝ present
progressive infinitive
he is walking/he will be walking ➝ (to) be walking
Simple past/Present perfect/Past perfect/Future perfect
➝ perfect infinitive
he walked/he has walked/he had walked/he will have walked
➝ (to) have walked
Past progressive/Present perfect progressive/Past
perfect progressive/Future perfect progressive ➝ perfect
progressive infinitive
he was walking/he has been walking/he had been walking/
he will have been walking ➝ (to) have been walking
• When the subject of the main clause is the same as the
subject of the infinitive, then the latter is omitted.
She managed to pass her driving license.
• When the subjects of the main clause and of the
infinitive are not the same, then we put the latter
before the infinitive as an object pronoun, a noun or a
proper name. Her siblings don’t like her to talk during
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Y
Bare infinitive
The infinitive without to (bare infinitive) is used:
• after modals. You should see a doctor.
• after had better, would rather and would sooner.
I would rather walk.
• after the verbs make, see, hear, notice, watch and let. His
mother made him clean his room. BUT we use the
to-infinitive after be made, be seen, be heard, be noticed,
be watched and be allowed to. He was made to clean his
room.
Note: When see, hear and watch are followed by an -ing
form, there is no change in the passive. I saw her leaving
the house. She was seen leaving the house.
• after do + anything/everything/nothing + except/but.
He does nothing all day but surf the Net.
• after why (not) to make suggestions.
Why not design a new website?
S
A
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• after certain verbs (agree, appear, decide, encourage,
expect, hope, plan, pretend, proceed, promise, refuse,
seem, tend, etc.). He agreed to pick us up from the train
station.
• to express purpose.
She went to the supermarket to buy some milk.
• after the verbs and phrases: ask, decide, explain, find
out, learn, want, want to know, etc. when followed by a
question word (except “why”).
Note: why is followed by subject + verb, NOT: an
infinitive. He learned how to cook. BUT: I want to know
why they came.
• after adjectives which describe feelings (happy, sad) or
express (un)willingness (reluctant, willing), and after the
adjectives lucky and fortunate. I was lucky to find a ticket
to the concert.
Note: With adjectives that refer to character, we can also
use an impersonal structure. It was kind of Sam to bring
coffee and sandwiches when everyone was so busy.
• after would like, would prefer and would love to express
a specific preference. I would like to travel more.
• after too/enough. It is too hot to work.
• after only to express an unsatisfactory result.
We arrived at the building only to discover that it had just
closed.
• after it + be + adjective/noun.
It was hard to drive in the snow.
• after be + first/second/last/next, etc.
She was the first to read the book.
• after certain nouns and certain pronouns, such as
advantage, anyone, decision, demand, disadvantage,
idea, mistake, need, nightmare, nothing, nuisance,
pleasure, somebody, something, wish, etc.
It is my pleasure to join your team. I have nothing to do.
• in the expressions to tell you the truth, to begin with, to
start with, to be honest, to sum up, to conclude.
To be honest, I never wanted to leave.
• after make and hear in the passive voice.
She was made to leave the building.
• in newspaper headlines referring to the future.
PRESIDENT TO TOUR EUROPE
• after so kind as/so silly as, etc.
Would you be so kind as to carry this bag for me?
• after for + subject
For Jim to act so strangely is out of character. It is out of
character for Jim to act so strangely.
Notes:
• If two to-infinitives are joined with and or or, the to of
the second infinitive can be omitted.
They agreed to come and help us.
• If the infinitive is followed by a preposition, the
preposition will appear at the end of the sentence.
I used a new shampoo to wash my hair with.
• We can use to in order to avoid repeating a verb clause.
I’ve never visited Italy, but I’d like to.
O
P
The to-infinitive (full infinitive) is used:
• after there is/are/was
There is to be a convention this weekend. There are a lot of
chores to do/to be done.
C
films. I would prefer him/the artist/James to check the
quality of the canvas.
• Also, the subject of the infinitive can be used after the
preposition for. Elliot arranged for the politician to give a
lecture at the college. It is unusual for Jack to be so rude.
Their suggestion was for the singers to take turns
performing the solo piece.
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Notes:
• Dare expressing courage or lack of courage can be
followed by the to-infinitive or the infinitive without to.
We don’t dare (to) tell her the truth. She dared (to) point
out his mistake.
• Dare expressing threats, warning(s) and anger is
followed by the infinitive without to. Don’t you dare
leave without me! How dare you call me a liar!
• Dare expressing challenge is followed by the toinfinitive. I dare you to come skydiving with me on the
weekend.
-ing form (gerund)
present
perfect
Tenses of the -ing form
Active voice
Passive voice
giving
being given
having given
having been given
The subject of the -ing form is omitted when it is the same
as the subject of the main verb.
When it is different, however, it is not omitted. The subject
of the -ing form can be an object pronoun, a possessive
adjective, a noun, a proper name, or a possessive case.
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The -ing form is used:
• as a noun. Smoking is bad for your health.
• after certain verbs:
admit, appreciate, avoid, catch, cease, confess, consider,
delay, deny, deserve, dread, doubt, escape, excuse, find,
forgive, go (for activities), imagine, include, involve,
keep, mean, mention, mind, miss, pardon, postpone,
practice, prevent, quit, recall, recollect, resist, risk, save,
shirk, suggest, understand, waste (time/money), etc.
• after enjoy, detest, dislike, fancy, hate, like, loathe, love,
prefer and resent, to express general preference. I love
eating ice cream. BUT for a specific preference (would
like/would prefer/would love) we use the to-infinitive. I
would love to eat ice cream, but I’m on a diet.
• after expressions such as be busy, it’s no use, it’s (no)
good, it’s (not) worth, feel like, can’t help, there’s no point
in, can’t stand, have difficulty (in), have trouble, etc.
I can’t stand listening to country music.
• after spend, waste and lose (time and money).
He spends a lot of time studying.
• after the ’to’ with verbs and expressions such as look
forward to, be used to, be/get accustomed to, in addition
to, get round to, object to, prefer (doing) sth to (doing)
sth else, etc.
I look forward to seeing you next week.
• after all the other prepositions. I’m good at helping
people with their homework.
• after the verbs hear, listen to, notice, see, watch and feel
to describe an incomplete action. She saw him walking
to work as she was getting on the bus. (She only witnessed
him walking part of the way to work.) BUT we use the
infinitive without to to describe a complete action. She
saw him walk into the room and sit at his desk. (She saw
the whole action.)
• go on + to-infinitive = to do sth else after an activity
stated previously – The teacher finished explaining the
theory and then went on to give us some exercises.
• go on + -ing form = to continue an activity stated
previously – She went on sending mails until noon.
• regret + to-infinitive= to be sorry for what you are going
to do (normally in the simple present with verbs such as
say, tell and inform) – We regret to inform you that your
application was rejected.
• regret + -ing form = to feel sorry for doing sth in the past
– I regret yelling at Mike.
• try + to-infinitive = to do my best, to attempt – We tried
to reach her but she wasn’t home.
• try + -ing form= to do sth as an experiment – If you have
a headache, try taking an aspirin.
• stop + to-infinitive = to stop doing sth temporarily in
order to do sth else – After driving for two hours, I stopped
to get some gas.
• stop + -ing form = to finish doing sth – Would you please
stop making so much noise?
• be sorry + to-infinitive = to apologise for what you are
going to do, or for current events – I am sorry to say this,
but this work is unacceptable.
• be sorry for + -ing form = to express regret for what has
happened – I am sorry for keeping you waiting.
• hate + to-infinitive = to dislike what one is about to do
– I hate to admit it, but you were right.
• hate + -ing form = to dislike what one is doing or does;
general dislike – I hate having to go to the dentist.
• be afraid + to-infinitive = to be too frightened to do sth
– She was afraid to talk to her father because he was a
very strict man.
• be afraid of + -ing form = to fear that the action expressed
by the gerund may happen – I never do extreme sports
because I’m afraid of breaking an arm or a leg!
• like + to-infinitive = to find sth good to do – Janet likes
to shop online rather than go to the shops.
like + -ing form = to enjoy – Geoff likes running in the park.
would like + to-infinitive – She would like to visit her
friend on her way home from work today. (specific)
• propose + to-infinitive = to intend – I propose to have
completed the renovation work by March.
• propose + -ing form = to suggest – The politicians
proposed outlining their new social policy.
• be understood + to-infinitive = to give the impression
– They are understood to share an interest in the same
environmental issues.
• understand + -ing form = to understand sb’s feelings or
actions – I can understand his avoiding controversial
topics.
• want + to-infinitive – He wants to relaunch his business.
sth wants + -ing form – The car is quite old; it wants
servicing.
• dread + to-infinitive = to be afraid to do sth (specific) –
I dread to think how much work this is going to involve.
C
A colleague’s absence resulted in him giving the presentation.
(less formal) A colleague’s absence resulted in his giving the
presentation. (very formal) I remember Martha dancing for
the first time. (less formal) I remember Martha’s dancing for
the first time. (very formal)
S
Verbs followed by a full inf initive or the -ing form with a
difference in meaning
• forget + to-infinitive = to not remember to do sth –
He forgot to finish his assignment on pollution.
• forget + -ing form = to not recall doing sth – I’ll never
forget visiting Spain for the first time.
• remember + to-infinitive = to not forget to do sth – You
must remember to lock the door when you leave.
• remember + -ing form = to recall doing sth – I don’t
remember buying this newspaper.
• mean + to-infinitive = to intend to do sth – We mean to
buy a second car this year.
• mean + -ing form = to involve – I don’t want a promotion
if it means working late every night.
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Y
Past participles can be used in place of clauses in the
present or past tense that have a passive meaning. They
can be used to replace:
• relative clauses – The materials used (= which were used)
to build this house are of excellent quality.
• time clauses – When seen (= it is seen) on the big screen,
the movie looks even more impressive!
• clauses of concession – Although intrigued (= he was
intrigued), Denise decided not to enroll on the seminar.
• conditional clauses – If delayed (= it is delayed) until
October, the conference will be much better attended.
Notes: Sometimes, the past participle can be used
without a conjunction in front of it. Performed on a
stage, the play is even more powerful.
• Time clauses introduced with after, before, since and on
cannot be followed directly by a past participle, but
require being + past participle.
Since being recruited (= he was recruited) into the firm,
Mark has had a tremendous impact. (NOT: Since
recruited...)
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• The verbs begin, start, continue, cease, commence and
omit can be followed by either the to-infinitive or the
-ing form without any difference in meaning. We
normally use the infinitive after the progressive forms of
the above verbs. He continued painting/to paint the walls.
The cinema is starting to look run-down. (NOT: The cinema
is starting looking run-down.) After much practice, the
musician began perfecting/to perfect her technique.
• The verbs advise, allow, permit and recommend take the
to-infinitive when they are followed by an object or
when they are in the passive form. They take the -ing
form when they are not followed by an object.
They advised us to consider our alternatives. We were
advised to consider our alternatives. They advise
considering alternatives.
• The phrase sth needs/requires/wants is followed by an
-ing form or by a passive infinitive, in order to show that
something is necessary to be done. This order still needs
shipping/to be shipped.
Past participles (written, told, played, etc.)
O
P
Verbs taking infinitive or the -ing form without
a difference in meaning
• conditional clauses – If traveling (= you travel) by plane,
you must check in two hours before your flight.
• clauses of reason – Wondering (= Because he was
wondering) when the film started, Alan checked the TV
guide.
Note: The present participle being may be used in place
of is/are/was/were, but this is only used in formal
writing.
Being (= As we were) in a hurry, we decided not to spend
too much time in the shops.
C
• dread + -ing form = to fear greatly (general) –
She dreads speaking in front of an audience.
• would prefer + to-infinitive (specific preference) –
She would prefer to talk to us before the meeting.
• prefer + -ing form (general) – He prefers reading printed
material.
• prefer + to-infinitive (general) – She prefers to make
coffee at home.
• can’t/couldn’t bear + to-infinitive = to not be able to
tolerate what the infinitive expresses – Mary can’t bear
to lose her grandmother’s ring so she never wears it.
• can’t/couldn’t bear + -ing form (general) – Eric can’t bear
listening to pop music.
Unit 6b
A
Participle clauses
S
We can replace a subordinate clause with a participle
clause when the subject of the main clause and the subject
of the subordinate clause are the same. Present participles
can be used in place of clauses in the present or past tense,
when the action of the participle happens/happened at the
same time as that of the main verb. They can be used to
replace:
• relative clauses – The man washing (= who is washing)
the car is my uncle.
• time clauses (introduced with before, since, when, while,
but NOT: as, as soon as, until) – Ben prepared the ingredients
while reading (= while he was reading) the recipe.
• clauses of concession (introduced with although, even
though, though, while) – While enjoying (= I enjoy) water
color painting, I’m not very talented.
Perfect participles (having written, having told,
having played, etc.)
Perfect participles can be used in place of clauses in the
present perfect, past perfect and simple past tenses, when
the action of the participle happened before that of the
main verb of the sentence. They can be used in active and
passive sentences.
• Active
We have defrosted the meat, so we should cook it for
dinner. = Having defrosted the meat, we should cook it for
dinner.
Because we had defrosted the meat, we cooked it for
dinner. = Having defrosted the meat, we cooked it for
dinner. We defrosted the meat then we cooked it for dinner.
= Having defrosted the meat, we then cooked it for dinner.
• Passive
I had been given the wrong order, so I went back to the
café. = Having been given the wrong order, I went back to
the café. Since I have been given the wrong order, I am
going back to the café. = Having been given the wrong
order, I am going back to the café. I was given the wrong
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They are introduced with the following words/phrases:
• as a result/therefore/consequently/as a consequence
There was a severe thunderstorm. As a result/Therefore/
Consequently/As a consequence, all flights were canceled.
• such a(n) + adjective + singular countable noun + that
It was such a beautiful painting that I couldn’t stop staring
at it.
• such + adjective + plural/uncountable noun + that
Scuba diving is such incredible fun that I can’t wait to do it
again.
• such + a lot of + plural/uncountable noun + that
There was such a lot of commotion going on outside that I
couldn’t study. He made such a lot of mistakes that he was
fired.
• so + adjective/adverb + that
She was so happy to see me that she cried.
• so + adjective + a(n) + singular noun + that (not usual)
He was so skilled a writer that no one could surpass him.
• so + many/few + plural noun + that
That toy store has so many adorable little puppies that I
don’t know which one to buy.
• so + much/little + uncountable noun + that There was
so much food left over from last night that I didn’t have to
cook.
Note: Clauses of result follow the rule of the sequence of
tenses. The player is so flexible that he can play in any
position. Our aunt was such a friendly person that everyone
spoke well of her.
O
P
Clauses of result
question. When used, there is always a comma before it
in written speech, or a pause in oral speech.
Because I’m afraid of heights, I didn’t want to go
mountaineering. I didn’t want to go mountaineering
because I’m afraid of heights. I didn’t want to go
mountaineering, for I’m afraid of heights.
• as/since (= because) – I can’t buy a new car as/since it’s
too expensive. As/Since it’s too expensive, I can’t buy a new
car.
• the reason for + noun/-ing form – The reason for her
early retirement was that she couldn’t cope any longer
with the constant traveling. The reason for her retiring
early was that she couldn’t cope any longer with the
constant traveling.
• the reason why + clause – The reason why she retired
early was (the fact) that she couldn’t cope any longer with
the constant traveling.
• now (that) + clause – Now that I have a treadmill at
home, I have more time to exercise.
• because of/on account of/due to + noun The hiking trip
was canceled because of/on account of/due to bad
weather.
• because of/on account of/due to the fact that + clause
The hiking trip was canceled because of/on account of/
due to the fact that the weather was bad.
• in view of + noun/-ing form/the fact that
In view of the global nature of the problem/In view of the
problem of nature being global/In view of the fact that the
problem of nature is global, ordinary national agreements
might prove inadequate.
• out of + noun (to express the motive for an action)
He took over the family business out of a sense of
obligation to his father.
• considering/seeing that/given that
Considering/Seeing that/Given that he has very little free
time, I’m surprised he took on a second job.
Note: Clauses of reason follow the rule of the sequence
of tenses. Since she has torn her swim suit, she can’t come
to the pool today. Everyone cheered because the exam
period had finished.
C
order and then I went back to the café. = Having been
given the wrong order, I then went back to the café.
Note carefully: If the subject of the participle is different
from the subject of the main verb, we cannot omit it. In
this case, we put the subject of the participle in front of
its participle. The laundry being finished, Dad took it out
of the washing machine. (NOT: Being finished, Dad took
the laundry out of the washing machine.) We can also
introduce the subject of the participle with the
preposition ‘with’. With the boss mentioning bonuses for
Christmas, the workers felt happy!
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Clauses of reason
They are introduced with the following words/phrases:
• because – I didn’t attend the seminar because I didn’t
know where it was. Because I didn’t know where it was, I
didn’t attend the seminar.
• for (= because; in a formal written style) – a clause of
reason introduced with for always comes after the main
clause. She decided to attend a ballet academy, for she had
always had the desire to be a ballerina.
Note: Because and for can both be used to introduce a
clause of reason. However, for can’t be used at the
beginning of a sentence, or as an answer to a why
Reduced adjective clauses
• An adjective clause is a dependent clause which modifies
a noun. It is introduced with a relative pronoun (whom,
whose, who, that, which) or an adverb (when, where).
The tourists who are on the bus are going to Italy.
adjective clause
• Adjective clauses can be reduced to phrases by omitting
the relative pronoun and the verb to be. The girl who is
talking on the phone is my sister.
• When the verb to be is not in the adjective clause, the
relative pronoun is omitted and the verb becomes a
participle. This is the actor who lives in Manhattan.
living
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Passive voice
Passive voice
Simple present
The architect designs
The plans are designed by the
the plans.
architect.
Present progressive
The architect is
The plans are being designed by
designing the plans.
the architect.
Simple past
The architect designed The plans were designed by the
the plans.
architect.
Past progressive
The architect was
The plans were being designed
designing the plans.
by the architect.
A
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Active voice
Present perfect
S
The architect has
designed the plans.
The architect had
designed the plans.
Y
The progressive forms of the present perfect, past perfect,
simple future, and future perfect are normally not used in
the passive.
Use
We use the passive:
• when the person or people who do the action are
unknown, unimportant, or obvious from the context.
Efforts are being made to address the water crisis.
• when the action itself is more important than the
person/people who do it, as in news headlines,
newspaper articles, formal notices, advertisements,
instructions, processes, etc. Bringing cell phones to the
examination center is strictly forbidden.
• when we want to avoid taking responsibility for an
action, or when we refer to an unpleasant event and we
do not want to say who or what is to blame. I was
delayed on my way here.
• in formal academic writing to produce an official
impersonal tone. The results of the experiment were
shown to be biased.
• to put emphasis on who is doing the action. The sculptural
decoration of the Parthenon was designed by Phidias.
LE
Form
We form the passive with the verb to be in the appropriate
tense and the past participle of the main verb. Only transitive
verbs (verbs which take an object) can be used in the passive.
The architect may
design the plans.
O
P
Unit 7b
The architect has to
design the plans.
Infinitive
The plans have to be designed
by the architect.
Modal verbs
The plans may be designed by
the architect.
C
• When the relative pronoun is not the subject of a verb,
the adjective clause cannot be reduced. The man that I
spoke to is a police officer.
• Adjective clauses can also be reduced when they are
preceded and followed by commas. In this case, the
adjective clause may be moved to the front of the
sentence.
➢ T he Eiffel Tower, which is located in Paris, is one of the
most impressive structures ever built. The Eiffel Tower,
located in Paris, is one of the most impressive structures
ever built. Located in Paris, the Eiffel Tower is one of the
most impressive structures ever built.
➢ T he professor, who is presenting a keynote lecture, is
an honorary member of the Society of Human Genetics.
The professor, presenting a keynote lecture, is an
honorary member of the Society of Human Genetics.
Presenting a keynote lecture, the professor is an
honorary member of the Society of Human Genetics.
The plans have been designed
by the architect.
Past perfect
The plans had been designed by
the architect.
Simple future
The architect will design The plans will be designed by
the plans.
the architect.
Future perfect
The architect will have The plans will have been
designed the plans.
designed by the architect.
Changing from the active into the passive
• The object of the active sentence becomes the subject
of the passive sentence.
• The active verb remains in the same tense but changes
into the passive form.
• The subject of the active sentence becomes the agent,
and is either introduced with the preposition by or
omitted.
Active
subject
George
verb
painted
object
the picture.
Passive
subject
The picture
verb
was painted
agent
by George.
• Only transitive verbs (verbs which take an object) can be
changed into the passive. Active: He worked in finance.
(NOT: He was worked in finance.)
• Intransitive verbs (verbs not taking an object, e.g. arise,
be, die, happen, lie, occur, rain, etc.) cannot be changed
into the passive. Problems may arise in time.
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Personal – Impersonal constructions
Verbs such as allege, assume, believe, claim, estimate,
expect, feel, know, report, rumor, say, think, understand,
etc. are commonly used with the following passive
constructions: Some believe that the ancient Greeks first
proposed comprehensive models of the universe.
Ιt + passive verb + that-clause (impersonal
a)
construction) It is believed that the ancient Greeks first
proposed comprehensive models of the universe.
b)
Subject + passive verb + to-infinitive (personal
construction) Greeks are believed to have first proposed
comprehensive models of the universe.
P
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The agent in the passive
• By + the agent is used to say who or what carries out an
action. With + instrument/material/ingredient is used
to say what the agent uses. The broken window was
replaced by the glazier. The cake was filled with cream.
With is used after past participles, such as covered,
crowded, decorated, filled, packed, surrounded, etc. The
ground was covered with snow.
• The agent can be omitted when the subject is they, he,
someone/somebody, people, one, etc. Someone ate all
the cake. ➝ All the cake was eaten.
• The agent is not omitted when it is a specific or
important person, or when it is essential to the meaning
of the sentence. The cell phone was invented by Martin
Cooper in 1973.
O
P
Passive questions
• In order to ask questions in the passive, we follow the
same rules as for statements, keeping in mind that the
verb is in the interrogative form. Did he finish his
homework? Was his homework finished?
• When we want to find out who or what performs/
performed an action, the passive question form is Who/
What ... by? Who was the letter sent by?
continuous are not used in the passive. Instead, we can
make use of various phrases in order to convey their
meaning: in progress, on display, under arrest, under
consideration, under construction, under discussion,
under investigation, under review, under scrutiny, under
surveillance, etc.
They have been constructing the hotel for six months now.
The hotel has been under construction for six months now.
They have been displaying the sculpture all summer. The
sculpture has been on display all summer.
This time tomorrow, they will be arresting the criminals.
This time tomorrow, the criminals will be under arrest.
The council had been considering the plan for a year. The
plan had been under consideration for a year.
By next month, they will have been investigating the
crime for eight months. By next month, the crime will have
been under investigation for eight months.
C
Note: Some transitive and stative verbs (comprise,
consist of, fit, have, lack, mean, resemble, suit, etc.) and
verbs of measure (cost, equal, weigh, etc.) cannot be
changed into the passive. Sarah resembles her mother.
(NOT: Her mother is resembled by Sarah.) My new hairstyle
suits me perfectly. (NOT: I am suited perfectly by my new
hairstyle.) BUT John is perfectly suited to the job. (here ‘is
suited’ means ‘has the right qualities’)
S
A
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Ditransitive verbs in the passive
• With verbs which can take two objects, such as bring,
buy, give, lend, offer, promise, read, sell, send, show,
teach, tell, etc., we can form two different passive
sentences. Mum gives us treats every weekend. (active) We
are given treats by Mum every weekend. Treats are given
to us by Mum every weekend. (passive)
• Verbs which take two objects, of which the direct object
(thing) is introduced with a preposition, can have only
one passive form with the indirect object (person) as a
subject. The doctor relieved the patient of his pain. The
patient was relieved of his pain. (NOT: His pain was
relieved of the patient.)
• Similarly, the verbs whose indirect object (person) is
introduced with a preposition can have only one passive
form with the direct object (thing) as a subject. The resort
offers discounts for families. Discounts are offered for
families (by the resort). (NOT: Families are offered for
discounts.)
Continuous tenses in the passive
• The present perfect continuous, the future continuous,
the past perfect continuous and the future perfect
They estimate that there has been a downturn in the
economy.
a)
It is estimated that there has been a downturn in the
economy.
b)
There is estimated to have been a downturn in the
economy.
Notes:
• We can use the verb to get instead of the verb to be in
everyday speech, when we talk about things that
happen by accident or unexpectedly. The plate got
chipped. (instead of: The plate was chipped.)
• If, in an active sentence, a preposition follows a verb,
then, in the passive, it is placed immediately after the
verb. The sergeant is shouting at the soldiers. The soldiers
are being shouted at by the sergeant.
• The verbs hear, help, see and make are followed by the
infinitive without to in the active, but by the to-infinitive
in the passive. He heard him discuss our project with a
competitor. He was heard to discuss our project with a
competitor.
Note: The verbs hear, see and watch can be followed by a
present participle in the active and in the passive.
We heard him laughing. He was heard laughing.
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It is used:
• to say that we arrange/arranged for someone else to do
something for us.
Jane had her hair cut. (She didn’t do it herself.)
• to express misfortunes.
He had his wallet stolen last night.
• with get + past participle to describe something that
has occurred by accident, unexpectedly, or incidentally.
He got his leg broken while playing football.
Causative
Simple present
She renovates the
She has the apartment
apartment.
renovated.
Present progressive
She is renovating the
She is having the apartment
apartment.
renovated.
Simple past
She renovated the
She had the apartment
apartment.
renovated.
Past progressive
She was renovating the She was having the apartment
apartment.
renovated.
Present perfect
She has renovated the She has had the apartment
apartment.
renovated.
Present perfect progressive
She has been renovating She has been having the
the apartment.
apartment renovated.
Past perfect
She had renovated the She had had the apartment
apartment.
renovated.
Past perfect progressive
She had been renovating She had been having the
the apartment.
apartment renovated.
Simple future
She will renovate the
She will have the apartment
apartment.
renovated.
Future progressive
She will be renovating She will be having the
the apartment.
apartment renovated.
• We use have + object (thing) + past participle to say
that we arrange/arranged for someone to do something
for us. We had the trip organized by my travel agent.
• We can also use have something done to talk about an
unpleasant experience that somebody had. We had our
car stolen last month. (= Our car was stolen …)
• The verb to have, used in the causative, forms its
negations and questions with do/does (simple present)
and did (simple past). He didn’t have his car serviced. Did
she have her garden landscaped?
• We can use the verb get instead of have in informal
conversation. I’m going to get my nails done on Saturday.
• Get + object (thing) + past participle can also be used to
mean ‘finish doing sth’, e.g. We got the invitations printed.
Note: The word order is very important. He had his hair cut
and He had cut his hair have different meanings. In the first
case, she arranged for someone to cut his hair whereas, in
the second case, he cut it himself.
S
A
M
P
LE
Active
Y
Causative form
Formation of causative sentences
O
P
Unit 9b
Infinitive
She wants to have the
apartment renovated.
Gerund
She enjoys renovating She enjoys having the
the apartment.
apartment renovated.
She wants to renovate
the apartment.
C
• Let becomes be allowed to in the passive. Dad lets me
stay up late on Saturday nights. I am allowed to stay up late
on Saturday nights.
• The passive conversion is blocked when there are
reflexive pronouns or possessive adjectives in the object
of the active sentence. Tina burned herself cooking. (NOT:
Herself was burned ...) Jane scraped her elbow on the wall.
(NOT: Her elbow was scraped ...)
Notes:
• Have + object (person) + bare infinitive: to give
instructions/orders. The firefighter had the people
evacuate the building. The doctor had his patient go to
the hospital.
• Have + object (person) + present participle (-ing): to
suggest that somebody experiences something, or
causes something to happen. They have their cousin
staying with them at the moment. The amazing
performance had the audience cheering.
• Won’t have +object + present participle or past
participle: to suggest that we will not allow someone to
do something. I won’t have you treating me like that! I
won’t have the party ruined by uninvited guests.
• Get + object (person) + to-infinitive: to persuade
somebody to do something. Mom got me to clean my
room. (She persuaded me to clean my room.)
• Get + object (person) + present participle (-ing): to
make somebody start doing something. Once you get
him talking about the past, he never stops. ALSO: get
moving; get going (without an object).
• Make + object (person) + bare infinitive: to express that
someone causes someone else to do something. The
boss made us work overtime till the project was finished.
(He insisted that we work overtime.)
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• Want, prefer, would like and need can be used with an
object and a past participle, to indicate that you would
like, need or prefer something to be done. I want the
windows cleaned. (I want the windows to be cleaned.)
Cause/Reason
as, because, because of, since, on the
grounds that, seeing that, due to, in
view of, owing to, for, now that, so
The application was rejected on the
grounds that certain relevant
information was missing.
Manner
as, (in) the way, how, the way in which,
(in) the same way (as), as if, as though
You look as if you’ve seen a ghost.
Similarity
but, even so, however, (and) still, (and)
yet, nevertheless, on the other hand,
although, even though, despite, in
spite of, regardless of, admittedly,
considering, whereas, while,
nonetheless, notwithstanding
It was a difficult assignment, and yet I
benefited from it.
M
P
Concession
similarly, likewise, in the same way,
equally
Physicians often observe other
physicians to improve their skills;
similarly, teachers can learn by
observation.
S
A
or, on the other hand, either … or,
alternatively
Alternative
You can either buy a new MP3 player or
a new cell phone.
besides, not only this but … also, as
well, what is more, in fact, as a matter
of fact, to tell you the truth, actually,
Emphasis
indeed, let alone, not only that
He didn’t even have enough money to
make a phone call, let alone stay in a
hotel.
such as, like, for example, for instance,
particularly, especially, in particular
Exemplification
Minor problems such as these are not
my concern.
Clarification
O
P
Condition
Consequences
of a condition
LE
Contrast
but, not … but, although, while,
whereas, despite, even if, even though,
on the other hand, in contrast,
however, (and) yet, at the same time
I don’t really like seafood, but I love
octopus.
that is to say, specifically, in other
words, to put it another way, I mean
Four lectures on physics will be held,
specifically on quantum electrodynamics.
if, in case, assuming (that), on condition
(that), provided (that), providing (that),
unless, in the event (that), in the event
of, as/so long as, whether, whether …
or (alternative condition), only if, even
if, otherwise, or (else), in case of
License to copy this software is granted
provided that this permission notice
appears in all copies.
consequently, then, under those
circumstances, if so, if not, so,
therefore, in that case, otherwise, thus
I hope it stops raining. If not, the
open-air concert will be canceled.
C
Linking words show the logical relationship between
sentences or parts of a sentence.
Positive addition: and, both ... and, not only ... (but also/as
well), too, moreover, in addition to, furthermore, further,
also, not to mention the fact that, besides
It’s productive and profitable.
Negative addition: neither ... nor, nor, neither, either
Neither Greg nor Timothy have a car.
Y
Linking Words
Purpose
Effect/Result
Comparison
so that, so as (not) to, in order (not) to,
in order that, for fear (that), in case
I was reluctant to tell him the truth for
fear that he wouldn’t believe me.
such/so … that, consequently, for this
reason, as a consequence, thus,
therefore, so
A solution to the problem is essential for
the advancement of the company and,
consequently, its financial prosperity.
as … as, (more) … than, half as … as,
nothing like, the … the, twice as … as,
less … than
My new car is twice as fast as my old
one.
Time
when, whenever, as, while, now (that),
before, until, till, after, since
We can leave whenever you’re ready.
Place
where, wherever
They always have a great time no matter
where they are.
Exception
but, except (for), apart from
I love all kinds of fruit, except pineapple.
Relative
who, whom, whose, which, what, that
I wonder whose scarf this is.
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Grammar Reference
Expressing purpose
P
To-infinitive is commonly used to express purpose. We can
also use in order to and so as to. In order to and so as to are
more emphatic and more formal. We had to cover the
furniture with cloths in order to/so as to protect it from dust.
Clauses of purpose are introduced with so that/in order
that in the following way:
so that/in order that + will/can
(present/future reference)
(common structures)
so that/in order that + would/could
(past reference)
John practices the violin every day so that he will/can
improve. The voters cast their ballots so that they would/
could elect a new mayor.
so that/in order that + may/should
(present/future reference)
(formal structures)
so that/in order that + might/should
(past reference)
He drew a diagram in order that he might/should explain the
concept better.
Note: We use so that, but NOT the to-infinitive structure,
when the main and the subordinate clauses have different
subjects. We set off early so that Daphne could get to the
airport in plenty of time.
We can also introduce clauses of purpose with:
• for + noun (to express the purpose of an action) The
Harpers went to Hawaii for their honeymoon.
• for + gerund (to express the general use of a thing) My
mom often uses white vinegar for removing stains.
S
A
M
}
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25 NEW S&S ECPE Ts GramRef.indd 178
Y
O
P
Summarizing
in conclusion, in summary, to sum up,
as I have said, as (it) was previously
stated, on the whole, in all, all in all,
altogether, in short, briefly, to put it
briefly
On the whole, walking is a great way to
get in shape.
Note: Will/Would are never used with in case.
Send me a text message in case I forget. (NOT: Send me a text
message in case I will forget.)
Negative purpose is expressed with:
• so as not/in order not + to-infinitive (only when the
subject of the verb is also the subject of the infinitive) I lit
the fire so as not/in order not to get cold.
• so that + won’t/can’t (present/future reference) He’s put
on his thick coat so that he won’t/can’t get cold.
so that + wouldn’t/couldn’t (past reference) I turned on
my GPS so that I wouldn’t get lost.
• for fear (that) + might/should/would (very formal)
for fear of sth/doing sth
They had their jewelry insured for fear it might/should get
stolen.
Many residents avoid calling the police when there’s a
conflict for fear of being implicated.
• lest + subject (+ might/should) + bare infinitive (very
formal)
Running by the pool is forbidden lest one (might/should)
have an accident.
• prevent + noun/pronoun (+ from) + -ing form The
committee has a plan to prevent athletes (from) using
banned drugs.
• avoid + -ing form Fees must be received by the deadline
date to avoid canceling your course selection.
• with a view to + -ing form All parties have gathered with
a view to supporting the government on the new bill.
C
Reference
concerning, regarding, with respect/
regard/reference to, in respect/
regard/reference to this/to the fact
that
I am writing to you regarding the case
report.
• in case + present tense/should (present/future reference)
Order the pizza now in case they are/should be busy.
• in case + past tense/should (past reference) He took a
book to read in case he had/should have to wait a long
time.
LE
Chronological
beginning: initially, first, at first, to
start/begin with, first of all
First, beat the eggs.
continuing: secondly, after this/that,
second, afterwards, then, next, before
this
Then add some salt and pepper.
concluding: finally, at last, in the end,
eventually, lastly, last but not least
Finally, pour the mixture into a hot
frying pan.
}
Clauses of manner
Clauses of manner are introduced with as, exactly as, just
as, in the way that, and express how someone does/should
do something. They are also introduced with as if and as
though.
• We mostly use as if/as though after verbs such as act,
appear, be, behave, feel, look, seem, smell, sound and
taste, to say how someone or something acts, appears,
etc. Craig looks as if/as though he’s about to explode!
• We use as if/as though + past tense when we are talking
about an unreal present situation. Were can replace was
in the first and third persons singular. Diane acts as if /as
though she was/were eight years old! (But she isn’t.) Jane
sounds as if/as though she was/were upset last night. (But
she wasn’t.)
• as if/as though + past perfect (unreal in the past)
I felt as if/as though I had been in an oven. (But I hadn’t.)
• as if/as though + any tense form (showing probability/
similarity – how sb/sth seems) She looks as if/as though
she has the flu. (She may have the flu.)
22/02/21 13:04
Unit 10b
Reported speech
Y
Reported speech is the exact meaning of what someone
said, but not the exact words. We do not use quotation
marks. The word that can either be used or omitted after the
introductory verb (say, tell, suggest, etc.).
She said (that) she saw Mark yesterday.
Say – Tell
• say + no personal object – He said he was happy.
• say + to + personal object – He said to us he was happy.
• tell + personal object – He told us he was happy.
Note: We cannot use say about. We can use tell sb/speak/
talk about instead. He told us/spoke/talked about his trip to
Paris.
Expressions used with say, tell and ask.
hello, good morning/afternoon etc., something/
say nothing, so, a prayer, a few words, no more, for
certain/sure, etc.
the truth, a lie, a story, a secret, a joke, the time, the
tell
difference, one from another, someone’s fortune, etc.
a question, a favor, the price, after somebody, the
ask
time, around, for something/someone, etc.
S
A
M
P
LE
Clauses of concession are used to express contrast. They
are introduced with the following words/phrases:
• but – Sue was sleepy but she had to get up for school.
• although/even though/though + clause – Even though is
more emphatic than although. Though is informal and is
often used in everyday speech. It can also be put at the
end of a sentence. Although/Even though/Though it’s
impersonal, text messaging is very popular among teens.
Text messaging is impersonal although/even though/
though it’s popular among teens. Text messaging is very
popular among teens. It’s impersonal, though.
• however/nevertheless (a comma is always used after
however/nevertheless) Taylor has a lot of money.
However, he never brags about it.
• yet (formal)/still – When yet joins the main clause and
the clause of concession, it is preceded by a comma.
When yet/still are at the beginning of a sentence, they
are followed by a comma.
Jane said she’d come over at seven, yet I’m not sure if she
will.
The competition was very difficult. Yet/Still, I’m happy that I
entered.
• while/whereas/whilst (very formal) My mom is a fashion
designer while/whereas/whilst my dad works in finance.
While she wants to go on holiday, she cannot afford to.
• in spite of/despite + noun/-ing form/the fact that +
clause In spite of/Despite her illness, she still went to
work. In spite of/Despite being ill, she still went to work. In
spite of/Despite the fact that she was ill, she still went to
work.
• however/no matter how + adjective/adverb + subject
(+ may) + verb However/No matter how distressing their
situation may be, the government cannot give relief to
insolvent debtors.
• whatever/no matter what + clause No matter what/
Whatever happens, you should keep trying.
• even if + present tense/past tense/should (unlikely to
happen) Even if it rains/should rain, I’m going jogging!
• adjective/adverb + though + subject (+ may) + verb
Clever though she is/may be, she won’t pass the test.
Heavy though it is, the book won’t hold the door open.
• adjective/adverb + as + subject + verb Difficult as it
was, she eventually overcame the death of her husband.
• bare infinitive + as + subject + may/might Try as you
may/might, you won’t change his mind; his decisions are
made in stone.
• for all + noun (= despite + noun) For all his effort, James
couldn’t repair his computer.
O
P
Clauses of concession
Talented as the actor is, she has made some rather average
movies. Even though Judy had a headache, she got ready and
took the children to the park.
C
Note: We can use like instead of as if/as though in spoken
English. She looks like she’s about to cry.
Note: Clauses of concession follow the rule of the sequence
of tenses. Much as I like John, he isn’t the right fit for the job.
Reported statements
• In reported speech, personal pronouns and possessive
adjectives/possessive pronouns change according to the
meaning of the sentence. Brian said, “I’m going to the
movies with my father.” – Brian said (that) he was going to
the movies with his father.
• We can report someone’s words either a long time after
they were said (out-of-date-reporting), or a short time
after they were said (up-to-date-reporting).
Up-to-date reporting
When we report someone’s words a short time after they
were said, the tenses can either change or remain the same
in reported speech. “I’m planning a housewarming party,”
Greg told us. – Greg told us (that) he is planning/was
planning a housewarming party.
Out-of-date reporting
We usually report someone’s words a long time after they
were said. In this case, the introductory verb is in the simple
past and the tenses change as follows:
Simple present ➝ Simple past
“I want to renew my
She said (that) she wanted to
gym membership.”
renew her gym membership.
Present progressive ➝ Past progressive
“We are renovating our They said (that) they were
garage.”
renovating their garage.
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Grammar Reference
the day before yesterday
tomorrow
tomorrow morning
➝
➝
➝
the day after tomorrow
➝
then, immediately
that day
that night
the day before, the
previous day
two days before
the next/following day
the morning after, the
following morning, the
next morning
in two days/
in two days’ time
that week
the week before, the
previous week
the week after, the
following week
before
there
go
take
this week
last week
M
➝
➝
➝
ago
here
come
bring
➝
➝
➝
➝
A
next week
S
Note: When this/these/those are not used in time
expressions, they change as follows:
– as adjectives, when they are followed by a noun, they
change to the. “This book is intriguing,” Laura told me. –
Laura told me (that) the book was intriguing.
– as pronouns, when they are not followed by a noun, they
change to it or they/them. “Those are the books which Ted
needs,” he told me. – He said (that) they were the books
which Ted needed.
• Certain modal verbs change in reported speech as
follows:
will/shall
➝ would
should (asking for advice)
might
could
could/would be able to (future reference)
must/had to (obligation)
must (logical assumption)
Direct speech
He said, “I’ll make a
sandwich.”
Y
• Would, could, might, should, ought to, had better, and
must not do not change in reported speech.
Reported speech
He said (that) he would
make a sandwich.
He said (that) she could
He said, “She can draw well.”
draw well.
He said (that) he could/
He said, “I can carry it for
would be able to carry it for
you.”
me. (future reference)
He said, “They may arrive
He said (that) they might
late.”
arrive late.
He wanted to know what he
He said, “What shall I do?”
should do. (asking for
advice)
He said, “You must speak to He said (that) I must/had to
him.”
speak to him. (obligation)
He said (that) they must be
He said, “They must be
excited.”
excited. (logical assumption)
LE
➝
➝
➝
➝
P
now
today
tonight
yesterday
➝
➝
➝
➝
➝
➝
O
P
Note: The past perfect and past perfect progressive remain
the same.
• In reported speech, certain words and time expressions
change according to the meaning as follows:
shall
may
can
can
must
must
C
Present perfect ➝ Past perfect
“I have written the
He said (that) he had written the
report.”
report.
Simple past ➝ Simple past or past perfect
“I loved the dinner
She said (that) she loved/had
party.”
loved the dinner party.
Past progressive ➝ Past progressive or
past perfect progressive
They said (that) they were
“They were looking for
looking/had been looking for
the document.”
the document.
Future (will) ➝ Conditional (would)
“I will accompany her
He said (that) he would
on the trip.”
accompany her on the trip.
Note: If the information is still true at the moment of
speaking or writing, we do not make any changes to the
time expressions. “She’s arriving the day after tomorrow,”
David said. David said she was arriving the day after
tomorrow.
Verb tenses in reported speech
The verb tenses remain the same:
• when the introductory verb is in the present, future or
present perfect. Paula says, ‘I’m exhausted.’ Paula says
(that) she is exhausted.
The introductory verb is in the present tense:
a) w
hen we pass on messages. Lisa says she wants you to
call her.
b) when we report the content of a letter, article, etc.
while reading it. The email says that the order is on its
way!
c) when we refer to something someone says very often.
Mum often says that I should take up a sport.
• when the verb of the direct sentence is in the unreal
past or in type 3 conditionals.
She said, ‘I would rather you went to bed earlier.’
She said (that) she would rather I went to bed earlier.
He said, ‘It’s about time we redecorated the lounge.’
He said (that) it was about time they redecorated the
lounge.
She said, ‘If you had called me, I would have picked you up.’
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Y
If the indirect question starts with I want to know ..., or I
wonder ..., the question mark is omitted.
‘Where is the bank?’ (direct question)
‘I’d like to know where the bank is.’ (indirect question)
‘Is the post office open tomorrow?’ (direct question)
‘Could you tell me if the post office is open tomorrow?’
(indirect question)
Question words (what, where, who, etc.) and whether, BUT
NOT why, can be followed by a to-infinitive in reported
speech if the subject of the question is the speaker. ‘How
can I make a cupcake?’ Sue asked. Sue asked how to make a
cupcake.
O
P
Note: Sometimes, reported and indirect questions look
similar. However, changing from a direct to an indirect
question does not involve the changes required when
changing to reported speech.
When will the company have my order ready? (direct
question)
I wonder when the company will have my order ready.
(indirect question)
He wondered when the company would have his order ready.
(reported question)
C
She said (that) if I had called her, she would have picked
me up.’
• when the following verbs/verb phrases are used: had
better, could, would, used to, needn’t have, should,
might and ought to.
He said, ‘I used to ride my bike to school.’
He said (that) he used to ride his bike to school.
She said,’ I had better rebook my flight.’
She said (that) she had better rebook her flight.
• when there is a simple past or a past progressive in a
time clause.
He said, ‘When I was driving, I saw a deer run across the
road.’
He said (that) when he was driving, he saw a deer run
across the road.
• when the time of the information being reported is not
over yet. She said, ‘I’ll call you tomorrow.’ She said (that)
she will call me tomorrow. (It’s still the same day).
The verb tenses can either change or remain the same in
reported speech when reporting a general truth or law of
nature. The woman said, ‘The temperature drops dramatically
in winter.’ The woman said (that) the temperature drops/
dropped dramatically in winter.
Reported exclamations
We use the verbs exclaim and say/tell to report
exclamations which begin with ‘What a/an …!’ and ‘How
…!‘ in direct speech. ‘What an exciting project!’ he said. – He
exclaimed/said/told them that it was an exciting project. He
exclaimed/said/told them that the project was exciting.
But with exclamations such as ‘Splendid!’, ‘Great!’,
‘Excellent!’, ‘Oh!’, ‘Oh dear!’, etc., we use the expressions
give an exclamation of delight/disgust/relief/surprise, etc.
‘Excellent!’ he said as he read the good news. He gave an
exclamation of delight as he read the news.
LE
Reported questions
S
A
M
P
Reported questions are usually introduced with the verbs
ask, inquire, wonder, and the expression want to know.
• When the direct question begins with a question word
(who, where, how, when, what, etc.), then the reported
question is introduced with the same question word.
‘What are you doing?’ she asked him. (direct question)
She asked him what he was doing. (reported question)
She inquired what he was doing. (reported question)
She wanted to know what he was doing. (reported
question)
• When the direct question begins with an auxiliary verb
(be, do, have), or a modal verb (can, may, etc.), then the
reported question is introduced with if or whether.
‘Do you go into the city often?’ (direct question)
He asked me if/whether I went into the city often.
(reported question)
Note: In reported questions, the verb is in the affirmative.
The question mark and words/expressions such as please,
well, oh, etc. are omitted. The verb tenses, pronouns and
time expressions change as in statements.
‘Can you pass the salt please?’ (direct question)
She asked me if I could pass the salt. (reported question)
Indirect questions
Indirect questions are used to ask for advice or
information. They are introduced with: Could you tell me
...?, Do you know ...?, I wonder ..., I’d like to know ..., I want to
know ..., etc., and the verb is in the affirmative.
‘Yes/No’ short answers in reported speech
‘Yes/No’ short answers are expressed in reported speech
with subject + appropriate auxiliary verb OR subject +
appropriate introductory verb.
‘Will you drink your tea?’ he said. ‘No,’ she said. ➝ He asked her
if she would drink her tea, but she said she wouldn’t. OR He
asked her if she would drink her tea but she refused.
Reported tag questions
Tag questions are omitted in reported speech. However, we
can use the verb remind as a suitable introductory verb, in
order to retain their effect.
‘This isn’t the first time we’ve stayed at this hotel, is it?’ she said.
She reminded him (that) it wasn’t the first time they had stayed
at the hotel.
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Grammar Reference
Introductory
verb
Direct speech
Reported speech
to-infinitive
“Yes, I’ll help you.”
He agreed to help
me.
claim
“I’m making a lot of
money.”
He claims to be
making a lot of
money.
demand
“I want justice.”
He demanded to
get justice.
She offered to help
me with my
homework.
“I can help you with
your homework.”
promise
“I promise to pay you He promised to
back.”
pay me back.
refuse
“I won’t speak to that He refused to speak
man again.”
to that man again.
M
P
offer
“If you hire him, I’ll
resign!”
+ sb + to-infinitive
She threatened to
resign if I hired him.
A
threaten
S
advise
forbid
“You cannot enter the He forbade me to
building!”
enter the building.
invite
She invited me to
“Will you have coffee
have coffee with
with us?”
them.
order
“Leave immediately!”
remind
“Don’t forget to buy
some milk.”
She reminded me
to buy some milk.
urge
“Consider it very
carefully!”
He urged me to
consider it very
carefully.
warn
“Don’t listen to him!”
She warned me not
to listen to him.
accuse sb of
“He stole my MP3
player!”
She accused him of
stealing her MP3
player.
admit (to)
“I made a fatal
mistake.”
He admitted (to)
making/having
made a fatal
mistake.
“I’m sorry I snapped
at you.”
He apologized for
snapping at me.
He advised me to
“You should speak to
speak to the school
the school counselor.”
counselor.
She allowed me to
use her computer
that day.
She asked me to
go earlier the next
day.
allow
You can use my
computer today.”
ask
“Can you come
earlier tomorrow?”
beg
“Please, please don’t
leave!”
He begged me not
to leave.
command
“Open the door!”
She commanded
him to open the
door.
Y
She ordered me to
leave immediately.
+ -ing form
LE
agree
“You should enter the He encouraged me
contest.”
to enter the contest.
O
P
• To report commands and instructions, we use the
introductory verbs order or tell + sb + (not) to-infinitive.
“Wash your hands before having dinner,” Mom told him. –
Mom told him to wash his hands before having dinner.
• To report requests, we use the introductory verbs ask or
beg + sb + (not) to-infinitive. The direct sentence usually
contains the word please.
“Reuse those plastic bags, please,” Mom told him. – Mom
asked him to reuse the plastic bags.
• To report suggestions, we use the introductory verb
suggest + -ing form/that sb (should) + bare infinitive.
“Let’s negotiate the details of the contract,” I said. – I
suggested negotiating/that we (should) negotiate the
details of the contract.
• A list of introductory verbs is provided in the following
chart.
encourage
C
Special introductory verbs
apologize for
He boasted about/
of being the best
player on the team.
He complained
“I hate driving during
about driving
rush hour!”
during rush hour.
He denied leaving/
“I didn’t leave the
having left the
door unlocked.”
door unlocked.
She insisted on
“I want to know all
knowing all the
the facts.”
facts.
“I’m the best player
boast about/of
on the team.”
complain (to
sb) about
deny
insist on
suggest
“Why don’t we call
her?”
She suggested
calling her.
+ that-clause
explain
inform sb
suggest
He explained that
“We must ensure that
we had to ensure
she’s well provided
that she was well
for.”
provided for.
She informed us
that the lecture
“The lecture will be
would be
postponed.”
postponed.
He suggested that
“Why not go to Lake
we go to Lake
Tahoe for the
Tahoe for the
weekend?”
weekend.
182
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wonder where/
what/ why/
how + clause
(when the
subject of the She asked herself,
introductory
“Why is he
verb is not the dismayed?”
same as the
subject of the
reported
question)
She wondered why
he was dismayed.
wonder where/
what/ why/
how + infinitive
(when the
subject of the She asked herself,
introductory
“What should I wear
to the wedding?”
verb is the
same as the
subject of the
reported
question)
She wondered
what to wear to
the wedding.
• The subjunctive is also used in the following fixed phrases:
God bless her./Long live the Queen!/Heaven forbid!/If she
wants to give in her notice, then so be it./We are close to
meeting our deadline; be that as it may, we still have a lot
of work to do./Suffice it to say that this book is bound to
provoke some controversy./He’ll finish the assignment,
come what may./If need be, we’ll stay at a hotel.
Inversion
C
LE
Mixed types of reported speech
O
P
Y
There are two ways to invert the subject and the verb. The
first one is: be/have/auxiliary verb/modal + subject + main
verb. It is used:
• in questions. Are they performing in May?
• after: Seldom, Only in this way, Rarely, Only then, Little,
Hardly (ever) … when, Barely, No sooner … than,
Nowhere (else), Not only … but (also), Never (before),
Not until/till, Not (even) once, In no way, On no account,
In/Under no circumstances, Only by, Not since, etc., when
they come at the beginning of a sentence:
Never (before) have I seen such a beautiful child! Seldom
do I go out on week nights. BUT: We seldom go out on
week nights. (There is no inversion because the word
seldom doesn’t come at the beginning of the sentence.)
NOTE: When the expressions only after, only by, only if,
only when, not until/till come at the beginning of a
sentence, the inversion is in the main clause. Only if you
save your money, will you be able to buy a new laptop.
• with so, neither, nor, as, to express agreement. “I find
chocolate irresistible.” “So do I.” OR “I do too.” “Sam doesn’t
like seafood.” “Neither/Nor do I.” OR “I don’t either.” He was
a straight-A student, as was his sister/and so was his sister.
• with so, such, to such a degree, placed at the beginning
of a clause of result.
So tall is he that he can touch the ceiling.
• with should, were, had, when they come at the
beginning of an if-clause instead of if. Should you see
him, tell him I’ll be late. ( = if you should see ...)
The second way to invert the subject and the verb is: main
verb + subject. It is used:
• after verbs of movement or adverbial expressions of
place, when they come at the beginning of a sentence.
On the window seat sat a puppy. Here comes the bus!
There goes the train!
NOTE: If the subject is a pronoun, there is no inversion.
Here she comes! (NOT: Here comes she!)
• after a comparison, in a more formal structure. The
stockholders were more prone to favor free market policies
than were non-stockholders.
• in direct speech, when the subject of the introductory
verb is a noun.
“I love this show,” said Tory. (OR ... Tory said.) BUT: “What’s
the matter?” she asked. (NOT: ... asked she) (The subject of
the introductory verb is a pronoun.)
• We use little with certain verbs (realize, suspect, know,
etc.) to mean “I didn’t realize/suspect ... at all.”
P
In everyday conversation, we use a mixture of statements,
commands, and questions. When changing them into
reported speech, we use: and, as, adding that, and he
added that, because, but, since, and he/she went on to say,
and he/she continued to stay, explaining that, etc., or the
introductory verb in the present participle form.
Language features such as oh, well, etc., which are used in
direct speech, are omitted in reported speech.
Reported speech
She remarked that it was
sweltering in there and offered
to turn on the air conditioning.
(‘Oh’ is omitted.)
He said that she couldn’t go
as/because/since she had a
previous engagement.
S
A
M
Direct speech
“Oh, it’s sweltering in
here!” she said. “Should I
turn on the air
conditioner?”
“She can’t come,” he said.
“She has a previous
engagement.”
Unit 12b
The subjunctive
• The subjunctive is similar in form to the bare infinitive,
and is used with that-clauses. It is much more common
in American English than in British English, and is mostly
used after the verbs advise, urge, demand, insist,
recommend, request, suggest, propose, etc., and after
the adjectives crucial, essential, vital, advisable,
important, necessary, and imperative.
It is essential (that) she notify him immediately.
183
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Grammar Reference
If + present tense
(or should + bare
infinitive: more
doubtful or polite)
P
M
A
S
Unit 13b
Conditionals
Type 0 conditional
If-clause
If + simple present
➝
Main clause
simple present
Use: scientific facts, general truths, laws of nature
If you heat water to about 212°F, it boils.
If germs enter your body, your immune system responds.
In this type of conditional, we can use when instead of if.
➝
{
Main clause
• future
• imperative (instructions,
advice)
• ought to (advice)/had
better (advice)/should/
must/may/can + infinitive
Y
Use: real situation (likely to happen in the present or future)
If it rains, we won’t play miniature golf.
If you should see them, tell them I’ll be late.
Type 2 conditional
If-clause
If + past tense
➝
Main clause
would/could/should/might
+ infinitive
Use: advice or imaginary situation in the present or future
(unreal or unlikely to happen)
If I were you, I wouldn’t worry. (advice)
If she were here, she would make me laugh. (imaginary
situation)
We can use were for all persons in the if-clause. We can also
use ‘If I were you’ to give advice.
LE
• Tag questions are short questions at the end of
statements. They are formed with the auxiliary or modal
verb from the main sentence and the appropriate
subject pronoun. When the verb of the sentence is in the
simple present or simple past, we form the tag question
with do, does, or did and the subject pronoun.
Larry works downtown, doesn’t he?
• A positive statement is usually followed by a negative
tag question, and a negative statement is followed by a
positive tag question. She loves coffee, doesn’t she? She
doesn’t like coffee, does she?
When the sentence contains a word with a negative
meaning, such as never, hardly, seldom or rarely, the tag
question is positive. Gary never walks to work, does he?
• Some verbs/expressions form tag questions differently.
–– I am ➝ aren’t I? I am early, aren’t I?
–– Imperative ➝ will/won’t you?
Give me a hand, will/won’t you?
–– Don’t ➝ will you? Don’t forget, will you?
–– Let’s ➝ shall we? Let’s stay, shall we?
–– I have ➝ don’t I? I have enough time, don’t I?
–– There is/are ➝ isn’t/aren’t there?
There’s a lot of humidity today, isn’t there?
–– This/That is ➝ isn’t it? This is your coat, isn’t it?
–– Everyone/Someone/Anyone/No one ➝ they?
Everyone is coming, aren’t they?
• NOTE: Tag questions can also be affirmativeaffirmative. If said with a rising intonation, we ask for
more information. She likes chocolate, does she? If said
with a falling intonation, we express negative feelings
such as disappointment or disapproval. We don’t
expect any answer. She’ll be away, will she?
• Echo tags are a response to an affirmative or negative
sentence. They are used in everyday speech to ask for
more information, or to show confirmation, concern,
anger, interest, surprise, etc. She arrived. – She did,
didn’t she? (confirmation) She didn’t arrive. – She didn’t,
did she? (surprise)
If-clause
O
P
Tag questions
Type 1 conditional
C
Little did she know that the outcome of the election would
be so close. (= She didn’t know anything at all about ...)
Type 3 conditional
If-clause
Main clause
would/could (ability/
+ have
permission)/should
If + past perfect ➝
+ past
(advice)/might
participle
(possibility)
}
Use: imaginary situation in the past (regrets, unfulfilled
plans, wishes impossible to fulfill, criticism) If I had studied
harder, I would have passed the exam. (unfulfilled plan)
It is also used to express regrets or criticism.
Notes:
• The if-clause can either precede or follow the main
clause. When the if-clause precedes the main clause, we
put a comma after it. When the main clause comes first,
no comma is used to separate the two clauses.
If she saves some money, she may buy an MP3 player. She
may buy an MP3 player if she saves some money.
• unless (= if not) + affirmative verb is used in type 1
conditional sentences. Unless he changes his attitude,
he’ll lose his job. (= if he doesn’t change his attitude)
• When referring to imaginary or unreal situations, suppose
can be followed either by simple past or past perfect for
present or past situations respectively. Suppose can be
followed by simple present to express a situation which
may happen in the future, or to introduce suggestions.
Suppose he had won the contest, do you think he’d be
arrogant? Suppose they moved to another area, how will
we find them?
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Since/As the commissioners won’t arrive, we won’t hold a joint
meeting. (The fact that they won’t arrive means that we can’t
hold a joint meeting.)
In case the commissioners arrive, we’ll arrange a joint meeting.
(It is unlikely that they will arrive, but we’d better be ready
for the event as it’s not impossible that they will.)
Mixed conditionals
We can form mixed conditionals, if the context permits it, by
combining an if-clause of one type with a main clause of
another.
If-clause
Main clause
she would have told the truth
(type 3).
he would have informed me
(type 3).
she would have a driver’s
license now (type 2).
he won’t arrive in time for the
conference (type 1).
O
P
‘Will/would’ and ‘should’ in if-clauses
If she is honest (type 1),
C
If he knew about the
proposal (type 2),
If she had passed the test
(type 3),
If he missed his flight
(type 2),
Inversion in if-clauses
When there is should, were, or had in the if-clause, the
subject and the auxiliary verb can be inverted, and if is
omitted.
If she should call, tell her to come tomorrow. ➝ Should she
call, tell her to come tomorrow.
If I were you, I would call him. ➝ Were I you, I would call him.
If I had known sooner, I would have helped you. ➝ Had I
known sooner, I would have helped you.
P
LE
We do not normally use will, would or should in an if-clause.
However, we can use will or would after if to make a polite
request, or express insistence or uncertainty (usually with
expressions such as I don’t know, I doubt, I wonder, etc.). In
this case, if means whether. We can also use should after if
to talk about something which is possible but not very likely
to happen. Alternatively, this function can be performed by
the structure ‘If sb/sth happens/should happen to … .’
a) If you will give me your email address, I will send you the
information. (Will you please give me ...? – polite request)
b) I f you will continue to make noise, I will have to ask you to
be quiet. (If you insist on making noise ... – insistence)
c) I wonder if he will come to the meeting. (I wonder whether
... – uncertainty)
d) I f Brian should come over, tell him I’m busy. (I don’t really
expect Brian to come over.)
e) If Brian happens/should happen to come over, tell him I’m
busy.
Note: If need be (= If it is necessary), the meeting can be
postponed.
Y
• In reported speech, the verb tenses of type 1 conditional
sentences change in the usual way, whereas those of
type 2 and type 3 conditionals do not follow the usual
changes, with the verb tenses remaining unchanged.
“If I am late, we won’t go to the movies,” she said. – She said
that if she were/was late, they wouldn’t go to the movies.
“If I were you, I would discuss the problem with him,” he
said. – He said that if he were me, he would discuss the
problem with him.“If she had been in town, she would have
visited us,” he said. – He said that if she had been in town,
she would have visited us.
M
Other phrases with hypothetical meaning
S
A
Other expressions used in place of if are the following: on
condition that, even if, even though, when, provided (that),
providing (that), as long as, suppose, supposing, since, as,
unless (if not), in case + present tenses (for the present) or
past tenses (for the past), but for + gerund/noun/the fact
that (if it weren’t for/hadn’t been for), given that.
If the commissioners arrive, we’ll hold a joint meeting. (They
may or may not arrive.)
When the commissioners arrive, we’ll hold a joint meeting.
(They will definitely arrive.)
Even if the commissioners don’t arrive, we’ll hold a joint meeting.
(Whether they arrive or not doesn’t affect the result.)
Provided (that)/Providing (that)/As long as the
commissioners arrive, we’ll hold a joint meeting. (We’ll only
hold a joint meeting if they arrive.)
Unless the commissioners arrive, we won’t hold a joint
meeting. (We’ll only hold a joint meeting if they arrive.)
Suppose/Supposing the commissioners arrive, we’ll hold a
joint meeting. (It is unlikely that they will arrive, but if they
do, we’ll hold a joint meeting.)
25 NEW S&S ECPE Ts GramRef.indd 185
Unit 15b
Wishes
We use wish/if only to express a wish.
• I wish/If only + simple past/past progressive
Use: regret about a present situation, and reference to
unreal, impossible or unlikely situations I wish I was/were
with them now.
• I wish/If only + past perfect/past perfect progressive
Use: regret about a past situation If only I had spoken to
him last week.
• I wish/If only + subject + would + present infinitive
We never say: I wish I would
Use: a complaint/regret about the present; a request;
a wish about sth not likely to happen
I wish she would stop yelling. (I’m fed up with her yelling.)
I wish you would call me. (Please, call me.)
• I wish/If only + subject + could + present infinitive
Use: regret about a present or future situation caused by
lack of ability I wish I could speak Italian.
• I wish/If only + inanimate subject + would + present
infinitive
185
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Grammar Reference
had better/would rather/prefer/would prefer
S
A
M
P
Y
LE
Had better (= should/ought to) is used to give strong or
urgent advice. Had better refers only to the present or
future. Had better is more emphatic than should/ought to,
but is not as emphatic as must.
You must speak to the doctor. (strong advice)
You had better speak to the doctor. (less emphatic than
‘must’)
You should/ought to speak to the doctor. (less emphatic than
‘had better’)
• had better + bare infinitive ➝ future I had better finish
my report.
• It would have been better if + past perfect ➝ past
It would have been better if you had reached the
deadline.
Would rather/sooner (= would prefer to) expresses
preference. When the subject of would rather/would
sooner is also the subject of the following verb, we use
the following constructions:
• would rather/sooner + present bare infinitive ➝
present/future I would rather/sooner eat out tonight.
• would rather/sooner + perfect bare infinitive ➝ past
I’d rather/sooner have gone for Italian, but everyone
wanted to eat Chinese.
• would rather/sooner + present bare infinitive + than +
present bare infinitive/noun
I’d rather/sooner go to the cinema than watch a film at
home. I’d rather/sooner have tea than coffee.
When the subject of would rather/would sooner is different
from the subject of the following verb, we use the following
constructions:
• would rather/would sooner + different subject + past
tense ➝ present/ future I’d rather/sooner you didn’t
leave your dirty dishes in the sink.
O
P
Notes:
• Wish can also be followed by a personal pronoun and a
noun (luck, success) or a phrase (all the best, Merry
Christmas, etc.). I want to wish you good luck in your
exams.
• If only is used in exactly the same way as I wish, but it is
more emphatic or more dramatic.
• We can use were instead of was after wish and if only for
all persons. I wish I were taller!
• After the subject pronouns I and we, we usually use
could instead of would. I wish I could run faster.
• Wish + to-infinitive = want to (formal) I wish to make an
announcement.
• In order to express hope about the future, we can’t use
wish; instead, we use I hope + present/future tense.
I hope I will be able to visit Liberty Island when I go to New
York next month. (NOT: I wish I will be able to … .)
• would rather/would sooner + different subject + past
perfect ➝ past
I’d rather/sooner you had called me to pick you up.
Preference can also be expressed by the following
constructions:
• prefer + full infinitive + rather than + bare infinitive
(general preference)
I prefer to listen to rock music rather than (listen to) pop.
• prefer + -ing form/noun + to + -ing form/noun (general
preference)
I prefer cycling to running. I prefer films to theater.
• would prefer + full infinitive + rather than + bare
infinitive (specific preference)
I would prefer to sit by the sea rather than go fishing.
• would prefer it if + past tense (preference in the present)
I would prefer it if you parked in the drive.
• would have preferred it if + past perfect (preference in
the past) We would have preferred it if you had called
before coming over.
• favour sb/sth over sb/sth else
I favour Mexican food over Italian food.
• would (just) as soon + bare infinitive
I would just as soon walk to work today.
• would (just) as soon + different subject + past tense
I would just as soon you drove me to school this morning.
• would be better off + -ing form+ than + -ing form
You’d be better off working for a bigger company than
taking a job with a startup.
C
Use: a wish for a change in the future which is not likely
to happen If only it would stop snowing.
186
25 NEW S&S ECPE Ts GramRef.indd 186
The unreal past
The past simple can be used to refer to the present when
we talk about imaginary, unreal, or impossible situations,
which are contrary to facts in the present. The past perfect
can be used to refer to imaginary, unreal, or impossible
situations, which are contrary to facts in the past.
The past simple is used with:
• type 2 conditionals – You would do better on your exam if
you tried more.
• suppose/supposing/imagine – Suppose/Supposing/
Imagine you won the lottery, what would you do?
• wish/if only – I wish/If only I saw you more often!
• would rather/sooner (present) – I’d rather/sooner you
met me at the office.
• as if/as though (for current, future or general
hypothetical comparisons) – She acts as if she won the
lottery!
• it’s (about/high) time (to express criticism) – It’s (about/
high) time you arrived at work on time!
The past perfect is used with:
• type 3 conditionals – If he had been informed about the
incident, he wouldn’t have behaved in such a manner.
• suppose/supposing/imagine – Suppose/Supposing/
Imagine you had missed the flight to Idaho?
22/02/21 13:04
Relative clauses
Notes:
• When that replaces where, it can be omitted after the
words somewhere, anywhere, nowhere, everywhere and
place, without using any prepositions. Is there nowhere
(that) I can buy a phonecard? Is there anywhere (that) I can
park?
• That is never used after a comma or prepositions. That’s
the town in which I grew up. (NOT: That’s the town in that
I grew up.)
• We use that with words such as all, anything, everything,
few, little, much, none, nothing, only, something, and
with the superlative form. Is this all that there is left?
(more natural than ...all there is...) The only thing that I
want to do is sleep. It’s the best film that I’ve ever seen.
• In non-defining relative clauses, we can use each, part,
some, very little/few, a number, both, all, one, either,
neither, most, none, etc. + of which/whom, to refer to a
term in the main clause. I have two party dresses, neither
of which I particularly like. I have two uncles, both of
whom work in finance.
• At which point/ in which case/ in which event/ during
which/ despite which/ which is why can also be used to
introduce a comment on the main clause. There was an
accident on the highway, which is why I’m late.
• Besides the relative pronouns, ‘what/whatever’ is also
used as a relative pronoun and a determiner. They should
all take responsibility for what/whatever they do.
(pronoun) (= all the things which they do) He should be
held responsible for what/whatever actions he takes.
(determiner) (= all the actions which he takes)
M
P
LE
Relative clauses are introduced with either relative
pronouns or relative adverbs. We use:
a) who(m)/that to refer to people,
b) which/that to refer to things,
c) w
hose with people, animals and objects to show
possession (instead of a possessive adjective).
• Who, which and that can be omitted when they are the
object of the relative clause. This is the girl (who/that) I
met on vacation last month.
• Whom can be used instead of who when it is the object
of the relative clause. Whom is always used instead of
who or that after a preposition. Greg is the person to
whom the email was addressed.
• Who, which and that are not omitted when they are the
subject of the relative clause. The athlete who won the
race really deserved it.
• Whose is never omitted. That’s the house whose roof was
blown off during a devastating storm.
Y
Different constructions can be used with It’s time, with
similar meanings:
• It’s time + to-infinitive (when time has come to do sth)
It’s time to go to bed now.
• It’s time for + object + to-infinitive (to say sth is urgent/
important) It’s time for us to go to bed now.
There are two types of relative clauses: defining clauses and
non-defining clauses.
• A defining relative clause gives necessary information
and is essential to the meaning of the main clause. It is
not put between commas. Teachers who attend the
seminar will be given certificates of attendance.
• A non-defining relative clause gives extra information
which is not essential to the meaning of the main
clause. It is put between commas. Mrs. Andrews, who
works at the university, is in the hospital.
• In non-defining clauses, we cannot omit the relative
pronoun and we cannot replace it with that.
J.R.R. Tolkien, who has written many books, is my favorite
author. (NOT: J. R. R. Tolkien, has written many books, ...;
J.R.R. Tolkien, that has written many books, ...)
• In defining relative clauses, we can remove the relative
pronoun and the auxiliary verb to be, making them into
participial clauses. The man who is standing opposite you
is my closest friend. ➝ The man standing opposite you is
my closest friend.
O
P
Note:
It would have been better if + past perfect (past) It would
have been better if you had told her the truth in the first
place.
Defining/Non-defining relative clauses
C
• wish/if only – I wish/If only you hadn’t lost the concert
tickets!
• would rather/sooner (past) – I’d rather/sooner you had
discussed this matter with me first.
• as if/as though (for past hypothetical comparisons) – She
looked as if/as though she had seen a ghost!
A
Relative adverbs
S
We use:
a) when to refer to time, usually after nouns such as time,
period, moment, day, year, season, summer, occasion, etc.
It can either be replaced by that or can be omitted. That
was the year (when/that) I got married. That was the year in
which I got married. That was the year (which/that) I got
married in.
b) where to refer to places, usually after nouns such as
place, house, village, city, street, town, country, etc. It can
be replaced by which/that + clause + preposition and, in
this case, which/that can be omitted. This is the village
where I was born. This is the village (which/that) I was born in.
c) why to give a reason, after the word reason. It can either
be replaced by that or can be omitted. That’s the reason
(why/that) she quit her job.
187
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Grammar Reference
Reduced relative clauses
M
P
Relative clauses can be replaced by present and past
participles: the -ing participles are used in place of active
verbs, and the - ed/past participles in place of passive verbs.
We’re catching the train pulling in (= which is pulling in) at
the station now. The artifact discovered (= which was
discovered) at this site is 3,000 years old.
Singing softly, the woman put the baby in the crib. (= the
woman who was singing)
Covered in mud, the children made their way home. (= the
children who were covered in mud)
S
A
Note: *Climbing up the grassy hill, the rain started falling
heavily. This structure is impossible because the subjects of
the participle and the main verb are different: obviously
people were those who were climbing up the hill, not the
rain.
Time clauses
Time clauses are introduced with time conjunctions and
expressions such as: after, as, as soon as, before, by, by the
time, hardly … when, no sooner … than, now that, once,
(ever) since, the minute (that), the moment (that), then, the
sooner … the sooner, till/until, on/upon, when, whenever,
while. Whenever she visits us, I make dinner. I make dinner
whenever she visits us.
188
25 NEW S&S ECPE Ts GramRef.indd 188
Y
O
P
16b
Modals
Can, could, may, might, must, ought to, shall, should, will
and would:
• don’t take -s, -ing or -ed suffixes.
• are followed by the infinitive without ‘to’.
• go before the subject in questions, and are followed by
’not’ in negations.
• don’t have tenses in the normal sense. When followed by
a present infinitive, they refer to the present or future.
We should go; we will be late otherwise. When followed by
a perfect infinitive, they refer to the past. We should have
called before we set off.
• have to, need and dare are also regarded and used as
modals. You needn’t wait.
LE
The preposition is put in front of whom or which (formal
English). It can also be put at the end of the relative clause,
in which case whom becomes who. In such instances,
however, that (less formal) is more commonly used instead
of who/which. In everyday speech, it is also common for
who/which/that to be omitted altogether.
That’s the woman with whom I spoke. (formal)
That’s the woman who I spoke with. (less formal)
That’s the woman (that) I spoke with. (informal)
Where can be replaced by:
a) preposition + which
b) which/that + clause + preposition
c) clause + preposition (no relative)
That’s the restaurant where I used to work.
a) That’s the restaurant in which I used to work.
b) That’s the restaurant which/that I used to work in.
c) That’s the restaurant I used to work in.
When can be replaced by:
a) preposition + which
b) that + clause + preposition
1996 is the year when I got married.
a) 1996 is the year in which I got married.
b) 1996 is the year that I got married in.
c) It can also be omitted.
1996 is the year I got married.
Time clauses follow the rule of the sequence of tenses; that
is, when the verb of the main clause is in a present or future
form, the verb of the time clause must be in a present form,
and when the verb of the main clause is in a past form, the
verb of the time clause must be in a past form too.
He takes a shower the moment that he wakes up. Tonia will
still be at work by the time you arrive. Mop the floor before
you leave. She went home after she had finished her work.
We had made reservations before we went to the restaurant.
We never use a future tense in a future time clause; instead,
we use a present tense. He’ll call us as soon as he gets off
work. (NOT: … as soon as he will get off work.)
Compare:
when (time conjunction) + present tense
When I finish work, I will give you a ring.
when (question word) + present tense or future tense
When will she go to Canada?
C
Relatives with prepositions
Obligation/Duty/Necessity (must, have to, should/ought
to)
• Must expresses a duty/strong obligation to do sth, and
shows that sth is essential. We generally use must when
the speaker has decided that sth is necessary. I must start
watching what I eat. (The speaker has decided it is
necessary.)
• Have to expresses a strong necessity/obligation. We use
have to when somebody other than the speaker has
decided that sth is necessary. The boss says that I have to
work extra hours to complete the project. Lucy’s dad says
that she has to walk the dog before she starts her
homework. (Somebody else has decided it is necessary.)
Absence of necessity (don’t have to/don’t need to, needn’t)
Don’t have to/Don’t need to/Needn’t: it isn’t necessary to do
sth in the present/future.
Mark has finished his work; he doesn’t have to work overtime.
You don’t need to wash the dishes; put them in the
dishwasher. You needn’t walk the dog; I already took him out.
(It isn’t necessary.)
22/02/21 13:04
O
P
Y
Advice (should/ought to, shall)
• Should/Ought to + present infinitive: general advice.
You should/ought to see the dentist every six months for a
checkup. (I advise you to; it’s a good idea; it’s a good
thing to do.)
• Shall: asking for advice. Shall I call the doctor? (Is it a
good idea to ...?)
Past modals
Obligation/Duty/Necessity (had to, should/ought to)
• Had to is the past form of both must and have to.
• Should/Ought to + perfect infinitive express weak
obligation. You really should/ought to have told me you
were coming. (You were supposed to, but you didn’t.)
Absence of necessity (didn’t need to/didn’t have to, needn’t
have + pp)
• Didn’t need to/Didn’t have to: it wasn’t necessary to do
sth. We don’t know if it was done or not. Linda didn’t
need to/didn’t have to change her email address. (We
don’t know if she changed her email address, but it
wasn’t necessary to do so.)
• Needn’t + perfect infinitive expresses the idea that
something happened or was done although it was not
necessary. I needn’t have washed the car; it rained later. (I
washed the car, but it wasn’t necessary.)
LE
Note:
In formal English, should is commonly used with emotive
verbs (beg, deplore, prefer, regret, etc.) and phrases (it’s a
pity, it’s disgraceful, it’s unthinkable, it is odd, it worries me,
I‘m sorry that, I‘m surprised that, etc.), to express an idea, a
reaction to what we already know, or a judgment, not a
fact. It’s unthinkable that he should commit a crime. (the
idea of committing a crime is unthinkable) BUT: It’s
unthinkable that he has committed a crime. (the
commitment of the crime itself is unthinkable)
Probability (will, should/ought to)
• Will: Paul will be here in five minutes; he’s on his way. (It’s
100% certain.)
• Should/Ought to: Brian should/ought to pass his driving
test; his instructor says he’s ready. (It’s 90% certain; it’s
probable.)
C
Permission/Prohibition (can, may, could, mustn’t, can’t)
• Can/May/Could are used to ask for/give permission.
May is more formal than can. Could is the most formal of
the three. Can/May/Could I borrow a pencil? (asking for
permission – Is it OK if ...?) Yes, you can/may. (NOT: Yes,
you could.)
• Can + present infinitive expresses the idea that you are
allowed to do something. Susie can go to the party if she
wants; I’ll drop her off myself.
• We use can and be allowed to to refer to laws and
regulations. Anyone with a valid driving license can/is
allowed to drive. (law)
• Mustn’t/Can’t: it is forbidden to do sth; it is against the
rules/law; you are not allowed to do sth. You mustn’t/
can’t drive without a valid license.
• Shouldn’t/Oughtn’t to can be used to politely advise
somebody against doing something, or to remind them
of public duties and regulations. You shouldn’t leave a
dog in a car. You oughtn’t to park in spaces reserved for
disabled people or families with small children.
M
P
Possibility (can, could, may, might)
• Can + present infinitive: general/theoretical possibility,
not usually used for a specific situation. You can ask for
an extension to complete your project if you need to.
• Could/May/Might + present infinitive: possibility in a
specific situation. We might go to the cinema tonight if
you’re interested.
A
Note: We can use can/could/might in questions, BUT NOT:
may. Where can/could/might I buy a magazine near here?
(NOT: Where may I buy …?)
S
Ability/Inability (can, can’t)
Can(’t) expresses (in)ability in the present/future. Phoebe
can act really well. (She is able to.) Harry can’t sing well. (He
isn’t able to.)
Offers/Suggestions (can, would, shall, could)
• Can: Can I order you a cab? (Would you like me to …?
– informal)
• Would: Would you like a drink? (Do you want …?)
• Shall: Shall I carry your suitcase for you? (Would you like
me to …? / Do you want me to …?)
• Can/Could: We can order out if you want. You could come
with me to the park tomorrow. (Let’s …/Why don’t
you …?)
Permission/Prohibition (could, couldn’t)
• Could + present infinitive expresses the idea that you
were allowed to do something in the past. Billy could
watch TV only after he had finished his homework when he
was a child.
• Couldn’t + present infinitive expresses the idea that you
were not allowed to do something in the past. Gary
couldn’t play in the street when he was young.
Criticism (could, might, should/ought to)
Could/Might/Should/Ought to + perfect infinitive are used
to criticize someone’s actions, or lack of action, in the past.
Peter could/might/should/ought to have taken the subway
– it would have been quicker. (It would have been better
if ... .) He shouldn’t have eaten so much food! (but he did)
Possibility (could, may, might, would)
• Could/Might/Would + perfect infinitive refer to
something in the past that was possible but didn’t
happen.
We’re very lucky; we could/might have got completely
lost! If she hadn’t called me at that moment, I would have
gone home!
189
25 NEW S&S ECPE Ts GramRef.indd 189
22/02/21 13:04
Grammar Reference
• May/Might + perfect infinitive refer to something that
possibly happened in the past. Christine may/might have
gone on a diet because of a health scare. (She possibly did
it for this reason.)
he was doing/has been doing/had been doing ➝ (to) have
been doing
Ability/Inability (could(n’t), was(n’t) able to)
• Could expresses general repeated ability in the past.
Rose could swim very fast when she was in the swim club.
(She was able to.)
• Was(n’t) able to expresses (in)ability on a specific
occasion in the past. Carl was(n’t) able to finish his report
before dinner time. (He managed/didn’t manage to ... .)
• Couldn’t may be used to express any kind of inability in
the past, general or specific. Jenny couldn’t ride a bike
until his uncle taught her at eight years old. (general) Lucy
couldn’t/wasn’t able to come to the party last night as she
was ill. (specific)
may (= perhaps)
must (= I think/suppose, I strongly believe)
can’t (= I don’t think, I don’t suppose)
Y
O
P
LE
Advice (should/ought to)
Should/Ought to + perfect infinitive: You should/ought to
have taken the bus. (I had advised you to do it, but you
didn’t.)
Simple present ➝ Present infinitive
Perhaps she still lives in
She may still live in
Lancaster.
Lancaster.
Present progressive ➝ Present progressive infinitive
I guess they are studying.
They must be studying.
Simple future ➝ Present infinitive
I doubt she will succeed.
She can’t succeed.
Future progressive ➝ Present progressive infinitive
Maybe he will be working. He may be working.
Simple past ➝ Perfect infinitive
I don’t think she tried very
She can’t have tried very
hard.
hard.
Past progressive ➝ Perfect progressive infinitive
I don’t think he was
He can’t have been traveling
traveling last week.
last week.
Present perfect ➝ perfect infinitive
Perhaps she has moved to
She may have moved to
another area.
another area.
Present perfect progressive ➝ Perfect progressive
infinitive
He has been working for this He must have been working
company for ten years.
for this company for ten years.
Past perfect ➝ Perfect infinitive
Perhaps he had seen the
He may have seen the thief.
thief.
Past perfect progressive ➝ Perfect progressive infinitive
I don’t think she had been
She can’t have been working
working there long.
there long.
C
Note:
We normally use could with the verbs feel, guess, hear,
remember, see, smell, taste, understand, to express ability
on a specific occasion in the past. Nate could feel a chill
starting to creep into his bones. (NOT: he was able to feel)
May / Must / Can’t
Assumptions (must, may/might/could, can’t/
couldn’t)
S
A
M
P
• Must: almost certain that this is/was true (positive
logical assumption). I can hear banging; the neighbors
must be doing repairs. (I’m almost sure that sth is true.)
• May/Might/Could: maybe, it’s possible. They may cancel
their trip if the weather gets worse. The car is gone; he
might have left for work already.
• May/Might/Could well: it is highly likely that. The
meeting may/might/could well be canceled. (It is highly
likely that it will be cancelled.)
• Can’t/Couldn’t: almost certain that this is/was
impossible (negative logical assumption). Tom has the
flu; he can’t/couldn’t go to school. Jane can’t/couldn’t
have eaten eggs; she is allergic to them. (I’m sure that sth
wasn’t true.)
Note: May/might as well are used to express resignation,
i.e. we agree to do something because there is nothing to
do in a situation that we can’t change. She may/might as
well go home; there is nothing for her to do here.
Tenses of the infinitive
190
The verb tenses corresponding to the tenses of the infinitive
are as follows:
he does/will do ➝ (to) do
he is doing/will be doing ➝ (to) be doing
he did/has done/had done ➝ (to) have done
25 NEW S&S ECPE Ts GramRef.indd 190
Unit 18b
Nouns
Nouns are parts of speech which refer to:
• people (Ann), actions (reading), objects (apple),
qualities (virtue), places (Athens), jobs (teacher), etc.
There are five kinds of nouns in English. These are:
• abstract nouns (dream, chaos, success)
• concrete countable nouns (bike, fork)
• concrete uncountable nouns (milk, wood)
• collective nouns (committee, company, government)
• proper nouns (William, London)
Nouns can be used as the:
a) subject of a verb. The car drove away.
b) object of a verb. I called a taxi.
22/02/21 13:04
Y
Nouns are made plural by adding:
• -s, -es, -ies, -ves: football – footballs, bus – buses,
daisy – daisies, loaf – loaves BUT beliefs, proofs, roofs cliffs,
safes, still lifes (the paintings).
Note: wharf – wharves/wharfs, hoof – hooves/hoofs,
scarf – scarves/scarfs, handkerchief – handkerchieves/
handkerchiefs.
• Some nouns form their plural irregularly: mouse – mice,
child – children, ox – oxen, die – dice, person – people (as a
collective plural).
• Some nouns remain unchanged in the plural.
aircraft – aircraft, British – British, Chinese – Chinese,
craft – craft, deer – deer, Dutch – Dutch, grouse – grouse,
hovercraft – hovercraft, Japanese – Japanese, mackerel
– mackerel, means – means, offspring – offspring,
plaice – plaice, Portuguese – Portuguese,
salmon – salmon, series – series, sheep – sheep,
spacecraft – spacecraft, species – species, Swiss – Swiss,
trout – trout, etc.
That new spacecraft is an amazing piece of technology.
Many old spacecraft are displayed in the museum.
This species is at risk of extinction.
The national park contains ten species of mammals.
• Some nouns are only plural. These are:
a) accommodations, amends, arrears, belongings,
cattle, clothes, congratulations, earnings, gentry,
goods, greens (vegetables), groceries, lodgings, oats,
odds (chances), outskirts, particulars, people [ALSO:
peoples (nations)], police, premises (building),
proceeds, regards, remains, riches, savings,
surroundings, thanks, the Antipodes (Australia and
New Zealand), the Commons, the Lords, the Middle
Ages, valuables, vermin, whereabouts, etc.
b) garments, tools and instruments consisting of two
parts: binoculars, braces, brackets, compasses,
glasses, jeans, pants, pliers, pajamas, gloves, scales,
scissors, shears, shorts, tights, spectacles, trousers,
etc.
S
A
M
P
LE
• Countable nouns are those that can be counted (one
cat, two cats, etc.). Uncountable nouns are those that
cannot be counted (air, rice, etc.). Uncountable nouns
take a singular verb and are not used with a/an.
Groups of uncountable nouns include:
• mass nouns (honey, salt, oxygen, etc.)
• nouns ending in -ics (acrobatics, metrics, etc.)
Note: statistics + plural verb; politics + singular/plural
verb
The statistics are fascinating.
Politics is everywhere in our lives.
What are her politics?
• sports (basketball, tennis, soccer, etc.)
• games ending in -s (bowls, charades, etc.)
• languages (Japanese, English, French, etc.)
• diseases (measles, tuberculosis, etc.)
• natural phenomena (lightning, wind, hail, etc.)
• some abstract nouns (freedom, love, hate, etc.)
The most common uncountable nouns are:
advice, anger, applause, assistance, baggage, behavior,
business, cardboard, cash, chaos, chess, china, clothing,
countryside, courage, damage, difficulty, dirt, education,
equipment, evidence, excitement, food, football, footwear,
fun, furniture, garbage, glassware, gossip, grass, happiness,
harm, health, help, jealousy, jewelry, homework,
hospitality, housework, information, knowledge, laughter,
leisure, lightning, linen, luck, luggage, machinery, money,
moonlight, mud, music, news, nonsense, paper, parking,
patience, permission, poetry, produce, progress, research,
rubbish, safety, scaffolding, scenery, seaside, soap, steam,
strength, stuff, sunshine, thunder, timber, toast, traffic,
transport, travel, trouble, understanding, underwear,
violence, vocabulary, wealth, weather, work, writing, etc.
The plural of nouns
O
P
Countable – Uncountable nouns
nouns, such as coffee, tea, etc., when we order something
in a restaurant, café, etc. I’d like two teas please.
C
c) object of a preposition. I met him in the shop.
d)complement of the linking verbs be, become, look like,
make, remain, seem and turn. Terry is a doctor. Helen will
become a brilliant athlete.
Most common nouns which refer to jobs, social status, etc.
have the same form for men and women: artist, child, cook,
doctor, enemy, friend, foreigner, guest, librarian, neighbor,
parent, person, servant, student, teacher, writer, etc.
Many uncountable nouns can be made countable by
means of partitives.
a piece of cake/ice/information/baggage/advice/work/
equipment/research; a glass of water/wine; a jar of jam; a
sheet/roll/scrap of paper; an item of news; a packet of tea;
a slice of meat/bread; a pot/flask of tea; a ball of string; a
lump of sugar; a game of football/chess; a tube of
toothpaste; a bar of soap/chocolate; a blade of grass; a
flash of lightning; a clap/peal/rumble of thunder, a lock of
hair, a pat of butter, a spoonful of medicine, a branch of
knowledge, a fit of anger, a spot of trouble/bother, etc.
Note: We can use a/an, one/two, etc. with uncountable
25 NEW S&S ECPE Ts GramRef.indd 191
Note: These nouns can be made singular by using the
phrase ‘a pair of’ in front of them. Where are my shoes? The
pair of shoes by the front door are yours.
• Some nouns have different meanings when turned into
plural. These are:
• air (atmosphere) – airs (behavior)
• arm (part of the body) – arms (weapons)
• brain (the organ) – brains (intellect)
• c ontent (what is written or spoken about in a piece of
writing, speech, etc.)
contents (the things contained in a box, place, etc.)
191
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Grammar Reference
Some collective nouns are: army, aristocracy, audience,
clan, choir, class, clergy, club, committee, company, crew,
crowd, family, firm, flock, gang, group, government, jury,
mob, orchestra, public, staff, team, union, youth, etc.
O
P
Y
Notes:
• With expressions of duration, distance and money
meaning ‘a whole amount’, we use a singular verb.
Two hundred thousand euros is the asking price for the
house.
• Nouns formed by adjectives preceded by ‘the’ always
take a plural verb. The elderly are often less tech savvy
than the young.
Quantifiers
C
Some/Any/No
• Some, any and no are used with uncountable nouns and
plural countable nouns. some water, no books
• Some and its compounds (somebody, someone,
something, somewhere) are normally used in affirmative
sentences. There are some eggs in the fridge.
• Some and its compounds are also used in interrogative
sentences when we expect a positive answer, for
example when we make an offer or request. Would you
like some tea?
• Any and its compounds (anyone, anybody, anything,
anywhere) are normally used in interrogative sentences.
Is there any milk in the fridge? Not any is used in negative
sentences. There aren’t any potatoes left. Any and its
compounds can also be used with negative words, such
as without, never, rarely, etc. She has never seen anything
so spectacular!
• When any and its compounds are used in affirmative
sentences, there is a difference in meaning. You can go
anywhere you like. (it doesn’t matter where) Anything is
possible! (everything)
• No and its compounds (nobody, no one, nothing,
nowhere) are used instead of not any in negative
sentences. We have no cheese left. (= We don’t have any
cheese left). There is nothing in the basket. (= There isn’t
anything in the basket.)
Note: We use a singular verb with the compounds of
some, any and no. No one is coming to the party.
• Some can also be followed by a singular countable noun
to indicate somebody or something unknown or
extraordinary. Some lucky person won $3 million on the
national lottery!
S
A
M
P
LE
• custom (a traditional event)
customs (the government department which collects
taxes on imported goods)
• damage (harm done to something)
damages (monetary compensation)
• experience (knowledge and skill gained over a period)
experiences (activities/events one has done or lived
through)
• fund (a sum of money saved for a purpose)
funds (money)
• glass (a drinking receptacle; the material)
glasses (spectacles)
• hair (the hairy part of the head)
hairs (fine strands growing from the skin)
• look (a style; an expression)
looks (a person’s appearance)
• manner (the way in which something is done)
manners (social behavior; the customs of a social
group)
• minute (60 seconds)
minutes (notes taken as a record of a meeting)
• pain (the feeling) – pains (a special effort)
• quarter (of an hour, etc.)
quarters (a place to live) [BUT: a historic quarter of a
city]
• regard (respect; consideration) – regards (greetings)
• service (a system providing a public need, such as
healthcare, transport or utilities)
services (the particular skills sb can offer)
• spectacle (an impressive sight; an object of attention)
spectacles (glasses)
• troop (a group of people/animals)
troops (a group of soldiers)
• tropic (each of the two imaginary lines around the
globe)
tropics (the hottest part around the Equator)
• wit (saying clever and amusing things)
wits (the ability to make decisions)
• work (employment)
works (the moving parts of a machine; all the things
offered with something)
• Could I have a glass of water?
I don’t wear glasses.
• There isn’t much work for young people in the town.
The computer came with a mouse, printer, wireless
keyboard – the works!
Collective nouns
Collective nouns can take either a singular or plural verb,
according to the meaning which we want to convey.
The team comprises ten players. (as a whole)
The team train hard every weekend. (each individual)
A few/Few – A little/Little
A few and few are used with plural countable nouns. A little
and little are used with uncountable nouns.
• A few (= not many but enough) + countable noun. A few
students failed the test.
192
25 NEW S&S ECPE Ts GramRef.indd 192
22/02/21 13:04
The def inite article the is used before a noun which is
def ined (singular or plural nouns, countable or uncountable
ones). It is omitted before nouns in the plural, uncountable,
or abstract nouns, when we talk about them in general.
The boy in the corner is my cousin. Patience is a virtue.
Y
The is used before:
• names of objects considered unique.
the earth, the Eiffel Tower, the Equator
• names of:
historical events: the
Second World War
museums/art galleries:
the Guggenheim Museum
some jobs: the pharmacist
group nouns: the public
collective plural nouns:
the police, the audience
O
P
cinema complexes and
theaters: the Rex
ships: the Titanic
hotels: the Hilton
institutions: the RSPCA
documents: the constitution
public bodies: the government
newspapers: The Times
Note: Restaurants, cafés, stores, banks, or hotels which
have the name of their founder and end in -s or ’s do not
take the.
• names of:
seas: the Black Sea – rivers: the Mississippi – groups of
islands: the Florida Keys – mountain ranges: the
Alps – groups of states: the U.S.A. – gulfs: the Persian
Gulf – oceans: the Pacif ic – canals: the Panama Canal
S
A
M
P
LE
A lot of/Lots of – Much – Many
• A lot of/Lots of are used with both plural countable and
uncountable nouns. They are normally used in affirmative
sentences. The of is omitted when a lot/lots are not
followed by a noun.
There are a lot of/lots of tickets available online for tonight’s
performance. Are there lots of shops in the area? Yes, there
are lots.
• Much is normally used in negative and interrogative
sentences. It is used with uncountable nouns.
We don’t have much time left.
• Many is used with plural countable nouns. It is used in
the negative and interrogative in everyday speech (lots
of/a lot of being preferred in affirmative sentences),
except with nouns of time (hours, days, years, etc.), when
many is always used in the affirmative too.
’Have you had many jobs in your life?’ ‘Not many.’ I got lots
of/a lot of things from the supermarket, can you help me
put them away? (NOT: … many things.) I have been a
teacher for many years. (NOT: … for lots/a lot of years.)
In formal writing, however, many is acceptable in all
affirmative sentences. The survey showed that many
people preferred the democratic candidate.
• How much and how many are used in questions and
negations.
How much + uncountable noun ➝ amount
How many + countable noun ➝ number
How much time is left until the movie starts?
How many loaves of bread should I buy?
• Too much is used with uncountable nouns. It has a
negative meaning, and shows that there is more of
something than wanted or needed.
You put too much sugar in my coffee!
• Too many is used with plural countable nouns. It has a
negative meaning, and shows that there are more
people/things than wanted or needed.
There are too many things I need to do today!
• We use many/much/some/any/most/(a) few/(a) little/
several/one/two etc. + of followed by the/that/this/
these/those + noun, when talking about a specific
group. Some of the clothes you’ve designed are very nice.
(your clothes) BUT Some clothes are very nice. (clothes in
general)
The definite article the
C
• Few (= hardly any, almost none) + countable noun. It can
be used with very for emphasis. There are (very) few
tickets left for the performance.
• A little (= not much but enough) + uncountable noun.
I need a little time to finish the report.
• Little (= not much, almost none) + uncountable noun. It
can be used with very for emphasis. There was (very) little
rain yesterday.
• names of people/families in the plural (the Browns),
nationalities ending in -ss, -sh, -ch, or -ese (the Swiss,
the British, the French, the Portuguese).
• adjectives used as nouns to describe groups of people
the rich, the poor, the unemployed, the young, the
handicapped
• adjectives denoting an abstract quality the absurd
(= that which is absurd) Some people enjoy the mystical
and the supernatural in literature.
• titles without names the queen, the president
• musical instruments He plays the piano well.
• inventions the wheel, the word processor
• the superlative degree of adjectives/adverbs
the richest, the fastest
BUT when most is followed by a noun, it doesn’t take
the, and means ‘the majority of’ (Most people attended
the concert.)
• only, last, first (used as adjectives) the only person
• the words day, morning, afternoon and evening. It was
late in the evening. BUT at night, at noon, at midnight, by
day/night
• the words beach, cinema, city, coast, country(side),
ground, jungle, library, sea(side), shop, station, theater,
weather, world. She prefers living in the countryside.
193
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Grammar Reference
Y
The indefinite article a/an can be used only with singular
countable nouns, when we do not define which one we are
talking about.
• We use a/an with the verbs to be and have (got). Greg
has (got) a cat. It’s a Persian Longhair.
• We use a/an before Mr./Mrs./Miss/Ms. when we refer to
an unknown person. A Mr. Smith called you this morning.
(A person that we don’t know.)
• A few abstract nouns are used as countable nouns:
awareness, denial, dislike, distrust, education, fear,
hatred, hope, horror, idea, knowledge, love, nuisance,
pity, situation, sleep, understanding. He has a fair
knowledge of history.
• A/An can also be used with: money: a/one
dollar – fractions: a/one quarter – measurements: a/one
foot – weight: a/one pound – whole numbers: a/one
thousand – price/weight: 90 cents a pound – frequency:
three times a day – distance/fuel: 40 miles a
gallon – distance/speed: 60 miles an hour – illnesses: a
headache
• a/an + noun (any one) Could I have a glass of orange
juice, please?
• one + noun (when counting) There was only one bottle
left; I needed three.
• When we use a noun in the singular number to
represent a class of things/animals, the or a/an must be
used.
The gorilla shares 98% of our DNA. A gorilla shares 98% of
our DNA.
• For generalizations we can also use the plural. Gorillas
live in family groups.
S
A
M
P
LE
Notes:
–– When the first word of a two-word noun is the name
of a person or place, the is not used. Westminster
Abbey BUT the is used with names containing
of-phrases, or an adjective, or a noun modifier. the
Tower of London, the Science Museum
–– Places whose names contain a common noun take
the. the Czech Republic, the United Kingdom ALSO the
Netherlands, the Hague
• bed, school, college, university, church, prison, court,
when referring to them for the reason they exist. History
is what I love the most about school. BUT My father went
to the school to speak to the principal.
• work when it means ‘place of work.’ He’s at work.
• home when it means ‘place of living.’ She isn’t at home.
BUT Paris is the home of fashion!
• titles with proper names.
President Obama BUT the Prince of Wales
• Mother/Father, when we refer to our mother/father.
Father is out of town.
• names of sports, activities, and colors.
She loves watching basketball. He loves navy blue.
• names of days, months, and seasons.
I’ll see you in September.
• parallel phrases. We’ll have to have a face-to-face
meeting to resolve this problem. BUT Greg was hit in the
face with a branch while horseback riding.
The indefinite article a/an
O
P
The is omitted before:
• proper nouns. Nick, Smith
• names of meals. Dinner is served. BUT The dinner we had
was excellent. (It’s a specific dinner.)
• names of substances. Oil is produced in Alaska.
• names of: countries: Canada – cities: Barcelona – streets:
Fifth Avenue – parks: Central Park – addresses: 3 McMillan
St. – buildings: Sears Tower – continents: Europe
– mountains: Everest – islands: Hawaii – lakes: Lake Erie
Notes:
• Normally, the names of illnesses do not take the.
pneumonia, appendicitis, toothache
Some common illnesses, though, can take the.
the measles, the flu, the mumps ALSO a cold, a headache
• When we use a noun in the singular number to represent
a class of things/animals, the or a/an must be used.
The whale is a mammal. A whale is a mammal.
• For generalizations we can also use the plural.
Dogs are man’s best friend.
C
Note: With verbs followed by a prepositional phrase
referring to a part of the body or clothes, we cannot use
a possessive adjective; instead, we use the article ‘the’.
He is suffering a lot of pain in the stomach. (NOT: his
stomach)
194
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Speaking Appendix
1.1
Test Taker 1
Y
Selecting an urban renewal project
use run-down building in suburbs
•
provides affordable housing
•
uses solar and wind power
•
has recycling measures for waste
•
encourages suburban development
•
projected time: 2½ years
•
costs may exceed current funds
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A
M
P
LE
•
Notes
C
The following list provides some information about an energyefficient housing complex.
O
P
Construct an energy-efficient housing complex
Create a community garden
The following list provides some information about a
community garden.
exploits unused area in a city park
•
provides a source of fresh food
•
tools and seeds come from sponsors
•
start a compost heap
•
share community meals in garden
•
projected time: 6 months
•
might have low participation
S
•
Notes
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195
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1.2
Speaking Appendix
Test Taker 2
use abandoned parking lot in city center
•
improves attractiveness of city
•
space for open-air concert and playground
•
includes underground parking garage
•
provides community green spaces
•
projected time: 12 months
•
parks can be poorly maintained
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Construct a clean energy plant
A
M
P
LE
•
Notes
C
The following list provides some information about an urban
park.
O
P
Create an urban park
Y
Selecting an urban renewal project
The following list provides some information about a clean
energy plant.
built on public land outside of city
•
creates biofuel from plant matter
•
generates electricity from solar power
•
will power over 400,000 homes
•
contributes to protecting the environment
•
projected time: 3 years
•
needs state approval
S
•
Notes
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196
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Speaking Appendix
2.1
Test Taker 1
Associate’s degree in Medical Technology
•
medical research assistant for 4 years
•
thorough in checking research
•
good relationship with colleagues
•
highly motivated and quick learner
•
won a medical research competition
•
has missed several deadlines
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A
M
P
LE
•
Notes
C
The following list provides some information about Mr.
Hopkins.
O
P
Frank Hopkins
Y
Hiring a lab assistant
The following list provides some information about
Ms. Hughes.
Bachelor’s degree in Biology
•
volunteer coordinator at a clinic for 3 years
•
provides weekly volunteer work direction
•
relates to people of all backgrounds
•
excellent communication skills
•
praised by clinic’s medical staff
•
not familiar with new lab technology
S
•
Amanda Hughes
Notes
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197
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2.2
Speaking Appendix
Test Taker 2
Bachelor’s degree in Microbiology
•
high school science teacher for 3 years
•
sets up and maintains lab equipment
•
treats all students equally
•
strong organizational skills
•
voted best science teacher
•
has failed to follow school curriculum
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A
M
P
LE
•
Notes
C
The following list provides some information about
Ms. Hathaway.
O
P
Elizabeth Hathaway
Y
Hiring a lab assistant
The following list provides some information about
Mr. Andrews.
Associate’s degree in Pharmacy Technology
•
pharmaceutical intern for past year
•
conducted studies on human subjects
•
works well with a team
•
outstanding customer service skills
•
won a summer intern award
•
has breached client confidentiality
S
•
Brian Andrews
Notes
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198
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Speaking Appendix
3.1
Test Taker 1
equipped with face recognition
•
offer school security
•
monitor school grounds
•
help deter crimes
•
provide video evidence
•
funding provided by state
•
privacy complaints
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A
M
P
LE
•
Notes
C
The following list provides some information about the
surveillance cameras.
O
P
Surveillance Cameras
Y
Choosing a School Upgrade
Interactive Whiteboards
The following list provides some information about the
interactive whiteboards.
equipped with smart tools
•
offer flexibility in teaching
•
easy to review language
•
students can engage directly
•
make lessons more interesting
•
subsidized by tech donors program
•
teacher training required
S
•
Notes
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199
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3.2
Speaking Appendix
Test Taker 2
equipped with top-notch instruments
•
offers hands-on experience
•
enhances group projects
•
makes lessons easier to understand
•
encourages critical thinking
•
federal grants available
•
high maintenance costs
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A
M
P
LE
•
Notes
C
The following list provides some information about the
science lab.
O
P
Science Lab
Y
Choosing a School Upgrade
The following list provides some information about the
computer lab.
equipped with high-tech computers
•
offers access to online sources
•
improves computer skills
•
provides software for weak students
•
computer support available
•
supported by school fundraiser
•
student lab time limited
S
•
Computer Lab
Notes
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200
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Speaking Appendix
4.1
Test Taker 1
Y
Choosing a building to serve the community
O
P
Museum
Notes
The following list provides some information about the
museum.
•
encourages interest in local history
•
variety of interactive exhibits
•
potential tourist attraction
•
gift shop for visitors
•
venue for special events
•
costly to build
C
enriches citizens’ cultural awareness
A
M
P
LE
•
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Library
The following list provides some information about the library.
provides research resources
•
promotes reading
•
free WI-FI access
•
computer equipment available
•
lounge area for e-books
•
venue for author discussions
•
expensive to maintain
S
•
Notes
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4.2
Speaking Appendix
Test Taker 2
O
P
Open-air-theater
Notes
The following list provides some information about the
open-air theater.
•
offers entertainment for all ages
•
minimal entrance fee
•
supported by local drama group
•
on-site snack bar for public
•
venue for community events
•
cannot be used in bad weather
C
promotes social awareness
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M
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LE
•
Youth center
The following list provides some information about the youth
center.
•
provides recreational activities
•
keeps teenagers off the streets
•
professional counseling offered
•
variety of educational programs
•
homework lab for students
•
venue for social activities
•
is limited to young people
S
Y
Choosing a building to serve the community
Notes
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202
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Speaking Appendix
5.1
Test Taker 1
3 years at the foundation
•
seeks out potential donors
•
strong leadership skills
•
good reputation within local community
•
volunteers with children’s literacy group
•
maintains her own charity blog
•
doesn’t work well under pressure
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A
M
P
LE
•
Notes
C
The following list provides some information about
Ms. Lansbury.
O
P
Cynthia Lansbury
Y
Promoting an employee
The following list provides some information about
Mr. Daniels.
5 years at the foundation
•
maintains financial records
•
very hardworking and enthusiastic
•
well-liked by his colleagues
•
volunteers for local orphanage
•
authored a non-profit management book
•
isn’t good at multitasking
S
•
Andrew Daniels
Notes
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203
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5.2
Speaking Appendix
Test Taker 2
O
P
Diane Hudson
Notes
The following list provides some information about
Ms. Hudson.
•
organizes profitable fundraising drives
•
well-organized and reliable
•
highly respected within the foundation
•
volunteers for community services
•
uses social media to promote charity
•
can be overbearing
C
10 years at the foundation
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M
P
LE
•
Y
Promoting an employee
The following list provides some information about
Mr. Mathews.
15 months at the foundation
•
researches charity projects
•
excellent written communication skills
•
works well as part of a team
•
Red Cross volunteer
•
publishes articles on research projects
•
is considered to be introverted
S
•
Stephen Matthews
Notes
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204
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Speaking Appendix
6.1
Test Taker 1
caretaker at animal nursery for 3 years
•
Bachelor’s degree in Zoo Science
•
training in animal management
•
skilled in animal grooming
•
kind and gentle with baby animals
•
willing to do voluntary work
•
seems to lack people skills
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A
M
P
LE
•
Notes
C
The following list provides information about
Ms. Silverman.
O
P
Susan Silverman
Y
Selecting a zookeeper
The following list provides some information about
Mr. Crest.
caretaker at wildlife reserve for 5 years
•
Bachelor’s degree in Zoo and Wildlife Biology
•
excellent observer of animal behavior
•
good at repairing animal enclosures
•
passion for animals
•
lives close to zoo
•
prefers not to work on weekends
S
•
Doug Crest
Notes
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205
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6.2
Speaking Appendix
Test Taker 2
veterinary assistant at zoo for 5 years
•
Associate’s degree in Veterinary Technology
•
adept at spotting medical issues
•
can lift heavy loads physically
•
patient enough to tame animals
•
available to work overtime
•
can be somewhat disorganized
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A
M
P
LE
•
Notes
C
The following list provides some information about
Mr. Davies.
O
P
Peter Davies
Y
Selecting a zookeeper
The following list provides some information about
Ms. Anderson.
zookeeper assistant for 4 years
•
Associate’s degree in Zoology
•
self-study program on animal psychology
•
ability to handle animals of all sizes
•
friendly and professional with visitors
•
available to work on weekends
•
can be inflexible at times
S
•
Vivian Anderson
Notes
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206
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Listening & Writing Appendix
6a
M
P
LE
C
O
P
Y
Genetic Wheel
A
e.g., lowercase ‘l’s – lobes are
attached – physical characteristic is
less obvious/noticeable
e.g., capital ‘L’ – lobes are not
attached – physical characteristic is
more obvious/noticeable
S
NOTE TO TEACHER:
The letter combinations in parentheses next to the options for each item in the Listening, Speaking & Writing exercise on p. 43
represent allele combinations. Alleles are alternative forms of genes. For each gene, there are two types of alleles, the dominant
one whose physical manifestation is more noticeable, which is represented with a capital letter, and the recessive (non-dominant)
one whose physical manifestation is less noticeable, which is represented with a lowercase letter. We each have two alleles of each
gene, one from our mother and one from our father. Therefore, there are three possible allele combinations for each gene: dominantdominant (e.g., LL), dominant-recessive (e.g., Ll), and recessive-recessive (e.g., ll). If there is a dominant allele in the pair of alleles
(e.g., as in the combinations LL and Ll), the physical characteristic it represents is more obvious or noticeable (e.g., loose ear
lobes). If both alleles in the pair are recessive (e.g., as in the combination ll), the physical characteristic it represents is less obvious
or noticeable (e.g., attached ear lobes).
In the genetic wheel above all allele pairs with a dominant allele are represented with a capital letter whereas all the allele pairs
made up of two recessive alleles are represented with two lowercase letters.
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26 New S&S ECPE Ts Speak_Append.indd 207
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Vocabulary Appendix 1
Phrasal Verbs
Be
Bring
be about to = (int) be on the point of He was
about to leave when the phone rang.
be after = (tr) chase The police were after the
thief.
be down with = (tr) be ill with John is down
with the flu.
be for = (tr) be in favor of (opp: be against)
They are (all) for the proposal to build a
fitness center.
be in for = (tr) expect sth, usu bad We are in for
bad weather.
be off = (int) be absent from school/work
John isn’t in his office; He’s off for two days.
be on = (int) be shown on TV, at the movie
theater, etc. There’s a good movie on at the
Metro.
be out = 1) (int) be unfashionable
Long skirts are out this season.
2) (int) (of light/fire) have stopped burning.
The fire is out - that’s why it’s cold in here.
be over = (int) have come to an end The movie
starts at 8:00 and will be over at 10:00.
be through with = (tr) have ended a
relationship/job/etc. I’m through with Tom;
he’s so selfish.
be up to = 1) (tr) be capable of Let’s take the
train – I don’t think I’m up to driving so far.
2) (tr) be doing sth, usu sth wrong The
children must be up to something - they’re
very quiet.
bring about = (tr) cause to happen The end of
the war brought about great changes.
bring around = 1) (tr) cause to regain
consciousness; bring to They poured cold
water on his face to bring him around.
2) (tr) persuade; bring over (to) He tried to
bring him around to his point of view.
bring back = (tr) cause to recall This smell brings
back childhood memories.
bring down = (tr) cause to fall The measures
brought down the government.
bring forward = (tr) move sth to an earlier
date or time The exam date was brought
forward by a week.
bring in = (tr) create profit/money His plan
brought in lots of money.
bring on = (tr) cause sth unpleasant The damp
weather brought on his cold.
bring out = (tr) put on the market The new
shampoo will be brought out next March.
bring up = 1) (tr) raise a child She was brought
up by her grandmother as her parents were
abroad.
2) (tr) mention/introduce a subject You
shouldn’t have brought that matter up in
front of everyone.
Carry
Cut
be carried away = be very excited They were all
carried away by his performance.
carry off = (tr) handle a difficult situation
successfully She carried her speech off well.
carry on with = (tr) continue with Carry on
with your work while I am out.
carry out = (tr) conduct an experiment They
carried out some tests to see the effects of
the new drug.
carry through = (tr) complete successfully I
don’t think anyone but Matt can carry this
project through.
cut across = (tr) take a shorter way Cut across
this field if you’re in a hurry.
cut back on = (tr) reduce (expenses,
production); cut down on We must cut back
on eating out; we just can’t afford it.
cut in = 1) (int) move suddenly in front of
another car A car cut in and forced us to
slow down.
2) (int) interrupt Would you mind not
cutting in until I’ve finished speaking?
cut into = (tr) interrupt The children kept cutting
into our conversation.
cut off = 1) (tr) disconnect Our electricity was
cut off as we hadn't paid the bill.
2) (tr) isolate (usu places) The flood cut off
the village for a week.
cut out = (tr) omit Your article is fine provided
you cut out the third paragraph.
O
P
C
Call
LE
Break
S
A
M
P
break down = 1) (int) (of machinery) stop
working The car broke down so we missed
the ferry.
2) (int) (of a person) lose control of feelings
She broke down when she was told her
father was dead.
3) (int) (of talks/negotiations etc.) fail
Negotiations broke down and war was
declared.
4) (tr) separate under headings He broke
the list down into categories.
break in = (int) enter by force
Burglars broke in and stole my jewelry.
break into = 1) (tr) enter by force He broke into
the villa and stole some money.
2) (tr) interrupt He broke into their
conversation to ask something.
break off = (tr) end a relationship/agreement
Sue broke off her relationship with Jim.
break out = (int) (of a war, fire, etc.) begin
suddenly
War broke out between the two countries.
break out of = (tr) escape (from prison)
The prisoner broke out of prison.
break through = (tr) advance (in spite of
opposition) The soldiers broke through the
enemy lines.
break to = (tr) say bad news to sb in a kind way
He had to break the bad news to John.
break up = (int) end a relationship Sue and Paul
are no longer together; they broke up last
week.
Y
call for = (tr) need The situation calls for
immediate action.
call in = (int) visit briefly She called in last
Monday to see our new house.
call off = (tr) cancel The game was called off due
to bad weather.
call on = (tr) visit sb formally Our representative
will call on your company next Tuesday.
call out = 1) (tr) order sb to come to sb’s help
All firefighters were called out to save the
burning building.
2) (tr) shout or say sth in a loud voice My
friend called out my name from across the
street.
call up = (tr) order sb to join the army
Thousands of young men were called up
during World War I.
come around = 1) (int) visit casually Come
around any time for coffee.
2) (int) recover consciousness To the
doctors’ surprise, the patient came around
quickly.
3) (int) (of regular events) happen again
Easter comes around early this year, doesn’t
it?
4) (int) be persuaded to change your mind
I’m beginning to come around to your way
of thinking.
come by = (tr) obtain Everybody wonders how
he came by so much money.
come down with = (tr) become ill; go down
with I’m sure I’m coming down with the flu.
come forward = (int) appear and offer help or
information A witness came forward and
described the events of the crime.
come into = (tr) inherit He came into a large
sum of money after his grandfather died.
come off = (int) succeed Despite all his planning,
the deal didn’t come off.
come on = 1) (int) make progress The project
has really come on quickly in the last two
days.
2) (int) begin broadcasting The new police
drama comes on in an hour.
come out = 1) (int) (of flowers) begin to
blossom Roses come out in the spring.
2) (int) be published When does her new
book come out?
3) (int) (of stains) be able to be removed
This grape juice stain will come out if you let
it soak in warm water.
come over = (int) visit Come over for dinner
tomorrow night.
come to = (tr) amount to a total The bill came
to $50.
come up = 1) (int) be mentioned Your name
came up in the conversation.
2) (int) arise; occur Such an opportunity
comes up once in a lifetime.
come up to = (tr) approach A strange man came
up to me and asked me for money.
come up with = (tr) find (an answer, solution,
etc.) He came up with a brilliant plan to save
the company.
Come
come across = (tr) find/meet by chance I came
across this ring in an antique shop.
208
27 NEW S&S ECCE Ts Voc_Append.indd 208
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Vocabulary Appendix 1
fall into = (tr) belong to a category This
novel falls into the category of historical
adventure.
fall through = (int) fail to be completed Our
plans fell through due to lack of money.
Do
get across = (tr) successfully communicate ideas
The teacher got his message across by using
diagrams and photographs.
get along = (int) continue despite difficulties
She is getting along fine despite all her
problems.
get along with = (tr) be on friendly terms They
get along with each other despite their
differences.
get around to = (tr) find time to do sth I
haven’t gotten around to writing that letter
yet.
get at = (tr) mean I don’t know what you’re
getting at by saying such things.
get away with = (tr) escape punishment for
a wrongful, illegal act He got away with
stealing the car.
get back = (tr) recover possession of She
managed to get back the ring she had lost
two months before.
get by = (int) manage to live (financially) My
paycheck is small, but I can get by on it.
get down = 1) (tr) swallow with difficulty I can’t
get this steak down; It’s very tough.
2) (tr) depress This rainy weather gets me
down.
get down to = (tr) start doing sth seriously It’s
time you got down to looking for a better
job.
get on = 1) (tr) enter (a bus, a train, etc.) Get on
the bus before it leaves.
2) (int) make progress He’s getting on well
at school.
get on with = (tr) be on good terms with She
gets on well with her friend Lucy.
get out = (int) (of news) become known How
did the news of his promotion get out?
get over = (tr) recover from He’s trying hard to
get over the death of his wife.
get through = 1) (tr) finish (a piece of work)
I’ve got to get through this chapter before
I go out.
2) (tr) deal with a difficult situation or
experience How did people get through
World War II?
get through to = (tr) reach by phone Did you
get through to your dentist or will you call
him later?
get up = (int) rise from bed What time did you
get up today?
A
Fall
M
P
LE
draw back = 1) (int) be unwilling to fulfill
a promise; pull back Although he had
promised to help us, he drew back at the last
minute.
2) (int) move away On seeing the snake, she
drew back in terror.
draw in = (tr) breathe deeply He drew in a
deep breath before answering the difficult
question.
draw on = (tr) to use previous knowledge
or experience to do sth His music draws
heavily on his difficult childhood.
draw out = 1) (tr) encourage sb to be less shy
He’s very shy; someone should draw him
out.
2) (tr) take money out of a bank account He
drew out some money to pay his rent.
draw up = 1) (int) (of a vehicle) stop The limo
drew up outside the mansion and the
millionaire got out.
2) (tr) write out (a will, a list, a contract,
etc.) My grandfather had a lawyer draw up
his will last year.
S
fall apart = (int) come to pieces This book is so
old that it’s falling apart.
fall back on = (tr) turn to sb/sth for help when
other plans have failed Keep some money in
the bank to fall back on in case something
goes wrong.
fall behind with = (tr) fail to keep up with The
company canceled my credit card when I fell
behind with my payments.
fall for = 1) (tr) fall in love with sb George fell
for Mary at first sight.
2) (tr) be deceived Everybody fell for the
conman’s lies.
fall in = (int) collapse I’m afraid the roof will fall
in if an earthquake hits the area.
fall in with = (tr) agree with All members of
the committee fell in with his suggestion to
build a new hospital.
27 NEW S&S ECCE Ts Voc_Append.indd 209
go after = (tr) pursue The policeman went after
the thief and caught him.
go ahead = (int) be allowed to happen
Although several members were absent, the
board meeting went ahead as planned.
go around = 1) (int) be enough for everyone
to have a share There’s enough food to go
around.
2) (int) (of news/diseases) spread;
circulate; get around The news went
around very quickly.
go away = (int) stop; cease If you take an
aspirin, your headache will go away.
go back on = (tr) break a promise/agreement
Although he had promised to help us, he
went back on his word.
go by = (tr) base one’s ideas on You shouldn’t
go by what he says - he always exaggerates.
go down (as) = (int) be remembered for doing
sth noteworthy The president will go
down as one of the greatest leaders of our
generation.
go for = 1) (tr) attack A big German shepherd
went for my little dog.
2) (tr) apply for (a job) Why don’t you go for
this marketing job? You may get it.
go into = (tr) discuss I asked her what the
problem was, but she wouldn’t go into it
until after the meeting.
go off = 1) (int) (of a bomb) explode The bomb
went off, killing ten people.
2) (int) (of an alarm) ring When the alarm
went off, she woke up and got out of bed.
go on = 1) (int) continue; carry on Go on, finish
what you were saying!
2) (int) happen A large crowd gathered to
see what was going on.
go out = (int) stop burning Put some more wood
on the fire before it goes out.
go over = 1) (tr) examine details; go through
The police went over/through the evidence
many times trying to come up with
something.
2) (tr) repeat Go over the details again
please; I wasn’t following you.
go round = 1) (int) be enough for everyone
to have a share There's enough food to go
round.
2) (int) (of news/diseases) spread, circulate;
The news went round very quickly.
go through = 1) (tr) experience She went
through a painful time when her mother
died.
2) (int) (of a deal/arrangement) be
completed with success Has the sale of your
house gone through yet?
3) (tr) discuss in detail They went through
his suggestions again before making a
decision.
O
P
Draw
Go
C
do away with = (tr) abolish Most countries have
done away with capital punishment.
do in = (tr) kill He threatened to do her in if she
didn’t cooperate.
do over = (tr) do sth again from the beginning
My boss didn’t like the report, so I had to do
it over.
do up = (tr) fasten; tie Do up your jacket; it’s
cold.
do with = (tr) want I can/could do with a cup
of coffee.
do without = (tr) live or continue without
having sth/sb We’ll have to do without cola;
there’s none left.
Get
give out = 1) (int) come to an end Their supplies
gave out halfway through the climb.
2) (tr) distribute They were giving out
free samples of the new shampoo at the
supermarket.
give up = 1) (tr) abandon an attempt/habit
He gave up smoking last year and hasn’t
smoked since.
2) (tr) surrender The thieves gave themselves
up to the police.
Y
be cut out for/to be = be suited for (a
profession) I don’t think I’m cut out for
teaching/to be a teacher – I haven’t got
enough patience.
cut up = (tr) cut into small pieces Cut up the
meat for Johnny – otherwise he won’t be
able to eat it.
Give
give away = 1) (tr) reveal Promise not to give
away my secret.
2) (tr) give sth free of charge She gave
away most of her clothes to the poor.
give back = (tr) return Give me back the money
or I’ll sue you.
give in = (int) surrender; yield He finally gave in
and admitted he was wrong.
give off = (tr) emit (smells, heat, fumes, etc.)
The radiators give off lots of heat.
209
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Vocabulary Appendix 1
Keep
look after = (tr) take care of My mother looks
after my son when I’m working.
look back on = (tr) consider the past My
grandfather likes to look back on his army
days.
look down on = (tr) regard as inferior (opp:
look up to) She looks down on Tom because
he's arrogant.
look forward to (doing) sth = (tr) anticipate
with pleasure Helen is looking forward to
eating at the restaurant tonight; she loves
Indian food.
I’m really looking forward to my brother’s
wedding.
look in on sb = (tr) pay a short visit to I’ll look
in on my mother on my way home.
look into = (tr) check Paul is looking into special
offers at local restaurants to pick the best
deal.
look on = (int) observe He was just looking on
while the other two were playing.
look out = (int) be careful Look out! There’s a
car coming.
look out for = (tr) be alert in order to see/find
sb/sth When you’re cleaning the house,
please look out for my silver earring; I lost it
somewhere.
look over = (tr) examine carefully; go through
The judge looked over the evidence before
passing judgment.
look through = (tr) look at quickly Look
through these books and see if you want
any of them.
look up = (tr) look for information in a book or
on a website I'll look up the number of the
shop online.
look up to = (tr) admire sb I look up to my dad
because he’s a very smart man.
S
A
M
P
LE
keep away from = (tr) stay away She tried to
keep away from Mike as she had measles.
keep back = (tr) conceal How did she manage to
keep back her true feelings?
keep down = 1) (tr) cause to remain at a lower
level The government is trying to keep prices
down.
2) (tr) eat or drink without vomiting When
I had the flu, I couldn’t keep anything down
for two days.
keep in = (tr) to make sb stay indoors (as a
punishment) The teacher kept us in for
misbehaving in class.
keep off = (tr) stay away from; avoid Keep off
the benches; the paint is wet.
keep on = (int) continue despite difficulties
Although he failed his test, he kept on
studying and retook it in May.
keep out = (tr) deny access to sb He locked the
gate to keep out unwanted visitors.
keep up with = 1) (tr) stay at the same level as
sb/sth Despite being sick, he kept up with his
class and passed the exam.
2) (tr) continue to be informed He reads a
newspaper every day to keep up with the
news.
Look
Let
let down = 1) (tr) lengthen (clothes) (opp: take
up) I need to let down my skirt; it’s too
short.
2) (tr) disappoint He let me down by lying to
me.
let into = (tr) allow sb to enter a place They let
us into the room after we showed them our
invitation.
Y
hold back = 1) (tr) control (tears, laughter) She
tried to hold back her tears and not cry in
front of her mom.
2) (int) hesitate Don’t hold back; take the
opportunity while it’s there!
hold in = (tr) restrain He held his anger in and
didn’t shout at the boy.
hold off = (tr) keep at a distance The police held
off the crowd until the troops arrived.
hold on = (int) wait (esp on the phone) Please
hold on; Mr. Mathews is on the other line.
hold out = 1) (int) last The food supplies won’t
hold out until Monday, so we’ll have to find
some food before then.
2) (int) persist The miners held out for 18
months before they called off the strike.
hold up = 1) (tr) delay Sorry we’re late; we were
held up in traffic.
2) (tr) use violence in order to rob The
robbers held up the bank and stole $22,000.
make up = 1) (tr) invent That is not true; she
made the whole thing up.
2) (tr) put cosmetics on She made herself up
before she went out.
3) (int) reconcile Thank goodness, they’ve
made up after their fight.
make up for = (tr) compensate The good
summer weather is making up for the bad
winter.
make up one’s mind = decide She can’t make
up her mind whether to go to Mexico or
Hawaii.
Pass
pass away = (int) die I’m sorry to tell you your
aunt passed away last night.
pass off as = (tr) pretend to be sth/sb else
successfully She passed herself off as a
police officer in order to get into the building.
pass out = (int) lose consciousness He passed
out from the fumes, and it took them some
time to bring him around.
pass up = (tr) decide not to use an opportunity
to do sth This is an offer you won’t want to
pass up.
O
P
Hold
let off = 1) (tr) cause a bomb, etc. to explode
We let off some fireworks for the 4th of July
celebration this weekend.
2) (tr) not punish The policeman let him off
without arresting him.
let on = (int) reveal a secret He let on that she
had stolen the money.
let out = 1) (tr) release He was let out of prison
after ten years.
2) (tr) make (clothes) larger (opp: take in)
I have to have my pants let out; I’ve gained
several pounds.
let up = (int) become less strong The boats
won’t sail until the strong winds let up.
C
go up = (int) (of prices) rise The price of milk
went up again yesterday.
go with = (tr) match This sweater really goes
with your skirt.
go without = (tr) endure the lack of sth; do
without A camel can go without water for
a week.
Make
be made for = suit exactly Buy this dress – it’s
simply made for you.
make off = (int) escape, leave The criminal made
off before the police arrived.
make out = 1) (tr) distinguish I can’t make out
what the name on the doorbell is.
2) (int) pretend Karen made out that she
was the one who bought the gift.
3) (tr) write out; fill in Please make the check
out to Norman Brothers Ltd.
make over = (tr) give possession of sth to sb
else Before their uncle died, he made over
his whole estate to them.
Pay
pay back = 1) (tr) return money owed I promise
I’ll pay you back as soon as I get paid.
2) (tr) take revenge on sb I promise I’ll pay
you back one day for what you did to my
family.
pay down = (tr) pay part of the price for sth
and the rest over a period of time We paid
$100 down and the balance over a period of
six months.
pay for = (tr) receive punishment All criminals
should pay for their crimes.
pay off = (tr) pay sb to leave employment They
paid off all their senior management in an
attempt to restructure the company.
pay up = (tr) pay (a debt) in full As I hadn’t
paid my monthly installments, the company
requested me to pay up the balance.
Pull
pull down = (tr) demolish They pulled down the
old building as it was dangerous.
pull in = (int) (of a train) arrive (opp: pull out)
The train from Hartford is due to pull in at
5:30 pm.
pull oneself together = bring one’s feelings
under control Although she was tired, she
pulled herself together and continued
working.
pull through = (int) succeed despite difficulties
If all employees work harder, the company
will definitely pull through.
pull up = (int) stop A huge white car pulled up
outside the hotel.
Put
put across = (tr) communicate successfully; get
across/over The lecturer managed to put his
ideas across to the audience.
put aside/by = (tr) save He puts aside $50 a
month for his summer vacation.
210
27 NEW S&S ECCE Ts Voc_Append.indd 210
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Vocabulary Appendix 1
See
S
A
run across/into = (tr) meet/find by chance She
ran into an old friend while on vacation.
run after = (tr) chase The dog ran after the cat.
run away with = (tr) steal The thieves ran away
with $15,000,000 from the bank.
run down = 1) (tr) knock down (with a vehicle);
run over The old man was run down by a
bus.
2) (tr) speak badly of sb You shouldn’t run
down your sister; you’ve got no reason to
criticize her.
run off = (tr) make prints/copies Can you please
run off a hundred copies for me?
run out of = (tr) no longer have a supply We’ve
run out of coffee – could you buy some
when you go out?
run through = 1) (tr) use up It’s unbelievable; he
has run through all his money already.
2) (tr) check, or review quickly The detective
ran through the list of evidence found at the
crime scene.
run up = (tr) accumulate He ran up a huge debt
on his credit card which he couldn’t pay off.
take after = (tr) resemble She takes after her
mother; she looks and acts just like her.
take away = (tr) remove May I take away the
dirty dishes now?
take back = (tr) apologize He took back his
remarks about her cooking because she was
obviously upset.
take down = (tr) write down Can you take
down notes during the meeting?
take for = (tr) identify wrongly Sorry, I took you
for a friend of mine; you look so similar!
take in = 1) (tr) give accommodations Seaside
villagers often take in tourists as paying
guests.
2) (tr) make clothes narrower (opp: let out)
Now that I’ve lost weight, I should take my
dresses in.
3) (tr) fully understand Did you take in what
I said or should I repeat it?
4) (tr) trick My sister is rather naive; she’s
always getting taken in by other people’s
lies.
take off = 1) (int) become very successful Hybrid
cars have not been popular, but now they’re
really starting to take off.
2) (tr) remove clothes (opp: put on) Take
off this dirty dress and I’ll wash it for you.
3) (int) (of a plane) leave the ground (opp:
come down) We saw the plane take off and
disappear into the clouds.
4) (tr) take time as a vacation He took
three days off from work to go and see his
parents.
take on = 1) (tr) undertake work/responsibility
He took on extra tasks at home when his
brother went away to college.
2) (tr) employ They decided to take on two
extra assistants during the Christmas rush.
take out = 1) (tr) remove The dentist took out
my bad tooth.
2) (tr) clean (a mark, dirt) Use this spray to
take out the stain.
take over = 1) (tr) gain control of sth She’ll take
over the company when her father retires.
2) (tr) start being responsible for sth that sb
else was doing before me l'll take over the
shift for you, so you can take a break.
take to = 1) (tr) begin a habit I don’t know why
she’s taken to biting her nails.
2) (tr) like She has really taken to her
nephew, and always buys him expensive
presents.
take up = 1) (tr) begin a hobby, sport, job When
he retired, he took up sailing as a hobby.
2) (tr) fill (time, space) This sofa takes up
most of the living room.
C
Set
set about = (tr) begin to do sth He set about
fixing the door while she cleaned the house.
set aside = (tr) keep time/money available
Frank made sure to set aside some free time
to help with the recycling.
set back = 1) (tr) move the hands of a clock/
watch to show an earlier time We usually
set the clocks back one hour at the
beginning of fall.
2) (tr) hinder The fire has set our plans back.
set in = (int) (of weather) start and seem likely
to continue The rain seems to have set in.
set off/out = (int) start a journey We’ll set off/
out for the airport at 6 am.
set on = (tr) cause to attack He threatened to set
the dogs on us if we didn’t leave.
set out = (tr) describe in more detail Your facts
are good, but you need to set out your
suggestions better.
set to = (int) begin working hard Get the duster
and set to; there’s lots of work to do before
our visitors arrive.
set up = (tr) start a business He left his job to set
up his own business.
P
M
Run
Take
O
P
see about = (tr) deal with; see to I’ll see about
the food if you get the table ready.
see off = (tr) accompany a traveler to his/her
plane, train, etc. When she left for Berlin, her
parents saw her off at the station.
see out = (tr) accompany sb to the door/exit
of a house/building Don’t bother to see me
out, I can find my way.
see over = (tr) inspect a place; look around Can
I see over the flat before I make my decision?
see through = 1) (tr) not be deceived He was
such a poor liar that they saw through him
at once.
2) (tr) finish an unpleasant project or event
I didn’t like my guitar class after a couple of
weeks, but I decided to see it through to the
end.
see to = (tr) deal with I usually clear the table,
while my sister sees to washing the dishes.
stand up for = (tr) defend or support You ought
to stand up for your friends when people
criticize them.
stand up to = (tr) resist The building has been
reinforced to stand up to earthquakes.
Y
run up against = (tr) encounter (difficulties/
opposition) He ran up against difficulties
when he tried to enter the country without
a visa.
LE
put away = 1) (tr) store Put the toys away in
the cupboard; we’re expecting guests tonight.
2) (tr) put sb into prison/mental hospital
The murderer was put away for 10 years.
put down = 1) (tr) write down; take down
Make sure you put down everything said at
the meeting.
2) (tr) criticize My brother is always putting
me down and saying I’m not fast enough in
sports.
3) (tr) suppress forcibly The police try to put
down rioting at football games.
put down to = (tr) attribute to She puts her
recent success down to hard work and
dedication.
put forward = (tr) propose He put forward a
new plan to help decrease unemployment.
put off = 1) (tr) displease I don’t like amusement
parks; the long lines really put me off.
2) (tr) postpone The meeting was put off
due to the president’s illness.
put on = 1) (tr) dress oneself in Put on your coat
and come with me.
2) (tr) increase (in weight) He has put on
weight since he stopped exercising.
3) (tr) cause a show/performance to take
place They are putting on “My Fair Lady” on
Broadway next month.
put out = 1) (tr) extinguish (fire, etc.) The
firefighters put out the fire quickly.
2) (tr) cause inconvenience I hope I’m not
putting you out by asking you to do this.
be put out = be annoyed She was put out by
his bad behavior.
put through = (tr) connect by phone Can you
put me through to Mr. Jones, please?
put up = 1) (tr) erect; build They’ve put up a
statue in the square.
2) (tr) offer hospitality When you are in
town, I’ll put you up in my house.
3) (tr) show in a public place The WWF has
put up posters all around the city.
put up with = (tr) tolerate I won’t put up with
such rude behavior any longer.
Stand
stand by = 1) (tr) support sb, esp in difficulties
I’ll stand by you, whatever happens.
2) (int) be ready for action The army was
standing by in case war broke out.
stand for = 1) (tr) represent Do you know what
UFO stands for?
2) (tr) tolerate; put up with We won’t stand
for his rude behavior any longer.
stand in for = (tr) replace sb temporarily Since
John is sick, I’ll stand in for him tonight at
work.
stand out = (int) be noticeable She really stands
out wearing that pink suit.
stand up = 1) (int) rise to one’s feet Stand up
and come over here!
2) (tr) fail to meet We were supposed to
meet at 11:00 but he stood me up.
Turn
turn around = (int) go back in the direction you
came from We forgot our tickets so we had
to turn around and go back to the house.
211
27 NEW S&S ECCE Ts Voc_Append.indd 211
22/02/21 13:06
Vocabulary Appendix 1
Wear
work off = 1) (tr) gradually overcome the
effects of sth by doing sth different He
works off his stress by exercising regularly.
2) (tr) repay a debt by working without pay
She worked without pay to work off what
she owed the company.
work on = (tr) have an effect on We have to
check this new drug to see how it works on
animals.
work out = 1) (tr) find a solution to a problem
by reasoning or calculation I’m sure we can
work out our problems if we talk about
them.
2) (int) develop successfully I hope things
will work out well for you in your new job.
work up = (tr) make yourself hungry by doing
exercise or hard work I’ve been walking
all day, so I’ve worked up a really good
appetite.
O
P
wear away = (tr) reduce (wood/stone) gradually
We couldn’t make out the names on the
gravestone because the letters had been
completely worn away.
wear down = (tr) reduce opposition gradually
A few weeks in solitary confinement will
wear down the prisoner’s resistance.
wear off = (int) stop gradually Your nervousness
will wear off when the exams are over.
wear out = 1) (tr) exhaust I’ve worked so hard
today, I’m worn out.
2) (tr) use until no longer usable We’ll have
to replace this plug – it is completely worn
out.
Work
Y
turn to = 1) (tr) go to sb for help/advice When
I’m in trouble, I always turn to my brother.
2) (tr) begin (a way of life or doing sth) Why
did he turn to yoga in the first place?
turn up = 1) (int) arrive or appear
(unexpectedly) He finally turned up at the
meeting an hour late.
2) (int) (of an opportunity) arise When a
better job turned up, she seized the chance
and applied for it.
C
turn away = (tr) refuse admittance They tried
to enter the bar but they were turned away
at the door.
turn down = 1) (tr) refuse an offer He proposed
to her but she turned him down.
2) (tr) reduce loudness (opp: turn up) Could
you turn down the radio a little? I can’t hear
him on the phone.
turn in = 1) (int) go to bed It’s late and I’m tired;
I’d better turn in.
2) (tr) give sb to the police They turned the
fugitive in to the police.
turn into = (int) change from one situation to
another When our bags were stolen, our
vacation turned into a disaster.
turn off = (tr) switch off (opp: turn on) Turn off
the lights before you leave.
turn out = 1) (tr) produce Our factory turns out
a hundred cars a day.
2) (int) prove to be He turned out to be the
one who had stolen the money.
turn over = (tr) turn to the other side Now
children turn over the paper and draw a
picture.
LE
Vocabulary Appendix 2
Verbs/Adjectives/Nouns/Phrases with Prepositions
A
S
A
M
P
abide by (v)
absent from (adj)
abstain from (v)
accompanied by (adj)
according to (prep)
account for (v)
accuse sb of (v)
accustomed to (adj)
acquainted with (adj)
addicted to (adj)
adequate for (adj)
adjacent to (adj)
advantage of (n) (but: there’s an advantage in
sth – have an advantage over sb)
advice on/against (n)
afraid of (adj)
agree to/on sth (v)
agree with sb (v)
ahead of (prep)
aim at (v)
allergic to (adj)
amazed at/by (adj)
amount to (v)
amused at/with (adj)
angry at what sb does (adj)
angry with sb about sth (adj)
angry with sb for doing sth (adj)
annoyed with sb about sth (adj)
(in) answer to (n)
anxious about sth (adj)
be anxious for sth to happen (phr)
apologize to sb for sth (v)
make an appeal to sb for sth (phr)
appeal against (v)
apply in writing (v)
apply to sb for sth (v)
approve of (v)
argue with sb about sth (v)
arrange for sb to do sth (v)
arrest sb for sth (v)
arrive at (a small place) (v)
arrive in (a town/city) (v)
ashamed of (adj)
ask about/for (v) (but: ask sb a question)
assure sb of (v)
astonished at/by (adj)
attached to (adj)
attack on (n)
attack sb for sth (v)
attend to (v)
(un)aware of (adj)
212
27 NEW S&S ECCE Ts Voc_Append.indd 212
B
bad at (adj) (but: He was very bad to me.)
ban sb from sth (v)
base on (v)
basis for (n)
beg for (v)
begin by/with (v)
believe in (v)
belong to (v)
benefit from (v)
bet on (v)
beware of (v)
put the blame on sb (phr)
blame sb for sth (v)
blame sth on sb (v)
boast about/of (v)
bored with/of (adj)
borrow sth from sb (v)
bump into (v)
busy with (adj)
C
campaign against/for (v)
capable of (adj)
care about (v)
care for sb (v) (= like)
care for sth (v) (= like to do sth)
take care of (phr)
careful about/of/with (adj)
careless about/with (adj)
cause of (n)
certain of (adj)
change into (v)
characteristic of (n/adj)
charge sb for sth (v)
charge sb with sth (v)
check for (v)
choice between/of (n)
clever at (adj) (but: It was very clever of you
to buy it.)
close to (adj)
coax sb into (v)
coincide with (v)
collaborate with (v)
collide with (v)
22/02/21 13:06
Vocabulary Appendix 2
S
damage to (n)
date back to (v)
date from (v)
deal with (v)
dear to (adj)
decide on/against (v)
decrease in (n)
dedicate to (v)
deficient in (adj)
definition of (n)
delay in (n)
delight in (v)
delighted with (adj)
demand for (n)
demand from (v)
depart from (v)
departure from (n)
depend on/upon (v)
dependent on (adj)
deputize for (v)
27 NEW S&S ECCE Ts Voc_Append.indd 213
eager for (adj)
economize on (v)
efficient at (adj)
put effort into sth (phr)
emphasis on (n)
engaged to sb/in sth (adj)
engagement to sb (n)
enthusiastic about (adj)
envious of (adj)
equal to (adj)
escape from/to (v)
example of (n)
excellent at (adj)
exception to (n) (but: make an
exception of sth/sb = treat
sth/sb as a special case – take
exception to sth = object
to sth)
exchange sth for sth else (v)
excited about (adj)
exclaim at (v)
excuse for (n)
excuse sb for (v)
exempt from (adj/v)
expel from (v)
experienced in/at (adj)
experiment on/with (v)
expert in sth (n) (= a person good
at sth)
expert on sth (n) (= a person
knowledgeable about a
subject)
expert at/in/on (sth/doing sth)
(adj) (= doing sth with skill or
great knowledge)
expert with sth (n) (= good at
using sth)
indifferent to (adj)
indulge in (v)
inferior to (adj)
information about/on (n)
informed of/about (adj)
inject sth into sb/sth (v)
inoculate against (v)
insist on (v)
instead of (prep)
insure against (v)
intent on (adj)
have no intention of (phr)
interest in (n)
interested in (adj)
interfere with/in (v)
invasion of (n)
invest in (v)
invitation to (n)
invite sb to (v)
involve in (v)
irritated by (adj)
O
P
Y
face up to (phr v)
fail in (an attempt) (v)
fail to do sth (v)
failure in (an exam) (n)
failure to (do sth) (n)
faithful to (adj)
fall in (n)
familiar to sb (adj) (= known to sb)
familiar with sth (adj) (= having
knowledge of sth)
famous for (adj)
fed up with (adj)
fill sth with sth else (v)
finish with (v)
fire at (v)
flee from (v)
fond of (adj)
forget about (v)
forgive sb for (v)
fortunate in (adj)
free from/of (adj)
friendly with/to (adj)
frightened of (adj)
full of (adj)
furious with sb about/at sth (adj)
J
jealous of (adj)
join in (v)
joke about (v)
G
K
generosity to/toward (n)
genius at (n)
glance at (v)
glare at (v)
good at (adj) (but: He was very
good to me.)
grateful to sb for sth (adj)
hold/have a grudge against (phr)
guess at (v)
guilty of (adj) (but: He felt guilty
about his crime.)
keen on sth (adj)
keen to do sth (adj)
key to (n)
kind to (adj)
knock at/on (v)
know about/of (v)
knowledge of (n)
LE
E
M
A
D
F
C
be descended from (v)
describe as (v)
describe sb/sth to sb else (v)
description of (n)
die of/from (v)
die in an accident (phr)
differ from (v)
different from (adj)
difficulty in/with (n)
disadvantage of (n) (but: there’s a
disadvantage in doing sth)
disagree with (v)
disappointed with/about/by (adj)
disapprove of (v)
discharge sb from (v)
discouraged from (adj)
discussion about/on (n)
disgusted by/at (adj)
dismiss from (v)
dispose of (v)
disqualified from (adj)
dissatisfied with (adj)
distinguish between (v)
divide between/among (v)
divide into/by (v)
do sth about (v)
doubtful about (adj)
dream about (v)
dream of (v) (= imagine)
dressed in (adj)
P
comment on (v)
communicate with (v)
compare with (v) (how people and
things are alike and how they
are different)
compare to (v) (show the likeness
between sb/sth and sb/sth
else)
comparison between (n)
compete against/for/with (v)
complain of (v)
complain (to sb) about sth (v)
compliment sb on (v)
comply with (v)
conceal sth from sb (v)
concentrate on (v)
have confidence in sb (phr)
confine to (v)
confused about/by (adj)
confusion over (n)
congratulate sb on sth (v)
connect to/with (v)
connection between (n) (but: in
connection with)
conscious of (adj)
consider sb for sth (v)
consist of (v)
contact between (n) (but: in
contact with)
content with (adj)
contrary to (adj)
contrast with (v)
contribute to (v)
convert to/into (v)
cope with (v)
correspond to/with (v)
count against (v)
count on sb (phr v)
cover in/with (v)
covered in/with (adj)
crash into (v)
have a craving for sth (phr)
crazy about (adj)
crowded with (adj)
cruel to (adj)
cruelty toward/to (n)
cure for (n)
curious about (adj)
H
happen to sb (v)
happy about/with (adj)
harmful to (adj)
hear about (v) (= be told)
hear from (v) (= receive a letter)
hear of (v) (= learn that sth sb
exists)
heir to (n)
hinder from (v)
hint to sb about sth (v) (but: hint
at sth)
hope for (v)
(no) hope of (n)
hope to do sth (v)
hopeless at (adj)
I
idea of (n)
identical to (adj)
ignorant of/about (adj)
impact on (n)
impressed by/with (adj)
make an impression on sb (phr)
improvement in/on (n)
incapable of (adj)
include in (v)
increase in (n)
independent of/from (adj)
L
lack in (v)
lack of (n)
laugh at (v)
lead to (v)
lean on/against (v)
learn about (v)
leave for (v) (= head for)
lend sth to sb (v)
listen to (v)
live on (v)
long for (v)
look at (v)
look for (v) (= search for)
M
married to (adj)
marvel at (v)
mean to (adj)
mention to (v)
mistake sb for sb else (v)
mix with (v)
N
name sb after sb else (v)
necessary for (adj)
need for (n)
neglect of (n)
nervous about (adj)
new to (adj)
nice to (adj)
nominate sb for/as sth (v)
take (no) notice of (phr)
213
22/02/21 13:06
Vocabulary Appendix 2
Q
S
T
O
qualified for (adj)
qualify as (v)
quarrel about sth/with sb (v)
quick at (adj)
quotation from (n)
safe from (adj)
same as (adj)
satisfied with/by (adj)
save sb from (v)
save sth for sb (v)
scared of (adj)
search for (v/n)
be in search of (phr)
sensitive to (adj)
sentence sb to (v)
separate from (v)
serious about (adj)
settle for/on (v)
share in/of sth (n)
shelter from (v)
shocked at/by (adj)
shoot at (v)
be/fall short of (phr)
shout at (v)
shy of (adj)
sick of (adj)
sick with (adj)
similar to (adj)
skillful/skilled at (adj)
slow in/about doing sth (adj)
smell of (n/v)
smile at (v)
solution to (n)
sorry about (adj) (but: I’m sorry
for doing sth)
speak to/with sb about sth (v)
specialist in (n)
specialize in (v)
spend money/time on sth (v)
split into/in (v)
spy on sb (v)
stare at (v)
strain on (n)
subject to (adj/v)
submit to (v) (but: submit sth for
publication)
subscribe to (v)
succeed in (v)
suffer from (v)
sufficient for sth/sb (adj)
suitable for (adj)
superior to (adj)
sure of/about (adj)
surprised at/by (adj)
surrender to (v)
be surrounded by (v)
suspect sb of (v)
be suspicious of (phr)
sympathetic to/toward (adj)
sympathize with (v)
take sth to sb/sth (v)
talent for sth (n)
talk to sb about sth (v)
have taste in (phr)
taste of (v)
terrified of (adj)
thank sb for (v)
thankful for (adj)
think about/of (v)
threat to sb/sth (n)
threaten sb with sth (v)
throw sth at sb (v) (in order to hit)
throw sth to sb (v) (in order to
catch)
tire of (v)
tired of (adj) (= fed up with)
translate from ... into (v)
tread on (v)
trip over (v)
trouble with (n)
typical of (adj)
S
A
M
P
part with (v)
patient with (adj)
pay by check (phr)
pay for (v) (but: pay a bill)
pay in cash (phr)
peculiar to (adj)
persist in (v) (but: insist on)
take a photograph of (phr)
picture of (n)
pity for (n)
take pity on sb (phr)
pleasant to (adj)
pleased with (adj)
take pleasure in (phr)
have the pleasure of (phr)
point at/to (v)
(im)polite to (adj)
popular with (adj)
praise sb for (v)
pray for sth/sb (v)
prefer sth to sth else (v)
have a preference for (phr)
prepare for (v)
present sb with sth (v)
prevent sb/sth from (v)
take pride in (phr)
pride oneself on sth/on doing (v)
profit from (v)
prohibit sb from doing sth (v)
prone to (adj)
protect against/from (v)
protection from (n)
protest about/at (v)
proud of (adj)
provide sb with (v)
punish sb for (v)
puzzled about/by (adj)
LE
P
rave about (v)
react to (v)
reaction to (n)
ready for (adj)
reason for (n)
reason with sb (v)
rebel against (v)
receive from (v)
keep a record of (phr)
recover from (v)
reduction in (n)
refer to (v)
in/with reference to (phr)
refrain from (v)
regard as (v)
regardless of (prep)
related to (adj)
relationship between (n) (but: a
relationship with sb)
relevant to (adj)
rely on (v)
remind sb of/about sth (v)
remove from (v)
replace sth with sth else (v)
reply to (n/v)
report on (n/v)
reputation for (n)
research on/into (n)
respect for (n)
respected for (adj)
respond to (v)
responsibility for (n)
responsible for (adj)
result from (v) (= be the
consequence of)
result in (v) (= cause)
result of (n)
rhyme with (v)
rich in (adj)
get rid of (phr)
rise in (n)
make room for (phr)
rude to (adj)
O
P
R
C
obedient to (adj)
object to (v)
objection to (n)
obliged to sb for sth (adj)
obvious to sb (adj)
occur to sb (v)
offense against (n)
operate on (v)
opinion of/on (n)
opposite of/to (n)
Y
notorious for doing sth (adj)
U
unaware of (adj)
understanding of (n)
uneasy about (adj)
upset about/over sth (adj)
make use of (phr)
used to (adj)
useful for/to (adj)
V
valid for (a period of time) (adj)
valid in (places) (adj)
value sth at (v)
vote against/for (v)
vouch for (v)
W
wait for (v)
warn sb against/about/of sth (v)
waste time/money on (v)
weak at (adj)
wink at (v)
wonder about (v)
worry about (v)
worthy of sth (adj)
write about (v)
write to sb (v)
be wrong about sth (phr)
214
27 NEW S&S ECCE Ts Voc_Append.indd 214
22/02/21 13:06
Vocabulary Appendix 3
Prepositional Phrases
At
Before
before long
By
From
from now on
from scratch
In
in action
in addition to (+ -ing
form)
in advance (of)
in agreement (with)
in aid of
in all (= all in all)
in an attempt
in answer to
in an armchair
in the beginning
(= originally)
in blossom
in a book
in brief
in any case
in cash
in the center of
in charge (of)
in code
in color
in comfort
in common
in comparison with
in conclusion
in good/bad condition
in confidence
in control (of)
in the corner
in the country
in danger
in the dark
in debt
in demand
in detail
be in difficulty
in the direction of
in dollars
in doubt
in a ... (piece of clothing)
in due course
in the end (= finally)
in exchange for
in existence
in fact
in fashion
in favor of
in flames
in the flesh
in focus
in one’s free time
in full swing
in the future
in gear
in general
P
LE
by accident
by all accounts
by appointment
by the arm/hand
by auction
by birth
by bus/train/plane/
helicopter/taxi/ship/
boat/sea/air/car/land
by chance
by check
by correspondence
by day/night
by degrees
by the dozen
by far
by force
by hand
by heart
by invitation
by law
by marriage
by means of
by mistake
by nature
by now
by oneself
by one’s watch
by order of
by phone
by profession
by request
by the/one’s side
by surprise
by the time
by the way
S
A
M
at an advantage
at the age of
at the airport
at an auction
at the beginning of (when
sth started) (but: in the
beginning = originally)
at one’s best
at breakfast/lunch, etc.
at the bottom of
at the bus stop
at church
at college
at the corner/on the corner
at all costs
at the crossroads
at dawn
at one’s desk
at the door
at ease
at the end (when sth is
finished) (but: in the
end = finally)
at your expense
(be) at fault
at first
at first hand
at first sight
at a glance
at hand
at heart
at home
at/in a hotel
at ... miles per hour
at large
at last
at the latest
at least
at the very least
at length
at liberty
at a loss
at the match
at midnight
at the moment
at most
at night
at noon
at once
at peace/war
at a place
at present
at a profit
at random
at any rate
at one’s request
at the same time
at school
at sea
at (high/full) speed
at/in the station
at sunset
at the table
27 NEW S&S ECCE Ts Voc_Append.indd 215
For
for ages
for breakfast/lunch/dinner
for certain
for a change
for fear (of)
for fun
for good
for granted
for hire
for instance
for keeps
for life
for love
for luck
for nothing/for free
for once
for the rest of
for safekeeping
for one’s sake
in good time
in half
in hand
in haste
in good/bad health
in hiding
in honor of
in the hope (of/that)
in the hospital
in a hotel
in a hurry
in ink/pencil/pen
in sb’s interest
in length/width
in all one's life
in the limelight
in a line
in the long run
in love (with)
in luxury
in the meantime
in a mess
in the middle of
in a mirror
in moderation
in a moment
in a good/bad mood
in the mood
in the morning
in mourning
in name only (= not in
reality)
in need of
in the news
in a newspaper
in the name of (= on
behalf of)
in the nick of time
in the north/south/east/
west
in a nutshell
in the open
in one’s opinion
in orbit
in order of (according to
size)
in other words
in pain
in pairs
in the park
in particular
in the past
in person
in pieces
in place of
in politics
in practice/theory
in principle
in prison
in private/public
in all probability
in progress
in question
in reality
in return
in the right/wrong
in a row/rows
in ruins
in safety
in season
in secret
in self-defense
in the shape of
in short
in sight (of)
in the sky
in silence
in some respects
in stock
in style
in the streets
in succession
in the suburbs
in the sun/shade
in good/bad taste
in tears
in time
in no time
in touch
in town
in tune (with)
in turn
in two/half
in uniform
in use
in vain
in view of
in a loud/low voice
in a way (= in a manner)
in the way
in writing
in a word
in the world
Y
against the law
for the sake of
for sale (= being sold)
for short
for the time being
for a vacation
for a walk
for a while
O
P
at the time
at times
at the top of
at work
at 230 Mill St.
C
Against
On
on account of
on a ... morning/
afternoon/evening
on the agenda
on the air
on approval
on arrival
on average
on bail
on balance
on the beach
on behalf of
on one’s birthday
on board
on the border
on the bottom
on business
on call
on a camping trip
(but: at a campsite)
on the coast
on condition
on the contrary
on credit
on a cruise/excursion/trip/
tour
on a ... day
on demand
on a diet
on duty
on earth
215
22/02/21 13:06
Vocabulary Appendix 3
Off
out of breath
out of character
out of condition (= unfit)
out of control
out of danger
out of date
out of debt
out of fashion
out of focus
out of hand
out of luck
out of order
out of the ordinary
out of place
out of practice
out of print
out of the question
out of reach
out of season
out of sight
out of step
out of stock
out of tune
out of turn
out of use
out of work
off the air
off color
off duty
off limits
off the map
off the point
off the record
off the road
off school/work
off the top of your head
Y
Out of
To
to some extent
Under
O
P
on one’s own
on page ...
on parade
on the phone
on a platform
on (a/the) principle
on purpose
on the radio/TV
on the right
on the Missouri River
on sale (= sold at reduced price)
(but: for sale = being sold)
on schedule
on the screen
on second thought
on short notice
on the side
on the sidewalk
on sight
on the couch
on this street/on the street(s)
on strike
on good/bad terms
on time
on top of
on the trail of
on vacation
on the way (to) (= as I was going)
on the weekend
on the whole
under arrest
under one’s breath
under control
under the control of
under discussion
under the impression
under orders
under pressure
under repair
under the weather
Without
without fail
S
A
M
P
LE
C
on edge
on an expedition
on a farm
on fire...
on the floor (of)
on the floor
on foot
on the ground
on the one hand
on the other hand
on horseback
on impulse
on the Internet
on an island (but: in the
mountains)
on a journey
on one’s knees
on leave
on the left
on loan
on the market
(= available to
the public)
on one’s mind
on that morning
on the move
on New Year’s Day
on the news
on this/that occasion
on order (=asked for)
on the outskirts
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Answer Section
Unit 1a – Progress into the Stars
—
There are safety and logistical problems which would
be very expensive, require many workers, and massive
equipment. The risks are huge because it would be
dangerous to attempt to stabilize a spinning rock so that
mining operations could be performed on it.
Lead in (p. 6)
Suggested Answers
Suggested Answers
P
Y
LE
spiraling (adj): rising at an increasing rate
inexorably decline (phr): to become less and less in an
unstoppable way
spin (v): to orbit; to revolve around
metric ton (n): a unit of measurement equal to about 2.200
pounds
large-scale (adj): broad; extensive
bide your time (phr): to wait patiently for a good opportunity
before doing sth
logistical (adj): relating to the organization of something
complicated
stabilize (v): to hold sth in position
relentless (adj): non-stop; persistent
Think! As our planet’s natural resources of oil, coal, and
gas are running out, we are faced with the problem of how to
supply our energy needs in the future. An obvious solution is
to promote alternative energy sources such as the Sun, wind,
and water and even to grow crops which can provide fuel.
Unfortunately, these alternative sources alone are not always
sufficient to meet our needs without the use of conventional
energy sources. Apart from that, many crops are now grown
for energy instead of food, which means reduced production
of the latter. The result is that food prices are spiraling.
• IT Renewable energy is generated from natural sources
such as the Sun, the wind, ocean tides, biomass, gases, and
other sources which don’t run out and produce very little, if
any, pollution. Countries all over the world are investing heavily
in renewable energy development and many of them have
surpassed 20% of total energy supply contribution from
renewable sources. Unfortunately, like many other industrialized
countries today, the United States is heavily reliant on the nonrenewable fossil fuels such as natural gas and oil. In fact, the
use of alternative renewable sources is limited due to the fact
that they are not always available. For example, on cloudy days
solar energy is reduced, on calm days there is no wind to drive
wind turbines, and during periods of drought there is no water
to produce hydroelectricity. Despite these limitations, renewable
energy plays an important role in electricity generation, heating
and cooling buildings, industrial processes, and transportation.
•
O
P
Reading (p. 6)
Man’s need for more and more resources has created a huge
problem. We are running out of necessary resources like coal,
oil, and even fresh water as a result of industrial mining and
manufacturing operations. Asteroids contain many resources
that we need here on Earth, but we must come up with a way to
exploit them which wouldn’t be too expensive and would avoid
putting human lives at risk.
C
Think! Mankind has a natural curiosity. If there is life on
other planets, we need to know what form it takes. Knowledge
is important to us. Perhaps there are planets in space that can
supply the Earth with fresh water and other resources which
we are running out of.
• Think! If I had the proper training and I was assured that
nothing would happen to me, and that I’d return safe and
sound, I think I would like to experience such an adventure.
Imagine having a close encounter with an alien or discovering
a new place for people to live! I’d feel like Christopher
Columbus and other explorers who discovered new lands here
on Earth./No, I wouldn’t. I am not the adventurous type and
don’t like venturing into the unknown. A lot of explorers who
traveled to unknown places on Earth, let alone space, never
returned home from their expeditions. What if the spaceship
blew up or got lost? Personally, I think it would be too risky.
•
S
A
M
• During the heatwave, there was a spiraling demand for airconditioning.
• In the last few years, the prices of houses have inexorably
declined.
• This motor is spinning at 4000 rpm at the moment.
• That ship can transport a cargo of up to 50,000 metric tons.
• Large-scale studies confirm the need for urgent measures.
• Potential investors are just biding their time for now until
prices drop.
• Getting aid to the earthquake victims was a logistical
nightmare as all the roads were closed.
• Everyone admired the Prime Minister for stabilizing the
economy.
• I find it hard to concentrate in this relentless heat.
Speaking & Writing (p. 7)
Suggested Answers
• —
Coal, oil, fresh water. Through industrial mining and
manufacturing operations.
— Asteroids are rock formations that spin around the Sun.
—
They contain huge amounts of minerals and metals
which can be used on Earth if they can be extracted and
transported here.
Unit 1b
Exercise 1 (p. 8)
1 A: Simple present to describe a state rather than an action
– like verb with no progressive form –
B: Present perfect with the superlative degree
2 A: Simple present to describe a state rather than an action
B: Simple present used in sayings and proverbs
3 A: Present perfect with yet
B: Present progressive used to make requests and statements
sound less definite or formal
4 A: Simple present in exclamatory sentences that begin with
there or – here – Present perfect for an action that happened
at an unstated time in the past
B: Present perfect progressive to put emphasis on the
duration of an action which started in the past and
continues up to the present – Present perfect with yet
5 A: Present progressive – is thinking = is considering –
stative verb with a progressive form but with a difference
in meaning
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Answer Section
Exercise 3 (p. 8)
Suggested Answers
• The jets flew in a formation at the airshow creating impressive
white contrails.
• The rise in crime in the area was alarming.
• There’s a lot of ash in the fireplace.
• You should wait until the dust settles before you attempt to
clean.
• Global warming is due in part to man-made pollutants.
• High levels of humidity in a building can lead to damp and
damage to walls.
• Sue’s success is partly due to her excellent work ethic.
• It wasn’t long before I came to the realization that I was in the
wrong profession.
Y
1 Past progressive using only the present participle (-ing) and
leaving out the subject and the verb was/were of the second
verb to avoid repetition as there are two past progressive
forms with the same subject
2 Simple past to talk about actions which were performed by
people who are no longer alive, even if the time is not stated
3 Past progressive with continually to describe repeated
unpleasant and irritating actions in the past
4 Past perfect to describe hopes and wishes that were never
realized
5 Past perfect progressive to put emphasis on the duration of an
action which started and finished in the past, before another
action or stated time in the past, usually with for or since
6 get used to + -ing form to talk about habits
7 Past perfect progressive for an action which lasted for some
time in the past and whose result was visible in the past
8 Simple past for actions which happened immediately one
after the other in the past
O
P
Exercise 2 (p. 8)
alarming (adj): frightening; daunting
ash (n): the powdery remains of a fire
settle (v): to come to rest at a lower level
man-made (adj): created by humans
humidity (n): dampness
partly (adv): to some degree; partially
realization (n): understanding; awareness
Speaking & Writing (p. 13)
C
B: Simple present to describe a state rather than an action –
own verb with no progressive form
Suggested Answers
• — Global dimming is the phenomenon in which the Sun’s rays
are blocked from fully reaching the Earth’s atmosphere.
— This phenomenon has three main causes. First, erupting
volcanoes leave a cloud of ash in the atmosphere. Second,
aircrafts leave condensation trails in the sky from their
engines. A third cause is the presence of aerosol particles
in the atmosphere. In all three cases, the effect is the
reduction of normal levels of sunlight received on Earth.
This means that the lower atmosphere is cooled which in
turn results in regional changes in climate all over the globe.
Ultimately, human life is threatened by these changes.
• A: In order to prevent global dimming, the most important
action to take would be to reduce the amount of aerosols
in the atmosphere. This means burning less fossil fuels, like
coal, that produce, as a byproduct, aerosol particles.
B: Yes, by choosing a greener alternative energy source that
doesn’t produce aerosols, global dimming could be reduced.
Additionally, air travel should also be reduced and other
greener forms of travel be encouraged.
A: I agree. By choosing both greener travel and energy
options, global dimming can be dramatically reduced.
• IT Aerosols are particles of very fine solids or liquids
suspended in the air. They range in size from 0.01 microns to
several tens of microns. Some of these occur naturally from
dust storms, volcanoes, sea spray, and living vegetation while
some come from human activities such as the burning of fossil
fuels. The majority of aerosols form a thin haze in the lower
atmosphere (troposphere), where they are washed out of the
air by rain within about a week, but they can also be found in a
part of the atmosphere just above the troposphere. It is
estimated that approximately 10% of the total aerosols
present in the atmosphere are man-made. Not surprisingly,
most of these aerosols are concentrated in the Northern
Hemisphere, where the majority of industrialized countries are
located. Unfortunately, scientists don’t understand the exact
effects aerosols are having on the atmosphere. Nonetheless,
M
P
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1 Future progressive for an action which will be in progress at a
stated future time
2 Future perfect for an action that will be finished before a
stated time in the future
3 Future perfect progressive to emphasize the duration of an
action that will occur before a specific future time
4 was on the brink of + -ing form used to talk about something
we intended to do or a plan we had for the future, but which
didn’t happen (future in the past)
5 Present progressive for currently changing or developing
situations
6 be + to-infinitive used to express prohibitions (in negations)
7 Simple future to express a request for help
8 Simple present (verb not used in progressive form)
Unit 2a – Global Dimming
Lead in (p. 12)
A
Suggested Answers
Think! Our everyday lives are almost impossible without
sunlight. First and foremost, by giving us heat and light, the Sun
controls the Earth’s temperature. Also, it regulates our biological
clocks: it tells us when to wake up and when to sleep. Sunlight
has a positive effect on our health because it contains vital
substances that help both people and plants to grow.
• Think! Without sunlight, there would be no life on Earth.
Everything would be frozen as a result of the freezing
temperature.
• The word ‘dim’ means ‘dark’. So, I’d guess that global
dimming probably means that the Earth becomes darker just
as in global warming the Earth becomes warmer. I think that
airplanes contribute to this phenomenon. Perhaps, it has to do
with the fumes or smoke they emit from their engines.
S
•
Reading (p. 12)
contrail (n): a line of white steam made by a plane in the sky
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Answer Section
Lead in (p. 18)
Suggested Answers
P
Reading (p. 18)
•
Think! I believe the best option is the second one –
•
IT
Deforestation
Deforestation: the facts
Deforestation has resulted in the disappearance of 1/5 of
the Earth’s trees while approximately 12 million hectares of
forests continue to be cleared every year. If deforestation
continues at this rate, it is estimated that almost all wet
tropical forests could disappear before 2050.
Why is deforestation happening?
• logging for building materials
• removal of trees to make room for roads
• development of cash crops
• general agriculture
Consequences of deforestation:
• soil erosion
• desertification
• species extinction
• increase in CO2 gases
• silting of water
Stop deforestation!
• plant trees
• use less paper products
• recycle paper/paper products
• put pressure on governments to take measures
A
M
bare sth out (phr v): to support the validity of sth
underway (adj): in progress
take sth into account (idm): to consider sth when making a
decision
volume (n): an amount; a quantity
ongoing (adj): continuing
optimism (n): a belief that good things will always happen
overload (n): the fact that sb/sth is under too much strain
biodiversity (n): a variety of animal and plant species in an area
Y
organized fundraisers and school trips. I feel this way because
it gets people more actively involved. It would mean that
people could have fun and raise money for replanting trees
at the same time. Another thing that would certainly help is
organizing school trips to plant seeds. This would give young
people an opportunity to understand how the efforts of each
individual can make a real difference.
LE
• As the illustrations show us, healthy forests help to reduce the
amount of harmful carbon dioxide in the atmosphere. When
a forest is burned down, the negative effect is twofold. Not
only do the trees disappear and stop taking in carbon dioxide
in the future, but carbon is also created during a forest fire.
Finally, when a forest disappears all that remains is dry soil.
• Think! I think it is important to conserve our forests because
they help to reduce the amount of carbon dioxide in the
atmosphere. Apart from that, thousands of species of plants
and animals live in forests. We use many of these plants to make
medicine and other products and when a forest disappears, so
do all those plants and animals that feed on them. Finally, forests
are places where people can go to get away from the city and
relax, have a picnic, and enjoy nature. For all these reasons, I
firmly believe that it is vital that we conserve our forests.
Suggested Answers
O
P
Unit 3a – Conserving Forests
Listening, Speaking & Writing (p. 19)
C
with time and more studies we are obtaining a greater
understanding of the role they are playing. For instance, we
know that we could not have clouds if there were no aerosols
and consequently no rain. As aerosol concentration increases
within a cloud, the water in the cloud gets spread over many
more particles, each of which is correspondingly smaller.
Smaller particles fall more slowly in the atmosphere and
decrease the amount of rainfall. In this way, changing aerosols
in the atmosphere can alter the frequency of cloud occurrence,
cloud thickness, and rainfall amounts. The more aerosols there
are the more clouds there are, and as clouds reflect sunlight,
this means less light gets to the ground. Some scientists
believe that this is causing a drop in the Earth’s temperature.
Suggested Answers
S
• Dr. Newman’s previous findings are borne out by recent
research in the field.
• The construction of the new theater is well underway and
should be completed by the end of January.
• When giving student grades, the teacher took into account
test results and class participation.
• The volume of tree in the country has increased massively
and nearly doubled.
• The investigation into the crime is ongoing.
• Ann is a very positive person; she’s always full of optimism
for the future.
• The planet is facing environmental overload.
• The project was set up to protect species’ habitats and
biodiversity.
28 NEW S&S ECPE Ts AnswSect.indd 219
Unit 3b
Exercise 1 (p. 20)
1 He is an alone person. (adj) – I (alone is an adjective but it is
never followed by a noun) – He is a lonely person.
2 They seemed certain they would win the race. (adj) – C
3 She’s afraid of the dark. (adj) – C
4 They have recently taken up squash. (adv) – C
5 Can I see the weekly report? (adj) – C
6 They decided to hold the reception at a restaurant expensive.
(adj) – I (expensive is an adjective and it should be placed
before a noun) – They decided to hold the reception at an
expensive restaurant.
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Answer Section
7 She was the firstly guest to arrive. (adv) – I (firstly is an
adverb and cannot be placed before a noun) – She was the
first guest to arrive.
8 Could you speak clearly, please? (adv) – C
9 She types quite fast. (adv) – C
10 Obvious, he’s been through a lot. (adj) – I (obvious is an
adjective and cannot be used in the beginning of a sentence
without a noun following it) – Obviously, he’s been through a lot.
Stage 4
Model Interview
8 •
•
Y
Unit 3c
Exam Practice Speaking (pp. 22-23)
•
Model Interview
•
John’s answers were more extended than Catherine’s. He
provided more information about himself by giving reasons
and examples. Generally, he participated more actively in
the conversation than Catherine did. Catherine’s answers
were short and she provided no reasons or examples.
John did a better job, because he expanded his answers
and took the initiative to ask questions.
P
2 •
M
Stage 2
Model Interview
4 •
Catherine recommended the proposal for a community
garden and John recommended the proposal for an urban
park.
John chose the plan to create a community garden and
Catherine chose the urban park.
A
•
Stage 3
S
Model Interview
6 •
•
John and Catherine choose the proposal to create an
urban park.
An urban park would contribute to the preservation
of greenery and would make the city a more beautiful
place to live in. It would also offer a choice of activities
by providing areas for concerts, a playground as well as
parking facilities for visitors. The park would attract people
of all ages. It would benefit the entire city by improving the
quality of life for everyone.
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Stage 5
NOTE FOR THE TEACHER
In the actual ECPE:
In the actual ECPE, Stage 5 of the Speaking task is conducted
between Examiner 2 and test takers 1 and 2.
C
•
Yes, I live in Barrio Alto which is a vibrant neighborhood
in the center of Lisbon. I’ve lived here all my life and I love
it because there are lots of stores and good restaurants
nearby so everything I need is within easy reach.
I am a second year medical student at the University of
Lisbon. When I graduate, in about four years’ time, I plan
to specialize in Pediatrics. My career goal is to open my
own medical clinic one day.
Well, I think my area needs more green spaces so I would
make use of unused patches of land around the city and
fill them with plants and flowers. I would also start a cleanup scheme and gather volunteers to pick up litter from
local parks and neighborhoods.
In the coursebook:
The Stage 5 tasks in the Speaking Exam Practice included in
the coursebook aim to familiarize students with the questioningdefending format of Stage 5 of the ECPE Speaking section and
provide them with the opportunity to practice related techniques
that will enable them to complete the task successfully. If the
teacher wants students to practice Stage 5 in a situation that is
more faithful to the format of the exam, it is advisable that Stage
5 be conducted in groups of three. One student takes on the
role of the person in authority (a role assumed by Examiner 2 in
the actual exam) and asks test takers 1 and 2 questions about
the decision they have made. The other two students take on
the roles of test takers 1 and 2 and respond to the questions,
justifying and defending their decision. For a model of Stage 5
conducted in groups of three, see audioscript for Stage 5 Model
Interview.
LE
1 •
O
P
Suggested Answers
Stage 1
John’s reasons are that the urban park would provide
green areas which would make the city more attractive.
Catherine’s reasons are that an urban park would have
open spaces for concerts and a playground as well as
provide an underground parking garage.
John supports his first reason by saying that this will
create relaxing areas for visitors. He supports his second
reason by saying that the park would attract more locals
and tourists.
Catherine supports her first reason by saying that the
park will bring community residents closer. She supports
her second reason by saying that trying to find parking
is a problem and an underground parking garage would
provide parking spaces for residents and visitors.
Model Interview
10 •
•
•
The examiner told John that he was not sure whether the
urban park would really attract tourists to the area. The
examiner told Catherine that he was afraid an underground
parking lot would be too expensive.
John defended his decision by saying that although urban
parks can be major sources of tourism, their main concern
is to attract local residents and ensure urban development.
Catherine defended her decision by saying that correct
planning, management, and coordination should ensure
the parking lot is constructed within the budget. Charging
for parking spaces would also reduce building costs.
Exam Practice I – Writing I
Exercise 1b (p. 27)
1 Source 1 could be used in the argument for.
2 Source 3 could be used in the argument against.
3 Source 2 the quote could be used to introduce or conclude
the essay as a point of emphasis.
31/03/21 11:35
Answer Section
Exercise 3a (p. 28)
Exercise 3b (p. 28)
M
P
Extract B is not appropriate because it has short forms: we’d,
I’d; colloquial expressions: For starters, the stuff; colloquial
phrasal verb: go down; simplistic vocabulary: can be used over
and over again, metal to make new things; simple linking words:
so, and, a good thing about
Exercise 4 (p. 28)
A
Many claim that the costs of recycling outweigh the benefits.
While it is true that recycling reduces our demand for paper
and metal resources, it can be argued that it is sometimes less
expensive to process new wood and metal materials than it is to
recycle them according to current methods.
Exercise 5b (p. 29)
To begin with, there are some significant advantages to
ecotourism. One argument in favor of ecotourism is that it helps
the local economy considerably. As stated in a recent news
report, ecotourism brings in $600 billion in revenue each year.
From this revenue, new jobs and businesses will be created
locally boosting the economy. In addition, this money generated
from ecotourism could help preserve wildlife. For example,
natural areas can be declared national parks and income from the
ecotourism can be used to protect the wildlife.
Nonetheless, there are some substantial drawbacks to
ecotourism. Opponents argue that only foreign investors and big
corporations benefit financially from ecotourism revenue rather
than local communities. They make big profits and little money is
injected into the local economy. It is also claimed that ecotourism
S
Exercise 6b (p. 29)
Suggested Answers
Y
1 One side is for a tax for each citizen's carbon emissions. The
other side is against a tax on citizens’ carbon emissions.
2 Source 1 shows how the average citizen produces carbon
emissions. It could be used to support the for argument by
showing what citizens do to cause CO2 emissions.
Source 2 points out the dramatic difference between top
corporations’ CO2 emissions and the average American
household’s. It could be used to support the against argument
by showing the real CO2 problem is corporate emissions not
emissions by private citizens.
Source 3 is a quote that emphasizes individual responsibility
for the environment. It could be used to introduce/conclude
the topic or support the for argument in support of a tax on
citizens.
3 I will use a rhetorical question and appeal to the reader by
using the pronoun ‘we’.
4 I will include my opinion on the topic and some closing
comments.
Exercise 7 (p. 29)
LE
The correct answer is A. Formal language is used in a for and
against essay. The argument stated and supported by examples
and reasons.
contributes significantly to the ecological destruction of an area.
In the past three years, global waste from tourism has increased
from 2.0 million tons to 4.8 million tons according to a recent
study. This dramatic increase means tourism waste is a major
problem that will progressively endanger the environment.
O
P
1 Source 2 and source 1
2 Source 2 is used to introduce the topic in the introductory
paragraph.
Source 1 is used to support the second argument for GM food.
3 Source 2: the ancient philosopher Pythagoras once said ...
Source 1: ... according to a recent report.
4 Source 1: The writer points out a result from a reduction
in pesticides (the information presented in the source) –
Needless to say, fewer chemicals means not as many toxins
will enter local water supplies.
5 The writer uses a quotation and a rhetorical question to
introduce the topic.
6 The first argument for is justified by explaining further the
benefits of GM crops.
The second argument for is justified by the information from
source 1.
The first argument against is justified by explaining it further
and providing an example.
The second argument against is justified by providing an
example.
7 Paragraph 4, the conclusion contains the writer’s opinion:
I am convinced that although advances in modern science
are surpassing our wildest dreams, new products should be
strictly screened for safety.
C
Exercise 2 (p. 27)
Suggested Answers
Global warming is the direct result of rising CO2 emissions. We all
agree that action must be taken to curb emissions, but what is
the correct way of accomplishing this? Many governments want
to place responsibility on individuals in society through taxing
their CO2 emissions, in other words, each individual’s carbon
footprint. As logical as this sounds, there are arguments for and
against such actions.
There are some important arguments for a citizen tax. One
argument in favor of a citizen CO2 tax is that citizens will become
part of the solution and not the problem. Such a tax would target
individuals and force them to change their habits and actions and
as a result reduce their carbon footprint. For example, citizens
could use environmentally-friendly transportation and shop
less which according to recent research data are two activities
that account for more than half of the average person’s CO2
emissions. A further argument in favor of a tax would be that the
money raised from tax revenue could be used for green projects.
The current reality is municipalities just don’t have the budget to
make cities greener, but a CO2 tax would provide them with more
funds to invest in helping the environment. For instance, they
could use the funds to create more green spaces and provide
better forms of greener public transportation.
Having said this, there are arguments against a citizen tax.
Opponents of the tax believe that citizens are not the main
polluters and shouldn’t be taxed for a problem they are not
creating. They argue that corporations and big businesses are
responsible for the majority of CO2 emissions and should be
taxed instead. In fact, as stated in a recent report, American
households only contribute 20 percent of total emissions
compared to the 71 percent of total emissions that are created
by the top 100 companies in America. A further argument against
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Answer Section
2
Which type of microbe has large reproductive structures?
A Algae
B Fungi
3 What cells do our bodies have to kill off microbes?
A white blood cells
B red blood cells
4 Which of these must infect a living host to reproduce?
A viruses
B bacteria
5 How are viruses different from bacteria?
A They have a more complex structure.
B They differ greatly in size.
6 Which of these two statements is true?
A Antibiotics, like penicillin, stop bacteria reproducing.
B Viruses cannot cause diseases.
Y
a citizen CO2 tax is that governments do not provide sufficient
infrastructure to justify such taxes/fines. It is unfair to apply fines
to activities when alternative greener options are not available
or sufficiently developed. A typical example of this is public
transportation that does not serve all areas and commuters.
All things considered, the best course of action would be to focus
a tax on big corporations that cause far more CO2 pollution than
individuals. In order to seriously tackle this problem, we need to
change the actions of the serious offenders and it is obvious that
these are the industrial and commercial sectors of our society.
Unit 4a – Growing on You
O
P
Lead in (p. 30)
Suggested Answers
Think! – Do microbes live in animals or plants?
— Are some microbes harmful to the human body?
Unit 5a – The Nano Diet
Reading (p. 30)
Lead in (p. 36)
humbling (adj): causing sb to think that they are not as
significant or as great as originally thought
estimated (adj): approximate
subspecies (n): a subdivision of a species
distinctly (adv): clearly; noticeably
ecosystem (n): all the living things in a particular region and the
complex way they affect each other and the environment
advance (v): to move sth forward and make progress
alliance (n): an agreement formed between two or more parties
to work together because of shared interests or goals
Suggested Answers
C
LE
Suggested Answers
Think! I believe food will change in the future. I believe we
will see more genetically – modified food in supermarkets. On
the other hand, we may also see more organic choices as this
seems to be gaining popularity.
• A ‘nanodiet’ could be a diet that consists of food that has had
its structure changed to make it healthier or tastier.
•
M
P
• The failure of the research was a humbling experience for the
well-renowned scientist.
• An estimated 6,000 people took part in the charity event.
• The spider is a new subspecies of tarantula.
• If we look at the evidence we can see distintly where changes
occurred in time.
• Global warming wreaks disastrous effects on our ecosystem.
• As surgical techniques advance, life expectancy increases.
• NATO is a military alliance of democratic states in Europe and
North America.
Speaking & Writing (p. 31)
A
Suggested Answers
• — Microbes are microscopic creatures which when magnified
look like horror movie monsters.
— Microbes are everywhere on the human body. They can
be found on your eyeballs, in your mouth, your nose, your
ears, all over your skin, and internally in the human body.
—
Microbes help the body to function properly, such as
digesting food, deactivating poisons, producing vitamins,
and warding off disease.
— The benefits of researching microbes is to gain a better
understanding of how the human body works and be able
to find cures for illnesses.
• IT QUIZ ON MICROBES
1 What is a microbe?
A a tiny infectious germ
B a tiny single-cell organism
S
• Healthy nutritious meals that people used to eat in the past
have been replaced by junk food. This includes everything that
is quick, tasty, and fashionable. Potato chips, sodas, pizzas,
and burgers are being consumed by people of all ages.
In today’s fast-moving world, people are too busy to cook
and eat proper meals, so they grab whatever is available and
that is usually junk food. Even though people are aware of the
importance of a healthy diet, the new unhealthy way of life is
still surprisingly popular.
Reading (p. 36)
molecular (adj): relating to the molecules found in a substance
or living thing
equipped (adj): having the necessary skills to do sth
currently (adv): now; at the present time
pack (v): to fill sth with sth
bypass (v): to go past; to go around
defense mechanism (n): a reaction or system for self-protection
distrust (n): the feeling that sb/sth is dishonest or unsafe
Suggested Answers
• Molecular samples were tested to discover more about the
creature.
• The machine is equipped to read labels and sort boxes.
• The new cancer vaccines are currently being tested on rodents.
• They packed the little storage room with all the boxes.
• Some bacteria manage to bypass the human immune
system’s defenses.
• The human body has defense mechanisms to protect it from
invasion by foreign substances.
• She has a deep distrust of anyone who can’t say they’re sorry
or admit they were wrong.
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Answer Section
•
Think! Through nanotechnology, we can personalize our
own food and drinks by adding additional substances making
food healthier, safer and tastier, and we can also increase the
nutritional value of unhealthy food. In the future, nano-foods
will be wrapped in ‘smart’ safety packaging that will be able
to detect spoilage and harmful contaminants. This packaging,
will be able to track each step of the food production, from the
moment the food leaves the farm until it reaches your plate.
However, scientists are still concerned about the negative
effects of nano-foods on the body because they are still
largely unknown. Also, food tracking and nano surveillance
could lead to loss of privacy. Overall, it would seem that nanofood will greatly benefit public health, and proper research will
ensure that this new technology is safely utilized.
Unit 6a – Ghost in the Gene
P
Lead in (p. 42)
Suggested Answers
Listening & Writing (p. 43)
Suggested Answers
• Yes, some classmates have the same number as me or close
to me. It means that we share some of the same genes.
•
Y
Think! On the one hand, nano-food can obviously be
beneficial to health if used in the right way. For example, it’s
very interesting to learn that ‘smart foods’ could actually block
an ingredient that someone was allergic to from entering their
system. Clearly, this points the way to major advances in how
we deal with various diseases. But having said that, I personally
feel that we don’t know enough about nanotechnology yet to
really trust its application to food. I also find it rather frightening
that we might not be told about the risks involved in eating
such foods so we can weigh the pros and cons for ourselves.
Not to mention that nano-foods might not be adequately
labeled as such, so we wouldn’t really know what we’re buying.
Think! Well, lots of people comment on my eyes because
they are large and almond-shaped, so I think it would be nice
if my children inherited them from me. I also have small hands
with long fingers which were passed on to me from my own
mother and I think they will probably go down to the next
generation to one of my children. I suppose the only trait that I
wouldn’t like someone to have is my pointed nose. At school,
my peers made fun of it the whole time I was there.
Unit 6b
Exercise 3 (p. 44)
1 d
2 a
LE
•
• In terms of inheritance from our parents, genes can also pass
on memories of experiences.
• He altered the solution by adding acid.
• Genes from our parents affect our eye color.
• Symptoms of the disease appear in infancy usually after six
months.
O
P
Suggested Answers
C
Listening, Speaking & Writing (p. 37)
M
• Yes, I have been told that I look like my mother and act like
my father.
• I have my mother’s facial features and my father’s outgoing
personality.
• I believe these traits are genetically determined, so yes, since
we inherit genes, we could very well inherit character traits.
Reading (p. 42)
S
A
conveniently (adv): in a helpful way
heredity (n): the process of passing characteristics from parent
to child through genes
convincing (adj): persuasive
inheritance (n): the physical or mental qualities taken from our
parents
alter (v): to change something
affect (v): to influence
infancy (n): a stage in life when a person is a baby or small child
3 d
4
5
6
7
c
a
c
a
Unit 6c
Exam Practice Speaking (pp. 46-47)
Suggested Answers
Stage 1
1 •
•
Suggested Answers
• The hotel is conveniently situated right in the center of the
city near the stores, cafés, and nightlife.
• The research is focused on determining which traits are
passed down through heredity.
• The attorney made a very convincing argument and the judge
ruled in his client’s favor.
…so much work to do that ... (so much/little +
uncountable noun + that)
…because.. (Because and for can both be used to
introduce a clause of reason. However, for can’t be used
at the beginning of a sentence, or as an answer to a why
question. When used, there is always a comma before it in
written speech, or a pause in oral speech.)
…such enormous difficulties that… (such + a lot of +
plural/uncountable noun + that)
…so excited that… (so + adjective/adverb + that)
…as a result… (as a result + noun)
…seeing that… (seeing that + clause)
In view of the fact that… (in view of the fact that + noun)
•
Well, I come from a pretty big family. I have three sisters
and two brothers. We all get along very well. My mother
is the sweetest person I know. She takes great care of
her family and is always there for all of us. My dad is the
cornerstone of our family and works hard to support us.
He is a great mentor for all of us.
Both of my parents are doctors. I wouldn’t want to follow
in their footsteps for several reasons. First of all, there’s a
lack of free time because of the long working hours. It’s
also extremely tiring as doctors work different shifts. In
addition, it can be depressing and emotionally stressful
because doctors often witness a lot of suffering. So, it’s
not something I’m interested in pursuing.
Well, I believe one of the top qualities employees should
have is professionalism. This incorporates being polite,
well-spoken and presentable at work. Good employees
should also be dependable, responsible, reliable, honest
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Answer Section
and courteous to coworkers, employers and business
associates.
Stage 2
Model Interview
3 •
•
Mark recommended Ms. Hughes and Helen recommended
Mr. Andrews.
Helen chose Frank Hopkins and Mark chose Elizabeth
Hathaway.
the decision they have made. The other two students take on
the roles of test takers 1 and 2 and respond to the questions,
justifying and defending their decision.
For a model of Stage 5 conducted in groups of three, see
audioscript for Stage 5 Model Interview.
Model Interview
9 •
Y
Stage 3
The candidates chose Mr. Hopkins.
Mr. Hopkins has hands-on experience as a medical
research assistant and is very skilled at evaluating
research. He is motivated and learns quickly. He has an
excellent relationship with his peers and his lab experience
would allow him to easily perform his work duties. He has
also competed in a medical research contest and won.
Stage 4
Model Interview
•
A
Stage 5
C
•
LE
•
P
•
•
•
Helen’s reasons are that Mr. Hopkins has four years of
experience as a medical research assistant and he also
reviews research information for accuracy very thoroughly.
Mark’s reasons are that Mr. Hopkins has a high level of
motivation and is able to learn new things quickly. He
likewise has an excellent relationship with his coworkers.
Helen supports her first reason by saying that Mr. Hopkins
has the most appropriate skills and qualifications for
the position so he will not need extensive training. She
supports her second reason by saying that the center’s
research would be in good hands, as Mr. Hopkins is more
than capable of performing at their high standards.
Mark supports his first reason by saying that Mr.
Hopkin’s enthusiasm for challenges would make him a
very effective team member, and the fact that he’s a fast
learner would enable him to keep up-to-date with all the
latest developments. He supports his second reason by
saying that Mr. Hopkins would be a welcomed addition
because his ability to get along well with his colleagues
would enable them to function effectively as a team.
M
7 •
O
P
Model Interview
5 •
•
NOTE FOR THE TEACHER
In the actual ECPE:
S
In the actual ECPE, Stage 5 of the Speaking task is conducted
between Examiner 2 and test takers 1 and 2.
In the coursebook:
The Stage 5 tasks in the Speaking Exam Practice included in
the coursebook aim to familiarize students with the questioningdefending format of Stage 5 of the ECPE Speaking section and
provide them with the opportunity to practice related techniques
that will enable them to complete the task successfully.
If the teacher wants students to practice Stage 5 in a situation
that is more faithful to the format of the exam, it is advisable that
Stage 5 be conducted in groups of three. One student takes on
the role of the person in authority (a role assumed by Examiner 2
in the actual exam) and asks test takers 1 and 2 questions about
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28 NEW S&S ECPE Ts AnswSect.indd 224
The examiner told Helen that he was worried Mr. Hopkins
might spend too much time reviewing research. The
examiner told Mark that he was concerned Mr. Hopkins’s
coworkers might have trouble offering constructive
criticism if they were friends. The examiner asked Mark
if there were any negative comments about Mr. Hopkins,
that he should take into consideration. The examiner
asked Helen for her viewpoint.
Helen defended her position by saying that inaccuracies,
false data, and miscalculations would be avoided due
to Mr. Hopkins’s thorough means of reviewing research
information. This would ultimately give the team more time
for new projects and save them the trouble of doing things
over again.
Mark defended his position by saying that Mr. Hopkins’s
coworkers would actually feel freer approaching him with
any concerns if they got on well, as they would believe
that he wouldn’t take criticism personally. Thus, his work
would improve.
Mark defended his position by saying that Mr. Hopkins
has failed to meet deadlines but he did not view that
as a drawback because he had a good track record of
checking information for accuracy. He further stated that
if anything, it was probably due to unexpected results
or other temporary factors. Helen stated that placing
deadlines at the expense of correct results was not
productive and that under their supervision Mr. Hopkins
would be taught to better manage his time.
Exam Practice II – Writing II
Exercise 1a (p. 50)
1 The effects of a law requiring junk food to be labeled with
health warnings.
2 My target readers are members of my local community.
3 The positive and negative impacts of the law and my opinion on it.
4 The article should be written in formal style as it is a serious
issue regarding a law and its impact.
Exercise 1b (p. 50)
Suggested Answers
Source 2 could be used to introduce the article as it gives a
statistic on the regular consumption of fast food demonstrating
that consuming a lot of fast food is a problem in society.
Source 1 could be used in support of the positive impacts of the
law as it shows the effects of warning labels in reducing junk food
consumption.
Source 3 is a quote that shows why warning labels should not be
implemented.
Source 1: Results from a recent university study indicate that
warning labels reduced junk food consumption by half.
Source 2: According to the National Center for Health Statistics,
around 37% of Americans consume fast food regularly.
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Answer Section
Exercise 3 (p. 51)
Exercise 4b (p. 51)
Suggested Answers
S
A
M
P
Through this law, our government hopes to reduce junk food
consumption. The idea is that warning labels will grimly remind us
of the health risks if we eat junk food and as a result discourage
us from eating such food. A recent university study has shown
that junk food consumption dropped almost by half when
warning labels were used.
It could be true that warning labels do work, but we must ask
ourselves: are they fair? Unlike cigarettes, there are a variety
of ingredients that make up different foods, resulting in many
different effects. It would be very difficult to decide which foods
are dangerous and which are not. Jim Oswald, the owner of
a local fast food chain has said, “Warning labels are a form of
discrimination and are based on assumptions rather than empirical
data from nutritional analysis.” What’s more, who will decide which
junk food to label and which not to? It’s obvious that establishing
what constitutes fair labeling will have some serious issues.
We also can’t ignore the long-term effects of labeling. For example,
cigarette warning labels worked at first, but after a while, people
started to ignore them and return to their old habits. It would not
be surprising if the same will happen with labels on food.
Exercise 5a (p. 52)
The writer uses a statistic from a source to introduce the topic as
well as a rhetorical question to engage the reader.
The writer uses a thought — provoking idea of recommending a
community health program to end the article. The writer presents
their opinion indirectly in the conclusion.
28 NEW S&S ECPE Ts AnswSect.indd 225
Conclusion:
In the end, it is not clear whether warning labels will be effective
as well as fair. The government needs to reevaluate its approach
to public health and look for solutions that will be effective and
fair. (Technique: Reference to the future)
Exercise 5b (p. 52)
Introduction: direct address and a rhetorical question
Conclusion: a thought – provoking idea and a quotation
Exercise 5c (p. 52)
Suggested Answer
Introduction Title: School Board Adds Nutrition Classes
Conclusion Title: Should Insurance Cover All Health Care?
Exercise 6b (p. 52)
LE
Title A is not appropriate because it uses the present perfect
verb tense instead of the present simple. It also uses articles and
prepositions. Moreover, it does not grab the reader’s attention.
Title C is not appropriate because it refers to another topic, the
dangers of junk food, rather than the topic of food warning labels.
It also contains a preposition.
How often do you stop to think about what you eat? Junk food
consumption is a serious problem with approximately 37% of
Americans eating fast food on a regular basis according to the
National Center for Health Statistics. Perhaps a reminder is in
order. The government is considering a reminder in the form of a
law to enforce that health warning labels be placed on junk food
products as we have already seen on cigarette packaging. This
action will clearly have a variety of consequences both good and
bad. (Technique: direct address)
Y
1 Paragraph 2 presents the viewpoint of the effectiveness of
warning labels on reducing junk food consumption.
Paragraph 3 presents the viewpoint of how unfair warning
labels would be and outlines problems in applying labels.
Paragraph 4 presents another viewpoint on how ineffective
warning labels would be in the long-term.
Topic Sentences (Suggested Answers)
Paragraph 2: The point of this law is that the consumption of
junk food would be substantially reduced with warning labels.
Paragraph 3: Besides their effectiveness, it must be considered
exactly how fair warning labels are.
Paragraph 4: It is important not to ignore the long-term
effectiveness of warning labels.
2 Source 2 is used to introduce the topic. Source 1 is used
in paragraph 2 to show the effectiveness of warning labels.
Source 3 is used in the third paragraph to support the
viewpoint of warning labels being unfair.
3 The writer’s opinion is in the conclusion, paragraph 5.
Introduction:
O
P
Exercise 2 (p. 50)
Suggested Answers
C
Source 3: According to local fast food owner Jim Oswald,
“Warning labels are a form of discrimination and are based on
assumptions rather than empirical data from nutritional analysis.”
Suggested Answers
Introduction:
Some of us take health care for granted. We can go see a doctor
or visit a medical center easily. But this is not the case for many
who live far away or are unable to see a medical professional for
other reasons. In the words of Henry Pratt, director of the Public
Health Institute, “Access to health care for all must be our number
one priority.” Virtual health care promises to solve such problems
of health care access as well as many other problems, and our
government is ready to invest heavily in it. Many, however, have
concerns about moving in the direction of virtual health care.
Conclusion
All things considered, there is little doubt that virtual health care
is the future and investing in it is a smart move. As we accept
change and adapt to virtual health care, the human element will
not be lost. Above all, health care needs to become affordable
in order for everyone to have equal access. Virtual health care
platforms promise to save $10 billion a year in the coming years
according to a recent news report. How can we ignore this cost
effectiveness which will result in affordable health care for all?
Exercise 6c (p. 52)
Suggested Answer
Title: Government Welcomes Virtual HealthCare
Exercise 7 (p. 53)
Suggested Answers
Paragraph 2: According to a recent health report, virtual
health care will save over $10 billion over the next few years.
(Source 2)
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Answer Section
LE
Revision & Extension – Writing
(Modules 1-2)
Exercise 1b (p. 54)
Exercise 8b (p. 53)
A
M
P
Tanya: A company could discriminate against you if you have
some medical issues. For instance, a person who has a chronic
health condition, such as diabetes or epilepsy, might not get
hired or once on the job not be considered for promotions or
certain tasks.
Jacob: By knowing an employee’s medical history, an employer
could make sure that a job is suitable for that person. Certain
medical conditions may not be conducive to a task, and the
employer could take this into account when assigning positions
or tasks.
Marc: Chronic or serious conditions could cause a lot of
problems on the job. In particular, productivity would decrease
and absences would increase due to the medical condition. This
would be detrimental to both the company and the employee.
S
Y
Suggested Answers
1 I can include the quote from Source 3. I could also ask a
rhetorical question, use direct address, or create an interesting
scenario.
2 Paragraph 2: I will focus on the effects of serious medical
conditions on employee performance.
Paragraph 3: I will focus on the discrimination of employees
based on their medical histories.
Paragraph 4: I will focus on how access to employee medical
records is an invasion of privacy.
3 Source 1 I could use this to support the view that employees
with serious medical conditions could face discrimination.
Source 2 could be used to support the view that serious
medical conditions cause problems in the workplace. I could
expand on it by saying how this would affect companies.
Source 3 I could use this to support the argument that access
to employee records is an invasion of privacy. I could also use
the quote in the conclusion or introduction of my article.
4 I should include my opinion and/or my recommendation and
some closing comments.
5 Do Employee Medical Records Belong in the Workplace?
O
P
Exercise 8a (p. 53)
on the job. In fact, recent employment statistics reveal that
employees with serious health conditions have a much higher
rate of absences. In fact, the average healthy worker misses four
days a year, whereas employees with serious health conditions
miss twelve days. That’s 300% more. This obviously affects a
company’s performance in the long run and may even cause
problems for coworkers that will have to pick up any slack.
However, access to medical records could also lead
to discrimination against employees who have chronic
conditions. For example, if an employee has a heart condition,
they may not be considered for a promotion based on a fear
that it would interfere in their ability to handle the stress that
comes with more responsibilities. A recent news report states
that I out of 3 employees with chronic medical issues feel they
are discriminated against in hiring or on the job.
Apart from the possibility of discrimination, many people feel
that mandatory access to employee records infringes on a
person’s right to privacy. Spokeswoman for the Civil Liberties
Union, Linda Bolton, warns “Access to medical records as a
condition of employment is an invasion of a person’s right to
privacy.” Protecting the right to privacy is not something to be
taken lightly.
Considering these points, it’s hard to deny that an employee’s
right to privacy and to equal treatment takes precedence
over an employer’s concern over work outcomes. Matching
job requirements to abilities can be accomplished through
interviews and skills testing without infringing on a person’s
right to keep their medical data private.
C
Paragraph 3: Through online platforms, people can access
medical care at anytime from anywhere without leaving their
homes. According to Henry Pratt, director of the Public Health
Institute, “Access to health care for all must be our number one
priority.” (Source 3)
Paragraph 4: They need the human touch and support that
can only be found in physical health care visits. In fact, a recent
survey found that 93 percent of those surveyed preferred their
initial visit to a doctor to be in person.
9 Suggested Answer
Do Employee Medical Records Belong in the Workplace?
Most people feel their medical history is private and personal
information. What about, though, when a potential employer
asks to access it? Many of us may feel uncomfortable with
the idea, but many employers in our city feel it is necessary
to understand a future employee’s health condition and want
access to medical records as a condition of employment.
Certain health conditions could affect work performance and
employers argue they should be aware of this. They claim that
chronic or serious conditions could cause a lot of problems
Suggested Answers
1 Source 1 provides a forecast of how long it will take for
existing natural energies such as coal, gas, and oil to run out
in the future.
Source 2 presents data on the percentage of energy that can
be provided by solar energy.
Source 3 presents a quote explaining that alternative energy
will stop dependence on fossil fuels and is better for the
environment.
2 Source 1: A recent energy forecast has revealed that by the
end of this century we will have run out of natural energy
resources such as oil, gas, and coal.
Source 2: As stated in a recent energy report, solar power
covers only 20% of today’s energy needs.
Source 3: (We don’t usually paraphrase quotes.)
3 Sources 1 and 3: Source 1 doesn’t refer to alternative energy,
but points out that natural energy will run out, so alternative
sources of energy will be needed.
Source 3 points out that alternative energies will make us
more self-sufficient and not dependent on natural resources
while at the same time they don’t harm the environment.
4 Source 2: It points out that solar power, an alternative energy,
is currently able to cover only 1/5 of our energy demands.
5 Source 1 could be used in task 1 to support the government’s
idea of investing tax revenue into alternative energies as
natural energy resources are finite.
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Answer Section
Y
Exercises 3b (p. 55)
Solutions
1 online support through their friends and chat groups;
for shy or socially awkward teenagers, this might be their only
way of reaching out and finding support.
2 a trained counselor or therapist
– it’s not always easy for teenagers to access one. Either
they are too afraid or think their peers will judge them for
seeing a therapist.
– There is a stigma, unfortunately, in seeking professional
help and many teenagers are too insecure to not care
about this.
3 schools getting involved.
– Teenagers spend so much of their time at school and with
their teachers. Schools could offer classes and support
to teenagers in need. Schools are the perfect place for
a teenager to reach out to adults for help, especially in
cases where their home life may not be that great or
supportive.
– Schools are a perfect place to raise awareness and
learn about mental health as well as create empathy and
understanding, something young people need to nurture
in themselves.
S
A
M
P
LE
Task 2 the essay
1 Yes in the sentence: There are both benefits and drawbacks
to converting completely to alternative sources of energy and
cutting out all consumption of fossil fuels.
2 Suggested Answers
According to a recent energy forecast, natural energy sources,
such as oil, gas, and coal, will have run out by the end of this
century. (source 1)
For example, a recent energy report states that solar energy
at the moment only covers 20% of our demand for energy.
(source 2)
3 In the second paragraph, the writer presents the idea of
alternative energies being a solution to the environmental
crisis. In the third paragraph, the writer presents the idea of
the high cost of alternative energies.
4 At first glance: To begin with, Firstly, In the first place, First of
all,
As a result: Consequently, For this reason, Therefore,
Another point to consider in favor of: An additional advantage
of, A further argument for,
In other words: That is to say, This means that,
Nonetheless: Nevertheless, On the other hand, However, Even
so,
One disadvantage: One/A problem/drawback/negative
aspect, One argument against
For instance: For example, In particular,
Furthermore: In addition, Moreover, What is more, Not to
mention the fact that
All things considered: In conclusion, On balance, Taking
everything into account/consideration, To conclude, To sum
up, All in all, Finally/Lastly,
5 The writer’s opinion is presented indirectly.
Suggested Answer: There is little doubt that the only longterm energy solution is further research and development of
green energies.
O
P
Exercise 2a (p. 54)
As stated in a recent energy report, solar power only provides
20 percent of our energy needs.
3 By and large: In general, On the whole,
Opponents of: Those who oppose, Critics of, Those against,
In particular: Particularly, For example, For instance,
On the question of: Regarding, In regards to, In the matter of,
On the subject of
such as: like, especially, particularly, in particular, for example/
instance,
Needless to say that: What is more, Furthermore, Moreover,
Not to mention the fact that
In the end: In conclusion, All in all, To conclude, In Conclusion,
All things Considered, etc.
4 Suggested Answer: Should Taxpayers Fund Green Energy
Investment?
5 Suggested Answer: It is obvious that government investment
into green energy is not the solution due to the high costs and
other public works that need attention.
C
Source 2 could be used in task 1 to support the view that
investment in alternative energies does not help the energy
problem and should not be done.
Source 3 could be used in task 1 to support the view that
investing in alternative energies will make us more selfsufficient and help the environment.
6 Source 1 could be used in task 2 to support the positive effect
of alternative energies as they are sustainable as opposed to
natural energies.
Source 2 could be used in task 2 to show a negative aspect
of alternative energies as they don’t cover our energy needs.
Source 3, the quote, could be used in task 2 to support the
two positive aspects of alternative energies: they create selfreliance and are environmentally-friendly.
Exercise 2b (p. 54)
Task 1 the article
1 Direct address is used to grab the readers’ attention.
2 Suggested Answers:
National Energy Advisor, Caroline Patters has said “Alternative
energy will put an end to our reliance on imported fossil fuels
while significantly reducing our carbon footprint.”
Exercise 3c (p. 55)
Task 1
Suggested Answer
Can Schools Help us Feel Better?
Today, 20% of teenagers suffer from mental illness such as
depression and anxiety as stated in a recent mental health report.
As we can see, mental illness has become a substantial problem
for young people and our school board wants to address the
problem through mental health classes and support for students.
However, will this do more harm than good?
The implementation of classes and support could help a lot of
students who would otherwise not understand their problems
or find support. For instance, many mental problems faced by
young people like us are related to our home environment, and
therefore the school might be the only option for some of us to
get help.
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Answer Section
Suggested Answer
A
M
P
Teenagers spend a great deal of their time online, so it is not
surprising that they would also seek help and support for their
problems online particularly through chat groups and social
media. Using online platforms to solve problems for teenagers
may be very helpful, but there are also some drawbacks to this
form of support.
The main advantage of chat groups as a source of help is that
they are accessible at any time. For instance, if a teenager is in
crisis in the middle of the night, they can contact other teenagers
and friends for support. Besides its convenience, teenagers feel
comfortable telling their problems to their friends and other peers.
A recent health survey reveals that approximately 70 percent of
teenagers use online support to help them with depression and
anxiety as opposed to only 20 percent that seek professional
treatment. Clearly, reaching out to their peers is something they
believe will help them.
As popular a source of help online chat and social media may
be, there are some serious drawbacks that should be considered.
Firstly, there is a lot of misinformation online that could lead to
poor advice or cause even more problems for a teenager seeking
help, particularly if the teenager has a serious mental health issue.
According to psychiatrist Dr. James Hortan, “Mental health issues
should be handled strictly by trained professionals, otherwise it
can lead to misdiagnosis, stereotypes, and general panic.”
Furthermore, online chat and social media can lead to bullying
someone who has a problem and is vulnerable. For example, a
young person could trust a chat group or online friends with some
personal problem and they could in turn use the information to
bully and hurt them. Young people are immature and do not
always understand the severity of what they might think is joking
or having fun.
S
228
28 NEW S&S ECPE Ts AnswSect.indd 228
Y
Unit 7a – Information Overload?
Lead in (p. 56)
O
P
Suggested Answers
• I will never forget the moment I received the prize for coming
first in a community swimming race. I felt so elated, after
weeks of hard work all that training had paid off! No I don’t
remember every single detail as it was many years ago.
• I seem to remember specific moments of my childhood, like
the time I was riding my bicycle home from school and there
was a hail storm. I was wearing shorts and I can remember the
feeling of the little ice pellets hitting my legs.
• I think photographs would probably help me remember more
moments in my life.
• Think! I have to remember important ID numbers and PINs
for banks and my phone. I also need to remember various
passwords. I think I’d feel lost if I couldn’t remember them. It
would cause me huge problems because I wouldn’t be able
to access my bank account online, withdraw any money, or
unlock my phone. These days, for security reasons, everything
has a PIN or a password.
LE
Task 2
Having considered all this, online chat and social media are
valuable forms of communication for young people to seek help
with their problems, but considering the bullying that can occur,
it seems the best place for mental health support would be with
trusted professionals and family members and not online. Taking
into consideration a recent health report, which states that 1 in 5
young people suffer from a diagnosable mental disorder, it is best
to ensure that they receive the much needed help available from
a reputable and trusted source.
C
Furthermore, as young people, we spend a lot of time at school
which means that school is the perfect resource to reach out
to students and help us. As seen in a recent health survey,
only 10% of teenagers suffering from depression and anxiety
receive support from schools. Needless to say, schools are being
underused as a valuable resource for their students.
At the same time, classes and support could be ineffective
and even cause problems. According to psychiatrist Dr. James
Hortan, “Mental health issues should be handled strictly by
trained professionals, otherwise it can lead to misdiagnosis,
stereotypes, and general panic.” In other words, misinformation
could be created in classes and support could be mishandled.
Many teenagers have serious issues that should not be
handled by teachers because it requires the attention of mental
health professionals. Additionally, some students may not feel
comfortable talking about mental health at school. They may
prefer a more private setting. This raises the issue of how would
privacy be respected and issues of gossiping and labeling be
avoided?
In the end, many young people are unaware of their mental health
problems and not even realize that they are in urgent need of help.
Incorporating mental health education and support into schools
seems to be a step in the right direction. As long as teachers are
trained properly and cooperate with trained professionals, I don’t
see why the school board should not offer this much needed
support to students.
Reading (p. 56)
bank statement (n): a record of banking transactions
respondent (n): sb who answers questions in a survey
discipline (n): a particular area of study at a college or university
plausibility (n): the state of whether something is possible or
workable
thorny (adj): used with a question, issue, or problem to indicate
that it is difficult and complicated
aim (n): a goal hoped to be achieved
massive (adj): extremely large
amass (v): to gather together a large amount by collecting it
gradually
Suggested Answers
• I like to access my bank statements online these days so I
can keep up to date with my financial affairs easily.
• Respondents in the survey were asked questions about their
views on the new mall.
• History is an important discipline that can teach us a lot
about the world.
• We need to assess the plausibility of a product like this going
on the market.
• They addressed the thorny question of the rising costs of the
experiment.
• The aim of the project was to create a traffic-free zone around
the town.
• There has been a massive increase in unemployment in the
area.
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Answer Section
• I think I agree with the man’s point of view. The information
taken by the Lifelog program could have been used in a
negative way, to spy on people, and that goes against our civil
liberties. The man makes a good point by saying technology
is going too far.
•
Think! Although the concepts are interesting, personally,
I would never agree to use such a device, especially not a
neural implant. The mind is an amazing thing and I have no
problems remembering things. Having a device like this would
make people lazy and dependent on a machine to remember
anything for them. It would take all the enjoyment out of the
act of remembering. Besides, there are already other ways in
which you can hold on to and trigger past memories, such as
taking photographs, making home movies, and writing diaries.
Unit 8a – The Social Robot
Lead in (p. 62)
Suggested Answers
Speaking & Writing (p. 63)
Suggested Answers
•
Think! Student A: I think robots should have the ability
to have and display emotions. This way they will be great
companions for people that are alone such as the elderly.
Moreover, if they had emotions, they would be great teachers
that could interact with young people and teach them correct
behavior.
Student B: I don’t think robots should have any emotions as
they might start to misbehave. Not all emotions are positive.
For example, they could get jealous or angry at humans and
act on these emotions which could even be dangerous.
Student C: Well, it is important to have some degree of
emotional intelligence in robots otherwise they will not be
able to interact with humans at a sophisticated level and will
remain machines that complete task rather than help humans
with a variety of issues including psychological ones.
Etc.
IT Author Isaac Asimov created the 3 Laws of Robotics in
order to prevent robots from harming humans. The 3 laws are:
1 A robot may not injure a human being or, through inaction,
allow a human being to come to harm.
2 A robot must obey the orders given it by human beings
except where such orders would conflict with the First
Law.
3 A robot must protect its own existence as long as such
protection does not conflict with the First or Second
Laws. Asimov’s laws of robotics are not scientific laws,
they are instructions built in to every robot in his stories to
prevent them from malfunctioning in a way that could be
dangerous to humans. These laws have had a great impact
on ethical discussions regarding the degree and nature of
artificial intelligence advanced robots should have.
A
M
P
LE
• The robot in the picture is in a factory. I think it is piecing
something together or checking a part of something that is
being manufactured in this factory. Robots are often used
for assembling and packing in the manufacturing industry. In
space exploration, robots have been used a great deal. Far
out in space they have performed extraordinary tasks that
would have been impossible for humans. You will also see
robots in hospitals and in the home. For instance, you can
buy a robot that vacuums your home for you. Robots have
benefited our lives because they are used in place of humans
to do dangerous, difficult, or boring tasks or at times where
speed, accuracy, and strength are needed.
• Think! I think it is unlikely that robots will take over the
human race. Although robots are becoming more and more
sophisticated, they cannot think independently because they
rely on the programming that has been installed in them. I do
not think that they will ever have the potential of the human
mind itself. Humans have the ability to reason, come up with
solutions to problems, and change their behavior accordingly.
In my opinion, humans will always have the upper hand.
Y
Suggested Answers
O
P
Listening, Speaking & Writing (p. 57)
• The dexterity of the robot was impressive; it was able to
repair the tiny processor with its hands.
• The new breakthrough helped scientists conquer the problem
in their research.
• The robot was freestanding and moving around by itself.
• Many ask if it is possible to have a tangible relationship with
a robot.
• The camera footage showed someone breaking into the
laboratory.
• The robot changes color to show its frustration when it is
irritated.
• The little girl picked up her teddy bear and cuddled it.
C
• He amassed a fortune while working on oil rigs as the pay
was fantastic.
S
Reading (p. 62)
capacity (n): sb/sth’s ability to do sth specific
dexterity (n): the ability to perform sth skillfully with the hands
conquer (v): to overcome a problem
freestanding (adj): standing without being attached to or
supported by sth
tangible (adj): real or significant
footage (n): a piece of film showing sth
frustration (n): the feeling of being imitated or upset because sth
has or hasn’t occurred
cuddle (v): to embrace and comfort someone/sth
Suggested Answers
• The communication capacities of robots have reached a very
advanced level.
28 NEW S&S ECPE Ts AnswSect.indd 229
Unit 9a – Wi-Fi Snoops
Lead in (p. 68)
Suggested Answers
• I use the Internet to check my emails and to browse the web
for information. Sometimes I shop online. These days, I do
all my banking online, which is very convenient. I give out
information when I sign up for social media apps and I also
enter my credit card information when I shop online.
• I have passwords on my email and for Internet banking. I
also have passwords on my social media accounts. All my
passwords are saved on my computer.
229
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Answer Section
Reading (p. 68)
wireless (adj): using a system without the need for wires or cables
fraternity (n): a group of people who share the same interests
radiate (v): to send out, as if in rays in all directions
intercept (v): to stop something that is going from one place to
another
enterprise (n): a new business or project
abuse (v): to use in a wrong or improper way
by default (phr): happening automatically without any action or
choice
tech-savvy (adj): knowing a lot about technology
Suggested Answers
P
Listening, Speaking & Writing (p. 69)
Suggested Answers
M
Think! Student A: Well, would you have proposed this law
if you were a lawmaker?
Student B: I would, because it makes criminals think twice
before they steal information. So many people use the Internet
these days and personal information isn’t as safe as it should
be.
Student C: Well, in my opinion, this law still doesn’t safeguard
your information from criminals. If it was up to me, I would
concentrate on trying to find ways to make Wi-Fi connections
more secure for users.
Student A: But stealing is stealing, and I think people should
still be punished for this kind of crime.
Student B: Yes, I agree.
Student C: OK, can you think of any other laws to govern the
Internet?
Student A: Mmm, well I certainly hate spam. My inbox gets
flooded with emails trying to advertise and sell things. It makes
me angry because I haven’t requested any marketing material.
Student B: From what I know, these companies get hold of
your email addresses from other companies and websites
you have accessed. Maybe there should be a law to stop this
passing on of personal information?
S
A
•
230
28 NEW S&S ECPE Ts AnswSect.indd 230
Unit 9c
Exam Practice Speaking (pp. 72-73)
Suggested Answers
Stage 1
Model Interview
LE
• Having wireless Internet means that I can use my laptop
anywhere in the house.
• The legal fraternity is made up of lawyers and judges and
other professionals.
• The stars radiate light and heat energy.
• The police intercepted the truck at the intersection.
• The new enterprise is already a success because of its
innovative approach.
• Players caught cheating or abusing the system will be banned.
• My computer backs up my work by default unless I instruct it
to do otherwise.
• After spending years as a computer software programmer, he
is definitely tech-savvy.
Student C: Well there is, in some places like Europe. I
think data protection is a real issue. All the useless emails I
receive are a real intrusion. Also, you could open one from an
unknown sender and there could be a virus in it.
Student A: Yes, exactly. So stronger laws to stop spam
emails. Good. Now, back to Wi-Fi. How strict do you think
laws should be regarding Wi-Fi crime?
Student B: I think that laws should be very strict and offenders
should be punished severely.
Student C: Yes, I agree! Important information in the wrong
hands could be dangerous. It is therefore necessary to make
stealing information through Wi-Fi connections a serious
offense.
• In my opinion, this is a very good and necessary law which I
hope will help prevent crime and punish criminals who steal
through Wi-Fi. I think that criminals who prey on people
should be punished severely. For example, it makes me angry
that some honest people who want to pay bills using the
Internet end-up with financial problems and debts because
some criminal stole money from their account.
Y
I do not think the Internet promotes crime any more
than anything else. If someone is going to commit a crime
such as fraud or theft, then they will do it wherever they can.
I guess the most common crime on the Internet is copying
files and downloading software without paying for it. Many
people think this is OK because the Internet is supposed to
be a universal application for the sharing of information. They
think this sort of crime is harmless.
O
P
Think!
C
•
1 •
•
•
In the future, I hope to go to college to study computer
science. Once I obtain my degree, my aspiration is to
work in the IT sector developing software.
English will be helpful to me in my career because it is the
language of information technology and it will dramatically
increase my chances of finding a good job in my home
country and abroad.
I believe schools can be improved by adopting more modern
technology in their classrooms. That means investing in the
latest devices such as tablets and interactive whiteboards
which will introduce fun learning and inspire students to
collaborate in class. It is really important that students
obtain twenty-first century skills needed for the future.
Stage 2
Model Interview
3 •
•
Tonia recommended the surveillance cameras and Michael
recommended the science lab.
Michael chose the interactive whiteboards and Tonia
chose the computer lab.
Stage 3
Model Interview
5 •
•
The test takers chose the interactive whiteboards in the
end.
The interactive whiteboards would benefit the school
overall. Teachers would have access to interactive tools
which would allow them more flexibility to teach and
review language. What is more, students would be able
to interact with the learning material which would make
the lesson more stimulating. In addition, the school would
receive funding from a non-profit organization.
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Answer Section
Exam Practice III – Writing III
Stage 4
Stage 5
NOTE FOR THE TEACHER
In the actual ECPE:
In the actual ECPE, Stage 5 of the Speaking task is conducted
between Examiner 2 and test takers 1 and 2.
In the coursebook:
Exercise 1 (p. 76)
Suggested Answers
1 I am writing to the mayor.
2 I will write in a formal style.
3 The purpose of my proposal is to evaluate different opinions
on the automation of public services and present my
recommendation.
4 I will present viewpoints for and against the proposal.
5 I would use source 1 and source 3. I would use them in the
main body paragraphs.
Exercise 2c (p. 77)
Y
•
Michael’s reasons are that interactive whiteboards are
equipped with interactive tools that teachers can use
to work in the classroom and they also provide more
teaching flexibility. Tonia’s reasons are that interactive
whiteboards promote student interactivity and they make
it easy to practice different language skills.
Michael supports his first reason by saying that the
interactive whiteboard technology brings collaboration to
the classroom. He supports his second reason by saying
that interactive whiteboards reinforce creative teaching.
Tonia supports her first reason by saying that through
student interaction learning in the classroom is enhanced.
She supports her second reason by saying that by using
whiteboards teachers are able to practice written and oral
language exercises in the classroom.
O
P
7 •
1 The writer refers to the recipient in the introduction.
2 The main body presents points related to convenience and
efficiency in the first paragraph, user-engagement and ease
of use in the second paragraph, and financial implications and
considerations in the third paragraph.
3 Sources are mentioned in each main body paragraph: Source
1 in par. 2, Source 2 in par. 3 and Source 3 in par. 4. The
language used to attribute the sources includes: a recent
study has shown, according to ..., and ... has said.
4 The writer’s recommendation is included in the conclusion.
C
Model Interview
Exercise 4a (p. 78)
• The purpose of proposal 1 is to examine a company decision
regarding plans to hold all meetings online both corporate and
with clients. It is written to the president of the company.
• The purpose of proposal 2 is to evaluate the school district’s
plan to replace all textbooks with e-books and learning apps.
It is written to the school district’s offices.
• The purpose of proposal 3 is to outline various issues with the
city council’s plan to offer free Wi-Fi in all public areas. It is
written to the city council.
M
P
LE
The Stage 5 tasks in the Speaking Exam Practice included in
the coursebook aim to familiarize students with the questioningdefending format of Stage 5 of the ECPE Speaking section and
provide them with the opportunity to practice related techniques
that will enable them to complete the task successfully.
If the teacher wants students to practice Stage 5 in a situation
that is more true to the format of the exam, it is advisable that
Stage 5 be conducted in groups of three. One student takes on
the role of the person in authority (a role assumed by Examiner 2
in the actual exam) and asks test takers 1 and 2 questions about
the decision they have made. The other two students take on
the roles of test takers 1 and 2 and respond to the questions,
justifying and defending their decision.
For a model of Stage 5 conducted in groups of three, see
audioscript for Stage 5 Model Interview.
Model Interview
The examiner told Michael that they were afraid that this
new interactive technology may be too complex for some
teachers and not all would adapt to it. The examiner told
Tonia that they were afraid that during the interactive
lessons, teachers would have problems controlling the
students in the classroom.
Michael defended his position by saying that he believed
that most teachers would be more than willing to learn
how to use and incorporate this technology. This would
improve their teaching, motivate students, and set a good
example for other schools.
Tonia defended her position by saying that when it comes
to classroom management, it would be up to the individual
teachers to set their limits and control their students just
like they do in other classes. Ultimately, it is the teacher’s
job to establish classroom rules and expectations.
S
A
9 •
•
•
Exercise 4b (p. 78)
Suggested Answers
• Student A: What do you expect to find in the main body of
proposal 1?
Student B: I expect to find evaluations of the efficiency and
financial benefits of online meetings. I also expect to find
evaluations of client needs and client preference.
Headings could include: efficiency & benefits, client needs,
client preference.
• Student B: What do you expect to find in the main body of
proposal 2?
Student A: I expect to find evaluations of the benefits of
interactive activities and the development of technical skills. I
also expect to find evaluations of the impact of screen time on
young people and it’s possible negative effects.
Headings could include: benefits, skill development, impacts
of screen use, negative effects.
• Student A: What do you expect to find in the main body of
proposal 3?
Student B: I expect to find views on on the positive impacts
of Wi-Fi access. I also expect to find views on negative issues
relating to free Wi-Fi access, such as possible distractions,
lack of data protection, and enabling of Internet addiction.
231
28 NEW S&S ECPE Ts AnswSect.indd 231
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Answer Section
1
2
3
4
5
6
7
8
9
10
At first glance
is a costly investment
it is prudent
is secure
our online platform
outdated
there is a potential risk of it being
Consequently
implemented
in the long run
Exercise 5b (p. 78)
Suggested Answers
Another point to be considered is the loss of jobs due to
automation. For example, robots will replace jobs done by
humans, resulting in unemployment. A potential solution would
be to assign only repetitive or dangerous jobs to robots. This way,
very few people would lose their jobs and mass unemployment
would be avoided.
Exercise 6 (p. 79)
Exercise 7a (p. 79)
S
A
M
P
1 The purpose of the proposal is to evaluate different opinions
on the introduction of basic coding as a required subject in
the elementary school curriculum.
2 The target reader is the superintendent of the school.
3 I should write in a formal style because it is a proposal.
4 In the main body paragraphs I should include the different
opinions on the topic.
5 I can use the sources to support the views/opinions that I
present in the main body.
6 I can use the following subheadings: introduction, benefits
of coding, disadvantages of increased computer use,
transferable skills, conclusion.
7 In my conclusion I should include my recommendation/
opinion. I could also include a summarization of the main
points mentioned in the proposal.
Exercise 8 (p. 79)
Suggested Answers
Introduction:
The aim of this proposal is to evaluate the different opinions on
the issue of introducing basic coding as a required school subject
to the elementary school curriculum. This proposal will present to
you, the superintendent of the school, different viewpoints on the
issue and offer a recommendation for how to proceed.
232
28 NEW S&S ECPE Ts AnswSect.indd 232
Disadvantages of increased computer use
While the implementation of coding classes could have numerous
benefits, we are obligated to consider the disadvantages. The
main view against introducing coding to the elementary school
curriculum is the negative impact increased computer use would
have. There is little doubt that coding adds more screen time
which is already at a high level. These concerns are reinforced by
a recent survey which found that most preteens spend between
four to six hours daily using computers or tablets. Adding further
time in front of a screen would push the limits of what some
already see as above advisable levels.
Conclusion
LE
Conclusion A: I strongly recommend = I would strongly suggest/
advise, the best approach would be
Conclusion B: I advise that = I recommend/suggest that, it would
be beneficial/wise
Conclusion C: I suggest that = I recommend that/I advise that,
the best way to proceed/approach is that
Y
Suggested Answers
First and foremost, there are numerous benefits of introducing
coding to the elementary school curriculum. Coding will prepare
children for future employment, as many jobs in the future will
be IT based. This is supported by projected job growth as
predicted in a report by the department of labor. According to this
report, over the next decade there will be a 21% growth in jobs
in Software Engineering compared to an 11% increase in other
industries. Furthermore, learning code helps develop numerous
skills such as critical thinking, creativity, and problem solving.
This is a view shared by Gordon Stanton, head of the Department
of Computer Science at State University. According to Stanton,
“Coding isn’t just learning to write computer code; it’s learning to
problem solve, which is an essential life skill.”
O
P
Exercise 5a (p. 78)
Benefits of coding
C
Headings could include: positives of WiFi, social impact,
online security, internet addiction.
Having considered various aspects of the issue, it seems
that coding lessons would bring a mixture of advantages and
disadvantages to children in this age group. It is clear that coding
would offer advantages in both future employment and offer
transferable skills. Nevertheless, it is imperative that we do not
overlook the concerns of increased screen time. I would strongly
suggest replacing one of the computer lab sessions with a coding
class so that screen time would remain the same. It would also be
a good idea to focus on interactive activities as well as activities
such as building tangible models and working in groups to solve
problems. It is my strong belief that such an approach would offer
substantial benefits while mitigating the disadvantages.
Unit 10a – Talking the Tawk
Lead in (p. 80)
Suggested Answers
• Yes. Elevator in American English is lift in British English
and potato chips are crisps in British English. There are
also some words that are pronounced differently like tomato
(American English /t´"mA…t´U/ and British English /t´"meIt´U/).
• Yes, the accents are completely different. One important
difference is that they don’t stress the same syllables in many
words. I think the American accent is stronger than the British
accent.
• An accent is the way the language is pronounced in a country or
region. A dialect is the way a language is spoken in a particular
part of a country and has some different words and grammar.
Reading (p. 80)
exert (v): to use pressure, influence to make sth happen
prominent (adj): dominant; distinguishable
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Answer Section
Speaking & Writing (p. 81)
Please note that for weaker classes, there is a audioscript
provided to assist students with ideas for the discussion.
A
M
P
• Group A: An accent always gives a person a special identity or
persona of their own. Just think of all the people you know from
different regions of your own country – their accent becomes
part of their personality and the way you think of them.
• Group B: Yes, but on the other hand, it’s very easy to
formulate stereotypes based on people’s accents, and many
times this gives an inaccurate or unfair picture of what the
person is really like. Take English for example, a person with a
Texan accent may be seen as a cowboy, when in fact, they’ve
probably never even ridden a horse.
• Group A: OK, but there’s no getting away from the fact that
it is virtually impossible for someone to speak without an
accent. Sure, some accents may be stronger than others, but
there’s no such thing as a truly neutral accent.
• Group B: There is such a thing as standard pronunciation,
though, which means that a certain way of speaking is seen
as the acceptable norm. Certain jobs may require this of their
employees – it is often valued in language teaching positions,
for example.
• Group A: That idea is probably somewhat outdated, isn’t it?
The main point is to make yourself understood in a language.
If you get your message across clearly, surely the accent is
immaterial. Besides, accents are fun! Wouldn’t it be boring if
we all sounded the same? It’s also interesting to guess what
country a person comes from based on the way they speak.
• Group B: It’s an accepted fact, however, that some people
are self-conscious about their accent and therefore feel
uncomfortable speaking to others. This could be because they
subconsciously feel stereotyped by their accent, or they may
feel that an accent that deviates from standard pronunciation
would indicate that they are uneducated.
S
Unit 11a – What Killed King Tut?
Lead in (p. 86)
Suggested Answers
• There was a famous archaeological dig at Knossos in Crete.
The ruins were first discovered in 1878 and date back to the
Bronze Age.
• King Tut, whose full name was Tutankhamen, was a pharaoh
in Egypt. He was very young when he became Pharaoh and
died mysteriously at the age of about eighteen or nineteen.
His tomb was discovered in the 1920s. The gold funerary
mask from his tomb is world famous.
• Not a lot is known about his death. There have been suggestions
of murder but without real proof, it is impossible to say for sure.
LE
Suggested Answers
Y
• Industry is exerting pressure on the government to relax labor
laws.
• The sign was placed in a prominent position where everyone
would see it.
• The author received no notification of the changes that had
been made prior to the publication of the manuscript.
• The powerful imperial status of Rome in ancient times has
never been in dispute.
• Talking is the most important verbal means of communication.
• The writer’s diaries are heavily based on the intellectual milieu
of that time.
• She was raised in a family of academics who pride themselves
on precise use of vocabulary.
O
P
Suggested Answers
• I believe that accents are an important part of someone’s
personality. The fact that you can tell where someone is from
by their accent is less important to me than the fact that an
accent is the product of a personal history. What I mean by
this is that many people, though not all, pick up strands of
different accents along the way as they move around in
different places and have different cultural experiences. Some
of the most interesting accents I know have been strange
hybrids of dual or even triple cultures! And the people who
have them are therefore totally unique. Without a variety of
accents, both regional and national, the world would be very
boring!
C
prior to sth (phr): before sth
imperial status (phr): a nation’s standing as an empire
verbal (adj): spoken
milieu (n): the people, place, and attitudes associated with a
specific social situation
pride oneself on sth: to take satisfaction from sth that one
excels in
Reading (p. 86)
rule (v): to govern
empire (n): a group of countries controlled by a single government
murder (n): the deliberate killing of sb
blow (n): a hard hit with a hand or a weapon
cite (v): to mention something as an example or proof
variation (n): a slight difference in a level, amount, or quantity
battle (n): a fight between armies/large groups of people
crown (v): to officially make sb a king/queen
Suggested Answers
•
•
•
•
•
•
•
•
The king ruled for over fifty years.
The warrior-king’s empire stretched across continents.
The police are investigating the murder of a famous actor.
He suffered a blow to the head when the muggers attacked
him.
He cited the high levels of homelessness to prove his argument
about poverty.
There are variations in house prices depending on the area.
The battle raged for days, but neither army was victorious.
He was crowned as a teenager and immediately took control
of the kingdom.
Speaking & Writing (p. 87)
Suggested Answers
• Archaeology is of vital importance because it tells us about
civilizations from long ago; it is a window to a world we would
otherwise be completely unaware of. Excavations of everyday
objects found at archaeological sites bridge the historical and
social distance between the people we were and the people
we are now.
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28 NEW S&S ECPE Ts AnswSect.indd 233
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• I turn on some music as soon as I wake up. I don’t really just
listen to music, it’s just playing in the background to whatever
I’m doing. It’s on when I do my homework, the household
chores, or anything else. My day is full of music.
• I like listening to rock music, especially when I’m in a good
mood or when I’m getting ready to go out. When I want
something calmer, I’ll play some classical music.
• Rock music excites me. It gets me up off the couch and gives
me a boost when I’m feeling a little down. There are times, of
course, when I want to relax and a smooth ballad will always
chill me out.
Reading (p. 92)
Romantic
Franz Liszt (1811-1886) Hungary
Liszt was one of the most gifted pianists of all time. He made
concert appearances from the age of nine. Later on when he
moved to Vienna, he had the opportunity to meet Beethoven
and Schubert, which had a great impact on his composing
style. While being an accomplished composer, Liszt’s main
claim to fame was as a performer and showman. He was
so popular that most of his shows were always sold out.
Reminiscent of some modern-day guitarists, Liszt would
play the piano with so much passion that he was capable of
damaging the instrument; so he would order a second piano
to be on hand in case a replacement was needed.
LE
soothe (v): to calm
conduct (v): to carry out (an experiment, research, etc.)
visualize (v): to form a mental picture of sth
manipulate (v): to process sth skillfully
state-funded childcare (phr): the kindergarten/nursery facilities
provided by the government
solid (adj): reliable, based on facts
naysayer (n): sb who has a negative attitude to certain ideas
heal (v): to cure
ensue (v): to follow
Classical
Felix Mendelssohn (1809-1847) Germany
Mendelssohn was another example of a composer whose
family was rich and musically talented. Not surprisingly,
therefore, his career got off to an early start. His pieces were
enormously popular with the public, and his Piano Concerto in
G minor is said to be one of the most played pieces ever. He
is chiefly remembered for his famous wedding march which
he wrote as part of the music for Shakespeare’s A Midsummer
Night’s Dream, the stirring strains of which are still played at
marriage ceremonies today. He also repopularized Bach by
performing his works.
Y
Suggested Answers
O
P
Lead in (p. 92)
leader. From this time he began to write some of the glorious
church music for which he is so famous. Unfortunately, he
would write a new piece for each Sunday service and destroy
the previous week’s piece, considering it to be of no value.
As a result, a great deal of his work has been lost. He has
left enough behind, however, to establish his well-known
trademarks of intertwining melodies and fugues.
C
Unit 12a – The Mozart Effect
Suggested Answers
A
M
P
• Relaxing music soothes me after a hard day.
• Scientists have conducted research into many aspects of
space travel.
• I can easily visualize my dream house, but I don’t know if I’ll
ever be able to afford it.
• People can manipulate images in their mind in amazing ways.
• State-funded childcare can be difficult to find in busy
downtown areas where facilities are in high demand.
• The study produced a lot of solid evidence.
• The ambitious project was derailed by the naysayers who
didn’t believe in its potential.
• Alternative medicine is purported by some to heal a number
of ailments.
• The argument that ensued took everyone by surprise.
Listening, Speaking & Writing (p. 93)
Nationalistic
Peter Tchaikovsky (1840-1893) Russia
Tchaikovsky was the son of a mining engineer. Although he
learned how to play the piano when he was a child, he later
became a practicing lawyer. His career changed direction,
however, when he started to write music. His powerful works
are strongly influenced by elements of folk music from his
native Russia. He had a gloomy disposition in his 30s and it
was some time after this that he went on to write some of his
finest works, until an attack of cholera caused his untimely
death in 1893.
Suggested Answers
S
• I believe music definitely has a soothing effect on people, as
well as on animals and even plants. It might be hard to pinpoint
the reasons for this scientifically, but music therapy is now a
well-established health service comparable to occupational
therapy. Speaking from personal experience, music helps me
when I feel stressed, and for some reason classical music
seems particularly effective in calming me down.
• Famous Composers:
Baroque
Johann Sebastian Bach (1685-1750) Germany
Bach came from a family steeped in musical tradition,
although no one else related to him distinguished themselves
outside their town of origin, Eisenach. Bach had a gift for
playing the organ and in 1722 he got a job as a cantor or choir
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28 NEW S&S ECPE Ts AnswSect.indd 234
Unit 12c
Exam Practice Speaking (pp. 96-97)
Suggested Answers
Stage 1
1 •
•
•
I can’t resist a blockbuster; any of those large productions
full of action and adventure. It’s real entertainment and
that’s the kind of thing I need after working all day –
something to take my mind off my problems.
To be honest, I don’t really have a favorite specific
program. I like a good cop show, particularly those new
ones based on forensic science. They’re worth watching.
Yes, my local community offers cultural facilities. There
are museums, cultural centers, theaters, public libraries,
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Answer Section
3 •
•
Claire recommended the museum and Peter recommended
the youth center.
Peter chose the library and Claire chose the youth center.
Stage 3
Model Interview
5 •
•
The test takers chose the youth center.
One reason was that the youth center would allow children
and teens to socialize and interact with other kids their
own age in a safe and supervised environment. It would
prevent teens from hanging out on the streets. More
importantly, kids with problems could talk to guidance
counselors. Another reason they chose this option, is
that the library was too expensive to run. They also chose
the youth center because it would offer a wide range of
educational programs and homework assistance. Finally,
the center was the perfect place to hold social events.
Stage 4
Model Interview
S
A
M
P
•
Peter’s reasons are that a youth center would keep
teenagers out of trouble, and there would be counselors
to advise young people when they have problems. Claire’s
reasons are that a youth center would offer various
educational programs and it could also organize social
activities for teens.
Peter supports his first reason by saying that today’s
teenagers are confronted with too many dangers. A youth
center would provide support for young people in the
hope they will contribute to the community. He supports
his second reason by saying that teens need someone to
talk to and a youth center would provide them with a place
to seek help with problems such as peer pressure or family
conflicts. Claire supports her first reason by saying that
study programs aim to inspire teens to do well at school
and prepare them for the future. She also states that the
center could offer computer lessons for youngsters willing
to learn. She supports her second reason by saying that
teens would have the chance to interact with each other
and have fun. Moreover, movie nights and dances are just
some of the activities that would be accessible to young
people.
9 •
•
LE
7 •
Model Interview
Stage 5
NOTE FOR THE TEACHER
In the actual ECPE:
In the actual ECPE, Stage 5 of the Speaking task is conducted
between Examiner 2 and test takers 1 and 2.
In the coursebook:
The Stage 5 tasks in the Speaking Exam Practice included in
the coursebook aim to familiarize students with the questioningdefending format of Stage 5 of the ECPE Speaking section and
provide them with the opportunity to practice related techniques
28 NEW S&S ECPE Ts AnswSect.indd 235
Y
Model Interview
The examiner told Peter that he was not sure a youth
center would be necessary since young people could
get counseling from other places, like special hotlines.
The examiner told Claire that he was worried that finding
qualified staff to teach the classes would be expensive.
The examiner asked Claire if there were any negative
aspects about this proposal that he should take into
consideration. The examiner also asked Peter for his
opinion.
Peter defended his decision by saying that the youth
center could provide teens with face-to-face contact for
their personal problems. The center could also create and
encourage a sense of well-being through activities and
programs. Furthermore, it’s a place where kids can be
together, giving them confidence to face their problems.
Claire defended her decision by saying that it would be
better to organize a group of volunteer teachers who
could work at the center a few hours a week. She also
thought that college students or retired teachers would
also be happy to help. All of this would help make people
feel that the center is an important part of the community.
Claire addresses the negative aspect of her position by
saying that although the youth center was mainly for young
people, she did not view that as a drawback because
teenagers could volunteer in community services, which
would benefit the young and old. Peter stated that the
youth center could organize social activities that would
unite the whole community and not just the young people.
O
P
Stage 2
that will enable them to complete the task successfully.
If the teacher wants students to practice Stage 5 in a situation
that is more true to the format of the exam, it is advisable that
Stage 5 be conducted in groups of three. One student takes on
the role of the person in authority (a role assumed by Examiner 2
in the actual exam) and asks test takers 1 and 2 questions about
the decision they have made. The other two students take on
the roles of test takers 1 and 2 and respond to the questions,
justifying and defending their decision.
For a model of Stage 5 conducted in groups of three, see
audioscript for Stage 5 Model Interview.
C
and sports and recreation centers. They all offer a range of
recreational and cultural services which benefit the entire
community.
•
Exam Practice IV – Writing IV
Exercise 1 (p. 100)
Suggested Answers
1 The two sides of the topic are that access to all public
museums should either be free or that admission should be
charged.
2 My opinion on the topic is that access to public museums
should be free. I will include my opinion in the introduction and
repeat it in the conclusion.
3 Viewpoints that support my opinion include the evidence
found in source 2 (the numbers of visitors from lower income
families) and the opinion found in source 3 that argues that
access to culture should be a fundamental right to all.
4 An opposing viewpoint could be that lifestyle and interest
is a more important factor in deciding to visit a museum
than finances. This is supported in the table in source 1. An
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Exercise 5a (p. 102)
Suggested Answers
Opinion A
I firmly believe that virtual tours of museums and archaeological
sites are not viable alternatives to in-person visits. Firstly,
students can become bored with virtual tours as they can
become distracted. Furthermore, students are more likely to pay
attention and ask questions during in-person visits.
Opinion B
It can be argued that art and music education offer benefits
to every student regardless of what they eventually go on to
study. For one thing they increase self-confidence and develop
concentration and critical thinking. In addition, students with
art and music education are four times more likely to achieve
academic excellence.
Exercise 5b (p. 102)
Exercise 3a (p. 101)
M
Suggested Answers
P
LE
1 The writer agrees with the idea that admission to public
museums and cultural sites should be free.
2 The first viewpoint that supports the writer’s opinion is that free
museums will increase overall attendance. This is reinforced
by source 2 that shows only 30% of lower income families
visit museums. The second viewpoint is that museums and
historical sites are an investment in the future as they educate
young people. This point is supported by stating that free
admission would further increase the numbers of young
people benefiting from these important resources and thus
allow future generations to understand the world around them
better.
3 Yes, the sources are used in the main body, (paragraph 2 and
paragraph 4) as well as the conclusion.
4 The opposing viewpoint is that free admission does not
increase attendance at cultural venues as lifestyle and interest/
desire to visit is more important. The writer’s argument against
this view is that while those with disposable income don’t
have to be worried about cost concerns, this isn’t a luxury that
lower income families share. Free admission would remove
the need to prioritize and allow more people to develop an
interest without any financial concerns.
5 In the introduction the writer presents a direct opinion. In the
conclusion the writer presents an indirect opinion.
The topic sentences are at the start of each paragraph in the
model in Ex. 2. They summarize the content of the paragraph
clearly. They are followed by reasons or examples.
Y
Suggested Answers
Exercise 4a (p. 102)
O
P
Exercise 2b (p. 100)
local residents feel the improvements were a waste of public
funds.
3 In spite of knowing the importance of reading, many parents
have stopped purchasing books for their children, which is
detrimental to their development.
C
argument against this would be that access to disposable
income makes it easier to have this opinion, and free
admission would remove the need to prioritize. Especially for
lower income families.
5 The sources can be used in the introduction (Source 3) to
introduce the topic, or all three sources could be used in the
main body paragraphs to support the viewpoints, or in the
conclusion to support the writer’s opinion.
A
needless to say = undoubtedly , naturally, clearly
Firstly = In the first place, first of all, to start with, for one thing
particularly = in particular
in other words = this means that, in effect
due to = because of
yet = that being said, even so, regardless, however
Exercise 3b (p. 101)
S
Suggested Answers
Even so, there are people who argue that free admission does not
increase attendance at cultural venues due to the fact that only
those who are interested visit museums in the first place.
That being said, it could be argued that this is an easier view to
have if you have disposable income.
Exercise 3c (p. 101)
1 Music education, which has been a part of many schools’
curriculum for years, develops not only reasoning skills,
but also self-discipline which improves overall school
performance.
2 Although many improvements were made to the archaeological
site, there was no increase in tourism. For this reason many
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28 NEW S&S ECPE Ts AnswSect.indd 236
Suggested Answers
A Some people argue that virtual tours allow increased
participation for those that are far away from museums. While
this is true to a certain extent, the burden of participation
falls on individual families who might not have access to a
computer or broadband Internet.
B It can be said that academic subjects such as math, science,
and English offer more merit and transferable skills. In spite of
this, only focusing on academic subjects overlooks skills such
as creativity, expression, and communication.
Exercise 6 (p. 103)
Suggested Answers
1 I disagree with the statement that learning history is a waste of
time.
2 I will state my opinion in the introduction, and repeat it in the
conclusion.
3 I will write in a formal style.
4 I will include two viewpoints in support of my opinion. Viewpoint
1: humanities offer important perspectives on the world.
Viewpoint 2: these subjects help overall academic performance.
5 I will use sources in my main body paragraphs to support my
viewpoints.
6 An opposing viewpoint is that learning about the distant
past offers no practical benefit. An argument against this is
that learning about history helps us avoid past mistakes and
understand how to avoid them in the future.
Exercise 7 (p. 103)
Suggested Answer
Some people argue that learning history in school is a waste
of time. Clearly, this is a very extreme view and one that I am
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Answer Section
C
O
P
Y
3 The opposing viewpoint is presented in paragraph 4. The
writer’s argument against it is that despite previous efficiency,
traditional teaching methods need to be supplemented with
practical training to meet the changing demands of the
modern world.
4 Yes, the ideas are properly linked.
firstly = to start with, first of all, for one thing
needless to say = undoubtedly, clearly, naturally, of course
furthermore = moreover, in addition to
even so = nevertheless, regardless, that being said
however, in spite of the fact that = while it is true that,
regardless of the fact that
in the end = all in all, all things considered
5 The writer has incorporated information from source 2 and
source 3. Language used to acknowledge the sources
includes: as stated in a recent news report. According to Jean
Turner.
6 Yes, the writer uses topic sentences in the main body paragraphs.
Education is one of today’s most highly debated topics. =
Education is an issue that takes center stage in today’s world.
Hands-on methods have many benefits. = Practical teaching
approaches have numerous advantages.
Practical experience would also impress any future
employer. = Real life skills are an advantage to many
companies.
Practical methods still have their critics. = Hands-on
teaching isn’t universally accepted.
LE
opposed to. I strongly believe in the importance of the humanities
in education and I am convinced that they should be given equal
importance in our school curriculum.
History offers important benefits to students that are often
overlooked. For example, history teaches different perspectives
and opens up students’ minds to what has happened in the
world. In particular, students learn about other cultures and
politics which helps them understand the world better. City
councilman Jack Trusey is quoted as saying, “Humanities, such
as history and literature, teach us a world view which is essential
knowledge in today’s complicated world.” This is an important
point that we shouldn’t forget.
Benefits of learning history can also be practical. It is obvious
that learning history helps improve performance in other academic
areas. For example, transferable skills, like research, analytical and
writing skills, learned in history class are used in other classes.
These skills can be used in science, math, and even geography.
Numerous disciplines require the development of an argument or
hypothesis and the use of evidence or research to support it.
Strong views against the Humanities exist, however. Some
people still argue that no practical knowledge for the future is
gained by learning history. These people often cite a recent
survey that shows that over seventy percent of students believe
that their time at high school does not impart enough practical
knowledge or skills for the future. A subject like history is a prime
example of a class they might view as irrelevant. That being said,
through history class, students learn about past mistakes and
how to avoid them in the future. For instance, political policies
and decisions that led to war. This is a clear example of how
relevant for the future the subject can actually be.
We can clearly see the benefits of history in the school
curriculum. All things considered, it is obvious that history and
related Humanities subjects are essential and should be given
the recognition that they deserve for the academic merits they
provide. History allows us to interpret the world in new and
different ways, develop transferable skills, and inform and warn
us of mistakes made in the past. All of these benefits should not
be forgotten when discussing its value in our schools.
Exercise 2b (p. 104)
Suggested Answers
Suggested Answers
Exercise 3b (p. 105)
1 The writer believes that students would benefit greatly from a
more practical approach to teaching.
2 The viewpoints are that practical learning experiences increase
learning, and that experiential learning teaches specific skills
that are otherwise not possible.
Suggested Answers
M
P
Model A answers Task 2, the essay.
1 The purpose of the proposal is to discuss the intended course
of action by the school board regarding investment in hightech equipment.
2 The recipient of the proposal is the superintendent of the
school. The writer addresses them in the first paragraph.
3 Yes, the writer makes a recommendation in the final paragraph.
4 Yes, the writer uses future and hypothetical constructions.
Examples include: technology is the classroom will enhance
overall learning, apps will make the lessons more interactive,
the benefits of technology could be achieved without
investing, the monetary investment required would be
considerably less, the best course of action would be to limit
updating technology…
5 Yes, the writer has incorporated information from source 1 and
source 2. Language used to acknowledge the sources includes:
DATA from a recent news report indicates and according to a
recent survey.
6 The writer could include the following headings:
Introduction
Benefits of classroom technology
Cost implications
Funding priorities
Recommendation
Revision & Extension Writing
(Modules 3-4)
A
Exercise 1b (p. 104)
Suggested Answers
S
Source 1 – According to a recent survey, teaching methods is the
issue in education that currently requires the most improvement,
with well over half of respondents saying that it was a priority.
Source 2 – A recent news report shows that the large majority
of educators (80%) believe that technology makes learning more
effective.
Exercise 2a (p. 104)
28 NEW S&S ECPE Ts AnswSect.indd 237
• Arts and music open our minds and fire up our imagination.
• The thrill of a live performance, sharing the moment with
an audience of other people, and the sights and sounds of
costumes and stage sets can’t be beaten.
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A
M
P
LE
Task 1 Proposal
The intention of this proposal is to discuss the city council’s
plans to build an exhibition area and theater and to evaluate the
different opinions on the issue. As mayor, there are some key
points to consider before moving forward with these proposals.
To begin with, some council members have expressed concerns
and reservations with the plan. Their main concerns are that the
arts and culture are not key priorities for our town at present.
These views are supported by a recent news report that found
that over 60 percent of people in our town turn to the internet
for music, art, and film. These council members worry that
there won’t be public demand for such facilities, taking these
engagement trends into account. Therefore, they argue, public
money should be spent elsewhere.
There are however, those who challenge this by pointing to
the fact that residents clearly have a hunger and an interest in
the arts. In a recent comparative study, it was proven during a
cross cultural awareness test that the overwhelming majority
of people regularly make use of the arts. Seventy three percent
of respondents in fact. Also, the previous point about internet
engagement also serves to further illustrate the obvious demand
that our citizens have for art and music.
Bearing this is mind, we can see that the plans to build
an exhibition area and theater would clearly prompt user
engagement, especially youth engagement, which is a very crucial
point at the moment. This point was clearly made by Councilman
Mark Steen, who said at the last council meeting that, “Our youth
need more access to cultural venues to help them appreciate
music and art.” Attendance at a theater obviously serves this
purpose much more effectively than Internet videos.
Having taken into account the differing viewpoints, it is clear
that there is both a justified demand from the public for more
arts facilities, as well as a strong case from some city council
members for improving youth engagement. The best course of
action would be to pursue the city council’s plans to build these
resources, while also making use of the Internet and social media
to further advertise them and stimulate user engagement across
society. In this way, we can increase public interest in and use of
these vital cultural resources and alleviate the concerns of our
colleagues who worry that this is an area with limited interest.
Y
Suggested Answers
O
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Exercise 3c (p. 105)
entertainment over traditional avenues of live performance and
culture.
The arts and music stimulate the imagination, excite the audience,
and present an opportunity for social interaction. Young people
especially need a chance to experience these things and the arts
present a unique environment for this. Clearly, we can see this
when we look at all the elements that live performance involves.
Costumes, sets, dance, acting, and the thrill of being at a live
event are unlike anything else. No other medium stimulates,
excites, and motivates an audience as much. This is especially
true of young people.
Another powerful aspect of the arts and music is the way it allows
young people to be creative. Consumption of culture alone isn’t
enough, young people need the chance to perform through
acting, singing or dancing. Sadly, cultural facilities in many areas
are currently lacking yet there remains a strong need for young
people to have an opportunity to get involved. This point is
raised and reiterated by city councilman Mark Steen. According
to Councilman Steen, “Our youth need more access to cultural
venues to help them appreciate music and art.”
Yet, not everyone shares these views and critics maintain that
engagement and enjoyment has many forms. They argue that
engagement opportunities with the arts don’t necessarily mean
having to attend cultural venues in person or be a performer
yourself. In fact, a recent news report shows that over sixty
percent of people prefer the Internet to access cultural and
artistic content. Be that as it may, this report overlooks an
important aspect. While it is true that it shows many people go
online for art and music, it doesn’t take into consideration access
to cultural venues or the desire to be creative oneself. If everyone
had equal access to theaters or cultural venues, would their
preference remain the same?
All in all, there is no doubt that engagement with art and music
is an important issue for young people. We can clearly see that
the arts offer unique advantages to young people’s growth and
development and that demand is high, regardless of the medium.
Why not open the doors to cultural venues and performance
spaces and give them the best of both worlds?
C
• One of the extraordinary strengths of the arts is that is lets us
be creative and express ourselves.
• Young people need the opportunity to perform and that’s
something that only a cultural venue, drama studio, or theater
stage can offer.
• There are a multitude of ways to enjoy the arts and music,
(Internet etc.). They don’t cover the need for creativity.
• Spaces for interaction and expression are important. No film
or Internet broadcast can provide that.
Task 2 Essay
The arts and music offer incredible opportunities for young people
to expand their mental and emotional growth and personal
development. It has been argued that young people today need
more engagement opportunities in these areas. In my view, this
is very true and the lack of opportunities to enjoy culture is a
worrying trend. Especially when we consider the rise of Internet
Unit 13a – Doodle Diagnosis
Lead in (p. 106)
Suggested Answers
• People usually doodle to relax or to keep themselves occupied
with something.
• I think people doodle when they are bored or waiting for
something. Doodling gives them something to do.
• I doodle sometimes in class or when I am waiting for an
appointment.
Reading (p. 106)
grab (v): to take hold of something abruptly or in a casual way
outlet (n): a way of releasing energy or emotions
perceptiveness (n): the ability to notice things quickly and
understand easily
competitive (adj): ambitious; eager to succeed
concentration (n): the ability to focus on something
individual (n): a person; a human being
experience (v): to go through; to undergo
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Answer Section
Unit 14a – E-Philanthropy
client (n): a customer
entire (adj): whole; total
Lead in (p. 112)
Listening, Speaking & Writing (p. 107)
Suggested Answers
• 1
•
A
•
S
•
• I have donated money to an animal shelter in my neighborhood.
My parents donate money every year to a children’s charity.
• I think e-philanthropy involves making a donation to a charity
online.
Y
Reading (p. 112)
philanthropic (adj): supplying charity for humanitarian efforts
focus on (sth) (phr v): to concentrate on (sth)
revolution (n): a dramatic change; an innovation
nonprofit (adj): not operated to create financial gain
challenge (n): a difficulty to be overcome
outpouring (n): a strong showing of sth esp. support, emotion
donor (n): sb who gives sth (e.g., money, blood, etc.) to help
people
potential (adj): prospective; possible
advanced (adj): sophisticated
assist (v): to provide help or aid
peer (n): sb of the same group and level as sb else
define (v): to characterize
Suggested Answers
• Through their philanthropic endeavors, the United Way has
helped countless families with their health, financial, and
educational needs.
• While learning a new language, the students were told to
focus on word pronunciation.
• The development of the DVD player brought about a
revolution in home entertainment.
• The Red Cross is a wonderful nonprofit organization that
provides aid to victims of disasters.
• The Olympic runner faced many challenges before earning a
gold medal.
• There was a national outpouring of grief after the much
admired actor died.
• The library was able to purchase new computers because of
all the donors that contributed money.
• The restaurant manager has thought of new ideas to attract
potential customers.
• The advanced system helps charities find possible donors.
• If you have a question, raise your hand and someone will
come over to assist you.
• Jimmy felt pressured by his peers to follow their example.
• It is not always what someone says, but their actions that
define them.
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•
P
•
M
•
S1:A person who doodles a three-dimensional cube is
constructive and practical.
S2: Yes, and they also try to see a problem from all sides.
2 S1:
A triangle represents people who enjoy resolving
matters or completing tasks.
S2: They are also very rational people.
3 S1:A house means that the person values security and is
seeking shelter.
S2:Doors and windows on a house mean the person
does not like to be confined or boxed in.
S1: Doodlers who draw houses are usually not secretive.
4 S1:
An eye drawn by a doodler means that they are
observant and perceptive.
S2: They could however be paranoid.
5 S1:An arrow pointing upwards is a sign of ambition and
drive in a person.
S2: Yes. This person is very motivated.
6 S1:
A heart means that the person has feelings for
someone.
S2: Obviously.
Think! I agree with most of the interpretations of the doodles.
A three-dimensional cube is a very structured and realistic
doodle, therefore a person who would draw such a thing pays
attention to detail and construction. The triangle, in my opinion,
is a closed shape that shows completion and represents a
person who finishes tasks. An upward-facing arrow shows a
positive orientation and I believe it indicates ambition. An eye is
a symbol of sight and I agree that it represents a person who is
observant. The heart is an obvious indication of a person in love
or thinking about a relationship. I disagree, however, with the
interpretation of the house doodle as meaning a person who is
seeking shelter. This person could simply be satisfied with their
current home and expressing this feeling or be happy with their
family life and expressing this emotion.
Suggested Answers
O
P
• Rushing out the door, Vicky grabbed her coat and ran for the
bus.
• He decided that learning the violin would be a good outlet for
his creativity.
• Her perceptiveness is so strong that she can always sense
when I’ve had a bad day.
• Jean is very competitive and hates to lose at anything.
• Steve lacks good concentration and is easily distracted from
his work.
• The magician called on an individual from the audience to
volunteer in his next act.
• Sally has been really down lately due to problems she is
experiencing with her friends.
• The law firm has been successful lately in winning their
clients’ cases.
• He spent the entire day in bed with the flu.
C
Suggested Answers
Listening, Speaking & Writing (p. 113)
Suggested Answers
• The woman suggests that donating online is easy and efficient.
The man is reluctant however, because he doesn’t trust giving
his bank card information over the Internet. The woman tries
to reassure him that it is safe. The man also questions the
expense of charities having a website, as well as the validity of
all of these organizations. Again, the woman tries to reassure
him that it is not a large expense to have a webpage and that
there are safety features.
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Think! Every morning I wake up feeling cold and sore from
sleeping on the concrete ground in an abandoned building.
I’m always hungry as I rarely have a real meal and my first
thought of the day is how I will find food. I usually circulate
around cafés in the morning looking for edible discarded
food and if I don’t find any, I resort to begging from people
passing by me on the street. I feel embarrassed doing this and
ashamed when most people passing by ignore me or even
worse sneer at me. Sometimes I get lucky with a kind person
who takes pity on me and gives me a little change or some
food to eat. Most of my day is consumed with finding food
and wandering the street. Before it gets dark, I search for a
place to sleep at night. I’m always afraid for my safety and try
to stay near other street people I know. I dream some nights of
how I’d like things to be different, about having a comfortable
home and a happy family, but only to wake up and realize I am
still lonely and on the streets
O
P
Y
•
Reading (p. 118)
C
chronic (adj): lasting for a considerable period of time
crowd (v): to fill a place with large numbers of people
combine (v): to bring together two separate things; to unite
under the same roof (phr): in the same building
aging (adj): growing old; becoming older
staggering (adj): very shocking
exacerbate (v): to make a bad situation worse
hard-time street years (phr): the challenging and difficult years
spent on the streets as a homeless person
long-held (adj): existing for a long time
S
A
M
P
LE
• S1: One obvious advantage of e-philanthropy is the
convenience. I say this because people can make a
donation at anytime and from anywhere there is a computer.
• S2: I agree with you, but security problems prevent many
people from making financial transactions online. The
reason being it’s easy for hackers to retrieve bank card
information.
• S3: Another thing is that it’s dangerous for people to give out
personal information. There are many bogus sites out
there that use the information for marketing purposes.
• S1: I totally disagree. There may be some fraudulent sites, but
they are not a serious risk. The main reason I feel this way
is because if a legitimate charity site is searched carefully,
proof of its activities and support from other sources
should be found.
• S2: You are right. I believe people need to be cautious when
choosing a charity to donate to, but it is easy to find many
worthy causes online. Another thing is that the Internet
gives many organizations the opportunity to inform the
public about their cause and elicit funds without high
administration costs.
• S3: This is true. I feel that the money an organization saves
from having fewer people and lower administration costs
can now go to the actual cause.
• S4: This is a definite advantage to the organizations, but I
believe security risks prevent many people from actually
donating money online. I believe this because without
personal contact with an organization, people don’t feel
safe giving out their money unless it’s an organization they
already have donated to in the past.
• Think! The Internet, with easy access to millions of people
worldwide, is a technology of particular importance for
philanthropic foundations. E-philanthropy, the online donation
of funds to charities, has become a significant fundraising
tool for non-profit organizations. I believe it is an excellent
opportunity for philanthropic communities to get in touch with
supporters and potential donors. The innovation of digital
video has allowed these communities to tell their stories and
explain the challenges they face in compelling and personal
ways. Furthermore, sophisticated matching tools bring donors
together with the causes they believe in, and they in turn, can
support these causes with fast and easy transactions online.
As for the charities, the costeffective set up and maintenance
of a site allows for a higher percentage of money raised to go
to the actual cause rather than administration. In the end, both
the donor and the philanthropic foundation gain from their
online connection.
Unit 15a – The Aging Homeless
Lead in (p. 118)
Suggested Answers
• I think many people end up living on the streets due to family
problems that result in them having no support from their
relatives when they need it the most. Many youths on the
streets come from broken homes and have no one to turn to
for help. Adults often end up living on the streets when they
lose their job and are evicted from their homes because they
cannot afford to pay their rent.
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28 NEW S&S ECPE Ts AnswSect.indd 240
Suggested Answers
• The issue of chronic homelessness in our town has lasted for
over a decade.
• Demonstrators are crowding the streets in huge numbers to
oppose the war.
• The art course combines the study of history and art
techniques.
• The couple moved into separate houses when they realized
they couldn’t cope with living under the same roof.
• Our aging professor is expected to retire next year.
• The staggering number of cases surprised doctors working
in the region.
• The crisis was exacerbated by an increase in unemployment.
• She endured hard-time street years that aged her prematurely.
• Their research challenged many long-held beliefs about
science.
Listening, Speaking & Writing (p. 119)
Suggested Answers
Reasons
• shelters can provide necessary housing – aging homeless are
suffering and need help
• shelters can provide specialized health care – homeless
people tend to have poor health, and if the shelter had a
health care center they could be treated on the premises
• aging homeless have poor health from street life – their general
health has suffered from a lack of nutrition and poor hygiene
• the city can create an example for others to follow – the
shelter would be unique and efficient and would provide all of
the things needed by the community
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Answer Section
Suggested Answers
•
Unit 15c
Suggested Answers
1 •
Yes, I absolutely love listening to music. Music can calm
me down or get me hyped up. It depends on the artist and
songs themselves, though. I often listen to music. I really
like pop music with a catchy rhythm.
Choosing a favorite singer is tough. I have a lot of singers
I like but if I had to single out just one then I would have
to choose Sam Smith because he has had some great hits
and makes emotional ballads. He has such a powerful
voice that I can actually feel the exact emotions he is
singing about.
Famous musicians can help charities in lots of ways.
For starters, most of them make unbelievable amounts
of money, so they can donate a portion of that. Another
way they can help is to participate in a fundraising concert
which will bring in significant commercial benefits for the
charity as well as attract attention to the cause.
S
A
•
M
Stage 1
P
Exam Practice Speaking (pp. 122-123)
•
Stage 2
Model Interview
3 •
Christina recommended Andrew Daniels and Thomas
recommended Diane Hudson.
Thomas chose Andrew Daniels and Christina chose Diane
Hudson.
Stage 3
Model Interview
The test takers chose Diane Hudson.
One reason was that Diane Hudson uses digital marketing
techniques on social media to attract supporters and
donations which will benefit the foundation. Her voluntary
involvement in community work is an indication of her
character. She has also worked for the foundation for 10
years which is twice as long as Andrew Daniels and she
is a successful fundraiser. On top of that, She is reliable
and has earned the respect of people in the foundation.
Furthermore, Andrew Daniels is not ready for an executive
position, as he has difficulty handling more than one
project at the same time.
O
P
Y
5 •
•
Stage 4
Model Interview
Thomas’s reasons are that Ms. Hudson has worked for
the foundation for the past ten years, and understands
how it operates. He also says that she has experience
of marketing via social media. Christina’s reasons are
that Ms. Hudson has successfully managed various
fundraising projects, and that she is highly respected
within the foundation.
Thomas supports his first reason by saying that Ms.
Hudson has proven to be a valuable employee with a
long-standing record of success. She also understands
how the foundation works which would allow her to
transfer this experience to her new position. He supports
his second reason by saying that Ms. Hudson has
successfully generated donations and volunteers by using
social media which he considers essential for a charity.
Christina supports her first reason saying that Ms. Hudson
has become well-networked in the community, having
developed and maintained relations with donors. She
supported her second reason by saying that Ms. Hudson
has not only gained, but maintained respect within the
foundation.
C
7 •
•
LE
• Dear Members of the Board, I am Jenny and I work as a
volunteer, helping to find shelter for our aging homeless
population. I would like to express my concern about the
lack of housing for the aging homeless in our community. As
we all know, the aging homeless population has dramatically
increased in recent years and soon hospitals will become
overcrowded trying to attend to their health problems. I
strongly feel that a retirement shelter must be built to address
this growing concern. By this I mean a shelter that can provide
necessary housing and specialized health care for these
elderly people. This would result in reducing the number of
elderly living on the streets and consequently reduce the
pressure that would be put on our local hospitals. I would
also like to add that the aging homeless have extremely poor
health due to living on the streets, and their health is much
more problematic than the typical elderly person. Therefore,
their need for health services will become urgent and
something we cannot ignore. In conclusion, our community
can set an example for other communities to follow. As a
society, we have a social responsibility to our elderly and
those in need. In building a retirement shelter, we are working
to solve the terrible problem of homelessness that plagues our
communities. Thank you for listening.
• Think! To begin with I would provide shelters with healthy
meals and a bed to sleep in at night in order to improve their
lives. I would then help the homeless people by providing
counseling services and support services to help them deal
with the difficulties of having had to live on the street. Finally,
I would set up a job training and resource center to begin to
work on getting them off the street and back into society.
Stage 5
NOTE FOR THE TEACHER
In the actual ECPE:
In the actual ECPE, Stage 5 of the Speaking task is conducted
between Examiner 2 and test takers 1 and 2.
In the coursebook:
The Stage 5 tasks in the Speaking Exam Practice included in
the coursebook aim to familiarize students with the questioningdefending format of Stage 5 of the ECPE Speaking section and
provide them with the opportunity to practice related techniques
that will enable them to complete the task successfully.
If the teacher wants students to practice Stage 5 in a situation
that is more faithful to the format of the exam, it is advisable that
Stage 5 be conducted in groups of three. One student takes on
the role of the person in authority (a role assumed by Examiner 2
in the actual exam) and asks test takers 1 and 2 questions about
the decision they have made. The other two students take on
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Answer Section
the roles of test takers 1 and 2 and respond to the questions,
justifying and defending their decision.
For a model of Stage 5 conducted in groups of three, see
audioscript for Stage 5 Model Interview.
5 My opinion on the topic is that it is indeed an important issue
that needs to be addressed in order to help those who find
themselves the victims of war or famine.
Exercise 2 (p. 126)
Suggested Answers
9 •
1 The causes that the writer mentions are the large influx of
people in a short period of time, the inadequate provisions for
them at their point of arrival, and the difficulties in integrating
into the society of the host country. The effects the writer
mentions are existing immigration infrastructures getting
totally overwhelmed, limited access to health care, limited
food, and extended times held in detention. The writer also
mentions the difficulties of finding work, skills and training,
and social acceptance. Source one is given as a supporting
detail.
2 The expected results of the first solution are a reduction in the
numbers of refugees arriving at current host countries. The
expected results for the second solution are an increase in
the quality of medical care and nutrition. The expected results
of the third solution are better opportunities for employment,
training, and social acceptance. These solutions are the same
as the ones that I thought of.
3 The writer uses Source 1 to provide further detail for one of
the problems. The writer uses Source 2 to justify the need to
pursue one of their solutions.
4 The writer’s opinion is included in the conclusion.
5 Yes, the writer includes general thoughts on the topic. They
are included in the conclusion to expand upon the writer’s
opinion and the need to pursue the solutions proposed.
Exam Practice V – Writing V
Exercise 1 (p. 126)
A
M
P
1 The problem that I will write about is the bad conditions faced
by immigrants in their host countries.
2 The causes of the problem include the large influx of people in
a short period of time, and the inadequate provisions for them
at their point of arrival. Another cause could be the difficulties
in integrating into the society of the host country. The effects
of a large surge of people are that existing immigration
infrastructures get totally overwhelmed. The effects of the
inadequate provisions immigrants are met with at their point of
arrival include problems such as limited access to health care,
poor hygiene, limited food, and a lack of educational facilities
for children. The effects of having difficulties integrating in
society of the host country include the difficulty of finding
work, skills and training, and social acceptance.
3 Source 1 relates to the issues faced as a result of inadequate
provisions in place for migrants at point of arrival. Source 2
shows the general economic situation in many countries that
host refugees, and the prospective impact this can have on
the provision of appropriate care and quality of life. Source 3
offers suggestions to help integrate refugees and immigrants
into the society of their host country. The sources could be
used in the main body paragraphs to describe causes/effects
and support these views. Source 3 could also be used to
support a possible solution.
4 I think the problem can be solved by addressing the problems
faced by refugees during their detention, by sharing the
number of immigrants evenly across countries of differing
economic strengths and by providing integration programs
and training to help migrants become part of their host
community.
S
O
P
LE
Suggested Answers
C
•
The examiner told Thomas he was concerned that Ms.
Hudson’s previous experience could not be transferred
to the position of vice president because it was different
than that of her current role. The examiner asked Christina
if there were any negative aspects about Ms. Hudson’s
personality that he should take into consideration.
Thomas defended his position by saying that although
the two positions are somewhat different, Ms. Hudson
had most likely become organized, a hard worker, and
could oversee fundraising functions thanks to her years
of experience. These qualities would be useful in her new
position as vice president. Christina defended her position
by saying that although Ms. Hudson could be authoritarian
at times, she did not view that as a drawback because she
is highly respected and reliable which is very important for
a person in a position of responsibility. What matters most
is her professional attitude toward her job.
Y
Model Interview
Exercise 3b (p. 127)
Suggested Answers
there are solutions that = there are various ways to remedy this,
there are ways to tackle this
can be attributed to = are attributed to, are caused by, are
owing to
the second cause is = another cause is, one cause is
another cause is = one more cause is
which results in = as a result
the consequence of this = thus, therefore, consequently
as a result = as a consequence, consequently
A good strategy would be = a good solution would be, one way
to deal with this would be, one way to solve this would be
Another measure would be = an alternative way to solve this
would be, another way to combat this would be, another way to
overcome this would be
a good solution would be = a good strategy would be, one way
to deal with this would be, another measure would be
Exercise 5b (p. 128)
Suggested Answers
Problem 1:
Outbreaks of epidemics are a serious global problem. These
are the result of the transmission of a virus through interaction.
As a consequence, we can see an increase in the severity of a
pandemic and the number of infected citizens.
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Answer Section
Suggested Answers
This is due to the fact that industrial activity releases harmful
chemicals into the atmosphere. As a result, there is a dramatic
increase in respiratory diseases. One solution would be to
introduce government limits on industrial emissions. In this way
we can have cleaner air with less pollutants.
Another cause of this problem is the high number of cars in
urban city centers. This leads to a sharp rise in vehicle exhaust
emissions. One measure to combat this would be a ban on cars
in downtown areas. Consequently, we will see an increase in air
quality and reductions in the number of people suffering from
issues such as asthma.
Exercise 7a (p. 129)
Y
Exercise 6b (p. 128)
O
P
Problem 3:
Rising crime in urban areas is a cause for much concern. This can
be attributed to a reduced police presence. As a consequence,
we can see increases in crime and reduced social and community
safety for residents.
consideration is the increase in teenagers running away from
home. Problems at home undoubtedly cause young people to
end up on the streets. Whatever the specific cause, the outcomes
are clear. Homeless people are left vulnerable to problems such
as abuse, health issues, and even potential death.
One of the things that we can do to help solve this problem is
subsidizing housing for the homeless. According to a recent
study, public housing initiatives reduced homelessness for
families by over 80 percent. It also helped one-third of people
under 30 years old, and nearly one-fourth of people over 30. We
can clearly see that subsidized housing helps many people get
off the streets. Another measure would be to offer sponsored
services from the government, such as counseling and training
sessions. In fact, a recent news report proved that two out of
every three people on the street suffer from mental health issues.
The result of more services would be that the homeless would
get the help they so desperately need and have an improved
chance of returning to society and getting jobs or homes. Lastly,
we should implement stronger laws to reduce evictions or home
reclamations. By doing so we would reduce the chance of people
becoming homeless in the first place.
To conclude, I strongly believe that homelessness is an issue that
we have a duty to address and that we can deal with effectively.
If these measures are pursued, we can help our fellow citizens.
After all, isn’t it time we lived up to our ideals as a nation?
C
Problem 2:
Rising unemployment is a pressing issue in today’s world. The
reason for this is often economic decline or recession. The
outcome of this is an increase in people without work and those
requiring government aid and welfare.
Suggested Answers
A
M
P
LE
1 I will write in a formal style.
2 The problem was the number of people remaining homeless
for many years.
3 The problem was caused by increases in the number of people
living in cities, and rises in unemployment due to economic
downturn nationally.
4 The effects of homelessness include mental health problems,
health issues, and potential death.
5 I think the problem can be solved by subsidizing housing,
improving government sponsored services, and setting up
stronger laws to reduce evictions or home reclamations. The
results would be that homeless people will be able to get off
the streets, chances for homeless people returning to society
would be improved, and people could avoid being made
homeless in the first place.
6 I will include the information from sources in the main body
paragraphs.
7 I will present my opinion in the conclusion.
S
Exercise 7b (p. 129)
Yes, the ideas mentioned are the same as the ones that I thought
of.
Exercise 8 (p. 128)
Suggested Answers
Recent years have seen a drastic increase in homelessness in
cities across the country, as well as an increase in the years that
people find themselves living on the streets. On the surface this
seems like a difficult problem to deal with, with no solution in
sight. However, there are various ways to remedy this situation.
The problem is a result of many things. One cause of rising
homelessness is high unemployment rates as a result of the
recent economic downturn. Another factor we need to take into
28 NEW S&S ECPE Ts AnswSect.indd 243
Unit 16a – One in a Million
Lead in (p. 130)
Suggested Answers
• Yes, I always remember. Their features draw my attention, you
know, their eyes, nose, mouth, and any distinguishing marks.
• Yes, I have spotted someone in a crowd and thought that they
looked familiar; I tried to remember the situation where I met
this person (time, place, who else was present).
Reading (p. 130)
hop (v): to jump over
journal (n): an academic magazine; a periodical
identify (v): to recognize
via (prep): through, or from the use of
visual (adj): relating to sight
evidence (n): proof
complex (n): a group of things connected to each other
subconsciously (adv): in a way that shows that sth influences
your behavior without you being aware of it
perceive (v): to understand; to comprehend
pick (v): to choose; to select
Suggested Answers
• The bunny hopped over the fence each morning to eat the
vegetables in the garden.
• Scientific journals are considered to be reliable sources for
research reports.
• Sara can easily identify her mother’s voice in a crowd.
• Flights from Athens to New York often travel via Amsterdam.
• Some students are visual learners, while others are auditory.
• Animals can give off different odors and smells for different
reasons.
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• They lived in a large old mansion with countless rooms.
• As a rule of thumb, check your gas gauge before embarking
on a long drive.
• Blueprints for the new helicopter looked impressive, but in
practice it could not take off.
• Human beings are creatures of habit.
• The police were routing cars down side streets to avoid the
site of the accident.
Speaking & Writing (p. 131)
Speaking & Writing (p. 137)
Suggested Answers
Suggested Answers
Unit 17a – Swarm Intelligence
P
Lead in (p. 136)
Suggested Answers
M
I know that there are many different kinds of ants – and some of
them bite! When they find food they leave a chemical trail behind
so other ants can follow it and locate the food source. They
communicate by touch and smell. They live in highly organized
colonies.
Reading (p. 136)
S
A
contrary to popular belief (phr): in direct opposition to what
most people believe
ingenious (adj): very clever; inventive
defend (v): to protect; to guard
swarm (n): a large number or group of insects
countless (adj): innumerable; immeasurable
rule of thumb (phr): the rule or principle based on your experience
in practice (phr): in action
creature (n): a living thing
route (v): to send in a specific direction
Suggested Answers
244
• Contrary to popular belief, lottery winners are not always
happy.
• Beavers are ingenious in constructing their dams.
• The goalie was exhausted from defending the goal all
afternoon.
• The swarm of bees left the hive in search of a larger nest site.
28 NEW S&S ECPE Ts AnswSect.indd 244
Reasons
• Ants are not smart as individuals. Ants communicate by touch
and smell. Technology is being influenced by the behavior of
ant colonies.
• Think! I don’t think people could live like ants because
humans value their individuality. However, humans do share
some attributes similar to those of ants. Humans also form
complex societies and we also believe in the idea of the
“greater good.” That is, the idea that the needs of the many
can outweigh those of the few. Humans can also learn from
ants and apply how they work in a colony to solve logistical
and mathematical problems.
• IT Ants have been living on Earth for more than 100 million
years. They can be found almost everywhere. There are
20,000 different species. Ants are social insects that
communicate through touch and by leaving scent trails with
chemical pheromones. They hibernate during the winter.
• Individual ants are not smart, but when working together as a
colony, they are ingenious through swarm intelligence. They
do not rely on a leader to give orders, but rather through
many interactions with each other, they decide what tasks
to undertake. Together they are able to achieve remarkable
things. Ant behavior inspired scientist Marco Dorigo to create
mathematical procedures for solving complex human problems
such as routing trucks, scheduling flights and guiding robots.
LE
something. I don’t see eye to eye with my best friend about
things like: which movie to watch, who is the best athlete,
what music group has the best songs, etc. The reason for this
is that we have different preferences, ideas, and experiences.
• Forest: cool, beautiful, scented/relaxed, surrounded by nature
Desert: hot, dry, secluded/uncomfortable, sweaty
Beach: warm, refreshing/relaxed, rejuvenated, happy
• My partner and I did have some different words. I think this
is because we have different experiences and memories that
affect our senses.
• Firstly, there are a variety of ways to perceive the world, and
we often are not aware of all of them. Animals perceive the
world differently from the way we do. They are able to see in
colors and wavelengths we are not aware of; birds identify
each other by the sound of their songs. Secondly, human
perception is not limited to sight, but also relies on odors
and elements that affect the subconscious. Scientists are
continuing to study matters of perception.
O
P
Think! Perception: the way you see or think about
C
•
Y
• Finding the stolen car in her garage was all the evidence the
police needed.
• Humans consist of a complex of genes.
• Angie subconsciously twirls her hair whenever she gets
nervous.
• Dogs have a keen ability to perceive danger.
• If given a choice between pizza and ice cream, I would pick
ice cream.
Unit 18a – Honeybees’ Dance
Lead in (p. 142)
Suggested Answers
• When I am happy, I usually smile or laugh and sometimes I
even jump up and down.
• Yes, I enjoy dancing. My favorite style of dance is Hip-Hop.
People express their creativity, or communicate feelings,
history, and information through dance.
Reading (p. 142)
exist (v): to be; to be present
nectar (n): the sweet liquid taken from flowers by bees
hive (n): a structure where bees live
numerous (adj): many, multitude
widen (v): to become broader
lively (adj): enthusiastic; excited
demonstrate (v): to present; to show
instructions (pl n): the information about how to find or do sth
Suggested Answers
• Many unusual forms of communication exist between
honeybees.
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Answer Section
Listening, Speaking & Writing (p. 143)
Unit 18c
Exam Practice Speaking (pp. 146-147)
Suggested Answers
Stage 1
1 •
•
•
C
Stage 2
Model Interview
2 •
•
Unit 18b – Grammar
Exercise 1 (p. 144)
Model Interview
5 •
•
S
A
M
P
1
scale = the level of sth, e.g., the scale of a problem; each of
the small, flat pieces on the skin of a fish or snake
scales = a device of the past for weighing goods
2 air = what we breathe
airs = arrogant behavior
3 wood = what trees are made of
woods = a small forest
4 content = the substance existing in sth, e.g., salt content
contents = all the items within a box, book, etc.
5 relation = connection; similarity
relations = family members
6 custom = a tradition
customs = the place at a border, airport, etc. where travelers'
baggage is checked
7 work = what we do to earn money
works = a factory
8 spirit = one’s character
spirits = one’s mood
9 damage = physical harm
damages = compensation
10
fund = an organization that raises and manages money for
special causes, e.g., the WWF (World Wildlife Fund)
funds = money raised for a cause
11 manner = the way of doing sth
manners = polite behavior in social events
12 experience = knowledge and skills acquired when doing sth
experiences = events that affect people’s characters
28 NEW S&S ECPE Ts AnswSect.indd 245
Paul recommended Doug Crest. Cindy recommended
Peter Davis.
Cindy chose Doug Crest and Paul chose Viviane Anderson.
Stage 3
LE
• Bees have a fascinating way of communicating when they
find a food source. The queen bee gathers nectar in her sac
and returns to the hive to perform a dance. This square dance
conveys the distance and direction of the nectar’s location.
[mistakes: field bee not queen bee, circular dance not square]
• IT Animal communication appears to be more complicated
than once believed. The same type of behavior in a particular
species may have more than one interpretation. For example,
when a dog wags its tail, it could mean that it is excited about
something, that it is being playful, or that it is relaxed and
content. When meeting another dog, a wagging tail could
mean that it is questioning the other animal about its intention
– if it is friendly or not. Sometimes a wagging tail could mean
uncertainty or even submission. That is why it is important to
be more flexible when interpreting animal behavior. A certain
gesture may have different meanings in different situations.
O
P
Suggested Answers
I like a lot of animals in general, but I think my favorite
would be dogs. That is because dogs can be easily
trained and they provide unconditional love, loyalty, and
companionship. This is why we call them man’s best
friend.
No, not really because I dislike seeing animals in captivity.
Although they are well looked after in zoos, they don’t
have the freedom of living in their natural habitat. That
being said though, for some endangered species, zoos
may be necessary to ensure their survival.
Well, off the top of my head, I imagine a zookeeper
would need to be patient, hardworking, and devoted
to the animals they look after. They would also need to
understand animal behavior in order to better handle and
care for them.
Y
• Hummingbirds depend on nectar for up to 90% of their diet.
• Each hive has a queen and all the bees in the colony protect her.
• There are numerous reasons why you should not use a phone
while driving.
• Sally’s philanthropic activities have introduced her to a
widening circle of friends.
• Happy dogs perform a constant lively wag of their tails.
• He decided to demonstrate the procedure to the class.
• Honeybees use motion and body movement to share
instructions with other bees.
Cindy and Paul choose Vivian Anderson.
One reason was that Vivian Anderson has years of
experience working as an assistant zookeeper. Another
reason is that she is academically qualified and holds
a degree. She’s also familiar with animal psychology
and is able to handle different animals, big or small.
More importantly, she’s flexible and is willing to work on
weekends whereas Doug Crest is not. Furthermore, she
has experience dealing with visitors.
Stage 4
Model Interview
7 •
•
Cindy’s reasons are that Ms. Anderson has four years of
experience as an assistant zookeeper and she holds an
associate’s degree in Zoology. Paul’s reasons are that Ms.
Anderson is effective in dealing with the public, and she is
familiar with animal psychology.
Cindy supports her first reason by saying that Ms.
Anderson has had to work with different animals
throughout her years of experience. She also knows
the duties and responsibilities of the position and would
adjust to her new job easily. She supports her second
reason by saying that Ms. Anderson’s studies have made
her an expert on everything about animals. Moreover,
she knows the theory behind the physical needs of
animals. Paul supports his first reason by saying that
Ms. Anderson spends time talking to visitors about the
behavior and nature of animals, thus making them want to
learn more about animals and enriching their experience.
He supports his second reason by saying that Ms.
245
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Answer Section
In the actual ECPE:
• In the actual ECPE, Stage 5 of the Speaking task is conducted
between Examiner 2 and test takers 1 and 2.
In the coursebook:
• The Stage 5 tasks in the Speaking Exam Practice included
in the coursebook aim to familiarize students with the
questioning-defending format of Stage 5 of the ECPE
Speaking section and provide them with the opportunity to
practice related techniques that will enable them to complete
the task successfully.
• If the teacher wants students to practice Stage 5 in a situation
that is more faithful to the format of the exam, it is advisable
that Stage 5 be conducted in groups of three. One student
takes on the role of the person in authority (a role assumed
by Examiner 2 in the actual exam) and asks test taker 1 and 2
questions about the decision they have made. The other two
students take on the roles of test takers 1 and 2 and respond
to the questions, justifying and defending their decision.
• For a model of Stage 5 conducted in groups of three, see
audioscript for Stage 5 Model Interview.
Exercise 1 (p. 150)
Suggested Answers
A
M
P
1 The issue is overfishing.
2 Causes of the issue are the high demand for fish and seafood
and the unregulated conditions in international waters.
3 The effects of the issue are that fish levels become
dangerously low putting species at risk and the impossibility
to implement rules and fishing limits.
4 Source 1 presents information about a cause. Sources 2 and 3
present information about effects.
5 My opinion about the topic is that overfishing is a serious
problem that needs to be addressed and stopped, for the
sake of the environment.
Exercise 2 (p. 150)
Suggested Answers
S
1 The writer has used paraphrasing in the introduction. The
writer ends the introduction by posing a question.
2 The writer presents the causes of high demand for fish and
seafood and the unregulated conditions in international waters.
3 The supporting details given by the writer include the fact
that we eat more seafood now than ever and that an open
market allows anyone to catch huge amounts of fish without
government controls. The writer also mentions the fact that
the trends in consumption are likely to remain high and the
inability to check that fishermen are not using banned or illegal
fishing methods.
4 The effects presented in the essay are that fish levels become
dangerously low putting species at risk and the impossibility
to implement rules and fishing limits. The effects are negative.
246
28 NEW S&S ECPE Ts AnswSect.indd 246
Exercise 6c (p. 153)
Suggested Answers
One cause of animal endangerment is habitat loss. It is a sad fact
that expanding farmlands and city areas destroys the homes of
animals. As a result of having nowhere to live or find food the
animals eventually die out.
Animals becoming endangered is also due to overhunting and
illegal poaching. In many countries certain animal species are killed
in large numbers either for their meat or for their parts like horns.
Consequently, ecosystems are disrupted by the loss of these
species and this leads to other animals becoming endangered.
Exercise 7a (p. 153)
Suggested Answers
LE
Exam Practice VI – Writing VI
One cause of = One reason for, (overfishing) is due to/attributed
to
What makes matters worse is that = The fact remains, Not to
mention that
Consequently = Thus, As a result, Therefore, The result is that,
One consequence is
Another contributing factor = Another factor/cause/reason
Not to mention = The fact remains, What makes matters worse
is that
As a result = Therefore, Thus, The result is that
Y
NOTE FOR THE TEACHER
Suggested Answer
O
P
Stage 5
Exercise 3 (p. 151)
C
Anderson empathizes with animals and responds to their
psychological needs.
1 The issue is deforestation.
2 I will write in a formal style.
3 In the main body paragraphs I should include causes,
supporting details, and their effects.
4 Causes of deforestation include forest fires, logging, and land
use for pasture.
5 The effects are a loss of forest land, loss of biodiversity and
animal species, and an increase in global warming.
6 I can the use the sources in the main body to provide
supporting details and examples.
7 My opinion is that deforestation is a serious issue that needs
to be addressed. I will present my opinion in the conclusion.
Exercise 8 (p. 153)
Suggested Answer
Deforestation has an extensive and irreparable impact on our
rainforests and woodlands, especially essential areas such as the
Amazon. There are several reasons for deforestation, specifically
economic and commercial factors and forest fires.
One important cause of deforestation, particularly in places
such as South America, is commercial agriculture fueled by
big corporations and subcontractors. That is to say, local
communities clear vast areas of forest land in order to meet
the global demand for products, namely wood, biofuel, food,
and livestock. To illustrate how big of a part this industry plays,
one needs only to look at a recent survey on issues affecting
the Brazilian rainforest, which shows that 83 percent of forest
destruction comes from land used for such commercial activities.
It follows from this that consumer behavior also plays a part.
Without high demand for the products that require land in these
regions, companies and farmers would not be working on such
a huge scale. Thus we are presented with a supply and demand
22/02/21 13:06
Answer Section
Revision & Extension Writing
(Modules 1-6)
P
Exercise 2a (p. 154)
Suggested Answers
implications of stress on our population and the impacts it can
have on daily life. In order to understand the issue better, it is
important to examine the reasons for stress, the ways it can
overcome us, and what we can do to tackle it.
Y
Task 5 : The aim of this proposal is to assess the city council’s
plan to implement restrictions on the number of cars allowed into
the downtown area. This proposal will present to you, our mayor,
different viewpoints on the issue and offer a recommendation on
how to proceed.
O
P
Task 6: The famous philosopher George Santayana once
famously said that, “Advertising is the modern substitute for
argument; its function is to make the worse appear the better.”
Is there more to it, though, than persuading us to spend money
on irrelevant items? Supporters would have us believe that it
serves a variety of important social functions and provides much
needed information. However, the truth of the matter might be
somewhere in between.
Exercise 3 (p. 155)
Suggested Answers
C
For task 1 I chose the first and the second options as these show
stronger points that the government can have direct control over.
While children not getting enough attention from their families
is something than can impact the issue it is not a particularly
relevant point because the government has little say over what
happens within private homes.
LE
problem with the high demand dictating that supply operates at a
level high enough to match. As a result, communities in rainforest
regions earn a living as there are many job opportunities, however
this comes at a terrible cost to the environment. A problem that
is clearly shown by a recent study that found that half a million
square miles of forest have been lost in the last three decades.
This is clearly an unsustainable rate.
Another cause of deforestation is fires, which consume vast
amounts of forests. Sadly, forests are threatened by both manmade fires and naturally occurring wildfires, usually caused
by extreme weather or climatic conditions. Recently we have
seen this on a tragic scale when over 5,000 square miles of the
Brazilian Amazon was devastated by forest fires. To put this into
perspective, this is the equivalent amount of land that is over
eight times the size of the city of London, one of the world’s
largest cities. This tragedy raises more issues than just simply
losing trees, however. The result is biodiversity loss of animals
and plants and further climate change. In terms of biodiversity
loss alone, it is estimated that 150 species of animals and plants
are lost every day. A truly shocking number that has massive
ramifications on the ecosystem as plants and trees act as filters
which clean the air and water, while their canopies help regulate
temperatures below them.
In summary, deforestation is a serious issue that has far reaching
consequences spurred on by the needs of industry, local
communities, consumer behavior, and forest fires. I truly believe
that all of these factors need to be addressed and tackled in
order for effective and lasting change to be made.
M
• Yes, the writer has paraphrased the topic. The writer has
chosen to discuss rebels who can be considered “aggressive,
rude, and violent.”
• The writer says that teenagers are often described as rebels
who are indifferent to society’s needs – a paraphrase from
“irresponsible and apathetic about life.”
Exercise 2b (p. 154)
S
A
Task 1 : Crime figures have shown that the authorities are not
taking a firm enough stand on drugs and addiction. This leads
to numerous social, health, and safety concerns in our society. It
seems like an impossible problem to address, however there are
solutions to combating this issue.
Task 2 : Ask any teenager and they will no doubt tell you that their
cell phone is their prized possession. Something that they just
couldn’t possibly live without. Imagine then, how you would feel
if someone banned you from using it, or worse still confiscated
it from you! Well, you could find yourself in exactly this position,
if our school passes a new rule banning cell phones in school
buildings. Is this a fair solution to phone misuse at school, or is it
an overreaction?
Task 3 : Mental health is a serious issue, and stress-related
problems are increasingly affecting all members of society, from
teenagers to the elderly. There are concerns about the health
For task 2 I chose options five and six as these show good
points that could be used in support of each side of the argument
regarding cell phone use. While access to phones explains why
so many teens have cell phones, the point that many families get
cell phones in package deals for the whole family isn’t relevant to
this issue.
For task 5 I chose options seven and eight as they are the
strongest points for a proposal. The fact that public transportation
services have not reached punctuality targets this year is useful
background information, but not as strong a justification as the
other two points.
Exercise 4a (p. 155)
Suggested Answers
1 I will write in a formal style.
2 In the introduction for a proposal I should state the purpose
and content of the proposal and who it is written for. In an
opinion essay I should provide a clear statement of the topic
as well as a clear presentation of my opinion on the topic.
3 I can include information from the sources in either the main
body paragraphs of my proposal or opinion essay, or in the
conclusion.
4 In the main body paragraphs of my proposal or opinion essay
I should present the viewpoints on the issue and provide
supporting details.
5 In the conclusion of my proposal I should present my
recommendation and opinion and possibly include a
summarization. In the conclusion of my opinion essay I should
restate my opinion either directly or indirectly.
247
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Answer Section
I remember hearing once, that for each basket a basketballer
scores they get paid the same as a school teacher’s yearly salary.
It’s certainly difficult to justify when you put things in perspective
and compare those two jobs. … someone like a teacher or a
doctor trains for years and has professional qualifications.
… look at the economic problems people across the country are
facing… then you see on TV how a professional athlete lives.
How much money they earn and what they do with it. You can
understand why people get angry about that.
… people will argue that athletes deserve these salaries.
… (they) dedicate their whole lives to training and put themselves
at huge risk of physical injury, not to mention psychological
stress.
… the money players get couldn’t be spent in a hundred lifetimes.
Exercise 5 (p. 155)
Suggested Answers
Task 1: Proposal
Professional sports stars perform incredible feats on the field and
are an inspiration to fans and wider society. However, the issue
of their salaries is often a controversial topic, with many saying
they are paid too much, as shown in a recent survey where over
70 percent of respondents expressed this view. As far as I am
concerned, this is true and I believe that caps should be placed
on their earnings.
Player salaries are at extremely high levels and are hugely out
of line with the average salaries of most people. This isn’t an
issue that affects only one sport either, rather it is a new norm. A
recent study showed that across four of the most popular sports
in the United States, average athlete wages were in the millions
of dollars. The highest paid being the NBA where average pay
reached a staggering 6.2 million dollars. This is closely followed
by over 4 million in baseball and above 2 million in football and
soccer. In simple terms, every time a famous basketball player
scores a basket they earn the equivalent of a teacher’s yearly
salary, if not more. As we can see, the disconnect between sports
players’ salaries and those of fans and the public is huge.
LE
The aim of this proposal is to assess the team’s plan to increase
salaries for our athletes next season. This proposal will present to
you, our general manager, different viewpoints on the issue and
provide a recommendation for how to proceed.
Task 2: Essay
Y
… look at how many millions of dollars players get these days.
And that’s not just in one or two sports, it’s across all major
sports.
difficulties for our organization. While none of us dispute our
athletes’ efforts, the fact remains that our players are currently
highly paid, under a wage structure that is already pushing us
to our limits. I would suggest not to implement further raises in
pay at this time, and instead perhaps review small player specific
bonuses for reaching agreed upon goals or outstanding results.
O
P
Suggested Answers
C
Exercise 4b (p. 155)
M
P
Firstly, pay in professional sports across the country is already
at extremely high levels. This is true of our league also. A recent
study shows, for example, that in the National Basketball
Association the average pay for players is over six million
dollars. This is closely followed by over four million in Major
League Baseball, and over two million in football and soccer. We
can clearly see that this is a point that is applicable across all
professional sports, and ours is no exception. This is a factor that
we have to keep in mind when considering the financial viability
of our team and our long-term financial health as an organization.
S
A
In addition to the current high levels of pay and our existing
financial commitments, we have to consider the views of our fan
base. Our organization, like any sports team, relies on the good
will and support of our fans. Increasing high salaries in difficult
economic times like these would no doubt cause resentment
or anger from fans. In fact, according to a recent survey, over
seventy percent of people already believe that athletes earn too
much money. By raising salaries we risk creating a rift with the
community.
Despite all of the above, we have to consider the concerns of our
staff and athletes. It would be remiss of us to ignore the issue
from the players’ perspective, to whom we have a professional
responsibility. Our players give their all to the team and train
incredibly hard. As local coach Henry Martin has correctly
pointed out, “Professional athletes have very short careers and
take serious risks that have long lasting effects on their health. It’s
only right that they are highly paid.”
Having considered all the aspects of the issue, it seems that
increasing player salaries would present various issues and
Another point to consider is that public opinion is strongly against
athletes’ high wages and lavish lifestyles. This is a sentiment that
is shared by all parts of society, both fans and the wider general
public. It is a point that creates anger and resentment towards
athletes, and leads to society questioning the relevance or validity
of sports stars. This is especially true in times of economic
hardship or national emergencies such as pandemics, where
sports earn millions and enjoy lives of luxury and extravagance
while many normal people have lost their livelihoods and jobs.
These views are not shared by everyone, however. There are
people who defend the high salaries of professional athletes.
They often refer to the views of people such as local sports coach
Henry Martin. According to Coach Martin, “Professional athletes
have very short careers and take serious risks that have long
lasting effects on their health. It’s only fair that they are highly
paid.” While it is true that athletes have short careers and face
physical and psychological stress, the money that they are paid
in that time is well above what would reasonably be needed.
Regardless of how short a player’s career is the vast sums of
millions they are paid couldn’t be spent in a hundred lifetimes,
never mind one. Furthermore, it is also unreasonable when we
compare what they are being paid to do, which is essentially just
playing a game. Compare this to the years of study and training
that a doctor undergoes for a minuscule fraction of the pay.
All things considered, it is obvious that caps on player earnings
are not only desirable but also essential. Sports stars are not only
heroes on the field, they should also be role models to society off
the field as well. That means that they should set a good example
for young people by being responsible and not promoting a
lifestyle of excess. Teams have a duty to enforce this and behave
sensibly during difficult economic times.
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Audioscripts
Unit 1c
M: No, it’s a great place; fun colleagues, interesting tasks,
lots of innovation. But I’ve got A LOT [emphasis] to
learn.
F: Sounds pretty normal for a first week.
M: Actually I wasn’t expecting to come across so many
new things.
Exam Practice (p. 10)
Part 1
What does the man say about his job?
Do you have any questions?
Did you see that documentary about natural
resources in the twenty-first century?
M: Yes, and it was quite worrying.
F: Well, it’s not all doom and gloom. Even if natural
resources run out on Earth, there’s always space
mining.
M: Yes. But my concern is the practicality of mining
asteroids. I’m not convinced it will work. I think
renewable energy is the way to go.
F:
What is the man worried about?
F:
Have you prepared the materials you’re going to show
the client? Do you have the newest charts from Alice?
M: Yes, yes, and I’ve practiced it several times.
F: What else are you going to need? This contract is
crucial for the firm and I’m sure I’m forgetting
something... [trails off] You can always call if – [M
interrupts F]
M: Everything’ll go smoothly, don’t worry!
Why does the woman mention North State?
7
F:
Some members of my lab group want to start the
experiment over, but I think we just have to do the
best we can with the lab report. There’s no time to
start again.
M: We actually got the opposite effect than we should
have.
F: Really? Us too!
M: I even asked the lab assistant. I think it was meant to
happen. They want to see how we write it up.
F: Thanks, you’ve resolved a big argument.
LE
2
State Street and Garcia Avenue were both completely
blocked. Was there an accident?
M: Yep. I was stuck in traffic for almost an hour.
F: That’s terrible. Was traffic lighter on North State?
M: I didn’t go through downtown. I decided to bypass it.
Why?
F: I need to go and pick up my glasses. But maybe I’ll do
it tomorrow.
C
1
F:
Y
6
O
P
In this part, you will hear short conversations. After each
conversation, you will hear a question about it. You will hear
each conversation and question once. The answer choices are
printed in the test booklet. Mark your answers on the separate
answer sheet, not in the test booklet. You should mark A, B, C,
or D.
What does the girl say about her group?
8
M: You don’t have a lot of storage space, do you?
F: No, not at all. It’s a real problem.
M: Why don’t you hire someone to install some
cupboards?
F: That’s a bit of a hassle and I don’t really want to make
the rooms look smaller. I need to go to a home
improvement store this weekend.
M: Give Smith’s a try. They have a huge selection.
A
M
3
P
What are the speakers discussing?
What will the woman probably do?
F:
I was planning to bake some bread this afternoon but
I don’t have all the ingredients.
M: Yeah, we’re out of yeast, aren’t we?
F: I found some in the back of the cupboard, actually.
And we’ve got plenty of whole wheat flour but no
molasses – oh, wait [pauses to read] ... It says I can
substitute honey. I’d rather not, though, since it’s my
first time using this recipe.
M: I can pick some up on the way home from the farmer’s
market.
S
4
What ingredient does the woman need?
5
F: So, how was your first week?
M: Bewildering. And exhausting.
F: So... bad?
F:
If you’ve finished studying, why don’t you come with
me now and practice with our basketball team?
There’s a tournament next week, but we don’t have
enough players.
M: Yeah, I’m done now. But I’m not sure; I enjoy
basketball, but I’m terrible! I could come and cheer
you on at the competition, though.
F: No, you should play! We’re not competitive; we’re just
taking part for fun. We don’t expect to win.
M: If that’s the case, you can count me in!
F: Great, get your things and follow me.
What will the boy probably do next?
9
F: Did you see Joanna’s post about plastic toothbrushes?
M: I stopped following her social media accounts. They’re
a bit too PC for me.
F: I think you’ve misunderstood her. She’s not trying to
be politically correct or dictate how you should live.
She just really wants to do her part to help the
environment. She’s learning, and sharing what she
learns.
M: But she’s always talking about why it’s so important to
change our behavior.
F: So? She’s just excited about it.
What does the girl imply about Joanna?
10 M: It’s too bad we didn’t reserve something earlier.
F: I couldn’t commit to the days off in advance ... you
know that. This is alright, though. It’s comfortable
enough and it’s convenient.
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Audioscripts
M: Yeah, but the price was a bit steep for something
that’s only alright.
F:
...but I’m not sure if I’m going to go. It’s so expensive
and it’s just so unlikely that it’ll ever lead to an actual
job ...
M: Sometimes you’ve just gotta throw caution to the
wind and go for what you really want. Then, at least
you can say you tried.
What does the man think of the accommodations?
11 F:
12 M: I can’t believe another billionaire is building a
spaceship. Space exploration shouldn’t be a business!
F: Well, what should it be then?
M: Pure science that belongs to everyone. It should be
the prerogative of colleges and governments.
F: Yeah, that’s nice, but it’s a bit idealistic. There’s profit
to be made.
What does the woman think of the man’s view?
I can’t believe you told Maya to try the sirloin steak!
Didn’t you listen to anything she was saying? She’d
been talking about veganism all night!
M: Yeah... I think I really put my foot in my mouth this
time.
F: What on earth were you thinking?
M: It’s just that she asked what I liked on the menu, and I
got so carried away that I totally forgot. I was only
trying to be helpful...
P
How does the man feel?
In this part, you will hear two segments from a radio program.
After each segment, you will hear six questions about it. Before
each segment begins, you will have time to preview the
questions that are printed in the test booklet.
You will hear each segment twice. Then you will hear the
questions once. If you want to, you may take notes in your
booklet as you listen. Mark your answers on the separate
answer sheet, not in the test booklet. You should mark A, B or
C.
Do you have any questions?
Look at the questions. Then listen to the first segment.
Now you will hear the first segment.
F1:
M1:
M2:
A
M
14 M: Look at this. There’s a beach house available right on
the edge of town, or there’s a cottage in a pine forest,
a half-hour’s walk from the beach. Which would be
best?
F: I have no idea. Maybe you could call a tourist
information center?
M: Yeah, but I wanted an insider’s opinion from a local.
F: I grew up in Miami! I’ve never even been to the Florida
Panhandle!
Why is the man asking the woman for advice?
S
15 F1: So, those are the changes we’re going to make, and
they should go a long way towards achieving our goal
of becoming a greener office this year.
M: What about all the paper memos? Couldn’t we replace
them with emails?
F1: We could, certainly. I’d welcome any other suggestions
or questions.
F2: Maybe our recycling system could be improved, too.
It’s not very effective right now because the bins are
always full.
What is the meeting about?
250
16 F: I got accepted to the College of Art and Design, but ...
M: [M interrupts F] Oh! Congratulations! That’s great!
29 NEW S&S ECPE Ts Audioscripts.indd 250
Y
Part 3
LE
13 F:
Exam Practice (p. 11)
O
P
What will the man do for the woman?
What are the speakers discussing?
C
Tiger’s shy and she’ll probably hide from you anyway.
So, it’s better not to take her to your house. Just leave
her cat food and water each day, and if you have time
to sit with her for a while, that would be great. Then if
she wants attention, she’ll come to you.
M: OK, no problem! I’m sure she’ll warm up to me.
F: Fantastic! Oh, I’m sure you won’t need it, but the
number for the vet is on the fridge as well.
M: Great! I’ll stop by your house tomorrow.
M1:
M2:
Global warming is a serious issue, especially its impact
on melting Arctic ice sheets. Recent research highlights
this rapid shrinking and the potential impact this could
have on the environment. Bill Perry reports...
A research team from a university in California has been
studying the ice formations in the Arctic for the past 10
years. Dr. Charles Lipton, one of the geologists on the
team, is here to tell us more.
Hello, Bill. Thank you. The Arctic ice sheets are mainly
composed of glaciers. These massive ice formations
are created by snow that has compressed over many
years, into large, thick masses. These glaciers tend to
move and shift according to weather changes each
year, causing cracks and separation. In the summer
months, portions of the glacier can break away and fall
into the ocean. These floating ice masses are known as
icebergs, 1 and can vary in size. They range from a few
cubic feet to the size of a small island.
From what I remember, some of these icebergs travel
on a course down the north Atlantic and eventually
meet the warmer currents of the Gulf Stream. Once
they’ve encountered these currents, don’t they melt
within a couple of months?
That’s right. Our oceans are made up of warm and cold
currents that circulate around the globe and play a
major role in balancing the world’s climate. 2 What
we’ve detected during our research is that temperatures
are beginning to rise. As the sea warms up, it melts the
ice at a faster rate. This has a direct impact on the Arctic
ice sheets that have existed for many thousands of
years. In the last ten years, we have recorded a loss of
these sheets that’s truly unprecedented. 3 In some
regions they’re virtually gone. As a result, creatures
22/02/21 13:07
Audioscripts
M2:
M1:
M2:
F2:
M1:
F2:
2
According to Dr. Lipton, what happens in the Arctic
annually?
What plays a significant role in regulating the world’s
climate?
What does Dr. Lipton imply about the loss of the Arctic
ice sheets?
According to Dr. Lipton, what effect can salt concentration
have on the oceans?
What does the reporter suggest about international
agreements on CO2?
What is the main purpose of this report?
A
3
M
Now you will hear the segment again.
1
4
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5
6
M1:
F2:
M2:
Look at the questions. Then listen to the second segment.
Now you will hear the second segment.
F1:
By now, you’ve probably heard at least one horror story
about the environmental consequences of fracking
operations and many of you listeners out there might be
wondering why is it even taking place? It might seem
hard to defend, but whatever your views are, it’s not a
simple issue. 7 Today, Jason Jones talks to some
experts to find out more. Jason?
29 NEW S&S ECPE Ts Audioscripts.indd 251
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F2:
Thank you. I’m very fortunate today to be speaking with
Roberta Jackson, an environmental consultant who’s
worked in the fracking industry and Michael Allen, a
hydrologist and activist. Welcome, both of you.
Thank you, Jason.
[overlapping with F2] Thanks.
Now, to make sure everyone’s got the basics down,
let’s talk a little about what exactly fracking is. Roberta,
can you enlighten us?
Certainly, Jason. Fracking is a relatively recently
developed method for extracting natural gas from shale
rock deep within the ground. It’s also called hydraulic
fracturing, which is an accurate description of the
process taking place. To extract the gas, a mixture of
water, sand, and a cocktail of chemicals is injected into
a well at high pressure in order to break the rock 8 and
release the gas or oil it contains.
You’ll notice that Roberta didn’t specify the chemicals
involved. I’d just like to point out that’s because we
don’t know. It’s virtually unregulated, and many
operations are quite secretive of their “recipes”, if you
will. 9 We DO [emphasis] know that the chemicals used
include substances that are highly toxic to humans and
to the environment in general. Sometimes, the first we
know about them is when they turn up in a town’s water
supply. It’s a terrible situation.
I’m not going to comment on that, Michael, and I’m
certainly not going to enter into an argument. That’s not
why I’m here.
That’s fair enough, Roberta. Can you tell us instead why
fracking is still taking place, given the controversy?
Well, there are benefits. Fracking has made a lot of
natural gas available, causing prices to drop
considerably. That translates to lower bills for everyone.
And people like having lower bills – we can’t deny that.
It also means we’re not dependent on foreign countries
to supply us with oil, so it puts our country in a much
stronger geopolitical position globally. It creates jobs,
too. 10
So, I guess you’re saying it’s saved us from a crisis, in a
way, because not long ago we thought we were running
out of fossil fuels. And now, we have plenty all of a
sudden.
Yes, some say it is giving us a vital window of time to
figure out how to utilize renewable forms of energy
before we run out of fossil fuels, so that we can have a
smooth transition, without much disruption to our
lifestyles.
I have to say, we ARE [emphasis] paying a high price,
though. We’re paying in terms of the health of the
people who live near fracking operations, the
environments that fracking damages irreparably, and
general climate change that’s progressing while we
continue to burn fossil fuels instead of developing
renewable energy sources. It’s only delaying the
inevitable. Where are these renewables that proponents
claim are on the way to save us?
They’re expensive, Michael. Most people still can’t
afford them.
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F2:
M2:
M1:
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M2:
M1:
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such as polar bears and seals – which use sea ice for
hunting and resting – face major threats. Similarly,
coastlines will no longer be protected from wave
damage and will suffer erosion, which is already
happening in Alaska. Without sea ice to support it, land
ice could topple into the ocean and raise global sea
levels, threatening many low-lying areas. In addition,
the disappearance of reflective ice over the Arctic
means that solar radiation is no longer being reflected
back into space to the same degree, thus heating the
planet even further. And the list goes on and on.
There is another problem, isn’t there, as glaciers are
composed of fresh water, while ocean water has a high
salt content? Doesn’t this also have repercussions?
That’s a good question. Research shows that when
fresh water from melting ice enters our oceans, it can
alter the salt content dramatically. This, in turn, can
upset the circulation of the currents and the ecosystems
that depend on them. 4 Sadly, many scientists predict
that the Arctic ice sheets will have completely
disappeared by the year 2030, contributing to even
warmer seas and an increase in destructive hurricanes
and storms.
Isn’t there something we can do? What about the
international agreements that have been made, to keep
CO2 emissions below a certain threshold? Surely, if
these are successful, it will slow the ice loss. 5
Unfortunately the impacts won’t be as big as they could
have been, had governments acted sooner. It’s likely
that we’ll have to face the consequences, such as
highly unpredictable weather patterns, sea levels rising,
and ecological collapse. But don’t get me wrong - if we
do nothing, things will be worse, so it’s important that
we take action to minimize the effects.
It certainly sounds like something we need to take
seriously. Thanks for talking with us today, Dr. Lipton.
F2:
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Audioscripts
Now you will hear the segment again.
7
8
9
10
11
12
What does the first speaker imply about the issue of
fracking?
What does Roberta Jackson say about the process of
extracting gas?
What does Michael Allen suggest about chemical use in
fracking?
What does Roberta Jackson say about the benefits of
fracking?
Why does Michael Allen mention the cost of medical
care?
What is the purpose of this report?
Exam Practice (pp. 16-17)
Part 2
OK, that about wraps things up. 6 Let me just check my
notes ... no ... I didn’t forget anything. My talk’s done. Did you
guys understand everything? Let me know if you didn’t. 5
1
2
3
4
Why is the speaker most likely discussing space junk?
What does the speaker imply about space agencies?
Why does the speaker mention marine pollution?
What does the speaker say about collisions with space
junk?
What will the speaker probably do next?
What does the speaker mean when he says: “OK, that
about wraps things up.”
5
6
Now you will hear the second talk. Look at the questions.
LE
Unit 2c
Alright, joking aside, this is actually a huge threat. All of the
debris orbiting around the Earth makes it highly likely that
some of it might be in the path of a spaceship as it’s taking off
or landing, or collide with a satellite that we need to provide us
with fast Internet. The space station has even had to dodge
several pieces of junk recently, which could have done millions
of dollars worth of damage. 4 Even if the junk just collides with
another piece of junk, that would create a huge cloud of
destructive objects that could cause even more damage. It’s
really not something we can ignore.
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and rusting away. I mean imagine throwing your plastic waste
into the ocean, everybody knows that’s wrong! 3 Space junk
mostly has some kind of identifier on it, so everyone knows
where it came from, too!
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F2:
And they can’t afford the medical care when they get
sick from the fracking chemicals polluting their drinking
water either! 11
As I said, Michael, I’m not here to argue. I admit though
that there are effects we still don’t fully understand. It’s
not my place to defend the industry. I’m just trying to
explain why there is support for it, and why it continues,
when so many people are so vehemently opposed to it.
OK it’s time for a break. We’ll be back in a minute to talk
about some alternatives that might help us to phase out
fracking.
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M2:
Listen to a speaker at a natural history museum.
(Female voice)
P
In this part, you will hear three short talks. After each talk, you
will hear six questions about it. Before each talk begins, you
will have time to preview the questions that are printed in the
test booklet.
M
You will hear each talk and the questions once. If you want to,
you may take notes in your booklet as you listen. Mark your
answers on the separate answer sheet, not in the test booklet.
You should mark A, B, C, or D.
Do you have any questions?
A
Now you will hear the first talk. Look at the questions.
Listen to a student giving a presentation in a science class.
(Male voice)
S
The topic I’m going to talk to you about today is space junk.
You might not have any idea what that is – I sure didn’t when
Ms. Gonzales gave me the assignment last week. 1 In fact, I
was pretty disappointed to have such a boring subject to
research. But now that I’ve read a bit about it, I realize that it’s
pretty interesting. And I’ve actually found a really cool
animation on the Internet that explains everything, so after my
talk Ms. Gonzales is gonna play it for us.
So, first off, what is space junk? It’s a collection of
out-of-commission satellites, derelict spacecraft, and parts
that have broken or were discarded during launches. Actually
it’s shocking that all these space agencies didn’t clean up after
themselves. 2 Whoever used them just left them there, orbiting
Good afternoon, everyone. Thanks for coming to the first talk
in our series, Native Knowledge. Our special mystery guest for
today is Dr. George Taylor! Dr. Taylor is someone who many of
you, especially museum members, have probably met before. 8
He’s been a familiar face around here for a very long time. In
fact, twenty years ago he was teaching a class for children on
Chumash traditions and it was the first of many museum
classes I attended! 9 As those of you who don’t know him will
soon see, he’s very knowledgeable and a great storyteller, too.
Today, he’ll be telling the story of the scorpion tree. This
ancient tree, located in San Luis Obispo county, in California,
is known for a deep carving on its trunk that resembles
something between a lizard and a man. Legend has it that it
was carved by cowboys, but recently a collaboration between
a local paleontologist and Chumash elder has revealed it to be
a long lost piece of Native American artwork that once
functioned as a calendar. 10
Dr. Taylor will explain how the mystery of the scorpion tree was
solved, and also how the calendar uses astronomical features
to mark out the solstices and equinoxes by following the
movement of shadows. 11 It’s a fascinating discovery, and also
remarkable that we had no idea of its significance before.
But before we start, I just want to remind everyone that even
though this talk is free for members, we always appreciate
donations, which you can leave in the box by the door. I assure
you, they’ll be put to good use. Also, if anyone needs to renew
their memberships, I’ll be available after the talk to take care of
that. Just come and find me at the desk at the back. But now,
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Unit 3a
let’s have a round of applause to welcome Dr. Taylor! 12
Listen to the editor of an online news site talking to his
team.
(Male voice)
Good morning everyone. As you know, this week we’re
changing things up a bit and doing a special feature on
environmental issues, so many of you will have to adjust the
emphasis of your reporting. First of all, I want to thank you for
your flexibility. I know you’re all going to try your best to
provide quality content in an area that may be outside your
usual sphere of expertise, 13 so I really appreciate your efforts.
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Now, I want to remind you why we’re doing this. As you all
know, things at our news site are a bit touch-and-go at the
moment. 14 We’ve been trying to transition to a system where
readers have accounts and sign in in order to obtain content,
and this has caused our readership to drop precipitously.
There’s a lot of competition for news content, and it seems a
high proportion of our readership is choosing to go elsewhere
rather than take a few minutes to sign in. 15 So, what we’re
thinking of doing is to try to add value to our content by
creating weekly special features, each of which will highlight a
timely issue of concern. This will differentiate us from the
competition, and hopefully provide our readers with enough
incentive to take the time to type in a password rather than
simply move on. So, we’re going to be paying close attention
to the web traffic this week and see if we can improve our
engagement metrics and increase retention. 16 The results, of
course, will guide us in our decision on whether to maintain
the special feature format or not, and perhaps even whether
it’s worth continuing in the longer term with the site. There’s a
lot at stake. 18 So, give it your best shot and create some
unique content.
Host: Good morning! You’re listening to KPCC 89.3,
California’s favorite radio station, and I’m Kenny Klein with this
week’s Top Issues. We have a hot topic to discuss this
morning, one that I’m sure you’ll have a lot to say about. As we
all know deforestation has become a big problem. Experts say
that our forests are disappearing at an alarming rate. If we
don’t take the necessary steps to replace the trees that have
been cut down soon, we could be faced with very serious
environmental problems. Fortunately, some reforestation
efforts are already underway, but there’s a lot more we can do.
So, what do you suggest we do? Give us a call and share your
thoughts on this pressing issue. [small pause] I think we have
our first caller ... yes, it’s Elizabeth from L.A. ... Hello, Elizabeth.
Elizabeth: Good morning, Kenny.
Host: Thanks for calling in. Go ahead, Elizabeth! We’re
listening!
Elizabeth: Well, my idea is quite simple and involves starting
an ‘Adopt a Tree’ campaign.
Host: ... interesting ... and how would that work exactly?
Elizabeth: Just like an adopt-a-child campaign. We would ask
people to make a monthly fixed donation that will be used to
purchase, plant, and take care of a tree. We could give
participants certificates or campaign buttons with slogans
printed on them as a means to further advertise the program
and draw even more participants to the cause ...
Host: Great idea! I’m sure our listeners would agree. Thanks,
Elizabeth! Now let’s go to our second caller. Hello! You’re on
the air!
James: Hi, this is James from San Diego.
Host: Good morning, James. What is your suggestion?
James: I think that holding fundraising events would be the
best way to draw attention to the cause while bringing in some
money too. Local schools can get involved by organizing
events such as dances or competitions to raise money. Then,
we could arrange school excursions to plant the trees we buy
with the money raised.
Host: Not a bad idea at all. Thank you, James. Now, let’s move
on to our next caller before the break. Let me see … it’s Martin
from Santa Barbara.
Martin: Hello …
Host: Yes, hello Martin. We’re waiting to hear what you’ve got
to say.
Martin: Alright! I’m sure we all agree that education is the key
here. So I feel the best way to help the reforestation effort is to
make people aware of the problem. And that’s why I propose
a sort of awareness project. We should make educational
brochures explaining the consequences of deforestation;
that’s the only way that people will understand why it’s so
important that we replant deforested areas. We could ask local
businesses to contribute by paying for advertisement space
on the brochures. We could even get school kids to participate
by distributing them …
Host: Indeed a great idea … And now a brief break for a word
from our sponsors. We’ll be back with more on this topic in just
a few minutes …
Y
Now you will hear the third talk. Look at the questions.
Listening, Speaking & Writing (p. 19)
O
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12
What is the speaker’s main purpose?
What does the speaker imply about the audience?
How did the speaker meet Dr. Taylor?
What does the speaker say about the scorpion tree?
What does the speaker say about the purpose of the
carving?
What will the audience probably do next?
C
7
8
9
10
11
13
S
14
What does the speaker imply about the members of his
team?
What does the speaker suggest about the future of the
news site?
What does the speaker imply about the readers who visit
the site?
What information does the speaker say will be noted?
What is the main purpose of the talk?
What does the speaker mean when he says: “There’s a
lot at stake.”
15
16
17
18
End of the listening test.
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Examiner 1: Good morning. Please have a seat Catherine
and... John. My name’s Gordon and this is my colleague,
Linda.
John (Test Taker 1): Hello, nice to meet you.
Catherine (Test Taker 2): Nice to meet you.
Examiner 1: Let’s begin by talking about the test. It is made
up of five stages that last about five minutes each. At the
beginning of each stage, I will explain what you’ll have to do.
For this first stage, we’ll take a couple of minutes just to get to
know each other. So, John, let’s begin with you. Do you work?
John: Yes.
Examiner 1: What type of work do you do?
John: I’m a teacher. I work with elementary school students
which means I have to be creative and energetic. Those kids
really keep me on my toes. It’s a demanding job, but I wouldn’t
change it for the world.
Examiner 1: That’s nice. And how about you, Catherine? Are
you currently employed?
Catherine: No. Not at the moment.
Examiner 1: How do you spend your time?
Catherine: I’m a student at a law school.
Examiner 1: Oh law, that must be interesting.
Catherine: Yes, it’s very engaging.
Examiner 1: I’m sure it is. So, John, do you live in the city?
John: Yes, I live downtown. It’s very convenient. It’s close to
the school I teach at and there is lots of public transportation
available.
Examiner 1: And you, Catherine, do you also live in the city?
Catherine: I live in the suburbs.
Examiner 1: I see. So, if either of you could change one thing
about the city or the town you live in, what would that be?
John: I would like to see more green areas. As our city grows,
the number of buildings grows along with it. It is getting harder
and harder to find open areas to relax, or even go for a walk.
What do you think, Catherine? Is it better in the suburbs?
Catherine: The suburbs aren’t completely paved over, but it’s
getting worse all the time. Parks are becoming a thing of the
past.
John: I know what you mean. I remember when I was a kid
there used to be outdoor basketball courts and tennis courts.
Now, you have to join a gym if you want to exercise. I really do
believe that our city needs more places families can take their
children to ride their bikes or have a picnic.
Examiner 1: OK, thank you both. Let’s go on now to the
second stage.
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Stage 1 (Exercise 2, p. 22)
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Exam Practice (pp. 22-23)
both know the four options. You are NOT allowed to see your
partner’s information sheets so listen carefully. You may take
notes on your own sheet if you wish. You are not required to
memorize the information. I’ll give you about two minutes to
read through the information. Then, I’d like you to take turns
presenting the two options on your information sheet.
Remember, do not just read the lists, but explain the
information. After your partner introduces their two options,
you will be asked to state which one of the two you recommend.
[PAUSE] Are you ready to begin, John?
John: Yes, thank you. Well, both are interesting plans for an
urban renewal project. The first one is to renovate and upgrade
a decrepit suburban building and turn it into a housing complex
which will provide inexpensive accommodations for people. It
will also include a variety of environmentally-friendly
components such as solar and wind energy and recycling
waste management. What’s more, it will promote suburban
expansion. As for the completion of the complex, it will be built
in approximately 30 months. The only downside is that it may
go over the budget set aside for the project. The other option
is very original. This project entails integrating a community
garden into a city park. The plan aims to supply local residents
with an additional food source. If this plan is chosen, the
necessary garden equipment and seeds will be provided
through sponsorship. Another important factor is that it will
include a compost heap, which means that community
members will create piles of food scraps which is a natural
way of fertilizing. What’s more, community members can share
commonly grown food. Also, the projected time frame for the
community garden is about half a year. However, the downside
is that community involvement may not be as high as expected.
Examiner 1: Thank you, John. Now, Catherine please make a
brief recommendation. Which of the two do you believe is the
better option? Just say the name.
Catherine: The community garden.
Examiner 1: Thank you. Catherine would you like to explain
your information?
Catherine: Yes. To begin with, both are attractive options. The
first one is to create an urban park. Actually, this will be built on
a vacant lot in the downtown area, so it will be convenient for
people to get to. Also, it will enhance the appearance of the
city. Additionally, it will provide the city with a venue for
summer concerts and a play area for children. Another positive
factor is that people won’t have to look for parking spaces on
the street because the park will have an underground parking
garage. What’s more, the city will have more plants and trees
and as a result, greener areas. Finally, it will take about a year
for the creation of the urban park. One possible drawback
though, is that it may be difficult to maintain the park on a
long-term basis. The second option is to create a clean energy
plant. To begin with, it will be on government land in the
outskirts of the city and it will produce biofuel from vegetation.
Interestingly enough, the plant will not only produce fuel, but it
will also use solar panels to convert the Sun’s rays into
electricity. It will produce enough energy to supply over
400,000 houses. In addition, using renewable energy has
environmental benefits. Ultimately, it is estimated the plant will
be up and running in roughly three years. Something to keep
in mind is that this project will need to be approved by the
state before it can commence.
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Unit 3c
Stage 2 (Exercise 4, p. 22)
Examiner 1: The two of you are members of your city planning
commission. The mayor is seeking ideas for an urban renewal
project using public land. You are on the selection committee
and the mayor has asked for your help in proposing a project.
Four options have made it to the final selection process. Each
of you will be given an information sheet with descriptions of
two of the four options. You will need to explain the two
options to the other member of the committee so that you
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Examiner 1: Now, for the next stage, I would like both of you
to work together. You are to plan and give a formal presentation
of the option you have chosen to the mayor, Mrs. Bellows.
Each of you must give two different reasons for supporting the
option and explain why they are important. You are allowed
about 2-3 minutes to plan and you may now look at the
information sheet. Please be sure to continue speaking in
English while you are planning. [PAUSE] Are you both ready?
John & Catherine: Yes.
Examiner 1: OK. Let me present Mrs. Bellows.
Examiner 2: Hello. I understand you have reached a decision.
Who will begin?
John: I will. Thank you for your time, Mrs. Bellows. First of all,
we both agree that the plan to create an urban park is the best
option. The main reason is that it will provide urban green
spaces with lots of trees and plants inside the city. This will
create new tranquil areas for citizens to use for relaxation.
Another reason we support this plan is that it will enhance the
image of the city as well as contribute to its beauty. We believe
this could attract more locals and tourists to the city. Now, my
partner will tell you more.
Catherine: In addition to the reasons John mentioned, the city
desperately needs more open spaces for recreational activities
like outdoor concerts or play areas for children. We feel this
will facilitate social interaction and bring the community
together. Another reason we are in favor of this option is that
the underground parking available in the park would also help
improve conditions in the area. Trying to find a parking space
is a real problem for residents and it is getting worse. A garage
would provide parking spaces for both residents and visitors
to the area. All in all, we believe the creation of the park will
play an important role in increasing the quality of urban life.
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Examiner 1: OK, let’s move on to Stage 3. Working together,
you need to compare and contrast the two options you have
just chosen – the community garden and the urban park. Now,
you need to further narrow down your decision. Together you
need to discuss the advantages and disadvantages of each.
Your goal is to reach a consensus on just one option. You
should discuss and explain the importance of your decisions.
Remember, you still should not look at each other’s information
sheet.
John: Well, out of the two options, I believe integrating a
community garden in a city park is the better choice because it
would provide long-term benefits and supply residents with
nutritious food and meals which they can share with each other.
Catherine: That may be true, but remember that a community
garden would only benefit a few people. Building an urban
park on an empty parking lot would not only strengthen the
city’s image but also provide it with greenery.
John: I see what you mean, however, the garden will create a
sense of community where people will work together to grow
food with the help of sponsors who will provide the necessary
tools and resources. Plus, they can also begin composting
which will transform their garden waste into food for their
garden.
Catherine: I partly agree with you, but I feel strongly about the
urban park too because it would also improve the quality of life
for residents. By providing an open space for summer concerts
and a playground, an urban park would attract people of all
ages. Plus, it would include parking facilities which will benefit
visitors and the entire city.
John: I see your point, but it will take a whole year to create
the urban park whereas the community garden can be set up
in just six months.
Catherine: Well, that is not a big difference in the grand
scheme of things. However, if there is not enough community
involvement, that can be a major drawback.
John: Yes, that is true. There’s only so much that can be done
to get people to participate. But how about the fact that urban
parks are often neglected and mismanaged? This can also be
a real problem.
Catherine: I believe we can deal with this. For example, we
could use the profits from the summer concerts to pay for staff
to keep the park clean or initiate community volunteering
programs to ensure its proper maintenance.
Stage 4 (Exercise 8, p. 23)
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Stage 3 (Exercise 6, p. 23)
John: Yes, that sounds reasonable. The urban park seems to
be the logical choice.
Catherine: So, do we agree that the best option is creating an
urban park?
John: Yes.
Examiner 1: All right. Thank you.
C
Examiner 1: Thank you, Catherine. Now, John, make a brief
recommendation. Which of the two do you believe is the better
option? Just say the name.
John: The urban park.
Examiner 1: Thank you. OK, you’ve had the opportunity to
explain the information and to hear your partner’s
recommendation. Now, I’d like you to look at your own
information sheet, NOT your partner’s, and report which one of
your own two options you believe to be the best one. John,
what is your decision?
John: The community garden.
Examiner 1: Thank you, John. Catherine, which option on
your sheet do you think is the best?
Catherine: The urban park.
Examiner 1: Thank you.
29 NEW S&S ECPE Ts Audioscripts.indd 255
Stage 5 (Exercise 10, p. 23)
Examiner 2: Thank you. You have presented some interesting
points. I just have a couple of concerns. First of all, John, you
mentioned that an urban park could attract more tourists to
the area. I have my doubts about that.
John: Well, to be perfectly honest, urban parks can be major
sources of tourism especially in smaller cities. More importantly,
we feel that an urban park will definitely attract domestic
tourism which is our main concern in order to achieve
sustainable urban development.
Examiner 2: Thank you. Catherine, you said that an
underground parking garage would be an asset to the city. But
I’m afraid that building it might be too expensive.
Catherine: That is a legitimate argument. However, with
proper planning and management, I believe, we would be able
to complete the project without going over the budget. The
city might even be able to charge for underground parking,
which would add to city funds.
255
22/02/21 13:07
Audioscripts
Why is the man talking to the woman?
2
Writing I
What will the boy do for the girl?
M: OK, are we ready?
F: I think we are. I’ve got the cost projections and
estimated sales revenues and you’ve got all the
marketing information. [as if looking through papers]
Hang on, where’s the report from the focus group?
M: It should be in the marketing package, one sec...
[looking through his papers] yup here it is. I think we’re
all set. They’ll definitely see that we’ve done our
homework.
F: Well, let’s hope the “principal” thinks so. We get this
right, it could mean big things for us. You’ve been
eyeing that VP’s office for a while and I could start
getting my own projects.
M: Let’s not get ahead of ourselves.
C
3
P
LE
Man: Listen Claire. It says here in this article online that the
government is considering imposing a tax on the carbon
emissions of citizens.
Woman: Well. That seems fair. It’s about time citizens became
part of the solution and not the problem. A tax would force
citizens to change their habits. They could use environmentally
– friendly transportation and shop less which look, it says right
here in the article that according to recent research data are
two activities that account for more than half of the average
person’s CO2 emissions. Not to mention the fact that the
money raised from tax revenues could be used for green
projects. For instance, the government could use the funds to
create more green parks and bike paths throughout the city to
promote greener transportation.
Man: I disagree! Citizens are not the main polluters and should
not be taxed for a problem they are not creating. In fact, as
stated in this news report, American households only
contribute 20 percent of total emissions compared to the top
100 companies that contribute 71 percent. It’s obvious the
corporations are responsible for CO2 problem. And while
promoting greener transportation may be a good idea, in the
end the government does not provide sufficient infrastructure
to justify such taxes. I mean it is unfair to tax citizens for
activities when greener alternatives are not available or
sufficiently developed.
Woman: Perhaps. But we have to do something about the
CO2 levels. I think this is a good start.
Man: Well, I guess we will see.
Y
Exercise 6c (p. 29)
M: Hey Rosie, a bunch of us are going to the park, you
wanna come?
F: I can’t. I have too many chores to do and I still have to
finish my homework.
M: That’s a shame. Is there anything I can do?
F: No, my mom wants me to do the chores myself and
get the groceries. [suddenly remembering something]
Hang on, you’re in Miss Rogers’ Chem class aren’t
you?
M: [a little confused and apprehensive] Yeah, why?
F: I missed class on Thursday and I need the class notes
to finish my assignment.
M: Oh no problem. I typed them up so I’ll email them to
you.
O
P
Examiner 2: Thank you, Catherine. I will take your points and
John’s into consideration when making my decision.
What is the meeting about?
4
Unit 4c
Part 1
M
Exam Practice (p. 34)
S
A
In this part, you will hear short conversations. After each
conversation, you will hear a question about it. You will hear
each conversation and question once. The answer choices are
printed in the test booklet. Mark your answers on the separate
answer sheet, not in the test booklet. You should mark A, B, C,
or D.
Do you have any questions?
1
M: Excuse me, there isn’t ANOTHER Cash’s Coffee
House in this city, is there?
F: No, just this one.
M: Oh, man. And I’m so late. I don’t suppose you’ve seen
a young lady with long dark hair carrying a briefcase?
We were supposed to meet here about twenty minutes
ago.
F: Sorry, no. Why don’t you give her a call?
M: I would only I don’t have her number. Oh, hang on.
I think that’s her. Yes, it is. Thanks for your time!
256
29 NEW S&S ECPE Ts Audioscripts.indd 256
W: I don’t know if I can do this.
M: Of course you can. You’ve had plenty of driving
lessons.
W: Yeah, but what if I get in the car and my mind goes
blank? If I forget how to park or what all the road signs
mean?
M: Calm down. Take a deep breath. You’re going to be
fine. You’ve certainly practiced and studied enough.
It’s just your nerves talking right now. I’m sure you’ll be
fine once you get behind the wheel.
What is the woman nervous about?
5
F:
Bill, do you have the yearly cost predictions? I need to
add them to the data we got from the Washington
office. [not receiving a response] … Bill? Earth to Bill?
[slightly concerned] You OK?
M: [as if waking from a trance] What? Oh, sorry, what
were you saying?
F: What’s wrong with you today? Are you coming down
with something?
M: No, nothing like that. [sounding like he is dreading it] I
have a dentist’s appointment tonight.
F: Are you in pain?
M: [inferring that he is suffering mental torture because he
hates the dentist] Not physically.
What can be inferred about the man?
22/02/21 13:07
Audioscripts
How does the man feel?
7
11 F:
How’s it going with your assignment? Do you need
any help?
M: No, I’ve pretty much got it covered. I finished the
report on my findings last night [pause] wait a sec …
have you got the course book handy. I left mine in
class. I was going to wait till tomorrow to go back and
grab it. There’re a few things I need to check in it.
F: Sure, I’ll just go get it from my room.
How will the girl help the boy?
F: Do you have Emily Maitland in your class?
M: Yes, why?
F: Something’s off with her lately. I’m a bit worried that
she’s falling behind.
M: Emily’s very capable. She’s produced some
outstanding work in my class in the past. There
shouldn’t be any reason that she’s not doing well.
F: Maybe she just lacks the drive for the work. I often find
students rest on their laurels this time of year.
What does the woman imply about Emily?
F:
Hi, Alex. What’s got into you? You seem awfully
chipper today. [jokingly] Wait. Did you win the lottery?
M: I just got some great news. I just called to catch up
with my sister and I found out that I’m going to be an
uncle!
F: Oh, congratulations. That is great news. When’s the
baby due?
M: The beginning of February, so I’ve got a little time to
find the perfect present for my future niece or nephew.
F: That’s great, but don’t forget about your sister. She
deserves something nice, too.
12 M: I don’t want to interrupt your shopping but this will
only take a moment. We just want to gauge public
opinion on the new shopping mall.
F: Well, I’m fine with it but I know a lot of people have
taken issue with the size of what they’re planning and
the fact that it’s replacing the old movie theater.
Actually, that’s where my mom and dad had their first
date so I guess I should be more concerned, but that’s
the price of progress.
M: And do you think you will go there when it’s completed?
F: I don’t see why not.
What are the speakers discussing?
13 F:
Oh, that was a long day. I thought I was never going to
finish!
M: Did you manage to get everything done? You
contacted the client, confirmed the order, and sent the
invoice?
F: Yes, yes, and yes. So, I’m all caught up.
M: Have you also submitted your data sheet for the
month?
F: We’ve got till the end of the month for that, don’t we?
M: The end of the month is for our yearly report. The data
sheet has to be done by tomorrow.
F: [big sigh] Well, looks like I’ll be pulling an all-nighter.
LE
8
What does the man think about the woman’s suggestion?
Y
John, are you OK?
[annoyed] I’m fine!
Really? You don’t sound fine. Did something happen?
[ironic laugh] Did something happen? You could say
that. Remember that new, top-of-the-line smartphone
I bought that I was so excited about? Talk about a
waste of money. The stupid thing keeps resetting
itself. I’ve missed so many appointments. I think I’ll
just go back to using my organizer!
O
P
F:
M:
F:
M:
C
6
F:
So, you’d like to volunteer? That’s very commendable
of you. What sort of tasks could you see yourself
doing?
M: I’m up for pretty much anything. I just want to help.
F: Well, we need people to man the phones and accept
donations. We also need dog walkers and people to
clean out the kennels.
M: Oh, I’d happily take the dogs out for a walk. I have
three dogs at home so I’m used to walking lots of
animals at once.
A
M
9
P
What does the woman suggest the man do?
S
Why does the man mention his pets?
10 F:
Are you OK, Gerald? You look like you’ve got the
weight of the world on your shoulders.
M: No, I’m just a little under the weather and I’ve still got
a lot to do. I have to finish my research plan and write
up my lab experiment. And of course I promised Josie
I’d help out prepping the hall for the question and
answer session.
F: Sounds like you’re stretched a bit thin. You won’t be
good for anybody if you run yourself into the ground.
Why don’t you let me pick up some of the slack? I can
give Josie a hand.
M: That’s very kind of you but a promise is a promise. I’ll
be fine.
29 NEW S&S ECPE Ts Audioscripts.indd 257
What will the woman probably do later?
14 F:
Excuse me, could you tell me where customer support
is? I think I’m a little lost.
M: No, problem. First day jitters?
F: No, actually, I’ve just never been in this part of the
building before. It’s like a maze.
M: I suppose you’re right, I’ve been here so long I think I
could find my way in the dark. I’m Jeff, by the way, the
district manager.
F: I’m June Caulfield, I’m transferring from marketing.
M: Well, welcome to the maze. I’ll show you where it is.
What is probably the woman’s relationship to the
company?
15 F:
Everything is set for your trip. The tickets and hotel are
booked and I’ve already checked you in so you just
have to go to baggage drop-off. Then you can spend
some time in duty-free, see if you can find some
presents for your nieces and nephews.
M: That’s a good idea. I haven’t had a chance to even
think about getting them anything, and that’ll leave me
more time to pack, which I haven’t even started yet.
257
22/02/21 13:07
Audioscripts
But first, I need to do something about this unruly mop
on my head, it’s getting a bit out of control.
What will the man probably do next?
What did you think?
I’m still processing it.
So, you didn’t like it, then?
I didn’t say that. I mean, the acting was good and the
set design and costumes were beautiful, but as for the
plot, it was the classic setup which has all been done
before so you knew exactly what was coming.
Y
16 F:
M:
F:
M:
What does the man think of the movie?
O
P
Exam Practice (p. 35)
Part 3
Do you have any questions?
F2:
LE
You will hear each segment twice. Then you will hear the
questions once. If you want to, you may take notes in your
booklet as you listen. Mark your answers on the separate
answer sheet, not in the test booklet. You should mark A, B or
C.
M1:
C
In this part, you will hear two segments from a radio program.
After each segment, you will hear six questions about it. Before
each segment begins, you will have time to preview the
questions that are printed in the test booklet.
Look at the questions. Then listen to the first segment.
Now you will hear the first segment.
Towards the end of the 20th century, the world
witnessed considerable progress in the field of
medicine. Scientific studies and lab tests led to the
discovery of drugs that could combat bacterial
infections and serious diseases. 1 What most people
aren’t aware of is that the ingredients for a lot of these
treatments come from fungi, or as you might more
commonly know them, as mushrooms. Tom Bradbury
reports ...
Mushrooms are known for their nutritional value. They
are high in vitamins and minerals, as well as vegetable
protein, and low in calories. They are also a good source
of zinc, fiber, iron, and essential amino acids. Their use
in traditional Chinese medicine is legendary and goes
back 2,000 years. Western medicine first recognized
their healing powers in the 1940s when Dr. Fleming
used a mushroom extract to produce the world’s first
antibiotic, penicillin. Recent studies prove their ability to
promote good health and work as a natural resistance
to disease. It’s for this reason that they’re widely used in
Japan and China by cancer patients to fight the
disease. 2 In the USA and Russia, they’re recognized for
their ability to positively affect the immune system. 4 Dr.
Abigail Richards, a nutrition expert, is here to tell us
more.
You know, what these studies have shown is just how
truly miraculous nature is. As humans, we depend on
our immune system to fight off viruses and diseases.
S
A
M1:
M
P
F1:
F2:
258
29 NEW S&S ECPE Ts Audioscripts.indd 258
Yet, for centuries, Western civilization completely
ignored the power of nature’s gifts. We’re only now
beginning to realize the significance of mushrooms in
regulating our bodily functions, and stimulating the
metabolism and the immune system. A recent study
has revealed that mushrooms are probiotic. 3 That is,
they can restore balance in the body and give it the
strength to fight off infections and diseases. 4 Some of
the common probiotic mushrooms that have been
identified are Shiitake, Reishi, and Cordyceps, which
contain polysaccharides. These polysaccharides fight
tumors and can lower your blood pressure. The Reishi
mushroom in particular is known for its ability to fight
viruses and protect the heart, kidneys, and liver from
diseases such as cancer. It has so many healing
qualities that it has been called the miracle mushroom.
But how can the body protect itself in today’s artificial
environment? I mean, our food is processed, we work
in artificial light and air, and we are quick to fight
infections with antibiotics. I was reading an article that
described how frequent use of antibiotics can actually
make us sick, is that true?
Yes, that’s right. What happens is that, when you take
antibiotics to treat a bacterial infection, they attack all
the bacteria in the body not just the bad bacteria. This
means they also destroy the good gut bacteria that help
keep us healthy. This can lead to stomach complications
such as sickness and diarrhea and may affect the
immune system’s ability to fight off more serious
infections leaving you more vulnerable. 5 Not to mention
that the misuse of antibiotics has led to the bacteria
becoming resistant and we have no other way of
treating these infections.
Fascinating stuff, I could talk to you about this all day,
but I’m afraid we have to go back to the studio. Thank
you, Dr. Richards.
M1:
Now you will hear the segment again.
1
2
3
4
5
6
What event in the latter part of the 20th century does the
first speaker refer to?
What does Tom Bradbury say about the use of mushrooms
in Japan?
Why does Dr. Richards mention a recent study?
According to the speakers, what is true about
mushrooms?
According to Dr. Richards, why is the frequent use of
antibiotics harmful to people?
What is the main purpose of this report
Look at the questions. Then listen to the second segment.
Now you will hear the second segment.
M1:
F1:
There have been reports of animals deserting an area
before a devastating earthquake as far back as 300
B.C. in ancient Greece. We’ve all heard the stories but
the question still remains: Can animals actually sense
impending natural disasters? Susan Boswell reports ...
On December 26, 2004 an earthquake with a magnitude
of 9.1 triggered a series of devastating tsunamis that
destroyed many coastal areas of the Indian Ocean. The
22/02/21 13:07
Audioscripts
S
A
M
M2:
F1:
day find a method for predicting earthquakes because
it would no doubt reduce the human toll of these events
dramatically. 11
Now you will hear the segment again.
8
9
10
O
P
11
What are the animals of a wildlife reserve thought to have
done before the tsunami hit in Sri Lanka?
What is one theory concerning animal behavior before an
earthquake?
What reason does Susan Boswell give for seismologists
being skeptical about animals predicting earthquakes?
Why does Dr. Nakashima mention the evacuation of a
Chinese city in 1975?
What can research into natural disaster responses prove
to us?
What is the main purpose of this report?
Y
7
12
Unit 5a
Listening, Speaking & Writing (p. 37)
C
A: This article about nano-foods is really interesting, isn’t it?
Wouldn’t it be amazing if we could really ‘personalize’ our
own food and drinks? Just imagine! You could add more
fiber or vitamins to something or totally change its flavor.
It would be so much easier to stay healthy!
B: Well, I can see your point, but has it occurred to you that
these foods could have some negative effects on the
human body? Scientists still don’t know very much about
them.
A: Well yeah, but surely it’s a good thing to be able to
increase the nutritional value of unhealthy foods like
potato chips and chocolate. Also, apparently ‘smart’
foods using nanotechnology could either block or release
certain ingredients to people with special dietary
requirements. For example, it could protect an individual
who is allergic to something by preventing the dangerous
ingredients from being released into their body. What
negative effects could that possibly have?
B: Well, that’s just the point. Scientists don’t really know yet
what the effects might be. I don’t know about you, but I
don’t really like the idea of someone playing around with
my food. Remember the whole GM foods debate?
A: Yes, of course. So you think that nano-foods are a bad
idea, then?
B: Well, I just think we should be cautious about them,
that’s all. I read somewhere that nanoparticles are much
more likely to be toxic than larger particles to both humans
and the environment.
A: I understand what you’re saying, but I just think that it
seems like there are so many benefits to nano-foods. It
says here that one day nanotechnology could even enable
food to be wrapped in ‘smart’ safety packaging that can
detect spoilage or harmful contaminants.
B: Really? Well, I have to admit, that sounds like a great idea.
A: It does, doesn’t it? I also read that the packaging will be
able to track each step in the manufacturing process,
from the moment the food leaves the farm all the way to
your dinner plate. Wouldn’t that be great?
LE
F1:
P
M2:
reported human casualties were the highest ever
recorded. Strangely enough, though, at the Yala
National Park, a wildlife reserve in Sri Lanka, the
devastation caused absolutely no animal deaths. It’s
believed that the animals sensed the impending disaster
and ran to higher ground. 7 In fact, many elephants were
spotted saving the lives of the humans around them
who were caught unawares. In the earthquake-prone
country of Japan, there have been long studies on how
to use animals as prediction tools for disasters. With us
today is Dr. Hiro Nakashima, a member of a research
team in Japan, who can hopefully shed some light on
the topic of animal instincts.
Thank you, Susan. There are basically two theories
regarding animal behavior before a disaster. The first is
that animals can feel the vibrations of the earth long
before humans can. 8 It’s believed that over 100 different
animals can predict earthquakes. Horses, elephants,
cattle, dogs, cats, chickens, and even snakes are
usually restless or simply act strange before a quake
hits. The Chinese, who have studied animal behavior
since the 1950s, reported that snakes were seen
slithering out of their dens in the middle of their winter
hibernation right before a quake. The other theory is
that animals can detect the changes in the air or the
gases that are released from the earth. It’s a widely
accepted belief that animals are more in tune with their
natural environment.
I understand that there’s still a lot of skepticism regarding
this issue. According to American seismologists,
earthquakes are sudden events whose occurrence
cannot be predicted. 9 They also claim that there’ve
been no successful controlled studies to prove that
animals behave in a certain way before an earthquake.
So, Dr. Nakashima how do you justify your research?
Well, the skepticism is understandable. The problem is
that not all earthquakes cause unusual animal behavior.
You see, animals are prone to erratic behavior for all
kinds of reasons. A sudden loud sound, fireworks, or a
change in the weather could trigger a change in
behavior. On the other hand, think of the keen sense of
homing pigeons, or house pets that wait at the door
before their owners arrive. The Chinese actually
evacuated a city in 1975 right before a massive quake
struck, just because the animals there went wild. 10 It’s
said that at least 90,000 lives were saved. According to
Clive Walker, a biologist who has written many books
on wildlife in Africa, animals can pick up on unusual
natural occurrences. Many times birds are seen
migrating right before a disaster strikes. What our
research is concentrating on now is what kind of
earthquakes trigger a reaction. We’re conducting
laboratory tests on animals by observing their behavior
prior to any natural events. In order to have a controlled
study, we have to record any other sounds or events
that might have triggered erratic behavior before
coming to any kind of conclusions.
So what you’re saying is that most studies so far have
been inconclusive. Well, I hope your research will one
259
29 NEW S&S ECPE Ts Audioscripts.indd 259
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Audioscripts
B: Hmmm … nano surveillance! I’m not so sure about that.
Don’t you think that could lead to a loss of privacy?
A: Well yes, maybe you’re right. I guess all of this remains to
be seen!
B: I couldn’t agree more.
Unit 5c
What is the main purpose of the talk?
What does the speaker mean when he says: “You do it
again, instant expulsion from the class and an
incomplete for the semester.”
5
6
Now you will hear the second talk. Look at the questions.
Listen to a speaker at a town event.
(Female voice)
You will hear each talk and the questions once. If you want to,
you may take notes in your booklet as you listen. Mark your
answers on the separate answer sheet, not in the test booklet.
You should mark A, B, C, or D.
Do you have any questions?
Now you will hear the first talk. Look at the questions.
Listen to a science teacher talking to his students.
(Male voice)
Like many people in this town, I’ve known Grant for a long
time. Growing up, our houses were just two blocks away from
each other 8 and, although he was in my brother’s class two
years ahead of me in school, we all hung out together in the
neighborhood. We even worked together in the bakery café for
a while when we were teenagers. I think all of us there knew he
was destined for big things but none of us could have predicted
his meteoric rise after winning the prestigious Cordon Bleu
contest on television. 9 After that, he went on to bigger and
better things eventually starring in his own cooking show,
writing a range of cookbooks, and opening a number of
restaurants around the country. But, through all his fame and
fortune, he hasn’t forgotten where he comes from. 10
S
A
M
P
LE
OK, has everyone settled in? Good, then welcome to Chemistry
101. For those of you who don’t know, I’m Professor Branson
and I’ll be your teacher this year. 1 Now, before you open your
textbooks, I just want to go over some class rules. Just like in
all your other classes, I expect you to be on time and to take
your seats quietly without any disruptions. If you’re tardy, you
better have a good excuse and be prepared to share the
reason for your disruption with the entire class. 2 Homework
and assignments should be submitted on time unless you’ve
been given a previously approved extension, but, they are like
gold, in other words, they are extremely valuable and extremely
hard to come by. 3 And I expect you to show myself and your
fellow classmates some respect by not talking over anyone. If
you have a question, raise your hand. Also, there is absolutely
no eating in class. This is not just about being polite and not
making a mess, it’s also an important safety point. Which
brings me to the additional points for this class. 4 We handle
some dangerous chemicals and equipment here so extra
vigilance is imperative so we can avoid any nasty accidents.
Similarly, do not taste or sniff any of the chemicals, do not
pour them down the drain, and clean up any spills immediately.
You must also wear a lab coat and goggles when conducting
an experiment and long hair must be tied back. Anyone
breaking the rules gets only one warning. You do it again,
instant expulsion from the class and an incomplete for the
semester. 6 So, any questions? [pause] No? OK, turn to
chapter one page 5.
Y
In this part, you will hear three short talks. After each talk, you
will hear six questions about it. Before each talk begins, you
will have time to preview the questions that are printed in the
test booklet.
Good morning ladies and gentlemen, ... and children, and
welcome to our annual town festival. As you know, every year
we donate all the profits from the event to a worthy cause. This
year, the proceeds will be going to Manny’s soup kitchen
which provides a hot meal and a friendly ear to anyone in
need. 12 Now, before I call up our special guest, owner of the
renowned Lilac Restaurant and culinary master Grant
Robinson, I’d like to take this opportunity to say a few words
about one of this town’s most famous sons. 7
O
P
Part 2
C
Exam Practice (pp. 40-41)
1
2
3
4
What does the speaker imply about members of the
audience?
What does the speaker say about latecomers?
Why does the speaker mention a precious metal?
According to the speaker, how do the rules for his class
differ from the students’ other classes?
260
29 NEW S&S ECPE Ts Audioscripts.indd 260
Now, we have a bit of a treat for you. Grant has generously
prepared all the refreshments that will be available after this
opening ceremony, plus he will be conducting a cooking
demonstration this afternoon where he has also agreed to sign
his cookbooks. So, without further ado, I’d like to introduce
Westmouth’s very own Grant Robinson! 11
7
8
9
10
11
12
What is the speaker’s main purpose?
How does the speaker know Grant Robinson?
What does the speaker say about Grant’s success?
Why does the speaker mention fame and fortune?
What will the audience probably do next?
What does the speaker mean when she says:
“... a friendly ear to anyone in need.”
Now you will hear the third talk. Look at the questions.
Listen to a lecture about a famous astrologer and doctor.
(Male voice)
If you think of Nostradamus, the first thing that comes to mind
is his prophecies. His book, Centuries, which is hands down
very popular, is said to be based on visions he received.
However, I’m more curious about the man behind the visions. 13
Nostradamus was born in December 1503 in Saint Rémy,
France. He was a quiet, religious man but upheld the right to
freedom of speech and he was known to enjoy witty jokes
from time to time. He truly loathed the vices of man and spoke
severely against them. That’s why he was a good friend and
very charitable to the poor. 14
22/02/21 13:07
Audioscripts
16
17
18
End of the listening test.
Unit 6a
P
Listening & Writing (p. 43)
A
M
Speaker
Good morning class, my name is Jonathan Brown and I am
here to talk to you about genetics. Genetics is the study of
heredity and how certain qualities and characteristics are
passed on from one generation to the next through genes. For
example, have you ever wondered how so many people live on
Earth and yet we all look and act differently? It’s because we
all have a unique genetic footprint which comes from our
parents. Now you’re probably thinking, “What is this genetic
footprint made up of?” Well, it’s made up of genes, which are
strands of DNA that determine, amongst other things, the
physical characteristics that we have. For instance, we don’t
all have the same color eyes or hair, we have different shaped
noses and mouths, and some of us are tall while others are
short – it’s the genes that have been passed down to us from
our parents which are responsible for these traits.
Today, we’re going to look into your genetics. Namely, we’re
going to conduct a survey to find out which physical traits are
most common in this class. In order to do this, each of you will
answer seven questions about seven different physical traits
and record them on a genetic wheel in order to determine how
similar your genes are to those of your classmates.
First, I will go over some quick instructions so we all know
what to do. Let’s look at the first question together. The first
S
Y
O
P
What is the speaker’s main purpose?
How is Nostradamus described?
Which method of treatment did Nostradamus support for
plague victims?
According to the speaker, what was it about Nostradamus
that caused disagreement?
What does the speaker say was the result of Nostradamus’
first wife’s death?
What does the speaker say about the reason Nostradamus
left his homeland?
LE
13
14
15
question asks you to look at your ear lobes and state whether
they are attached or loose. Once you have circled your answer,
you should go to the genetic wheel on page 207 of the
Listening, Speaking, and Writing Appendix and shade in the
appropriate part. Now, look at the genetic wheel for a moment
so that we are clear on how you are to record your answers on
it. The wheel has seven bands with letters on them and an
outer band consisting of numbers. Each question corresponds
to one of the seven inner bands; the first question to the
innermost band, the second to the one after that, and so on.
You will record your answers on the wheel by shading in the
appropriate section, starting from the inner band and working
your way outwards. Each of the answers you give will limit the
part of the wheel you will work with in subsequent questions.
To illustrate, let’s go back to question 1. If your ear lobes are
attached and you circled option ‘a’, shade in the section of the
first inner band of the wheel with the two lowercase ‘I’s. If your
ear lobes are loose and you selected option ‘b’, then shade in
the section with the capital ‘L’. Now, please note that for all of
the questions, you are to shade in the part of the band that has
the lowercase letters if you select option ‘a’, and the part of the
band that has the capital letter if you select option ‘b’. So go
ahead and shade in your answer for question 1. [PAUSE]
Now that we have all shaded in our answer for question one,
let’s look at the genetic wheel again. Those of you who have
shaded in the section with the two lowercase ‘l’s will only work
on the left side of the wheel from now on, while those of you
who have shaded in the section with the capital ‘L’ will only
work on the right side of the wheel. Remember, each answer
you give in essence restricts or limits the section of the wheel
you will work on to record your answers for subsequent
questions. You must continue moving outward on the bands of
the wheel until you have recorded your answers to all seven
questions.
Once you have shaded in your answer to the final question on
the genetic wheel, you will find out which of the 128 possible
combinations you represent. Then we’ll do a survey to see if
any of you have the same number and in essence share some
of the same genes. It’s going to be interesting because you’ll
see that the closer the numbers are, the more genes you
share. So, let’s get started…
C
After graduating from medical school, he started a private
practice and made quite a name for himself healing plague
victims. His treatments were considered unorthodox, as he
was strongly against the bleeding of victims, which was quite
common practice at the time. He was a great visionary in his
approaches to plague, developing a pill which was similar to a
vitamin C supplement which enhanced the immune system. 15
Although these are accepted practices today, his methods
were frowned upon by the medical community at the time. 16
He suffered tragedy during the plague, losing his wife and two
children to the disease. But this only spurred him on and he
continued to battle with the plague 17 until he moved to Salon,
France, where he married his next wife. It was there that he
developed the first medical directory, which included names of
physicians from all over Europe. His beliefs and practices were
constantly scrutinized by the religious authorities of the time,
which caused him to leave France 18 for a while and wander
through Italy. All in all, he seems to have been a great humanist
and intellect who just wanted to help his fellow man.
Unit 6c
Exam Practice (pp. 46-47)
Stage 2 (Exercise 3, p. 46)
Examiner 1: The two of you are assistant directors at a
medical laboratory. The laboratory director wants to hire a new
assistant. You are on the selection committee and the director
has asked for your help in selecting an applicant. Four
applicants have made it to the final selection process. Each of
you will be given an information sheet with descriptions of two
of the four options. You will need to explain the two options to
the other member of the committee so that you both know the
four options. You are NOT allowed to see your partners’
information sheets so listen carefully. You may take notes on
your own sheet if you wish. You are no