Advanced Masterclass CAE Student's Book | English Exam Prep

vance asterclass A NEW EDITION Student's Book Tricia Aspinall Annette Capel with Structure s e c t i o n s by Kathy Gude OXFORD U N I VE RS I T Y PR E S S Contents I Exam Factfile Listening and Reading 12 Skim reading: The world ofDoub tespeat: introduction to sp eed reading vocabulary co m p rehe ns ion · · Writing Speaking ..... Un it 1 Loud and Clear 9 · extract s m atchin g descript ion s to sp ea kers S Pa rt s 1 and 3 int rod uctio ns p ictu re discuss ion turn-laking st ra tegies · · · 14 recogniz ing style and registe r selecting a pp ropria te vocabu la ry writ ing a postca rd ·· · 28 20 25 l Part 1: mon ologue Part 1: in formal lett e r _ selecti ng information deciding on register checking your a nswer · · se nt ence co m ple tion S Part 3 discussing adva n tages and disad vantages ·· · Unit 3 Getting to Know You 34 Part 3: m ult lple-chcice q ues tions: Body Language vocab ula ry com p re hens ion elimi na ting options find ing relevan t pa rt s of a text Style 'gene ral in tere st ' art ides · ·· · 41 l Part 3: dial ogue Yes I No sta te me nts S Part 2 picture discu ssion: s im ilarities I d ifferen ces · 38 Part 2: acc ount producin g a formal register organizin g informa tion · · 52 48 55 L Part 4: short e xtracts mat ch in g pictures to speakers answe ring multiple c ho ice ques tion s Part 2: co m pe tition entry use of ad verbs a nd adjectives openings. usc of quest ion s, de scr ipti on , choice of ten se · · · S Part 3 asking qu estion s • int errupting politel y ~ Unit 5 All Walks of Life · 10 word building: adjectives and nouns 17 Part 3: e rror correc tion 18 · ove rview of gra m ma r cove red in uni ts ·· · modals a nd mean ing modals a nd the pe rfec t in fin itive use of need negat ive for ms ·· · ze ro conditional firs t conditional second cond itio na l 14 com pound ad jec tives 16 words with similar meanin gs phras al verbs : infor mal/ formal register · 23 confusable word s: stimula nt , stim ulus treat , cure, Ileal 22 Par t I: voca bu lary doze 31 Part 2: gra mmar doze 38 · co nfus ab le wo rds : staid. rebellio us · metaphori cal la nguage · phrasal verb s with up and out 42 51 45 Pa rt 4: word for mation 31 46 47 Pa rt 2: gra mmar clozc 49 Par t 3: e rro r correc tion 59 · Part 2: gra m mar doze 59 · · · ten ses in accounts a nd narrat ives past per fec t a nd sim ple pa st used f or, used 10 be, get used to , would · · · di rec t a nd report ed speech const ructio ns after report ing ve rbs adverbs a nd rep orting ve rbs pages 62-73 66 62 69 Par t 3: mult iple -choice q ues tions : A Band of Gold L Part 2: monologue • co m pleting programme notes S Part s 2 a nd 4 picture discu ssion: co m pa re a nd cont rast talk ing about lifestyle: e xplain a nd d iscuss Part 1: rep ort writ ing s um ma rizing paragraphs giving a recommendation · · · · · · pages 48- 61 Introduct io n to gap ped texts: Kaspar Hauser seq uencing refe rencing voca bula ry comprehension Style time refere nces eng aging the read er 's interest Struct ure pages 34-47 ~ Un it 4 Can You Believe It? ·· · ·· English in Use pages 20-33 Par t 1: multipl e ma tching: Health and Safe ty ar Work • ma tching hea dings Style use of the im pe rsonal it · y Vocabula ry pages 9-19 l Order ing to pics l Pa rt 4: shor t -Y Un it 2 Fighting Fit pages 5-8 · · · · · 64 65 ad ject ives a nd ad verbs to desc ribe lifestyles Part 5: registe r tra nsfer 68 Part 3: e rro r correction express ions to do with wea ther suffixes 72 72 List ening and Reading y 74 · 81 78 l Part 2: mo nologue · · co m pleti ng pro gramme note s S Part 2 pic tu re d iscu ssion: de scr ibe a nd identify 91 · · · · · · · picture di scu ssion : co m pa re an d co ntras t developing a discussion l Part I: monologue se ntence co m plet io n 102 Part I: multiple ma tching: Go fo r it! • ma tch ing heading s • ma tc h ing state me nts Style use of co hesive devices in tervie w • mu lti ple-ch oice q ues tio ns S Part 3 pi ctu re d iscu ssion: sel ecting ra nk o rde ring Unit 9 Rites and Rituals ", 11 4 Part I: m ult iple m atc hing : Going back to the ir roots • identifyin g topic s Style style fe a tures of a ma ga zin e I ne wspa pe r or gan iza tio n of a n article S Parts 3 and 4 discussion an d ne goti at ion l Pa rt 3: radio phone -in matchin g sta te me n ts to s pe a kers · 124 Style m e tapho rical lang uage ph rases · · 78 Pa rt I : voca bulary doze 83 79 adverbs used to Pa rt 6: ph rase gap inte ns ify adje ctiv es adve rbs use d to intro d uce I speci fy info rmation ·· · 85 will and goi ng to p rese nt co nti nuous. sim p le present, future con tinuous, sim ple futu re about to and on tile wtso of · 93 phrasal ve rbs with up and out 90 Par t 3: e rro r co rre ction 96 96 ·· · wishes and reg rets miss if only · ·· defi ning an d nondefining re lative clauses noun clauses adve rb clause s Part 2: grammar cloze Part 2: gu ide boo k e ntry recognizing differences of style · · · 104 co llocations 105 99 Part 6: phrase gap co nfusable wor ds: wor ds rela te d to travel 108 pages 111-123 Part 2: art icle choos ing a n appropria te title para gra phing · · · · · 11 2 forc e ful lan gua ge ' 16 11 8 Pa rt 6: phrase ga p co nfusable word s 11 9 · 121 p rese nt pe rfect vs sim p le past present perfect simple vs co ntinuo us • f or, since , long, yet, still future pe rfect simp le a nd co n tinuous · · phrasa l verb s with off a nd down pages 124-136 130 l Part 2: mo nol ogue · · ·· · 76 order of adjectives: writin g descript ive · 11 8 · ~ . Unit 10 Who Cares? · · lOS _I Part 2: gapped text: Fashio n Com passion id entifyin g co nt e nt lin ks vocabulary comprehens io n Part 1: letters writ ing two letters in contrasti ng re gist er s informal features 99 l Pa rt 2: radio · · · Stru cture pages 99-110 · · English in Use pages 87-98 94 87 s Pa rt s 2 a nd 4 ~ Unit 8 Going Places · · Part 2: review includ ing op inion a nd de scription pos itive an d ne ga tive po ints Unit 7 Welcome to the Real World Part 2: gapped te xt: Tile Ups an d Downs of rile music business ident ifying co ntent link s voca bula ry comprehens ion Vocabu lary pages 74-86 Unit 6 Culture Vultures Part 1: multiple m atching: The List voca bu la ry com preh en sion y Writing Speaking se n te nce complet ion S Part s 3 a nd 4 disc uss ion a nd nego tiati on rep orting bac k ra nk o rde ring 127 Part L form al lett e r se lect ing info rm at ion • plann ing yo ur a ns we r · · 130 phrasal ver bs with all 131 Pa rt 4: wo rd form a tion ·· · · 134 ge ru nds p rese nt partic iple s infinit ive vs presen t pa rticip le ge ru nds a nd infinitives List enin g and Speaking Readin g Writing ~ Unit 11 Today's World 13 7 141 144 S Pa rts 3 and 4 • di scussing benefits an d drawbacks Part 2: lea flet layou t a nd organization identifying re gister L Part 2: rad io ·· int e rview co m pleting notes true I fals e statements · · ~ Unit12 Let's Get Organized 148 15 5 152 L Part 3: dialogue Yes f No sta te me nts Pa rt I : formal letter a nd no te --;- m a kin g formal co m p laints 5 Part 3 discuss io n a nd ju stificatio n ran k o rdering · · 14 2 phrasal verbs with over 14 0 Part 5: register tran sfer 14 6 Pa rt 2: gra mmar doze ·· · 14 6 th ird conditional cond it iona l link word s m ixed co nd itio na ls pages 148-158 Part 2: gapped text: Small is beautiful ide n t ifying co n te nt link s · Structure Engli sh in Use pages 137-147 Part 3: multiple-choice questions: The t m e vatue of age • find ing relevan t parts of a texr Style giving an op inion speculating reporting sta te m e nts ·· · Vocabul ary · · 150 prefixes 15 2 150 Part z: grammar doze 15 7 ·· passive form s ha ve som ething done ·· in ver sions con cessio ns the lan gu age o f gua ra ntees · ~ Unit 13 Law and Order 159 16 2 Pa rt 3: multiple-cho ice questions: Little Joey's Lost Childhood fin d ing re levant parts of a text vocabulary comprehe nsion L Pa rt 4: sho rt extracts · · "I · · ·· pages 159-169 164 matchi ng pict ures to spe akers id e n tifying speakers' fee lings S Pa rts 2 and 3 Part 2: character reference giving a balanced pict ure · · pa ragraphing 173 · · Style features offact ual repo rts · confusa ble words: sensible, sensitive 17 6 sentence co m pletio n S Pa rt 1 • in tro d uci ng another stu dent Part 2 • picture d iscu ssio n: spo t the di fference Part 3 picture discussion: evaluating and ranking Pa rt 4 advantages and disadva ntages develop ing a discussion Pa rt 2: repo rt cho os ing section he adi ngs writing a n int ro d uction · · · 17 8 ph ra sal verbs: m ultiple meanings pages 184-192 Vocabulary Resource pages 193- 195 pages 196-206 Stu d ent's Book Answe rs 1 19 7 180 Gra m m ar re view medals co nd itio na ls re ported sp eech dependent cla use s verb te nses ge ru nds a n d infinitives passive s in ve rsions ·· ·· · · ·· · Wri tin g Resource 171 Pa rt 3: error correction Part 6: p h rase ga p · 19 6 Part 2: grammar cloz e 177 · Appendi x 168 168 pages 170-183 170 L Part 1: monologue · 16 5 164 Part 5: regi ste r transfer pictu re d isc ussion discussion an d re port ing back Unit 14 Tomorrow's World Part 1: m ultiple matchi ng : An Overview ofTeleworking matching hea dings to sections id ent ifying to pics · · 16 3 ex p ressions wit h get Stu d ent's Bo ok Activities Tapescript Exam Factfile The Certificate in Advanced English (Cam bridge Level 4) has five papers. Each pap er is wort h 20 % of the to tal marks and you will receive an overa ll grade based on your perfor ma nce across th e five papers . There are three pass gra des - A, Band C - and three fail grad es - D, E and U (u nclassified). Paper 1 Reading (1 hour 15 minutes) In Pape r I, you have to read four texts and answe r between 40 an d 50 qu estion s. The length of CAE reading texts can be from 450 word s to 1,200 word s, dep ending on th e task involved , but th e total amount of reading is always around 3,000 words. The texts are taken from a variety of sources including magazin es, newspapers and non -fiction materi al. They are 'authe n tic' texts in that they have not normally been ed ited and are us ually prese nted in the ir or igina l form. Youwrite your answers on speciai ans wer shee ts an d mu st do thi s within th e total tim e allowed for the pap er. Task ty pe Task format Parts 1 and 4 Multiple matching The re are always two sepa rate texts, on e o n a single pa ge (Part 1) with 8- 12 qu estions, an d on e double page with 15-20 qu estions (part 4). The task involves on e or more of the following : • matching head ings to parts of the text • matching topi cs to parts of th e text • m atching state me nts to parts of the text Masterclass examllie Unit 2, pages 28-29 Unit 6, pages 74-75 Unit 8 , pages 102-103 Test tow s: abili ty to skim a text for overall meaning, and to sca n for spe cific information . Part 2 Gapped text This is an incomplete text with 6 to 8 paragraphs missin g. You have to select th e missin g paragraphs from a cho ice which includes one extra paragraph. Unit 7, pages 92-93 Test tows: understanding of the organi zation of a text. Part 3 Multiple-ch oice A text followed by between 5 and 8 multiple-choice qu est ions with four options. Unit 3, pa ges 34-37 Test tow s: detailed comprehe nsio n of a text and your ability to interpret it. Exam Factfi le I 5 Paper 2 Writing (2 hours) In Paper 2, you have to answer tw o qu estions. each requi ring an answer of around 250 words in length . You have to writ e a particul a r text type for a specified reader. The text type is always indi cated in the questio n in bold (for example article , letter, report) and the target reader of the piece of wr iting is clearl y specified. The paper has two parts: Part I and Part 2. Part I consists of one compulsory task. In Part 2 you m ust complete one task from a choice offour. Scripts are assessed both in terms of lan gu age and task achievement; each answer is given a mark of between 0 and 5. Part I Task format Masterclass examRle This is a compulsory question consisting of one or two written tasks. You have to process wr itten ma terial of up to 400 words and use information se lec ted from this input in your answer. The inp ut m ay in clude one or more text types, incl ud ing formal or in formal letter s, informal not es, reports, question na ires and articles. Unit 2, pages 26-27 (forma l letter ) Un it 5, pages 70-71 (repor t) Unit 7, pages 94-95 (forma l and informal letters) Test f oc us: ab ility to se lec t and s um m ar ize informati on from the input, as well as ab ility to write a specified text typ e for a ta rge t reader. Part 2 You have to answer on e question from a ch oice of four. On e question will always be work-ori ented. Th e range of te xt types includes: • article Un it 9, pages 119-1 20 • character referen ce Unit 13, pages 166 - 167 • competition entry • guide b ook entry Unit 4, pages 56 -58 Unit 8, pages 106-1 07 Unit II, pages 144-145 • leaflet • letter Unit 3, pages 39-40 • report Unit 14,page 179 • review Unit 6, pages 79-80 Test focus: overall command of English and ability to write one of the text types above for a target reader. Paper 3 English in Use (1 hour 30 minutes) Paper S co ns ists of six parts, with a total of between 70 an d 80 items. You writ e yo ur answers on special answer sheets a nd m ust do this within the total time allowed for the pap er. Task type Task format Masterclass example Part I Vocabulary cloze This is a multiple- choice cloze. Yo u are given a sh ort text of app roximately 200 words with 15 ga ps a nd four op tions for each gap. Unit 2, pages 22-23 Test focus: vocabulary 6 I Exam Factfile Task ly!!e Task format Masterelass exam!!le Part 2 This is a short text of ap proximately 200 words with 15 gap s. You have to complete each gap with one word. Unit 12, pages 150-1 51 Grammar doze Test fo cus: grammar Part 3 Error correction You are given a short text with numbered lines, mo st of which conta in an error. Errors are of one of the following types: • spelling and punctuation • unn ecessary word Unit 1, page 17 Unit 4, pag e 49 Test focus : ability to proofread written English, as well as spelling and punc tuation Part 4 Word form ation You are given two short texts which contain gaps in mo st of the ir lines. For each gap, a word is given in capital lett ers, and you must form another word from th is to fill the gap. Unit 3, pag e 45 Unit 10, page 131 Test[ocus: voca b ulary Part S Register transfer This consists of two texts. One is a shor t text in either a formal or informal register, and the second is a gapped text in a cont rast ing register. Yo u have to complete th e second text using th e informati on from the first text. Unit 13, pag es 164-165 Test focus: style and register Part 6 Phrase gap Yo u are given a lon ger text of approximately 300 words, with a number of gaps and a se t of phrases I short sentences. Yo u have to fit the correct phrases I short sen tences into the text. Unit 6, pages 83-84 Test fo cus: text structure and cohesion Paper 4 Listening (abou t 4 5 minutes) The actua l listening test lasts approxim ately 35 minutes and you are th en given 10 minutes to trans fer your answers to a s pecial ans wer shee t. The paper has four Parts an d between 35 and 40 qu estions in all. Task type Task format Masterclass example Part I Youwill he ar on e perso n speaking and m ust compl ete se niences or notes. The re will be aro u nd 10 gaps to complete . The recording is heard twice. Unit 2, pages 2 1-22 Part 2 You will hear one person spe aking and mu st complete sen tences or notes. There will be around 10 gaps to complete. The recording is he ard once only. Unit 6, page 82 Test fo cus: un derstanding and a pplication of specifi c information from the record ing. Exam Factfile I 7 Task type Task format Masterdass example Part 3 You will hear more th an on e person spea king and mu st show an understanding of th e content, esp ecially th e attitudes or opin ions of th e spea kers, by answering multiple-choice qu estions, identifying statements made by a spea ker, makin g shor t notes or com pleting sentences. Th e number of qu estion s dep ends on the task type. The reco rding is heard twice . Unit 3, page 4 1 (identifying sta te me nts ) Unit 8, page 100 (multiple-choice qu estions) Test focus : overa ll understa nding of conte nt, incl uding th e attit udes and op inions of the speakers. Part 4 You will hear five short extracts of different peo ple speaking Unit 4, pag e 50 a nd m ust complete two m ultiple matching tasks or a single mu ltiple choice task. The re are always 10 q uestions to complet e. The recording is hea rd twice . Test focus: abili ty to identify overall context, opinions a nd top ics. Paper 5 Speaking (abou t 15 m inut es] The Speaking test is taken in pairs or groups of three, with two examiners presen t. On e examine r ac ts as an assesso r and does not participate in the test at all. Yo u are assessed on your general lan guage ab ility and not on your pe rsona lity or world know ledge. Th e exam ine r who is assessin g you awards you between 0 and 8 marks eac h for flue ncy ; accu racy; range; pronuncia tion and task achievem ent. A global im pression mark of be twee n 0 and 8 is also awarded by eac h exam iner and the total marks are th en sca led down to a mar k out of 40. There are fou r pa rts to the tes t. Task type Task format Masterdass example Part I You and another candidate have to ask each other qu estions Unit t , pa ges 10-11 abo ut yourselves in an introductory way. Test fo cu s: ability to in troduce yourself and respond to qu estions. You have to take turns with another candidate to do tasks related to ph ot ographs or other visua l mater ial. Part 2 Unit 3, pag e 44 Test f ocus : ability to desc ribe an d co mme nt on a visua l prompt, and use turn-takin g skills. In Part 3, you h ave to discu ss a to pic or pro blem with anot her Part 3 Un it 8, page 10 1 candidate and arrive at a conclusion. Test foc us: skills of negotiation and pe rsuasion, and ability to reach an ag reement or to 'agree to disagree'. You and another cand idate have to discu ss the topics introduced in Part 3 in greater dep th with th e interlocut er. Part 4 Test fo cus: ability to explain, sum marize and develop th e discussion you had in Part 3. 8 I Exam Factfile Unit 11, page 142 Loud and Clear Listening and Speaking Face to Face . SONY V d W .. . "A ... n<:a Onhnc Con lrGl.o:"",. Th. ,......,n.<II ten be uood to, 11'1.< .. ~ "" ..,..,.,.... r......... cr oox• ..., 'lh."" r-"'>O.l ""rcu , ..... "" .M1 ""'" ere ",.", ,.,..... n", "0' """ to A........ . .. Introduction 1 Look at these statements. Face -ta-face communication minimi zes the risk of misunderstanding. Cons equen tly, the video phone will be a huge asset to society. Mobil e phones are a public nui sance and should be banned . Do you agree with the views expressed? Listening 2 Do yo u think we have become bett er comm unicators wit h all th e hi gh -tech aids we have toda y? Give reasons for yo ur answer. 1 How good a listener a re you? Which of these could apply to you during a typi cal conversation? Tick the boxes and then compare your results with another student. ~ Do you hear what I'm saying? Day-dreaming about something complete ly unrelated Losing interest in what another person is saying Finishing off sentences for slow or boring speakers Misinterpreting. either deliberately or by accident Rltering the message - hearing what you want to Butting in before you have heard all the facts Trying to change the subject prematurely Fidgeting and causing other distractions to the speaker o o o o o o o o Listening and Speaking UNIT 1 I 9 2 The followin g words are all to do with qualities a good listener m ay ha ve. Ca n you provid e the reiat ed adjec tives or nouns? Noun Adjec ti ve alertn ess attention restraint respect restrained resp ect ful atte ntive alert встревоженный, внимательный Co mplete the se se ntenc es about good listen ers, choos ing suitable nouns or adjectives from those above. ~ 6. 1 page 194 1 Jan et was very in th e me eting today - she p icked up a iot of mist akes in the acco untant's report! 2 Even if you find what he says boring, show him the 3 1 thought you wer e very up and mind their own business! 4 If you pay 5 inter viewer and gives th e impression tha t h e John is a particul arl y is ver y inter ested in wh at people are say ing. 6 She showe d a lot of he deser ves. ju st now - 1wouid have told the m to sh ut , thi s won't tak e long to explain . in stay ing calm during such a co nfronta tio n . When you see th is reference in a unit, it means that you can find a related list of words at th e back of th e book. I= I 3 Listen to th e recording ca lled Varied Speech a nd number th e topics in th e order th at you hear the m. Pa using Qu antity Volume Spee d Tone _ List en aga in to che ck your an swer s. Do you agree with the fina l observa tio n abo ut parents who are good liste ners? Give rea sons for your an swer. I= I 4 Now you a re going to hear some short extracts of people talking. Match descriptions a-d to each main speaker. Can you guess what eac h spe aker do es for a livin g? Sp eaker 1 Speaker 2 Spe a ker 3 Speaker 4 Speaking a slow, dull, monotonous b he sitant, evas ive, pauses a lot c fast , dom inant, very little turn-takin g d calm, concerned, respects the listener Exam t ip T Part I Part 1 of the Speaking t est is an int roduct ory phase, where you must talk about yourself and ask your partn er qu estions about themselves. It isimportant to take turns with your partner, so that you each have an equal opportunity to spea k. 1 Ask another student questions about th e followin g top ics: • • the ir current jo b or studies their favourite free -time activity • • some th ing they really hat e do ing someth ing unusual they wo uld like to do. Make notes of the an swer s to your questions and then introduce that person to another pair, referring to yo ur notes if nec essa ry. Aim to speak for about 30 seconds. 2 How could you im p rove the fluenc y of you r introduction and avoid repeating yourself? Look at the se conversat ion linkers and use som e of them in a revise d introdu ction. Another very interesting side to X is his / her .. . 10 I UNIT 1 List eni ng and Speaking In additi on to .... X is also ... Moving on to another ofK': ... On tile o the r hand, X believes .. . Cha nging th e subject a little, X is a ... Finally, X's ambition is to .. . Last but not least , X ... One more tiling needs to be said abo ut X ... Practise the revised introduction with another pair. 3 Look at the car toon strip. Th ink abo ut the cont ent a nd how far it m irrors real life. Stude nt A should talk for abo ut one minute descr ibin g th e sequence of event s illustra ted. Stude n t B should no t interrupt Stud ent A but use appropriate pause fillers, such as I see, to show you are listening. Now change roles. Stude n t B, talk for about one minute. Address th e qu estion 'how far does it mirror real life ?'. Part 3 4 Here are some turn-taking strategi es for balanced co nve rsations . Speaker • Invite your partner to contribute. Listene r Use a pause as an opportunity to introdu ce a state ment of you r own . • Make eye co ntact wit h th e speaker to in dicate that you have • Contro l th e a mount you say at eac h stage. so mething to say. • Int rod uce de liberate pa uses, to allow your • Use a subtle gesture, suc h as hand partner to co ntribute. mo vem ent , as a cue for you to speak. Do yOIl th in k that 's tru e? Is this the case in your OWll experience? You ha ve some ideas a ll this, do n't you? 5 • Form groups of three. You are going to discuss a ca rtoo n strip. One stude n t will act as an ob server, taking no part in the conversation bu t monitoring it for turn- taking. Th e two participants should try to make sure th at th ey spe ak equally, using the turn-taking strategies given above. At the e nd , the ob server sh ould rep ort bac k to the other two, giving suggestio ns if necessary o n how th e dialogu e could have been more balanced. Now look at the cartoon on page 197. What does it tell you about the way peopl e communicate in society? How does the main character respond to this? Listening and Speaking UNIT 1 I 11 Reading Between the Lines T The Nature of the Reading Process T o und erstan d the n ature of th e basic di fferences bet ween th e tec hn iq ues used by slower rea de rs and the more effective techn iq ues used by efficient read ers, we must first understa nd the nature of th e readin g process . 5 If yo u sta nd at a wi ndow overlook ing a busy road and wa tch a car pass yo u fro m left to righ t, yo ur eyes w ill appea r to move smooth ly becau se th ey are focu sed on t he car. If, however, yo u wait until th ere is no t raffic and try to follow an imaginary car as it mov es from left to 10 right anyone w ho watches your eyes while yo u do thi s wi ll tell you tha t they mo ve in a series o f sma ll jer ks. T his is w hat happens w hen yo u read . As you r eyes move from left to right along a line of pr int, th ey make a ser ies of sma ll jerky mov ements, sto pping mom ent aril y on eac h 15 wo rd o r gr oup of wor ds . Th ese pau ses a re ca lled 'fixations' and each one lasts for ab out a t hird of a second . Th e slow read er finds that he has to fixate on every word in or der to understand what he read s. The efficient rea der, on the other hand , has learned to w iden his 'eye span' 20 and to see written mat erial more in terms o f grou ps of words th an as single wor ds. Th ere are many films a nd mechanical devices available wh ich claim to be ab le to help any reader to widen his eye spa n, but no o ne has yet been ab le to pr oduce evidence that th ey are any mo re 25 effective th an simply tr ying to read faster. In fac t, as yo u usuall y ca nnot rea d faster without wideni ng yo ur eye span, th en, if your reading speeds increase as a result of try ing to read faster, yo u have widene d your eye span w itho ut necessaril y realising it. One follows natu rall y 30 from th e ot he r. • 300 words lntroduction C!> 1 At a n adva nce d level, you will come across qu ite lon g texts , so you need to be able to read efficient ly. Have you any idea how man y words on average you read per minut e? C!> 300 words Wherever you see thi s symbol, m ake a point of timing your reading. Divide the number of words by th e number of minu tes you have taken , and record your wpm (words per m inute). According to th e text, what technique would an efficient reader use? 2 Check your comprehension of th e text by agreeing or disagreein g with th e following state men ts . I 2 3 3 When you read , your eyes mo ve sm oothly along a line of text. Your eye spa n is th e num be r of words you are able to proc ess at a tim e. Incr easin g your rea ding speed will widen your eye span. Look at the word in italics below. How m an y word s can you take in at the sa me time on either side of th e word? Yo u ca n increase you r rea ding speed sign ificantly without comprehension loss. Reading 1 Look at these ph rases. Discuss your int erpret at ion of th eir meaning with another stude n t. I 2 inc omplete succ ess rea l counterfeit diamonds '\ 12 I 3 4 genu ine imi tat ion leather econo mically non-affluent peop le How would you describ e th is type of lan gu age? UNIT 1 Reading 2 Read the article on ce, timing yourse lf as you read . Which people might use doublespeakl The world of DO lESPEAK F ar mers no longer have cows, pigs, chickens, or other an imals on their forms : a cco rd ing to the U.S. Department of Agricultu re, farmers have grain-consuming animalunits. Attentive observers of the English language s also learned recently thai the multibillion dollar stock market crash of 1987 w as simply a fourth quarter equity retreat, that airplanes don 't crash , they just have uncontrolled contact with theground; and thai President Reagan wasn 't really unconscious while he underwent 10 minor surgery, he was just ina non-decision-moking fo rm . In ather wards, doublespeak continues to spread as the official language of public communication. Doubl espeok is a blanket term far langu age w hich pre tends to co mmunica te but doesn't, la nguage wh ich ts makes the bad seem good , the neg o live a pp ear positive, the unpleasantattractive, or a t leosl lolerable. It is language which o vo id s, shifts, or denies responsibility, language which is 01 variance with its example , "passed away" functions not just to protect the feelings of a nother person but also to express our 35 co nce rn for an othe r's g rief. A euphemism used to mislea d or de ce ive , however, becomes doublespeak. Jargon , the specialized language of a trade or profession,a llows colleagues to communicate with each other clearly, efficiently, and quickly. Indeed, it is a '0 mark of membership to be a ble to use and understand the group's [crqon. But it can also be doublespeok pretentio us, ob scure , and esoteric terminology used to make the Simple a ppear co mple x, a nd not to express but impress. Lavvyers a nd ta x a cco unta nts speak of an 45 involuntary conversion of property wh en discussing the loss or destruction of properly throug h theh, acc ident, o r co nde mnation. So, if your house burns dow n, or your car is stolen or destroyed in an accident, you have, in leg al jargon , suffered on 50 involuntary conversion of your property. real meaning. 'Whe n a co mpa ny initiate s 20 We know tha t a too thbrush is still a toothbrush even if a career alternative enhancement the advertisements on television call it a home plaq ue re mova l instrume nt , and even tha i nut ritio nal program, it is really laying off avoidance therapy mea ns a d iet. But who w ould g uesscorps - служба 5000 workers' tha t a volume-related production schedule adjustment 25 means closing o n entire factor y in the do ublespeak of General Motors, or that energetic disa ssembly mea ns an explosion in a nuclea r power p lant in the doublespeak of the nuclear power industry ? A final kind of doublespeak is Simply inflated language. Car mecha nics may be called automotive internists, elevator operators members o f the vertical transportation corps ; grocery checkout clerks career associate 55 scanning professionals. When a company initiates a career alternative enhancement program, it is really layi ng o ff 500 0 wo rkers; a negative patient co re outcome means that the pa tient d ied . 60 The euphemism , on inoffensive or positive word or 30 phrase desiqned to ovoid a harsh, unpleasa nt, or distasteful realily, can 0 1times be doublespea k. But the euphemism can a lso be a tccrlul word or phrase; for ~ 530 words These lost e xampl es shou ld make it clear that doublespeok is not the product of coreless lang uage or sloppy think ing . Indeed , serio us double spe ok is carefully desiq ned a nd constructed to appear to communicate but in fact 10 mislead . Such language is highly strategic, and it breeds suspicio n, cynicism, 65 d istrust an d, ultimately, hastilily. If we rea lly believe tha t we understand doubl espeak and think that it communicates, we are in deep trouble. Reading UNIT 1 I 13 3 The article mentions these different kind s of doublespeak: th e euphemi sm jargon inflat ed language . Can you define eac h of them in your own word s? Look back at the article to see if your definitions were correct. 4 Some of th e italic phrases in the article cont ain compound adj ecti ves end ing in -ing. For example. gra in-consuming animal units, non-decision-making form . Compound adjectives such as these are formed with the present participle. For example, grain -consuming smooth-talking off-putting. Match each compound adjective in 1-8 to an adjective in a-h with a similar meaning. I 2 3 4 5 6 7 8 Writing hard-wearing record-breaking lab our-saving hard -hitting good-looking never-ending mouth -waterin g far-re aching a b c d e f g h conve nient interminable ou tstanding ex tensive du rabl e att ractive direct a ppe tizing Writing it Right T a lntroduction It is not always easy to get your message ac ross ~ in th e right way. If you sound rude or tac tless in a ~ piece of writing. you will have a negati ve effect on .your reader. If you fail to give a clear picture of so me th ing, you will confus e rather than inform . Have you ever writt en a letter and immedi at ely regretted send ing it? What effect do you think it had on its reader? Writing Exam tip ., • w ho the target reader or audi ence is. • what style and register wou ld be appropriate. The ability to produce • wh at particular points you are asked to co ver. different types of writing isan important skill for • wha t type of text is required . CAE Paper 2. The style and register you choose will be determined by the text you are asked to produce and who you are writing for. 14 1 As you read through any CAE writing task, you should con sider carefull y: I UNIT 1 Writing When you have finish ed you should read through and edit your wor k. It may help if you rem ember thi s checklist.j- W Who for? R Register? I Include .. , T Text type E;;:~ 2 II Say where you thin k extrac ts A-F are take n from , who they might ha ve been writte n for and why. author review, neutral merican. writes about ' Bet sy Byar~. an ~ tic often daunting children ," rea IS ~re very funny and k situations. ~er bd~o St economical style. she writes ," a ~~~Cg' suits her view of This way of ~rhl I~ never sentimental.' childhood, whlc \S II excavations, formal Tucked away in a qu iet pa rt of Somerset , the remains of Cleeve Abb ey are remarkably well preserved. The re are many fascina ting d eta ils to loo k for : medieval tiled floorin g in the origi na l dining hall, a magn ificen t fifteenth-century timber roo f, and some unusu al wa ll paint ings. complaint letter, formal Your adver tisement offers 't ailor-made h ol idays in small gr oups ' . I n fact . t h e r e wer e ov e r fifty pe ople o n o u r p ar ti cular to ur ! Be c ause the company has misled u s in t h i s a n d other respects . I wou ld l i k e to requ est financial c ompensation . collegue, neutral II date : 7 June emo concerning t he S al es Further to your: all t he information on . Me eting , I now ha d This d ocume nt Will rr es to han . . co nfe re nce ce n s ible sites in relation to . valua te the t h ree po s rt acco mmodation, e aphical location. tra nspo , t geog r in -house facilities and cos . students, informal II friend chat, informal tel! ou aboul Jim. [ was Yd fler such a (ono lime. Anyway, lei me h he phone ,a aJt1tl2ed IV en n was t ealf y wei,.d . Ihe nexl day. h he'd only been away for We mel ,n town I _ he acled as Ih ouO five days, ralher Ih an five years. t F' . I AS STUDENTS WE ARE ALWAYS FACED WITH THE NEED TO ECONOMIZE There are severalways to do this which are fairly painless and won't result in your having to lead adull and miserable lifeas a result! Why not reconsider someof the things you take for granted? Doyou really need to take the bus every day? 3 Answer these qu estion s for eac h extract. Compare your views with another studen t. I 2 3 4 5 Is the register form al, informal or neutral? Is th e tone personal or imperson al, se rious or light -h earted ? Does the extrac t concen trate on facts or opinion s? Does it contain a lot of descriptive lan gu age? Does the extrac t require the reader to take any immed iate action? Writing UNIT 1 I 15 4 Vocabulary ch oice can also influence the style of a piece of writing, becau se some wo rds are on ly appropriate in a ce rtain register. Look at the foilowing se ts of wor ds, each of which has a similar meanin g. The underlined word in eac h set has been used in on e ofthe extracts above. Find it a nd try to substitute the three other wo rds. Do an y see m inappropriate for the extra ct? I am azed as to nis he d bowled over stagg ered 2 conned deceived fooled misled 3 assess 4 abnormal evalu at e bizarre judge odd I size up weird 5 boring drea ry duil monotonous 6 magnificent splendid superb 7 great am enities facilities resour ces se rvices 8 corn y emotional nostalgic se ntimental 5 Aithough phrasa l verbs may sometimes be used in formal writing, th ey are mu ch more common in informal texts. Look at the se sentences. Decid e wh ich of the wo rds or phrases in italics best complete each se nte nce. Expe nd iture on recruitm ent has galle u p / increased subs tantia ily since 1994. 2 I'm rea ily exhaus ted - think I 'll turn ill / retire for th e n ight. 3 Can you tr y to find ou t / ascertain what's the matter with Anna? 4 Our company would be plea sed to fix up / arrange accommod ati on for you. 5 Please take a seat and ha ng all / wait until the doctor is ready to examine you. 6 Dave never stops eating - he had a huge breakfast and now he's polished off / consumed my iast packet of biscuits. Ii 7 The aim of thi s report is to pill doum / specify five area s whe re improvem en ts co uld be made. 8 Julie's visit will have to be put off / defe rred until the house is read y. 9 The Managing Director will be droppin g ill all / visiting th ese offices on th e 16th of March. 10 Adam was told off/ reprimanded by his mum for coming ho me lat e. l! I'm reaily sorry to let you doum / di sappoint you over our hols, but I can't make those dates now. 12 Th e Principal h ad no more appointments so cou ldn't get out of / a void attending th e meeti ng. 6 Write a po stcard to a close friend to postpone an invitation you had previou sly made. Apologize, giving reaso ns for your chan ge of plan and inviting your friend on another day. @lID] 1 page 193 16 I UNIT 1 Writing Write around 50 words. Remember to us e phra sal verbs where appro priate. Editing Exam tip T In Part 3 of Pa per 3, you will have to proofread a short text for errors Editing skills a re essent ial for goo d writin g a nd also a n impor tan t part of Paper 3. It is the refore useful to build in a chec king stage for all your writte n work. 1 Skim read th e text below. Who has it been writt en for? 2 Now look carefully at the text . Decide whether an y of th e following have been om itte d or wrongly used : (eit her grammatical errors orspell ing and punctuation errors). Work • • full stops commas t hrough the text line by • speech m arks line and make sure you • • • apostro phes brackets ca pital lett er s. Write the correct version alongs ide th e line. Tick any lines that are error-free . Th ree examples have been done for you. read each line carefull y. A few lines will be correct. A PERSONAL VIEW ~ Telling a Story 3 In w ha tever way you approach the teenage no vel. yo u w ill find it v ita l, to do some research into teenage o o be haviour This resea rch w ill hel p to en sure that your o .I vital to behaviour. charac te rs speec h is co nvincing. Yo u ma y want to 1 _ w rite, in the first person, beca use thi s se e ms to offer an 2 ---C easy me tho d of ge tting inside . the main charac ter. Although th is is effective w hen it works we ll, there are pitfall's. First. there is the obvious snag that the 3 _ 4 _ 5 _ narrato r cant be everywhere at o nce and some in cidents ha ve to be told at second-ha nd (this can 6 _ 7 _ become clum sy. Seco nd, if yo u try to reprodu ce exa ctly the wa y so me chara cter s' might rea lly wr ite o r 8 9 _ _ speak, the use o f slang or jargon ma y mak e the tex t 10 _ less co nv inci ng, becau se it so unds dated . Third so me 11 _ w riters be lieve the narrative. is equally unconvincing 12- , unless there is so me good reason for one of the 13 characte rs to be te lling the story. Nadia w heat ley feels 14 strong ly about thi s. Wh at an noys me abo ut a lot o f 15 no vel s is that its not often ex plained why the cha racter 16 w rites I can 't do that. I have to j ustify it.' 17 _ _ _ _ _ _ Have you ever been put off reading a novel becau se of its style? Wha t kind of books do you prefer and wh y? W riti ng UNIT 1 I 17 Structure What do you Mean? T ~ What wer e th e stu de nts' exact word s in th ese se nten ces? I 2 Sometimes inappropriate grammar or vocab ulary leads to a breakdown in communication. In groups ofthree or four , discu ss th e qu esti ons in sections A- K be low. These questions will be a nswered in more detail as you work thro ugh the gramma r sectio ns in thi s course. o 3 [Q] Match statements I a nd 2 to th e implied m eanings in a a nd b. How do th e words in italics affect the meaning of thes e four se ntenc es? 2 The personnel department might give you a a referenc e. 2 The personnel departme nt could give you a b referen ce. 3 The p ersonnel department would give you a 4 Th e personnel dep artment should give you a reference. reference. m:J Match stat ements 1- 3 to the possible mean ings in a-c. 2 3 a b c I might ph one home every other day, then the phone bills won't be so expen sive. I don't phone home every day because ph one ca lls are expensive. I didn't ph one home eve ry day becau se phone ca lls were expe nsive . Th e ch ildren who had attende d nu rsery school settled down quickl y in primary schoo l. The children, who had attended nursery school, settled down quickl y in prima ry schoo l. All the ch ildren had attended nursery school a nd th ey all settled down quickly in primary school. Only th e ch ildren who had attended nursery school settled down quickl y in primary school. Those who did not go to nurser y school d id not settle down. [I] Match questi on s I and 2 to th e possible meanings in a a nd b be low. I 2 if i pho ned home every day, I'd run up huge phone bills. If I'd phoned home ever y da y, I'd hav e run up hu ge phone bills. If I ph on e home eve ry day, I'll run up huge phone bills. The studen ts said they'd try to wor k harde r. The st ude nts sa id they were try ing to work harder. Th e studen ts said they 'd tried to work harder. a b How long did you live in Fran ce? How long have you lived in Fran ce? The listener is still in France. The listen er has lived in France and is now living so mewhere else. [Ii] Mat ch statem ents 1- 3 to th e possible exp lanations in a-c below. I ca n't meet you for lunch tom orrow. I'm visi ting 2 3 a b c my a un t. I'm going to try and look in on my au nt. I haven 't seen her for ages. I know! I'll visit my aunt tomorrow. I hav en 't seen he r for ages! The sp eaker is making a decision to visit her aunt. The speaker is expressing an intention to visit her aunt. Th e speaker is talkin g about a n arra nge ment whi ch has alread y been mad e - to visit her a unt. [ill Wha t infor mat ion is the sp eak er giving about Mart in ? 1 2 3 18 I UNIT 1 Structure I wish Martin wouldn't tell lies. I wish Martin weren 't so rude. I wish Martin hadn't moved in next door. [H] Read the se ntences in 1- 3 and answer the question s. a b We saw th e young dan cer reh ea rse for th e opening night. We saw th e you ng da nce r rehearsing for the ope ning nigh t. Th e speaker is telling you: a b c d e f Which statement mean s th at you saw: • • th e who le pe rform an ce? only par t of wha t was actua lly happening? 2 a b Pau l remem be red se tt ing the alarm cloc k for six 0 ' clock. Paul remembered to set th e alarm clock for six 0' clo ck. Which sta te me nt refers to: • • 3 a b so mething wh ich hap pened after Paul reme mbe red? so met h ing wh ich happened befo re Paul reme mbered? th e job. I tried talking to my boss to explain how I felt a bout the job. Wh ich sta te me nt mean s th at : • • IT] Mat ch sta te me nts 1- 3 to th e explanations in a-c. I 2 3 a b c the speaker talked to his boss? th e speaker didn't talk to his boss? [i] Match sta te me n ts 1-6 to th e explanations in a- f. loh n us ed to work in a hospi tal. Joh n was used to wo rkin g in a hospital. John got used to working in a hospital. He might have come across some problem s at first but in th e end he was ab le to co pe with it. He worke d there in the past b ut does not now. He was accustom ed to working there - it pre sented no problem s for him . Possibl y he had been there for some time . [RJ Match sta te me nts 1-3 to th e expla nations in a-c. I I tri ed to ta lk to my bo ss to explain how I felt about on what cond ition she will join the class. for what reaso n she joined the class. how some body do es someth ing. what her intention was whe n she joined the class. wha t hap pen ed as a result of so mething else. what migh t have preven ted her from joining the class bu t did not. 2 3 a b c A well-know n artist paint ed my portrait. My po rt ra it was paint ed by a well-known a rtist. I had my port rait paint ed by a well-kn own artist. The spe aker is em phasizing who arra nged for th e portrait to be painted. The spea ker is sta ting a fact. The speaker is em phasizing wh at th e a rtist pain ted a nd wh o painted the portrait. Now compare your answe rs with those of the rest of the class. More than one answe r may be co rrect. I join ed th e class so th at [ could improve my English. 2 3 4 5 6 [ joined the class because my English wasn't good eno ug h to help me get a job. My Eng lish was so good tha t I d idn't need to join a class . [ joined the class although [ spoke English mu ch better than the other stude nts. I'll join the class as lon g as [ don't have to work too hard! Mari a spe aks English as if she's been speaking it all her life. Structure UNIT 1 I 19 Fighting Fit Listening and Speaking Alternative Therapies 11 lri do logists examine the eye for irr itati on or deposits in nerve fib res, wh ich they say correspo nd to inflam mation or infect ion in the body. They also c la im to detect inh eren t weaknesses, an d can discover whether a person has a predisposition fo r certain illnesses. ____ ..11 ... • II T tial oils from plants, which Aromatherapy use s. ess~ ~ before be ing rubbed into ar e diluted with a earne r 01 sed to have differ e nt . . t lants a re s uppa sages it's so othmg, th e sKin. Dlffe re n P ' he aling p roperties. liKe othe r m as ple as a nt a nd re laxing . Homeopathy is based on the principle of usi ng 'sirni lars' or 'like to t reat like'. A German doctor, Samuel Hahnemann, found that using substa nces at extre me In acupunctu re, needles are in sert ed at an acu p u nctu re po i nt, then aligned w it h e ne rgy pat hways ca l led ' me r idian s', which con nect d ilut ion s and shaking them vio lent ly p roduce d a int ern al o rgans wit h poi nts a long t he body's correspondingly more powerf ul effect. This process of 'potentizlng' has become the key feature of hom eop ath y. surface. The need les are rotated clockw ise or anticlo ckw ise, accor d ing to w hether ene rgy is to b e st imulated or da mped down. lntroduction 1 Th e p ictures illust rat e various kin ds of alternative medicine. Read th e descriptions above and match them to th e pictures. 20 2 What ma kes these var ious trea tments diffe rent from more conven tional medi cin e? What treatment could he offered in th eir place? 3 Choose one alternative th era py wh ich you find particularly Inter esting. Make a list of the reasons why you wou ld or would not want to try it, then discu ss your reasons with you r pa rtner. UNIT 2 Listening and Speaking Listening 'OC>O! 1 You are go ing to hear an ac upunc turist talking abo ut his work. Befo re you listen, rea d the sentences. Then , as yo u listen , focus on the answers in 1- 10 and listen out fo r Part 1 any differenc es i n w ord ing o n th e tape. Exam tip ... Acupuncture Part 1 of Paper 4 is often a sentence In Chinese medicine, chi is the (1) completion task. You must fill in the gaps in energy flow of the bo dy. even flow sentences with information that you hear. A gap ca n be filled by a maximum of four Acupuncture can make a person's energ y flow (3) word s. You may have to change the wording in some way to fit the (4) more balanced again. Before starting treatm ent , the acupuncturist review s the patient's medical history . He also takes the patient's (5) grammar of the sentence. pulse By doing this, he can decide whether the patient's body is being affected by either (6) blockages or surges of energy. The bo dy's energy flow can be (7) increased or reduced tw isting the needles. ----'use = The Chinese (8)_ _ by inserting and acupuncture as an anaest hetic. Acc ording to the acupuncturist, con ventional medicine is becoming less (9) personal Some people prefer acupuncture to conventional treatm ent bec ause they bebeve they are in (10) 2 better control of their bod ies. Now look at the extracts from the tapescript and co mpare them closely with answers 1- 6. Chi - the body's energy flow. If you have an even flow ofchi you are ingood health It is then possibleto read just aperson's flow of energy if it has become unbalanced. Before I treat anybody I take some time 10 study apatient's medical history. I also read thebody's pulses. From this information I can decide if thereare any blockages in the flow of energy or indeed any surges of energy. Look at th e rest of the tapescript and underli ne the relevant extracts for answers 7- 10. when she was having our last ch ild. It It is at this point that I decide where certainly seemed to reduce her need for I'm going to insert the needles. These need les increase or reduce the flow of pain-kil lers. I ru n two practices. There is great energy when they are inserted andtwisted 5 at the appropriate meridian points. Don't is interest and I have a long waiting list. I think thereason for this ispartly because worry- it doesn'thurt andyou won'tbleed' Now, I believe that acupuncture can convent ional medicine has become benefit most people sufleringfromdisease increasinglyimpersonal. Ordinarydoctors are over-worked and don't have enough or who are in pain. In China it is used as to an anaesthetic. I myself used it on my wife 20 time to spend on each patient. It's ollen easier and quicker for them to hand out pi llsthan to give properpersonal attention. What acu puncfu re does is to encourage the body to heal itself, which 25 is, aller all, a natural tendency. There is nothing drastic about the trealment, and I think peop leteeI moreincontrol of their bodies than when fheyare subjected 10 all that high-tech equipment in a modern 30 hospital. Listening and Speaking UNIT 21 21 3 Now prepare to listen to a not her recordi ng about treatments for migraine. Before you listen , read the se ntences, no ting the word s before a nd after th e gap s. Alternative therapy and migraine Migraine is a growing p rob lem , particularly among people who (1 ) _ A mig raine can also be brought on by certain foods and wine, or if a person doesn' t (2) _ Paink illers are a (3) way to treat migraine, but th ey don't always work. In alternative therapy, the use of (4) During acupuncture, (5) relieves mild att ack s. four needles to the face has a quick effect. To keep a patient free from attacks , it is usually sufficient to have (6) Many peop le don't (7) hypnos is. The intense relaxation causes the attack to (8) I-! 4 English In Use _ _ Listen to th e recording and complete th e senten ces. The n liste n to th e ta pe for a sec ond time to check your answe rs. 1 Look at the extract be low. It is taken from a magazine called Me and My Health, where th e ac tress Maureen Lipman talks about her lifestyle. Wha t part of speech are th e underlined word s? Part 1 , I never seem to sto p. I'm not so much a workaholic as the ( 1) origina l 'girl who can't say no '. No t onl y have I never learned to organize my time, I need the deadline to pass before I ge t go ing. Then I wonde r why I feci (2) exhausted! I'm vcry good at whipping lip false energy. Without (3) suffic ient rest, thou gh , I start to lo o k grey and then , apart from a good nig ht's sleep , the onl y thing that brings me back to life is meditation . I find that 20 minutes' med itatio n is (4) eq uivalent to a night's slee p and that keep s me goin g. , In eac h set (1- 4) there is the correct answer and three incorrect 'distractors'. In pai rs, choose two se ts eac h a nd explain why the other words cannot be used . 22 I I A 2 3 4 B first C forem ost D original A a pa thetic A sufficient B exha usted B severe C gruelling C accepta ble D spent D m inimal A B alike C equivalent D UNIT 2 Listen ing and Speaking innovative compatible proportional Exam tip T 3 Part 1 of Paper 3 is Now look at how the article continues and underline the words in 5-10 below which be st fit eac h space. For eac h on e, say what part of speech is tested a nd explain why you think the alternative words do not fit. a vocabulary doze.You are asked to complete a text by filling in each gap with a suitable answer, from a given choice of four words. Rem ember that all fou r choices wi ll be the same part of speech. 5 6 7 8 9 10 Vocabulary (8 )_ _~ ro trigger an arrack. I onl y , Som ehow though , I never ge t around to meditatin g on a daily (5 } . I'm no go od in the mor ning. By the time I've managed to get up and repair the (6) of t he night, ha lf t he day's go ne. When it co mes to food , I'm a hostess's nigh tmare . As I (7) fr om migraine, I avoid cheese and stimulants like coffee, re d wine and spirits, which are generally A A A A A A way damages co mplain forese en tr ied assists B B B B B B cat rye bread, as the gluten in wheat makes me feel bloated and ropy. I've (9) count less migraine 'c ures', from the herbal re medy feve rfew to acupunct ure. Ac upu nct ure ( 10) _ balance the system , but nothi ng sto ps the attacks. , basis w rec 1<$ ' su ffer maintained expe rimented impro ve s C C C C C C D D D D D D routine ravages exper ience regarded searche d restores manner ruins ac he th ou ght proved helps 1 St im u la n t , stimulus Confusa ble wor ds Do yo u know the differen ce bet ween these two words? Which o ne ap peared in the voca bu lary cloze in the previou s exercise? Match 1- 5 to a-e below. 1 2 3 5 Williamson tested po sitive for the ba nned Unemployment has been a ma jor drawback in rural life and a Many people believe tha t alcohol is a A ce rtain cinema and its enviro ns were both We hope that th e books will provid e a a b c d e s tim ulant because mo st drinker s see m to becom e more outgoing. stimulus to m igration to urban areas . stim u lus for dialogue and serve as catalysts for improvement. stim ula nt ephe dr ine following Neath's opening league game. stim ulus and se tting for my juvenile adventures. 4 2 Tre at, cu re, h eal These verhs have all oc cu rred in thi s sec tion . Choose one of the verbs to complete each of th e following se nte nces, using a su ita ble form. Differen t remedies may have to be u sed before th e pati ent can be 2 Th e whole fam ily should be 3 The wounds, in some instances, may take tim e to 4 The pati ents can usu ally be 5 And rew is carrying niggling injuries whi ch are p roving slow to 6 Within three week s, her skin had 7 Any secondary bacterial infection ma y need to be 8 Her conditio n had been im p roved but not _ eve n if sym ptoms a re not pr esent. _ if th ey are in tim e. _ _ with a ntibiotics. by the treatment. Listening and Speaking UNIT 21 23 Speaking 1 Look at th e p ictures in th is special ist holi day brochure. Wha t type or ho liday do yo u think is bein g advertised? Read the brochu re to see if yo u we re righ t. Part 3 ATSI TSA holidays bealltiflll Greek isla lid of S OIl the S kyros it ua te d right by the sea in the idyllic, pine- forested Atsltsa Bay , Atsitsa is a unique ad ve nt ure . Its holist ic programme , run b y so me of the world 's most experienced facil itato rs, Atsttsa is set up as a community. and everyone has a co mmunal respon sibi lit y to cont rib ute to t he pro gramme. Away from much t hat is taken for grante d 15 in mod ern cit y liv ing. people live simply. but comfortably. in t une with t he rhyt hms of nature. Ats itsa 's ho li st ic approach is rooted in the classical Greek not ion that health and fitness do not depend 5 a ims a t rela xing and revitalising the whole p erson . simply o n diet and exercise, but upon the harmony 20 of mi nd. body and spi rit. oneness with the physical Participants choose up to t hree courses each week from a wide range on offe r: perhap s yoga. danc e and environ ment. and activ e partici pation in comm unity life. Part icip ant s ret urn hom e not only with new windsurfing o r d ream wor k, self-awareness and jugglin g. ski lls but o fte n with a new appro ach to life, and t he The pro gramm e is ful l. t o tempt people to explo re new 10 di rections along wi th famil iar o nes. but everyone is bene fits - and the friendsh ips - continue long afte r t he encouraged to do just as much o r as little as t hey like. 25 holiday has ended . 2 Now read what some reviewer s have said abo ut Atsitsa. Out there, under those deep blue skies an? surrounded by people I came to kno~ better In seven days than many I had known for ~~ven years, I was forced to swallow my cyrucrsm . It worked, Vog ue . ,Ill' prevails. at An un spok en p hil 11 osol Atsitsa that anyo ne ca n do anyt h ll1g and that age is ir re1c,·an t. The Observer s uw 11H' s k ill a nti ca r-e of th e th er-a pi.s fs . a nd th e bond s wh ic,lI grr-w lu -t we-e-n pc>u pl ,>. e- n uh li ug a s p er-in l kind o f 11"I1 ~1 a n d r-om p ussio n . So nu-t imes it wa s ..1 h it hard go i ll~ - its 11 01 a h olida y fOl" !Iwst> whu want a t-est "uwuy from it all " . TIlt' ex pe t-iem -e, in f..rct , ht-ings y U H r-losur 10 it all - In emotiun. feeling. hurt and h appines s ami ull thr- rug-hu g of r-i ch es W I > ('aIT Y a ro u n d in sid e o urselve . .. I The Sunday Teleg raph Here's Health In pa irs, di scu ss the adva nt ages and disa dva ntages or going on an Atsitsa holid ay. Try to use some of the adjec tives given belo w. + prying. int rus ive lively bois terous friend ly ca llou s, brutal tra nqu il excrucia ting sym pa thetic exhilarating intimat e cla ustrophobic intense, threatening 4 Wo uld yo u like to go on a holiday like th is? Give reason s for your answe r. ~ 6 .3 page 194 I -- 3 ~ 24 I People go to Club M ed to fo rget th em sel ves. A t A tsi tsn they hope 10 fi nd them sel ves _ or at leas., some interestin g new and und isco vered bit. UNIT 2 List ening and Speaking Writing Sport for All T Introducti on 1 Look at the pi c tu res a n d di scu ss th em with a not her stu d e n t. What d o they te ll you a b out th e nat ure of sport to day? 2 Read th is a rt icle o nce, tim in g yo urse lf as you read. Do yo u think the p eople me nt ioned are experie nced or inexperien ced mar at hon runners? \Vhy? Over B,OOO runners from 90nations come to New York Citv every November to run the marathon. TheYJiII up about a third of the field in this, the largest international marathon In theworld. And they fill New York's streets, shops and restaurants. Marathon OU'll run into inte rnational ru nners everyw here Y int he days before and afte r the marath on. They don't just sit in t heir hot el roo ms with t heir feet propped UP. rest ing and carbo-loading on bread and 5 pasta . NO. t hey've come to seet he sights. But why? Why do they come to New York, with its traffic . crime and congestio n? Sure. t he marat hon off ers an inspiring tour of t he f ive borou gh s of t he cit y and enthusiastic support from t hro ngs of 10 spectators, but othe r marat hons offe r a similar experience in environments less harsht han this one. What is the intri gue of New York? And what do th e visit ors who have co me here to run do? We decided to see f or o urselves, so we followed IS various continoents of runners around New York in the days before the marathon. We fou nd that they were having lots of fun , some of them so much that we were amazed they were in any condition to make it to the starting line. much less run 26.2 miles. 20 LA DOLCE MARATONA Take, for examp le, a 25-year-old archit ect ur e student fr o m It aly. We cauqht up with him 72 hours before the start of t he marathon at a posh party 25 at t he It alian Trade Com missio n. As Andrew Ardui ni sipped on a gl ass of Soave, he recou nt ed his day fo r us. He an d seven o f his f rie nds had b een di scoverin g New York. Before he brok e 30 o ut t he sl ide projector, we had t o inte rje ct:"Andrew, do n't yo u have a marat hon to run in two days? You've been wa lking all over creation, eating hot dogs, dr inki ng w ine ... Don't you 35 read the training articles?""Well," he said. " I haven't really train ed very hard. Next year, I'll come pre pared ." THE FRENCH CONNECTION Abo ut 60 blocks uptown, a group of Parisian runners and t heir famil ies were pre paring f or a pre- race m eal t h at wo ul d ha ve sen t o u r n ut rit ion co lumnist reachin g f or t he sto mach pump. They had arrived at w hat t ou r 45 o pe rator Mark Kle i n ca lls t h e i r f avourite destin ati on i n New York Harl em. Specif ically, W il son's Bakery and Restau rant , a Harl em landm ark since 1945, w here por k, chicken and 50 cholestero l are served up in heaps. " I'm not sure th ey realize just w hat soul f oo d i s, " chuck led Klein, as huge serving s of fried chicken and ri bs we re du mp ed onto their plates. 40 55 ISLANDERS They have a marathon in Bermu da, but st ill , a few of the members of t hat island paradise are enti ced by New York and make th e jo urney to run t he race's 60 f ive borou ghs. Unli ke the French and Italian cont inge nts - who could have practicall y st art ed t heir ow n boroug h - t he 36-person Bermudian presence w as tiny. Still , th ey have an organized 65 sup po rt net w ork h er e. " W e' l l be cheeri ng t hem at the corner of Fir st Ave nue and 68t h Street," said Pet er l ever of the Bermuda Track and Field Association . " That 's our officia l 70 spectator point." INTERNATIONAL BREAKFAST RUN Others run the marathon w it hout support, embassy welcoming part ies or group tou rs. For them, ho wever, 75 the re is always Saturday's Intern at ional Breakfast Run - the one official event fo r all f oreign ent rants. Runners gath er at t he United Nat ions plaza and b.l.en£J into. one mass as t hey jog two mile s up 80 t o Tavern on th e Green in Cent ral Park, whe re the y are served breakfast. A lot of carbohydrat es are consumed. There is a ma rat ho n tomo rrow, afte r al l. A nd n ot j u st an y m ara t ho n . "A II 85 marathon ers wa nt to run New York, " said one runner. " There is not ano ther lik e it in t he wo rld ." Ne"" York City ~ 600 words 3 Ha ve yo u eve r taken pa rt in a lo ng-di sta n c e run ? !f yo u h a ven't , wo uld yo u like to do so? Give rea sons for your a nswer. How do p e ople tr ain for a long ru n ? What physic al a n d m ental skills a re require d? Writing UNIT 21 25 Writing Part I , l etter Exam tip '" Part 1 of Paper 2 involves the reading of up to 400 wordsof text extracts. in order to complete a task based on the material.You must be able to include appropriate informa tion from what you have read, without 'lifting' phrases. It iscrucial for you to write in the correct reg ister and you will often have to change what you have read intoa different style, appropriate to the text type. Und erstanding th e ta sk 1 Look at th e wri t ing task below. You need to th ink carefull y about w hat the task invo lv es. For exam p le, in t he club note on page 27. you are to ld that you do not need to incl ude organi zational details about th e run itself (see th e second sentence of th e no te). You should read the inform ati on carefu lly in Sectio n A - you will be penali zed if you have misunderstood th e task in any way. Your town's small and friendly international club , of which you are a member, is organizing a 'Fun Run' for members. You have been asked to put together a letter for the other participants. giving practical suggestions for training and preparation in the time leading up to the event. Look at the information about local fitness training facilities, together with a note you have received from the club committee. You must cover all the points referred to in the note. You may also include additio nal points of your own. fitness centres ~ .MB GYM Gym equipment, sauna, sunbeds, cardiovascular room and juice bar - run by top athlete. en E :s -en • BODIFIT E Alternative facility - everything from aromatherapy to massage and osteopathy. Also sports injury treatment. With the 'Spice of Life' restaurant next door, an 'Alternative Night Out': steam bath with aromatherapy oils andvegetarian meal. t)O I Extensively refurbished. Features fully-equipped, air-conditioned gymnasium, full-sized sports hall, sunbeds, relaxation area, restaurant facilities. Good range of classes , featuring step and slide training. co ~ 26 • YMCA CITY GYM New club with gym, steam room , sunbeds. Full range of classes, inc. aerobics, step, slide. Reduced rates for students. c UNIT 2 Writi ng sport and recreation • BODY MAINTENANCE Thanks for agreeing to write to members about the Fun Run next month. They already have all the info about when and where to meet on the day itself, but it would be really helpfu l for them to get some tra ining ti ps from you. We th ink they also need some encoura gement, so make sure you emphasize the FUN! Here are some suggestions for you to include: _ Group sessions at some of the local gyms (which ones'?) _ Swimming nights at the central pool (say when) _ Jog ging in th e park (give precise times) We would also like to arrange a supper party the eveni.ng.before the run. Could you decide where and include these deta ils In your -------_ .. .. let ter, please'? Look forward to getting your letter! -""",.--~-",,- Selectin g idea s 2 Look at the underlined part s of th e club note and its suggestions, then rea d the descriptions of gym facilities. Decid e with anoth er studen t wh ich of th e gyms wo uld be su itable for gro up sessions and a su pper par ty. More th an one ca n be sugges ted. Don't forget that you can add points of your own , as lon g as you have covered th e required content. Discuss extra training po ssibilities with a p artner. What ot he r information might it be releva nt to include , for exa m ple, diet, slee p, clot hes? Focusing on the read er 3 Decide on th e register for your letter. The re are some clues in the club note you ha ve been se nt and in the exam rubric. Can you find them? Planning y our answer 4 The plan below will help you organize you r letter. In pa irs, brai nstorm useful language and add it to the plan. • • Introduction Why you are writi ng Paragraph on training Gym sessions, swim ming, jogging Any additional suggestions • Pa ragraph on supper party Details on where, what food , tohat time • Ending Encouraging tone! Writing 5 Now write your letter in about 250 words. Remember the WRITE "" checklist on page 14. Checkin g 6 After you have finish ed writing , don't forget to go back and check your wo rk. Carry out these procedures. • Put yourself in the read er 's place. Is you r work clearl y organized in to meaningful paragraphs? Is th e format su ita ble for th e task typ e? Is the register appropriat e? Is what you say informative and interesting? Could yo u include mo re de ta ils? • Th en ch eck your work for grammatical acc uracy, co nsidering each of these areas: a rticles pr epositions ten ses word orde r. • v-.J..- 1tfP page 189 Finally, check your writing for an y spe lling or punct ua tion errors. When you se e thi s reference in a unit, it m eans you can find a related writing model in the back of th e book. Writing UNIT 21 27 Reading Bad Habits Introducti on 1 If you were in a pu blic place, what would your reaction be if someone: • • • 2 Reading Mu ltiple mat ch ing T played the ir persona l stereo lou dly next to you? th rew litt er do wn o n the gro und? p ark ed th e ir ca r on th e pavem en t? Do you cons ider a ll o f th ese to be a nt i-social ac tivities? Can you th in k of a ny other a nt i-social ac tivities yo u wo uld find offens ive? 1 Th e extract below is the first pa ragraph from a leaflet produced by th e Health and Safety Executive in Brita in. Skim th rou gh the paragraph quickly a nd decide: • • what the mai n the me is. who the leafle t is aimed at. Exam ti p T In Paper 1,there is a lot to read. There are always four texts giving a total of 3,()(X) words. You are not always expected to read these texts in detail. Reading at speed, using the skillsof skimming and scanning, is essential if you are to finish the paper within the time allowed. mployers should consider how to limit passive smoking at work. There are various methods ofpreventing or limiting exposure to smoke. Everyworkplace is different, and there is no universalsolution. Full in-depth consultation with employees and lor their repre sentatives is highly desirable for the smooth 5 implementation of policies designed to limit exposure to tobacco smoke. Apolicy is very much more likely 10 be accepted by all employees if they feel they haw been properlyconsulted. It is importantto taketime and make sure thatdetails of restrictions on smoking arc worked out and agreed between management and employees, and if necessary arrange a transitional period or a step-by-step approach. E .. -.!..---,,_--__ -----_..J 28 UNIT 2 Re ading 2 One type of mult iple-matching task involves matching headings to paragraphs. Read headings A-H below carefully, so that you are su re what th ey are about. Then scan the text , summarizing eac h paragraph as you read . Match each heading with the correct paragraph. You will not usually find exactly the same word in both the heading and the paragraph , but the content will be sim ilar. In eac h paragraph, underline th e word, phrase or se ntence whic h hel ped you choose th e correct head ing. The first heading has been done for you as an example. [I] 10 A what is passive smoking? B How can passive smok ing be a danger to health? C What about people who already have resp iratory diseases? 15 employers of taking steps to limit passive smoking? wouldn't it be best to totally prohibit smoking at work? F What is the evidence? G Why be concerned about smoking at work ? H What about safety hazards from smoking at work and health risks for smokers? Why be concerned about smoking at work? mWhen smokers and non-smokers share the same room, non-smokers cannot avoid inhaling some environmental tobacco smoke as they breathe. This is called 'passive smoking', Thesmokeconcerned is mainly 'stdesrrcam' smoke from burning cigarettes. cigars or pipe tobacco, but there is also some smoke exhaled by smokers. o What are the benefits to E G Nowadays fewer people arc smokers and attitudes to smokingare changing. Smokers arc a minority in many wo rkplaces. People have become more aware of the seriolls health risksfaced bysmokers themselves. There is increasing concernove r the possible health effects of breathingother people's tobacco smoke. Wo rk is one ofa few situations where non-smokers may have 10 spend long periods in close contact with smokers. III 20 In some situations, a complete han is justified for safety reasons. But elsewhere the imposition by management without proper consultation of anymeasures to control passive smoking could lead to resentment among smokers and problems in enforcing the no-smoking rule. @] This leaflet does not deal with the well-recognized safety hazards from smoking where there is a risk of fire or explosion. xor docs it discuss the health hazards to 25 individuals who smoke, particularly while working with substances such as lead or asbestos. Such hazards are covered hy guidance on each subject. [[] It is now beyond doubt that smoking is a major cause of disease and premature death for smokers themselves. Tobacco smoke contains various substances that can cause cancer or other health problems. Raised levels of airborne harmful substances 30 are found when smokers' homes are compared with those of non-smokers. Still higher levels may occur in poorlyventilated indoor places of work where seve ral people arc smokers. []] There have been many scientific studies on passive smoking. The results of this research were reviewed by the IndependentScientific Com mittee on Smokingand Health 35 in their Fourth Report. The Co mmittee concluded that 'while none of the studies can on its own he accepted as unequivocal, the findings overall are consistent with there being a small increase in the risk of lung cancer from exposure to environmental tobacco smoke, in the range of 10%- .10%'. [Z] It has been recognized for some time that exposure to tobacco smoke Gill cause 40 discomfort and irritation to some people, particularly those who already have a respiratory disorder such as asthma. Passive smoking maycause more distress to this group than it does to most non-smokers. ~ Limiting or preventing smoking hy an agreed and carefully implemented policy may improve employee morale, reduce argumentsbetween smokers and non-smokers, 45 reduce time lost through sickness, and diminish cleaningbills. It will reduce fire risk. Reading UNIT 21 29 Style 3 Do you think smoking should be banned from public pla ces, suc h as cine mas, restauran ts, public transport? List you r reasons why! why no t and discu ss the m with another stu de nt. 1 Look at thi s exa m ple from the leaflet: It is now beyon d doubt that smoking is a m ajor callse ofdisease ... Th is use of the imp erso nal it to introduce stateme nts is very common in form al pieces of writing, particularly whe re the em phas is is o n presenting facts or evidence. Choose app rop riate phrases fro m th e on es below to preface statements 1- 3. It is a fact tha t It seems to be the case th a t It is fully un derstood that _ _ _ _ _ __ _ people tend to live lon ger nowad ays. 2 m 2 _ _ _ _ _ __ _ a balanced diet is important , especially during preg nancy. 3 _ _ _ _ _ _ __ th e demand for fitn ess cent res is growing. Look at the st ruc ture of this sentence: It seems inevitable that we will have more free time. It + verb + complement + that clau se 2 .2 page 193 The co mp lement in thi s case is an adjective. Can you think of other adject ives tha t are co m mo nly use d in this way? 3 Here is an ot he r exa m ple of this struc ture, again from th e read ing text: It has been recogn ized for some tim e tha t exposure to tobacco smoke call calise discomfort ... A passive form is used wit h th e imp ersonal it to emp has ize that the fact abo ut to be expresse d is a commonly held view. Finish these exa mples with sim ilar factual stateme nts about smok ing. I 2 3 m 30 11 page 195 I UNIT 2 Read ing 4 It h as recently been sugges ted that ... It ca n not be deni ed that ... It is now agreed th at ... The passive form s used above are all reporting verbs . Can you suggest more reporting verbs th at could be used in thi s way? Structure HealthyEating T English in Use Par t 2 ~ Read the fo llowing extract from a magazine article, ignoring t he spaces i n th e last two paragraphs. What point s d o es the w ri ter m ake abo ut d ieting? Introduction What are the se a dve rt ise me nts trying to sell? D o you th i n k they are successful in getting Slim Chance their message across? T GET TRIM - STAY TRIM WITHOUT THE EFFORTI ., ~ ~ Dieting is tutlle and downright da ngerous reports Isabel Walker. In fa ct, many doctors now believ e you wou ld be better oil staying 5 overweight. C EXERCISE IN THE COMFORT OF YOUR OWN HOME Until row the only way to benest lra m lon ir'l9 was to attend spec:iai:sI TCfWlg Ceones. now Slim Images Limited orlera range 01 Ibre TOfllflg Tables SUltahie lor evetiOO&' Passiveeseecse Ef'al:iesir')Q'lEI from 18- 8) to .IYl)'1<.oot' in sa!ety! corcere Trims & tones hips , thighs & but tock s Tightens waist & upper body Firms sagging stomach Benefits Arthri tis sufferers 1-- - - - _ FOR INFORMATION OR FREE HOME DEMO Hoar Cross Hall J . a state ly home offers an The heath spa resort _In _'" trea tments to make of fac rlll 1es enc . h s active as you WIS • , . extensive range . our stay as relaxmg or 8 . £60 00 o ff addli io nal ~oaf Cross Hafl is o ffe rmg ' booking a 3 night w hen en person treatments tor ea 31 1 J Iv August slay from ury- ross your heart and swear in all honesty that you have never ever been on a diet. If so, lucky you! You must be supremely confident about 10 your appeara nce, enviably restrained in your eating habit s or blessed wit h an ability to eat what you like without gaining weight. In a society whose most potent icon s are abnor mally thin mod els, fat has become, quit e literally, a dirty word - one of the earliest epithets to be hurJed around the school playground . These days, children begin to restrict 20 th eir food intake as early as age nine, By fifteen, as many as one girl in three thi nks she should be on a diet. 15 This obsession with losing weight fuels a mult i-million pou nd slimming 25 industry which grows ever more inventive in its atte mpts to persuade veteran dieters that 'this one really works'. Meanwh ile, it is obvious to many people that diets don't work - at 30 least, not in the long-term! If they did, we would be getting thinner, but in fact we are gett ing fatter. As many as nine (0) out of ten dieters needn't have bothered 35 dieting at all as they put back the weight they lose; and up (1) half end up weighing even (2) than they did before . Most of th ese people see their problem 40 as a personal failure - they think they should (3) been more strong-minded. This is a fallacy, however, for there is growi ng evidence (4) many diete rs get as locked into a losing battle with (5) own bod ies, which fight like mad to resist the starvation process. There is also a good reason (6) believe t hat dieting 50 may be bad for you - particularly if it leads to regular fluctuations in weight. The phenomenon known (7) 'yo-yo dieti ng' is now thought to represent as great a risk to 55 health, (8) some respects, _ as the obesit y which (9)1 is designed to conquer. These days, disillusioned dieters (10) adv ised by more and 60 more experts to throw away their scales and calorie co unters and come (11) terms with their physical appearance. There are of course some people (12), _ 65 problems are more serious and who really must lose weight. For those people, a healthy eating programme combined (13) regular exercise is seen as (14), _ 70 safer and much more reliable route to success (15) simp ly going on a diet. st. people sha ring). /O;;,ba; ;;7;to,mat;on telephone: 01283575671 y II Slatfo!dshire. DE13 80S Hoar Cross. near oxa . ~ 4OO wo rds _ [[] Look at the last two paragraphs of the article and su p p ly t he m i ssi n g word s by writing olle word in sp aces 1-15. T he first one has b een do ne for you as an exam p le. Structure UNIT 21 31 Modals and meaning Modals and the perfect infinitive [K] Modals, for example, I1lU St , might and ca n, are not [II Some medals can be used with th e perfect usually test ed in a cloze passage, but au xiliaries such as be, IWlJe and do ma y be. Why is thi s? The art i cle on page 3 1 co ntained auxi liaries an d several moda ls. Find e ight modals in the articl e and list them in order of infin itive witho ut 10 (except for ought to ). Decide whic h of these mod als can be com bined in thei r po sit ive and negative forms with the pe rfect infin itive. ap pea rance . Taken in context, which of th e medals you have found : expresses an obli gation which might be fulfilled? 2 offers a logical explana tion? 3 says so me th ing was done unne cessarily? 4 expresses a regr et that some thing d id not happen? 5 gives advice? 6 ex presses an outcome ba sed on an imaginary situa tio n? 7 expresses a po ssibility? 8 expresses a ne ce ssit y? should in th e futur e? [[] Match se ntences 1-6 with the explanatio ns in a-e. More than one answer may be co rrect. ne ed n't Even if I were an gry, I a nyo ne like th at! may never speak to 2 The hom ework I'm se lli ng you tod ay be handed in un til Monday. _ 3 She hat es the th eatre here but she on ce in a wh ile. It would help her learn the language. go 4 This re port is urgent - you by four 0' clock. 5 Which o nes are not used in the po siti ve? How can we exp ress the opposite of mu st have done? Which could refer to some thing whi ch might happen sentences 1- 8. mu st have done it. mu st can [il] Use on e of the following medals to co mplete wo uld The y will should would might need could finish it 1 2 3 4 5 6 Th ey couldn't I can't have done it. Th ey should ha ve don e it. C Th ey would have done it. They nee dn't have do ne it. They ought to have don e it. Th ey might I ma y not have don e it. a b c d e They didn't do it. They did it but it was n't necessa ry. I don't believe th ey did it. I'm not sure if th ey did it or not. Th ey were willing to do it but th ey didn't. [9 Complete sentences 1-12 using one of the modals in B 1- 6 in its co rrect form. They may be eithe r po sitive or ne gative . More than one an swer may be possible. 1 help you with those bag s? You have ea te n tho se strawberries. You know you 're alle rgic to th em! phone back - just write a letter You co nfirming o ur tel ephone co nversatio n this afternoon. 2 Had I realized how dam aging it was going to be, I certa in ly have gone on that diet! 7 It's difficult to sa y whether they' ll accept the offer. They , th ey not. 3 You have gon e back for my glasses. I've got a spare pair in my bag , but thanks anyway! 8 Tom 4 Try phoning the surge ry.The doctor ~ not have left yet. 5 She didn't look well. That medi cin e she was laking certainl y have don e her an y good. 6 We have written the essays. The teacher didn't even ask to see them! 6 be ca ught in a traffic jam. He's ne ver been as late as this befor e. Look back at yo ur ans we r to number 5. How is the modal used in thi s sen te nce? 32 I UNIT 2 Structure _ 7 I to ld you we have go ne to th at party. I knew it wo uld be abso lute ly dreadful. [il] 8 They John and Elaine have been se nt to meet two imp ortant clients arrivin g at th e a irport. Unfort unate ly, they seem to have mi ssed th em. have understood m y directio ns. They've turned righ t instead of left! 9 He have s poken to the m abo ut it alrea dy, th er e again he not have. 10 I definitely have informed yo u earlier if I'd kn own a ll th e d etails. II A B I've brought you some flower s. Oh, you have! 12 A B I haven't brought that reference book wit h me . Well, you have! Need [1\J What 's the d ifference between th e two sta te me nts below? 2 She need n't have go ne on a diet - her bod y we ight was exactly right for her h eight. She d idn't need to go on a di et - her bod y we igh t was exactly right for her height. [ill Which stateme nt so unds correct , wh ich incorre ct? I She need have go ne on a d iet . She need ed to go on a diet. 2 [<:] Which question wo uld yo u rarely hea r? 1 2 Nee d she have go ne o n a diet? Did she need to go o n a di et? Read the following di alogu e then co m plete the gaps with must, ca n't, mustn't or need n't in their co rrect form . John They're not at the recep tion desk so they (I ) (wa it) outside the main entranc e. Elaine Th ey (2) (wait) o utside the main entrance because it's lo cked! Jo hn We'll ask the information de sk to put out an an nou ncement for th em. We (3) _ (find) them . We'll be in trouble if we arrive back without them! (go) far because th ey Elaine Th ey (4) we re asked to wait, eve n if there was nobody to meet th em right away. John Well ... we'll s it tight for a wh ile. The flight's only jus t land ed so we (5) (pa nic) ju st yet! Elaine Hang o n a mi nute. Actua lly, we (6) (bo ther) with that announ cement afte r a ll. I th ink I ca n see th em over th ere! Practice Co mple te 1-10 using a se ntence containing a s uitable modal. Several alt ernati ves m ay be possibl e. It was kind of yo u to tak e th e trou ble to come and see m e in hospital but rea lly yo u _ 2 We made a mi stak e about the tim e of th e Must, can 't; mustn't, needn't ap po intment. I knew we _ 3 I st ill haven't found that patient's file. I really [] What is the meaning of must in these two sentences? 1 2 He must be the new manager. Yo u must keep yo ur feelings to yourself. 4 Are you trying to tell m e Julia's left her husband? She _ 5 What? Me? Go on a cras h di et? You _ What is the opposite of I? What is the opposite of 2 when you are: 6 If yo u looked at the in structions more ca re fully, a b 7 He hasn't phoned yet but it's still early. He c giving som ebody some advice? saying this is the wrong thing to do as it may be harmful? saying that there are alte rnatives o ne might like to co ns ide r? What is the pa st of must in 2 above? yo u _ 8 I hate taking pills, but wh en I wa s ill I 9 If yo u see a s ign o n a ho spital bed saying 'N il by mouth', th e pati ent _ 10 If you see a sign saying 'No adm itta nce', yo u Struct ure UNIT 21 33 Getting to Know You Reading Silent Speech ln troduction 1 T Ma tch th ese a dje ct ives describing po sture to eac h person . round -shouldered 2 Reading Multiple- cho ice qu estions slo uc hed stra ight- backed cowering Does po sture tell you anything abo ut a person? Use som e of these adjectives to spec ulate about each person's personality. aggressive lively calm domin an t expans ive flirtatious insecure nervou s self-co nfide nt su bm iss ive tense o utgo ing 1 What does the expression 'silent speech' convey to you? In pairs, compare yo ur ideas. Read the introductory text to th e magazine article to see if you are righ t. 2 Now skim read th e whole article. As yo u read, thin k about the se q ue st ions: • • Why is body language so important? How can it b e used to you r adva ntage? Practical psychology • Haveyou ever taken a dislike to someone for 'no reason at all' ? Or ever wondered why one particular plain, dull person is swamped by a vast circle of friends and a busy socialcalendar? According to some psychologists the answer is simple - it's all down to body language. Sheena Meredith explains some of the secrets of our 'silent' speech. B oJy language , it seem s, co u ld be th e key to all sorts of unsolved mysteries. Ex perts believe th at O Uf 'silent s p eec h ' - th e way w e m o ve , s m all c hanges in appearance , posture and gestures - conveys far more mea ning 10 than the wo rds in an y co nversatio n. Body lan gu age can make o r b r eak a ny e nco u n te r, es pe cia lly if yo u 're fe e ling unc omfortable . : 34 I UNIT 3 Reading rv • Learning the Language Ifbod y language doesn 't match words, it mak es us feel un comfortable even if we can 't identify 15 w hy.Dr Desmond Morris,th e world-famous animal and people wa tc her, calls th es e in congru ities 'n o n-verbal leakage ' , the failure o f our social ' mask ' , and being able to spot them can help us to make much mo re sense o f o ur interactions. • People signal feeling and in tent in language. Jabbing a rai sed finger in c o nve rsa tio n m eans power or anger. Tu rn ing th e h ead, or crossing legs aw ay from some one yo u 're tal kin g to 75 ho wever animatedly - shows yo u don 't want to b e so involved . 70 body Watc hing othe r p eo pl e 's b od y lan gu age ca n also help yo u r 20 ow n self-image. 'The main proble m w hen p eople are in secu re or lack self-estee m is th at they ima gine everyone else is secure,' he says.'If you spot the tri cks so meone is using to intimidate you , they seem less threa teni ng .' Other ' barrier signals ' , like folded anTIS, ma y re veal a p ers on ' s ho stility o r insecurity. Sub m ission 80 gestures like nodding and b owing are rit uali sed soci ally. We all st art to edge a\vay sligh tly, or sit forward in o u r c ha ir, w he n we 're to o polite to say 'I'd like to leave ', and most p eople will ta ke th e hint. Those w ho don 't are likel y to be lab ell ed as monopolising bores. So bo dy lan guage tact ics arc not to hide th ese signs of ten sion, 25 but to gain mastery and confidence over th e e nv iron ment, to spot w he n o thers are being th rea ten ing or belittling,and tak e counte r-meas ures . ' If yo u don 't feel good about yo urs elf, it 's go ing to s how. You can o n ly fake it to an ex te nt ,' says psych olog ist Dr David Lew is ,w ho teach es people h ow to use 30 bo dy lan gu age tactics to th in k th emselves into a more confident manne r. • • Walk Tall Anyone w ho's ever trie d to c h ange the way th e y mo ve , say fro m b eing roun d 35 sho uldered, kn o w s tha t it takes a grea t d eal of co nce ntration - for a w hile . It ca n soon become as mu ch of a h a b it as a s lo uc hed post ure. And wa lk ing tall 40 increases and c re ates co n fidence. Anot her u se ful pl o y to b o o st co n fide nce b e fore a t ric ky encounter is to lo o k up at the sk y or cei ling ( if yo u 're alone , stre tc h 45 your arms up as well), the n put your ch in h orizontal a nd .lowe r your gaz e , but keep yo u r eyes and eye brows in th e same p osition. Th is s im p le c ha n ge o f fac ia l 50 postu re can make yo u look, and feel, man y tim es more con fident . Minding your Language • Lies and Body Language A w hole new world open s up if yo u' re aware of co nt radictory signa ls. If a friend w ho se ems to be listening rapt ly is ta pp ing he r toes as well,cha nge the sub jec t - she's bored. No ma tt er h ow cha rm ing th e boss is being , those aggressive littl e foo t kicks probab ly mean yo u 'll 90 not be given a p ay rise . Afte r a lo vely even ing , th e man o f yo ur dreams says h e 'll call soo n , h ut he isn 't looking at you and hi s arms are folde d - don 't bother to wait by the phone . Safe Space The w ay we do minate sp ace is an ex tens ion of body lan gu age . The mo re expansive we ar e , th e more 95 p ow erful , from the h ands-be h ind- he ad, feet-on-desk pose, to th e p o siti oning o f towels on a be ach Of books o n a table. Furn itu re is o ften used to dom inate , like the co m mo n p loy of forcing a visitor into a lowl y p osition in the gu ise of h avin g th e most co mfo rt able, squ ishy armc ha ir. 100 Encroachments in to strangers' te rrito ry, like pl ac ing yo ur b ag firml y on th eir desk o r pu tti ng yo ur coffee c up d own near to theirs , make th em n ervous and increase yo u r dominan ce in an encou nter. '. Close Encounters Th e first four minu tes of an y encounter 105 are • 'Echoes' of Friendship Co ns ide r ho w yo u feel wi th true frie n ds .There is a sense of relaxation , of freedom from the tension, p ow er pl ays and uncertainty ex p erie nced during 55 encou nters w it h stra ngers. Th e key h ere is that yo u are of equal status . Amo ng friends, th ere is a similarity o f posture and a mimicry of movement,known as postural ec ho. It carries the mes sage ' I am like yo u', m aking friends 'feel right' together. Popular p eople seem to ha ve a natural ability w ith postural it is o fte n us ed b y successful sales peo p le . Th e sy nc hro ny is mi s s in g in p e o p le w it h serious mental distu rbances, and many no rm al p eople have p oor postural ec h o. Perhaps becau se th e ir parents were undemonstrative o r unl o v in g , th e y seem n e ver t o ha ve abs orbed th e 65 un conscious sign als of co-operative movement. As the echo goes, so d oes th e sense of rap p o rt, and they th emselves may find it difficult to make frie nds . 50 ec ho , and C!> 935 words c ritical, Dr Lewis says. When tw o p eople meetin g ma ke eye co ntac t , both raise and low er their eyebrows in ;:1 flash greeting , w h ich is kn own by ex p e rts as the 'eye b row flash '. Thi s may signal 'h ell o ' , a query, ap p roval. thanks , ag reemen t, ffirt at io n , e m p h asis o r 110 occas iona lly disapproval. D ur ing a conversatio n , direc t gaze is need ed for con tac t and to co nvey good int e nt , but it ca n 115 al s o b e thre at enin g. Int ense stari ng occ urs at t he h ei gh t s of bot h intimacy and aggr ession. O n the othe r h and , too 120 s hort a gaze imp lies di sinte rest . Reading UNIT 31 35 3 Can you say what the following words and phrases from th e ar ticle m ean , in your own words? 1 non-verbal leakage (line 16) 5 mimicry (line 57) 6 edge away (line 81) 2 belittling (line 26) 7 tak e th e h int (line 83) 3 tactics (lin e 30) 4 plo y (line 41) 8 enc roachme nts (line 100) 4 Multi pl e- ch oice options In th e multiple-choice ta sk, you need to apply skills of int erpretati on , both to wh a t is Exam ti p T in the text a nd to wha t exactly is sta te d in the multiple-choice optio ns. Multiple-choice questions When you are answering multiple -choice question s and you are unsure which is the right answer, on e strategy is to try to rule out answers which you know are incorrect. Thi s 'process of elimination' help s you to evaluate all four options carefully. Look a t this qu estion: test your ability to understand the detail and subt let ies of a t ext. Unlike t he mult iple matching t ask that you met in Unit 2. here you Low self-es teem can be improved by should take more time, as A using body language to hide wh at you rea lly feel. B using threatening behaviour to make others feel small. C recog nizing that eve ryone else feels secure. D recogni zing that body lan gu age nee d not be a thr eat. you need to read the text in greater depth. To decid e whe ther an option is incorrect , you first need to locat e th e pa rts of th e text wh ich ar e potentially rele vant. Look at the un derlined text from the section ca lled Learning the Language. I Wat ching othe r peop le 's b ody language can also help yo ur ow n sel f-image . 'The main nroblem when people are insecure or lac k self-esteem is that they imagine eve ryo ne els e is se cure .' he says . ' {{ VOll spot the tricks someone is using to intimidate yo u they seem less th reatenin g.' So bod y language tact ics arc not to hide these signs of ten sion. but to gain mast ery and c onfide nce ov e r the e nviro nmen t, to spot 'w he n others are being threatening o r belittling and take co unte r-measure s. 'If yo u don't feel go od abo ut yourself, it's going to show. You ca n o n ly fak e it to an e xt ent ,' says psych ol ogist Dr David Le wi s, who teaches people how to use bod y langu age tactics to think themselves into a mo re confide nt mann e r. Notice that op tions which use the same or similar words as tho se in the text do not nece ssa rily produce the right an swer! For exam ple, Option A picks up the word hide bu t in fact sta tes the opposit e of what is in the text. Option B mentions th e word sm all but is inco rrect as th e text refers to others doin g th e belittling. Option C says that recogn izi ng that everyon e else fe els secure is a solution but the text states that imaginin g everyon e else feel s secure is the ma in problem . Option D is the correct answer as it reflects what is said in the text. Look at how the original wordin g has been changed in the op tion . lfyou spot the tricks someon e is using to intimida te you recogni zing that body language they seem less threatening. need not be a threat. 5 Now look at the following multiple-choice questions. Use th e above tech niq ue to help you to decide on the correct options. 2 On e of the ways to become more con fide nt is to A B C D 36 I UNIT 3 Reading rela x more with friends. imitate the facial expressions of oth ers. a lter th e way you walk. avoid direct eye contact with people. 3 Some people have poor postural ech o because they A B C D 4 How ca n you show that you want to end a co nve rsatio n? A B C D 5 A give themselve s an advantage. B put other people at th eir ease. make th em selves more comforta ble. hide their own nervou sn ess. Wha t should you try not to do in a social encounter? A B C D 6 Style cross your legs move back a little fold your arms nod your head sligh tly People dominate space in a meeting in order to C D 6 do not co-ope rate with their parents. do not mix with people of equal sta tus. have n ot received th e proper training. have not understood the signals in a relationship. fail to return an eyebrow flash glance away while talking to som eo ne look directly into sorneone's eyes appea r too friendly and interested Do you agree with the views in thi s text? How importan t is bod y la nguage in th e way we relate to other peopl e? Discu ss you r a nswe rs with a partner. Th e organi zation of thi s text is typical of many 'gene ral intere st' arti cles. Cons ider th e follo win g feature s. Why is ea ch on e im po rtant to the success of the article? • • Eac h sec tion ha s a short heading (some times well-known phrases). ~ ~ThU I Close Encou nte rs The first se nte nce of ea ch section often e nca psulates th e content of th at who le section. Peop le signa l fe eling and intent in body language. The way we dominate space is an ex tension ofbody language. • Key statem ents are often immediately exemplified. Anyone who's ever tried to cha nge the way they move, say f rom bei ng roun d shouldered .. . A who le new world opens up ifyou're aware ofcontradic tory signals. If a frie nd who seems to be listeni ng rap tly is tapp ing her toes as weU .. . • Quot es from specialists suppo rt the arguments made. Dr Desmond Morris .. . caUs these incongruities 'no n -verbal leakage' .. . 'If you don't f eel good about yourself. it 's going to show. You can on ly fake it to an exte nt,' says psychologist Dr David Lewis ... Look out for th ese features in a rticles th at you read . In Pap er 2, you m ay be as ked to write an article in either Part 1 or Part 2 and so m e of these feature s will be of use to you . Reading UNIT 31 37 Writing The Generation Gap T 1 Look at thi s picture of a group of young peo ple. With a partner, discu sswhat values and attitudes you think they may have. 2 The extrac t below is taken from an art icle abo ut young peopl e in Japan. Read the extract quickly to find th e answers to these qu est ions: Who are the shinjinruil What are the ir attit udes? THE TOMORROW PEOPLE Japan is a country in turmoil: traditional values, attitudes and culture are being challe nged by the nation's youth . David Sandhu reports. J apan's old guard is under siege. As well as external international pressure to become a more open society, Tokyo's elders face a new, and more serious, threat to trad itional Japanese values - the shinjinrui. Translated literally, shinjinrui 5 means 'new people': the first generation of Japanese teenagers to challenge authority, to do their own thing, to be young, rebellious and free. These new people grew up in a time of incrediblenational affluence during the 1980s. When the bubble officially burst in 1991, many young people actually benefited 10 by increased leisure time and the possibility of exploring alternative lifestyles. Micki Ebara, a young journalist working as a European correspondent, has noticed a fundamental difference inattitudes between her peers and their parents. 'My generation has a very 15 different view of the importance of work and money. The immediate postwar generation saw the creation of wealth as the most important thing in life, while people of my age have otherconcerns and priorities,' she says. 'I suppose we've learned to take economic prosperity for granted and don't feel the need 20 to beworkaholics. Family life, leisure time, and holidays are much more important to Japanese people than before.' 'Young people don't get listened to by either parents or teachers' Asone Japanese teenager said: 'They (the older generation) think differently; they have staid ideas and won't listen to new ones . Young people don't get listened to byeither parentsor teachers. 25 Some older people think the young are getting very lazy.' For Japanese young people these are exciting times, in many ways comparable to theUSAduring the 1950sand 1960s - the periodof liberation for American teenagers - and, asthe complex web of formal social structures begins to blur, the shinjinrui's time is here. -------------------_..... ~ 305 words 3 Think about the relationships betw een young and ol d peopl e in your country. In what way has th ere been a m ove away from the val ues and int erests of the older genera tion? 4 Go back thro ugh the text an d underli ne any words and expressions to do wit h the young and the old . Some of them may be of use in the writing task for th is secti on. Look at how th e w ords staid and rebellious are used in the text. Can you supply the right wo rd to com plete the following sen tences? 38 UNIT 3 Writing I 10 was a teenager who always used to stay out late. 2 Nowa days the major pop consumers are the 3 Simo n had an edgy, 4 Jackie's a very rest rai ned a nd co nserva tive character. In fact, I'd say she was positi vely _ over-25s. streak in h is nature. ~ fi ~ § !2 " s: ~ -o ~ Writing Pa rt 2, acco u n t Sam ple accoun t 1 a Read the following letter. Why has it been writ te n? [f you were Julia Harriso n , what wou ld you do? Dear Mr Branston I am wr i t i n g on behalf of the res i d e n t s ' association to i n f orm y ou of our feel i n g s r egardi n g you r behaviour . We've rea l ly had ju st about en ou gh of you . Altho u gh we have tri e d to sp eak t o you c i v il ly on se veral occ asions . you have al ways r e s p o n d e d wi t h a stream of verbal abuse . Ever since you moved in three months ago . you have shown very l ittle consideration for the other residents of this build ing . despite nume rous compla ints . For the past si x weeke nds in a r ow , you h a v e held extremel y noisy p a r t i e s. whic h hav e n o t f in is he d u nt il the ear ly hours of the morning. I t's jus t no t on ! As you are a wa r e . most of the peo pl e h e r e a re elderl y or h a v e very you ng children . and ~he no ise keeps ~hem awake all nigh~ . You don '~ have ~o be so noisy , do you? Last weekend ~he situation deteriorated further when two of your acquaintances were involved in a fight on the f irst floo r landing . The di sturbance was so bad that the police had to be called . What 's more . your mates left th e stairs in a terrible sta te - they even smas he d t wo win d ows on t heir wa y out ! We feel that this type of behav iour is in tolerable . We strongly recommend that you arrange payment for the damage to the wi n d o ws soon . If you don 't and you carryon being a nuisance . we 'll kick you ou~! Legal steps will be taken if necessary . You r s s in c e r ely b Now read the letter aga in . It contains some inconsist encies in style. Can you find the m? The first ha s been underlined for you as an example. Now rewrite these sen ten ces in a forma l style. As you rew rite th em , cons ider th e following fea tur es : • • • c contractions use of phrasal verbs lin k words • • • use of intensifiers use of th e ac tive an d passive punctuat ion . Notice how th e lett er is organ ized. • Introd uctory pa ragraph Reason fo r writin g • Main paragraph A CCO ll llt oftohat has happened, beginning with th e ma in com plai nt • Additional paragraph • En ding Requ est for action Writing UN IT 31 39 Understanding the ta sk 2 Exam tip ... Now read this w riting task. What exactly do es it ask you to do ? If you we re really in this situation, what would you hope to ach ieve by writing such a letter to the co m pany? Discuss yo ur an swers in pair s. In Part 2 of Paper 2, you may be asked to write You recently had a visitor fro m Britain staying with you for a month, as part of an exchange prog ramme. You had asked for someone similar to you in age and inte rests , but the company that organized the trip actually arranged for a person of a very d ifferent age a nd background from yourself to stay with you . It was very difficult looking after this pers o n, who had not hing in common with you and yet expected to be consta ntly entertained . a descriptive account, usually in the form of a letter. The question will probably askfor more than a straightforward description, and may include your giving an opinion or reco mmendation. If so, make sure you state Now that the visitor has left, you have dec ided to write to the company, describing the various proble ms you had, and suggesting that they should be more careful when matching people in future . this clearly. BearIng in mind the target rea de r, which of the styles in 1 wo uid be app ropriate fo r this letter? Brains t orm ing id ea s 3 Discuss with another st ude n t wh at this visitor co uld have been like, and what so rt o f problems might have arise n . Here ar e so me as pects to cons ider. Add yo ur ow n idea s. eating opinions daily living age health How m any problems did you think of? Planning your answer 4 Use the framework below to plan wh at yo u ar e go ing to w rite. Yo u m ay like to use so m e of th e sugges tions given to begin each part of the lett er. Deci de ap proximate ly ho w m any wo rds each part requires, out of a total of 250. • Beginning the letter Dear Sir / Mad a m 1 am writing to yOll Dear Mr / Mrs / Ms regard ing / concerning ... with regard to ... • The visitor - what happened Alt hough / Even though I had specifically asked you to .. . Despite / In spite ofrequ esting ... • Yourrecommendation to the company I suggest tha t ,., I wou ld urge you to . . . • I strongly recommend that you ... Ending the letter Yours faithf u lly / Yours sincerely 5 W rit ing 40 I Now write the letter in about 250 wor ds . Remember WRITE "' . Check yo ur piece of writin g carefully. You sh o uld consider the acc uracy of the grammar, sp ellin g and punctuation, as we ll as the overall o rga n ization and effectiveness of your answer . UNIT 3 Writing Listening and Speaking Big Boys don 't Cry ln troduction T Can you th ink of situations thatprovoke extreme emo tion, like th e ones shown? Do men and wo me n react in the same way in th ese situations? Liste ning Exam tip '" Part 3 Part 3 of Pa per 4 tests your understanding of the views and attitudes being expressed in a listening text. The recording fea t ures two or more people. To help you answer questions about attitu de, listen out for the intonation of t he speakers. ,OC>O I 1 You are going to hear a disc ussion between a ma n and a woman about male and fem ale att i tude s to being ill. Before you li sten to th e tap e. read th e followin g stateme nts quickly. As you listen . w ri te Y(yes) or N( no) next to 1- 7 accordin g to wh eth er the sta te me nts accurately reflect wh at the woma n says or not. f oc>o' 2 1 The woman thinks that men belie ve the y never have mild illness es. 2 She expresses sympathy for injured football players. 3 She believes th at most men t ry to hide their reactions to pain. 4 She t hinks th at men do not like to take t ime off wor k t hroug h illness . 5 She thin ks th at men prefer to be looked afte r by t heir mothers when th ey are ill. 6 She beli eves that women, unlike men, accept that the y will experien ce some pain in life. 7 She t hinks that women expe ct their partn ers to look after t hem whe n they are ill. Now listen again a nd check your a nswers. What is your reacti on to th e wom an's views? Listen ing and Speaking UNIT 31 41 Vocabulary 1 Read the art icle o nce only. Wh at does the wr ite r t h ink a bout men crying in p u b lic? Meta phor Big boys do cry ... and they're heroes Wimbledon 1992 will be remembered as the year the champion, his coach and his girlfriend all broke down in tears, and the winner and runner-up hugged each other on court in full l'iew of 500 million spectators all round the world. Is Andre Agassi heraldi ng a new type of hero, the one who openl y weeps an d so t ugs a t th e world's he a rt st ri n g s'? 'H o w many of u s 5 watchin g also felt a te ar come to our eyes as we witnessed his reaction? Ope n displays o f emotion, of course, a rc bec oming common in worldcl as s sport , at le ast among th e 10 youn ger players . We 've seen it among foo tball players for the pa st few years. But so fa r, it's only th e men wh o a re shed d ing public te ars. Wom en seem to be gett ing tough er 15 whil e men arc inc reasingly allowing th ei r vu lnera ble sides to sho w, and not be ing as ha med of it, either. Accord ing to Dr Brian Roet, author of A Slifer Place To C,)'. men who can 20 ope nly wee p a re th e lucky on es, the e mot io nally he a lthy p eople . A com mo n news pa per exp ress io n for peo ple who a re try ing to cope with st rong emot io ns is tha t th ey are 25 " fighting back tears". T h is is tak en to mean that t hey are being brave. But ho w muc h b raver if they can let t he tears flow and allow eve rybo dy else to k no w wha t they are go ing 30 t hro ogh. Tears, Roet says, re pres ent so many emo tio ns: "They are a natural fo r m of express ion, like laught er. T hey can co nvey a mult itude o f feelings, such 35 as happin ess, sa d ness, loneliness, fear, relief, an ger, or fru stration, and as suc h provid e he althy pathways to th e outside world. 42 I " However, fo r so me stra nge reason s o ci e ty h a s desi gn ated t h is expre s sion o f e m o t io n to b e unsuit able and the feeling s arc forc ed to rem ain underground." Many pe op le, he says, hav e a n 45 overbrimming lake of tears ever ready to flow just under the surface, yet they do their best neve r to let them come out, at least in public. 40 Aft er 15 years in general practice, Dr Roet came to reali ze that the inability 10 s hed tears and show emotion was behind many of the illnesses he had been trying to tre at. He now feels that providing a "safe 55 place" to cr y is far more helpful to his patients th an di sp en sing drugs. Many have not cried for yea rs and at first are as ha me d when t he tears start to flow but, he says, it's o nly 60 wh en tears can co me tha t emot io na l healing ca n take place. 50 " T he only safe place for me to cry is in the cinema •.• " "I hope th at peopl e will learn to resp ect tears. As we learn to lau gh and cry naturall y, with out fear of 65 gu ilt, we develop peac e o f mind and th e tranquillit y that p ro vid e s a healthy basis for th e res t of our life." But he admits he remains unable to shed them himself. "T he on ly safe 70 place for me to cry is in the cinema, where the tears well up and flood over the most trivial situations." " I beli eve now th ai I was told so ' much as a chil d th at boys don't cr y 75 that thi s imp rint has sca led my tea r du ct s, exce pt o u t of sig ht in the "darkne ss ofthe make-b elieve cinema world ." Spo rting sta rs wh o br eak down in public re m i n d u s t hat there is not h ing wi m py, no thin g weak o r lo ser-like' a bo ut th e ab ility to shed tears. Men who ca n cry eas ily a re the rea l winne rs in life, th o se wh o are at 85 th e sa me t im e co nfi d e n t a n d sensi tive. Agassi's tennis is won drous, but it's his ab ility to cry an d remind us that he is fully hum an ra ther than just a 90 tenni s robot th ai will tu rn him int o a world-cl ass hea rt -throb. \Vomen always warm to a man who ca n cry. And perh ap s th e new breed o f weep ing spor ts stars will give 95 other men " permissi o n" to cr y, so th at tear s ca n be com e as natural a form o f expr essio n as smiling and lau ghter. 80 & UNIT 3 Listening and Speaking 650 words 2 Do you agree wit h th e w riter's views?Why? Why not? 3 In th e article, the wr i ter uses the following wo rd s and phrases: a b when the tears start to f/ow ... (line 59) tears tuell up and f/ood ... (l ine 7 1). What do the y me an? Th e verbs in italics are usually associated with water. Th ese verb s normall y have a literal sense; however, it is also po ssible for them to have a met aph orical or figurative sens e. Look at the following exam ples off/owing below and decid e whe ther th e m eaning is literal or m etaph orical. 1 "... source of discontent," he says. "Once the oil starts fl owing, the companies demand th at the sub-contractors ... " 2 ... month which is ext remely fast. Once the ideas start flowin g, you don't want to bloc k it by taking too much tim e ... 3 4 ... his con temp lat ions of the turquoise flowin g Nile werea brupt ly..suJ!jgLby the tinny sounds of ... .. . while th e Europe an cha mpio n, co nfidence flowing, sprinted to 13 min 17.82 sec , a time he has never .. . 5 While t he Honda's bod ywork is smoot h and flowing , the Kawas aki 's is anguiar and punchy. 6 Ab ove him, a full moon rode flowing black clouds in a charcoal sky, illum inating the .. . 7 The cam era shows to urists flowing back and fo rth in front of t he White House. 8 4 He d ivided her hair into t hree parts, three golde n rivers flowing down from the hills to the plain. In li ne 45 of the text, th e writer refers to an ouerbrimming lake of tears. Th is is a good example of a metaphor, w here th e image of a lake is used to em phasi ze th e extent to which a person may cry. Here are som e more m etaphors using sim il ar images. Wh at typ e of situati ons could they be used to describe? I a sea of happy faces 2 3 a sea of campaign banners 4 5 waves of rebellious ch il dren pools of empty silence rivers of fi re Noti ce the common pattern of noun + of + noun . Look up th e following word s in your di cti onari es and note down sim il ar phrases using this patt ern. For exam p le, a stream ofverbal ab llse. a stream torrent s flo od s of You ma y be ab le to use m etaphor s like th ese when you are talking abo ut a scene in a pi cture (lik e th e Speaking task on page 44) or when you are writ ing descr ipt ion s. Listening and Speaki ng UNIT 31 43 Speaking 1 Part 2 Look at the pic ture and read the statements made about it. Deci de which statement wou ld be the most suitable one to use first, giving your reasons. Which one might you use as a final state me nt? a b c d 2 The scene re m inds me of me dia cove rage of the riots last year. This is a p icture of a large an d unruly crowd, who appear to be very a ngry about something. There are a number of banners, but I can't quite read the slogans on th em . Just in fro nt of the crowd th er e are ... You and another st udent are each going to look at a differe nt pict ur e. Studen t A, describe your p icture in detail. You have ab out a m inute to do this. When you have finis hed, ask Stude n t B to talk a bo ut the ir picture. Student B, liste n to your partner's descrip tion first and the n talk about two th ings th at are sim ilar in you r pict ure and two things which are d iffere nt. If you need to, you can ask Student A more questions. After doing this, you should be ab le to say what your pictur es have in common an d in what way they are differen t. Yo u may like to use some of the following la nguage: @ill]] 3 page 193 Sim ilarities They seem to have quite a lot in common, for example ... There isn't much difference between them ... Both ofthem ... Differences Whereas yours is about X, mi ne is about ... They differ in several ways ... The main difference is .. . @ill]] 6.4 page 194 Don't forget to use p repos itional p hrases such as in the foreground, in the top left-hand corner, etc. Stu dent A look at picture 3A on page 198. Student B look at pictu re 3B on page 200. 44 I UNIT 3 Listen ing and Speaking 1 Sort these words in to four gro ups, accord ing to th eir part of speech. Which word is both a noun an d a verb? , English in Use Part 4 abandon eventually reluctant Exam tip ,. Part 4 of Paper 3 tests your knowledge of word formation. You need to 2 basic fundamental tolerance capac i ty insen sitive unwillingness definiti on preference vuln erabl e Loo k at the se prefixes. Which of them have a negative meaning? CO ~ work out what part of speech is required in each gap. Sometimes, you will amount frustrate sign ificantly de - dis- en- in- re- U I1- und er- Make n ew verbs from th e ones below, using some or th ese prefixes. Explain how th e verbs yo u have made differ in meanin g from the o rigina l ones. need to add a negative allow prefix to the word given in capital lett ers, to fit the sense of the text. discover est imate ex ist please sta bilize trap uni te What other words, with different parts of speech, are relate d to the verbs you have m ade? 3 Read th e text below, ignori ng the gaps for the moment . What action does it see as harmful in a relatio nship? \ Compromise is no cure for conflict 0 I The capacity to communicate open ly and honestly in a relationship does not guarantee (0) invulnerability to distress. At times, one person may (1) the othe r, causing 2 frustration and co nf lict. A comp ro mise is no rmal ly reached , but this amounts to an (2) strategy. Perhaps people should abandon the (3) things over, in favour of an (4) to smooth process, where more fundamental questions are asked . T hou gh th is may be very (5) (6) 3 4 S 6 7 at the time, the airing of basic often leads each person to view the other more (7) in the VULNERABLE VALUE AVOID TEND EXPLORE PLEASE GRIEF SYMPATHY long run. 4 Look at the exam ple (0). What changes have been made to the word in capital letters to create the new word?Wh at part of speech i s th is word? 5 Now look at gaps 1-8 and decide what part of speech is required in each. Then make sui table words from the on es give n in capi tal lellers, rememb eri ng to add negative prefi xes where necessary. Check that each word m akes sense in th e gap. 6 In the exam , you will have to com plete two t exts in th is way, giving a tot al or 15 gaps. Do the second text below, following the sam e pro cedure. 8 Jealousy Jealousy can be one of the most (8) there is a perceived loss of (9) that attention is being (10) (11) basic (13) (14) feelings in any relationship. In jealousy, ; if a partner is paying attention to someone else, from you . Often , these feelings of jealousy remain , either for fear of (12) the relat ionship or because of a 9 10 II 12 13 14 15 to confront the issue. J eal ousy endured in silence breeds , which in turn brings even greater (15) to the sufferer. AGREE AFFECT HOLD SPEAK STABILIZE RELUCTA NT SECURE HAPPY ~ Structure UNIT 31 45 Structure It's OnlyLove T Introduction Look at the picture. What do you think it cou ld be illustrating? English in Use Part 2 o Read th e following article quickl y, ignoring the spaces in the first fou r paragraphs, then explain b riefly wha t a love map is. Do you think th e love map is a useful idea? [j!] Now read the first fou r paragraphs of the a rticle aga in a nd sup ply the missing words by writing one word in spaces 1-1 5. The first on e has been done for you as an example. cc ordin g to scien tists' recent findi ngs, there 's simply (o)_ _ no such thing (1 ) _ Hendrix insists that our love map provides far 30 random love. 'Nature has wired us for one special unalterable, _ we fall in love. And, even (4) growth. His central that , during childhood and adolescence, most of us are hurt in some way. Almost everyone carries some form of unfinished business from 35 our subconscious. When all the elements click into place, 10 than a route to ouronetruelove: itoffers a unique opportunity (14) premise (15) person,' insists Anthony Walsh, a psychologist in Idaho, USA. Appa rently we all carr y (2) subliminal guide to our perfect partner (3) (13) we don't find a childhood . Andso, 'We fall madly in love with someone who has both the positive and negative traits of our imperfect parents, ' he says. Even tiny criticisms can lodge in the childish mind and return to haunt our adult relationships. perieet match, our brain circuitry will hunt for the next best thing - we (5) not hooked, unless enough of If you were constantly being told off for doing the wrong the right bells ring. From early childhood we gather information about the ao thing, yo u would perhaps form the thought 'I can't do world and the people around us, slowly developing a map 15 (6) our preferences. John Money of Johns partner is always criticising your behaviour. However, you willalsofind yourselffollowing your parents ' example and, if you r partnerdoesn't perform as wellasyou expect, you may Hopkins University in the USA has coined the phrase 'love map' (7) describe the process. The love map anything rig ht', andyou mayconstantlyoverreact if your adult 45 gets (8) tentacles round you at an early age. John Money reckons the age from five (9), _ 20 It seems likea no-win situation. But psychotherapist Kati Blanc says not. 'The good part is that it does give you a eight years is the crucial period fordetermining yourdestiny. reach adolescence your love map begins to solidify, beco ming quite spec ific. Our subconscious love template works overtime in the search (11) the perfect match. challenge - a challenge to work things out, if you really want to grow as a person. If I've invited someone into my life, As (10) 25 50 albeit subconsciously, I am giving myself the challenge either to repeat the saga or to get out of it.' Dr Hendrix believes that if one partner begins to change, the otherwill automatically respond. So even if ourlovemap Acco rd ing to psyc hothe rapist Dr Harvill e Hen dri x, mapped biologists and anthropologists (12) out the basics accurately enough - but he has gone one criticise him in the way your parents criticised you. hasclear directions, our destination isnot fixed. We can opt 55 for the scenic route. • step further. 46 I UNIT 3 Struc t ure ~ 460 words Condition als in context Second conditional Look at th ese three typ es of cond itional se n te nces. Look at these examples of th e second conditional: -I z 3 If I see him , I'll tell h im th e good new s. If I found the perfect pa rtner, I'd get m arri ed . If you a re en th usias tic about your wor k, you get bett er results. If I were th e King or Qu een of England, I'd give all my money to charity. 2 If you were to win $2 0,000,000 in a lottery, what would you do? Which of these se n te nces refers to someth ing wh ich: Which is used to refer to: a b c a b you know does not exist at this moment in tim e? is gene rally tho ugh t to be true? ma y very well happen in the future? Which is usually referred to as the: • • • 'zero' conditional? first co nditio na l? second con ditio nal? Zero condit iona l [K] Accord ing to An th ony Walsh : Wilell all tile elemen ts click into place, we fall ill love. Notice th e tenses are both in the simple present. Underline five conditional sente nces in th e article with similar struc tures. Why is th e present cont inuous rather than the sim ple present used in on e of th e se ntences? [!] The conditional parts of the sen tences you h ave fou nd begin with either unless, ifor evell if What is the differen ce between these words and exp ressions? First conditiona l [K] The first conditional sugges ts th a t, given certa in circumstances, there is a possi bility of someth ing happening in the future. Find two examples of first co nditio na l se ntences in the article. Which exam ple suggests th at it makes no difference whether something happens or no t because the outcome will be th e same? [[] A variati on on the first conditional We ca n use th e present perfect in th e conditional part of th e sen tence to suggest that something may already exist or has already happened. Can you find an example of this type of conditio na l in th e article? Why is th e ten se in the main part of th is sentence in the continuous form ? a possible, but highly unlikely, future situa tion? a set of circumstances wh ich you know very well do es not exist now and nev er will? Can you find an examp le of a second conditional in the article which is sim ilar in meaning to the exampl e in I? Practice [I] Cause and effect in co ndition al se nte nces Form plausible co ndit iona l se nte nces using the condit ionals and mod als below, or an imperati ve. If you' re planning to st ay here for a wh ile migh t Ifwe had tim e to study more could If we really loved eac h other will Unless you can agree wouid If you 've had a row should Imp erative, Even if he wer e to apologize eg tell/ don't tell Even if the y be gged m e Which con ditionals sugges t that it wouldn't make a ny d ifference if th ese things h appened? [[] Tenses in condit iona l sentences Complete the se ntences with an app rop riate for m of th e verb in brackets. You m ay also need to use a modal or an imperative. If th e verb is in the imperative form , deci de whe ther it sho uld be pos itive or nega tive. I If I (be) ten years younger, I (ta ke) a yea r off work and (travel) a rou nd th e world. 2 (as k) them to the wedding unl ess you (wa nt) to. 3 If I (see) her tomorrow, I (tell) her wha t you said . 4 If you (think) abo ut bec oming a vet, you (fin d) out what subjects you need to study. 5 If I (be ) to ask you how old you are, you (answer) me? 6 If th ey (have) a littl e more com mon se ns e, th ey (not ask) such ridiculous quest ions all the tim e. 7 (accept) hi s pro posal of marriage u nless you (be) really sure you (make) up your mind. 8 Even if I (have) more tim e, I (not afford) to go out more than twice a week. Structure UNIT 31 47 Can You Believe It ? Listening and Speaking Strange but True ln troduction T 1 Wha t co uld thi s pi cture b e? Have yo u eve r witnessed a strange phen om enon? 2 Read thi s acc ou n t . Can you exp la i n w h at th e phenomen on is? , eyewitness ' <~~~:- ------- GLADYS HUGHES of Colwyn, North Wales, was driving home in her car one June evening when she ran into a bank of mist rolling off th e river. She 5 suddenly saw a glowi ng ball of translucent greenish light, about t he size of a football, spinning forwa rds like a wheel, with four spikes of light radiating out from it. It slid up to about to a foot away from her side window. Wondering if she had gone mad or if aliens were visiting from outer space, she slowed the car down, and, in perfect synchrony, the ball slowed down too . ts Shethen accelerated and again the ball kept perfect pace. No matter what she did she could not shake the thing off, and only when the mist faded away did the ball suddenly shoot up and away out 20 of sight. 25 Fearing t hat her sanity would be quest ioned, Gladysdidn't even mention this at home, but her husband had witnessed something similar - a glow ing green ball shoot ing up high into the sky. at about eight o'clock. And in the next few days, news seeped out that several others had wit nessed the strange green light rocketing into the evening sky. <0 j• I' ,; s " "' ;--------~-----~£ 3 I f th is expe rie n ce h appen ed to you , h ow wo uld you feel afterwa rds and w hy? H ere are wo rds to help yo u: elate d 48 I UNIT 4 Listening and Speaking exhausted nervou s p erpl exed un affected terrified. English m Use 1 These are some ofthe gram ma tical areas that are tested in Part 3 of Paper 3. Par t 3 • • • lise of articles the, a I an prepositions co njunct io ns to , of while, as This proofreading task involves find ing a word that does not fit in with the rest of the text, either because it is unnecessary or because the sense is wrong in relation to the text . Look at t he fi rst par t of this task, which has been complete d. Say why some of the wo rds in 0-4 are unnecessary. To do thi s, you w ill have to talk abou t th e words before and after th e errors. Great Balls of FIHE Some years ago , a professor of the electrical engineering 0 the witnessed a glowing ball aboard a plane. It came floating 0 ,/ down t he aisle, gliding from out the co ckpit and exiting 1 out gracefully t hrough th e rear toilets. Several Of elect rical 2 of wor kers have also witness ed stra nge glowing balls ;yj:lile_ 3 while during t heir work, which often involves high vo ltage equipment . 4 ,/ -------~~----. . - ._--j 2 Now read th e rest of th e text. M ake sure you read all of th e wo rds caref ully. Wri te the wo rds that are unn ec essary in the space provided . Four of the lines are co rrect. Mark th ese wi th a ti ck, as shown above. I 5 6 _ _ academic collars, their only explanat ions ranging from 7 _ glow ing micro-meteorites to fields out of energy th at 8 _ condense t hen into balls of light at their centre. 9 _ Yet the sheer volume of evidence does po int to one very 10 _ neat theo ry. Many sightings must happen toward s the end of 11 _ a ferocious thunderstorm . The balls often precede a huge 12 _ bo lt of lightnin g. The current which leaks befo re.t hat t he 13 _ flash is in the form of a glow ing ba ll that is att racted to 14 _ electrical equipment in too confined spaces - hence its 15 _ So what is the ball lightning? At a recent conference, scie ntific experts grew increasingly hot under th eir floating into aircraft and houses. Listening and Speaking UNIT 41 49 1 Listening Part 4 Look a t pictures a-h below. Decid e with anothe r stude n t wha t they are illustrating, choosing from thi s list. ball lightning an eart hquake corn circles Exam tip '" In Part 4 of Paper4, you will hear five short extracts of different people speaking. You must answer 10 questions in all. Make sure you read through the questions before you listen. the Nor the rn Lights a solar eclipse aUFO a shooting star an avalanche .. 2 Yo u will hear five people talking a bo ut phenomena they have witn essed. Decid e what each person is talki ng about , choosing from a-h above . Spea ker 1_ _ Speaker 3_ _ Speaker 2_ _ Speaker 4_ _ Speaker 5_ _ ',=.1 3 Now listen to th e tap e again and ans wer these qu estion s. What was it like in the cabin, according to Speaker I? A 2 I airless C da mp Her room was damaged. It woke her up . She hadn't predicted it. How does Speaker 3 sound? A 50 B Why was Speaker 2 tro ubled by the even t? A B C 3 ch illy rather perplexed UNIT 4 Listening and Spea king B totally calm C extreme ly elate d 4 Why did n't Speaker 4's group expect to witness a nyt hi ng? A B C Whic h word best describes Speake r 5 's feelings? 5 A B C Vocabulary It was the wrong tim e of day. The weathe r was getting cloudy. They had wa ited for so long . disappo inted un enthusiastic insecure In thi s section , you have come ac ross phrasal verbs with up a nd ou t (for exam ple, shoot up an d get out). Here are some other verbs whi ch com bine with up a nd out. Fit th e most suitable p hrasal verb int o th e gapped se nte nces , cho os ing an app rop riate te nse. Phrasa1 verbs run . "'..." . ta ke break up out ma ke 1!Sl. ' " II !II!l Nobody believed Edward whe n he told th em about th e UFO. They thought he _ _ _ _ _ _ _ _ th e whole story. ' 2 She's been house-bound for so lon g, she really needs to be the eve ning. 3 After months of careful planning, th e three convicts finally managed to _ _ _ _ _ _ _ _ of the top se cur ity prison. for 4 Would you mind goin g to th e shops for me? I of milk. a huge phone bill witho ut h er know ledge. 5 Her daught e r the 6 Th e sea was so rough and stor my th at th ey could ba rely islan d in the distance. Speaking 1 Part 3 You have witnessed a possible UFO sight ing. You a nd anot her witness are being int erviewed a bo ut th e event on local radio. Unfort unately, your acco unts don't quite ma tch! Listen to th e oth er witness's version an d in terrup t tactfully if you think some thing is incorrect . Read th e detail s and be ready to tell your side of th e story. Stude n t A, read extract 4A on page 198. Stud ent B, read extrac t 48 on page 200. Student C (the interviewer) should prepare som e qu estion s to ask th e other two. Cover th ese aspects: • • • • • 2 lillIlliJ 3 page 193 §§~ ~~§ 9.2 page 195 whe n th e event took place where each person was how many UFOs were see n the ir size. shape. colour how eac h person reacted. Here a re some suggestio ns for ways to in te rrupt. Which ones seem the most tactful? Excuse me, but that isn't qu ite righ t. Hang on , get you rfa cts straight .. . Just a minute! It wasn't like that at all . No, no, you've got that wrong. Listen . That'sabsolute rubbish! What really happened was .. . Could l ju st say some thing about that? I don't think l agree with you there ... List ening and Speaking UNIT 41 51 Reading Lost and Alone . . Introduction Reading 1 How much do you enjoy th e com pany of ot her people? Could you survive alone on a desert island for a long period of tim e? How mi ght suc h an expe rience affect you? 2 Wh ich of th ese words relat e to lon eli ness and iso lation? What do th e ot her words mean ? Look the m up in a diction a ry if you are not sure . abandoned exile so litary remote conceited ce leb rity deserted weary gregarious eccentric intimate reclusive 1 Read the open ing paragraph of th e text a bout Kaspar Hauser. Do you know anyt hing about his life story? Part 2 n Monday 26 May 1828 , the Unsch litt Squ are in Nur em berg was almost deserted. At about five in the afternoo n, a wea ry-lo oki ng youth d ragg ed himse lf into the squa re. He w as we ll-bui lt bu t poorly d ressed , and wa lked in a curio us st iff- li mbed ma nn er. He held an enve lope in hi s hand . O Exa m tip " Part 2 of Paper 1 is a gapped text. Your task is to complete the gaps in the text with the missing paragraphs. To do this successfully, you must understand the sequence 2 Look at the next two pa ragraphs of the text. Read the notes about the highligh ted pa rts . and content of the text, looking out for linking words and reference markers. In th e seque nce of eve nts, taking Kaspa r Hauser to the po lice station is logical. The reference to 'the boy' means that this event could not happen later in the story. III co ntained two len er s.l'The first began : 'I se nd yo u a lad who wi sh es to se rve h is kin g in the army. He wa s brought to me on October 7, 1812 . I am but a poor labourer w ith children of my own to rear. His moth er asked me 10 bring up the boy . S ince then, 1 have never let h im go out of the hou se: The o ther stated that he was born on Apri l 30 181 2 and that h is name was Kaspar. His father had been a cava lry so ld ier and w as now dead. Taken to th e police statio n, [the boy jaccepted a pencil and wrot e 'Kaspar Hauser'. BUI to oth er qu esti ons he answered ' Weiss ni cht" - I don 't know. The bo y w as locked in a cel l. and his gao ler ob se rved that he seemed perfectl y conte nte d to sit there for hours without moving. He had no se nse of time, and se emed to kn ow noth ing abo ut hours and minutes. It soon became clear that /he had a very small l I vo cabul ary. I This sentence refers back to the enve lope that was me ntio ne d in th e first paragraph. The next paragraph will probably refer in some way to Kaspar Hauser's vocabulary. Now find th e correct pa ragra ph to follow on, choosing from A-F. Yo u sho uld on ly need to sca n the paragraphs, looking for refer en ces to Kaspa r's vocabulary. 52 I UNIT 4 Reading II seems th at a ll this atte nt io n and g ood liv ing w as not good for Kasp ar 's cha rac te r; predictabl y, he becam e va in , diffi cult and co nc e ite d. Ba ck in Nu re m be rg, hi s new gua rd ian arran ged for hi m to stay in th e to w n of An sb ach , with a fr iend, Dr M eyer. Kaspar was to be guarded by a certa in Cap ta in Hick e l. a security officer. Feeling he had don e hi s dut y, Sta n ho pe di sappeared back to England. Mo st pe ople to ok th e vie w that h is life was in danger. He was moved to a new ad dress, and two policemen were ap po int ed to look after h im . For the next two yea rs Kasp ar vanished from th e public eye. But no t from th e publ ic m ind . Now the novelt y h ad worn off. th er e were man y in Nu re m berg who objected to supportin g Kasp ar o n th e rat es . -T hen a so lu t io n was proposed th at sat is fie d e ve ryo ne. A w ealth y a n d ecce n tric En gli shman, Lord Stan h ope, took him o ff on a tou r o f Eu ro pe. Kaspar w as aga in the object of endless interest. II For as long as Kasp ar co u ld re me m ber he had li ved in a sma ll room a nd ns wi nd ows were boarded up. There was no bed , only a bu ndle of s tra w o n the bar e ea rt h. The ceili ng wa s so low th at h e co u ld not stand uprigh t. He saw no one. Wh en h e woke up he would find br ead and w at er in his cel l. Sometimes h is wa ter had a bitter tas te, and he wou ld go int o a deep s leep; whe n he woke hi s straw wou ld ha ve be en changed an d his h a ir and na ils cu r. The on ly toys were th ree woo den h or s es. One day a man had e nte red hi s room a nd tau ght him to write hi s n am e and to repeat p hrases li ke ' I want to be a sold ier' and ' 1 do n 't know '. Sho rt ly after this, he woke up to find himself in th e baggy garments in whi ch he had bee n found, a nd th e man came and led h im into the open a ir. He was a ba n d o ne d so m e w he re near th e gates of Nurem be rg . --- _~_-=-'llooo;;;l II Then , onl y a few d ays before Ch rist mas, Kaspar staggere d into the h ou se gas pi ng : ' M a n s ta bbed me ... k n ife ... Hofga rte n .. . gave p ur se .. .' A h astil y su m mo ned d octor discov ered th at Kas pa r had been sta b bed in the s id e, ju st below th e ribs. Hickel rushed to the park w here Kaspa r had be en wa lking a nd found a s ilk purse cont a in in g a note, wr itt en in m irror-writi ng. It sa id: ' Kas pa r w il l be ab le to tell you ho w I look, from where I ca me and who I am: But Kaspar co u ld tell th em nothing a bo u t the man 's identit y. Hickel a lso revea led a fact th at threw d oubt on th e sto ry : the re h ad o n ly been one se t o f footprints Kas par's - in the s no w. But when , on 17 December, Kaspar slipped int o a co ma his last w ords w er e: ' I d idn 't d o it mys elf'. He co u ld say th at h e w ant ed to become a cava lry ma n lik e father - a phrase he h ad obvious ly been ta ug h t lik e a parrot. To eve ry a n ima l he ap p lied th e w or d ' ho rse' an d he se em ed to be fas cin at ed b y h orses. He di d not even seem to kn ow th e differ en ce between m en a nd w om en, ref err in g to bo th as 'boys' , His kn o wl ed g e o f w o rd s in creased from d ay to d ay, a nd as h e learned 10 s peak he was graduall y ab le to tell so m eth ing of his own st o ry. a S ud den ly Kaspar w as famo us; his case was di scu ssed all o ver Germany. The town co u nci l d ecided 10 ta ke Kasp ar under their protect ion ; he would be fed an d clo the d at the ir expense. The town co u nci l also ap po int ed a guard ian fo r its ce lebrit y, a scie n t ist named Daum cr. Under h is care, Kaspar fina lly d eveloped into a yo u ng m an of normal int elli gen ce. Like any teenager. he enjoyed bei ng the cen tre of attention. Then, a me re seventeen months after he had been ' fo u n d ', so meo ne tri ed to ki ll h im. He w as found lyi n g on the floor of the cella r of Daumer 's house, bleeding from a head -wound, with hi s s h irt torn to th e w aist. Later he d escribed being attac k ed b y a m an w earing a sil ke n ma s k, who h ad struc k him e ithe r w ith a clu b or a k n ife. I 1; i ~ ~ --......J"• ____----------_-- Reading UNIT i :>' 41 53 3 Scan th e rem aining five paragraphs to find links between them . Look in par ticu lar for: • a se que nce o f eve nts. • referen ces to peopl e. • rep eated referen ces to things o r eve nts. Sort the paragraphs into the correct order. 4 Explain the mea ning of these phrases from the text. I 2 3 4 5 6 7 5 good living (pa ragrap h A) Feeling he ha d don e h is duty (pa ragrap h A) A hastily su mmoned doctor (pa ragraph C) a fact th a t th rew doubt on (paragraph C) the publi c eye (pa ragraph OJ th e novelt y had worn off (pa ragrap h OJ a mere seve n tee n months (pa ragraph FJ What do you think rea lly happen ed to Kaspa r Hause r: • • in his ch ildhoo d? at th e end of his life? 1 The text reflects a narration of a sequence of events. Style • Tim e referen ces are used. One day a man . Shortly aft er thi s . Find more exa mples of time references in the text. • 2 Spec ific eve n ts a re described at th e beginning of th e paragraph, for cla rity a nd effec t.. Taken to the police station, ... Suddenly Kaspa r was fa m ous ... The text is not just a dry, factua l accou nt. The writer tries to bring some life to the story a nd engage the reader's int erest. • There are referen ces to co ntemporary life. Like any teenager. he enjoyed being the centre ofattention. 54 I UNIT 4 Read ing • The writer gives a po int of view. It seems tha t all th is attention and good living was not good for Kaspar's character .. . • Sim ple quot ati on s dramatize the story. 'Ma n stabbed me ... knife ... Hofgarten ... gave purse'. Writing Predicting the Future T New hole in the ozo ne laye r Nelson Mandela is freed The Fall o f the Berlin Wall lntrodu ction Miche l Nostradamus, who lived in Fra nce in the sixteenth century, wrote abou t his visions of th e future. Many p eople h ave tr ied to in terp ret his verses. One aut hor, Peter Lori e, claim s th at th e events above are me ntione d in the writings of Nostradamus. Match them to th ese dates and say whet her you believe it is po ssibl e to p redict such events. 1989 1990 1992 1995 In on e of his book s, Lorie int erpret s th e verses to pred ict two more eve nt s. Th ese are: In 1998, someone, perhaps an amateur camera-person, happens across a group of creatures which evidently appear to be aliens 'from the sky' while on a road on Earth. Nostradamus goesso far as to describe the beings as having a 'broken, limping' movement. The aliens fl ee and return to their home world but the capturing of the images on film alters public opinion in regard to extra-terrestrial life. Mars, our closest planetary neighbour, is visited for the fi rst time by humans in 2000. A new technology is mentioned in the verse, heralded by the statement that it 'grows instead of lessens'. The new method of travel will not make use of the massively heavy and quickly expended fu els that li fted the moon rockets so laboriously out of the earth's atmosphere. The new form of propulsion will create the possibility of much longer and more economical space travel. ... ----------------'_ ... _,,----------' How valid is thi s kind of pr ediction, in your opini on? Writing UNIT 4 55 Writing Part 2, competition entry Exam tip " In Pa rt 2 of Paper 2, you may be asked to write a competition entry. Remember that this is not a letter. The task may mention publication in a magazine or newsletter, or offer a 'prize' for the best entries. As in a real competition, it is important for your writing to be unusual and engaging if it is to be successful. Samp le en tries 1 a Read th e following pieces of writing an d th e compet ition to wh ich the y refer. Wh ich one do you think would be the win ning entry? TRAVEL BACK IN TIME Which famous person from the past would you most like to meet and wh y? Imagine you could travel back in time - what questions wou ld you ask the per son and how w ould yo u like to spend your time w ith him o r her? The w inning entry wi ll receive a year's subscription to Living Histo ry magazine . Entry A A lexander th« Creal was th« son of King Philip II of Macedonia. When Philip was murdered he became king. He was only 20. I would like 10 meet him because he was a greal general I am very interested in his slory and I am sludying il. S ometimes il is incredible 10 read abou! wha! happened in the past. Hislory can leach lfS alai about life, I lhin]: Alexander Ihe Creal conquered all the land between Egypl and India. I-ie was 33 when he died. Thai is no! very old bu! il Ivas differenl in those limes. I would like 10 spend some lime wilh 11iln. I would like 10 meel him a[ter he had won a bailie. I would ask A lexander the Creal a 101 of questions. I-ie founded the cily of Alexandria, which became a qrea! pori and a centre of Creek culture and learning. I would like 10 ask him about Ihal cily. Wh en he [ouqh! a bailie he usually had [ewer soldiers than his enemy. I would like 10 ask him hOlv he Ivon those battles. I really would like 10 meet A lexander the Creal. I hope I can win Ihis competition because I am a sludenl of hislory. I Ihink your magazine is a very good magaz ine for hislory students. 56 I UNIT 4 Wri ting Alexander the Great - unequalled through time A successful general, the creator of a huge empi re and th e c ult ura l ambassador of his generation - imagine what could be learned from Alexander the Great! If time travel existed, it would be a privilege to meet this powerful man, and spend some time in his company. There is so much he could explain to me. What, for example, was the secret of his military success? So well-trained were his soldiers that even when they were outnumbered by the enemy, they were victo rious. We know about his strategy from history books, but what motivated him in his campaigns? Culturally, he left a huge legacy in the city of Alexandria, which he founded. Did he enjoy this other success, away from the battlefield? How did he cope with the untimely death of his father, who was callously murdered when Alexander was only 20? As a result of this, responsibilities were thrust upon him at a very early age. If I could spend some time with him privat ely, i would tactfully ask him about his feelings and try to get to know him as a person. He was only 33 when he died. I am also 33 and I have done very little in comparison to him! Would we have anything in common, I wonder? It would be fascinating to find out. Entry B b c ([ffifiJ 8.1 page 195 What are the successful ingredi ents in the w in ning entry? Co m pare the foll owin g aspects in the two pie ces. • • Does the piece fulfil the requireme nts of the co mpe titio n? Is th er e a title? • • • • • • • • How well o rgani zed is each p ie ce? How strong is the o pe ning sente nce? Wha t is the average sente nce length? How are qu estions used in ea ch pie c e? Is the re any repeti tion ? Is all the mat erial re levant to the task? Is there a personal ang le? How is ea ch piece co ncluded? Look a t so me of the lan gu age used in the bett er e ntry. • Giving extra information A successf ul ge neral, ... • Se nte nces s tarting w ith So for e m phasis So well-trained were his sold iers tha t .. . • Conditional sentences If I could spend som e tim e tuith h im privately. I WO II ld . • Using adve rbs to int roduce a top ic Cultu rally, he lef t a . Rem ember that adverbs like the last examp le above are alwa ys form ed from adje cti ves. They o fte n c o me at th e beginning of a se ntenc e , o r are used in com b inat io n wi th an adjec tive. For exa mple. Physically, I f elt very fit bitt , pSycllO logically, I was a wreck. It is qu ite possible that there are other beings that are tecllllOlogically sltperior to ourselves. Th ey a lso combine frequently with th e word 's peaking', For example, The film is very successful, vislla lly spea king. Writing UNIT 41 57 Understanding the task 2 Now look at thi s writing task. What period of tim e does it cover? You see the following announcement in an international magazine and decide to enter the competition. back I..om WHAT will life be like a hundred years from now? And HOW will today's lifestyle be viewed by those living in the 22nd century? Brains torm ing ideas 3 ~ 3 page 193 Focusing on th e reader • THE FUTURE Think about your answers to both of these questions and then write us an originat entry ot around250words. Wewouldlike you towrite10 us 'from the future', contrasting your life in Ihe year 2100 with life as it used tobe in the 'past' that is today! Brainstorm your idea s about life in th e future. Here is a picture to help you get started. Now discu ss th e variety of ways in which you could co ntrast thi s lifest yle with th at of tod ay. Rem ember that you are going to be writing in th e yea r 2100! 4 Discus s how you could make your piece of writing more appea ling to th e read er. Con sid er these aspects: • Title and op ening se n tence. Try to think of a relevant bu t intriguing title th at will engage th e reader. Your opening se n tence should then develop from th e title, per hap s reveali ng more abo ut the content of the piec e of writing as a whole. Look back at how this was done in the sam ple entry. • Usc o f questions. Re member how question s we re used in the sample e ntry to in trodu ce a to pic. Usin g quest ions sp aringly to con tra st th e two differen t lifestyles will make you r writing more original. • De scription. Use adjectives to make your writing more vivid and inform ative. Avoid rep eating th e same word s and phrases . • Cho ice o f ten se s. Look at the grammar se ction to review the different past ten ses which ca n be used. Plann ing your answer 5 Decide how you are goin g to o rganize your writing. separating your ideas int o suitable paragraphs. Rem ember to include a forceful ending. (Don't be tempted to finish like sa m ple en try A!) Finally. look again at the lan guage th at was highli ght ed in 1c. Writi ng 6 Now write your ent ry for the co mpe tition, in about 250 words. Remember WRITE "' . 58 I UNIT 4 Writing Structure Noisy Spirits T Introduction The picture opp osit e is a 'st ill' from a film. Wh at is happening in the picture an d what m ight be causing i t? If someone told you that supernatural cause s were resp on si b le for w h at is h ap p en ing, h ow wo u ld you react? English in Use Part 2 [K] Read the text ignoring the spaces, the n, with a par tner, discu ss th e argu m ents for and agai ns t the existen ce of pol tergei sts. [ll] Look at th e last two pa ragraph s of the art i cle . Su p p ly the missin g words by writing olle word in spaces 1-1 5. The first on e h as b een d on e for yo u as an exam p l e, This is the type of evidence (0) considered carefully (1)_ must be which ~~_ trying to evaluate poltergeist phenomena. Probably 95% of cases reported to Poltergeists are associated with a range of seemingly inexp l ic a b le p h y s ic a l occurrences, such as s t r a n g e nois e s and movement of objects, over a period of time. I n 1967, William Roll, then Director of the Psychical Research Foundation of North Carolina, was able to observe poltergeist effects associated with a 19-year-old boy, Julio. Julio was working as a shipping clerk in Miami. This was a job 5 which involved, among other things, working in a warehouse that was used for storing small, fragile objects. Although Julio was used to handling these delicate objects, when he was in the warehouse, they used to fly off shelves, and Roll noted that certain objects would do this much more frequently than 10 others. He experimented by putting those objects in different places from where levitations appeared to occur frequently, and keeping them underconstant observation. researchers are, however, not (2) 25 _ lonely, isolated people who really only want (4), ~~ to talk to. Sometimes, a precise cause of apparently inexplicable events can be found. For (5) , one investigator studied the claim of an so old lady (6) the spirit of her recently deceased husband could switch her bedside lamp on or off (7) her request. Indeed, the investigator saw the light go on and off (8) (9) 35 direct human touch, just the woman described, and mostly when she asked for this (10) happen. Checking the flex, plug and socket showed (11) that would explain this bewildering event. Dismantling the lamp, however, revealed the cause: a thermal switch had accidentally been Roll's observation of one incident goes as follows: At 11.27 am a glass from Tier 2 broke. This glass had been 15 12 inches from the edge of a shelf with several things in front of it. At that time Julio was working nearby but had no visible contact with Tier 2. The glass was four feet from his back. It moved away from him. Nothing in front of the glass was disturbed, so it must have risen at least two inches to clear 20 everything. a second visit. Reports of strange goings-on may come (3) ~ incorporated into the circuit near the bulb, (12) 4() _ the lamp to wink on and off. The woman, missing her husband and not used to living (13) her own, had presumably learned to time (14) coincide (15) requests to the natural time cycle of the lamp switc hing on and off. ~ 410 words Struct ure UNIT 41 59 Tenses in accounts and narratives Past perfect, simple past [K] [K] What is th e difference between these two pairs o f 1 Th e five sentences belo w all con ta in tense s which ca n be used in acc o u n ts and nar rati ves. Can you na me the te nses? a b Ju lio was working as a shipping clerk in Miami. Julio was about to' start work as a shipp ing clerk in Miami. Julio wo rke d as a shipping clerk in Miami. Julio had been working as a shipping clerk in Mia m i. Iulio had worked as a shipping clerk in Miam i. c d e sentences? 1 2 Barr y knew it was wrong to steal. Barry knew it had been wro ng to steal. 3 4 Sally never saw the film . Sally had never seen the film be fore . lliJ Look at the paragraph which gives Roll's acco u n t of one incident, and at th e last par agraph of the art icle. What happened: 2 Wh ich te nses can be used to give backgro und in fo rm ation abo u t a sto ry in the past? 3 Which te nse ca n be used to relate events in a story or give a n accou nt of so met hing? 4 Wh ich tense implies th at the action had not ye t ta ken place? @] Which tense , th e sim ple past or the past perfect , 5 Wh ich tense ca n be used to show th at one action happened before a no the r in th e pa st ? I By midn ight, I (finish) th e wo rk and (be) read y to hand it in the next da y. 6 Wh ich te nses ca n be used to emphasize the fact that the act io n co nt in ued for so me time? 2 Until la st week, the research he (be) in volved in (p rove) inconclusive. lliJ Co m plete th e fo llow ing sen te nces w it h a suitable 3 The sc ie n tist (po int) out th at th e book he (write) the previous year (be) alr ead y out-of-date. form of th e ve rb in brackets, using one of the tenses in A. Nigh t (fall) when th e Mo rr iso ns sud de nly (spo t) a st ra nge glow in the sky. 2 The yo u ng girl (wo rk) in the sho p for severa l months befor e she (no tice) that things often (m ove) from one place to another. I 2 before the glass broke? before the investi gato r began to look in to t he stra nge case of the lamp? would yo u use for th e verbs in brackets? Practice Now complet e thi s extract about deja Vll with a su itab le form of the verb in brackets. 3 Afte r these stra ng e oc currences, Mary (decid e) to look for ano ther job. She (go) to ev ery em ploym en t age ncy in th e area but she (h ave) no lu ck . Deja vu is a feeling of having experienced 4 At th at time, Julio (work) in the wa reho us e and I (d o) research into poltergeist s. a present situation before . I have been teaching students in the same college for many years 5 John (place) the glass on th e shelf, (m ake) a note of its exact po s ition and (be) ju st about to go home whe n th e burglar alarm (go) off. 6 Wh ile th e coach (travel) along the motorway last ni ght, so meth ing very st range (occu r). 7 The occupants of th e house (say) th at th ey (neve r notice) any stra nge noise s in the attic until the night th e terrible sto rm (b rea k). 8 The ch ild ren (play) up st airs a nd I (have) a bath whe n su d de nly we (h ea r) the sound of breaking glass. 9 Every th ing (ru n) s m o ot hly fo r man y years when the strange seq ue nce of even ts (start) to happen. 10 Julio 's bo ss (be) ju st abo u t to sugges t that the explan atio ns (so u n d) implausible when he (ch ange) hi s mind. 60 I UNIT 4 Structure now, but I remember one occasion in particular when I (experience) this disturbing phenomenon. A few years ago I (teach ) a student Physics in an upstairs lecture ro om where I (neve r teach) before . I (rea ch) t he part of the lesson where we (discuss) radioactivity when I (be) swamped by a feeling of deja vu. I (know) I (be) about to refer to a book in my office . I also (know) that on a previous occasion I (go) to collect it from the office . I (turn) to my student and (ask) him if we (do) the work already. He (look) puzzled and (rep ly) that we (not do) anything like it before. However, my awareness of the experience (not make) the deje-vu feeling go away, even when I (try) not to repeat t he pre -set pattern. Used for, used to, be I get used to, would 7 _ [i9 The Followin g informat ion ap pears in the art icle: your broth er eve nt ua lly living in th e USA? 8 When James wa s a student in Paris he _ I 2 3 The wa reh ou se was used for sto ring sma ll ob jects. Julio was used to handling these delicat e objects. The ob jects used to fly off the she lves. 4 Certai n objects wou ld do this mu ch more Frequently than others. Which of the verb Forms above mea n: save up Fordays to go an d buy a cake and a cup of c o ffee in a real ca fe! 9 The teach er never be so ba d- tempe red! 10 It was a question of of life. 11 When we we re c h ild ren. we a different way swim in the river near where we lived. a often did this? b that was its purpose? c was acc ustomed to? 12 Origin ally, the building books. housing rare In which sente nces co uld you not substitute would for Which ver b form does not ex ist in the prese nt with the same m ean ing? used to? Why not ? JD In which of th e following sen ten ces could you use [j!] Write a short par agraph outlining how life has would instead of used to? William Hall used to be the Directo r of th e Psych ical 2 cha nge d over th e last ce ntu ry. Use some of tb ese prom pts to h elp you de scr ibe what life used to be like: Rese arch Fo undatio n o f North Carolina . transport eating habit s co m m u n icat io n Willia m Hall used to spe n d hours reading books Family liFe e nte rtain ment health care fash io n abo u t superna tu ral pheno mena. 0 What is the d iffere nc e be tween th e two Forms? @] Wha t is the diffe rence bet ween th ese two se nte nc es? I 2 Julio wa s used to handling delicat e object s. Julio go t used to handling de licat e ob jects. How wo uld y Oll ex press the se sente nces: a in the in terrogative? b c in the negat ive? ~ ....'J(C\(."":: ":.. ..... <f /' I \.... " '- in the p re se n t? Practic e ~ Com plete these se nte nces wi th used for. used to. be I get used to o r toould. In some se ntences more than one ans wer may be po ssible. 2 My paren ts hat ed living in a big city but they it. eve ntually Mich a el does n't smoke now but he _ 3 When my Italian friends first arrived in this co untry th ey Found it difficult to the clim at e. 4 5 Thi s ca bine t was filing do cuments. Leaving home was difficu lt For Fra nk. His mother had always done eve ryth ing for him and he just _ _ _ _ _ loo king afte r himself. 6 you r brother live in the USA? Struct ure UNIT 41 61 All Walks of life Listening and Speaking Lifestyles ln troduction T 1 Read th e ti tl e of th e ar ticle below. What do you think it could be about? 2 Skim rea d the ar ticle and see if your predict ion was correct. Wha t view of the travelling way of li fe is exp ressed? Do you agree with it ? These children are taught to • survive The criticism generally levelled at "New Age travellers" who do not send their children to school every day is that somehow we are unfit to teach our own children . That we are depriving them of a "prope r" education 5 and a "normal" life. I n fact , wh ile so me of us have been made ho mel ess or unemp loyed and taken to the roa d as a surv ival tac tic , many have made a co nscio us 'lOU positive decision to live in thi s wa y. not because "the s)'5u:01 ~ has failed us 10 perso nally (many of us are well-qualified) but becau se it is clearly m isguided and is failing so many. It wou ld he foolish to d isr egard everything taught in sc hools. OUf ch ildren need to know how to read and write , hand le numbe rs , and ex per ience music , spo rts, art and craft work. But I 15 c anno t ag ree th at all c h ildren s ho u ld kn o w c e rt ain prescribed facts and acqu ire certain p rescribed sk ills at certain age s. O ur way of edu cati on is a kind ofi nsu ranc e. If we acce p t th at adult life may involve having at least some periods 20 wi th very little money, with a lot o f time on our hands, perhaps without a secur e place to live, that skills have to he ada pted and devel o ped to co mpete in th e joh mark et, the n our children are equipped better tha n most.Th ey may not all know wh at h ap pen ed in 1066 by the age of eight 25 and three-q uarters. but most und erstand how to light a fire . b uild a tarpauli n shelte r,find cheap food and clothing , saw and chop wood, hand le and ca re for animals and deal with other ch ildren and ad ults in a variety of rea l situations. 62 I UNIT 5 Listening and Speaki ng Our way of education is a kind of insurance V isito rs unused to life o n site are oft en struc k hy the "adultness" of ou r young ch ildren.Three- and fo ur -yeara ids mix freely w ith adults, pay so cia l ca lls w ithout thei r pa rents, mig ht get involved in feed ing chic kens , m ilking goats, mending engi nes ,mak ing pastry,jewellery and wood burn ers. As we ll as learning "skills"and "info rmation", they 35 learn to accep t a lot of people and their differen t behav iour. Th e feeli ng of co mmon sh ared hu man ity, that we arc all part o f one "fa mi ly", is im p o r tant in the travel ling community, and instead of st ri vtn g jo confo rm to a norm o r compete for p ositi on,ch ildren arc en cou raged to acce pt 40 that we are all d ifferent but all du e respect in ou r ow n way. 30 380 wo rds & 3 The phrases be low have be en taken from th e a rticle. In pairs, discu ss wha t you think they mean . I 2 3 4 5 4 Listening unfit to teach (line 3) taken to th e road (line 7) "the sys te m" ha s failed us (line 9) com pe te in th e job mar ket (line 22) equippe d better than mo st (line 23) 6 7 8 9 mi x freely (line 31) co mmon shared humanity (line 36) striving to co nform (line 38 ) co m pe te for po siti on (line 39) Which of these phrases de scribe th e lifestyle of the tra veller s? 1 You are going to list en to a radio n ews broadcast in wh ich th e newsreader is talking abo ut a rece nt cla sh between tra ve ller s, th e police and local resid e nt s. Befor e you liste n, read thro ugh the incom plete notes below and think about th e type of in formation you will need to com plete each ga p. Part 2 2 Now listen to the broadcast. Fill in the miss ing in forma tion with no more th an three words in each gap. Listen to the tap e once only! BROADCAST NOTES Update on summer solstice celebrations: t ravelle rs he ading for (1 ) police report build u p of traffic _ Situation in Shepton Mallet: travellers are (2), _ north of the town Complaints by lo c al res idents: ( 3) _ garde ns trampled (4) _ Traveller's claim: (5) _ vehicles not (6 ) _ Exam tip ... Remember that you may have to write in note form. After you have completed each gap, make sure that the words you haveadded make sense in the sentences or notes. 3 How wo uld you feel if a group of travellers ca me and set up ca m p near you? What would be th e attitude of other people you know? In groups , discu ss how the situat ion could best be handled. Listening and Speaking UNIT 51 63 Speaking 1 Co m p are and contrast Parts 2 an d 4 Yo u sho uld do this activit y in pairs. You a re each goi ng to loo k at a different pictu re. Stu de n t A, d escribe yo u r picture in d etail. In part icular , say as much as you ca n a bo u t: • • • what th e people are doi ng. what th e people are wearing . what kind of people th ey mi gh t be. • the surrou ndings. Student B, list en carefully. Pick out five thin gs wh ich are di fferent in your p icture. You can as k your partner qu est ions about th eir pi cture to hel p yo u . So me of th e follo win g phrases may be useful if you want to check detai ls abo ut yo ur partner's picture: I'm not sure what yo u mean by ... Could yOll tell m e a bit more about ... ? Wlw t did yOIi say ab out ? How wo uld yOll describe ? 3 page 193 6.4 page 194 Studen t A, look at picture 5A on page 198. St uden t B, look at pi cture 58 on pa ge 200. 2 What do the pictures tell yo u about the lifest yles o f t he you ng pe ople in them? In what ways ar e th ey different? 3 Expl a in and discuss With your par tner explain what th e co nce pt 'lifestyle' m eans. Th in k of ways of co m p le ting th e follo win g ph ra ses: To me 'lifestyle ' means .. . 'Lif estyle' is not somethi ng ... Wilen people tal k about 'lifestyle' ... III 4 Now d escribe yo u r own lifest yle. Look at the adjec tives a nd adverbs bel ow. Co m bi ne t he adverbs on the left with th e adj ectives on th e righ t to form qu esti ons to ask each other. Por example, would yOIi describe YO llr life as fa irly organ ized? fairly extremely reas o nab ly ve ry quite en ergetic or ganized rela xed d emanding quiet !f you could change yo u r lifest yle, w hat cha nges wo uld yo u ma ke? 64 I UNIT 5 Listening and Speaking English In Use 1 Look at th e extract from a radio inter view be low. It is with a policewom an who has been involved in an incident with some New Age tra veller s. Followi ng thi s is a newspaper report abou t the incid ent. The interview is in informai, spoken English, while the newspaper report is in a more formal and writt en style, Part 5 Read both texts and then iook at th e two exam ples which have been don e for you in the newspap er rep ort. As you ca n see, you only need to use a few wo rds (never more than two) to fill the gap. The meaning sh ou ld remain a s clo se as possible to what the po licewoma n sa id, although the word s you use should not be the same as th e on es th at appear in the first text. Thin k of other ways of filling these first two gaps without using the ac tual words from th e interview. Interview with a Policewoman 'It was absolute chao s, they r eally messed things up ! It was about 8.30 last night when it was de cided we had to try and move t he convoy off the motorway. 5 '0 It was taking u p all four lan es of t he motorway, including t h e har d shoul der, right up to the ser v ice s tat ion n ear junction I 1. Abo ut 50 officers set off t owards t h e vehicles but they just started throwing ston es and rock s . 2 20 In the meantime, of course, there were del ays to t r a ffi c in both directions so we had to shut off the north-bound lanes, just in case. What we are trying to do is to keep an ey e on t hese convoy s and prevent t hem from cam ping illegally on commo n land t his h oliday weekend.' Now fill in the gaps in the news rep ort . Police pelted with stones by travellers blocking M5 Police were pelted w ith stones last night after they (I) attempted to mo ve a convoy of travell ers blocki ng the M5 motorway, The convoy (2) was block ing all four lane s of the motorway, including the hard shoulder, as far as the service station at junction II . As 50 officers (3 ) ve h icles, stones and rocks (4 ) 15 Fortunately , we didn't get hurt but we had to go back and get our riot shields, We then managed to dis cu s s things with the travellers who eventually a greed t o br eak up and go off in three different direct ions . . ( 5) was injured, and after retreating to obtain riot shields, officers the _ wi th the travellers, who agreed, after nearly four hours, to break up the convoy into gro ups and (7) in three different directions. (6) During the del ay, he avy traffic built up o n the so uth-ho und side , and the northbo und lanes (8) near the service station as a precaution . The flare-up was the latest in a cat-andmouse game, with the p oli ce (9) t he convoys in an operation which aims to p revent illegal camps on common land (10) the holiday weekend . Listening and Speaking UNIT 51 65 Reading Family Ties lntrodu cti on T 'Children begin by loving their parents. After a time they judge the~. Rarely, if ever, do they forgive them . Look at the quotatio ns abo ut fam ily life, What do they mean and do you agr ee with them? ' Happiness in marriage is entirely a matter of chance .' Reading Part 3 , 'Parents are the last people on earth who ought to h ave children.' "I\ l mTia g e is the wasle-paper basket of the crnoliolls.' lOne way to approach mu ltiple-choice qu estions is to skim through th e qu estions before reading th e text. Don't look at the options (A, B, C or D) until you have read the article. Look through the qu estions below, sca n the article, then write bri ef answe rs to th e questions. I 2 3 4 5 6 What does th e write r compare ea rthquakes to? What was th e writer sca red to do? What do British th erapist s beli eve about fam ily br eakd own ? Ca n you sum lip th e find ing s of recent research in Britain? What conclusion ha s Iohn Gottman reached a bout happy marriages? Why might staying in a bad marriage be bad for your health? All that's left is ABAND OF GOLD lIut the US, and California in particular, is a major source of dramaticpsychological movement"! which first shake that countryand then sweep eastward 10 towards Europe. Theenergy of these waves may be diminished by the Atlantic crossing, but Britain absorbs the main impact. Even afterthe resultingwaves 15 arrive here, social changes have continuingeffects in the US, extreme changes often generating a backlashor antidotewhich arrives here later. 20 Marriage and the family may havebegun to come apart in the US earlier than in IIritain, but the first reports of an antidote to family bre-akdown - family 25 therapy- were comingashore in the fifties when I was training, 66 I UNIT 5 California, as we all know, is a land prone to earthquakes, in which t he ground spl its asunder beneath one's feet and one is likely to lose one's bearings. Luckily for us, such physical events do not extend far beyond tha t state and we learn about disasters only through our news bulletins. though I did not feci bold enough to get my feet wet and try it myself until 1962. 30 A recent swing of the pendulum in the US, still taking place, is moving not only public but professional opinion away from divorce towards the view 35 that marriages should, ifat all possible, be sustained for the sake of the children, even at the cost of the continued unhappiness of the spouses. No doubt these changes of " view will soon affect us too as the wavesarrive, hut in Britain nohody has re-ached any conclusions yet. Recent 45 research in Britain compared those children whose parents had divorced with those whose parents had sustained an unhappy reiationship. It fonnd 50 that in those families where the parents had split np, halfof the behavioural problems of the boys, and some of the girls, were present before the 55 divorce. Even in the US, some experts are not following the newtide.John Gottman and other researchers suggest that children from intact homes where there is high conflict do worse in the long run than children of divorced parents, though the latter may appear 65 more disturbed in the early years after the break-up hefo re they 'bounce hack'. I have outlined in a previous article Gottman's rc claims to he able to predict the future success or failure of marriages with extraordinary accuracy, by observation of simple reactions such as the)t 60 2 Now look at the options in 1-6 below. Wh ich are nearest to yo ur answers in 1? -4 Boys from divorced families have more beh avioural problems th an girls. B Probl ems am ongs t ch ildre n from broken homes ca n be present before divorce . C Childre n of unhappy parent s wh o do no t di vorce have m o re problems. D Ch ildre n whos e par ents di vorce have more ac ademic difficulties. A Read th e ar ticle again to check your choices. What do es th e writ er co m pa re ea rthqua kes to? A psychological th eories B news bu llet in s C cross ing th e Atla n tic D the institut ion of marriage 2 What was th e writer scared to do ? 5 A get married B get divorced C learn a bout family therapy D encourage pe o ple to stay m arried 3 It shou ld be avoide d at all co sts. It s ho uld be avoide d if ch ildre n a re involved . They are undecid ed about its effects. They are critica l of th e America n findings. rise in heart rate and blood pressure during arguments. His research has now led to some further interesting conclusions, and he challenges '" ihe commonly held view that coupleswho fight all the time andthose who amid conflict at 75 'As to divorce, it is an unpalatable truth that some marriages cannot and should not be saved' Wh at co nclus ion has John Gott man reach ed ab out ha ppy marriages? Women express th eir ang ry feelings more readil y. Th ere ar e more goo d times tha n bad times. Both part n er s ar e likely to engage in fierce disagre ements. D Issu es which co uld lead to a rguments are avo ided. A B C Wha t do Brit ish th er apist s believe about fam ily br eakdown? A B C D Wh ich of the follow ing su ms up th e findings of recent research in Brita in? 6 Why m ight staying in a bad marriage be ba d for yo ur health? A It raises the blood pr essure. B It in crea ses th e heart rat e. C It reduces bone den sit y. D It affects the im m u ne syste m. any cost are the ones more at risk of marital failure. He fouod as that in happy marriages the commonlyexpressed view that men are less emotionally expressivethan women did not apply. llis research also 00 suggests that anger between spouses is not harmful except when it is accompanied by more lethal emotioos like contempt or disgust; iodeed, as 'blunt, straighuorward anger seemed to immunize marriages against deterioration ... disagreements and fights seem necessary in some degree in all 100 good marriages, and amidance of confrontation often results in avoidance of intimacy'. Marriages, he says, 'seem to thrive on, proportionately, a 'ffi little negativity and a lot of positivi ty'. As to divorce, it is an unpalatable truth that some marriages cannot and should not be saved. 110 'Not only do patterns of toxic marital interaction keep the body in a state of unhealthy physical arousal, they create a psychologicalclimate of ' 15 helpless misery... these bonedeep states of arousal can no longer he willinglycontrolled ... Not onlyis it fatuous to suggest they just 'try harder' at this 120 juncture, it may even he bad for their health - witness our data suggesting that stayi ng in a hostile, distant marriage actuallycompromisesthe 125 immune system, increasing susceptibility to illness.' 635 words UNIT 5 67 ~ Vocabulary 1 What metaphor does the writer use in the second paragraph of th e a rt icle? In what way do yo u th ink it could be describ ed as an 'extended metaphor? 2 Look at th e figurative exp ress ions below which have been taken from the article. Can you explain what the y mean? Expressions 1 2 3 co m ing as hore (line 25) to get my feet we t (line 28) following th e new tide (line 57) 4 5 'bounce back' (line 67) create a psychological climate (line 113) Which of them have a connectio n with the metaphor in the sec ond paragraph? Say what this connection is. 3 There are many exp ress ions in Eng lish which use words to do with the weather. See if you can unde rstand the meaning of the expressions in these se nte nces . 1 2 3 4 5 6 4 Su ffixes I'm feeling a bi t under the weather as I th ink I've got a co ld co m ing on. Sara h accused me of making heavy weather a/it bu t, actually, it rea lly wa s ha rd wo rk. Th is yea r his bu sin ess h as m an aged to weath er the storm , but I'm afraid tha t n ext yea r th ings are going to get to ugher. Unfort unately, as soon as David got wind a/m y plan to sell the ca r, he put a sto p to it. The old lad y sa id she always saved some of her pen sion / or a rainy day. There was a storm a/protest in Parliament whe n the Chancellor announced new tax increases. In the article, you ca me across so me of the following wo rds. Each wo rd conta ins a su ffix. Group them into nou ns, adjec tives and verbs. harmful disagreement attractive 5 pop ula rize happine ss helpless o bservation beh aviou ral relationship reliable ability Read thro ug h sentences 1-11 and insert the correct form of th e word in br ackets. Look back at th e no un , a djective and verb grou ps in 4 to help you decide on the word e nd ing. Mike's extremely 2 Th e two Frenc h chefs went into Mayfai r. (pa rtne r) ; he never hides his feelings .(demonstr at e) an d opened a restaura nt in 3 'T his office equ ipment ba dly n eed s to be type write r - it's com pletely out of date!' (m ode rn) . Look at th is 4 After working together for several days, their initial di sappeared . (shy) 5 When ta lks betwee n the two governments broke down, milit ary see med inevitable. (confro nt) _ 6 After moving ho use, changing job, and getting married, Susan rellected on what an year it had been. (even t) 7 'There's no point in trying to negot iate improved wo rking cond itions, the situation is we must all go out on str ike!' (ho pe) 8 I m us t a dm it th at I find Simon's sa rcasm abso lutely ! (de tes t) 9 There was a strong se nse of in th e village ; mo st famili es had lived there for generation after generation . (continue) 10 Joe was extremely nervous about his driving test , so pa ssing it th e first time wa s qui te an . (ach ieve) 11 It was only whe n the com pa ny went bankrupt that the extent of its problems we re revea led . (fina nce) 68 I UNIT 5 Reading _ Writing Socializing lntrodu ction T 1 In pairs, look at the exa mples of social ac tivities above , Which of these activities wo uld you enjoy a nd wh ich would you not en joy? Explain why. 2 II Is there more to socializing than meets the eye? Read the extracts be low and discuss whether you can sympathize with the points of view put forward . . . a common language, a way Football provides everythl~~' pool of exp erience and a of making contact, a com m models pres ented as bell1g l massive gall ery of male rc ~al Wha; might seem to a;'ld conveniently on e~dJrr:enSo'~ses~ion is, to an anxIOus C I , be a bOring . r onlooke r t a . a of un certall1 y. . . _ -_ _~ a place of refuge In a S8 - , , he is a strange girl. I like her but she doesn 't fit in. You know that if eve ryo ne is weari ng shorts this year an d thinking abo ut go ing to Thailand, she w ill be in desig ner jeans and off to th e States w ith Virgin Atlantic . Actually, she doesn't want to be one of th e crow d. Sh e likes to be different . Only sometimes it can be annoying. Th ere w as an excruciating occasion when we invited her to a party. We'd specia lly asked peo ple she gets on - { /l, A terrible social paralysis grips m.e _ when I'm faced with the ga~s 10 my knowledge. I have sat in agome~ at numerous dinner parties, fidd"!'9 nervously with my bread roll, not be;~~ able to contribute a wo~d t? animated conversation that IS gomg on Why does everyone know aroun d me . Id I about opera except me ? Shou venture an opinion? What sh~uld I ask~ If I speak noW, will my .VOice so un strange? Has everyone gIven . me up as a complete bore? ~ .-I-.--r-------- w ith to be there . I th ink she realized. She ignored them all and spent the whole even ing talk ing earnestly to my mothe r abou t ho use plan ts! Writ ing UNIT 51 69 Writing Part 1, report Sample re port 1 a Many people join clubs or societies as th ey like to feel pa rt of a group of Iikem inded people. Head thi s extract from a report a nd bri efly su m marize th e aims of each par agraph. After a significant fall in membership last month, I was asked to investigate and evaluate the current state of the Latino Club, a Latin American dancing club. This report looks at some of the problems based on information prOVided by the club. and on a questionnaire completed by its members. Since last year. membership has dropped by 30%. There are several factors to blame for this: fi rstly. many people mentioned bad organization and the lack of publicity for social events. Predictably, this lack of informat ion has led to low attendance, which means that members have little opportunity to meet and mix with new people. Secondly, club facilities, including dancing tuition, were universally criticized as substandard. Unprofessional, lazy instructors were mentioned, and people complained about over-priced refreshments. However, although facilities have deteriorated, the C05t of membership has risen, resulting in a lot of bad feeling. Consequently, many members are not renewing thei r subscription. Another important factor is the club's profile in the community. Over the past six months, this has fallen dramatically, largely due to the lack of local advertising as well as to the club's old-fashioned and unappealing image. The situation has been made worse by the opening of the new Jazz danceclub Groove which offers more competitive mem bership fees and a series of free trial dance lessons. To sum up, I would strongly recommend that Latino Club ... b Und erlin e the words and phrases wh ich: introduce the subject of the report. • • • c introduce a pe rso nal o pinion. • link togeth er and order ideas. introdu ce the co nclus io n. Head the report through again a nd finish th e concluding para graph , makin g appro priate recommendations. Und erstand ing the task 2 Look a t th e tas k, th en read th e informa tion given in th e thre e do cum ents below and on th e next pa ge. Decide on the theme and purpose of th e report, a nd th e target reade r. In response to a local newspaper a rticle about the rise in vandalism and lack of social activities for young people in the area. the Council has decided it needs to investigate the situation before proposing plans to develop a new leisure centre. A questionnaire has been sent to young people asking for their opinions on the local facilities available . You have been asked to write a report based on the response to the questionnaire and the criticisms expressed in the articles. Vandalism in city centre AT a meeting last night to discuss ,the s ate of break-in s and v an?ahsm ah-ecting th e city centre, th e point w~s made by several shopkee pers tha~ ~ e lack ofleisure facilities and the ri sing numb er of unemployed youngs ters In the town were partially to blame for. 70 I UNIT 5 Writing the problems affecti ng the region. f Th e re gi on al m an a g ~r of S i l h o ue tte , a nation al nh a i n 0 clo thing and fash ion acce seorre s . claimed that wherever there w~~ a . nificant lack of social amemt:es ~~ch as sports facilities , and evemng ntertainment s uc h as th eatres , ~inemas and clubs, th ere wa s alwa ys a significantly highbe rdleve!::[n~~:; could only be desen, e as damage to property . Sports hall price rise fear . d h matter of the sale of the sports COUNCILLOR Johnson has rai se . t eth t th e move would result in h all to Eq uip Lei su re Ltd, su~~es~l:rhe 1:85 well-off. It wa s confir med higher prices and less availability of th e sports hall and were . Id b the n ew own ers today that Equ ip wall fe iliti by extending the site to m ak e room planning to improve th e aCI rt te s for a night club an d r estaura nt s. We would be grateful if you could com plete t his Questionnai re and retu rn it to the manage r of MARS MARKETING at the addr ess given on the reverse . Name Age .lane COI1YO/1 ~ Occupa tio n Clerical O((;cer Which sports do you do regularly? swi111mil1g Which spor ts would you do if facilities were available? tennis, baskelball Would cos t be a significant factor in your choice of spo rt? If you have any oth er comm ents relat ing to these areas , ple ase put them in the box below. yes What ot her leisu re activi ti es do you enjoy? dancing, restaurants. cinema, thea tre What ot her leisure activ ities would you like to see made available in your area? 1110re discos (or young people, restaurant s open late, nighl-clubs Would cos t be a signif ica nt factor in your choice of leisu re activity? I do 1101 earn lIety much. so 1110s1 Ihings are 100 expensive excepl on an occasional basis. There is not much 10 do in th« evening excep! go 10 pu bs. For Ihe YOlmgu people, there is nolhi ng. The swil11 l11ing pool closes at 7 and Ihe one club in lawn is for those over 18, and anyway it's lerfibly old-(asliioned On Ihe whole, I find restaurants round here are 100 expensive for people like me. yes Selecting ideas 3 Before you begin th e task, underlin e the significant fact s yo u wo uld want to include in th e report. Ask yo urself th ese qu estions: Do a ny of th e fac ts in the docu ments supp ort or con tradict each other? Make a list . What will you r conclus ions be a nd what recommendations will you make? Planning yo ur answer 4 Her e is a str ucture for you to follow. • Introduction • Findings The reasoll for the report The aim of th e report Report allY repeated views S uggest ideas or underlying rea sons for requests • ~Iif!# page 19 1 Type of leisure facilities Importan ce of pricing Ava ilability to youllg people 7 .1 page 194 11 page 195 Writing Recommendations • 5 Conclusion Give a balan ced view Now writ e your report in abo ut 250 words . When yo u ha ve fin ish ed , check your wo rk ca refully. Remember \')tRITE "" . Writing UNIT 51 71 Structure Preconceptions ~ Introduction What, in your view, gives people social sta tus? Look at the pictures a nd discu ss what you think a stat us symbol is. Reading o Head th e text qui ckly, ignoring any errors you may noti ce, a nd think of a suitable title. A friend of mine worked in a council ho using department in the north east. On one occasion she had to deal with a n ageing rag -and-bone man who had be e n relocated fro m his suburban caravan home of 5 fifty rears to the top Of ;1 high rise block of flats .The old fel low reluctant to surrender his mobile abode, settled in grudgingly, ami pretty soon complaints found thei r w ay to the housing office . \Ve ll yOll sec w e he ar all these fu nny grati ng and gr indi ng noi ses co ming fro m th e flat at all 10 ho urs .Whe never he uses the lift it se e ms like hours before its free - and there 's a strange so rt of count ry-type sme ll in there - always Aware that prejudice c an co lour a person 's perceptions the housing officer se t o ut to the block of flats one evening 15 rea dy to pacify th e neighbours and show them the error of t heir w ays . But when she arrived in th e lobby, she foun d the lift o cc up ie d. Jts that dirty old fellow love, whispered a tenant through th e c rac k o f a door. He goes up ;1I1d do wn in the lift all night long. Don 't bo ther waiting. Wh r don 't 20 yo u us e the stai rs ? It'll be quicker, you 'll see 111e housing officer tackled the sta ircase to meet th e elderly res ident on the seventeenth floor. The lift doo rs opened slowly to reveal t he o ld man an d a Secre t cohabitant - h is trusty o ld hag-o f-bones horse fresh from a 25 run-around outside , Good he avens! st ammered the housing offi ce r. Are you mad Wha t d'you th in k yo ure d oing wi th th at ho rse in here ? The old man was furious , Eh What do you mean The horse cant, well " , poor ani ma l he has to use the lift. In his c o ndition, all those stairs w ould kill him . 30 - @] Read th e text aga in more ca refully. Some nece ssary punctuation mar ks (for example, apostrophes in co ntrac tions and po ssessive s, commas, qu estion mar ks, full stops and dir ect speech ma rks) have been omitted. Ca n you punc tuate the text co rrec tly? 72 I UNIT 5 Structure Comprehension In pairs, discuss an swer s to th e followin g quest ion s. I How d id the old m an feel about leaving his form er home? 2 Why did his neig hbours complain to th e housing aut h orities? Wha t did th e housin g officer feel might have been be hi nd th e co mp laint s made by th e old man's neighb ours? Why was the old man 's rea ction to th e housin g office r's question unusu al? 3 4 Direct and reported speech ospeecTheh: statements, pa ssage cont ains seve ral examples of d irec t advice or instructions, a nd qu estions. List the exa mples under th e a ppro pria te headi ng below. One example is given for eac h ca tegory. Statement s 'Well, yO Il see, we hear all these funny grating and grinding noises coming from the flat at all hou rs,' Advice or inst ruc tions 'Don't bother waiting.' Questions /lre y OIl mad?' @] Now look at th ese se ntences. What kind of cha nges need to be made to th ese se nte nces in orde r to rep ort what th e speakers sa id? I 2 3 'I' m worried about th e test tomorrow,' sa id Pet er. ' Don't touch thi s switch, child re n: said th e tea cher. ' Have you finis hed thi s book or not? ' Tom as ked his. fathe r. Constructions after reporting verbs Adverbs 6 o Wbich of th e adve rbs be low convey: Matc h the nine reporti ng verbs o n the left to on e or more of the co nstructio ns o n the right. For exa m ple, 1 can be matched with e, f an d g. 1 2 3 4 5 6 7 8 9 10 II 12 as ked ins isted added suggested told com plained explained whispe red wondered repli ed acc used advised a b c d e f g h th at somebody sho uld do some th ing that somebo dy did someth ing some hody th at to som ebody th at som ebody if / whe the r the y did somet h ing so mebody (not) to do something if! wh et her so me body did so me thi ng so me body of doi ng so me thing I 2 a lack of enth us ias m? a loss of se lf-co ntrol ? 3 a more positive att itu de? gru dgingly furio usly pati ently eagerly ge nero us ly e m otio nally speaker says. Try and use you r own wo rds to co nvey or sum marize wha t the s peakers sa id . Report th e se c o m men ts us ing the sugges ted pro m pts, a suita ble rep ort ing verb, and a suita ble adve rb. 'I' m not a p unk - never have been a nd never will be.' Polly _ 2 'Mrs Th ompson , wo uld you care to look thro ugh th e plans befor e th e mee ting?' The sec reta ry ~~ 3 'Don't men tion th is matt e r to anyone, Frank. It's extremely delica te!' The managin g direct or _ 4 'Prime Minister, may I pu t it to you th at your po licies have failed !Why doe sn't the Governm en t adm it it has [g made mi stake s?' Yo u could have repor ted the last th ing the rag and bon e man said in this way: The old f ell ow then said the ho rse had to lise th e lift, because in his cond ition all those stairs would kill him . Why is it not ne c essary to c ha nge would when reporting direc t speech? The lead er of th e op positio n 5 2 3 4 5 'You need to plan for th e future.' They say you need to plan for th e future. 'Une mployme n t is curre nt ly falling.' Govern me nt officia ls say th at un e mploym ent is cu rren tly falling. 'Th ey're in love!' If you loo k a t me like that, people will say we are in love! 'The y co u ld / wo uld / might / take th e exam.' The headmaster says / sa id they could / uiould / might take the exam. 'They can / may / will take the exam.' The head master says / sa id th ey Gall / may / wi ll take the exam. 6 'If I'm going to be delayed , I'll phone.' He says if he s going to be delayed , he 'll p hone. _ 'Well, if pressed , I wou ld probably have to say th at I am not in favo ur o f the new anti -terror ist measures: The Amb assad or 6 _ 'I've never, well, er. .. , really given marriage any se rio us though t.' Sally \Vhy is it not necessary to cha nge the word s in ita lics in these reporting sentences? reluctantly [[] W Now report the direct speech from th e reading text, bearing in mind the cha nges that need to be made, and supplying a suita ble reporting verb from the list in A. You do not have to report every wor d th e tactfully aggress ively politely hesitantly ang rily _ 7 'T hat's it! I'm sorry but I've had eno ug h. I just can't take a ny more.' The secreta ry _ 8 ' If! wer e you, I'd take the lift: sa id the port er to the hot el gue st. The porter _ _~_ _ Practice Do yo u remem ber the brie f co nversatio n bet ween the ho using office r and th e rag a nd bone mall?Think of a sho rt. u nu su al o r in te re sting co nve rsatio n you had w ith so meo ne recently and tell a pa rtn er what was sa id. It co uld be: • • • • an argu ment or m isu nd e rstanding. somet hing which hap pen ed at h ome, at work, in the stree t. an ex change o f ideas or informat ion . a hu m o rou s excha nge . Structure UNIT 51 73 Culture Vultures Reading Time Out T lntroduction Do you like going out to events like th ese? Wh y? Wh y not? How much do you think being part of an audience influ en ce s your exp erience of suc h events? Reading 1 Look qui ckly at the text opposite. Wher e might yo u find it? Who is it writt en for? Multiple matching 2 The events A-J ar e among the events featured in the text. Read questions 1-1 2 only, th en look at the comments in 3 beiow. Which events can you see in Oxford thi s week? 1 2 Which event is currently taking place in Scotland? 3 _ Which mu sical event is touring Britain? 4 _ A B C _ Which event can you only see on Wednesd ay? 5 _ D Which film is showing with another by the sa me di rector? 6 Which event do you not have to pay for? 7 _ Which events are about people from th e pa st? 8 9 _ Wh ich event ha s been specially written for som eone? 12 _ Which events are tragic in content? 10 Exam tip T In Paper 1,you may be asked to match headings or briefdescriptions of 3 I UNIT 6 Read ing J Questions 1- 4 are about uihere an event is taking place. What about question 5? Qu estions 8-1 2 deal with content, so yo u will need to scan whole p aragraphs to find the an swers. Read ea ch qu estion ca refully to det ermine the type of e nterta in me nt in volved . You may be abl e to elim inate severa l p aragraphs in th is way. list to a set of questions word. _ G H I What key word an swer s question 7? Look for it as you scan tbe wbo le text. paragraphs, or to match appropriate items from a or statements. This will involve scann ing the text rather than reading every 11 E F Now look a t th e layout and format ofthe text. You only need to read the words in bracket s to find tb e an swer s to 1- 5. Where will yo u find tb e an swer to question 6? content to specific 74 _ The Small Back Room Dominic Muldowney National Ballet of St Peter sburg Sq ua re Rounds Californ ia Ma n Jazz in Golden Sq uare Unforgiven Sug ar Leonardo II Trovatore 4 Match the events A -) to qu estions 1-12. You will need to u se so me more th an on ce. Try to do this matching exercise w ithin ten minutes. The List ••••••••••••••••••••••••••••••••••••••••••••• ••••••••••••• • LEONARDO OPERA & CONCERTS•• • BBC SYMPHONY New season starts with the unlikely combination of composers Vaughan Willia ms and Steve Mortl and, lntrodocing a British music series and a rad ical ticket policy: all seats £9 . (RFH, tonight.) • IL TROVATORE New Scottish Opera production with soloist Lisa Gosleen as Leonora . (Glasgow, Theat re Royal, fro m Tues.) Yes, it's the song-and-da nce version of Leonardo da Vinci 's life , w ritten by G reg a nd To mmy M ueller and Russell Dunlop . Having its We st End premiere nexl year . (Old Fire Station, Oxfo rd, op ens Thurs.) • SOMEONE WHO'LL WATCH OVER ME A heart-bre a king hostag e drama, with fine performances by aclors Stephen Reo and Al ec McCowen. (Vaudeville.) JI~~ ••••••••••••••••••••• • MAL WALDRON • DOMINIC MULDOWNEY PREMIERE Veteran pia nist w hose work has g raced the bonds of Cha rles Mingus, Billie Ho liday and Eric Dolphy, a nd now a distinguis hed solo performer. (Jaz z Ca fe, An Oboe Co ncerto, commissioned by the LSO for its own principal oboist. Conductor Michael Tilson Thomas. (Barbic an , Wed.) CiNEMA •••••••••••••••• • CALIFORNIA MAN Finding a Neanderthal man in a block of ice, schoolfriends Har old and Stoney thaw him out and enrol him in Encino High , w here his spaced-out expression and inarticulate g runts pa ss for no rmal. Humoro usly, orti sticolly and intellectua lly challe nged teen fun. (PG; Odeans M a rble Arch an d Kensington.) • UNFORGIVEN Ageing killer C lint Eastwood takes on sheriff G ene Hackma n and wre a ks a viole nt revenge in his most sombre western yet. (/5; Empire Leics Sq and a ll Tue s.) • JAZZ IN GOLDEN SQUARE Free ell-dey event, in the Soho Jazz Festival , featuring pianist Bheki Mseleku , the a ll-women Latin bond Ca ndela, avant-funkateers Microgroove, tapdancer Will Gain es, and the Ed Jones Quartet. (West Saha, Sat.) ROCK ••••••••••••••••••••• • THE NEVILLE BROTHERS A one-stop visit from big bro ther Aaron and his maveric k l o uisia na rock-soul qua verers. A musing trousers guaranteed. (Hammersmith O dean, Sat.) over La nd o n.) • SUGAR Jaunty but accessible power-trio, centred on the pro lific, revital ized tale nt of ex-Husker Du lead guitarist Bob Mould - the master of intro spective guit ar overload. (london • THE SMALL BACK ROOM AND THE TALES OF HOFFMANN A fine Michael Powell dou ble-bill - bomb-disposc l and opera tic fantasia - followed by a discussion wi th the director's widow, film editor Thelma Schoon maker. (Everyman , today o nly.) THEATRE •••••••••••••••• • SQUARE ROUNDS Playwrig ht Tony Harr ison returns to the Natio nal wi th a piece of doomsday drama hig hlighting the dan gers of science, in which a n exper iment to boost fertili ty in Europ e ends in mass fatality. (Olivier, opens Thurs.) Town & Co untry, tonigh t; Birming ha m University, tomo rrow; Brighton Pavilion, Fri.) DANCE .........•.•.....•• • NORTHERN BALLET Tour continue s of A Christmas Carol, a new work by Chr istopher Gable bosed on the Dickens tole , wi th music by Carl Davis. (Theatre Royal, Bath, to Sat.} • NATIONAL BALLET OF Sf PETERSBURG Stars from the Kirov a nd Bol shoi alternate as pr incipa ls. (Ap ollo, Oxford, Thurs; Internation al Centre, Baurnemauth, Fri & Sat.) Read in g ·UN IT 61 75 5 Find word s whi ch mean the sa me as the se in the entries specified. I 2 3 4 5 6 extrem e (BBC Sym p ho nyi defro st iCalifo rnta Mall ) vacant (Cal iforn ia Mall ) inflicts ( UIl! orgi vell ) gloomy (Unfo rgiuett; 6 7 8 9 10 increase (Sq ua re Roundsi up setting (Someone Who 'll Watch Over M e) acclaimed (M aI Wald ro ll ) lively (Sli ga r) productive (Sligar) Go back over th e whole text for usefu l vocabulary relat ing to these se ts. Some word s will appear in mo re than on e set. Films Plays People western comedy principal Now add these word s to the sa me se ts. so undtrack romance spe cial effects scree nplay hero villain Vocabulary 1 Order of adjectives a stunn ing youn g musici an Now loo k at 1-6. Are th e adjectives in the correct order? I 2 3 3 a powe rful new film a large bu lbou s nose an overpriced cylindrical sculptu re 76 I UNIT 6 Reading 4 4 5 6 a blue anci ent vase a rotu nd mat ure artist a long cream exquisite dress When several adjectives are used to describe people or things, whic h orde r d o th ey normally follow? Use th e catego ries below. Colour ~ 6 page 194 stage se t tra ged y block-bu ster Look a t th ese phrases. Can you say why th e adjectives in itali cs a re in th e orde r they are in? What do the first adjectives of each pair have in com mon? a though tful British. playwright 2 cast plot protagonist Quality Shape Size Age Now writ e descripti ve phrases for 1- 4 below, using at least two adjectives to describe eac h picture. Speaking 1 Today's big-budget movies often use all the devices available to th em to en sure success at the box office. es pecially if th e init ial idea is a bad one. Now it's yo ur chance to turn a bad id ea into a hl ock-b uster. Read the su m ma ry of th e sc reen play. Do yo u thin k Save the Earth is the best title? Plot ActOne Goodguys sets up the conflict - three good guys. plenty of bad guys. Jake, the hunky scientist whose computers are telling him that an eeo-disaster is immi nent; Kumchika, a rain forest medicine man whose mystical powers are telling him the same thing; Daphne. the gorgeous anthropo logist who will bring them together. Bad guys All those big business polluter types who want to put a toxic waste dump in the middle of the rain forest. Meanwhile. the weather on Earth is going crazy: heat waves in Iceland, a cold spell in Mexico. ActTwo sees Jake inthe rai n forest. He's hit on the head duringa storm, rescued bythe native Indians and nursed back to life by Daphne. Jakeand Daphne fall in love. Jake starts listening to Kumchika 's wise words . The three heroes decide to take their eco-message to America but. before they can leave. the polluters kidnap Kumchika to silence the heroes . Act Three starts with the shoot-out rescue of Kumchika and a series of ever-worse ning ec ologica l disast er s : floods, torna does , landslides. Our heroes go on TV and announce Kumchika's prescription: all people must band together and chant a traditional hymn, which asks nature to save us from ourselves. Conclusion is an international montage of togetherness , as people join hands and chant. It works: ea rthquakes swallow toxic waste dumps and volcanic dust blocks out the sun, reversing global warming. Daphne and Jake are together ever after. Analysis Weak idea. some action. great s pecial effects opportunities. With star power. could be big. 2 Now decide as a gro up how you can transform it into a box office hit. Her e are th e a ng les yo u sho uld cover: The stars Decid e which ac tresses and ac to rs sho uld p lay the lead rol es a nd why. Th e message This film needs a powerful image for the ult imate hard se ll. Can you improve on this one? The m erchandising Here are a few of the it em s th at carried th e]ll rassic Park n ame. Wh ich ob jects wo uld be su ita ble for thi s film? Ca n yo u s ugges t other m erch a ndising? 3 Now p resen t yo ur ideas to the class and dec ide which team has the win ning form ula. Reading UNIT 61 77 Writing In My Opinion .. . T 1 Loo k a t th e following adjecti ves and decide wh ich ar e po siti ve and wh ich a re negative. lntroduction u nder-rated perceptive unconvincing ~ OCX:i~ pret entiou s tr ivial su btle moving exq uisite compelling int ric at e pho ney wo ode n Now liste n to a rad io discu ssion abo ut t he film Things Change. Tick the words in the list that are used . Are the reviewers' com ments most ly po sitive or negati ve? !,= I 2 Look at the tap escript on page 206 and liste n to the piece again. The und erlined parts of th e script show th e expressions u sed by th e speake rs to introduce th eir opinions. Could you use all th ese in a formal written review? If not, how wo uld you rewrite them to make them more a p pro priate? 3 What was th e last film you we nt to se e? Tell another studen t wha t you particularl y liked or di sliked about it. 1 Skim read the review, ignor ing the spaces. How wo uld yo u describe th e attitude of th e rev iewer? En glish in Use Part 1 Schlock of the New D O UBLETAKE: Collective Mem ory and Cu rre nt Arc th e titl e alone is eno ugh to cause serious (O} , bu t together 5 with the essays and statements in the accompan ying cata logue, it indu ces total (1)- - At least th e pam phl et issued as a guide to the exhibit ion is marginally 10 mo re (2) . It will leave you in no doubt about the inflated pretension s and mu ddl ed thinki ng whi ch have prod uced th is sho w o f installation s, pho togra phy , pain ting and sculp tu re 15 by 23 mos tly young ar tists . These art ists, we read , "cha llenge us by pu shin g o ur (3)- - - of the world around us beyond familiar limits" . Th ey also "dig d eep into the common 78 I 20 memories of ou r cult ure , ou r bio logy and our techno logy, to see how these (4) the way we understand the pre sent and shape the future". It makes you think they're all (5) for the 25 Nobel prize. Un til you see th e work, tha t is. Displa yed her e ar e th e p rod ucts not of th e inquiring, creative intellect, but of minds in the pursuit of whatever is 30 trivial, affected, (6) , egotistical or preposterous. Adm itted ly, the packaging is often appealing, but even before the u nwrapping begin s, you know the box is empty. 35 N ew art, as the exhibition guide quite reasonabl y (7) _ . has a history of getting on peo ple' s nerves. But it doesn 't necessarily foll ow th at everyth ing (8) is new. art, o r, 40 ind eed, impor tan t. Novel ty is not th e same as o riginali ty. and incomprehensibiliry isn' t always an indication o f quali ty. Ther e is littl e dan ger th at D OUBl ETAKE will ever find its place in 45 the collective memor y. G 250 words UNIT 6 Writing ~ 2 Read the review aga in carefully, a nd underline th e words in 1- 8 whi ch best fit eac h space. The first has been don e for you as an exa mple. B fear C horr or D worri es B mi stru st C qu er y D disb elief B intell igent C clever D com prehe nsible 3 doubt A conceivable A feeling B co nvict io n C un derstanding D belief 4 A C choose D determin e A fix ca ndidates B establish 5 B applicants C w inne rs D co ntesta nts 6 A self-possessed B se lf-ass ure d C self-respecting D se lf-ind ulgen t 7 A asserts B tells C insists D announces 8 A up setting B annoyi ng C distract ing D inflam ing D A I A 2 3 misgivin gs Would you go and see th is exhib ition ? Writing Section B. revi ew Sample review 1 a Skim read this review of a novel called The Secret History. What positive and negative po ints does the reviewer mention? The Sect"el His/ory is a powerful {irsl novel by an America11 writer, Donna Tar/I. Sel in New England, il is Ihe porlrayal of an efile group of privileged and self-a ssured college students The slory is laid by fellow student RiChard Papen Who has recenlly Iransferred 10 Ihe college from California. Rtckard is evenlually accepted into Ihe group, and slowly becomes aware of Iheir terrible secrei, which is 10 change his own life forever. The Seael Hislory is rich and detailed in pial, providing many layers for Ihe reader' 10 explore. Predohlinal1lly, II is a murder h1ys/ery, Lvhien is so inlricalely constructed Ihal iI will hold your allenlion righl up 10 Ihe final page. The book is 1110s1 moving at limes, while at others iI is immensely amusing. Addilionally, for anyone lvilh a background in classics, Ihe book contains yel another layer of vivid referen.ces to Ancien! Greece 10 he savoured and enjoyed. A s for charactertra tion, Donna Tarll is eXlremely successful in forging Ihe differen l identities of Ihe clique of students, as well as inlroducing some delighlful cameo ckaraclers such as tranquilheed parents and spaced-out hippies She is unusually perceptive about New England college life, and contrasts ils rick sopblssicahon ~vilh Ihe less prtvtleqed West Coast vtcwpotn! of Ihe narrator mosl skilfully. My only reservation about Ihis book is ils lenglk AI over 500 pages, il is jus! a lillie 100 long. In spile of thts, I Iilerally could nol pul il down! I highly recommend The Secrel His/ary, which is a Iml!! magnif;cenl achievement (rom !his new IJOl01g novelist. Wh ich ten se is used to de scribe the sto ry-line? Why? 6 .2 page 194 9 page 195 b Read th e review again . Find exam ples of: • adverbs th at are used to int en sify adj ectives, in or de r to strengthen the writer's op inion, for exam ple, ex tremely successfu l. adverbs that introduce or specify informatio n, for example, additionally. • Writing UNIT 61 79 Understanding th e task 2 Now look at thi s wr iting task. Think about th e tar get reader before choosing an appropria te regist er. You have seen this announcement in a magazine . Write the review you enter for the competition . STUDENT CRITICS I ""ANTED We are looking for student critics to help judge this year's International Drama Award. TO enter the competition, you should submit a 250-word review of a recent film or play that you have seen. • The winning entrants will attend Festival of Arts at our expense and join a te am of profess ional judges in assessing the Festival productions on stage and screen. Their reviews w ill also be pub lished in the next issue of International Student magazine. Brains t orm ing idea s 3 Choose a film or play to review an d decide whe ther your views abo ut it are mainly posit ive or n egati ve. Prepa re some notes, including a sh or t descript ion of the p lot an d a list of your op ini ons. Cover all th ese points: • • • • • Title of film I play Acto rs I actresse s I direct or I producer Sum mary of plot My opinio ns + I Recommendation. Using your notes, tell anoth er studen t about the film or play you have chosen to review. Sta te your views clea rly, grou p ing th e ma in posi tive or negat ive poi n ts to gether. When outlining your op in ions, try to use some of the ad jecti ves and verbs from th e cloze and th e model. Reme m be r the ways of int ro ducing an opinion you not ed in the introduction. Exam tip ... Don't forget t hat a review demands opinion as well asdescription. It is not appropriate in CAE only to give details of the plot and describe what happened. Plann ing yo ur answer 4 Loo k back at the sam ple review on page 79. Ca n you identify the m ain function of eac h paragraph? Use the framework to h elp you pla n your own review. Writ ing 5 Write th e review using a bout 250 words. When you have finished check your a nswer ca refu lly. Remember WRITE.,. . ~ &J:P page 192 80 I UNIT 6 Writirrg Listening and Speaking West to East lntroduction 1 T The med ia can be a dan gerous weapon. What do you think this statement mean s? Do you agree or disagree? 2 Skim read the art icle and summ arize the views exp resse d. MEDIA REVOLUTIONS cultural air strike from the We st. Many Asians worry that they will lose their identity to the Western way of life. It's on Iy rock 'n' roll or is it • "We're not here to change the world ," says MTV veejay (video jockey) Danny McGill. "We're just here to put on videos. It's just popmusic." But is it? Thirty years ago rock 'n' roll supplied young 30 Westerners with anthems for a social revolution. So while MTV appears to be turning the generation gap into a chasm in India, other nations have taken steps to beat back its march. Singapore and She calls it "empty" 35 Malaysia restrict ownership of satellite TV. "When I see dishes and censor teenagers come into . broadcast s. "We have the house and flop not allowed an open sky," NUSICTELEVISIOH'· down in front of says the Malaysian MTV, I want to be sick," says Bombay 40 Inform at ion Minister. housewife Anupama Pant. To Pant and "The media can be a other cr it ics, MTV isn't simple dangerous weapon." entertainment. It's a non-stop barrage All across the region, to of Western pop culture making smallMTV is pumping up local screen addicts of kids from Manila to " music scenes. Before Bombay. MTV aired it s video , 2S ~ ~ "We're not here to change the world" 1U\ Western hip and Asian good looks. In some cities, the veejays are more popular than the arti sts. McG ill says he has received 5000 fan letters. Ts hirts he Music Television Asia is a 24-hour satellite mainland Chinese heavy-metal band Tang 60 wears on-screen one week are on the station devoted almost exclusively to Dynasty was languishing in obscurity. streets the next. His first visit to Bombay ts airingpopular music videos. It has already Since being "advertised" on MTV, it has is now an MTV legend. "Word got out had a huge impact, particularly in India, 50 sold more than half a millioncopies of its that I was there," he recalls. "One group where it has lifted the music industry to album in China alone. of girls camped out for two days. They new heights overnight. Fans andfoes alike might agree thatMTV 65 started crying when they saw me. I said, To its fans, MTV is the latest in hip. To its is shaping young minds, not vice versa. 'What are you so excited about? It's no 20 foes, it's the latest in hype, a way for big big deal .' '' Clearly, for many youngAsians Veejays with charisma are a key part of record companies to boost sales - a 55 the appeal. Their formula: a blend of it is.• ~ 410 words 3 Can you exp lai n what is meant by To its fan s, MTV is the latest in h ip. To its foes, it's the latest in hype (line 19)? Do yO ll watch M1V or similar channels?Wha t are your own views on satellite broadcasting? Listening and Speaking UNIT 61 81 Listening 1 You will hea r a presente r talkin g about th e eve ning's pro grammes on sa tellire TV, Your task is to complet e the informa tion in the listin gs below. Part 2 First look at th e table. Th e numbering 1-1 2 shows you the seq uence of th e info rmation you are going to hear.What type of information is missin g? Exam tip T In Part 1 or 2 of Paper 4, you may have to complete a table with appropriate information. Look carefully at the table before you listen, to see exactly what is requ ired. 2 Th e presenter refers to two of the programmes like th is: Sky One is screening September . ... al l0 .1S there's Tartan Extra . Liste n out for th e nam es of ch annels or times, whic h may cue the names of the missin g programmes . 3 Now you are ready to listen . Complet e the tab le, usin g no more tha n fou r wo rds in each gap. Yo u will hea r the recording once onl y. When you have finished, co mpare yo ur answers with thos e of anoth er stude nt. FRIDAV1 4 MARCH ~ ~ ~ .. ~ -, (Jt;j}1J 82 I 8.00 September 10.00 Star Trek Drama set in Scottish Hig hland s. The Enterp rise welcom es a (1) mini-series. (2) on board. (3) 10.00 (4) (5) International c ric ket coverage from Perth. Scotti sh footba ll. 8.00 Toys 10.05 (7) (6) starring Rob in William s. Jeff Gold blum and Forest Whitaker as (8) 8.00 (9) Romantic drama with Sean Penn. 6.30 and 9.00 7.30 and (11) (10) Dream holid ays. Caribbean Vacation Featur ing UNIT 6 Listening and Speaking 1 0.1 5 Tartan Extra (12) trips and extended cruises . English in Use Exam tip .,. Paper3, Pa rt 6 is designed to test yourawareness of how a text is structured. You have to select Part 6 suitable phrases or clauses to fill six gaps, from a set of ten options. Check that each phrase or clause fitsthegap grammatically and follows on in meaning. 1 Read the text below. Who is Derek Walcott? The underlin ed part s show some phrasal a nd clausal structures that may be tes ted. Decid e in eac h case wh ich fu nct ion - a or b - the word and has. a linking two phrases b linking two clauses Whic h words help ed you to decid e this? Voice of a Carnival Culture D erek Walcott is by now established as the grand old man of Caribbean letters. Born on the tiny island of St Lucia in 1930, he had his first play, Henri Christophe , staged 5 there when he was 20. As both playwright and poet , he br id g e s the c lassical Europea n / American and the indi genous Carib bean traditions. Brought up in both the British imperial heritage and the folklore 10 of the islands, he is equally al ease writing in a formally structured English and fluent Trinidadian dialect. He was, in his early days , also a painter and his vivid visual sense informs much of 15 his wo rk. In Th e Last Carnival, one cha racter is an artist and the visual images g ive the production a dreamy sense of its Caribbean location. 20 With two white grandfathers, and having been brought up a Melhodisl in a Roman Cath olic community, Walcott is ideally placed to express lhe Caribbean's confusions of cultural identity - a recurring theme of both his poetry and plays . j J• 10 ~c " ~ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. . . If.~ 2 Look at th e first paragraph . The use of the verb bridges in line 6 tells you tha t two phrases are going to be linked to get her in the sen te nce. Which wo rds signa l the two u nderlined phrases in th e next se nte nce? 3 In the seco nd pa ragraph , could the two un derlined part s be cha nged round within the se ntence? 4 Why is the underlin ed part in the th ird paragraph with in co m mas? Listening and Speaking UNIT 61 83 5 Now try thi s sim ilar qu esti on 5 task, wh ere yo u should selec t sui table ph rases or cl auses from A-J to fi ll in t he gaps. Reme m ber tha t not all the options w ill be required. One answer has been give n as an example. Japanese Noh Theatre I n returning to the roots of Japanese theatre. a deep love of nature is to be found . The first dances were offerings to the gods of nature, acts of worship performed 5 in Shinto shrines. (OI_J __. The solemn art of noh also began as a form of Shinto ritual. 111_ _. At the Itsukushima shrine on the Inland Sea near Hiroshima. the noh stage was built at the edge of the shore. (21_ _. to The outstanding personality in the history of noh was Zeam i, the most famous actor 131_ _ . In 1374. Shogun Yoshimitsu attended a performance in wh ich Zeami and his father Kan'ami were taking part. He was 15 captivated by Kan'ami's acting (41 , then eleven years old. that he became t heir patron. At the close of the medieval period, the noh play found a new patron in Hidevoshi. the general who had risen f rom the rank of foot 20 soldier to become the unif ier (51 . Hideyoshi developed a passion for noh. He commissioned plays set in his own time, with himself as chief protagonist and hero. In a final manifestation of egomania, he even took 25 to the stage 161_ _. Speaking 1 A and so taken by the physical charm s of Zeami B and. at high tide. appeared to float on the wa ter C and undisputed ruler of all Japan D and it s plays were performed in natural settings of great beauty E and performed the centra l role him self F and at the Grand Shrine of Ise it is played in the open air G and made use of the art to enhance his own prestige H and it epitomized the artist ic ideals of th e late Midd le Ages I and playwright of his time J and so too were the magic antics of simpl e puppets You are going to look at a set of pi ctures. Your partner has th e same set, bu t t hey are in a different orde r. Take it in turn s to choose a picture and describe it in as mu ch detail as you can. You sho uld liste n carefully to yo ur partner and decide whic h picture is being described, giving reasons for yo ur cho ice . Part 2 Here are so me ways o f describing parts of a picture tha t m ay be unclear, or that you m ay be unsur e ab out: I can just make out a .. . There's something that looks like a ... It looks as if there might be .. . I'm not sure, but thereseems to hea ... This is a small detail, but I think I can see a ... Perhaps I'm wrong, but I think there could be a ... Use some of th ese expressi ons, and also look back at the Spea king section in Un it 3 (page 44) for oth er usefu l l anguage. fillllliJ 6 .4 page 194 Stu dent A, look at th e p ictu res on page 199. Student B, l ook at the p ic tures on page 202. 2 84 I Think of a carn ival or festival th at you know abou t. Why i s it held ? Descr ibe the event to another stude nt. UNIT 6 List ening and Speaking Structure Virtually Real? T Read ing Read th e arti cl e abo ut Vi rt ua l Reality and m ake a not e of: • wha t VR ca n do no w. • w ha t VR mayor w ill be ca pa b le of d oin g in tbe fu ture. lntrodu cti on Describe what is happening i n the p icture be low. Will and go ing to [K] Th e fo llowing sen tences abou t tb e futu re of Vi rt u al . ., >. Reality ap pea r in th e art i cle . ... ill VR we WOIl't be bOllnd by boring restrict io ns ... . ~ 2 . . . tile virtual body will be able to follow every nuance ofmovement. 3 . .. it is going to become im possi ble to tell tile d iffe rence. 4 .. . sound iUJoing to be on e ofthe first things 10 im prove .. . BEFORE THE ADVENT OF TELEVISION WALLPAPER PLAYED AN IMPORTANT ROLE IN EVERYDAY LIFE Wbat is the differe nce in m eaning b etw een the u se of will an d goi ng to? Today, it is easier tha n ever before to bring ente rtai n me nt into yo ur own h o m e. Whether th rou gh rad io, televisio n , [iD Wh at does going to exp ress in th is sentence an d h ow vi deo, sate lli te broadcastin g or ca b le tra nsmissio n , tb ere is no nee d to l eave the ho use, Say w hy yo u think this Is desirab l e or undesi rable. I magine saying to a friend. "Sorry! I can't come over this afternoon. I'm taking part in t he Formula One Grand Prix and the big race sta rts in 5 five minutes' t ime!". What you would is it di ffer ent from th e m ea n ing in A a bove? After all th e h ard w o rk I've b een d oin g, I'm goi ng to h ave a p ro p er ho lid ay this yea r! 't here' exists only in the computer, The hope is that one day we will be 25 bereferring to, of course, is not a real doing 'virt ually' the t hings we cannot do in real life - because in VR we won't be bound by boring restrictions and mechanical clumsiness of suits, goggles and screens may outweigh 45 the illusion t hey create, Researchers are now look ing for more inti mate links between real and virtua l bodies. like the laws of physics. Reallytaking advantage of the senses VR systems at present assume race, but a Virtual Reality session ! would mean plugging a computer or hyper-reality? Virtual Reality does not aim to be the next best thing to being there; it 30 aims to be indistinguishable from it . Indeed, the boundaries between real and virtual are about to be eroded completely. As technology improves, with lasers projecting directly onto the 15 retina of the eye, touch-sensit ive body suits and 3-D surrou nd sound, it is going to become impossible to tell the difference. 35 VRtechnology uses computers to 40 that reality is, literally, in the eye of the beholder: they rely almost entirely on goggles to create the illusion of a 10 virtual world. Seeingmaybe believing. but a better virtual bodywould be able to touch and hear the virtual world. JUdg ing by t he c ur ren t wo rk in progress , sound is going to be one of th e first th ings t o im prove in new- tried it say that Do-It-vourselt world- generation systems. And that isn't all! 20 work directly on the senses to create In tomorrow's virtual rea li t ies . the virtual body will be able to follow every nuance of movement. an illusion of 'being there', even if Ultimately though, the distraction ~ 380 words straig ht into the nervous system . American VR entrepreneurs are on the verge of launching arcade ' pods ' , which will provide the VR experience without headgear. 55 Pe rha ps the ultimate form of vi rtual ente r tai nmen t would be to create a vir tual city. Those who have 50 building is the most entertaining kind 60 of VR. In the future, it is highly likely that we will not only be building castles in the air - we'll be living in them too - Virtually! Structure UNIT 61 85 @J Will and shall can also be used to express one or [[] The following senten ces appear in the article: more of th e following: I'm taking part in the Form ula One Grand Prix and the big race sta rts in five minutes' time! 2 ... aile day we will be d oillg 'virtually' th e th ings we cannot do ill real life ... a b c d an offer a promise announcing a decision willingness a nd det ermination. Wha t do will and sha ll express in these senten ces? I 2 3 4 5 6 I will pass my d riving test this time. Lend you the money? Of course [ will. Sha ll I carry those ba gs? Well, it's quite expens ive to buy a newTY. [ kno w!We'll rent one inst ead. We sha ll se nd you a copy of our ne w brochure as so o n as it is available. I'm so rry we weren't abie to tak e you to the ballet for your bir thd ay, but we'll make up for it another tim e! @] Com plete th e following sentences using either will, shall or going to and the wo rd in brackets. We (sen d) your trave i documents two weeks prior to dep arture. 2 Your siste r (he lp) you to write th e ess ay if you feel you reall y can't do it by your self. 3 It seems inevitable th at th e govern m ent (increase) taxes again this yea r. 4 We (be) delighted to acce pt your very gen erous donation to our charity. 5 (you / reall y / accep t) Ma rk's proposal of marriage? 6 It's a difficult choice to make. We (ask) mum what sh e thin ks about it! 7 Look at th e red sky! I think (be) a fine da y tomorrow! 8 I promise [ (buy) you a new dr ess for the party! 9 We both know the company's in a financial crisis but th e question is - what, if anything, (we / do ) about it? 10 Give my co nse n t to the proj ect? Th at is som ething [ (never do ). Present continuous, simple present, future continuous, simple future [f\] What's th e difference in meaning between these two sentences? I 2 What a re you going to do thi s weeken d? What a re you doing this weekend? Wh ich question migh t be followed by a n in vitation? Why? Wh ich question is a way of asking what someone intends to do, but has ma ybe not yet planned ? 86 I UNIT 6 Structure Why does the writer use th ese ten ses to talk about th e future? When would you have to use th e sim pie future instead of the future continuous? @J Compiet e th e following sen tenc es using eithe r the simple future or the future co ntino us and the word s in brackets. I 2 3 4 I can't really say whe the r I (work) th is weekend or no t. Thi s time next we ek we (be) in sun ny Sp a in! This tim e tomorrow my brother (fly) to Portuga l. In future the human race (have) to take more ca re of the earth's resourc es. 5 I wonder what we (do) twenty years from now! 6 Who knows wha t science (b e) able to ac h ieve in th e next decade or so? 7 Perhaps on e day we (a ll/ live) on oth er plan et s. 8 It (seem) stra nge not going into the office next week! 9 Next thing you kno w th e gove rn me nt (tell) us what we should spe nd our money on! 10 By th e way, I forgot to tell you . We (trave l) down to London ne xt weekend. About to and on the verge of Can you find one exam ple of abou t to and all the velge of in the article on page 85? What effect do es th e write r crea te by usin g th ese express ions inste ad of going to? Is there any differen ce in meaning between these two expressions? Practice In sm all groups, ask and an swer qu estions about your future plan s , arrangements or predictions for som e of the following: • • • • • • • • • yo ur arrangements for the co m ing holiday pollution in the ne xt few years the use of computers in the next mill ennium yo ur career plan s the world's population the number of cars on the road in yea rs to co me your arrangem ent s for a fo rthc o m ing ce lebratio n what to do whe n the lesson is over wh ether to buy som ething expen s ive or save yo ur money. Welcome to the Real World Listening and Speaking Starting Out Introduction 1 T Here are six ad ults talking ab out the ca ree rs advice th ey had at school. Look at the pictures and their ca ptions. How man y quot es can you mat ch to the pict ures? Wh ich words in th e ca ptions o r quotes help you to do thi s? CAREERS A D At scho ol t hey W CTe on ly in te rested in pe ople w ho were going to unive rsity. I always knew I wanted to do someth ing .li ke acti ng or being in front of a came ra. The y qua sh ed the idea of me go ing to drama scho o l. I su ppose they h ad n o reso u rces 10 tell me how to go about it. I went to a school that wa s very sports-oriented, but the teachers always advised us to concent rate on ge tt in g good e xa m results fir st. It wa s good a d v ice, a n d I sta r ted a d egr ee, but I didn 't finish m y cou rse because Leicester offered me a contract in the middl e o f it. ~ Ow ner of t he lege ndary Joe 810ggs Jeans Company E B I d on't see how a co m p le te st ra n ge r ca ll h elp yo u ch o o se yo u r ca ree r. Surely you need someone who knows yo u quite well . I didn 't k n o w what I wanted t o do. I w as interested in film s a n d m u s ic, and J th ou ght thing s would just fall into pl ace. When I left scho ol, I took a yea r off and started clubbing solidly. There was no careers advice wha tsoever in my schoo l. Maybe so me st ude nts d id have a teacher ta lk 10 th e m . but t he re were no lesson s or a n yth ing form a l. I ce rta inly d idn 't ge l a ny useful in form a tion abo ut be co m in g a n act ress, altho ugh it was m y headmistress who actua lly spotted w hat she called m y 'po tent ia l'. She tol d me I sho uld go o n the stage . 4 TV presenter 2 Owner of the successful Virgin air line 5 Disc j ockey and pop star F C Even at the age of 14, I knew I could do t hings for myself. could u make th em happ en in the real world . That' s t he real test - afte r yo u leave th e cl assroo m. Oth er peopl e can't tell you your st rengt hs and weaknesses; you have to work them o ut for yourself . I was too busy at sc h o o l to listen to careers advice. In 1967 ,just before I left, the headmaster came up to m e and said, 'I predict you will either go to prison or become a millionaire: He w as absolutel y ri ght. But I've never st o p p ed worrying about the first hal f of his sentence, 3 Football player 6 2 Act ress Read th e quotes agai n to find wo rds or phra ses th at a re simila r in meaning to 1- 5. 1 2 3 repressed (quote A) necessary means (quote A) ha ppen by the mse lves (q uote B) 4 5 aptitude or talent (quote E) forecast (quote F) Listening and Speaking UNIT 71 87 3 Do you agree with thi s sta te me nt from quote C? Other people can't tell yOll your stre ngths and weaknesses; you have to ioork them out for yourself. Discuss yo ur answer with your partn er. 4 Speaking What careers advice ha ve you ha d, if any, at school or outside? 1 Karen is 18 and is curre ntly homeless in London. This pro file of her experience at secondary school appea red in Tile Big Issue, a ma gazine th at is p ut together and sold on the streets by homeless peopl e. Read th e text once only. Did you feel th e sa me way abo ut schoo l? Parts 2 and 4 left my school in Newcastle at 17 with eight GCSES. None of t he kids had any respect for t he t eachers, though a fe w did deserve respect. The headmist ress wo uldn't allow t eachers to punish the kids. We wer e given homework, but if you didn't do it, it didn't mat t er. Most people didn 't get encouragement fro m home. When I had my exams, no one in my family asked about grades or anyt hing. Bet ween 11 and 16you don't t hink about the future. You thi nk you're never going to need education . If it'S a choice bet ween homework and a party, most people wou ld choose t he party. I didn't find work hard, just potnttess. I II 2 Between 11 and 16 you don't think about the future" Peoplefrom my area didn't know how to go about things 10 like job inte rviews. Instead of textbooks, you need stuff about real life and things going on about you. One teacher used to say, "Face it, in ten years time , you'r e all going to be in council flats With kids." He want ed to get us stirred up, he was slapping the truth in our faces rs about where you could end up. About a t hird of t he people in my year now do havekids, half are on th e dole. Swots used to do 'A' levels and went on to universit y, but t hey used to stick in the ir own group . If I got somewhere to live, rc like to go back to college 20 and do somet hing different, Yo u and another st udent are eac h going to look at a different picture. Take tu rn s to describe yo ur picture. Talk abou t two things tha t are sim ilar and two th ings that are different. After doing thi s, look a t the two pictures side by side . Studen t A, look at picture 7A on page 201. Studen t B, look at pi cture 7B on page 203. @Iffi] 6.4 page 194 3 Do you th ink th ere is a lot of pr essure on young people nowadays? What kind of press ure co mes from : • 88 5 pa rents? UNIT 7 Listening and Speaking • friends? • school? 1 2 Do yo u know anyth in g abon t th e pop person ality pi ctured below? ~ 3 Liste n to the tape and try to comp let e the tw elve ga ps, usin g no rno re than three words in each case. ~ 4 listening Part 1 Read th e sen tences below about her, t hen l ook at the gaps and decid e w ha t type of info rmation yo u have to listen for. For exam ple. in the first gap you have to listen for detail s abo u t Mari ah's brother and siste r. Compare your answ ers with those of another stud ent. Then listen again and chec k your answers. ~ 5 Now li sten to the fin al part of t he tape. What i s M ariah's advice for success? Do you agree? Star gazing * AFTER her parents separated, Mariah grew up with her mother, and her brot her and siste r, w ho are (1) Mari ah's mother was (2) her. and taught voice lesson s. Mari ah was influ enced at an early age by her mo ther and her mother 's (3) , w ho visited a lot. As a child , Mariah (4) at least thirteen times. Ma riah started (5)_ _ "- when she was thirteen . Afte r graduating from high school, Mariah w ent to live in Manh att an w it h (6) _ She did d ifferent jobs to pay th e rent , including being a (7)_ Then she beg an to get (8) and san g ba ck-up at other singers' co nc erts. Mariah has alw ays bee n (9) ~ promote herself. Her luck y break c ame at a party, whe re she met a CBS execu t ive and gave him her (10) _ In 1990, she won two Gram my Awards, for (11) and Best Pop Fem ale Voca list. She is complete ly de voted to ( 12) _~ _ listening and Speaking UNIT 71 89 Gff:~re·s LOST CONSONANTS English in Use Part 3 Exam tip One of the proofreading tasks in Paper 3. Part 3 involves finding a word that is spelt incorrectly, or a sentence that is punctuated incorrectly. Take extra care with spelling mistakes. Mothertongue interference can often make these difficult to spot. @ The director was aud itioning a young aspirin actor 1 The cart oon shows how spelling errors or sli ps can someti mes result in a different meaning from the one you intended. Which word has a mi ssin g lett er and what word shou ld it be? 2 The following paragraph is about how to become a careers officer. In most lines there is a spell ing err or. Proofread the numbered lines carefull y, underli ne any in correctl y spelt words and write the correct spell ing in the space provid ed. If you think a line is co rrect, put a tick in the right -hand margin . The exercise begin s with two examples. f Graham Wade explores a career as a careers officer Our education systeme has never been strong on giving good careers adv ice and guidance to its co nsumers. The vast majority of careers teacher s in sc hools are unt rained in the re subject and many hand le it part-time. It falls on careers offi cer s employed by local autho ritys to provide most qu alified advice to sc hool leavers , and th e main root to becoming a careers off icer is a one-year course, fo llow ed by a probationery year, lead ing to the Diploma in Careers Guidance (DCG). There are fifteen institutions in Brit ain offerring the course, five on a part -t ime or distance learning basis. Applicants are generaly expect ed to have a degree or equivalent qualification, although exeptions may be made for t hose over 25 showing "evidence the y can co pe with the academic part of the course" . Anyone co ntemplating an apliccation to a DCG co urse should visit a career s office to learn more abo ut the work or alternative ly cont act The Institut of Careers Officers fo r further informations. 90 I UNIT 7 Listening and Speaking j 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 system ,/ 3 Some of the spelling errors you have pick ed o ut in 2 are very commonly m ade. For exa mple, nouns end ing in a con sonant follo wed by y change to ies in the plural, as in activity - activities. Do yo u know the ru les for do ubl e consonants at the end of verbs? Compare offer - offering, occur- occurring, run - running, a nd quarrel - quarrelling. 4 Other errors, suc h as the one in th e first exam ple, m ay occur becau se of in ter ference from your own lang uage. When yo u check your written wo rk, thin k twice about the spelling of English words tha t a re similar to words in your language. 5 The error in line 3 is an exa mple o f a wrongly used ho mo pho ne. Homophones are two or mo re words that so und the same but each have a different meaning, according to how they are spelt. Ca n you think of a word with th e sa me so und but a different meaning for I -II below? Th e first one has been done for you as an exa m ple. I 2 3 4 pa in I pane we igh t I poll I steak I 5 6 7 8 h eel I bar e I sell I great I 9 10 11 key I sto ry I draft I Check you kn ow th e meaning(s) of eac h word in yo u r dictiona ry. Reading The World of Work Introduction T 1 What are the jobs in thi s picture? In pairs, comment on th e benefits a nd d raw backs of each job, us ing some of th ese adjectives. absorb ing so litary crea tive 2 tedious secure mundan e cha llen ging stress ful pr edictable hi gh-pro file meni al sociable co nven tional in te llec tua l Do you know of a nyo ne who ha s an 'unusu al' job? What is it? Read ing UNIT 71 91 Reading Exam tip T Part 2 In Part 2 of Paper 1, the gapped text may follow the development of an argument or a logical time sequence. Read both the gapped text and the lettered paragraphs carefully before attempting the question. This will help you to understand how thetext is organized. 1 In the gapped art icle belo w, som eon e talks about the jobs h e has had, from starting out in his caree r to the present time. Skim read the paragraphs be low and note down in chrono logical order t he j ob s he descri bes. Dominic M cGonigal on th e I got my f irst j ob by as k i ng th e Mu si c A dm in ist rator of Sou th East A rts if she kn ew of any vaca ncies. She said, "C om e and w o rk here for a week for noth in g and if yo u' re any good we' ll employ yo u as a t em porary secreta ry." [] The mos t h i gh -pr ofil e j ob I've had was as arts develop me nt officer for a boroug h counci l. I promoted concerts, assisted amate ur so ciet ies w ith adm inistrative and f inancia l suppo rt , promot ed th e arts genera lly t hro ug h mark eting and PR act iv it ies and organise d t heir ve ry f ir st f estival. I'm no t sure how I managed it all ! m ~ Most of t he t asks in o rgan ising an'event are easy in t hemse lves. Th e difficulty is making su re that they al l happen at t he righ t time an d th at ever yth ing is co mp leted befo re cu rta in-u p - yo u can't postpone t he d eadl ine ! I also have a more ge nera l ro le in pro mot in g t he mu sic professi on and I regu la rly send o ut med ia r el ea ses - on e si de o f A 4 pap er pub l i ci sin g co nfe re nces o r new publicati on s. I've pr oduced a mob ile d isplay fo p use by memb ers at festiva ls and caree rs conve nt ions. o The next st age is publicising th e series. Th is in vol ves hav in g leaf l et s p rinted, o rga n ising d istr ibut ion (more st uffi ng enve lopes ), put t ing adverts in th e local papers, sendi ng o ut a pr ess release and t alking to th e lo cal arts reporter. 92 My present j o b as adm inist rator at the Inco rpo rated Society of M usicia ns (ISM) offe rs a sim ilar variety. Or gan ising sem inars and con fe rences is in man y ways like o rga nisi ng a concert or.fest iva l, altho ug h less st ressfu l. The othe r par ts of th e job th ou gh are q uite d ifferent. UNIT 7 Rea ding f ~ On th e p lus side, though, it is i ntel lec t ua lly cha lle ng ing and can be very creat ive. It 's a li vely an d st imul atin g career and I have no intentio n of cha ng ing . 2 Now skim read paragraphs A- G and decide which job eac h paragraph relate s to . Six of these paragraphs fit the gap s in th e article. There is an ad ditiona l pa ragra ph that does not fit anywhe re. A Arts ad minist rat ion is a wo nd erful ca ree r but it has its dr aw backs. Compet iti o n is fierce so you have to be ve ry co mmit t ed a nd dedi cated to succeed . It isa relatively insecure existence because sometimes th e fin an ce d ries up an d the jo b or organ isation is wo und up . The pay is usuall y low and, since arts o rga nisat ions a re sma ll a nd understaffed , yo u have to be a ble t o wo rk o n yo ur own, sometimes under cons iderab le pressur e . B While I was ther e, I a lso started a series of lun chti me conce rts . The first sta ge invo lved drawing up a budget, booking the ven ue, finding a sponsor, booking t he m usic ia ns, and finding caterers t o pro vide lunch. Ideall y, these are sorted out at t he sa me t ime since they affect each ot her. However, in pra ctice, each ta kes so me time to o rganise so yo u a re co nsta nt ly jug g ling d iffe re nt options. D Iad vise our members on contracts for recordings or publ ishing agreements and provide info rmatio n on the level of fees to cha rg e . If things go w ro ng an d an e nga g e me nt is ca nce lled, t he n I adv ise member s w hat a pproac h to take, an d I re prese nt th em when a prom oter do es not pa y. Fin all y, o n th e da y it sel f, yo u ho pe that eve rything goes as planned . Last minute hitches can an d d o happen, but yo u just hope the a ud ience E w on't notice . M ine came on the second concert of t he series whe n 150 people turned up . We we re expecti ng 60- 120 . F I ha ve a very full musical life playing the pian o, sing ing and conducting, but I d idn 't w a nt t o perform profession ally and a lt ho ug h yo u could ca ll me a "m usic ad minist rator ", my wo rk act ua lly has little t o do wit h music. C My t yping speed was 15 words pe r minute ! It is now a bo ut 55 w pm. The job itself actually invo lved G The fest ival includ ed a ro ck sho wc a se , jazz comp iling mai ling lists, packing and send ing out large numbers of leaflet s, photocopying, a nswering rout ine corr e spond ence, ch e ckin g booking arrangements for re hear sal time and concerts, liaising wit h th e printe r a nd st uffing envelopes. festival, brass band fe stiva l, yo uth festival, music fe st ival in the parish church, a big ope n day at th e docks , str eet e ntert ainme nt and a big fina le in the leisure ce nt re w ith an ice-skati ng show, va rio us bands, films and a t rombonist! 3 Now look back at the paragraphs on page 92 an d no te any co nnections in co nte nt with paragraph s A-G . Und erline the words or ph rases that p rovide 4 Look at th ese phrases taken from the art icle. What d o the phrasal verbs in italics mean? links bet ween th e paragraphs. Rem ember to look ou t fo r: 1 th e finance d ries up (paragraph A) 2 the job or o rganisat ion is wou nd lip • 3 • references to peo ple. thi ngs and eve nts earlier on o r late r in the text. linkin g wo rds whic h indicate a seque nce o f events or train o f tho ught. For example, Igot my first jo b by asking the Music Administrator of Sout h East Arts if she kne w of an y vacancies. She sa id, "Come a nd wo rk here for a wee k for nothing a nd if yo u' re a ny good we'll emp loy yo u as a t emporary sec ret a ry." 4 5 6 (paragraph A) drawing lip a budget (paragraph B) 150 peop le turned li p (paragraph E) these are sorted out at the sa me time (pa ragraph B ) send ing out ... leaflets (paragraph C) 5 Would you like to have Dominic's curre nt job? Discuss the pluses and m inu ses wit h another stude nt. Think of ph rases you could use. Here is an example from th e article: On the pl us side ... it is in tellectually challenging ... Com plete the gappe d reading tas k. Reading UNIT 7 93 Writing Taking Time Out lntroduction T 1 If you had th e opportunity to work abroad, whic h co untry would you like to work in? What type of work would you like to do? != ! 2 List en to th e recording of so meon e who decided to ta ke a year o ut between school and univer sity. Why did she do thi s? Was th e yea r a success? Give reasons for your an swer s. Writing Part 1, letter s Und erstandin g the task 1 a b Look at the following ad verts for work abroad, which appeared in a magazine for young peo ple . Study the three adverts ca refu lly and decide what exac tly is being ad vertised in each case. Which of th e three adverts would yo u be mo st interested in? Note down what ot her in form ation yo u wo uld need to kno w about the job s th at are describ ed . Now look at th is writ ing ta sk. Some friends of yours in Engiand have just sent you some adverts they have found in a magazine , as they know you are keen to find a job abroad , Read the letter from your friends and study the adverts carefully. How Me youP Bill and [ are OK, I"oug" ~e dba " kl d a biJ- tvcr'e olYi d I CIAI down. on our wor ali S nee 0 " 1/ rly exhausled working (Ial out and coming omC u e If d g for hurnoul, [ reckon! S tttl, we've gol a we . Hea ,n " d f ikts h1onl" earned break coming up a! I e en 0 can'! wail-. . You said when we las! spoke 0 11 Ihe pho ne Ih~1 y OIA d ~ /1 Bill " as cow up w,I" I"e . hi wanted 10 work abroad- e) d d [rom a h1agazine cal/ed 19, T"ey h1/g enc Iosc a 5, {jive yOIA some leads. A word of advice, I"oug" - h1ake sure you gel as 'bl d 'f any jobs are much in{ormaJion as POSSI e, an I . J a wrmen contract In evenlMOlly offered 10 you, ge d slaving away for advance! Olhetl<Jise, you could en up d " 1/ I have some free Jime an enoug peanuJs. I OU mus money to enjoy a new counJry. Good luck, anylvay, Keep us posled , to at Jhe mOfrlenJ! We'd love to heal whaJ you rc up Yours Kal" y and Bill • • Join t he hundreds of youn eo r t he first and la rgest 1 2.m~ ~th p e wno are taking adv antage of au-pa ir programme to the USA *F We provide' . ree l ond on to New York return 't i k c et, * l egal J-1 Visa, * Medica) Insurance *$ 100 , per week pocket money *Plus many othe r exciting benefits I If you're aged 18-25 with chi/dcare ex . .' . 0171·584 2274 or 0171-5812 730 (24 hr:, et ence a nd ~ drrvlng licence, call: form or write to Au Pair in America 7 ~.r full details and an app lication au in . Ings Gate, l~ ndon SW95HR. pair 94 I !\MERICA A YEAR ABROAD, A LIFETIME OF MEMORIES UNIT 7 Writi ng FUN &: EXCITEMENT CRUISE SHIPS WORK ON wards Meet nture and great re . M 'Cruise Thrills, ~d'Je pie" visit exotic places . interesttng pea . . y Y ed to knoW. everything you ne . Ship Job Guide' explainS us to: Harp publicattons. G Send S.A.E. for FR~;nd~~~eet, Old Isleworth. TW7 6R . Thames House . S Now write: a a letter to one a t the orga nizations , as king for further information (100 words). b a n appropriat e reply to your friends, telling them what actio n you have taken (150 words ). Select ing ideas 2 For lett er a, dec ide wha t spe cific information you requ ire. Are th ere any points in yo ur frie nds' lett er that it wo uld be useful to include? Be careful not to 'lift' phra ses from their lette r. Yo u should not onl y reword wha t th ey say, but also change th e style of what you write to a form al registe r. For letter b. decide how to repl y to your frien ds' letter. Youshould include a n app ro priate op ening greeting and brief comme nts in repl y to th eir lette r. Make sure yOll follow instructio ns ca refully - CAE exam ine rs will pe nalize irreleva nce and omissions. Focusing on the reader 3 a Look at th ese senten ce op enings and suggest suita ble com pletions in relation to letter a. • Witll reference to ... Introdu ction I am writing to inquire . ~ 8.3 page 195 • Reque st for info rmatio n • Additional que st ion / wou ld like to receive . Please could you send me . 1 am a little unsure about . J do no t fully un dersta nd iohat ... Could yOIl possibly ex plain .. . • J tuould be gratefu l if... Ending Thank y O li in anticipation fo r ... b Look back at your friends' lett er and find exampies of eac h of th ese informal features. The n sugge st relevant phrases or se ntences containing the same features to use in le tte r b: • • Planning yo u r answer 4 phrasal verbs contractions • • e llipsis imperatives • informal punctuation • a bbreviated forms. For letter a, use the ou tline in 3a abo ve. As you plan let ter b, decide how ma ny paragraph s you ne ed and work up your own outline . In what order should you deal with th e po int s in your friends' letter? Don't forget to mention the job you are con sid ering and say what act ion you have taken. Writi ng """,-- &?, page 184 5 Now write th e two letters, using no more than 100 words for lett er a a nd aro und 150 word s for letter b. when you have finished chec k your a nswer carefully. Rem ember WRITE ""' . Writing UNIT 71 95 Structure The RatRace ~ Introduction If yo u d idn't ha ve to wo rk or go to school or co llege , how would yo u spend yo u r time? Prioritize th e acti viti es below accord ing to whic h you think wou ld be th e most I lea st wo rt hw hile. Give reasons for yo u r opinions. • Spe nd ing m oney. • Go in g to muse ums o r aft ga lleries. • Helping o the r people. Looking aft er a ga rde n . • Tak ing ca re of a pet. olle word in spaces 1- 15. The first one has bee n done for yo u as an exam ple . Vocabulary Read th e a rticle ag ai n and find wo rds or phrases whic h mean the sam e as t he followin g: 1 2 3 4 5 6 Trave lling. • [Il] Sup ply the mi ssi ng words for th e article by writing English in Use Part 2 ospaces, Head th e newspa per a rticle below, ign oring th e a nd co m ple te the headline. reputab le, es tee me d o r res pected unskilled or o rdina ry bein g no long er need ed at work ad m itt ing defeat leave or abando n a m ember of th e lega l p rofession who draws up wills, ad vise s clients, etc. 7 giving in her notice at work 8 producin g a p relim in ar y writt e n version of 9 starting ag ain l O a pl ace whe re th e pace of life is franti c. _ _ _ _ _ _ _ _ _ _ _ _ _ -----'I i!Ii' l ftWH \ THE PROFESSIONAL WHO' Sue Webster reports SURELY nobod y in the rea l wo rld gives up a w e ll -p a id a nd presti giou s j o b (0) in favo u r of a me ntal one ( 1) _ , by ne ce ssit y, 5 they are forced to ? Ambitio n has alwa ys (2) considered a de sirabl e quali ty; sa lary a nd professional sta tus be a re a dva ntages (3) cou rte d. And yet. in th ese a la r m ing 10 days o f e xec utive stress, burnout and co m p u ls ory re dun d an c y, t he ide a (4) throwing in th e to we l holds a st ra nge a ppeal. We int erviewed SO I11COI H.· who has q uit the rat race . 15 Gillian , 37, was a so licito r in a cit y law fin n ( 5) ea rlier this yea r. Sh e w o rked lon g ho u rs an d wee ke n ds _----96 I a nd (6) _ _ _ _ co m e t o t h e concl us io n th a t her h igh ly pa id, h igh 20 sta t us job w a s ju st a 'living death ' , Sh e fo u nd t he isol ati on o f th e job d ifficult and wi shed she could have m o re contact w ith people , ra t he r (7) dealing with he r 25 clients o nly hy phone or fax. Whe n she left. her clients w e re surprised. Whe n she was going she told (8) to w o r k h c hin d the cou n ter o f a su perma rke t. the y we re , she lau ghs, 30 ' flabbe rgas te d' . She no w wo rks a 39-ho u r week, at a vc r y m o de s t hou r ly rate of p a y. Gill ia n doesn't re g ret re sig n in g (9) the la w finn o r ha ving 35 less mon ey. ' U o n ly I' d don e it soo ne r: --- she says. ' I absolutely lo ve the new job ! ( 10) is a pa rt of me that "111 not u s in g; y our b ra in fe el s ( 11) I call 's tre t c he d' 40· w he n YOU 'f(.' drafting lega l documents. But I do n 't miss that at a ll. I' m ( 12) bu sy to feel bored.' Any la ck of uuc llccrua l st im u la tion has ye t to prove fr u stra t in g, and , 45 in th e even ings, she n o w re a d s those boo ks that she (13 ) wi she s she had had tim e to read befo re. Not ( 14 ) Gil lia n has closed the doo r en tirely to res um ing he r 50 law ca ree r. A period ( 15) _ o f t h e fa st la n e doe s n o t ren de r professio na ls u ne m ploya ble a n d so me do ma nage to make a co meback . • ~ r 3 10 words UNIT 7 Structu re 0 Wishes and reg rets Regret ' [E] The following information about Gillian is imp lied o in the articl e. I She didn't have much contact with people. 1 2 She resigned from th e law firm . 3 She doesn't have so m uch money now, 2 She d idn't resign whe n she should have done, S She is qu ite ha p py not drafting legal documents. 6 She neve r had time to read books before. 4 Find examples of wishes a nd regrets in th e a rticle which co nfirm the inform ation above. Your exam ples sho uld include : a miss c wish b regret d if onl y .. . lliJ Wh ich of th e wo rds a nd exp ressions in a-d above: 2 3 4 is a stro ng o r an e m phatic expre ssion of disappointm ent or desire? mean s 'to feel or ex press so rrow or distre ss over an act ion '? expresses unhappiness at the loss or abse nce of a pe rso n or thing? m ean s 'to desire or hope for'? ~ Wh ich word or expression in a-d ca n be followed by: I the infinitive with to? 2 the conju nc tion that? 3 a clause w ith or w itho ut the co njun ction that? a cla use withou t the co njunctio n that? .. , illg? 4 S What is the difference in meaning between these two sentences? I regret leaving I having left th e firm. I regret to say she ha s left the firm, Regret can also be followed by that, How would you rephrase se n tences 1 an d 2 using regret that? [[] Rephrase these sen te nces using regret, More than one answer may be co rrect. 2 3 4 S 6 Pet er's sorry he didn't p ut more effort int o th e wor k. 1 know I sh ouldn't have to ld her, Unfortunately, we have to inform you th a t we are not ab le to deal with your enq uiry. Sally feels awfu l about th e mistake she mad e! I'm sorry I didn't show more e nt hus iasm a bou t your idea. I do n't want to say this but we a re unable to ente r into any correspondence regarding the situatio n. Wish [I] Look at these examp les of se nte nces wit h wish : a I wish the ch ildren wo uldn't play footba ll in the hou se! b c d e I wish I co uld see you more often ! r wish he did n't spend so mu ch money! I wish th e co mpany hadn't gon e bankrupt! I wish my friends wou ldn't phone me when I'm in the middle of eating a meal! Whic h sentences expre ss a w ish for: Miss Decide what th e spea kers might be missing in the following se ntences. 1 3 4 S I hat e th e humidity here. I ca n't sta nd travelling on public transport. I feel m iserabl e, I'm bored a t home. Holidays are all right, but only for a few weeks at a 6 7 Th e cou ntryside is so flat here! 1find hot el bedrooms so un comfor tabl e! l 1 2 3 so me thing you would like to be differ ent no w? something you would have liked to have been different in th e past ? something you find irri tating or un sati sfacto ry a nd would like to be different in fu ture ? tim e. o Structure UNIT 71 97 lID Match th e time references for expressing wishes on the left to th e modals and tenses on the right. For exam ple, a wish about the pa st could be expressed by usin g th e pa st perfect. Wishes for : Modals / Tenses • • • past perfect would sim ple past cou ld could (have done) past continuous past perfect continuous now th e past th e futur e [i:J Rephrase these se nte nces using a suitable form of wish . 1 2 3 4 5 6 7 8 Sadly, I didn't have tim e to visit them in New York. Why don't you stop asking me such personal questions? My spoken Fren ch is really dreadful! He would rather be a mill ion miles away from here! It's a sha me John can't find a decent job. Sor ry I was n't able to make it to th e party. Do you have to leave so ea rly? For good ness' sake!Why don't you turn the volum e down? 1ca n't hear myself think! If only ... This more emphatic form of wish can be used in a sh ort form to refer back to something already mentioned . For exam ple, I didn't resign whe n I wanted to. If on ly I had! Angela didn't fill th e ca r up with petrol before she set out. If onl y she had! Use suitable shor t forms to complete the se nt ences below. More tha n one an swer might be possible. 2 3 4 5 6 98 My brother didn't remember to br ing the travellers ' che ques with him . If only ~ Sus an keep s forgetting things. lfonly . The children won't tell me th eir se cret. _ If only Unfortunately, 1accepted the job. lfonly _ I won't be abl e to come to your party after all. If only _ We a ren't having a ho liday th is year. If only _ I UNIT 7 St ructu re Practice Make sentences exp ressing wish es and regret s with miss, regret, wish and if only, where appropr iate , using the ideas sugge sted in the pictures below. Going Places Listening and Speaking Travelling Hopefully . lntrodu ction ,-.I 1 English in Use Listen to four people ta lking about different ways of gett ing aro und . As you list en, match each speaker to one of the pictures. How does each speake r feel? 2 How do you usually get from one plac e to another? Think about th e different types of tra nsport you use on short journeys (for example, going to work I college) an d on long jou rneys (far exa m ple, travelling ab roa d). Are there any types of transport you would no t use? Give reasons for your a nswer. 1 Read the extract from an article be low, ignoring th e gaps. Wha t four things are mentioned wh ich may have a negative effect on th e enviro nme nt? 2 Fit the correct form of the word in capital letters in to each of th e gaps. Part 4 "SEE IT BEFORE Irs SPOILED," the trav el agents (0) irresponsibly used to urge their clients, The development of tourism can certainly spoil a place in many ways. One way is by (I) o I 2 3 4 5 6 7 RESPONSIBLE VANDAL ACCIDENT PLEASE DIRECT BEAUTIFUL ENVIRONMENT MINIMAL : eno ugh pocketed fragments can kill a coral reef. More likely, the damage is (2) 5 , as when too many feet grind away at the Great Wall of China. Crowds can themselves be (3) : it is ha rd to enjoy the painti ngs o f the Ufizzi with elbows in your ribs , Som e (4 ) effects ca n be equa lly damag ing. Th e infrastructure put in to accommodate tourists has blighted (5) _ spots in Spain and Tha iland. Following the Earth Summit in 1992 a checklist of to (6) questio ns was drawn up to con sider when developing and running a to urist business. These were worthy genera lities: (7] _ waste, re-use and re-cycle, be energ y efficient, mana ge water carefully and so on . Listening and Spea king UNIT 81 99 1 What do you know about the tunnel under the channel which links Britain and France? Listening Some peop le in both countries we re worried about the effect the tunnel might have on Part 3 the areas below. Decide what they might say abo ut each one. ,= cost en vironment acci de nts ferry services rabies I 2 You are going to listen to a rad io interview abo ut the Chan nel Tun nel. Ch oose the best answerto qu estio ns 1- 5 below. Exam tip ... In Pa per4, Pa rt 3,you may have to answer multi ple-choicequestions. As time is short in the exam, one way to approach t histype of question is to: • read the questions befo re you listen. • after listening for the first time, rea d the options and select your answer. • listen the second time for confirmation of your an swers. 1 Why did Mrs Jami eson first sta rt ca mpaigning aga inst the tunnel? A B C D 2 She realized at the start th at the tun ne l was unsa fe. She kne w the tunnel would disrupt village life. She thinks it is im por ta n t to figh t for what is right. The con struction workwas interfering with nor m al life. Why was it difficult to choose a suitable route for th e tunn el link? A Th e first rou te selected was con sid ered too u nsafe, B Most possible routes were inconvenient to passengers. C Much of the south-eas t is covered by den se forest. D All possible routes passed th rough residential a reas. 3 4 Why are the re still problem s with the tun nel. according to Mrs Jami eson? A The cons truction work was never prop erly fin ish ed. B C D The const ruc tion compa ny became sbort of money, The normal sa fety checks were never carried ou t. The ope rators did not spe n d en ough money on the tun ne l. What does Mr Ashton say about th e problems repo rted in newspapers? A B C D 5 Why do es Mr Ashto n find th e idea of a rabies epi demic in Brita in "silly"? A B C D ,o=o! 3 The y were problem s th at bave already be en solve d. Tho se responsib le for the p roblems have been dismissed. The reports do not affect his co nfidence in th e tu nn el. The reports were un tru e an d design ed to sca re peo ple . It would be impossible for a rabid anima l to enter the tunnel. It is unlik ely that a rabid an ima l co uld get to Britain via the tu n nel. No rabid animals have eve r crossed the River Seine in France. It would be impossible for on e a nima l to cause an epide m ic. Now listen again. In particul ar. listen for the questions you are not certa in abo ut. If you are still not sure, stay with th e answer you first tho ught was right. '00 I UNIT 8 Listening and Speaking Speaking Exam tip ,. Part 3 Remember there is no 'rig ht' answer in Part 3. It's importan t to take time to think about what you are going to say and organize your contributions as far as you can. Be flexible and let the discussion develop naturally, but don't wan der off the subject. 3 page 193 1 II Look at the five pictures. With a pa rt ne r, se lect three whic h you thi nk will be most su itable for a travel bro chure specializing in sa fari holi days in Africa. Try to use some of these word s and phrases: WOllldn't it be better if... ? I don't think .. .. do yOIl? wo uldn 't yo II agree tha t .. . ? Don't yOIl think it toould be useful to .. . ? what abo ut .. . ? • 2 on tile one I other hand in the same way not / j ust as ... as mil ch better than .. . Imagine you are going on on e of th e safa ri holidays in 1. You've packed your su itcase a nd only have room for five more things. Look a t th e list below and with a pa rtner decide whic h would be th e mo st useful items to take with you, putt ing the m in order of impo rta nce. In eac h case, say why you th ink the item sho uld be included. Use th e express ions above to help you. mosquito net walkin g sho es matche s binocu lars com pass wat er bottle map sun- tan cream salt tab le ts tent hat Listening and Spea king UNIT 81101 Reading The Spirit of Adventure T lntroducti on Do you prefer goin g on holidays to relax or do you like to take part in spo rts or oth er ac tivities ? With a partner, discuss th e ac tivity holidays below an d say whet her you would enjoy th em or not. clim bing studying a foreign language sc u ba divin g working as an au pair learning to paint Reading 1 Multipl e mat chin g picking grap es wh ite-water ra ftin g helping on a n a rchaeological site wor king as a lifeguard Skim through thi s extract from a guid e to activity h olidays. What kinds of holid ays are m entioned? OJ Go for A [!] n y o n e who thinks they would like to get a lob. acquire a skill or take up a new sport, learn about the world 's archaeological heritage or go on an expedition by land or sea will find the contacts In this Guide . 10 -t' For almost any tr ip , you will need to take clothing, washing kit and swimm ing gear, a nd as you'll certainly want to take photographs, don't forget the 35 camera. Most people ove rpack , qu ite fo rgetting that they w ill have to carry their luggage for themselves for fairly long distances at fe rry ports and other termini, or that there may be things to bring back which they have bought or been given on the t rip. rn Whoever you are and whatever your Interests. you Before leaving , it is important to check on the vaccination requ irements. For hot climates, be prepa red to suffer from mi no r ailments suc h as su nburn and stomach upsets. Take p reca utionary measures. Try to avoid mosquito bites but take your antl-malarla tr eatm ents anyway. will find something to get you started . At last there I _ Is no excuse for wasting your vacation w hen you can be improving your skills: practical, academic or social; go for it! rn 15 With the busy lives many people live, forward thi nking does not always get the consideration it should. Some holidays clearly requ ire ear ly booking and with some archaeological camps , expeditions and anything involvi ng a trip to a distant part of the world , it is 20 essent ia l to do someth ing as ea rly as possi ble. However, it is so metimes possible to app ly late and get on a waiting list. [3J Many embarking on such a vent ure for t he first time consider taking someo ne with the m. However, 25 thousands of peop le go it alo ne for a variety of reaso ns, not least that they can't find anyone to go with them. You will have m o re chance to take in your surroundings and receive the fu ll be nefit of t he experience. Going on your own is likely to be more 30 interesting and w ill bri ng out your individuality and develop self-confldence. 1021 UNIT 8 Reading @] The choice of where to go and what to do is end less strict discipline is req uired to narrow down the options and come to a decision! If excavating is your idea of fun, then consider a one-or two-week stay at the A rbe ia Roman Fort site in South Shields in the North-East of E.ngland. Co sts are heavy on the 55 volunteers , as the work is unpaid and bed and brea kfast at a nearby guest house is at the special rate of £60 per week. Working hours are from 8.45am to 4.45pm and tasks include t rowelli ng, work w ith heavy tools, making context d rawings and m easuring 60 finds. Not for those of y o u who do not like exercise. 50 and 2 Choose sui table h eadings for the first five nu m b ered sections in the extract on page 102. The re are more head ings than sec tions. A M inor A il ments 3 Planning A head G Escorted Travel E Trav elling Ligh t H Getting Started D B Health Hazards C Be Independent F N ow lo ok at paragraphs 6- 11. M atch th e sta tements on th e left w it h th e holidays on th e r ight. You wi ll find th at some cho ices are n eed ed more than once. 4_ _ A B C D E Archaeological Dig Nature Conserva tion Teaching English Sailing and Mountaineering Hom estays and Exc hanges 7_ _ F Learn ing Esp eranto You may stay with local peop le. 1_ _ 2_ _ You may be able to stay for free. 3_ _ You will be paid for yo ur work. 5_ _ You will need to be physically fit. 6_ _ \. Where to - Late A p p licatio ns . - go and what todothe choice is yours IT] Less phys ically dem anding . but nevertheless a holiday w it h a serious w ork foc us. would be a co up le o f weeks w ith Na t u ur 20 0 0 i n Bel gium . Thi s organi zat io n, fo unded in 19 6 7 , ai ms to creat e an awarenes s in 65 young people of t heir env iro nment and to take an act ive part in nat ure conservation. The work includ es assisting in the upkee p o f nature reserves , m aintaining wetlands in D ude Landen and helping to look after bats at Oelegem . near Antwerp. The accommodation 70 is basic but cheap and v o luntee rs should bring thei r own sleeping bag and eating ute nsil s. lID You m ay prefer to avoid physical wo rk o f all kind s and plu mp fo r te achi ng English at a sum mer camp in Hung ary . The Central Bur eau in London is a non-profit75 m aki ng organizat io n w hic h o ffers yo u the o ppo rt unity to help lo cal pa rticipants improv e the ir English . The pay is minimal, but yo u don 't have to pay for board and lodg ing in local homes. and v isits to Bud apest and other places of interest are incl uded in you r 80 month 's stay . [2] The Brathay Ex pl o rati on Group organizes exped itions all over the w or ld. The p ro grammes vary from year to year and have included a t hree-w eek trip to Norway for saili ng and mount ain eeri ng . The group is base d at 85 a 300-acr e estate nea r Lake W inde rmere, and cl ients can g ain experience on basic expedi t io ns in the Lake Di st rict and Scotland. You w ill be required to have a fitn ess test before em barki ng on any trip . ~ A lso on o ffer are a va riety of homestay ho lidays which 90 offer you th e opportunity to liv e in a co untry of y o ur c hoice at mi nim al cost . Th e Aquitai ne Se rvice Linguistique w ill organiz e exchanges and homestay programm es in 15 co un tries. The durati o n can vary from 1 w eek in Hawaii to a full year in th e USA . Co sts 95 va ry but are reaso nable . and airport pi ck -ups are often included . IJIJ The Young Esperan tists is another non-profit-making orga n ization based i n t he U SA , whic h ru ns an unu sual ran g e of holi days to promote Espe ran to. 100 the in ternatio nal languag e of friend ship. Activit ies includ e co n g ress es. se mi n a rs a n d act ivity holiday s all th e year round. Beginners are welcome 105 and can learn Espe ran to o n co urses held in t he States. The Passpor t a Servo pr o v id e s accommodatio n free o f cha rge for backpackers and interrailers 110 w ho speak Espe ranto. • ~ 825 words Reading UNIT 81 103 Style This text cover s different activity ho lidays and could ha ve been wr itten as a series of isolated paragraphs. However , th e write r ha s link ed the information so th at it rea ds as on e continuous piec e of text. Look at these cohesive devices, wh ich have be en used a t th e b eginnin g of paragraphs. Identify th e information in th e text th at they refer to. • • • • Many em barking on such a venture f or the fi rst time ... (3) Less physically demanding, but neve rtheless a holiday wi th a serious work focus, ... (7 ) You may prefer to avo id physical work ofall kinds ... (8) The Young Esperanti sts is another non -profit-making organizat ion ... (J J) ( Now match these paragraph openings to th e descriptions in a-d below. • With the busy lives many people live ... (2) • For alm ost any trip, you will need ... (4) • The Bratha y Exploration Group organi zes expeditions all over the world . (9) • Also on offer ... (J 0) a b focusing on a specific topic adding context an d co lour c d linking with the previou s paragraph makin g a general statement Remember to use cohesive de vices like these to link your own writing. Vocabulary 1 Collocations Mat ch th e ve rbs on the left with th e nouns on the right. Wh ich of th e ve rbs can be u sed w ith mo re than on e noun? How many of these co llocat ions can yo u find in the text? take up develop gain make take go on go for do take in 2 Complete the gap s in th e followin g se ntences with on e of the colloc ations above. Ma ke sure th at you use the correct form of the ver b. 2 3 4 5 6 7 8 3 '04 I UNIT B Reading a holiday self-confidence photo s an out ing a sw im expe rie nce sp ort the surroundings a skill plans Michael is looking so fit and healthy. He a swi m eve ry day since th e start of the holiday. 'Don't ph otos of me. Liz is much more photo geni c: You really sh ou ld a holiday. It will do wonde rs for yo u. People who work for a year between lea vin g sc hool an d going to un iver sit y tend to self-confidenc e and be come far more aware of the real world. It's never too late to a new sport such as skiing. The holiday was a great success. The ch ildre n nu mero us outings and visited the best-known landmarks. It's we ll wor th car eful plans before embarking on an activity holid ay. Sue a conside rable amount of experi en ce in her two years as a tea ch er in Italy. With a partner discuss the so rt of activity holiday th at appe als to yo u. Use some of th e expressio ns in 1. . Writing Travelogue Introduction , 1 Look at the pictures of differen t kind s of ho lida y. What type of ho lida y-m akers do you thin k they would appeal to? Would you consider going on an y of these holidays? 2 Vocabulary Confusab le wo rds T If you co uld spend one day anywhere in the world, wh ere would you go? What would you do wh ile you were there? In 1- 9 below, there are se ts of words whic h are eas ily co nfused with eac h other. Com plete th e passa ge by choos ing one option ,fro m each set. I 2 3 4 5 strangers historic coast man y sym pathe tic 6 fewer 7 8 9 trip hir e spend foreigne rs historical beaches much frien dly less jo urney rent pass aliens sho re voyage o a ny ( I) a re un fa milia r wit h MALLORCA. Tho sa nds o f th e m have been flocki ng th e re ove r t he last twen ty yea rs fo r 5 the ir ho iida s. ___lL"i ' t us ua lly th e 12) _ N monumen ts which att ract them . b ut th e sa ndy (3) a nd hot Medit erra nean s un. (4) never ve nt ure beyond th eir 10 ho tel a nd the (5) bar at the e nd of t he st reet. Even (6) pay the ext ra pese tas to take a boat ( 7)1 _ a ro und the isla nd o r visit an a ncie nt a rchaeolog ical site. The young a nd th e mo re adve nturo us p roba bly (8) a motorcycle and se t off fo r the less freq ue nted beaches. As lo ng as the sun shin es . t he ex ha usted city worke rs a re mo re t ha n ha pp y to (9) a couple 20 o f weeks imp roving their tan s a nd si pping t he lo ca l wine' 15 Writing UNIT 81 105 Writing Sam ple descr iption s Exam tip ~ Part 2, guideboo k entry 1 a Read the three descr iptions of th e city of Venice given below. Deci de wh ere eac h piece could have come from . its purpose and th e tar ge t reader. b Wh at are the ma in differ en ces in style in each passage?Think about for ma lity an d th e balance of fact a nd op in ion, as well as verb te n ses and the voca bulary used . In Paper 2, Part 2, you maybe required to write a description of a place you know for a tourist guidebook. You will have to consider carefully the reader you are writing for, what you want to describe, and what suggestions and recommendations you want to make. II r d ropped in o n Venice to sec an o ld friend o n the way back fro m a business trip to Ro me . It was Jan uary, co ld and misty, and I was expecting to be met at the airport . My friend didn 't show up b ut Venice, loo ming myste riously th rou gh the fo g as 5 the vaporetto g lide d ove r the water towards the sho re, mor e tha n made up for it. I was shown ro und th e city by Matilda' s aunt - Matilda had a cold and wasn't feeling up to it - a ,"cry knowledgeab le old lady who spoke reaso na ble En glish very fast. She had lived 10 in Venice all her life and took me to secre t beauty spots and undiscovered canals whe re to ur ists seldom went. O r so it seemed to me . T he expe rience was magical and unforgett able. II V ENI CE is the chief city o f Venet ia. a regio n in the North-East of Ita ly. It wa s bu ilt o n a gro up o f islets wit hin the lag o on in the Gulf of Venice. at the head of the Adriati c. It ha s 5 sple nd id a rc hitec t u re a nd is rich in a r t t reas u res a nd h isto r ic a ssocia tio ns. The int ensive use of its ca nal network. incl uding the Gra nd Ca na l. ha s led to the ero sio n o f bu ildi ngs. At present. the city is grad ua lly 10 sin king int o th e Adriatic, and la rge-scal e p roj ects have been set up to preserv e it. 106 1 UNIT B Wri ting No tour of Europe would be comp le te without seeing VENICE, City of Water. 5 Situated on the Gulf of Venice. th e city is a spectacular ma rriag e of sea. sky and impressive architecture. If you are spending a day in Venice, we recommend that you go from Piazzale Roma or the San ta Lucia station to the 10 San Zaccaria landing station by vaporetto . This will take youalong the Grand Canal to the lagoon , where you can view the Campanile, the Basilica of San M arco and the Palace of the Doges . From here 1S you can walk through the Piazza and see the Basilica, before continuing to the Rialto by way of the Mercerie . Lateron, you may want to look around the Peggy Gugg enh eim Mus eum , which 20 has an extensive collection of modern art . Or, if you prefer, you could go to one of the numerous nearby cafes w hich serve excellent coffee. Understanding the task 2 Now read this writing task. Looking back at th e extracts in 1,which style would be most appropriate for thi s task? The pub lis hers of a guidebook on your countryhave asked you to write an entry for a town you know well. The guidebook is ca lled All in a da y and gives tourists information and practical details abo ut what to see within one day. Brainstorming ideas 3 Now think about a town, and add your own ideas to the diagram below. It's a goo d idea to includ e some unu sual characteristics of the place you are descr ibing, which may not be im media tely obvious to the tourist passin g through. Practical details suc h as cost an d times will also be useful. what to do what to see times museum s town unusual c haracteristics how to get around Remember that your de scription should be no more than.Blt wo rds..so be selective abou t wha t you include. Planning yo ur answe r 4 Use the framework be low to plan what you are going to write. You may like to usc so me of the suggestions given in eac h part. 6.3 page 194 8.1 page 195 Writ ing .....-J... &?' page 188 5 • Introduction Ifyo« are spen d ing a da y ... No tour toould be com plete icithou t a trip to . Situated on the coast / nea r the mou ntains . • Paragraph two: where to stay I how to get aro und • Paragraph three: things to see and do Why not visit ... You may uiant to fly + ing / noun In contrast ... • Concl usion: includ e any unu sual characteristics DOIl't forget to .. . Ij you wa nt to ex perience so mething slightly different ... Now write your descr iption in about 250 words. Don't forget to na me the town and describe its location. When you have finish ed check your an swer ca refully. Reme m be r WRITE ""'. Writing UNIT 81107 Structure Travellers'Tales T Introduction Reading Most peo p le can te ll a sto ry about a n interesting or un usual thing that happen ed to th em while tra velling. Some peopl e even make a livin g doing it!Tell a partner a bo ut some th ing th at ha pp en ed to you whil e tra velling. Qui ckly rea d th e magazine art icle below, the n answer th ese quest ion s: 1 2 3 What is a freight er? Why did th e aut ho r travel un a freight er in his youth? What effect did thi s expe rience ha ve on him? • Travel: Trader Horn All aboard! I f in your youth yo u read sto ries about the sea , the idea of sailing on a frei ghter might appeal to yo u.You might think that , in the prolonged 5 intimacy of th e co nfines of th e ship, your fellow trave ller s will confi de sto ries which will bring yo u fame and fort une as a w riter yourself. \"' hat you soon d iscover w hen you \0 ask the Passenger Shipping Association for freighter sailing dates, is that a cabin on a ca rgo sh ip is mor e expensive than one o n the QE2, and yo ur voyage could last a co uple of 15 months o r mor e . So you 'll p robably find a ca bin full of experienced voyag er s, despising package travel and liable to su gge st suddenly that everybody sho uld have 20 dinner on board th e first evening of ent ering port , rather th an go ashore. Th en th er e arc th e people w ho join the crew. Wh en I was a teenager, I was so 25 short o f rea dy cash th at I decided to wo rk my p assage fro m Bue nos Aire s to London on an o ld sh ip, In the huge Atlant ic waves , she sometimes p oin ted he r bow at th e moon , as if she were a 30 rocket about to ta ke off! One of my jobs was to lug food fro m th e ship's kitchen to the crew's qu arters , along slippery decks, while incoming waves threatened to deliver the cans of stew 35 stra ight into the sea below. As long as I d idn 't sp ill any, the crew were und erstanding! The tr ip took six weeks , partly because freighters have cha nges of 40 p lan and partly because we made an uns cheduled stop in a Brazilian purt so that we could have the ship's engine repaired. Despi te the fact that tw o members of the crew failed to return 45 to th e ship before we sailed , we were not del ayed further, as o ur nu mb ers were made up by two stowaways wanting to go and work in Portugal. whi ch was not on our rout e! 50 This experienc e may han : soured my view of entering th e freighter business. altho ugh I was te mpted after I'd spent a day w ith a dy namic Dane, w ho o w ned th ose ships in w hich to uris ts travel along the sh or es of Barbados. Be ex po unded on his sideline: hu ying freighters from bankrupt sto ck . But he insi sted that he would never ca rry ca rgo , nor sell the sh ip s for sc rap. He 60 ex plaine d enthusiastica lly that he would redesign th e super-structure, do them up and anc ho r them w he re the y would mak e him a fort une , all aro und 55 th e Gulf of .\ l ex ica as floatin g fun 65 palaces! Th ough the project intri gu ed me , it re maine d a pi pe dream! G , 415 words 108 I UNIT 8 Structure ~ Relative clau ses o Look at th e se nt ences below. What information do relative cla use s add to a sentence? 2 The passen ge rs who che cked in early had a lon g wait at the airpo rt. The passen ger s, who checked in early, had a long wait at the airpo rt. Which clause is defining and which non -definin g? What is th e differen ce in meaning between th em? lliJI In th e a rticle, there are four exa mples of relative clauses. What a re they and wha t are they There are fo ~ noun clauses in the two pre viou s sentence s; three are used as the obj ect of a ve rb and o ne is used as the sub ject of a verb. What are th ey? lliJ Find ot he r exam ples of noun clauses in the article by an swering th ese qu estion s: What m igh t the experienced voyagers sudden ly suggest? 2 What did the dynamic Dan e in sist he would never do? 3 What did he explain he would do with th e bankrupt stock? Are th e no un claus es th e subjects or th e obj ects of th e main ve rb? describing? Whic h cla uses are defi ni ng and wh ich non - [9 Use th e following information to p rodu ce se ntences 2 3 defining, a nd how do es this affect the mea ning? In wh ich typ e of clause, or after what kind of word, th e object of the m ain verb. Yo u ma y have to cha nge the orde r of the words and some of th e word s th em selves in can yo u not lise the relative pronoun that? the sentences. For example. 4 What is the difference between th e relati ve pronouns who , which and whose? ~ Using the info rmatio n below, write five sentences containing either a defining or a no n -defi n ing relative clause with a su itable rel ative pronoun. In so me cases, the re are two different ways of organi zing th e informat ion . Fifty people ca me on th e trip and they thorough ly enjoyed th emselves. 2 The Captain was a charming man. His name wa s Worthington. (Be careful with the rela tive pronoun!) 3 The sea-crossing wa s rough. It to ok seve ral wee ks. 4 Some of the stude nts had a young person's railcard, so they paid cons ide rably less for th eir tickets. 5 Mr and Mrs Evans board ed the boat in Cairo. They had mad e an unscheduled overn igh t stop the re. In which of the sentences you have written co uld you subs titu te the word that for the relative pronoun? Could you omit the relative pronouns in th ese sen tences? Why? Why not? Noun clau ses [I] Here are two sen te nces from the article w hich co ntai ning a noun clause w hich is eithe r the subjec t or You sa id so me th ing. It is true. what you sa id is true. (noun clau se - su bject of the verb is) I kno w someth ing. The company ha s kept no proper acco unts . I kno ui that tlte com pany has kept no proper accou nts. (noun clause - object of the ver b kno io; 1 Yo u said some th ing. It made se nse. 2 3 You did something. It wasn't ve ry se ns ible. 4 5 She said something to me. I agreed with it. He explained something to me. He wanted to take 6 We discovered some th ing. They had tried to He mad e a suggestio n. He wanted me to become an associate member of the co m pany. me o n a wo rld cru ise. deceive us! Adverb clauses o Th e article contain s seve ral different typ es of adve rb clau ses. For exa mple, If ill yoltr yout h yolt read stories about tile sea is an adverb clause of co nditio n. How do adverb clauses make a piece of writin g more interesting? co ntain exa m ples o f noun clauses: lliJ Th ese examples of adverb clauses ap pea r in th e article. YOl/ m ight think that .. . YOl/rfellow travellers will confi de stories ... 2 What yOll soon discover .. . is that a cabin all a cargo sltip is more expens ive than one on the QE2, and your voyage could last a couple ofmonths or mo re. .. . wh en yolt ask tlte Passenger Shipping Associat ion for freighter sa iling dates .. . 2 (l tuas) so short of ready caslt tltat I decided to work my passage from Bueno s Aires to London 0 11 all old ship. 3 .. . as if she were a rocket about to take off! Structure UNIT 8, 1 109 ! 4 As long as I did n't spill any, ... 5 partly because fre igh ters have changes ofplan . 6 so tha t we could have the shi p:' engi ne repaired . 7 Despite the fact th at two members of the crew failed to return to the ship ... 8 ... where th ey would make h im a fo rtune ... / I Can you mat ch th em to th e type s of adver b clause below? a co ndition b time c result d m anner e reaso n f co ncess io n, ie a clause which might be expec ted to interfere in som e way with the actio n in the main clause. bu t do es not! g place h purpose Can you find a ny other exa mples of ad verb clau ses in th e text? [ ] Using appro priate co njunc tio ns in the correct part of th e se n te nce, com bine th e information on th e left with tha t o n the right. Prod uce yo ur own exa mples of adverb cla uses like tho se in B above. the n say which type th ey are . 1 is very rich an d successful 2 3 4 5 wen t a broad is so difficu lt bou ght th e dictionary get ho me a b c d e 6 have tim e f 7 was walking strange ly 8 was going home 9 set u p the tent g h do the homework nee ded it hurt his leg will phone you isn't happy can't do it find a job th e ground looked flat met Martha I read an adve rtisement in a Sunday newsp ap e r for trip s in hot air balloons. I phoned th e company. I w anted so me more inform ation abo ut the trip. Af ter I read an ad vertisement in a Sunday newspap er fo r tri ps in hot air ballo ons, I ph on ed tile com pa ny so that I cou ld fin d alit more informa tion abo ut tile trip . Yo u disco ver so me thing. It's mo re ex pe ns ive than a plan e tic ket! 2 You'll find out som eth ing next. Your fellow travellers a re not your type. • noun clau se as the su bject of the verb. 3 Some of th em are frightened. Th ey seem to be ready to jump ou t of th e basket ! 4 Th e 90-m inu te trip was inte resting. I prefer to have my feet firm ly on the gro und. • Practice Combine the info rmation in the following sentences to write a m ini-articl e similar to the one on page 108. In add itio n to the main clause, use a relative, noun or adve rb clau se whe re ap pro pr iate. For example, You are inte rested in aerop lanes. Yo u mi ght enjoy a trip in a hot air balloon. Ifyou a re in terested in aeroplanes, you m ight enjoy a trip in a hot air ba lloon . Yo u can co mbine th is info rmation by using a Yo u can combine this info rmation by using an adverb clause o f concess io n. 5 We arrived back safely. The passengers were relieved. I ca n't mention the passen gers' names. They all disappeared for a dr ink in th e club house. • Yo u ca n co mbine th is in form ation by usin g: a a n adve rb clau se of time. b a defining relative clau se describin g the passengers. c an adverb clau se of result. .' 110 I UNIT 8 Structure Rites and Rituals Reading Rooting for Tradition T Peking is in C h ina As Kingston is in Jamaica As Delhi is in India As n owhere d o we belong You and I. And sho uld we ever run away Where shall we ru n to? And sho uld we ever fight a war, Who shall we fight for You and I? At the end of the rain bow Is a cou ntry of goo d ness If we form an alliance W ill we ever be free To belong? Or sha ll we alwa ys be carryin g O ur ancestors ' coffins in a bag? Searching the g lo be For a place to belong You and I. M eilillg Ji ll lntroduction 1 Read the poem and discuss what you think it is saying. 2 What is it about a place that makes you feel 'at hom e'?With a partner, make a list of the thin gs you would miss most about your own culture if you lived in a country which was very different from your own. Would you find it hard to do without certain things? Reading UNIT 9 111 Read ing 1 Qui ckly read th e a rticle opposite. Can yo u name two of the di fficulties th at people ex pe rie nce w he n the y live in a fore ign culture? Multiple matching 2 Exam tip '" In some multiple matching tasks, you have Asian attitudes to love and marriage. Expe riences at sc hoo l. The influence of co nservatis m. Remaining o n the o uts ide o f society. Re-evaluat ing and accepting Asian culture. The ad vantages of Asia n custom s. to scan a text and match sections of it to particular topics. As you scan, look out for vocabulary that is relevant to these topic areas. 3 Vocabulary Now look at the to pics below. Sca n the text a nd id entify wh ich sec tio ns (A-H) refer to whi ch top ics. So me sectio ns may be chosen more than once. Wh ich section refer s to the followin g? 1_ _ 2_ _ 4_ _ 5_ _ 6_ _ 9_ _ 3_ _ 7_ _ 10_ _ 8_ _ What views a nd att itudes to west ern life ar e mentioned in th e article? In yo ur opinion, how important is it for people to ret ain their own cus to ms and traditions when they se ttle in a new count ry? 1 Forceful langu age is used in thi s a rticle, both by the wr ite r and the people who a re quoted. What do es it add to th e a rticle? Her e are some exa m p les: Forceful language 1 2 3 4 5 6 leavin g acrimoniously (pa rag ra ph A) her famil y was devastated (pa rag ra ph A) a passionate ad vocate (pa ra grap h E) feelings ... ar e furt her exacerbated (pa ragra ph G) his cu lture is often denigrated (pa rag raph G) yo u a re a distorted im age of yo ur self (pa ragra ph H). Look at the wo rds in italics. What do yo u think the y mean? Check your an swers in a di ctionary. 2 Now mat ch th e words from th e article to words with th e opposite meaning on th e right. 1 2 3 4 5 6 3 3 4 5 6 7 I 8 UNIT 9 Reading a b c d e f impro ved indiffer ent delighted truthful amicably acclaimed Use one of th e words in 2 to complete se ntences 1-8. 2 112 ac rimo niously devastat ed passiona te exacerbated deni grat ed distorted For years, Na ima was towa rds her fam ily, until he r life we nt wrong and they were the re to support her. Despite previous bad relations, pa y negotiations between management and the un ion we re reso lved . Both parties felt th ey had secured a good deal. Although he ha s some libera l views. generally Sim on is a believer in conservativ e family valu es. Th e play was a n a m az ing bo x office success, as we ll as being hi ghly _ by th e cr itics. Th e ea rt hqua ke struck with suc h force tha t it co m pletely the city a nd th e surround ing a rea. During th e protest. crowd vio lence was by heavy-hand ed police tacti cs. Sensationalism in the popular pr ess often results in a im pression of what's go ing on in the world . Emma wa s bot h surprised and wh en she wo n her Acade my aw ard for Best Actres s. Going back to their roots Yasmin Alibhai-Brown explores changing attitudes in Asian society. A a i lTIa hurries along excitedly, bumping into people as s he goes. Tra ili ng be h ind her, her mother, tw o aun ts and a g rand mo the r, 5 w ho lease her in Gujarati as the y visit the glo rious As ian shops in Wemb ley, north London. There are two reaso ns for ce lebration . Na i m a, a 28-year-ol d b iochemist, is marry ing a solicitor - a 10 man her parents suggested. But, more importam ly, Naima has come home after leaving acrimoniously s ix years previously. Her fam ily was devastated. She was indi fferent . Then six mon ths ago 15 she tu rned u p, emaciated and s ha king. ' I used to think Asia ns w er e stu p id and boring: s he says, ' b ut wh en m y life w ent w rong, I fell suc h a plastic person . I had 10 co me back, m y hea rt's here: N B 20 The rewards for this re instate ment are plent iful. Her aunts, after some intense haggli ng, buy her 12 pure gol d bracelets cos ting £2,000. Grandmother, no t to be ou tdo ne , splas hes ou t o n a dia mo nd 25 neckl ace and nose s tud. J ewels for her feet, hand s and forehead ar e set as id e. In th e next s ho p, ass ista nts unroll acres of w onderfu l w edd in g cloth. Na ima is ju st o ne exam p le o f how As ia ns are eo ret hi nking their id ent ity in th is co u ntry. a b us sto p. To be part of the b rave mod ern wo rld, you had to cast off these people w ho wer e 'backward ' and ' u nclv ilised' . 45 new D 'W e a re old -Iashton ed a bout marriage: says Am ina, a middl e50 class Musl im from Birmingh am , 'b ut English fri en ds w ho wa nt to be liked by boys are prison ers of love games. It is so deg rading. The boys w e kn ow are fam ily 55 friends, th er e is resp ect bet w een us. We need o u r par ents, w ho have wisdom, who love us, to d o proper market resear ch before we give our live s to so me bo dy . With roma nce, 60 yo u sta rt at the top and come down. We have to w or k u p to love . You th en tr eat it w ith so me respect: E Ot her aspects of trad itio nal life are a lso becom ing popular aga in. Kaml a Ja lota, 65 a d entist, is a pass iona te advocate of the ex tend ed famil y. ' I w ant my in -laws to live with me. 1 think that ha vin g three gen e rations of wom en will he a rea l ed ucation for my daughter. 1 want th em 70 to tell me what to d o with m y childre n, so 1 d on't treat them w ith indifferen ce or tho ug htlessness; m y ch ildren w ill then learn th at, in our commu nity, to get C old is to ga in respect > no t to lose it as in Although t he expectations of th e 75 thi s u tilitarian society: These attitudes co mmu n ity are that second and third h a ve becom e m ore co m mo n p lace ge ne ra tio n imm igr ant s wi ll rea d ily beca use m an y p a rent s h av e co me assi mi late, mor e com plex processes tak e halfway to br id gin g ga ps. 35 pl ace. Th e yo u ng fro m man y ethni c com m u nities long to link up with the ir F Perhap s th ese cha nge s a re a lso due to heritage and h ist or y. Th is rethinking usu all y follo w s a peri od of den ial, as it 80 th e fact that the yo u nge r ge ne ra tio n is a p rodu ct o f th e 8 0s, th e d ecad e o f did for Na ima . The re was a ti me w he n 40 ma ny As ia ns fe lt ashamed of t he ir conservative va lues. 'Yes,' agrees Jafar Karee rn, an Asia n psyc ho log ist w ho runs backgrounds. I remember cringing w ith a cl in ic fo r eth nic mino r ities. But he emba rrassment if my mother was o ut with me, or if I saw a group of As ians at 85 warns tha t so met hi ng el se is go ing on: ~ 710 words 'There is a differ en ce between a healthy return to roots - a pos itive express ion of pride in who yo u are - and a retreat into a meanin gl ess past w hic h comes from a 00 sense of loss and confusion in w ho you are: G These feelings, says Jafar, a re fu rt he r exacerbated by rejections by th e host co mmun ity. ' When an As ian ch ild goes 95 to scho ol, his cultu re is ofte n denigra ted. The ch ild feel s a se nse of an nihi lation and lim e mak es this wo rse. So he reacts either b y being as ha med of him self or b y beco m ing vociferously Indi an , hating 100 wh ites or whatever: H Arvind Sharma, a lectu rer with two sons, says, ' I sometimes want to cry w hen they go to school. All the ex perie nces o ur ch ildren have there are abo ut w ipi ng out 1~ th eir heri tage: These pressures con tin ue throu gh life, sa ys Arvind, so you ' beg in 10 chip bits off yoursel f to mak e yourse lf mor e acceptab le, u n t il o ne d ay yo u rea lise yo u are a d isto rted imag e of 110 yourself and you are still on the fringes of society. It hurts because you expected to belong because you did all the right th ings: Reading UNIT 9 11 3 Style The re are clu es in this article which show that it comes from a magazine or newsp aper. Typ ical features of thi s style of writing include: • • • • • views of th e writer on a particular issue. ac tual examples wh ich stress these views. views of people referred to. -actua l quotes from th ese people. sh or t de scriptions of eve nts or people referred to in the ar ticle. Look at each paragraph and decide which of the ahove ar e included . See if you ca n work out th e organization of th e article by looking at what link s each se n te nce and paragrap h. The firs t par agraph ha s been done for you as an example. Paragraph A Listening and Speaking lntroduction 1 description of Naim a's shoppin g trip example of Na im a's pr evious unhappy expe rie nces quote from Naim a abou t what happen ed to her Manners Maketh Man? T Read th e short story below. • Urban myths Votes is votes A frie nd of a frie nd , a parliamentary ca n d id ate , was canva ssing at the last election, and c ame to a hou se w ith a slavering, stud-collare d pit bull--='" - _ .; #1; 5 ter rier outside , He hat ed dogs , hut 'vo te s is votes ' , and h e hesitantly ra ng aba ck at their re action (and th e kind the doorbell . 15 The nervous politician and th e of supporter he was attracting) , he Ap pa re nt ly, he was give n a warm smiling family discussed local issues over the ir tea for a while, and the dog 25 decided to leave. So , finish ing hi s tea , welco me by the h ouseholders, who he m ade a poli te exc use and said his 10 always voted for him and invited him kept snarling, until it suddenly caught hold of his trouser leg and ripped a good-byes. in fo r a c up pa .Th e candidate edged 20 hole in it .The politician looked at th e He'd o nly taken a few ste p s out of p ast th e growling mutt, and it dog, then the famil y; they smiled back the door wh en o ne of his hos ts ask ed: follow ed him insid e , hOI ring its teeth at him from th e m iddle of the floor. as if nothing had happened. Taken 30 'Are n 't yo u going to tak e yo ur d og? ' . 2 114 1 Th is story ma yor ma ll not be true, but what do es it say about th e importan ce of being polite? Are manners just a matter of being correct, or are th ey about making other people feel comfortable? UNIT 9 Listening and Speaking Speaking 1 What do you co ns ide r polite be hav iou r?Wha t kinds of beh aviour do you cons ide r to be im polit e? Pa rts 3 and 4 2 Each of the following situatio ns is se t in a differen t country whe re th ere is an acceptable code of beh aviour for the situation de scribed . In pair s. decide wh ich is the most likely response in ea ch culture and exp lain you r deci sion. Remember that in th e spea king section of th e exa mi na tion th e exa mine rs will be liste n ing very ca refully to see if you are able to interact effec tively with your partn er. One way of a pp roac h ing thi s is as follows: Stage one Stage two Op en up th e discu ssion by: Deve lop th e discu ssion fur ther by looking at th e options on e by o ne. Remember to take it in turns to sp ea k an d don't force you r po int of view on your partner. You don't have to agree. • • • making a com men t. asking a q uestion. making a suggestion. Your body language ca n show you a re aware of your partner, so tr y to maintain eye co ntact and face each other during th e conversation. Now read through th e following situation s and d iscu ss wh ich optio n you think is best. 1 United States of America A frie nd has invited you to din ner at a nice resta uran t. You dine well, a nd at the end the we lter b ring s the bill and puts it in the middle of the tob le. You don't expect to have to pay for the mea l, but your friend shows no signs of doing so . You wait and the conversation grow s slow , and still nothing happens. You ar e getting very tired and are begi nning to think that you are expected to pa y for the meal. Whal would you d o? A G rit your teeth and wait some more . S Pick up the bill and pa y it. Pick up the bill and say, 'Sha ll we split it?' e 'When in Rome, do as the Romans do' - but in a different country, 2 South Af ri ca You and some o ther rugby fan s have been in a pub or scmeone' s home watch ing the la st matc h in a rugby test series on TV. The South Afri can s have just lost to the Australian W allabies by 16 to 12 . where you are unaware of its particular customs, what would you do? Would you : A B C 3 chee r loudl y be ca use you rea lly ar e a Wallaby supporter, having just come from that side of the world? commiserat e wi th yo ur hosts or pub mates, but gi ve rea son s for w hy you feel the Au stralians deserved to win? keep you r feelings to you rself and just discuss the good and bod moments of the match? Thailand You ar e sitting w ith a Thai friend and his 7-year-o ld child on a crowded bus, when an old man gets on . Wou ld you : A S do nothing? ask the child 10 give up his seal 10 a llow the o ld ma n to sil? C ,g ive up yo ur seat for the old man? Listening and Speaking UNIT 9 • I 11 5 4 Malaysia You ar e ta lking to a va lued client in yo ur office. Cer tai n papers are need ed. You ring you r office boy to b ring them. H e brings a wrong file ; yo u reject it and a sk him to look for the rig ht one . He brings a nother wro ng file, and then a third. Wou ld you: A B C stomp o ut o f the room to ge t the cor rect file, w hich you show to the office boy as you bring it. You tell him what you think of his la zy, care less beha viour, etc.? ca ll your secretar y on the intercom and ask her to locate the file, then send the office boy to go and get it2 excuse your self a nd leav e the ro om to go an d get the file; after the g uest has left, you say a few words to the office boy? 5 China You have bee n invited by a Chi nese fa mily to share a special meal an d the d ishes a ppear one aft er the other. The hostess presents the final, large and ornate dish a nd w hen she ta stes it, she makes a face a nd says it is ' not sa lty enough' . What would you say? 6 A ' Never mind, I' ll just od d some salt.' B C 'O h no, it's a bsolutely de licious, the best I've ever tasted! ' ' I' m not ve ry hungry, a nyw ay.' Britain You ar e in a crow de d lift and someo ne gets in and steps on your foo t. W ould you: 7 A sta re a t the floor a nd bear the pai n silently until they have moved off it of their ow n a ccord? B C glar e at them angrily and tell them to 'Ge t off!'? say 'Sorry'? France You a re visiting some friend s w ho ha ve invited you to dinner. Would yo u take: Vocabulary Confusab le word s A some flowers? B C a bottle of w ine? nothing 2 3 Now check your answers with the key on page 196. Would peopl e in your cou ntry react in a simila r way? If not, how would the ir reactions differ? 1 These pairs of words are often confused with ea ch oth er. Th is may be because th ey are sim ilar in meaning or they look or soun d the sam e. Check you know the ir mean ings in a dict ionary. gentle / polite cus toms / habits ashamed /em barrassed birthday / anniversary 116 1 UNIT 9 List ening and Speaking nervous I irritable dependen t /dependa nt discu ssion / quarrel 2 Now choose the co rrec t word for each space in se nte nces 1- 7. gentl e I polit e Paul was very 2 Listen ing I-,! 1 Part 3 , and th anked his ho sts for a deliciou s meal. embarrassed I ashame d When Naima was a stu de nt she used to feel of her Asian origins. 3 dep enden t I de pe ndant Recen t wo rk don e by th e EU foun d th at over 40% of men looked afte r _ _ _ _ _ elde rly peopl e. 4 custo ms I habit s The local co mmu n ity actively enc ourages d iffe rent et hn ic gro ups to maintain their a nd religiou s beliefs. S an niversary I birthday The Nixon famil y always celebrated th eir so n's MacDon ald 's. with a mea l out at 6 discus sion I qu arrel The was extremely productive and bo th co m pa nies left the me et ing feeling positive about th e merger. 7 nervou s I irritab le Beth was so word s to gether. during the int erview th at she co uld hardl y string two Listen to a n extract from a rad io p ho ne- in p rogram me in wh ich the importan ce of ma nners is be ing discussed. You will hea r thre e people, May Parn ell, Geoffrey Brownlow, and a presente r, expressing their views. Indicate which co mme nts are made by May Parn ell (M) and which are m ade by Geoffrey Brown low (8) . Write both initials, or on e initial, or neither (N) next to 1-10. You will hear the extract twic e. Before you listen , read the sta te me nts carefully. Many young peop le a re not ill-mannered . 2 Young peopl e should use a different style of language to address the ir elders. 3 Ad ults ca n't always u ndersta nd what young peopl e are saying. 4 Ad ults sho uld be more to lerant of young people. S Th e way peopl e dress do es not mean they are show ing disrespect. 6 Uncon venti on al dress se nse can mean greater imagination. 7 Ad ults se t a bad exa mple to th e you nger generation. 8 Young peopl e are more mat erialistic th ese d ays. 9 Young peop le think a ny kind of beh aviour is accep tab le these days. 10 Young peopl e have an unhealthy lifestyle. 2 Do you agree with a ny of the views exp resse d? How im portant do you th ink it is to dress or spea k in a particul a r way? l.isteninq and Spea king UNIT 91 117 Writing Celebrations T lntroduction ,=! 1 Liste n to the following ext rac t fro m a ra d io phone -in abou t Ch ristma s p resen ts. Ma ke a no te o f t he gifts peo ple received an d what th ey th ought abo ut the m. 2 English In Use Have you ever been in a sim ila r sit uation? Describe w ha t hap pened and how yo u rea ct ed . 1 Skim rea d th is maga zine article igno rin g th e spaces. What d oes th e write r fee l about gift-giving? Part 6 Gift-giving I you ha ve ever li ed a bou t some h o rre n d ou s offering until yo ur face was puce , or la in a wa ke wo rry ing abo lit wh a t to bu y th e one you lo ve , you will kn ow tha t the giving a n d re ce iving ofChrist m as 5 girts is fra ug ht w it h political sig n ific a nce. (0) __J _ , p re te n d ing yo u li ke so me th ing is mere ly prud en t dam a ge limita tion, des igned to save th e fe e lin gs or so meo ne yo u love. \Vom en , incid entall y, are far beu er at Ih is - like George \Vas hin gto ll, m en ca nnot tell a 10 lie (well , not a bou t presen ts an yway ) and fa il 10 see w hy pre te n ding to a do re a po lyest e r tie is be tter tha n redu ci ng an e lderly re la tive to lear 's . ( I) , h owe ver, a t w hic h Ch ris tmas prese nt s a re beare r s o f hi dd en m es sa ge s : a ll th e t hi n gs a 15 pe rso n wa n ts to sa y, ye t ca nno t put in to wo rds. If thi s m ca n s u n d yin g wo rs h ip, ex pressed w it h a larg e d ia m o n d , we ll a n d goo d . Bu t it c o u ld a ls o be a n opport u n ity for som e one to put you do wn - a cr iticism 2 118 I UNIT 9 Writ ing of yo u r c m l ru lifestyle . (2)_ _ , a fri e n d of min e who mov e i nl o s t u d e n t di g s a ga i n s t h e r moth er's w is he s, got a h o x or cl eanin g ma terial s whe n she we nt h o m e fo r Ch ristmas. (3) , Ch r istm as is a grea t time to pla y po w er 30 ga mes . Sa n dy, 23, cl a im s s h e co mes o ut in a ra sh whe n it' s tim e to se lec t a gill for h er m oth er. ' It's un be lie va bly political. I ha ve two broth e rs a nd a siste r and our moth er uses our prcse nts to pla y us ofTa gainst eac h oth er. (4) a n d th e oth ers ca s t as ide. l ler 35 ap prova l he com es th e focu s of the wh ole da y.' (5) a ho u t bu yin g present s - provide d you hav e a mod erate dc grc c of sc ns it ivity aIHI a gen u ine a ffec tion 1'01' th c reci pie n t. But i f you a re presen ted w ith a dainti ly w rapp ed Insult on Christ mas m orning, 40 ju st keep s mi ling. (6) to start pl a nnin g ne xt ye a r's re ven ge. Now co m p lete the extrac t by ch oos ing the best phrases from A- J to fill sp aces 1- 6. Rem ember th ere are m ore phrases to cho os e from than there a re spaces. On e answer ha s been give n as an example. A B C D E F G H I J If th is suggests The re is n oth in g par ticu lar ly d ifficult So me o f u s will be offended One presen t will be ad m ired For in stan ce On a less a ng uished no te There is a m o re complicated level It 's n ever to o ea rly For so me p ar en ts At its sim p les t Vocabulary Phrasal verbs In th e listening and the article, you came acro ss the verbs spark off and pu t down. Here are some other verbs wh ich combine with offand down. Choo se an appro priate form of one of th e verbs to complete the se nte nces below. pass break off go I 2 3 4 5 6 7 8 down put Due to bad weather, th e village carn ival had to be until th e weekend. Som etimes it's healthy an d cry, as it releases all th ose sup pressed emotions. Ever since his promotion , Adrian ha s be come unbea rably arrogant - he ju st loves _ _ _ _ _ _ _ peopl e _ Th e spy gained access to th e secret files by h imself _ _ _ _ _ _ _ 3 5 a governme nt official. After mu ch fa mily interferen ce, th e young cou ple were forced their engage ment. As the firework s over Hyde Pa rk, th e crowd began to cheer. The fam ily own s a valuable Verm eer painting, which from gene ration to gene ration. The meal in an expe nsive restaurant we ll with ou r business clien ts. Writin g Part 2, article Sample art icle 1 a Read the article and choose the mo st app rop riate title from the list below. Festive weddingsin two parts of the world A personal account ofmy marriage Differencesin the weddingsof twocountries It has to be said that our wedding ceremonies are pretty relaxed compared to British ones I have attended. For example, where I liveyou can always hear the wedding party coming because they make so much noise, hooting their horns and shouting. It 's a very joyous affair. Once inside the church, the couple walk up to the priest and knee l down. Then the closest relatives, t he best men and women, walk up to the bride and groom and exchange t heir crowns. Th is can take quite a long time because there is often more than one round of crowns. The priest does t his as well and then takes the couple by the hands and leads t hem round the church. And t hen t he guests throw dried rice at them! it can hurt a lot . Incidentally, none of t he guests sits down in church - it's all very relaxed and info rmal. On th e other hand, the registry office weddings I have been to in Britain have all been very brief and rather grey occasions, sometimes lasting as little as ten minutes! Turn up a lit tl e lat e and you will have missed the whole thing . I'm not too fam iliar with British church wedd ings, although one big one that i did go t o was an extremely forma l occasion. None of t he guests seemed to be enjoying it very much, let alone the 'happy' couple, who bot h looked completely tense throughout the event. So there you have it, many contra sts and a very different atmosphere. I know which type of wedd ing I would prefer if I ever get married! b Do you think the art icle ha s been suita bly paragraphed ? Summarize the content of each paragraph an d sugges t any chang es in para graphing which might improve the article. Writing UNIT 91119 Understanding th e task 2 Look at the writing task. What style and registe r would be ap prop riate for th e articl e? You have seen the following announcement in an English language magazine aimed at young people around the wo rld. How Special is your birthday? Te ll us how you and yo ur famil y ha ve ce le brate d yo u r birthday over the ye a rs. What makes it s uch a special da y? Compa re your own exp erienc e wit h thaI or a Friend of yours. VVhal makes your hirthda y mOl'e - or les s - special than yo u r fri end' s? The six best articles will be printed in our Spring issue! Bra ins torm ing ideas 3 a Which two of your prev iou s birthdays do you rem ember best?Wha t made th em spec ia l? Cons ider th ese aspe cts: • how old you were • who was with you • what you did • the present s yo u rec eived . Talk a bout these birthdays with a not her stude n t. b Having listened to you r partner's de scr iption, in what ways have you celebra te d your birthdays differently? Do yo u think yo ur ow n experience is mor e o r less s pecia l? Plann ing y our an swer 4 Look back a t the sam ple articl e on pag e 119 an d at the article on gift-giving on page 118. Und erline the phrases wh ich: • • • • introduce the topic. give examples. introduce contrasting information. introduce a conclus io n. Can you th ink of any other phra ses that co uld be used in a sim ilar way in your ow n article? 5 Wr iting "-"""-- &JfJ page 186 120 I UNIT 9 Writing Now wr ite your articl e in about 250 wo rds . When you have finish ed check your answ er ca refully. Remember WRITE "" . Structure No Excuses T Introduction Read ing o Imagi ne th at you a re la te for a dinner a t th e house of someo ne you do not know very well. Which of the following would you do? • o o • • o Quickly read the magazine article a nd give it a title. [II In the seco nd and third pa ragraphs of the articl e, the write r pa int s a detailed po rt rait of what the life of a Phone to say you wi ll be arriving lat e. Pretend yo u d idn't know what time you were expected. Invent a good excuse for be ing late. Take yo ur ho st s a present as an apology. Write a letter afterwa rds to apologize for being late. Not turn up at all. latecome r is like. Lis t three thi ngs the writ er sugg es ts that you , th e reader, have probably see n late comers doing. Wha t woul d be the po lite thi ng to do in your co u nt ry? I WAS BORN premature and have been late ever s in ce. T hose of you who a re punctual will no t know about us, the other hal f of t he world, the latecomers. You'll have waited for 5 us; the chances a re that you've been kept wa it ing by u s many a time, but yo u won't understand . In fact , if the truth be tol d , you're th e enemy. Doubtless, you've seen u s. We're quite a io spectacle: a vast tri be of electrifie d a nx iety. We glance at our wa t ches a nd see desp air. You've proba bly noticed us leapin g in a n d out of taxi cabs t h r owin g notes (n o t im e for cha nge !). We dodge y ou on th e s t re e t, " j u m ping in puddles, weaving through the traffic . We a re t he s t ra nge, sc u t t li ng creature s bursti ng with wil d eyes i nto restaurants, i n t he h ope t hat you've waite d for u s . 20 You 'll h ave observed u s hove r ing nervously in every lobby and e nt ra nce hall in the world. In theatre s and cinemas you stand up as we creep along the row t rying so hard not to knock your k nees or tread on your 25 toes. And you , what do you do? You 't ut' in the da rk. You don 't need to do that, we know what we've d one . But here's a curiou s thing: in th ese moments we hate ourselv es so much that we 30 ha ve no alternative but to transfer our hatred to you, the punctiliou s , instead. Here we see this aggressive lateness in action: 'I'm really sorry I'm late.' 35 'Yes, bu t why a re you late?' 'I j ust a m.' 'But why? Wh ere ha ve you bee n? Wh at' ve you been doin g? Do you realise how long I've been here? I've been wa iting for over a n hour! ' 40 'Does it matter?' 'Yes . You sh ould respect me enough to turn up on t ime.' 'But I'm not la t e on purpose. Look , I'll go.' 'But you 've on ly just a rrived !' '5 'So you want the truth?' 'Yes.' 'Well, I'm late because I've mad e a choice - a choic e to be myself. I'm the kind of person who has neve r been on time yet and never 50 will be . Tha t 's what I'm like. Sorry!' • -----------------------....... ~ 340 words Structure UNIT 91121 ~ :i! 'Ii ~ Present perfect vs simple past Th e first se nte nce in the ar ticle conta ins an exa m ple of both th e sim ple past a nd th e pr esent perfect sim p le. Why are th ese tenses used in th is sente nce? What in formation do th ey convey abou t the period of time they are referr ing to? Present perfect simple vs continuous [E] Look at th ese two sente nces: I've trie d to fix this h airdryer for ages. I've been tryin g to fix this hairdryer for ages. I 2 Whic h sen ten ce sounds more natural a nd why? [jD Look at the se examples of th e pr esent perfect sim ple a nd co nt inuo us whic h appea red in the article . I yolt've been kept waiting by us .. . 2 you've seen us. 3 Yolt've probably noticed ItS lea ping in a nd o ut of tax i cabs .. . 4 yolt've waited f or It s . 5 we know what we've done. 6 Wilere have yo u been? 7 w hat'ue yo It been do ing? 8 Do you realise hour lo ng I've been here? 9 I've been waitingfor over an hour! 10 Bitt you'ue only just arrived! 11 beca use I've made a ch oice ... 12 who has never been on time yet. Wh ich of these examples: a b c d e f suggest th at so meth ing is still going on? refer to somethi ng wh ich happened in the pa st , but we do no t kno w exactly wh en? refer to so meth ing whic h happened in the past, is no w over, but st ill ha s a di rect impact on wh at is happening now? conta in a time reference? em pha size the length of tim e th e action tak es? are in th e passive form? For and since ~ Look at these exa m ples from th e article: I 2 I ... have been late ever since. 'I've been ioaiti ng fo r over an ho u r!' [jD Expand th e notes below to ma ke se nte nces usin g for or since and the pre sent perfect cont inuo us . For example, try to contact / age s I've been trying to contact this client f or ages. I 2 3 sta nd / 20 minutes work / 1989 stu dy / 3 years 4 S 6 di scu ss / th e meeting began write / six o'clo ck wa it to see / a very long time [:<=] Com plete th e following senten ces by su pp lying a su itable form of the verb: th e pre sent perfect sim p le, th e pre sent pe rfect continuous and f or or (ever) si nce if th ey are needed. I I (not / see) my aun t ages. (b e) ages I saw my uncle. 2 It 3 Our accountant (be) off work _ _ _ __ a ll wee k. 4 Tom (be) a teach er the last twenty years or more. S My gra ndfathe r (not / get) eno ug h exe rcise his last operatio n . 6 Our grandda ugh ter (apply) for jo bs _ _ _ _ _ she left sch ool last sum mer. 7 Wh at (yo u / do ) we last met? 8 The own er s (th reaten ) to se ll th e sho p _ _ _ _ _ yea rs. 9 Please be quiet!Yo ur father (work) _ _ __ _ all night an d n eeds some sleep. 10 I can't stand it an y longer !Th ose ch ild ren _ _ _ _ _ (screa m) at th e to p of th eir voices _~ they woke up early thi s morning. II He inherited a huge sum of money unexp ect edl y last year and (spen d) it _ 12 I (wonder) a while no w wha t _ _ _ _ _ (becom e) of them . In which sentence co uld yo u not use since withou t ever? long This example of th e pr esent perfect sim p le a ppe are d in the article: 'Do yOIl realise how long I've been here?' What is the d iffer ence in usag e between for and si nce? Do you need to use f or or since in the se n te nces below? In whi ch of the following exa m p les could yo u not in sert lon g? Why not?Wh at could yo u use in stead? 3 4 I 2 3 122 T hey've been up with th e baby all night. Th e doctor has been on ca ll a ll da y. I UNIT 9 Structu re I haven't been here. Have you been here ? I have been her e. Yet and still [jD Com plete th ese se nte nc es usin g a verb from the list o below in e ithe r th e futu re perfec t simple or co ntinuous. Look at this exampl e from the article: ... who has never been 011 tim e yet ... Hot / never ... yet are used in negative and inte rrogative sen te nces to link the ac tio n to the pre sent moment in Decide wh ether th e se nte nces a re like those in A 1,2 or 3 above. write reali ze time. Can yo u rephrase th e se nte n ce below using still? finish co me marry organize wo rk Th e stu de nts before. I'm sure! He hasn't finis he d yet! reach (not) ac ross thi s word 2 By next sum mer, the co ns truct io n c o m pany [E Rephrase these se nte nces in differ ent ways using _ _ _ _ _ on the sports com plex for two years. 3 (the coach) its destination by midday? 4 Our ne xt-door neighbours (not) th eir holiday yet, I'm cer tain. 5 Yo u (not) that re port by th is still or yet. My hu sband hasn 't booked a table for din ner on Saturday night. 2 Th e child ren have not to ld us their plan s for the wee kend . 3 4 5 6 7 8 eveni ng, you? 6 It's Joh n and Julia's a nn ive rsa ry next month . T hey for two years. 7 I'm conv inced th at the assist ant m an ager The employment agen cy has n't co ntacted me. Hasn't the post come? I ha ven't told you th e best part of the story. Hasn 't yo ur siste r sta rted her new jo b at the Ce ntra l Hospital? Th e com m ittee ha s not decided on a po ssible cour se of action. The police have not made the news of the arrest public. Future perfect simple and continuous The future perfect sim ple is formed by using shall or will plu s the perfect infinitive without to . _ __ _ _ (not) a nyt h ing like thi s con fere nce before. 8 Th e teacher thinks that th e stude nts _ the book by the e nd of the term. 9 Surely the in su ra nce com pa ny _ their mi sta ke in payin g ou t so mu ch co m pe nsation by now? 10 Just imagin e! On the first of ne xt month, I _ _ __ _ articles for thi s new sp ap er for five yea rs. Talking about someone else For exa m ple, r'll haue [inished th e work by three o'clock. 2 What is the diffe ren ce between th e use of th e fut ure perfec t in 1 and in its use in the fo llow ing se n te nce? By next year, I 'll ha ve been working here for five 3 Imagine yo u are app ear ing on a radio programme. You have been asked to prepare a sho rt on e -m inute talk about so me o ne yo u know well and adm ire. It co uld be so meone fam o us, or a friend or m ember of your fam ily. Use the te nses you ha ve studied in thi s part of the uni t to ta lk about th e person yo u have chosen. years. You might include wh at th ey: What is th e differ en ce between th e use of th e future perfect in the exa m ples above a nd the se two sentences from the article? • have done (for exampl e, experience, • qua lifications and when they did it). st ill have n't done I haven't don e yet. • have been doi ng up to now and how long the y ha ve • ho pe they w ill have done by a certa in time in the You'll ltaue waited for liS You'll haue observed li S . . been doing it (use for or since i. future. • • will have been do ing (and for how long) by th e end of th e year. have decided to do in th e future. When you ha ve finish ed, tell a partn er abou t th e per son ' you have chosen. Stru cture UNIT 91123 Who Cares? Reading The Care Label Introdu ction T In gro ups , di scuss th ese views: People should n ot have to dep en d on charities for th eir healt h a nd welfare - the sta te should p rovide. Giving to charity m ak es yo u a better person. Our soc iety is suffering from 'com passion fatigue', ie peopl e are fed up with giving to cha ritable caus es. Reading Pa rt 2 1 In the a rticle below, th e writer talks abo utfas/lion com passion. Skim read th e a rticle, ignoring the missin g paragraphs and exp lai n what she mean s. Fashio Marg arette Dris coll on th e st a rs of t he co m pa s s io n indu st ry ompassion HOTEL ROOMS were at a premium in town 10 days a go, but that prov ed n o impediment to Bianca Jagger as s he sa iled into the middle of the war zone. " D a r k eyes spa rk ling with fury" (M ail on Sunday) , " not afraid to get her hand s dirty" (Daily Express), Bianca un leashed a major La tin ch arm offens ive o n the assembled offic er s o f the UN, command eering sa tellit e phones. helicopters. armoured cars and a room a t the h otel. which h ad been so o vercro wd ed tha t seasoned relief workers a n d journalists were slee p ing in co r ridors a n d , m o re d angerously, in their cars. [TI No t so lon g ago. we were treated to the sight of Irnan, the dar k. glittering model. in Afr ica - swathed in peasan t robes fo r one photograph. spo rting jeans and casual shirt fo r anot her. T he catwalk's "Angel of Africa" wa nde red aroun d a d usty town looking so ulfully at the destitute. spending eight days making a documentary for the BBe. ~ "T hey" a re the Ladie s Bo unt iful of th e global village - beau tiful. monied. internationally mobile, pho togenically caring. There's glam orous Cher. just ofT to dist ribute supplies. Th ere's the lovely Marie Helvin. who spo nso rs "fos ter children". Cin dy Crawfo rd worri es her gorgeous head about po litica l oppression . Yasmin Lc Bon is co ncerned abo ut the rain fo rests. 124 I UNIT 10 Reading • ~ In pa rts of South America, you can barely move for beau tiful peop le chipping their nail po lish on endange red ha rdwoods. and. in Africa. cuddling up to wild animals. Tracy \Va rd. the ac tress and now Ma rchioness of w orcester. started tr ying to save the tropical rai n forest afte r a stint on a detective T V series. As she tellingly ex plained, '" had never reall y had th e time o r the knowledge, an d suddenly when I had no wor k ' realised there was a pro blem." o It was another man. Bob Ge ldof who, after the heroic effort s of Live Aid, coined the phrase "co mpassion fatigue " . As far as the more stoica l fe male celeb rit ies a re co nce rned. des igner fatigues are much more to the point .. . ~ But there is a fine line between helping the aid agencies which are alrea dy up a nd running - and simply getti ng in the way."Very often. when celebrities go into the field, they focus the atten tion on one area . maybe at the expen se of othe rs which are ju st as needy but don 't get the pub licity: ' said David Grubb. executi ve director of Feed the Childre n. @] Fashion com passion has its place, and per haps it is no bad thing that some of the ladie s who lunch have become the ladi es who learn . Perhaps if we were more sure - go on , ca ll me a cynic - that their concern was entirely for the ca use. and in no way for the ca meras. that oddly disturbing feeling would just fade away. 2 Now read paragraphs A- G. Six of th ese paragraphs fit into the gaps in the art icle. The re is also on e extra paragraph wh ich does not fit a nywhere. Insert th e pa ragraphs into ga ps 1- 6. Reme m ber to look out for referen ces to peop le and thing s, as well as linking wo rds. COVER STORY A But the women, to give the m their due. appear to have more slaying powe r than me n. Sting . it was reported last week. was suffering fro m disillusion - fed up with try ing to save the rain forest. (T he sto ry was quick ly an d firmly denied in a statement from St ing's o ffice.) E Two hund red yea rs ago, all these women might have been tr ud gin g d own th e lan e from th e ma nor hou se bearin g a bas ket of goodies for the poor. T hese days, they can jet to their pa rticular go od ca use an d - who would deny the m this? - pick up more tha n a litt le caring cachet en ro ute. B In between giving world -wide news networks snappy sound bites of her views from the hotel roof ("'the most evil and cruel war I have ever seen"), Bian ca Jagger to ured a hospita l. comforti ng child vict ims. acqu ired a top-sec urity pass from the UN to ena ble her to meet th e cit y's mayo r and delivered 38 ton s o f a id . Aft er 36 hours, she flew out. F By all accounts. professional aid workers often have to bite their lips. I know how it feels. Two years ago. reporting on a refugee crisis. I stood pa ralysed with embarrassment as the aid o peration was tempora rily suspended to al low a minister for overseas development to fly on to a mounta in for a photo-call. ar med with a ca rr ier ba g full of choco late bars. Day afte r day. m in or lea g ue m ini st e r s f rom o ther co un t r ies were a lso helicop tered to an d fro. Th ey did have an im portan t job to do in supervising gove rn ment aid. But did they have to have their photos taken? C Nobody can do ubt the sinceri ty of both these women; Bianca Jagger, for example. has. thro ugh yea rs of work. mo re than proved her comm itme nt to huma n rights. So why is it so oddly disturbing to see such wome n - and they are legion carrying out their charitable work? A re we guilty of cynicism? Or is it so met hing about them? o All this might sound like carping; it is imp ossible to deny that celebrit y invo lvement d oes d raw public atten tion to terrible sit uatio ns. Charit ies la rge and small have been q uick to perceive the impo rta nce of televisio n and newspape rs in gett ing the fun d s rolling in. a nd therefo re of sna ppi ng up the most influential faces. Models and actresses. usually seen steppi ng out of San Lo renzo or Mortimer's in Manhatt an , translate perfec tly -suitably togged up in batt lefield chic - on to the pages of the tabloid s. G Another way celebrities can help raise the profile of a cause is by involving fam ous friends. Koo Stark is current ly organising a photogra phic exh ibition to fund a study centre fo r a monastery. She ha s coll ected pho togra phs by suc h luminaries as An nie Leibowit z and Don McCullin. whic h will be so ld at £2 50 eac h. Fashio~ . v.ompassion 3 Und erline th e word s a nd ph rases which help ed you to put the paragraphs in the correc t places. 4 Look aga in at th e extra paragraph which did not fit into any of the gaps. Why is this paragrap h inappropriat e for gaps 1-6? 5 Look at the ph rases below which are taken from the article. Can you explain wha t they mean? Usin g your dictionary, look up th e words unde rlined in I a nd 2. Now un der line th e word s you need to look up in 3-8. 1 2 3 4 5 6 7 8 were at a pre mium (pa ragraph I) coine d th e phrase "com passion fat igue" (pa ragraph 5) But the wome n, to give them their due (pa ragra ph A) an d they are legion (pa ragraph C) All this might sound like ca rping (pa ragraph D) suita bly to gged up in battl efield chic (pa ragraph D) tr udging down th e la ne (pa ragra ph E) by such lumin a ~i e s (pa ragraph G) Reading UNIT 10 1 125 Style 1 Wh ich adjectives wo u ld yo u use to describ e the w rite r's attitude? a ironic b humorous c unconcerned d angry Cons ider the following extracts from the text: ... size sailed into the m idd le a/ the war zo ne ... Th e use of the word sailed suggests her grace an d beau ty (like a sh ip) but th is is a t odds with th e uglin ess of th e wa r go ing on a rou nd her. Bian ca un leashed a major Latin charm offensive all th e assembled officers of the UN, com mandeering satellite phones, helicopters ... Th e lan gu age used to describe Bian ca's effect on the UN officer s is also th e lan gua ge of wa r - she uses the w eapon of her cha rm to conque r th e resi stance o f the o fficers. Th ere is an unwritten sugges tion th a t Bianca, becau se of her looks and per son ality, gets wh a t she wa nts at the expense of the pe rha ps m ore jus tifia ble needs of th e relie f workers and even journali sts. 2 Look at the sentences below a nd decide what the writer intends you to understand by them. Pay part icu lar attention to the u nderlined words and phrases. Not so long ago, we were treated to the sight oflman, the dark, glittering model, in Africa - swa thed in peasan t robes fo r one photograph ... 3 126 1 UNIT 10 Reading 2 The catwalk's "Angel ofAfrica" wandered aro un d a d usty tow n looking soulfully at tile destitllte .. . 3 "They" are the Ladies BOlllltiful ofthe globa l village - beautiful, monied, internationally mobile, photogenically caring. What do you thin k a bo ut famous people being in volved in cha rity work? Do you agree with the views expressed by the w rite r? Writing Cruelty orConservation? T lntroduction 1 Complete the following questionnaire. Then compare your results with another student. THE ZOO INQUIRY: do ZOOS have a ? future. 1 When did you last visit a zoo? D during the past year D wit hin t he last five years D more than five years ago D never 2 What was your reason for visiting? 4 Did anything annoy you on this visit ? For example. D not enough space for the animals D too high an entrance fee b animals seemed unhappy or disturbed D not enough information given D other (specif y) .d for a day out 0 to ente rtain children D to f ind out more about animals D other (specif y) 3 what did you like best about your visit? being able to see t he animals at close quarters? D learning more about t he animals? D going to special events. eg film shows. feeding times Q other (specify) 5 What is the most important function of a zoo? b . conservation of endangered species D education about how animals live D entertainment o other (specif y) 0 6 How do TV wildlife programmes compare with visiting a zoo ? b they make zoo visits unnecessary Q they don't replace seeing live animals 0 they enhance a zoo visit 0 ot her (specify) Please retu rn to The Zoo Inqui ry. Freep ost, M anch ester M C20 6YZ. 2 On the basis of your discussion, do you th ink that zoos should be abolished? Why? Why not? Writing UNIT 10 1 127 Writ ing Part 1, letter Unders tandin g the task 1 Read th is writing task a nd the extrac ts. Who is in favour of closing th e zoo? at a small zoo in You are currently living in England and a friend of yours is working closure of the likely the about r pape local the in the area. You recently read an article w rite a letter can u yo that so tion, informa zoo. You have asked you r friend for some to the editor of the paper. your friend 's letter. Read the advertisement for the zoo , the new spap er article, and why you think the zoo Then, using the information, w rite a letter to the editor, stating should be closed. It's a howling shame! It seems that the spoilsports amongst us are having their way again. Barbarham Zoo , which first opened its doors 54 year s ago , has been visited by inspectors and council staff and looks likely to close within the next two months . Those of you who can remem ber the happy childho od hoors you spent gazing at Ero l the elephan t (still goin g stro ng) will be sad to learn of the zoo's probab le demise. No more will it provide hours o f plea sure for the young and old alike. The council says th at Barbar ham no lon ger serves a 128 I UNIT 10 Writing useful purpose and that co nditio ns for th e a nimals are unsatis factory. Accord ing to a tearful Mrs Parkinson , who has acte d as animal feede r, ticket co llecto r and car-par k attenda nt for the last fifteen years , many of these animals will now have to be put down , as no other zoo can take them . In these days of conser vation when there ha s been an up surge of interest in creatur es of the wild, it is asto und ing that sma ll zoos like Barbarham are being threate ned with closure . We would like to hea r from ou r readers on this issue. So you wan! 10 write a reply 10 Ihe paper about Barbarham? Good {or youl I couldn't believe Ihe article In lasl week's paper - my experience Is complelely dl{{erenl. A llhough I'll be out o{ a job, I'm sure closure Is Ihe besl Ihlng. II's really depressing working here and seeing how miserable some o{ Ihe animals are -Ihe cages are so cramped. None o{ lhc animals are very heallhy either: Between you and me, Erol Is In a bad way and seems In a 101 o{ pain. The lalesl disaster Is the building o{ Ihe new aquarium, which has had 10 be abandoned- water leakage. So much {or a memorable day oul -my advice 10 Ihe public Is.. Don't waste your money! I hope you Include Ihls In{o In your tester. Don't mention me by M me Ihough, because I'll gel into lroublel Selecting ideas 2 a Match the negati ve points in yo ur friend 's lett er to releva nt par ts of the newspap er article and the advertise me nt. b Highlight any ot h er poi nts in the newspaper a rticle th a t yo u wa nt to take issu e with. No te do wn your argume nts. c Remember not to 'li ft' ac tual phrases from a ny of th e extra cts. d Do n't forget yo u ca n a dd points of yo ur ow n, as lon g as yo u have cove re d th e req uired co nt e nt. Go ba ck to the reaso ns you di scu ssed in the Introdu cti o n, for wh y zoos s ho uld or shouldn't be abolish ed . But remember th a t yo u have to support the clo sure of Barbarham Zoo! Focusing on th e read er 3 You a re writing to th e editor of the pap e r, so a form al regist er will be requ ired . Wha t wo uld be a su ita ble o pe n ing? Planning yo ur ans we r 4 a Decide on the order of th e poi nt s yo u wish to make. Yo u sho uld give your stro ngest a rgu m ents first. b Thin k a bo u t how to int rodu ce your friend 's o bservatio ns. Some of th ese phrases m ight be useful: @IlliJ 2 page 193 tee ~~€ 9.3, 11 page 195 an unnamed source a personal contact at the z oo off-tlle-record com me nts to leak information to reveal a SOli rce. c Writ ing """-&Jft page 184 5 Remem ber to inclu de a specific reference to the o riginal newspap er article. Now write your letter in abo ut 250 words . When yo u have finish ed chec k your ans we r ca refully. Hem e m he r WRITE Writing UNIT 10 1 129 Listening and Speaking Are you a Good Citizen? T lntroduction Wha t socia l issu es ar e a sign ifica nt prob lem in your count ry? In gro up s of three, ma ke a li st and choose two problems to discuss. If you were in a po sition of power, what wo uld you do to change things for the bett er? Listening 1 Read th e sent ences below about Charles Dic kens, th e English noveli st, who wro te about the poor and ill -treated peopl e of his time. As you read, think about wh at sor t of inform ation is missing. Remember th at no more tha n three words w ill be necessary for each gap. Part 2 Hard mimes Charles Dickens made use of his unhappy (1) in his novels. His father was sent to jail fo r (2) _ When Charles was fifteen, he earned his living as a (3) in th e Hou se of Common s. His ab ility to describe characte rs as we ll as his fee lings about (4) soon became apparent. As a result of his novels, some boarding schools Were _ forced (5) Many characters were base d on fam ily and friends. In David Coppe rfield, his (6) was th e model for Mr Micawb er. Charles Dic kens died from a st roke in 1870 at th e age _ of (7), I.-,! Vocabulary Phrasal verbs 2 Now li sten to the tape and com plete the informat io n about him in gaps 1- 7. You will hear th e tape once only. 1 In th e li stenin g extra ct, the foll owin g phrasal verb wit h on was used. Dickens went on to write such powerful stories ... What is th e meaning of ioen t all in the above context?How do es it differ from the following sen ten ces? 1 2 3 130 I '1 li ke Tom a lo t, but he really does go on at times!' The fun d-rai sing meeting ioent on for three hours. 'Oh, go all ! Co me wit h us to th e concert.' UNIT 10 Listen ing and Speaking 2 In pairs, look at th e following se ntences an d decid e what the verbs in italics mean . I 2 3 4 5 6 7 8 English in Use Well, I can't stand around cha tt ing all day. I must be getting all . Gra ndad isn't as lively as he used to be. I sup pose he is getting all a bit now. It took a while for the idea to catch all. The game is qui te complica ted, but some people catch all ver y qui ckly. The airport authority laid all extra flights to cope with the sum mer ru sh . What brought all thi s change of mind so sudde nly? Hachel took all more work th an she could co pe with. The charity has taken all 200 new voluntee rs over th e last three months. Exa m tip ... Part 4 In Paper 3, Pa rt 4, you are give n two texts on differe nt topics. Remember to read through the completed texts checki ng that the words you have used make sense and fit the gaps grammatically. 1 Quickl y read th ro ugh the first a rticle ignoring th e gaps. What is Manuel Eliza lde's con nections with th e Tasad ay tribe? 2 Read through th e article again, ca refully, an d decid e what pa rt of speech you will need in each gap. 3 Fit the correct form of the word in capital letters in each of th e gaps. Manuel Elizalde and the Tasaday tribe When Manue l Elizalde announced the d iscovery of a tribe in the Ph ilipp ines (0) lln corrupted b y civi lisation , h e touched a (1) cho rd among th e ord ina ry millions who muse on th e appeal of th e simple life. Immediat ely there was s ke p tic is m from experts o CORRUPT I SYMPATHY (2) abou t a ny surviv ing 2 DOUBT hu m a n ' dodos'. H o w co u ld th e 3 DISCOVER _ Tasaday have remained (3), 4 NOTORIOUS until 1971 in a country of 40 m illion 5 MISCHIEF people? Elizalde came und e r deep 6 FORGE suspicion. He was fro m a rich fam ily 7 MINOR as a and had gained (4) L - - - -- - - -r' playboy. Were th e Tasa day an elaborate hoax? It would be tid y to close th e story the re, as o ne m ore exa m p le of a (5) ant h ropological joke, comparable to th e Piltdown man, which was not exposed as a (6) _ until 1953. However, the Tasaday discovery is not a Piltdown. Elizalde did not inven t the tribe. He w as personally in terested in (7) and in fact he and hi s wife h ad adop ted fifty orphaned chi ldren from such families. Listening and Speaking UNIT 10 113 1 4 Now com plete th e following task in th e same way. Shortage of Nurses •••••••••••••••••• The ave rage working life of a nurse is 7. 1 years and 30,000 leave every yea r. There has always been the (8) could b e repl aced b y an (9) 8 ASSUME 9 END 10 COMPARE II RECRUIT 12 FLEXIBLE 13 ADD 14 CONFIDENT 15 SHORT that those leaving supply o f 18-year-o lds. Nowadays, howeve r, such ke e n 18-year-o lds are (10) o n t he ground and the profession is facing a (II) thin crisis. Nurses wh o ta ke a break to have chil dren and the n wish to ret urn fin d that ( 12) shi fts d o not fit in with school hours and holidays. Many may ( 13) have severe gaps in their working knowledge, often l acking ( 14) as a result. Until these issues are adeq uately ad dressed, staff (15) will continue to threaten the successful running of many hospi tals. • Speaking 1 In pairs, look at the following dilemmas. In each case, decid e what you th ink you w ould do. Part s 3 and 4 What would VOU do 1 On a rnotorwav, you see a car parked on the hard shoulder with two children in the back seat and the driver looking distressed. Do you: A stop at th e next opportunity and alert the police ? B stop and help the m? C take no action? Your neighbour, w hom you hardly know, has been wi dowed. Do you: A drop by to say you' re available if any help is needed? B make a real effort to develop a relations hip w ith her? C leave th ings as they are: someone else will deal wi th it? 2 132 I You answer the door to a caller campa igning against the building of an airport near your town . Do you : A sign the petition offered? B make an excuse and shut the door? C ask for more details before deciding to sign? Hurrying to catc h a train for an im portant interview. you see an elderly person fall to the pavem ent. Other pedestr ians are within sight. Do you: A stop and assist ? B carry on to the statio n? C stop a little furth er up the road, looking back t o check that someone has reacted? You see a group of child ren torment ing a dog . Do you: I A attempt to stop them? B decide to report them to an anima l protection society? C give the m a hard look and w alk on? Di scuss your decisions with another pair, giving your reason s. Decide wh ich you think is the mo st difficult dilemma befor e reporting back to th e class. UNIT 10 List ening and Speaking 3 Now look at the pictures for a compet ition prom otin g caring with in society. In groups of two or three, discu ss which ones illustrate caring mo st effectively. Decide which picture should be th e winne r, whic h should receive 2nd and 3rd pr ize, and wh ich should receive a run ne r's-u p prize. Sugges t a title for the winning picture. Remember to give reasons for your decisions. Now te ll a nother group what led you to make yo ur selec tion . Listening and Speaking UNIT 10 1 133 Structure A Caring Image T Introdu ctio n Imagine that you are organizing a spo nsored s port ing event. Disc uss the following ideas, a nd decid e which you thi nk would be the most or the least successful in helpin g to ad vertise th e eve nt a nd raise m on ey. Give reasons for your answe rs. • Putti ng leaflets th rough people's lett er boxes to adve rt ise th e even t. Collecting sponsorsh ip mo ney door-to-do or. Holding another co mpetition during the event , for exa mple, th e funniest hat. Making a charge for e ntry. Selling raffle tickets for pri zes. Playing mu sic in th e streets. Inclu d ing different kinds of sporting events. • • • • • • Ca n you add any ideas of your own to th e list? Reading The advertisemen t below is for the ph otographic co mpe titio n you discu ssed in the speaking sec tion of thi s unit. Skim read the adve rtisemen t a nd find out: • • • how th e ph ot ographs will raise mon ey. wha t the pr izes a re. how to en te r. Anyone can enter as our competit ion is stric t ly for amateu rs , so you don 't need to bu y expens ive equipment. What we're looking for is a very speci al image which succeeds in captur ing a caring situation . It m ig ht be of the elderly, the very young , someon e 20 who is sic k or disabled , or even a pet, but it must be eye -catching ! 15 PHOTOGRAPHIC COMPETITION I f y ou a re k e en on photography, or simply like mes sin g a b o u t w ith c ameras and enjoy taking im p r o m pt u photographs, your hobby might win you a f abulous Caribbean c r u ise for two, a flight on a 5 s u per so n ic aeropl ane. or the latest photographic e q u ip m e nt . - g c::Cllr.... The focus of our photographic com pet iti on is on c arin g . We 'd like you to focus your came ra len s o n the caring world around yo u. Entering ou r exci t ing com pet it io n 10 could wi n you one of these ama zing prize s, as w ell as help raise money f o r four deserving charit ies w ho se ta sk is to provide es sential ca ri ng sup port, de sp ite ever-ri sing costs. Ten runners-u p wi ll rece ive a travel alarm cloc k / calculator. 134 I Your photographs ca n be black an d white o r c o lo ur, and the c o m pet itio n is open t o b oth adul ts and ch ild re n. So, if you dec ide t o enter, bet w een now an d 25 th e en d o f next m o n t h , t ry t o find an ima ge t hat illustrates for yo u th e essenc e of c aring and se nd u s your photograph (s ). If you ca n se nd a don ation w ith y o u r ent ry, th e p ro c eed s w ill di rec tl y benefit f our des ig nat ed c ha rit ies 30 t hat w o rk w it h people w it h d is abilities and t heir ca rers . The d istinguished pan el of ju dges will include a famous T V presenter and an acclaime d international photograph er. We look forvvard to receiving your entries. When send ing you r p hotog raph (s) . re m e m b e r to w rite yo u r name a nd a d d ress clea rly on the b ac k. We reg re t t o in f orm you t hat we ar e u nab le to re t u rn e ntries. 250 words UNIT 10 Structure ~ Gerunds Infinitive or prese nt participle? ~ Wh ich words in th e three sentences below are geru nds a nd how a re th ey used d ifferently? ~ What is the differen ce in mea ning between these two sentences? 2 3 Raisin g mon ey is one of the mo st difficult things in the world! Some organizations are very good at persuading people to part with their money! Few peopl e like colle cting money for charity on I 2 [[] Com plete the following se ntences using either an infinitive without to or a present participl e. as appropriate. street corners. [[] Can you find exam ples of each use of the gerund in the advertisement opposite? 2 3 Present participles ~ Present participles can be used as adjectives. We saw him skate. We saw him skating. 4 For example, 5 a caring image an amusing story tile situation is worryin g. 6 A spellbound aud ience heard Pavaro tti (sing) at La Scala in Milan . The teacher noticed some of h is stude nts from the college (da nce) and (sing) on th e stree t corner. Th rough th e op en window, the ch ild re n saw the actors (rehearse) for th eir play. The Thompsons heard th eir neighbours (argue) as they pa ssed their front door. The nu rse noti ced the pa tient (sta re) blankly ou t of th e room. The drama stude nts wat ched th e famous th eatre company (give) their acclaimed performance of Macbeth. Can you find other exam ples of present participles used as adjective s in the advertise ment? [[] Present parti cipl es ca n also be used afte r a co n nec ting wor d or phrase instead of using th e com plete co ntinuo us ten se. Fo r exa m ple. wh en yOIl are posting a letter, reme mber to check that you have pu t a stam p on it. Whell posting a le tter, rem ember to check that you have put a stam p o n it. Verbs followed by a ge ru nd or infi nit ive with no difference in meaning ~ Certain verbs are followed by eithe r a geru nd or an infinitive with to, with littl e or no differen ce in meaning (for example, begin, continue, like, love, hate, prefer, start). However, wh y ca n't yo u use the ge rund in this se ntence? Wee/like yO li to focus yo ur came ra [ell s all ... Find a sim ilar example in the adve rtisement. [il] Which form would you use in thi s se n tence a nd why? @J Now rewrite these se nte nces usin g a presen t He was beginning (have) doubts about th e decision he had made. pa rticipl e. He was living in Africa w hen he wro te his mo st 2 3 successful books. If you a re tryi ng to start a ca r eng ine from cold , you may need to pull out th e choke. l ie was studying at u niversity whe n he decided that he want ed to become a po litician. 4 5 When you a re watc hing TV, you a re advised not to have the volu me turned up too loud . While we were stay ing in Rome. we came across some old friends we hadn't seen for ages . Structure UN IT 10 1 135 Verbs followed only by a gerund or only by an infinitive In the advertisement, you ca me across : ... if you decide to enter .. . Enjoy can on ly be followed by a ger und, and decide o nly by an infinitive. Here are so me other verbs which beh ave in the same way. Whic h verbs ca n be followed by a geru nd, a nd wh ich by an in finiti ve? agree dis like learn prete nd suggest avoid expec t mind promise threat en consider fini sh mi ss refu se wish Verbs followed by either a gerund or an infinitive depending on th eir meaning Some verbs can be followed eithe r by th e gerund or th e infinitive, dep ending o n their meaning or co ntext. ~ Need Th e adve rtise me nt stated that: . .. yOli don't need to buy expensive equ ipme nt ... Would it b e po ssibl e to say yOll don't need buyi ng expensive equ ipment? Wha t is the differenc e in form and meaning between these three se ntences? 2 3 When send ing in your ent ries for the com petitio n, you had to : ... remem ber to write your narne and add ress clearly on th e back. ... enjoy taking impromptu ph otographs .. . afford den y keep pr actise seem [(J Remember You need to bu y spec ial eq uip me nt for this type of photography. This ca me ra len s needs cleaning. This ca me ra lens needs to be cleaned . Wh at is the difference in meaning between these se nte nces? I 2 I always rem ember to put th e postcode on a letter. I rem em ber putting the po st code on th e letter. Can you think of an y other ver bs like remember wh ich are followed by either the geru nd or th e infinitive with a comparable differ en ce in m ea ning? @] Com plete th e se ntences below with a suita b le form of th e verbs in bracket s. My father (reme m be r I spe nd) long happy hours on the be ach whe n he was a ch ild . 2 We (regret I say) that you h ave not won a prize in our co m petitio n. 3 Your football boots (ne ed I clean ) before the ne xt m atch! 4 You (n ot need I explain) th e situa tion to me because I underst and perfectly. 5 John (try I remember ) his aun t's ad d ress, but it had com pletely gone ou t of his mind. 6 (Try I not I make) eleme nta ry gramma r mi st akes when yo u are w riting a co m pos itio n. 7 Please (reme m be r I phone) hom e a nd tell th em I'll be lat e. B My sister (reg ret I not I work) harder whe n she started uni versity. 9 Th e technician (try I fiddl e) with knob s, bu t th e machine still wo uldn't w ork. 10 The matte r (need I look) into. Practice How wo uld you make these sentenc es ne gative? In pai rs, find out from you r pa rtn ers: [!] Try For the photo graphic com pe tition, you had to : ... try to fi nd an im age that illu strates ... caring ... What is the differen ce in meaning bet we en the first part s of th ese two se nte nces a nd how could you com plete th em? 1 2 I tr ied writing to th em but I received . I tri ed to write to the m but I couldn 't . • • • • • • • what th ey enjoy doin g most. wh at they would like to do in the future. what they can rem ember doing when the y we re very young . if they have ever seen anyo ne famo us act, sing or dan ce. if th ey have ever tried to do so mething hu t not been able to. if there is an ything they regret doing. what they think they need to do in order to improve th eir Eng lish. When you have fini sh ed , tell the class the most in ter esting thing yOll have found out about your p artner. 136 1 UNIT 10 Structure Today's World Readi ng The Beauty Myth T THE .,. (2. E AI ME (\I T /iT'S EV~ ;- R. E M o v E ~ j il ( T HEW R. I tV k L E FROM MY BR.AIN,) ~---l YOV1'H PL.VS ---------- BE F=Q R E.. . MR5 JOI'IE5 FEEL5 SO OLD AND DO\l\lDY ! lntroduction ONLY i. 65"0 AFTER . .. MR5 JOI'IE5 LOOkS" >0 YOVNCr.' 1 What do you think th e message of th is p icture m ight be? 2 Read th ese sta te men ts from th e ar ticle on page 138. Do you agree with what is bein g said? Our ability to believe tuha t IVe IVan t to lias ... made life easy for the beauty industry.. ... yo ut lt an d beau ty ha ve becom e the Cllrrency ofour society, buying popularity and opportunity. The va lue ofage and experience is denied .. , Reading Part 3 1 Read the article on page 138 q uickly. Wha t do es the write r th ink abo ut co nte m porary attitudes towards agei ng? Reading UNIT" 1137 Youth and be auty have b ecome the currency of our society. The value of age and experience is denied. O ffe ring a m o r e sc ie n t ific in te rpr e tati on , Brian N ewma n, a Briti sh surgeo n w ho h as st u d ie d Im ede cn , explains that the com po und has a specific 95 a cti on i n t he g ut , p reve n ti n g th e breakdown of esse nt ial proteins in the diet and allo wing the ir absorp tion in a state more easily utilised by th e skin . Dr Whi te, a Cons ultant Dermatologist, 100 is unimpressed by the data and qu estio ns th e m eth od olo g y. In a d d it io n , th e med ical journal in w h ich th e st udy of Imedccn is published is a "p ay" journa l on e in w h ic h a ny st u d ies ca n b e 105 publish ed for a fee. Acc o rd ing to Dr blurbs d ecl ar e th at ac tive ing re dien ts White,any attempt to p lay by th e medical suc h as ex t racts o f human pla c enta or world 's rules of c redibility has backfired . animal sp lee n stim ulate c e lls deep in th e Suc h co n troversy is familiar gro und to ski n 's layers to divide , so replac ing old Brian New man, w ho use d o il of even ing 50 cells and effec tively renewing th e skin . 110 prim rose years before it w as ge ne rally If t he se claims a re tru e , co u ld t he accep ted . Undeterred , he insists th e most effec ts be harmful? If normal ce lls can be im p o r tant poin t to es t a b lis h is t h at stimulate d to divid e , th en abnormal ones Imedeen ac t ually works . c ou ld also be triggered to multiply, so Ulti ma tely, however, the real issu e is 55 c aus ing or accele rating skin ca ncer. A 115 w hy we are SO terrified of wrinkles in th e ne w a rr iva l on the an ti-w rin kle fron t first pl ac e. Sadly, yo ut h and beauty ha ve claims to be a more natural way to avo id be come th e c ur re ncy of our society, the dr ead ed lin es. As a pill ra th er than a bu ying popularity and o p p ort un ity. Th e p ot ion , Irncdecn works from th e inside valu e of age and ex perie nce is den ied , 60 out, providing th e skin w ith nutritional 120 an d wome n in p articular fe el th e threat and biochem ical sup p ort to e ncourage tha t th e visible changes o f ageing bring. the body's own self-repairin g proce ss. According to Pam ela Ashurst , Cons ultant f irst d eveloped in Sca n d in av ia , it Psych othe rapi st at th e Royal Sout h HatHS Hospital, w he n men gain co nt a in s ex t rac ts o f fis h 65 c art ilage, ma rin e plants, a little g rey h air, th eir Ultimately, and th e c hitin fro m shrimp a pp eal o fte n in cr ea se s however, the s he lls w h ic h p ro vid e a b e c au s e , for th em , age formul a incl uding proteins, im p lies powe r, su c c ess, real issue is amino ac ids , min erals, and we alth, and p ositi on . But why we are so 70 vita mi ns. Acco rd ing to a as a woman 's p ower is still terrified of p u b lis he d s t udy, v is ib le strong ly perc e ive d to be improvem en ts appear in the tie d up w it h fertili t y, wrinkles in the skin texture after t wo o r agein g d emonstr at e s to first place. the world her decl ine , he r three months of tr eatm ent . 75 The skin is softe r,smoot he r, redundan c y fo r h e r wrin kling dec reas es bu t is not eliminated, primary func tion . Wrin kles are sym bo lic a nd b le m is hes and fin e brown lin es of th e shr ivel ling o f t he rep ro d uc tive d isap pear. system. Lesl ie Kenton admits she w as scep tical Un til we ap prec iate th e true value of 80 until she tried Imedc en herself. \Vomen, 140 age , it is d ifficult to be a ny t hing but she beli eves, should take resp onsibility pani c ky w he n t he sig ns of n .em erge . fo r t he na tural b alan c e o f t hei r Wh ile t he me dia con tin ues to port ray bioch emist ry - a principle she ca lls"body men of all ages a longs ide young ,smoothecology".Careful bod y ec ology, she says, skin ne d w omen as a visio n of suc cess, 85 no t onl y improves lo oks but a lso 145 wome n w ill go on investing in pots of e nh a nces e nergy pro c esse s an d e ven worthless goop. Let 's see mo re mat ure , expa nds awa re ness. lm ede eu fits t h is wrink led wome n in att rac tive , successful , happy ro les and let's sec men figh tin g concept by providin g for th e skin 's needs. But c an sh ramp she lls really do the t rick to be wi t h the m . • 90 w ith wri nkles? The true value of age W h e n I casually me ntio ned to a colleague that I was loo king into cosmetics that clai med 12 b eat back th e ravages of a geing , h e r 5 worries poured out. A mo nt h ag o , she to ld me , s h e had su dde n ly n o ti c ed wri nkles all over her face . Fingering her be autiful but finel y-lin e d feat ures , she explaine d t hat , alt ho ugh she kne w that 10 her discovery had more to do wi t h the abrupt ending Of'l six-year relationshi p than p re mat ure ageing, she just had to do someth ing abo ut it. Giving he r the pai n fu l fac ts on h er 15 possible salvat io n , I p ou red scorn on th e miracle c u re s . Des pi te m y damn in g remarks , how e ve r, she begged to kn ow w here she could get th e tr eatments I had mention ed. Whc n it comes to be aut y 20 w ho w ants to kn ow thc tr ut h ? Our ability to believe w hat we wa nt to has, in t he pa st, made life easy for th e beauty in dust ry. Fue lled by th e immens e va lue att ac he d to yo ut h , it ha s made 25 milli on s o u t of vaca nt p ro m ises of r e n e w in g faces and b odi e s. To gi ve skin ca re scien tific credib ility, beau ty c ounte rs have now sto len a ve neer of resp ec tability fro m the hospital clinic. Sales 30 staff in w hite co ats "diagno se" skin typ es on "c omp ute rs'tand blin d cus to me rs with the science of free radica l dama ge and DNA replic ation . Provid ing t he "d rugs" for th is ga me , t he m arkct c ers ha ve 35 created t he 'c osme ce utical ' - a real term co ine d to d e s c rib e n e w cos me t ic th e rapies w hich, they say. don 't just sit o n the surface but ac tually int e ract with t he cells. 40 Is t h is rea lly jus t a h ar mle ss ga me , t ho ug h? Th e in cre asingl y ext rav ag ant cl aims made b y t he c osme tics manufacturers abo ut the ir p ro d uc ts ' ability to get rid of wrin kles have w orried doctors 45 a n d toxico logists . Th e p ro m otional 138 I 845 wo rds UNIT 11 Read ing c§ 2 Look a t the first multiple -choice qu estion. The parts of the a rticle wh ic h relat e to th is questio n have been und erlin ed . Wh ic h is the correct o ptio n? What does the writer's colleague want to find out ? A B C D 3 Now look a t these o th er qu estions. Use th e te chnique o f und e rli n in g the p a rt s of the te xt to h elp yo u d e c id e o n the co rrect options. 2 The b e a ut y in dustry attra ct s custo mers by A producing creams that interact with cells. B giving its sales sta ff a professional ima ge. C e m p hasizing th e usc of n atural in gredients. D linking beauty w ith youthful lo o ks. 3 Leslie Kenton and Brian Newman believe that Imed een ma y wo rk because it A nouri shes the skin. B in cr ea ses e n e rgy le ve ls. C D 4 Style the truth about beaut y creams how to save a re lationship how to p reve nt p re mat ure ageing where to get h old o f th e products dissolves in the gut. contains vita l protei ns. 4 Why is doubt cast on t he journal which p ub lished th e s tu d y of Im ede en? A The article s are not based on accurate data. B The journal is n o t widely read by d oc to rs. C Any a rt icle is published if th e aut hor p ays a fe e. D The journal is fund e d by pha rma ceutical companies. 5 What does the writer thin k abo ut a n ti -age ing creams? A They ca n not reduc e th e effects of o ld age. B Research h as no t b een rigorous eno ugh. C On the whole the y a re wo rth u si n g. D Both men and wo me n should use them. At the end of the a rt icle . the w rite r expresses h er views a bo u t age a n d its differ ent effects on men and women . Say wh eth er o r not yo u agree with the w riter. Give rea sons for yo ur ans wer. An articl e such as thi s is sim ilar in many ways to a repo rt but is w ritte n in a more informal way to make it interestin g fo r the general read er. rind more exa mples from the text of the following. • Giving an opinion . Sad ly, yout tt and beallly ha ve becom e the currency ofour society, buying popu larity and opportunity. • Speculating. If these claims are tru e. could the effec ts be harmful? • Reporting what someone said. Leslie Kento n admits she lVas sceptical until she tried Imedeen herself Read ing UNIT 11 1139 English In Use 1 Read the adver tisement an d say what the clinic claims it can do. Wha t does the writ e r of the letter th at follows think about it? Part 5 2 Comple te th e gaps in th e lett er, usin g no more th an two words to fill eac h ga p. Rem ember tha t th e word s you use sho uld not be th e sa me as th e on es th at ap pea red in th e adve rtiseme nt, but sho uld have the same meaning. The first gap has been done for you as a n exa m ple. Before you start, make su re you: • • read the lett er carefully and decide on the register.What kind of language is used ? study the example given in the lett er a nd see how it differ s from the origina l word s in th e advertisement. The Raeburn Clinic is the count ry' s leading hospital dedicated e xclusi vely to co smetic surgery for men a nd women . . d onl wi th higlJiy experienced, Consu/ta tlOlls are be! ~ ,. '" thi s very important caring surgeons - who specta tse I and IJighly visual aspect ofsurgery. f all ages benefit from Cosmetic Surge ry. Men an d wom~n 0 f ' - o vement procedures 5 There . is a wld~ ra nge °fi I ~~C shape of the nose. Each e inclu~lOg. operatlollj to : c;c crienced surgeon achieves ,3 h nose IS ~Ifferent an \:ith ~lr facial features. Of course, It harmonious balance C\" · that YOU can sec on screen . S on l . at T he Raeburn IOIC • 10 ~vha t ~ mprovement surgery could do for you. Cosmetic Surgery for Women ~~~t~~~u~~~pond T hc R aeburn Clinic 0181-371 9432 101 Kings Avenue, West London , NW3 4CK to d iet M Stu bborn areas 0 a h h lipo suction Th e figure IS g exer cise ca n be remo ved ~ rtllU d th e ·llllpr;)VCmc nrs ar c d leaslllg y an reconrou.re mor e .P • . th e 10 ical way to co mplete a f ~med with great success, o ften quir e d ramati c. lit IS 15 "t rim" figu re and has teen per 0 over man y yea rs, o n men an d wo men. I've seen an advertisement about cosmetic SlU'yery. II says Ihal il (1) works well {or men and women (2) age and so I Ihough! I would (inally gel somelhing done about my nose! Apparenlly. as evel'y nose is di((erenl. Ihey Iry and make Ihe new one (8) wilh Ihe res! o{ your [eaturcs. This clinic seems 10 be on a TV screen whal you would (5) _ able 10 (4) aflel' sur{jel'Y· The otker Ihin{j il lalks about is ltposuctton. Sounds dreadfu! but II may be Ihe answer 10 {jellin{j (6) o{ {al Iha! won't go even when you've been (7) or (8) lois o{ exercise. Ii can aclually improve Ihe (9) o{ your body (10)~~~~_ They say it 's an obvious answer 10 Ihe problem o{ (11) into shape. The success tale of Ihe operations is supposed 10 be lIe,.y (12) S o how about ii, Barry P 3 140 UNIT " Read ing In pair s, discuss the issue of cosme tic surgery. Th ink of exa mples where cos me tic su rgery ca n improve th e quality of life. Are there any situa tions where you think it might not be a good idea? Listening and Speaking Alternative Technology lntroduction 1 Look at the paragraphs below and decide wh ich of th ese ' low-tec h' solutions are be ing de scribed . growing high- yield crops alternative energy sources II T RECENT SURVEY showed that 60% of Masai children suffer from trachoma . One way it can be spread is by the use of polluted water or communal water already 5 used by people with the disease. Flies are the main carrier, lured by the milk around a child's lips and nose. An empty tin with a small hole In the bottom Is a simple way to combat the problem. A cupful of clean water is poured into 10 the tin. Children then use drops of clean, uncontaminated water to wash their eyes. biological control of pest s practical preventi ve measur es !!!ll!I have developed a A II THE GREYBACK BEETLE new prolific variety of cassava, but, unlike Asia's w heat and rice, the cassava needs no fertiliser or irrigation. The plant has long roots 5 that tap soil moisture dee p in the ground, helping it to survive in the droughts that have become common in Africa. is a serious t h reat to suga r-ca ne cr ops t hroug h ou t th e worl d. We depend on ca ne a s the raw ma terial from wh ich suga r is mad e. Marine toads were 5 or igi nally br ough t over to Pu erto Rico and th e West In dies in th e 19t h century to control the beetl es a nd ot he r sugar-cane pests. When t he toa d was introd uce d in to Australia , it soon posed a t hrea t to Austra lia n wildlife . Native 10 species were di splaced and lizards, snakes , koal as an d even crocodiles were attacked. 1:1 T he technical experts and the p o lit ici an s a gree that th e b ar ren . winds we pt cliffs of Scotland arc ideal sites for the 5 huge wind turbin es which will help to meet Britain 's growing need for po wer . Som e even argue that the scale, shape and motion of th e turbine s will 10 improve th e enviro nment in the same way that a beautiful stat ue e n ha nces a ga rde n. Locals, like Jim Ca mpbell. are not co nvinced: "I can see that 15 o ne of t he se th ings o n its ow n might look goo d to so me peopl e b ut when yo u get a hu nd re d of t hem thr eshing away the n it's ju st an eyeso re.' 2 What are the benefits and drawbacks of th e ' low tech' solutions in eac h of the situ a tions de scribed? 3 Can you think of an y 'high -tech' solutions , for example a ntibio tics, whi ch could be used in A-D instead? Listening and Speaking UNIT 11 1141 Speaking 1 Parts 3 and 4 2, 3 page 193 In pairs, look at th e extrac ts below. Can yo u th ink of any di sad vantages to th e solutio ns described? Whi ch so lutio n do yo u think is more practical an d acceptable a nd why? Today the Ce nt re for Alternative Technolog y produces a lmost all the e lectricity it needs using the w ind, the sun and water. Water supplies about 55 % of the e lect ricity, the w ind supplies 25 %, and 10 % is from so la r energy. A diesel generator provides the rest. T he nuclear fuel we use is ur aniu m, a resource which is nor only plenri ful bur logica l since rhere is no o ther day-t o-day use fo r it . It is also ex traordina rily efficient: two uraniu m pellets th e size of suga r cubes will meet th e electricity needs of on e person for a n entire yea r. 2 Now form gro u ps of four a nd re po rt th e decisions you have rea ched . 3 In yo ur gro ups , di scu ss th e followi ng qu estion s. Mak e sure that yo u a ll contribute eq ua lly. What difficulties might th ere be in tryin g to per su ad e people to use alterna tive so urces of ener gy? What cha nge s wouid yo u ag ree to if yo u thought it wo u ld mak e a difference to th e enviro nment? Do you think there is too much emphasis o n enviro nmental issu es in th e m edia? Explain your an swer . Vocabulary Phrasal verbs In extract B on page 141, yo u ca me ac ross th e expression brought over. Her e a re so m e other verbs which co m bine with over. Choos e an appropriate fo rm of on e of th e ve rbs to com plete the se n te nces below. take hand over ta lk loo k get pas s The masked m an as ked th e passengers to to hi s acco m plice. all th ei r money and jewelle ry 2 Helen was deva stated whe n she rea lize d she had been for promo tion in favour of a you nger colleague. co n tro l of the wind tur b ines to the local co mm uni ty as soo n 3 We plan to as th e necessa ry trainin g has been give n. 4 The se nator wa rned hi s co lleagues th at th e par ty was in danger of being _ by extremist s. 5 It wa s good to to visit. 6 They th e factory a nd I wou ld like to tha nk yo u for inviting me th eir ideas for se ve ral hours before putting them in writing. 7 Julia couldn't ho w much her friend had ch anged since th ey had last m et . a I am pleased to a nno unce that Jonathan Eva ns will as proj ect m anager when Brian Baker ret ires in June. 9 Paul had ju st 10 Would you like me to 1421 UNIT 11 Listeni ng and Speaking the shock of having his car stole n , whe n his house was burgle d. th e d riving for a while, so that yo u ca n have a rest ? Listening 1 Part 2 You are go ing 10 list en 10 a rad io int erview abo ut a dam d eve lopment. Read th rou gh th e informatio n yo u have to co mplete befo re listenin g. Exam tip ... Asian Dam Project In Part 2 listening passages, you will find that there is often some 'recycling' of the details. This means that you may Size: ( 1) Location: (2) get a second chance to listen for the correct First proposed : (3) answer. Number of stud ies : (4) Area t o be flooded: (5) Cost: (6) Purpose: toe>o I 2 high hectares deliver (7) Sponsored by: (8) Contractors: (9) Life spa n: (10) to Malaysia Now listen to the radio in terview a nd fill in th e m issin g info rm a tion. Wh ich info rmation d id yo u hea r m o re than o nce? 3 Without listeni ng to th e int e rview again , bu t usin g the co m pleted no tes o n th e da m to hel p jo g yo ur m emory. d ecide wh ether yo u thin k th e sta teme nts below a re t ru e or false. Work on the d am began in the 1980s. 2 It will cos t $600 to relo cate th e local inhabit an ts in the so ut h . 3 Th ree tribes will be affected by th e floo d in g. 4 Dr Lim believes t hat th e project is to o co stly. 5 The interviewer wants to kn ow wh y an As ia n com pany is not co ns truc ting the dam. 6 Mo st ofthe elec tr icity ge nerated by th e dam will leak o ut under the sea. 7 Britain w ill be contr ibuting only a sm all a mo u n t towards the project. 8 Dr Lim co mp lai ns of the lack of in for mation abo u t the st udies. Listening and Speaking UNIT 11 1143 Writing Improving your Environment T ln troduction Which of th ese enviro n me ntal problems would affect you mo st if the y occurred in you r local a rea? Wha t act ion could you take as a n ind ividu al to deal with the p robl ems? Writing Part 2, leaflet Part 2, leaflet 1 a Read thi s leaflet about the Ca m b ridge Gree n Belt Project. Why ha s th e leaflet been produced ? Cambridge Green Belt Project 2 • • • What does the project do? 1 It improves the landscape and habitats for wildlife by • • planting new trees and hedges restoring derelict ponds, overgrown footpaths and ancient monuments • managing existing nature reserves , meadows and woodland • creating new areas for wifdlife, such as nature areas in schools and pocket parks' "pocket parks are small areas of land maintained by loca l people for wildlife co n se rvat io n and informal recreation 144 I UNIT 11 Writing 3 It increases understanding and enjoyment of the local countryside by organizing guided walks and other events throughout the year producing information leaflets on local walk routes giving illustrated talks to community groups and schools It also provides practical help and advice on conservation schemes to farmers, landowners and local councils. How can you help? People of any age can help their local government. We need volunteers to help with our practical conservation tasks. You can come along as little or as often as you want to, for as long or short a time as you have to spare. We afso welcome volunteers to design our posters, prepare our leaflets and generally help out with office adminis,tration. What else can you do? Explore and enjoy yo ur local countryside. Come on one of our guided walks or open days, or attend a training event. Contact us if you know of any neglected sites, overgrown ponds, or footpaths that need attention. Invite our Project Officer to give an illustrated talk to your local society or residents' association. Phone 01223 846363 for further information now! b Exam tip In Part 2 of Paper 2,you may be asked to write a leafl et. Ma ke sure that you write the full 250 words • • • • required. Don't spend time on accompanying illustrations. asthese will I not be assessed. Understan ding the task How has th e leaflet been laid out? Look a t each of th ese organi za tion al as pec ts and say why you th in k th ey have been used: 2 headings bull et points a fo otnote short pa ragraphs. c Now look at th e language. Whic h ten se is used in the leaflet? Why? How do es the writer use imperatives? d Wh at regist er and tone is used in th e leafl et? Why do you thin k it has be en writte n in this way? e What im pression do you have of th e Green Belt Proj ect? Is it a proj ect that a ppeals to you? Now read thi s wr iting ta sk. What is the p urpose of th e leaflet ? Your town has been short-listed with eight others for the award of best-kept town in your cou ntry. The fi na l decision will be made in three months' time, and until the n, it is crucial that the town looks at its best. The local cou ncil has as ked you to prepare a leaflet aimed at residents, informing them of the award and encouraging them to participate in making the town as attractive as possible. Brainstorming idea s 3 a Th ink first of existing environ me ntal p robl ems in the town that could be tackled. Remember your ea rlier discu ssion in the Introdu ct ion to th is section . b Now brainstorm ideas of ways to improve th e look of th e town . The things you sugges t must be pra ctical within th e time per iod and po ssible for individu a l people to do . c Fina lly, tbink abou t how a nd wbe re to mention th e award. How p ro min en t should th is informati on be in th e leaflet? Focusin g on th e reader 4 Which regist er do you think would be most app ro priate , given th e purpose of th e leaflet a nd its tar get read ersh ip? Plann ing you r answer 5 Look again at th e overa ll layou t of th e model. The n p lan the layout of your leaflet, using headings a nd bu llet points to map out th e main messages you wa nt to get acro ss. 6 Now y Oll are ready to w rite the leaflet. Remem ber to ens ure that yo u w rite around 250 words. Chec k your final answer ca refully. Rem ember WRITE .,. . [illIIDJ 8.2.9.3 , 10 page 195 Writ ing <-s; fi2P page 190 Writing UNIT 11 1 145 Structure 'Designer' Babies T English in Use Part 2 Read th e article on the left. then supply the m issing words by writing one word in spaces 1- 15. The first one h as been don e for you as an example. Introduct ion What do you understand by the te rm 'genetic eng ineering '? The third con ditional [i\] Meaning Genetic Engineering Look at these exa m ples of th e th ird conditional: WhenCharles Darwin published On Ihe Origin ofSpecies in 1859, the Bishop ofWorcester', wife was most distressed. "LeI us hope it is nol true," she remarked. "But if il is. let us pray thot it does nol become generally known!" 5 1 2 SUPPOSing thot we hod bee n alive a hundred years ago, would we have bee n repelled by To und erstand the mean ing, yo u need 10 ask these q uestio ns: the suggestion that humans an d apes may have had a common ancestor? And had our ancesto rs Did you live in Da rwin's tim e? Were yo u shocked by th e publication? been born in modern times, would they have bee n 10 similarly repe lled by the Ihoug ht of 'desig ner' babies? I suspect that the answe r to both questions Did Darwi n p u blish hi s theories? Did the Victo ria ns find themselves in a dilemma? would be in the affirmative! I have Iried (01 15 rationalise my 10 own response III [j!] Form genetic engineering. I persona lly feel that 121- - - - we were supposed to be pe rfect, we wo uld have (3) designed that way. Surely expe rimenting with genes is (41 _ What tenses a re used in each part of the conditional sentences in A? What could you use in the ma in part of each sen tence in stead of would? invasion of the human self? O n the 20 151 ha nd, ca n we honestly say that the human self is 10 (6) found in our genes? From the medical point III view, [gJ Variations in for m an d meaning Loo k at these three examples of the th ird conditional fro m th e art icle : genet ic eng ineering has opened up exciting 25 possibilities for the trealment (8) _ ge netica lly related diso rde rs. However, the rea l problem (91 this new science is thot il 2 threatens to underm ine the categor ies through 30 (101 we understand our world: our moral and social codes. (11) 3 the Bishop of Worcester's w ife, the anti-science lobby wishes to shut out the facts that might upset its moral universe. a Yet, if morality had originally been based 35 (12) b reason, our attitudes might (13) been [ustilioble . Unfortunately, morality has 1141 origin in pre jud ice, a result, ritual and hab it, a nd, (15) c the possibi lities afforded by scientific advance are increasing ly constrained . • - 1461 -.v UNIT 11 Structure If I had lived in Dar win's time, I, too, would have been shocke d by his publication. If Darwin hadn't published h is revolutionary the or ies, ou r a ncestors wo uldn't have found themselves in suc h a dilemma. ~ 250 words ~ Supposing that we had been alive a hundred years ago, wou ld we have been repelled by the suggestion that ... And had our ancestors been born in modern times, would they have been similarly repelled by the though t of'designer' babies? Yet, if morality had originally been based on reason , our attitudes might have been justifiable. Sen te nce 1 uses Supposing that instead of If Does this alt er the mean ing? If so, how? Se ntence 2 d oes not use a link word . What do you notice about the order of wo rds in th is example? Why does th e write r use th is form? Sente nce 3 uses an alternative to would in the main part of th e se ntence. How does it alte r the meaning? Conditional link word s Mixed conditionals W Mat ch the link words in 1- 5 to th e meanings in a-d W Second and third below. Two of th e link words have th e sa me meaning. 2 3 4 5 a b c d As I So long as the students are pr epar ed to work hard , the tea cher will give them some extra lessons before th e exa m. Supposing (that) you had been offered the opportunity to work abroad, wo uld you ha ve taken it? Provided I Providing that the stude nt had had th e right qu alificati ons, th e universit y would have been prepare d to co nsider his a pplica tio n. Unless I rea lly try hard to save so me money, I'll never be able to afford to buy a car. Even if they had offered me a hu ge sala ry, I st ill wouldn't have accepted th e job. it wouldn't have I h ave had an y effect on th e o utco me. 'except whe n' or ' if n ot' . on the condi tion or und erstanding, o r 'o nly if'. let 's a ssu me. []] Use on e of th e link words above an d th e correct form of the verb in brackets to com plete th e conversation below. An ne Brian An ne Brian lu st yo u (be) alive a (bel hundr ed years ago. Yo ur life it? very different, Oh, yes! But (live) a hundred yea rs ago , I (no t I have) a di fferen t per sonalit y. Oh , co me on! You (not be) a ble to you co pe in those days _ _ _ __ (have) a dozen servants ru nning round afte r you! What do you mea n? I _____ 1 (be) fine (be) a llowe d to trave l a nd do what I wa nted to do . Ann e Look, you (ha te) eve ry minute of it. yo u (tra vel) ha lf (not wa y round th e world, you still have ) the excitement and satisfac tion we get in the m ode rn wo rld! Brian Well, I di sagree. I think that my (make) certain that I had famil y (have) a enough to live o n, I wo nderfu l time. Ann e Even if I (be) born rich, [ _ _ _ _ _ (n ot be ) ha ppy livin g in that era! In the article , you ca me acro ss the se ntence: ... if we were supposed to be perfect, we would have been designed that way. Yo u ca n often mix th e second a nd third cond itiona ls like this whe n yo u want to re fer to a pa st event which would I might I co uld I sho uld have had a dir ect result on a present situat ion. For example, 2 [f we hadn't bou gh t the car, we wouldn't be so shor t of mo ney now. [f we had bo ught the car, we would be short of mon ey now. Ask yourse lf th ese qu estion s about each se ntence: Did you buy the car? Are yo u short of mon ey now? [[] You can also mi x the second and third cond ition als when yo u wa nt to refer to a present s tate of affairs which would I m igh t I could I sho uld have cha nge d a past situat io n. For example, 2 [f Tom we ren 't such a lazy per son, he wou ld have he lp ed yo u. If Son ya spoke Eng lish , she wo uld n't have had to come to Eng lish clas ses. Ask yo ur se lf the se questions: Is Tom lazy? Did he help you? Doe s Sonya speak English? Did Son ya have to co me to English cla sses? Practice Make mixed conditional sentences similar to the ones above, using these ideas. Think ca refu lly abo ut th e meani ng o f the sentences! 2 3 4 We rea d th e bo ok. That's why we ar e so we llinformed about th e matte r. We didn't phone th e rescu e service. Th at's why we're still stranded on the motorway. [ don 't like the countryside so [ didn't se tt le down th er e. Peter do esn 't like foreign film s so he didn't go to the cin em a. 5 6 7 8 Th e ch ildren don't need an y he lp with their homework so th ey didn't ask us fo r it. 1 haven't got a ny ch ildren so [ didn't bu y a big house. [ didn't mee t the right p er son . That's why I'm no t married now. Philip doesn't have good eyesigh t so he didn't become a p ilot. Structure UNIT'1 I 147 Let's get Organized Reading Th e Customer is Always Right T /M Rt=AU-Y GLAI? I NCNT ON 7HAT4j{E/?T/V£N£.r.r COuPS-E. ./ lntroduction 1 Lo ok a t t he ca rtoo n st rip . Wh a t is it illu strat in g? 2 Reading Do you agree wi th th e saying ' th e c u stome r is a lways right'? Wh y? Wh y not? 1 Skim re a d t he articl e b elow, ign o rin g the missing p a ra gra p h s. Acc o rd ing to the write r, wha t is th e key to fu nn ing a successful business? Part 2 Small is beautiful Back in the 19705, Edward Shuma ch er wrote a book called Small is Beall/Ifill. In it he proposed that big b usinesses had cost advantages over small ones, but th at All successful companies supply products and services that the customer wants - at a fair price. They also sell in pleasant surr oundings and offer unforgeuable service. Their staffarc trained. positive, approachable, enthusiastic and knowledgeable. Wh en you ru n your own business, you have decided to sell to and serve others. Unfo rtunately, for many British people, selling is a joh that is beneath them and they regard customers as being in the way. But make no mistake, weare goingto haveto become much cleverer sales people and serve customers a great deal better, or we are going to lose business to competitors who already do so. W Our rewards in life have always been in direct proportion to the quantity and quality of the service we have given. The more people we serve and the imperso na l service. '; better we serve them, the more rewards we wi ll get. ;! Poor service equals poor rewards, average service average rewards. Good service reaps good rewards. ___________________________ ___ ___ __ ___ __ __ _ _ _ _..... 12 any advantage was soon lost because they were too bi g to manage and gave j ~E 148 I UNIT 12 Reading [!] If the car hreaks down within a week of his garage fixing it, he sends someone out to repair it, day or night. lie gives mea loan car and l leavc the brokendown vehicle with the mechanic. Docs he charge more? Yes, he does, hut he has increased his share of the local market by400% io the last two years. My doctor has a target to see 97% of her patients on time. When you go into her surgery, the receptionist comes to you. There is a play area for the kids, a coffee machine, pay phone, up-to-date magazines, soft, relaxing music and potted plants that look healthy. [I] To find out how to give unforgettable service in your business, book yourself on a customer service training course. Some are free and many cost onlya few pounds. Ask your local Training and Enterprise council for details. Ifyou prefer, send offfor a leaflet I have produced on customer care. It will outline the basics and I hope inspire you to put what you read into action. ( Small is 2 beautiful Read par agraphs A-G. Six of th ese para graphs fit th e ga p s in th e a rticle . Th er e is one extra paragraph wh ich do es not fit an ywhere. Divid e the para graph s up into th ose which a re about ge neral princ ip les, a nd those which give specific exa m ples . Th is will help yo u to decide wh er e each paragraph s ho uld go. Now insert th e paragraphs int o ga ps 1- 6. A How about the petrol station that invites you out of the car with a free cup of coffee and newspaper while its staff pump the petrol, check the tyres and oil, wipe the inside and outside of your windscreen? Theycharge top price but pump twice as much petrol as any other station in town. B The hosses keel' tight financial control and exhibit the same attitudes as the staff - they arc pos itive, appr oachabl e, enthu sia sti c and knowledgeable. The boss also has the best possible marketing tool because he listens and finds out how to serve his customer better from fi rst-hand experience. C To many people, the customer is a pest, to the Americans, the customer is a king, but to the Japanese, the customer is a god. Perhaps that is why theJapanese are so successful. After all, the success ofevery business can be found in its anitude towards selling and its attitude towards serving customers. 3 D In the I990s, small businesses still have lots of advantages over larger ones. For a start, they arc slimmer with no head office absorbing money. But they arc also lighter on their feet, responding to customers' demands. E Take my mechanic, for example. lie cleans my car inside and out and cleans my engine. He puts my seat back to myleg size. He offers an overnight service where he picks up the car from the drive and delivers it back ready for work the next day. F ,\toreover, it is happening. Dayin dayout, despite the focus on customer care , there are similar incidents occurrin g all over the land: ultimately orders are lost because of them. Big businesses are more likely to fall fou l of this than smaller ones. G When we get there, she gives the kids a sweet, stands up, comes to my side of the desk, smiles, shakes my hand and says, convincingly, "It's nice to sec you, Tom". If she's been running late, she apologises and you know she's done her best. Look at th e extra paragraph and decide wh y it do cs not fit into the art icle. Reading UN IT 12 1 149 Vocabulary Prefixes In the article , you came acro ss the word s impersona l and unforgettable. Below are o ther ad jectives wh ich ca n combine with some of the prefixes on the left. in - dis - experien ced valuable im - mis - perfe ct mature ir- conscious iI - sub und er - jud ged rational load ed un - over- value d ho nest normal legible Whic h words combine with in-, im-, ir- and il-? Wh ich consona nts usually foll ow im-, ir- a nd it- ? What is in- usu ally followed by? 2 3 Which wor ds combine with lI n- , dis- and mis -t What is the d ifference in mean ing between th ese prefixes? Wh ich words combine with sub- , und er- and over-? How does th e p refix cha nge th e mean ing of the ne w wo rd? 4 Now com plete the text below by inserting th e word in bra ckets with its co rrec t prefix. , The job advertisement had asked for a self· motivated individual with good social skills. I remember thinking that the salary wasnr brilliant, but the job didn't seem too 111 Ipaid) for what was required. However, I soon found out that what they wanted was a workaholic! The factory was dirty, noisy, and the work was incredibly tiring. The place was senoustv (2) Istaffed) - ten people doing the work of fifteen - and the management was lazy and 131 _ temaenti It soon became clear that anything the factory produced was (4) tstsncura: as quality control was minimal. Not 10 surprisingly, relations within the workforce were poor and it was impossible to get anybody to co-operate on projects. People were 5 either irritable and lSI toeuenn or just couldn 't be bo t hered. I remember the day I finally handed in my resignation. I tried to explain some of the problems I'd experienced to senior 15 management, and implied that some of their working practices were quite frankly (61 lIega/). But, true to form , they were comotetetv (7) tcommurncstivei and 181 _ (interested). I was faced With a wall of silence, then more or less thrown out of the factory gates! English In Use 1 Running a suc cessful bu siness can be extrem ely stressful, so the ability to un w ind is cru cial. Read the following extract from a ma gazine article, ignoring the spac es. What is th e typi cal execu tive's attitude to ' leisure' activities? 2 Now read th e article again and supply th e missin g words by writ ing one wo rd in spa ces 1-1 5. The first one ha s been done for you as an example. Part 2 150 I UNIT 12 Reading , III GII LI F E Easy does it WILLIAM DAVIS Ide s to relax HELAXING ISN'T EASY. I kn ow - I ha ve tri ed it. I can see, (0) th erefore , w hy Japan's ~lini slry of Int ern ati on al T r a de a n d Indu stry want corpora tio ns to hav e full -tim e ' le is u re ad visers'. 5 It see m s (1) idea worth copying. A sta rt s hou ld he made (2) the very top . Ca pta ins o r i n d u s t ry oft e n Iln d it hard est (3) a ll 10 r ela x. Worke,'s (4) lea st hav e th e e xcuse 10 t h at th ey nee d to prot e ct th eir joh and pa y (5) th e loan o n th eir h ou se , J-Ian y Ih e tyc o on s a lrea dy po s se s s (6) mon e y they could e ve r hope to spend . So wh y don 't Ih ey e as e (7) ? 15 So me hu y a lu xuri ou s yach t, a heach house, or eve n a n isla n d. (8) se ldom make use oft hese ex pe nsi ve lei sure facilities. "I don't have ti m e for a h olid ay: ' (9) in si st. Some co nside r th emsel ve s s o indispensable that th ey 20 thin k th eir' ( 10) every detail. ~ 200 words hu sin e ss would co l la ps e they were not there to supervi se 3 But more often lhan not ( I I) plain truth is that th e y d on 't kn ow h ow to rela x. 25 ( 12) ha s e ver told th em h ow to do it. YOII ca n't be a fra ntic execu tive ( 13) _ da y a nd a lei surel y be a chcomber the next. Pu t a captain of industry ( 14) a be a ch and he tend s to ( 15) bored and r estl e ss, 30 lie misses the pa ce, the action . Work in pairs. You are eac h going to read two paragraphs from further on in the article. Studen t A, tu rn to extract 12A on page 20 1. Student B, turn to ext ract 12B on page 203, Read your para graphs, then decide which grammatical words you could rem ove to make a ga ppe d exercise, Write o ut th e pa ragra phs, omitting eight words you wou ld like to test. Rem ember to : • • • space the ga ps o u t over th e pa ragraphs. se lect a var iety of gra m matical wo rds . make su re the re a re only one or two acceptable answers. When yo u have finished . tryout your clo ze on your partner. 4 What do you thin k abou t the ide a of having a leisure ad viser? Ca n you thi nk of any oth er ways to relieve stress? Disc uss yo ur ideas with a pa rtner. Rea ding UNIT 12 1151 Writing When Things Go Wrong ... lntroduction '-.I 1 T Lis ten to four people tal kin g about th eir exper iences of th e sam e o rganization. Decid e what kind o f o rganizat ion it is and what their co nnection is w ith it. In each case say what th ey think abou t the organiz ati on. 2 Vocabulary Th i nk of an or gani zation tha t yo u have had contact w ith , eit her as a cu stomer or a member of staff. Was it effic ien t? With a partner, d iscu ss th e positi ve and negat ive aspec ts you can rem ember abou t i t. 1 M anufacturer s often guaran tee to repair or replace faulty p rodu ct s free of cha rge. Understanding th e form al legal language used in guarantees can some ti me s be difficult. M atch the forma l phrases in 1-10 with th e exp la na t ions in a-j. The language of guarantees I 2 faulty workmanship a error in the manu facture 2 the date of purcha se b l egal 3 under take to exchange c follow i ng I as a result of 4 taking furt her action d to deal w ith 5 conseque ntial e at no co st 6 in the event that f do ing som eth ing else 7 free of charge g whe n you bo ught th e item 8 statutory h de m anding money or a replaceme nt 9 to atte nd to if it hap pens 10 mak ing a cla im prom ise to replac e Now complet e th e guaran tee card below using th e forma l phrases in 1. Th e first on e ha s been done for you as an exam ple. G UA RA NTE E This instr ume nt is guaranteed for twelve months from (1 ) the date of purchase Procedure: Any claim under this guarantee should by the original owner be made through the dealer from whom the instrument or was purchased . It is likely that your deale r will be able agai nst failure due to (2) com ponen t breakdow n, subj ect to the procedur e (5) any defect qui ckl y and stated below. Should any component or part fail during efficientl y, but should it be necessary the dealer will the guarantee period it will be repaired or replaced return the instrument to the company's se rvice (3) department for attention . (6) _ it is not possible to return the inst rument to the dealer The guarantee does not cover: 1 2 3 Damage resulting from incorrect use . (4) damage . from whom it was purchased. please contact Roberts Radio ser vice department at the address below before (7) These Receiver s with removed or defaced serial numbers. _ (8) statem ent s do not affect the right s of a consumer. Roberts Radio 41 Kingston Street. Manchester SW1 9RL 152 I UNIT 12 Writing Writing Part I , formal lett er and note Exam tip When writing a letter of complaint for Part 1, be carefu l about the strength of language you use. Excessively forceful language will have a negative effect on the target reader. As in real life, a mixture of indig nation and persuasion should bring about the resultyou require. 1 a Sample lett ers Read the two le tte rs below which a re complaining about th e inefficiency of a cour ier service. Wh ich lett er is more appropriate? Con side r th e followin g aspects : • • • • • • Lett er A order in which t he information is presented register qu ality of the inform ati on clarity of ex press ion (eg wha t does the wr ite r wa nt to happen?) repetition of inform a tio n layou t. Transaction ref: FR6104 Star Dear Sir / Madam On the 25 May 1994 your COuri er service a d a package of confidential . gree to send a colleague of mine in F, matlenals t o Monsieur Lebleu, rance. was a ssured th t ·f advantage ofyour 'S t . a , I { took sr express eervt h Were guaranteed to . '. rvsce, t e materials arrIVe Within 24 hou r d delivered personally to th dd s an would be e a reeeee How. h materials did not arrive until a week I~ter. ~ver; ~ e . my colleague had left th ' by which time the doorstep and w e country. The parcel was left on 'as eventually t a ken in by s ne; hb N df B ig our. ee ess to say, this caU5 d aree r , . expec ted a mor. titci e great Inconvenience. I had e e ctant:and reHabl . consid eri ng the high h e service, especially ar c a rges for 'S t a r ' delivery. Although I have contacted . Occa s ions and explained t hyo~r office by phone on two await ing a response to m ; cJrcu~stances, I am still it if you could arrange for~h ompla; nt. I would appreCiate e pac age to be collect ed and returned to me as SOon as pas 'b! Th where th 5 1 e. I e address thi I e package can be collected is at the botto f IS etter. m0 J I look forward to rec eiving your reply Dear Si r / Madam I have phoned you twice already about a parcel of confidential materials which was sent to a colleague of mine. Although I was told t hat your 'Star· express service ( which COflt5 t wice as much as the normal service!) would get it there by Wednesday, it didn't actua lly arrive until fas t Friday. Mons ieur Lebleu had gone on holiday by t hen and the parcel was taken in by Madame Tournier who lives next door. You can imagin e that I am very angry, especially as I asked for the ·S t ar' service and paid a lot of money for the privilege. I really didn 't expect such inefficiency and incompetence! So please let me know what you are going to do about it. Although I have phoned your office twice, I still don't know what you are going to do about it. Can you get th e parcel bac k to me as soo n a s possible? The n ext ~door Yours faith fully Kenneth Thomps on neighbour's nam e is Madame Tour nier. Please let me know what is happening. Pleas e collect the parcel from: Madame T< . Rue Sa int Denis 651, Vernosc -Ies -Annona ournter France. Tel: 4477 9340 y Bes t wishes Kenneth Thompson Letter B b In what circumsta nces wo uld it be bette r to complain in writ ing about faulty goo ds or se rvices? Wh en is it bett er to comp lain face to face? Writing UNIT 12 1153 Un der standi ng t he ta sk 2 Now read this writ ing task. If you were reall y in th i s situ ati on, what woul d you ho pe to achieve by wr iting such a letter? You are currently study ing at a college in Britain and you have recently bought a CD player, You did not buy it in the town where you are studying and since it has stopped working, you have had to contact the manufacturer direct. Read the manufacturer's letter to you (on which you have made some comments), the original receipt and guarantee, and the note from your friend Jill. STl ELECTRONICS LTD Industrial Unit B Tewkesbury Road London SW4 3AF No way! Too busy anyway STL C o mpa ct Disc Pl a y er 12June 1996 Cost: Model No: Serial No: Date of ourchase: User's name/address: Receipt No: 45 Thorne Avenue Oxford OX42HL M . Brovv n 7650 Dear Cus tome r With reference to you r telep hone call, wo uld you please take your CD pl ayer RCD-990H back to ou r showroo m in Lond on for repair. We estimate that the pl ayer should be ready for collection within fou r we eks and we w ill notify you of th is in du e cou rse. . PI er model no. RCD-990H is This STl Comp ~ct DIS" C l~~ due to poor workmanship guaranteed agamst a t au Yours fait hfu lly during manufacture. .' teed within 5 It a fault should a riS~ocO:le~t:O;a~~~tu~~a;epaired within pay I one week of collection a rep ae Industrial Unit B Tewkesbury Road London SW4 3AF £149 .50 RCD·99 0H IHHB400485 06 .6 .96 GUARANTEE working days. If the, STl ELECTRONICS LTD NB guarantee ament of the same model will be provided free'l~~c~;rogn~~ if the player is subject to These conditions W I 0 d ot extendto damage through normal wear and tear'kand °T~e customer's statutoryrights abnormal use or brea ages. will not be affected. '- Th"nks for Ihe offer of your CD player for I 'veek I could pick II up on J"",es's pMly nex b' I 'f you can lei us 'd d II would e grea I FYI ay an II I' going 10 be oul of have some CDs as we. m leave a nate (at' few days so can you r "OK? By Ihe way, Me you lown [or " r: mt: al college If Ih,s IS I'fl? 'f so do you wanl a I ' coming an d I Cheers! Jill Now write: a b Plan ning yo ur answer 3 In you r l ett er of com plai nt, don't forget to inclu de t he following: 1, 5 page 193 12.2 page 195 2 154 1 UNIT 12 Writ ing a letter of complaint to the manufactu rer (about 200 words). a relevant note to your friend (about 50 words). the circumstances and detail s of the origin al tra nsac tio n, ie th e n ame of th e i t em (wi th model number if thi s exists) whe n you bough t'It 3 4 5 6 th e invoice o r rec eipt nu m ber ho w much it cost th e reasons for your com plaint what action you wi sh th em to tak e. 4 In your note to jill be careful no t to repeat the words used in th e main task. Don't forget to: • • Writ ing 5 """"- f!1fP page 184 he co ncise. cho ose a n appropriate sty le. • • explain why you ca n't lend he r th e CD player. answer her oth e r reques ts. Now you are ready to writ e your letter and note. Once you ha ve completed th e task, check your work thoroughly. Remember WRITE ~ . Listening and Speaking A Room with a View lntroduction T 1 Look at th e words and phrases below. Do any of th em describe th e place whe re you wor k or stu dy? auste re open-plan cramped up-to-the- minut e chea p a nd cheerful spacious oppress ive functional light and airy messy luxurious cluttered neat and tidy What type of improvem ents would you like to make to th e place where you work or study? 2 Look a t the five pictures. Try and match them with statements a-h . Yo u may find that some phrases will fit more than one picture. a b c d e f g h 'It co uld be very claustropho bic .. .' ' It's bar e a nd fun ctional but it serves its purpose.' 'It 's th e noi se level that gets to me .. .' 'All thi s luxur y just leaves me cold .. .' 'I'd feel be tte r if it wasn't so u ntidy.' 'Spacious, qu iet areas make me feel relaxed .. .' ' I th ink I'd just feel trap ped .. .' ' It see ms old-fash ioned bu t I think it's more sociable ...' 3 With a part ner, discu ss whet her you wo uld like to work in eac h of these enviro nments. Listening and Speaking UNIT 12 1155 Listening I= I 1 You are go ing to hea r two peop le, Jane an d Martin, d iscussing the place s th ey have worked in and whet he r they were ha p py the re. They will be exp ressing different views an d you mu st put a Y (yes) or N (no) accord ing to whether you have heard the view expressed or not. Part 3 ,= I I 2 3 4 Buildings with air-co ndition ing ca n make you ill. Office life is d ull and boring. Working in old buildings ca n be bad for your health. Fresh air is preferable to air- conditioned air. S 6 7 8 Artificial light ca n mak e you tired. Outsid e views ca n be distractin g. Th e layout of a n office ca n't influ en ce how you feel. Peopl e who wor k in th e sa me office should onl y ma ke necessary ph on e ca lls. 9 Quiet offi ces are not necessary for creative work. 10 Busy offices are exciting places to work . 2 Now listen to the ta pe aga in, an d look at the se ntences you marked with a Y. Which of these views are expressed by: a Speaking 1 @lID] 6.3 page 194 3 page 193 7 .1 page 194 156 I 2 b Ma rtin? c bo th of the m? Look at th e picture a nd discu ss it with a partner. Talk about: • • • • Part 3 Jan e? what it would be like to work in this type of enviro nment. the responsibilities the job ent ails. the mo st important qualities needed for a job like this. th e advantages and disad vantages of the job . Below are co nd itions you may want in an ideal job. In pairs, list th e co nd itio ns in orde r of importance. Take abo ut four minu tes to do this, giving reaso ns for your answers. • a co mfortable office or wo rkspace • • career o pportun ities • • • cheerful colleag ues flexitime (being able to decid e yo ur wo rking hou rs within a ba sic frame wor k) • • UNIT 12 Listening and Speaking • • goo d pay staff develop me nt (train ing courses, etc .) a reliabl e, encouraging boss subs idized ca nteen generous holid ays stimulating wor k Structure Personal Organizer T The passive ~ Form What changes ne ed to be m ad e to put th e verbs in italics into the passive? Introduction Would yo u de scribe yo urs elf as an e fficien t person? Wh y? Why no t? Wh ich of th e follo wing helps you remember all th e things yo u have to d o in yo ur everyday life? o o • o o The computer does the work for you. The computer ca ll do th e work for you . The computer could have don e the work for you, 2 a People a re writing few er lett ers by hand nowadays. b We have ordered a new printer for th e co mp u ter. c The workmen were installing central heating when the fire broke out. d For tunately, the fire had not damaged the office equipment . e They printed th e m anual in Taiwa n. f The compan y might recruit severa l hundred new wo rkers over the next few months. g The co m m ittee ought to fini sh the rep ort by ne xt Writing list s. Making notes in yo ur diary. Asking someone to remind you to do things. Keeping a filing system. Rep eating things in your head before yo u go to sleep. Can you ad d a ny other ideas to the list ? Reading week . Read th e following a rt icle which appeared in th e new s section of a bus ine ss magazine, and choose the head ing which you fee l best sums lip the point the writer is mak ing. Ruled by tile Filofax Small is beautiful Organizing tile organizer Price it rig/It A notable notepad Managing systems Leave it to elect ronics Now put these se nte nces into the passive form. h They would have fini sh ed th e report soo ner if they hadn't been so bu sy. 3 Look at the article again. Find examples of the following used in the passi ve form: a sim ple past b present continuous c sim ple present (two exa m ples ) d present perfect e passi ve infiniti ve without to. IN THE EIGHTIES OUR LIVES WERE RULED BY THE FILOFAX. Now SMALL ELECTRONIC ORGANIZERS ARE BEING HERALDED AS THE PERFECT ANSWER TO PERSONAL EFFICIENCY. If you are attracted by the thought of a compact and rather impressive-looking corporate planner, Management Projects have come up with the Personal Electronic Organizer Series 3. 5 Sa id by Management Projects to be the ultimate 'advanced management system', its sec tions have been des igned to include the obvious, like mont hly and da ily d iaries, as weli as pages marked for planning, delega ting and finances. to It claims, impressively pe rhaps for a notebook measuring fourteen by twenty-one centimetres , to be ab le to give you the power to manage people and projects more effectively, thereby increasing productivity. So, if you are not an organizer by nature, and would ts like to have your office managed for you, this could be the answer to ali your problems! ~ 210 words THE PERSONAL ELECTRONIC ORGANIZER SERIES 3 • comes in vinyl, leather-like sewn vinyl or full-grain leather (the difference be ing reflected in the prices!). • has added extras. The vinyl version has a solareo powered calculator, while the other two have a pullout panel, incorporating a calculator and useful notepad , • can be ordered by phone or fax from Office World or other office equipment retailers . Structure UNIT 12 1 157 [ID Function Have something done The passi ve is used for several different reason s. Match the passive sentences in 1- 4 with explanations a-c below. o 2 3 4 The cars are assembled hy rohots and qu alit y cont ro l is carrIed out by com p ute rs. A pe des trian has been injured in a hit and run accident near the airport. Ste ps have been taken by th e committee to e ns ure that th is does no t h appen again. The speech at th e bo ard meeting was given by a very prominent member of the gove rnment. The passive is used whe n: a b c the actio n is more important than who or what does it, altho ugh who or wha t doe s it is st ill mentioned . who or what does the action is as important or noteworthy as th e action itself, an d is pla ced at th e en d of th e se ntence for spe cial em phasIs. who or what do es the action is not mentioned, because it is unkno wn , obviou s or unimportant. Why are so me verbs in the article used in the passive an d not the act ive form? Ma tch the exa m ples you fou nd in the article with the explanations in a- c above. What is the differ en ce in form and meaning between these se ntences ? I install ed the new computer yes terday. Th e new com puter was inst alled yesterday. I had th e new com puter inst alled yeste rday. The a rticle stated: ... if you ... would like to have you r offi ce m a naged for Y Oll , this cou ld be th e ans wer to all your problems! Why does the writer use the causative use of have in this sentence ? [i3J What is the differen ce in the mea ning of had in the se two sentences? I ha d th e car serviced yeste rday. I had the ca r sto len yes terday. Practice ~ Com plete th e followin g se ntences with a n app ro priate form of have (something do ne) and the words in br acket s. For exa m ple, Practice Rewrite the following sentenc es in the passive and , refe rring to explanatio ns a-c above, explain why you wo uld use this form in eac h rewritten sentence. One se ntence cannot be changed. You insert the paper into the printer with the smoo the r side facin g up. 2 The ma naging director from the head office in Halifax briefed th e staff about company reorganization. 3 The new com pa ny sec reta ry has made a very serio us error. 4 We are going to update all the office equipme n t early next yea r. 5 The local inhabitants on a remote island in th e Pacific make thi s jewellery. 6 The colle ge authorities awarded every stu dent a certificate on completion of the course. 7 Some one has atte nded to the matter. 8 I taught myself how to use a com p ute r. 9 A com p ute r mark s the exam papers. 10 Th ey say th e co m pa ny is on the verge of bankruptcy. The curtains look sha bby. I really must (clea n ). The curtains look shabby. I really must have th em cleaned. I I went to the dentist's (tooth! fill). 2 The ca r looks filthy already! I (jus t! clean yes te rday). 3 Cou ld you m ake an ap pointme nt at th e hairdresser's for me (h air ! perm )? 4 The he el's come off m y shoe . I'll ha ve (repa ir). 5 Th e grass is gett ing long aga in. We sho uld (cu t). 6 While I was trave lling on the und erground, I (ha ndhag! steal). 7 Thi s skirt was too lon g whe n I bou ght it so I had (take up ). 8 They've just m ove d in to an old house. It's in a terrible co ndition so th ey (decorate). 9 The office is always freez ing cold but next wee k the man agem ent (central hea tin g ! install). 10 While th ey were away on holiday they (h ouse! break into). [i3] In spoken English, you can use get inst ead of ha ve something done, but you do not usuall y say who or what does the acti on . In which of th e sen tenc es in A would get so und odd , and why? @J List two things you have had don e recently, two you 158 I had done (or used to have do ne !) whe n you we re younger, a nd two you would like to ha ve done if you had th e tim e or th e money. Com pare your list with tha t of anothe r student. UNIT 12 Structu re Law and Order Reading Fine Young Criminals T Introduction 1 Read th e follow ing headlines from a selectio n o f newsp ap ers. Ma tch each o ne to the most ap propriate extrac t. Little Caesars Blamed for Terrorizing Northum bria II A government report. on !he increase in cr ime amongst juve niles has made reco mmendat io ns .to schools and paren ts to supe r.vlse 5 childre n more ca refully, espe cially durin g holid ays and aft er scho ol. T h e report su gg e sts th a t m~ny child ren arc left to th eir own devl.ces a t the se tim e s a nd . so.me find 10 th em sel ves in volv ed 10 Illegal or da ngero us activities . It re cently ca me to light th a t a gro u p of children from a primar y schoo l ha.d tied up a seven-year-old boy In his 15 bedroom and pro ceeded to ra nsac k the h ou se . The re port a lso reco mme nds tha t it is t ime the poHce got to ugh with th e par ents of youngsters who br eak the law. : Houdini Kid does it again It's time to Crack Down on Crime Babies n_year-old . thi s year, a le For the Ihird lim e h loc al aUlhori ty has hdd in the care of I e it b y wr iggltng c 1 • secure urn h absconded from; d fence T he child, w 0 under an electrt rc e a\ r~ason s , was p\ a~cd 5 cannot be nan~c~ for ~r7humbria aftcr runOl~g in a secure unit 1O.~ h 'ldren' s hom e o n SIX away from a loc ~\ ~ I last tw a years . A occasions ov er t e autho rity to ld a news spokesperson for th e no sat isfactory way 10 confere~c~ th~~:I~~:~\:~~inst th eir will othe r to adult prisons. of detam,.ng than sendmg Ihem 2 II . A ga ng of chi ld ren aged between eleve n have been ac cused of mak ing th e li ves of o ld -age pcn s~on ers a misery. Residen ts in 5 h OU Sing estate s on the outskirts of Ncwca~t le a nd Su nde r la n d ha ve com p la ined tha t ga ngs o f youn ch ild ren have been tormenting th; old folk by throwing rubbish in th . 10 g~rdcns. b' lnging on th eir doors a~~ Wind o ws a t ni gh t a n d g enera lly makin g a nu isa nce o f themse lves .No rt humbria n District Co uncI., has. a~ no u n ced plan s to send police int o 15 t .e a rea .to ta lk to paren ts an d teac he ~s In a bid to s top furt her esca latIOn of the problem. SIX and Is crime committed by ch ildren a problem in yo ur cou n tr y?Wha t m ethods ar e used to d et e r yo u ng cr im inals or punish th em fo r their offe nces? Reading UNIT 13 1159 Little Joey's Lost Childhood O nc day last summer, when Iocv had been arrested yet aga m for yet anot her b urglary, 5 his solicitor went down to the p oli ce stat ion to see him. He sat d own o p p o site him in the interview room. sighed an d ask ed h im straigh t: 'Joe y. w hy do YOll to d o it? ' 5 And Jo ey lo oked straight h ack / """'" and told him. ' I d unno . I gutta buy ') fag s, drink .Th ere's drugs and i.. __~/ things. I gotta girl. It's money you ~ 15 know ... ' joey shrugged , like any ~~)!~r man with a weight o n his mi nd . Joe y w as th en e le ve n years old. So on aft erwards , he became famou s when. in October last 20 yea r. h e w as lo ck ed away in a se cure unit o u tside Leeds where h e was three years younger than any o th er inmate. so young that .. his incarceration required the 25 persona l au thori ty of the Ho rne Secretary. As he was led away from co ur t, h e h ur le d ins u lts at the press an d then d isappeared in a clo ud of publicity. 30 He became a caricature - ' th e Artful Dodger' , ' Britain 's most not orious young c rook '. 'C rime baby'. 'th e Houdini Kid ' , He m ade all the papers, Soon his case was 35 being used as amm unition in a sustained assault which has seen the Ho rne Secretary, the Police Federat io n, the Dail y Exp ress and va rio us Ch ief Co nstables 40 campaigning to lo c k up more ch ildren. They pointed not o nly to Joey but to a rash u f o th e r ad olescent delinquents: th e e le ve n-ye ar-old 45 brother and sister whose attempted arrest ca u sed a riot at a wedding p arty; the six ' Little Caesars' from No rthumbria who were blamed for ;50 offences; the 50 thi rtee n-yea r-o ld a rme d ro bbe r from Cheshire , Th ei r so lut io n was simp le : these children had to be punished; the courts needed more powers to put them behind 55 b ars. Joc:y gre w up with his fat h e r, Gerry. a So u the r n Irish labourer wh o has not worked regularly for years; anti his mother, Maureen. 60 also Iris h and bare ly literate , w ho was o n ly eigh teen w hen she marr-ied Gerry, fifteen ye ars h er senior, The neighbours remember Joey plnving with his go-cart in 65 the st reet , runni ng around with his two sm aller brothe rs , h anging o n the d o or to scrounge cigarettes for Gerry. The y say he w as a ni ce kid . They remember Readin g 1 Head throu gh th e article a nd say if yo u think the title is ap prop riate. Part 3 2 Now answe r th ese mult iple -cho ice qu esti ons. Exam tip Joey beca me famo us because In Pa rt 3 of Paper 1,the A B C he had com m itte d so ma ny burglaries. he was always bein g a rres ted. he wa s the youngest inmate in the se cure un it. D he sw ore at th e pr ess photograp her s. multiple-choice questions will follow the order of the text. Reme mber that there may be a summary question at the end. 2 How did the Ho me Secreta ry and the police res po nd to th e rise in juvenile crime? A They wa nted to see m ore yo ung crim ina ls put in pr ison. B They beli eved tha t th er e sho uld be a return to corporal punish ment. C They tho ugh t th a t the co ur ts had too m uch po we r, D They though t that the poli ce force sho uld be strengt he ne d. 3 160 I What can the neighbo ur s recall about Joey? A B C D UNIT 13 Rea ding 4 He smoked ciga rett es. He was a bully. , He sta rted stealing whe n he was fo ur. He p layed trua nt fro m school, Why was it decided that Joey s hould go to a secure unit? He refused t o give lip th ievin g. li e kept runn ing away from the homes. C He beha ved bett er in a secure unit. D He was too old for the ch ild re n's home. A B 5 Wh at does th e wr iter th in k is th e m ain cause of la cy's be haviour? He is a victim of his own circumstances, B He is un ab le to sort h im se lf o ut. C He has bee n forced to beh ave in an a nti-socia l way, D He ha s bee n hadl y treat ed by the police . A 'Throw a child into the sea, it will drown. him s kiving o ff scho ol , to o , and thi eving , b u t t hey d on't re me m ber it well.Almost every75 body's kid s skive o ff sc hool, and a If you lo t of them go thieving . throw it Ge r ry says he 's into a 80 not to o s u re when ghetto, it Joey first brok e the law. He thinks will grow he stole some up like c r isp s for dinner Joey' 85 when he was four. In Ge rry 's famil y, there ha s ofte n be en trouble with the law: p etty c ri mes , h andling, the occasio nal 90 fight , a succession of brothers and un cles behind ba rs . By the time he was 10 , thievi ng was the o n ly ga me Jo e y knew, li e had .,5 arrests behind him and th e 95 socia l w orkers d ecided he had to b e lo ck ed up .They had tri ed taking him into care but h e had simp ly walked out of the homes where th ey put him so , in 100 De cember 1990, he was se n t to th e secu re unit at East xtoor o u tside Leeds. He liked it th ere. Everyone at East Mo o r ag re es that Joey liked 1(6 it. It is not like a prison: there arc n o p e aked cap s or truncheons. It is more like a school w ith extra keys .Tucked away there, far from the mea n c re sce nts of th e 110 ho usi ng estate, h e was a c h ild again . lIe p layed w ith lcgo . He practised joined-up writing . lie woke up feeling ill in the nigh t and c ried on the principal's 115 shou lder. Joey is due to be released from the secure unit in February, Eve ryo ne who h as dealt with him is sure that he will go stra ig ht 120 b ack to his o ld ways.They say the y have g iven up o n him.They have two o p tio n s: lock him up o r let him go. Eve r yo ne in social 70 service s kn ows th e danger o f lo cking u p a chil d : it break s up the fam ily, it sti gmati ses the c hi ld, it floats h im in a pool w ith o lder criminals. Yet letting hi m go is no better; ce n ot when it me ans re turning to the b attered streets o f the ci ty. Jo ey is no t th e o n ly ch ild like thi s. Every Eng lish ci ty ha s th em.Joey just happen s to he th e famou s 135 one. He's bright and he 's brave and the psychiatrists agree h e is no t d istu rb ed . lie is, by natu re , anxious to please . In the se cure unit n o w, h e con fo rm s with 140 eve r yth ing around him. If you th row a chi ld int o th e sea, it w ill drown. If yo u th row it int o an Eng lish g hetto , it will grow up like Joe y. 125 The na ntes ()f.lo(~)' and tn sfa ntily bat -e IX>t!l1 cbauJ!.edfo rlegal reasons. 750 words 3 C!> Und erline th e phrase s wh ich help ed you choose the correct answe r. Co m pa re your under lin ed phrases with those of another stude nt. Now loo k a t th e inc orrec t option s. On wh ich part s of the a rt icle a re th ey based? Why are th ey in correct ? 4 Find words or phrases in th e text which are sim ila r in mean ing to th e wor ds in italics. 1 2 3 4 5 6 Amy look ed as if she had a lot to worry about, The pr ison sta ff found it difficult to keep the prison ers in th eir ce lls. Th e young man's imprisonment in a sm all, windowless ce ll was crue l and unn ece ssa ry. Kevin has been breakin g th e law all his life; he's a crim inal and nothing is going to change h im . Most people wo uld prefer to see convicted cr iminals in jail rather than do ing community se rvice. When the pri son governo r sloppe d the pri son ers from wa tch ing TV, they ioent on the rampage, ca us ing hund reds of pounds worth of damage. Many pe o ple co m m it minor offences when th ey are yo u ng. [ don't think he 's likely to improve - we ha ve 110 hope for h im . Read ing UNIT 13 1161 Listening and Speaking lntroduction Let the Punishment Fit the Crime? T Read the follow ing newspaper extract. Does th e punishmen t fit the crime? C. 2 Three strikes and you're out CA LI FO RN IA'S ne w ' three stri kes' {aw, which was introduced with overwhelming publ ic sup po rt, requires peopl e with a serious cri minal conviction to receive twice the no rmal sentence when conv icted of a second felony - and 25 years to life for an y th ird offe nce. In one recen t case , this resulted in a jail sentence of 25 yea rs for a man found guilty of stealing pizza from a gro up of children. Why do you th ink thi s law was introduced ?What effects cou ld it have? Is it a sensible law, in your op inion? Give reas ons for yo ur answer. Listening I= I 1 Listen to five people ta lking a bo ut ho w th ey we re treated by others when they had do ne so methi ng wrong . Matc h th e speakers to th e p ictures. Part 4 Speaker 1 ~__ Spe ake r 3 _ _ Speaker 2 Spe ake r 4 __ 2 Discuss whic h of th ese sit ua tions you rega rd as th e most serious. Which of them amounts to breaking the law? 3 Listen again to the speakers. Decide wha t they feel about the p un ishment th ey received. Match the speakers to th e reactions below. a b c d e f g h 4 162 _ Speaker 5 _ unfairly treat ed surprised by the severity terrified by th e suddenn ess ext remely up set worried abo ut what might have happened tough but just unco nce rne d abo ut the outcome relieved b ut a nnoye d Check yo ur answe rs with th e key on page 196, and then decide why certain an swers are correct. Is it what th e people say, or ho w th ey say it , or a combination? UNIT 13 Listening and Speaking Vocabulary Expressio ns wit h 'get' The sentence below is taken from one of the listening extracts. What do es the phrase in italics mean? ... if I'd left the moped outside the pub, it wo uld probably ha ve got nicked ! Now look at the se oth er expres sions with get. Can you fit a suitable expression into sente nc es 1- 8 below? Don 't forget to choose an appropriate ten se. get one's own back get th e sack get away with 2 3 4 5 G 7 8 Speaking make on e's getaway get off get a t ge t do wn It's outrageous!Those two crooks ve ry lightly! Their se nte nces we re reduced to s ix months. Colin will never th e shoc k of losing all his mo ney on the stock ma rket. Have you seen th e way John lets his littl e daught er m urder? It's amazing wh en yo u think how infle xible he is at work! When Tomich Sally, she by tellin g everyone how se lfish be was. The never-end ing string of family problems ha s reall y Simon _ _ _ _ _ rece ntly. Stop m e! I've just about had enough of your accu sations. Have you heard ahout Mike? He . It's incredible afte r a ll th ese yea rs with th e co m pa ny. The thieve s from the scene of the crime in a sto len car. 1 You sbould d o this task in a gro up of three. Yo u a re each going to look at a different p icture. Stu dent A, describ e your pic ture in detail. Students Band C, list en carefully. Talk about two things whic h are the same and two which are differen t in yo ur pictures. Part 2 IIffi' IDJ 3 page 193 ~;::~ ,,~§ 6 .4 page 194 Part 3 get over Student A, look at picture 13A on page 201. Student B, look a t picture 13B on pag e 203. Stude nt C, look at p ictu re 13C on page 204. 2 Look a t thi s picture. What kind of situatio n does it rep rese nt? Read thro ugh this list of punishments which a re used in various co untr ies for different types of crim e. Disc uss what sort of crim es yo u think they are mos t appropriate for. Are th er e a ny th at sho uld neve r be used ? You should a ll tr y to co ntribu te equa lly. • • • • • • • • • • so litary confinement commun ity ser vice imprisonment hard labour fines co rpo ral punishmen t death pen alt y life impri sonment sus pended se ntence p robation Report back to the class 011 yo ur decisions. 3 What do you think is th e effect of punishment on people wh o ha ve committed crimes? What do you think.is the most appropriate way for soc iety to e ncourage good beh aviour? List ening and Speaking UNIT 13 1 163 Writing CharacterAssessment lntroduction h! 1 Listen to the recording a bout Bampfylde Moore Carew, an 18th-cen tury con man Why do you th in k he ch ose to live as he did ? 2 Here a re some of the cha rac ter qualities and defects referred to in the recordin D n you sup ply any relat ed verbs ~ or adjec tives for exa m p le, trickster - to trick - tricky? ' inventi on dedi cation English in Use T deceit audacity boastfulness ingenuity Readdescribe th is informal no te abo ut a co llege Iec turer. What aspects of his character 1 are d? Part 5 B ILL Y 0 u N C - SAC K E VI The news aboul Bill Young's sudden dismissal is hottendous. As his siudents, we should lei Ihe Ptincipal know jusl how shocked and angty we feel. Bill is laking aciton again sl Ihe college 10 gel the»: 10 back down. We musl help him all we can. He's been al Ihe college [or ages. He's a teally kind, sensitive guy and you can always count on him 10 ltsten when you 've gol a problem . Whal's mote, he's usually been on out side remember Ihe sludenl sltike las! yeat, when he petsuaded Ihe Ptincipal 10 aqree 10 some of out demands [or necessaty io changes 10 Ihe college rules? Bill didn 'l lei us down Ihen, did he? Now il's out turn 10 support him. They say he's been tipping off Ihe college funds, which is quile ludietous. Who could you irus! mote than BillP Pethaps someone in aulhotily dteamed up tkts scandal as an ex cuse 10 15 [tre himP Anyway, Ihey can't prove he's done any lhing wronq. He's a gteal ieacber and we wan! him back in his j ob now! 164 1 UNIT 13 Wri ting 2 Usin g the information co ntained in the no te, complete this formal state me nt to the Principal. You sho uld use no more than two words in each gap. Exam tip .., In Paper 3, Part 5, remember to check the register of the text you must complete; make sure that the words you use do not occurin the first text; read you r completed text to check that the style is consistent. TO THE PRI N CIPAL We would formally like to (I) our outrage at the way Bill Young ha s been treated by this co llege. We understa nd that he is appealing aga inst the cha rges and we hope that the co llege will (2) its a llegations. Bill _ Young has o ur full (3) He is a (4) member o f th is co llege. His (5) _ and sens itivity have a lways been a pp reciated by his studen ts. In add ition. he is totally (6) when it comes to givin g o ur probl em s a hearing. T hro ugho ut the unfortunate strike last yea r he wa s very (7) to o ur ca use a nd helped to bring abo ut chan ges to co llege regu lations that were mu ch (8) _ Now he sta nds (9) embezzlin g college fund s. which we ca nno t acc ept as being true. In o ur view. Bill Young is utterl y ( 10) . M o reover. th ere is no ( 11 ) of his a lleged wrongdoing . immed iately in his po st. We hereby req uest th at he ( 12) 3 Which of your a nswers in 1-1 2 above co uld be used to describe positi ve cha rac ter qualities? Vocabulary Sensibl e, sensitive Confusab le words Look back at bo th texts a nd find the word s sensitive and sens itivity. The word sensible is ofte n confused with sensitiue. Decide wh ich of th e two is app ropriate in sentences 1- 5. 1 She's very to critical rem arks since she mad e that unfortun ate error. 2 Thea tre directors cannot allow themselves to be too 3 How 4 Peopl e sho uld be mu ch more 5 It's to limit your exposure to the sun, particularly if you have _ _ _ _ _ skin. to bad press. you are! I wasn't nearly as organized at your age . to the needs of the disa bled . Writing UNIT 13 1165 Writing Part 2, character reference Sample reference 1 a Read this character reference. Would this person be an asset to a co mpany, in your opinion? Which words and phrases in the text support yo ur view? Exam tip T In Paper 2, Part 2, you may be asked to write a character reference about To whom it ma y concern someone. This is most likely to be a work- oriented task and you Hilar y Randle should take this into account by using the appropriate register. I ha ve known Hilary Ran d le for seven years and have collaborated with her on severa l proj ects during tha t time. My mo st recent association with her ha s been the Elwood Arts Festi val, where she and I co-ordinated the publicit y and m arketing of th e event. Hilary brings two fund amental qualities to her work - singlemindedness and thoroughness. She always has a clear v iew of objectives and a flair for prioritizing. She shows d edicati on in willingly putting in extra hours if th e need a rises, so as no t to comp rom ise the quality of her work. Her lev el-h eaded approach to problem s is a po sitive and creative on e. She is ne ver daunted whe n things go wrong a nd gen erally remains self-possessed . In fact, I wou ld go so far as to say that sh e is virtually unflappabl e und er pressure. As a team member, Hilary is se nsitive to th e views of other p eople, though she is undeniabl y a dominant individ ual. She u sually takes on th e rol e of team lead er unasked , in order to fulfil her objectives as sh e sees th em and to ge t things d one. Her d etermination is in this se nse bo th a strength and a w eakness. On a social level, Hilary has an ou tgo ing per son ality a nd contribu tes a great d eal to any occasion. Her unique se nse of humour appeals to most people. I have al ways en joyed bei ng in her company. For all th e reasons I have given above, I am pleased to recommend Hilary Randle for a position in your organi zat ion. b In a character reference, it is important to give a balan ced pic ture of the person . No prospective employer would believe a descripti on tbat was tota lly positive! At the same time, weaknesses are often played down, both in terms of how they are described and at what stage in the reference they occur. Find exam ples of this in the model. c What is the structure of this piece of writing? Write down the main point of eac h para graph . 16 6 I UNIT 13 Writing Unde rstan ding th e ta sk 2 Now read this writing task. A close friend has applied for a job as a tourist guide in your country and you have been asked to write a character reference to support this app lication. You should focu s on qualities and experience that are appropriate to the job and add any other com ments that you think are relevant. Decide first on the likely scope of th e joh of th e tourist guide. This will help you to defin e the qua litie s and experi en ce you need to write abo ut. Don 't fo rge t to incl ude a weakness as well. Plann ing your an swer 3 No te down the main po ints that yo u want to include in yo ur reference, o rganizing them into paragraph s. Finish with a suitable reco m mendatio n. Excha nge yo ur plan with anothe r student and com pare what yo u have don e. Fucusin g on th e read er 4 a It is importan t to keep your com me nts to the point. Don't be side -tracked by the fact that you a re writing a reference about a close friend. A brief explanation of your relati on ship is sufficient. If you describe your friends hi p in detail, you will be pe na lized for including irreleva nt material. Bearing this advice in mind, which o f these stat em en ts wo uld yo u descri be as irrelevant to th e task? I have kuoum X since 1985. X and I shared a flat at uniuersity and spent a lot ojtime together. After university. X got a job in all offic e at m uch the sallie tim e as I d id . X and I are still good frie nds and we see each other regularly. Recently we have been studying English togeth er at th e sallie even ing school. b Now cons ider th e registe r of you r piece of writing. Look back a t th e forma l state ment in the English in Use exercis e and at the mo de l for useful ex pressions. Wr iting -vJ... 5 Write your cha ract e r reference in about 250 word s. Rem emb er WRITE '~.. &iP page 187 6.1 page 194 9.2, 12.1 page 195 rr What ma ~eS you th', nk. ;pu'~ be suH:,aJ,le -{Or this job?" ~ Writi ng UNIT 13 1 1 67 Structure Watch yourStep! .. [ill Head the article again and supply the missin g word s by writing one word in spaces 1-1 5. The first o ne has been done for you as an exa mple. Introducti on What ste ps ca n you take to protect your property from bei ng st olen? Look at th e list below and choose two item s which you think wou ld be effective a nd two which you th ink wo uld be useless. • o o • • • • • • Mark your property with an elect ro nic pe n . Keep a guard dog . Lock everything of value in a sa fe. Lea ve a light on in th e house when you go out . Fit a burglar alarm to you r house or car. Put s hutte rs a cro ss the windows in yo ur house. Buya hou se next to th e poli ce sta tion . Neve r leave valu abl es in a consp icuous place. Go out as littl e as possibl e. Inversion s o 1 2 3 4 The a rticle states th at: life has never be en m ore di fficult for an intru de r. prese nt -day alarms ind ica te movement only when a burglar is bu sy b reaking in, you will no longe r need to eme rge in dressing gown and slippe rs - on ly to find th e neighbourhood cat rummagin g in th e du stbin! th ey ca n reliably distinguish foot step s from other movements onl y by ca refully programming Footfall to recognize data patterns, Find th e relevant information in th e article and not e down how the wr iter exp resse s it. Eng lish in Use Part 2 [K] Head th e following ar tic le a bo ut a burglar alarm, ign or ing the spaces, the n describ e briefly wha t th e alar m do es an d how it works. Wh ich wo rds now begin th e se nte nces? How does pu tting these wo rds at th e begi nni ng cha nge th e word order of the se nte nce s? Wha t do th ese ini tial wor ds have in co m mon? Whe n wou ld you use se nte nc es like these? --~ (L Walk on the lNi l d side NEVER has life been more difficultfora wo uldbe intruder' Burgla rs now have to. quite literally, watch their step. Dutch eng ineers 10) are hard on the heels of 5 poachers and prowlers wi th a footstep detector that can identify anythi ng (1) _ the heaviest of hob-nailed boots to the daintiest oftiptoes. Developed by the Physics and Electronics to laboratory inthe Hague, the novel device, (2) as Footfall , outdoes current alarms. Only when a burglar is busy breaki ng in do present-day alarms indicate that someone 1681 UNIT 13 Structure i \f~ Innovations ~, ~~ .-~"I --~~} , , /~)~ or (3) has moved. Footfall, on the (41 hand, can react specificall yto hu ma nfootsteps well (51 they have reached the house. No longerwill you need (61 emerge in dressing gown 20 and sli ppers- only to fi nd the neighbourhood cat rummaging in the dustbin! The surveillance system attempts to exploit _ the fact that, just 171fingerprints,footprints are uniq ue. Not only 25 does this difference manifest itself in shape but (BI • in the noises we make 15 when tramping, trudging, pacing or plodding, which (91 characterized by certain acoustic patterns. Applying seismo30 gra phic techniques, the tell-tale patterns show ona graph (10) a jagged dance of frequencywaves fl uctuating in intensity. 'Only by carefully programming Footfall to data recognize patterns (11) 35 can we nowreliably make a distinction 112) footsteps and other movements: says electrical engineer Huubvan Hoof. 'But (131 this, we can't '0 differentiate between the footsteps of intruders and those offamily membersor neighbours. Although, (1 4) _ people alwayswalked in the (151 way, at the same speed, in " the same shoes, we would even beable to do that!' ~ 250 words [[] Now rewri te th ese sente nces putting th e words in italics a t the beginning. You ma y have to omit words, 6 7 change word s, or alter the word order within the se ntences. 8 Pet er was 1I0t only a well-known det ect ive but he became a successful writer as well. 2 Parliament had never mad e such dramatic changes to the lega l sys te m before. 3 lt was on ly tohen th e intruders had forced their way into the house that they came across the huge Alsatian dog. 4 It was only by moun ling a full-sca le investigation that the police discov ered who the murderer was. 5 Organizations should flO longe r expe ct people to work unsoci abl e hours without being paid ove rtime. 6 Heads of State seldo m se em to learn any lessons fro m history. 7 lames was i ll f lO way responsibl e for th e th eft of th e painting. 8 Th e bank em p loyees did 1I0t discover th e robb er y until they open ed the night safe . 9 The em ergen cy se rvices can 110 longer cope with th e huge amount of ca lls they receiv e. lOWe rarely hear about what ha ppens to pr ison ers after they are released into the o uts ide wo rld. a b c d e f g h j k I o 3 Th e art icle sta tes th at : 4 movements. 2 3 we can no t di fferentiate between different people's footste ps . if a-person always walked in exac tly th e same way, we could d iffer entiat e between different people's foot steps. How does the writer com bine the se pieces of informat ion? Which word s are used to introduce contrasting information ? [[] Com bine th e information in 1-8 with th at in a-l, usin g the follow ing ex pres sio ns at least on ce: in s pite of not th a t I 2 3 4 5 although eve n though despite th e snow was heavy th e hotel was extre me ly expe ns ive many modern a larm systems are highly effective a nati on wid e search wa s mounted by th e po lice fewer prisons are bein g built Inversions Com plete sente nces 1- 6 with a suitable subjec t I verb inversion. Concessions we can distingui sh footste ps from ot he r we a re havin g p robl ems with our suppliers this do esn 't so lve th e traffic pro blem s it appears that the number of inma tes is increasing you wouldn't think so looking at th e number of vehicles parked her e the escaped prisoner was not found the roads are alwa ys congested we decided to book in th ey fail to det er intruders we had no intenti on o f s taying there you are a llowe d to load a nd unload veh icles we managed to make it home sa fely th is makes no differ ence to so me would-be int ruders Sentence completion I 2 o th is is a no -pa rkin g zone we a re making eve ry effort to despa tch your ord er as so o n as possible more moto rways are being bu ilt 5 6 Never suc h a terrible sto rm! Onl y by tryin g eve ry single key on th e key-ring _ _ _ _ _ th e right on e. No longer on the sta te to support th em for th e rest of the ir lives! Onl y wh en th e taxi dri ver pull ed up at his destin ation that his passen ger was no lon ger in th e back seat! In no way for what happen ed yeste rday. Rar ely suc h kindness a nd co ns ide ratio n in a person . []] Concessions Co mplete these sent en ce s in any way yo u think suitable. I 2 3 4 5 6 Although .... I co uld n't resist . Despite .. .• he succeede d in . Big cities are often dange rous places to be alone in - not that ... Even th ou gh ... , I have decided to ... In spite of .. ., the committee managed .. . The govern ment .... desp ite the fac t that ... Structure UN IT 13 1169 Tomorrow's World Today Listening and Speaking Robotics lntroduction T II A 1 Do you know the se robot charact ers?What are th ey designed to do ? 2 Wh at do you kno w about actual robots? Decide whet h er the followin g state me nts are true or false . 1 2 3 4 5 The average robot takes ten man- years to build . One robot can run at more th an 30 kph . The hea viest robot we ighs approximately 2 tons. The smalles t robot weighs onl y 150 grams. Th ree- quart ers of all robots run on batteri es. Check your an swer s with th e key on pa ge 196. Listening Part 1 170 1 You are going to listen to a radio programme about an eve nt in Scotla nd ca lled th e World Robot Cham pionships. Look ca refully at th e su mma ry on p age 171 before you start, to find out what type of information you have to listen for. UNIT 14 Listen ing and Speaking '0<:>0' 2 Now complete the information in 1-12, using no more than three words in eac h space. When you have fi nished, li sten again and check your answers. World Robot Championships Summary of events These are the first championships to be held in Glasgow and they will return there every (1) . There will be more than 500 robots from about (2) countries. In lEE Micro-Mouse, robots have to discover a way through a (3) in a fixed time. Nano-Mouse is a (4) of the game. The athletics events will include two-legged and multilegged (5) and hurdling where English in Use robots need to use their (6) ~ In the pool, there will be (7) and submersible robots. Sumo wrestling for robots will have several (8 ) ~ _ There will even be a robotic form of (g) called 'Rabat'. Robots are often used for (10) _ clearing up. The Championships have two events in this area: (1 1) and (12) _ 1 Mos t of the lines in the followin g text co ntain an unn ecessary wo rd, which is e ither grammatically incorrect or doe s not fit in with the se nse of the text. Write the word in the space provided or tick the lines that are correct. Two examples have been don e Part 3 fo r you . .••... ~ t:: C. ~ .J:. ~ C· '0• a. Q) ....... ro ....... Vl T he World Robot Championships are th e ingenio us idea of Dr Peter Mowf orth , as Direct or of Glasgow's Turing Institu te, one of the wor ld's ieading ce ntres of research into the artificial intelligence and robotics . Peter Mo wforth belie ves there is great demand also for an international sho wcase for state-of-the-art robotics, both from industrialist companies and research bodies. As well as for the competitions, the robots ' designers are planning a full programme of trade exhibitions, contests, seminars, workshops and sim ilar unusual events like a celebration co ncert performed by a robot orchestra. Behind w hich the razzmatazz of th e Rob ot Champ ionships lies a serious purpose in promoting the advance of robot technology, wh ich has in recent last years perhaps not advanced quite as rapidl y as some professionals think it should to have done. Dr Mowforth 's efforts will hopefully 0_ -"-_ _ as O_ --":e-_ 1 _ 2 _ 3~~~_ 4 _ 5 _ 6 ~~~_ 7 _ 8 ~~~_ 9 _ 10 _ 11 _ 12 13 _ _ put th is right. • 2 Would you like to att end an event lik e this?Why?Why not? Listening and Speaking UNIT 14 1 171 Speaking The com plete Paper 5 Speaki ng lasts approximately 15 minu tes, or mo re if you are in a group of three. As you will be asses sed with an other candidat e, or po ssib ly two can didates, it is important th at you participate as fully as po ssible in ea ch Part, exce pt whe n your partner ha s h is ! her 'long turn '. Remember th at askin g you r partner question s and expre ssing agreement or disagreement are equally valid ways of demonstrating your skills in spoken English. Here is a com plete Spe a kin g test. Time you rselves for each part. Part 1 (about 3 minutes) You are going to introduce another studen t. Talk about where he ! she is from, how long you have kno wn thi s person and why he ! she is learn ing English with you. If you run out of hard facts to mention about the person, why not inve nt som e! Part 2 (about 4 minutes) 1 Fu tu ristic factory (spot th e difference) Your pictures are very similar, but not the same. Stude n t A, turn to picture 14A on page 201. Student B, look at picture 14B on page 204. Student A, desc ribe your picture in detail. You will ha ve abou t a m inute to do thi s. Studen t B, listen car efully. Th en talk about four differences in your picture. You ca n check with Student A. When you have finished, compare the two pictures side by side . 2 Automated automobiles (d escribe and ide nt ify) Youand another student are each going to look at a different picture. Studen t B, de scribe your picture in detail. You will have about a m inute to do thi s. Studen t A, listen carefully. Talk about two th ings th at are the same an d two th ings that are different in your picture.lf you need more help, you can ask Stude n t B some que stions . After do ing th is, compare the two pictures side by side. 3 page193 6.4 page 194 Part 3 (about 4 minutes) lillI1fiJ 7.1 page 194 Student A, look at picture 14C on page 203. Student B, loo k at picture 14D on page 204. A robo tic future Both of you sh ould look at th e four pictures of robots on page 205. Decide tog ether what each of the robots is used for. Do you think all of th e robots shown are useful aids to peop le? Evaluate th em togeth er, putting th em in rank order according to the ir neces sity. You ma y ha ve to agree to disagree with your partner when doing thi s. Try to va ry th e exp ress ions you use to evaluate things. For example, I think X is crucial /vital /invaluable / extreme ly importan t ... For me, X is the least useful /of marginal use / borderline ... What did you and your partner dec ide about th e pictures? Part 4 (about 4 minutes) 172 I Wha t are th e adva n tages and disadvantages of using robots instead of people? Wha t typ e of tasks do you think robots will be capabl e of doing in th e future? UNIT 14 Listen ing and Speaking Reading Where is the Workplace? lntroduction T 1 In pairs. co mpare and contrast the d ifferent environments de pict ed in the two p ictures. If yo u h ad a choice, whic h wou ld yo u pr efer to live in? • 2 Read th is extract fro m a news pap er art icle about Joh n Rusco e, a n em ploye e of ICL. Find o ut what his job invol ves, where he works and wh ere he lives. ALARI\I BELLS ran g on Orkn ey when th e computer system crashed in Hong Kon g harb our. t h rea te ning to halt shipping movem ents in one of th e wo rld's bu siest waterways. John Ru scoe st um bled from his bed in a farm co tt age overlooking t he sea and a fter four hours in the " broom 5 cupboard" hou sing his computers. docks traffi c was under way again on the other sid e of th e world. Mr Ruscoe works for the computer company ICL, co nnected to its Manchester office by the sort of technology offerin g a radi cal future to 10 the information industry. He is among those rewriting industrial history. using advanced technology to re-create cottage industry hundreds of miles from commercial centres. '-,! 3 Listen to a record ing a bout working in Los Ang eles. Is telecommuting becom ing more o r less important in Los Angeles? Can you explain wh y? 4 In pa irs, di scu ss what yo u th ink are the benefits and problems of telecomnuuing. Reading UNIT 14 1 1 73 Reading Multiple matching 1 Skim read the extract from a report be low. According to the writer, what are the main advantages of teleworking? 2 The extract is from a report by British Telecom, who have set up a project team to eva luate the development ofteleworking in Britain. Look first at these section headings, which are out of order. There are three extra headings which do not belong to the report. A B C D E F G H I Tclcwork ing and Social Contact The Development of Teleworking Current Trends in Society A Definit ion of Teleworking The Techno logy of Teleworki ng The Problems of Telcworking The Benefits of Telework ing Career Opportunities in Teleworking Teleworking and Employment Issues Now read the repo rt and match the headings to their correct sections . o AN OVERVIEW OF TELEWORKING A Report by BT Research Laboratories Many informal activities have always been undertaken in the h om e, the work of housew ives being the most important area. Also. a certain amount of generall y low-skilled formal employment in the home has co nt inued. People involved 20 in this type of work arc referr ed to as traditional homeworkers. There are al so a number of professional jobs that have traditionally been carried out in the hom e, including writing and illustra ting. The advances in computer tec h no logy since the earl y sixties has led to the rise of ne w homeworkers. These a re. typica lly, computing professiona ls, such as sys te ms analyst s and programme rs, who work at h ome . The con vergence of computer technology and commun ications tec h n olo gy over the past three decad es to form information te chnology has 30 made it possible to decentralis e m any t ypes of work involving the electro n ic processing of inform ation. 25 Introduction Thi s documen t provides an introductio n to telewor king for those unfami liar with the topic. All words tha t have an important meani ng w it hin th e project are high lighted by the use of itali cs. These words arc defined w it hin the te xt. [j] Teleworking enca psulates a whole range of work ac tivit ies, a ll of which enta il wo rki ng remotely from an emp loye r, or normally expected place of work, on eit her a full- time or a part-time bas is. Th e work generally inv olves the e lectron ic processing of info rmation, th e results of w hich are 10 communicated remote ly to th e employer. us ua lly b y a telecommun icat ions link. 5 Th e next section o f this paper dea ls with the growth in wo~k activities t ha t ca n be classed as t el ew c r kt n g . h ighli gh ti n g the cha racterist ic technology, locat io n and 15 organisation o f the work. 174 Remote area s of Brita in are now seein g the development of teleservi ce centres (informall y known as telecottages ). The idea for these rura l work cen tres comes orig ina lly from 35 Sweden, w here they have been developed as commun ity assets to overcome the problems of rural isolation. The basic aim of a tclcservtcc centre is to provide access to computer and telecommunications equipment. British Telecom is supporting the development of such centres in De rbyshire 40 and th e Highlands and Islands of Scotland. CD Not all jobs are suitable for te leworking. Th o se that depend on persona l 'face to face' contact or tha t require 'hands on' operation cannot he done by a tclcworker. This includes job s such as receptionist. counter clerk and makers of goods 45 th a t require complex mach inery to produce. Jobs suitable fo r teleworki ng are mostly those that are pr imar ily concer ned with the ha ndli ng, processing, transforming and dis seminatio n of info rm a t io n . The 3 Read the report aga in. Which sec tio n ta lks about : a b c jo bs ca ring for other people? central services in ru ral areas? status in the wo rkplace? d e f demographic trends? low turnover of staff? job sat isfaction? 4 Look in de ta il at the sections of the repo rt dealing with ben efits a nd problem s. Are they sim ilar to tho se you di scu ssed in the introduction? 5 Her e are some state me nts from the conclusion of the report: Many fa ctors suggest that teleioorkin g could become a major trend in em ployment ill tile lat e 19905. People are increa sin gly looking for a better quality oflife. Work needs to becom e a more integrated part ofan indi vid ual 's life. Teleu/orking is an idea wh ose time has come . Do you agree or disagree wit h these statem en ts? Disc uss your views on the future of teleworking with a not her student . AN OVER V IE W O F T EL EWORKt N G 50 n u mbe r of p eo pl e em pl oyed in this type of information intensivejob is grow ing sign ftlcantl v as a proporti on of th e 80 The flexibilit y that tcl ewo rkin g wi ll give over hours of work wi ll be a great advantage to par ents wi th you ng chlld rcn. It w ill a lso a tt rac t tho se w ho care for el derly o r d isa b led re lat ives. Retired people may also use te lc wor king as a wa y of working part-t ime. wo rk force . Inf o rmat io n inte nsive fu nc tio ns ca n be broad ly split int o two ty pes: h igh level and clerical. High level information intens ive individua ls are professio na l pe ople w ho process 55 information as a m ajor part o f their job. Examples include systems anal yst s, ac co u nt a nts an d specialist consultants. Cle rical informati on operatives process information in a very simple wa y. Tasks include input and manipulat ion of in format ion (e.g . processi ng fo rms). Desk to p co m pu ters 60 a nd re liable data com mu nicat ions services have allowed the developmen t o f th is type o f work. 85 The emp loyer can benefit from teleworking in three main ways: increased productivit y, reduced costs and a wider pool of potent ial emplo yee s. Sin ce people a rc gene rall y happier in their jobs, it is ea sier for the emplo yer to attract an d reta in employees. o 90 Telewo rk ing co u ld give rise to a n u m be r o f un welcome co m p lica t io ns for th e em ployee a n d the emp loyer. The impact o f t hese has yet to be a ssessed h ut t here will obvious ly he a trade-off between the advantages and the disadvantage s of teleworking. o The future o f tck-wcrktng wi ll be dep en dent on two set s of force s: economic and so cia l. Economic force s a rc the result of technical development s th at not on ly make teleworking 65 po ssible, but al so in certain circumstances make it an eco nomic benefit to employers an d the country at large. Social forces arc the result of changes in employees' lifestyles a nd as pirations, coupled wi t h o ther cha nges in societ y. Chan ges in th e age pro file o f the po pu la tion wi ll ca u se 70 dem and for sk illed workers to exce ed su pp ly. Man y peo ple u n abl e to wo rk in th e trad itio na l way (e.g. disa bled a n d ha ndica p pe d) w ill be able to ta ke u p jobs fo r th e first tim e bec ause of tclcworking. Thi s w ill help 10 ove rcome the skills sho rt age . o 75 The chief advantage 10 emplo yee s is that less time , money, and effort are spe nt on travelling 10 and from the workp lace. For city-based wor kers who commu te daily, thi s re presents a majo r savi ng. Related to t h is is the w ider choice o f areas to live in once th e co ns tra in t o f travel is rem oved . A major con cern fo r an y e m ployee is the po ssibilit y of having a lower profile a s a t ele wo r k e r within a ll organ isa tio n . Since a telcwo rker is not physically present in the employing organ isat ion , he or sh e may not be SCl' Il as an equa l to the on-si te employees. The co nsequences of 100 t his co u ld be lack o f prom ot ion op portu nit ies. 95 So m e tele w o rk ers m a y mi ss th e inte racti on o f th e wo rkplace. Th e da ily interaction w ith other peop le is a m aj o r reaso n for ma ny in go ing out to work. If the in t eraction is removed . t he jo b ma y no lon ger seem 1111 worthwhile. There arc many financial cos ts associated with teleworking. These may well increase the cost of living for the tel eworkcr, alt hough they must be balanced again st the sa vin gs that were hi gh light ed in sectio n 5. 900 words ~ 175 Style Th e BT report on pages 174 - 175 cont ains m an y features th a t are typ ical of factu al reports. Look at the examples below and try to include them in yo ur ow n writing when appropriate. • Using sec tion headings as signposts for th e read er. The Development of Teleworkin g • Usin g prefacin g structures to h ighlight main advan tages a nd disad vantages. The chiefadvantage to em ployees is ... Did you notice an y other exam ples of prefacing struc tures in the report? • Usin g adverbs to state th e typi cal situation. The wo rk gene rally invo lves the electronic pro cessing of information . Information intensive func tions ca n be broadly spli t into two types: . Wh at other adver bs can be used in this way? • Referencing to oth er parts of th e report. The nex t section of this paper deals ... ... tha t were highlighted in section 5. The inclus io n of referencing makes for a tighter and more cohesive repo rt. • Using will and may to make futu re predictions. Cha nges in the age profile of the pop ulation will cause demand for skilled workers to exceed supply. Retired people may also use teleuiorki ng as a way of working part-ti me. Writing An Electronic Future lntroduction 176 1 UNIT 14 Writing 1 T Which of th ese ite ms do you predi ct will no lon ge r be used in th e next ce ntury? What might repl ace th em? 2 Read these short articles about the im pact of electronics on commerce and travel. Are the innovations described a good th ing, in your op inion? Scanner 'ends checkout woes' Booked for ghost train A n elect ronic scanner which can read t he ent ire contents of a supermarket t rolley at a glance has just been developed. The supertag sc anner could revolutionise t he way peop le shop, virtual ly eradicat ing supermarket queues. 5 The scanner would have a double benefit for supe rmar kets removin g the bottleneck which causes most custome r fr ustration and reducing the number of checkout staff. The face of retailing will change even more rapidly when the fibre opti c networks being built by cab le TV companies begin to be 10 more widely used . Customers will be able to place t heir orders from home . using a handset to flip t hrough men us on their TV screens. The day cannot be too far off when the weeklyshop ping ordered from hom e will be collected later from the supermarket. already ts in a trolley. The custome r will wheel it through a Supertag-type scanner, pay elect ronically using a plastic card , and be off home within min utes . English In Use 1 Fre~~~ train p~ssengers th ought they had seen issue~aa~ :~servatIons f~r the wrong train, tickets e wr ong prrce, seats double-book ed or not b00 ked at al l. 5 Then t his weekend Soc ra tes th ' computer rai! book ing system, su'rpasese~)~v:~rt: own u nen vIa bl e r ecord for electronic gaffes. It booked u g oof- U Phs a nd not exist. p a tram t at did The excessively complicated S aerat es system ·o~ promdPtled staff strikes, passenger protests es an rne odd law suit D ' h ' one Pari . . Uflng t e summer d s commuter wa s lI1ad vert enrJ ch ~h e equ ivalenr of a month's salar for Y arge 15 Journ ey to the suburbs 0 Y h a on ~-wa y k ' . . n an or er Occasion a fea serVlCe hIgh-speed tra in left Pari s with j~ st o~r pas sengers on board because Socra tes had said that the service wa s book ed ou t. 10 h J Look at the picture and decide wh at it is illu stratin g. Part 6 Writing UNIT 14 177 2 Now com plet e this article by choosin g the best phrases from A- I to fill spaces 1- 6. Three of the phrases do not fi t at all. On e answe r has been given as an exam ple. TRAVEL HOTELS Room for revolution Electronic gadgets have moved out of the off ice and into the hotel bedroom in a big way. Gone are the days when smart city-ce ntre hotels provided mere B & B with a few in-room luxuries thrown in. Oday's travellers are less interested in clothes hangers and hairdryers than in-room fax machines and natty TV sets that let them pay the bill , (OI _J_ . Some peop le even predict that tomorrow's globetrotters won't waste any tim e in the lobby when they roll up at 10 thei r hotel for the night. They'll check themselves in on an in-room monitor, heat up a snackintheirwall-mounted microwave and then (11- - -. While personal service will remain a premium at the top end of the market, technology will (2)_ _. 15 Hotels geared to pu sh-button liv ing now provid e personal pagers, extra phonelinesfor fax and computers, 5 T push-button living make guests lazy, hot els are also jacking up the high-tech content of their gyms. Videos to plug into while pumping iron are now commonplace, while staff will often (51_ _ . 25 Whether microchip s will ultimately replace the personal touch at tomorrow's leading hotels remains to be seen. Robots are unlikely to (6)_ _ . However, there's little doubt that prop erties with up -to -th e-s econd communications technology will stea l a march on the 30 competition. Will tomorrow 's travellers gladly swa p 21 st century gadgets for a helping of good old-fashioned service? The chances are they will have checked out on their TV sc reen and be halfway to the plane before anyone thin ks to ask. A in-room answering machines, magnetic door keys and touch- screens which can (3) . Bedside remote controls enable guests to flick through a score of TV 20 channels, turn up the temperature and (4) . Should B draw the curt ains wit hout stirring from under th e duvet hit the exit command on th eir disp lay screen C include training programmes in its charges D E F G decide where most of the business goes start steaming suits and po uring coffee deliver exercise bik es to the room on request show everythin g from messages to weat her reports press a few buttons to check out next day offe r tangibl e benefits to guests rather than staff check share pric es and watc h movies H I J Vocabulary 3 What type of hotel wo uld you prefer to stay in and why? 1 In th e art icle, yo u came across th e following phrasal verbs: Phrasal verbs I 2 3 th rown in (li ne 4) roll up (line 9) heat up (line I II 4 .5 turn up (line 20) chec ked out (li ne 33) Look back at the verbs in context. Can you explain wha t the y mea n? 2 These verbs all have more than on e mea n ing. Do you kno w any of the othe r meanin gs? 3 N ow sel ect on e of th e verbs for each of th e sent ences belo w. I 2 3 4 5 1781 UNIT 14 Writing her movement s. She had the feeling th at some one had been Coul d I p erhaps a comment here? as te mpers bec ame frayed. The debate on genetics started to The search en ded when Josie Daley, aged 12, at her au nt's ho use • last night. He wen t to th e ki tch en, h is sleeves and got on with th e cl ean ing. Writing Part 2, report Understanding the task 1 Read the following writing task. 21 st century technology A multinationa l e lectronics com pa ny is offering to fund a student scholarship for the writer of the best report they rece ive on current and future technological advances. Write a rep ort outlining the changing situation in your country, including references to work, travel and the home. 2.2 page ' 9 3 7 page 194 8.4 page 195 Brains t ormin g idea s Look at th e stylistic features high lighted in the reading section. Wh ich of them are rele vant to thi s ta sk? What other stylistic points should yo u be ar in mind here? 2 Exam tip T Now think about how technology is changing the aspect s ment ion ed . Try to add spe cific exam ples to th e diagram below. Are there any other aspects apa rt from those given that you could cover? Look back at th e reading sec tion for extra ideas. Examiners give credit for the inclusion of original ideas, teleworking travel te c hnologica l advances ~---i provided that they are relevant to the topic and the task itself is com pleted. Planning your answer work interactive 1V 3 a Decide on suitable section headings for your report, making su re th at you ha ve included all the asp ects referred to in th e qu estion. b List the main po in ts to cover under ea ch of yo ur sec tion headin gs. Show the plan to another stude nt to se e whe the r th e suggeste d organization of yo ur writing is clea r. c Now spend some tim e thinking about yo ur introd uction . Remember, in th e exam you probably won't have tim e to go back to th e beginning a nd redraft your opening paragraph. The de velopment of a st rong introduction is crucial. Here is an example of an int rod uction to th e task. What is wrong with it, and ho w could you im p rove It? Iam writing a report on the changing situation in my country. i wouid like to win the schoiarship for this report. I think there have been many changes in the workpiace in my country, including the growth of teleworking and the introduction of many new gadgets around the office, such as computers and fax machines, which have made communication easier. i wili talk about travei and the home too. ---------_-.- - . ------~-d Write your own intro duct ion (about 40 words), explain ing the scope of your report • and indicating th e sections yo u ha ve chosen . Give it to another stude nt to read through. Do es your introduction meet these criteria? • Writing 4 Is it clear eno ugh? • Is it general enough ? • Is it in a n ap prop riate style? Now write your report in about 250 words. Rem ember WRITE "" . ~ ~ page 191 Wri ting UNIT 14 1179 Structure Technological Trends T television cameras. An image of the operation - magnified eight times - is transm itted by t he camera onto a strateg ically placed TV screen . Doct ors and nurses needn 't crowd round to peer Introducti on Look at the title of the article be low. What do you understand by keyhole surgery ? Why do you think it is described as 'a kinder ClIt'? Why do you thi nk it might be an improvement on more traditional methods of surgery? Reading Read the following article. Then, in sma ll gro ups , discuss how endoscopic surgery wor ks an d what its ben efits a re. Keyhole Surgery into the wound . Instead, they keep their eyes on the screen and work with straight backs and plenty of elbow room . As surgeons ca nnot wo rk in the dark, light is beamed into the area of the body being operated on through optical fibres - strands 35 of special g lass, each as thin as a human hair, through which light travels. 30 Keyhole surgeons hope that miniaturisat ion will make it poss ible for patients to have their operations performed by robots small enough to '0 crawl t hro ug h the patient's body. Despite the fact that, until no w, even the smallest robots have been I - A Kinder Cut The deve lopment of so -ca lled keyho le surgery means that the surgeon's kn ife may soon d isappear altogether as it is rep laced by miniature cameras, microscopic scissors and staplers. Instead of mak ing 5 long cuts in the patient's body, surgeons look at the site through an 'endoscope', or operating telescope. This is passed into the body through a small hole that will barely leave a scar. '0 As long as the operation is carried out skilfully by an experienced surgeon, keyhole surgery damages Minimal access surgery is a real breakthroug h the patient far less than a conventional operation . "Minimal access surgery is a real breakthrough," says Alf Cuschieri, a leading endoscopic surgeon . "I wish we'd developed it years ago. Not only does it rs reduce the trauma to the patient - it also means that we no longer have to make major incisions to perform major operations." The viewing technology that allows doctors to see what is happening deep inside the huma n body has 20 been borrowed from th e aerospace industry. Although in the 19 60s flexible scopes w e re developed by technicians in order t o check engine interiors without them hav ing t o be t a ken apart, today's endoscopes are not just simp le tubes you 25 can see t hroug h; they a re equipped wit h minute 180 I UN IT 14 Structure too large to be exploited in endoscop ic surgery, in Massachusetts the Institute of Technology's Artificial Intelligence and Robotics Laboratory is 45 working on ever-smaller miniature and micro- robots. These robots cou ld be used for filming, tak ing biopsy specimens or on -the-spot analysis . One of t he most e xciting future developments invo lves telesurgery, where doctors will operate by 50 remote control. Th is means that a patient can be operat ed o n by two surgeons w ho are hund reds of kilometres away from each other - and from the patient ! So me believe that such techniques w ill have bee n perfected in the next ten years or so. 420 words ~ [!!] Con dit ionals Grammar review Th e following conditional appear s in the articl e: In gro ups of three or four, work through the revision exercises below. You may need to refer back to the As long as the opera tion is carried alit skilf lllly by all experienced sllrgeon , keyhole Sllrgery damages the patien t far less tha n a con vention a l operation . relevant grammar sectio ns in the boo k. Your teache r will help yo u if neces sary. What typ e of cond itional is th is and why is it used? ~ Modals What is the difference between the first, second, and The following mod als appear in th e article: may will wo uld could ca n th ird co nditio na ls? needn't Com plete the se nte nces below, usin g an a ppro priate form of the conditional. Two of th e se nte nces are mixed conditional s. Wha t can th ese mod als exp ress? Complete th e following se ntences, using one of th e modals above . In so me cases , there may be mo re than one po ssibl e ans wer. 2 3 2 Help me with this co mpositio n and 1 _ be your friend for life! Look , it be th e right decision , it _ _ __ _ not. It's difficult to sa y. you take me with you if you don't 3 4 5 wa nt to! 4 5 6 7 8 As long as th e child ren (n ot find out) abo ut the trip to Disneyworld, they (have) a wonderfu l surprise. I (ha nd in) my resigna tion to morrow unl ess the ma nager (a pologize) for her rudeness. (I know ) you were coming, I (prepare) for your visit. Supposing you (be) born a cent u ry ago , what difference do you think it (ma ke) to your life? If I (wor k) hard er when I was a t school, I (be) at university now. Helen 's only five, but she play th e piano beautifully. Do you thin k you possibl y help me carry thi s box of books? For goodness' sake! you stop mak ing th at dreadful noi se! I as k you a few personal questions? you mind if! used th e telephone to make a long distan ce call? o 6 o 6 7 8 If we (have) the money we (go) abroad last yea r. Supposing th at you (can) live your life all over aga in, how (you change) it? If she (no t brea k) her leg last wee k, she (be) skiing in Switze rland now! [9 Reported speech Th ese examples of dir ect speech appear in the a rticle. 'Minimal access surgery is a real breakthrough, 'says Alf Cuschieri, a leading endoscopic su rgeon. 'J wish we'd developed it years ago. Not only does it reduce th e trau ma to the pa tient - it also means that we 110 longer ha ve to make major incisio ns to perform major operations.' Can you repo rt what AlfCuschieri says? What changes would you make if th e reporting verb were sa id? Report the following conversa tion between a mother and her teenage son. Begin by using asked. Sam Mum!What a re you doing with the too l box? Don't to uc h that electric cord! Sam I wish you wo uld n't sh out a t me . M ari a Sorry' I just d idn't want you to hurt you rself. What's it for, anyway? Sa m Maria I'm trying to mend the CD piayer. Sam What happen ed to it? Ma ria Well, some body kno cked it off the shelf a couple of days ago and it won't work . Look! I didn't do it! Hon estly! Sam Mari a What other mo da ls a re the re and wha t do they express? How do modals be have different ly from othe r verbs? Structure UNIT 14 1181 [ill Dependen t clauses Clauses are a grou p of wo rd s co nta ining a verb, whi ch give add itio na l inform ation abo u t a main se ntence . [iJJ Verb tenses The following se ntences appea r in the article : a b Can yo u name: a b c two type s of noun clause? two types of relati ve clau se? as man y types o f adve rb clauses as pos sible? If you ca nnot remember them all, look back at Unit 8. 2 In the article, ca n yo u find examples of no un clau ses which ans we r these questions? a What do es the development of keyhole su rgery mean? b c d e f What do es Alf Cusch ieri wish? Wh at does m inima l access surgery also mean ? What do keyh ole surgeo ns hope? What do es telesu rgery mean ? What do some peopl e beli eve? Are th ese noun clauses th e subject or the obj ect of the main ve rbs in the se nte nces? 3 c d e I wish we'd develop ed it years ago. The viewing technology .. . /lOS been borrowed from the aerospace industry. .. . in the 1960sflexible scopes were develop ed by techni cians . ... until noui. robots hav e been too large to be exploited in endoscopic surgery ... Some believe that such techniques icill haue been pe rfected in the next ten years or so. Why is the present perfect used in b and d but not in c? Why is the pa st perfect used in a? What other ten ses can be used when ioish is followed by a clau se and what do th ey refer to? Why is th e future perfect ten se used in e? 2 Com plete th e followin g se nte nces, us ing an a pp ropria te form of the verb in bra cket s: a It (be) a long time since I (tas te) real Italian food b How long (the authors writ e) for examinations? By th e end of thi s yea r th e builders (com plete) the project. Until now the recreational facilities in this town (he ) less tha n adequate. Your mother (have) a lot of d ifficult decisions to make recently. Th e manager as ked me why I (not m ention) th e design problem before. Gary wishes he (pay) more att ention whe n he (be) at schoo l! I (had) no previou s train ing before I (ta ke) on my last job. In the articl e, there are se vera l examp les of relative cla uses. Can you find one exa mple of a defin ing re lative cla use toward s the end of the first paragraph, and on e exa mple of a non -defining relativ e cla use towa rds the en d of paragraph three? Is it possible to omit the relative pronoun in the two exam ples you found? Give rea sons for your an swers. 4 Look at paragraph three of the article. Ca n you find exa m ples of th e followin g adverb clau ses? • • co ncession reason Co mplete the followin g se ntence in five different ways, using the conjunctions below, and say what type of adverb clau se you have used . Sally decided to accept th e job .. . a b c d e because ... so that .. . altho ugh ... after ... so .. . th at ... c d e f g h 182 1 UNIT 14 Structure [!] Gerunds and infinitives [E] Inversions Th e follo win g ge ru nds and infinitives appear in the article: Look at th e following sen te nce. Instead of making long cu ts ... ... allows doctors to see ... .. . without them having to be taken apart ... ... sma ll enough to crawl ... by making major inci sion s. Match th e wo rd s o n th e left to those on the right, and use each com bination in a se ntence of yo ur own. If more than o ne answer is po ssibl e, explain any differen ce in m eaning. I 2 No longer is it nec essary to perform major op erations Why arc invers ion s used? How do th ey cha nge th e co nst ruction of th e se n te nce? Wh at kind of words a re used at th e beginning of the se ntence in this kind of co ns truc tion? Rewrite these sentences, usin g a suitable wo rd or phrase at th e be ginning follo wed by an inver sion. Remot e control surgery is not onl y revolu tion ary but it is beneficial as we ll. to regre t 4 5 6 7 8 to reme mber without to loo k forwa rd in o rder to hel p to o bject (I ) used G Pas sives - the causative use of have 2 We ca n only improve our technolo gy by invest ing in further research . 3 We ca n onl y truly be nefit fro m th ese technological advanc es when we make the m ava ila ble to everybody. 4 We will no t be able to take full ad vantage o f the proposed health sc heme u ntil we ll into the next ce ntury. What is th e difference in form a nd m eaning bet ween these th ree sentences? 5 Patients no longer have to put up with pai n a nd s uffering when th ey undergo a n operation . a Small ro bots m ay perform operations. 6 Noth ing like this has been in vented before. b Op e ra tio ns m ay be performed by sm all robots. c Patients ma y have their op erations perform ed by small rob ots. 3 (to ) do doi ng Rewrite the Followi ng se ntences, using either a pas sive form or the caus ative use of have. When using the passive form, remember to omit the agent if it, or he / she is uni mp o rtant. obvious or unknown . Surgeo ns pass t he operating tele scope into the body through a sm all hole. 2 Surgeo ns no longer need to make major inci sions 3 to pe rform major op erations. ~ ~,-=-:="€,~ The m edical profession borrowed the te chnology _ ~ . from other fields. ---- 4 Technici ans no longer have to take eng ine interiors apa rt to check th em . 5 Technicians beam light into the area of th e body w hich surgeo ns are operating on. 6 Th e su rge ons arra nged for th e in st allation of a TV sc ree n in the o pe ra ting th eatre. 7 The Insti tute of Tech n ology's Artificiai Intelligence an d Robotics Laboratory is d esigning ever-s ma lle r miniature and micro-robots. 8 In future, pa tie nts mi ght be able to get surgeo ns to perform their op eration s by remote control. ~ Structure UNIT 14 1 183 Writing Resource Pa rt 1 Letter and No te ~ • • • • • • • Write for th e spe cified target read ersh ip. If two tasks are req uired , th ey will probably need different registers (for exam ple, on e formal and one inform al). Make sure you read all th e materi al provid ed . Use onl y the part s of th e material that are relevant - und erlin ing key informat ion can be helpful. Rephrase thi s information so th at you do not 'lift ' exact phrases from th e qu estion pap er. Add your own ideas wherever appropriate, but be careful no t to go off th e point. If there are two tasks, make sure you complete eac h on e in th e number a fword s specified. Over-long answers may be penalized. Include suitable op ening an d closing form ulae: e.g. D ear Sir. You belong to the AZED International Club, which is currently performing an English musical in your town. The local English language newspaper has just written a review of last night's open ing performance. Read the note from your club secretary and the review, on which she has made so me comme nts. Then , using the information ca refully, write the letter and the note. Task I enclose the review of last night 's performa nce it's absolutely dreadful, I'm a fra id. Poor J an. It's so unfair, after we worked so hard for months a t all t hose rehearsalsl We must take action immedia tely and ask for an apology to be printed. Otherwise, no one will come and see next weekend's performances. Could you write a strongly-worded reply on beha lf of the club? Please include my comments a nd add anything else you want to say. I'm sure we should complain about the general rudenes s of t he reviewer. Please could you also send a note to Jan? He's terribly upset and needs our suppo rt. Thanks Wooden in the woods! AZED Inte rnational CI b ' 11Ito tt. lVt U S producti on of the musical T :e . oOds (o pe ned Friday 20 No \'e mbe r) . hi s amateur effort , directed b , ) . Leed . \ .10 \ an dcr en , IS not re commended for an ' . " utrc ct or person al" manag e [0 rum a wonderful mu sical b . . n:-{)rdering the sto 'lin } c ompletely . AZED . . lC 11 C but also, his entire cast of Not true members acted w o odcnfv a . 1 I . .' . . I . h . flu t 1<: smgtng . peCta elt er. ~ wasn 't S • In Short, it is a disastrous ProuUct ion tl I . 6 mths of clearlv not b A tat las h . ..1 . een auequarely rehearsed TI . ' arCA workl. members had great robiems .. te AZED too _ quite frankl . Ph ' . spcrformmg m English, Audience M• y, w } did they bother? enjoyed it? , ) orde al lasted a vcrv long th .• I ree lours, on an uncomfon bl a e seat m a cold theatre AZED I " 2 hre asked me t . ~. rave . 0 say that there are tw o m performances this com ing Frida)" an" S . 1 o re 7.30 8 00 B if . , ' u, • aturdav at • --.:-..:.. li t I you take my advl . ., and watch TV! ICC , )OU II stay mdoors > > ' - > Maria Now write: a b 184 1 Writ ing Reso urce . ' Cruel! musica ls . Not on I\' did II . ... . }.ont: \\ho<:°I OYs a letter to the Editor of the paper (approxima tely 200 words ). a relevant note to Jan (approximately 50 word s). . Sample answer I formal register ~-_ _ letter format but no address needed To Ihe Edilor Dear Sir or Madam [ am wriling wilh regard 10 Ihe review enlilled 'Wooden in Ihe Woods ; which appeared in yeslerday's edition. A s an AZED member, [ would like on behalf of Ihe club 10 lake issue !vilh Ine review's inaccuracies and lUlfair ,-ema,.ks. clear opening: statement of who is writing and why addition of own ideas Lette r Firslly, M r van der Leeden did nol re-work Ihe scripl. We worked [rom Ihe original version. Nor can I accept the criticis m Ihal we acted 'woodenlp'. We may be amateurs bul iI was clear r--_.I 10 us Ihal our pe rformance was !vell·received. appropriate linking of points and paragraphing The review claims tha! Ihe production has been under-rehearsed. _ --_I rephrasing of We have in [act been rehearsing for Ihe lasl six months. Our input directo r in particular has sacrificed a qrea) deal of his lime. [ Iherefore find Ihe reviewer's criltcism of Mr van der Leeden 's work espec ially unfair. As for liming, Ihe performan ce is approx imalely Iwo hours, not three. A ll performances star ! at 7.30. [ hope you appreciat e Ilw negalive effeci Ihe review has had on I our morale. KnoWing your paper's reputation for balanced reportinq, [ am sure you will prtnt bolh an apology and a correction of Ihe [acts - in partic ular Ihe actual lime of nex! weekend's performances. r persuasive ending to prompt further action Yours failhfully Keiko Ishiquro Note M y dear J an informal register I friendly tone J us l a quick note 10 lei you k now tha! I've written 10 Ihe p aper - I'm s ure Ihey 'll prin! an apology. Don'! lei Ihis s tupid review gel you down. Remember lha! last nights concise note (single paragraph) audience Iho roughty el)joyed th« performa nce and so did we. You 're a brilliant director! Wi/h love Kei ko Writing Resource 1 185 Part 2 Article T Key points • • • • • • Task Note what type of publication the article is to ap pear in - for exa m ple, a n int ern ational travel magazine fo r adults wo uld require a neutral or fo rmal reg ister, whe reas a co llege magazin e aimed at teen agers co uld be writte n in a ve ry inform al registe r. Make sure the register yo u use is co nsistent throughout the article. Remember to include an app ropria te title . Introduce your to p ic in the op ening paragraph . Be as clear and informative as po ssibl e. Enga ge the reade r's int er est throughout. An international magazine is running a series of articles On the current pro blems being faced by young people around the wo rld. You have been asked to write about a prob lem that part icularly affects young people in your area. Your article should include sugges tions for a solution to this prob lem. Sampl e answer interesting title to encourage reader to go on reading I J Growing up today should be an exciting experience, with every opportunity I but the reality is ali too commonly the very opposite.lln my own town, the recession has hit hard. In a shrinking job market, young people are now leaving coliege wit h little prospect of fInding work. Many are on government benefit and have endless 'free time' seven days a week. But where are they supposed to go? Several local facilities which used to be available are in the process of being closed down by our council, who claim that they have insufficient funds to keep them open. strong opening sentence through contrast development through one specific example Nowhere left to go I 1_ _- - neutral / semiformal register for 'serious' magazine and adult readers clear outline of problem One example of this is my local library, where up until last month it was possible to go and read the newspapers, or meet a friend for a cheap cup of coffee and a chat. With the recent closure of this and other faciiities, young people are forced to hang around outside, shivering on park benches, or drift through the shopping centre, without the money to buy the things they see. Or, even wors e, they don 't leave their rooms at ali and become reclus ive. Our council must take urgent action to bring these people back into society. If necessary, working people in the community could pay higher ~-------'l----- local taxes, in order that facilities are reopened and new leisure pursuits solution and further training can be provided.I If nothing is done, our community IL _ included will not have a safe or happy future, s ince this rejection will ultimately lead to crime and sociai unrest.1 I r 186 1 Writ ing Resource ~~~Ic~~~~~nce article torcetully and leaves reader with - ----, something to think about Part 2 Character Reference Key points • • • • T Make su re the information you give is relevant. Write in a form al register - you a re writing to an e mployer. Identify how you know th e person briefly and clearly. Use a va riet y of exp ress ions to co nvey positive qu aliti es, rathe r tha n rep eating th e same phrase. • • Task Include a refer en ce to a weakness. Concl ude by recomm ending th e person for th e job. A colleague of yours at work has app lied for a job in the export sales department of a large multinational company. Since you have known and worked with this person for over five years. you have been asked to write a character reference to support the application. You should include relevant information both about the business skills and the character of your colleague. Sam ple answer To wh o ever it may co nce rn Giusep pe Acci n ni Giu se p p e Accinni and I h av e b e en collea gu e s i n t h e sales department o f CFTD for near ly s ix years . During this period . we have wo r ked closely toget her on a number of e xport campaigns . an area i n wh i c h Giuseppe himself has over ten years ' e xperience . each paragraph introduces a different point brief explanation of relationship with colleague Over t he y ears . he has built up a number of close working relationships with key customers , who trus t him completely. He gives an impression of honesty and fair-play in his business dealings . although he usually manag es to get the optimum agre ement for our company . Giuseppe is extremely dedicated to his work . For examp le , h e has often remained at his desk late at night . in order t o make vital phone calls to the other side of the world . This zealous , single-minded approach does cause exhaustion and Giuseppe can occasionally be difficult to work with . However . his brief displays of bad temper seem a small pri ce to pay for the success that he ach ieves and . generally . he is l a likeable colleague . r r He has a flair for foreign languages and is fluent in English . Fr ench and Spanish . I have seen him conduct meetings in each of these languages with confidenc e and he is equally at ease using th em in a social sett ing . Our clients appre ciate his readine s s to u s e their l a n g u a g e and th i s has often been a significan t f a c t o r in closing a deal . final recommendation For all the se reasons . I believe Giuseppe wo u l d have much to contribut e a n d I have no hesitation i n s u p p o r t i n g his application wholeheartegly . Writing Resource 1 187 Part 2 Guidebook Entry T Key points Task • • • M ake the in form ati on accessible to the reader through head in gs and l ayout. Note any information about the guidebook, wh ich may help to establis h the register you should u se. A neutral register i s usuall y a safe choice. Ensure th e styl e and register is consistent throughout th e en try. • • • Bring the facts to life in yo ur description. Write eq ual a mo unts on each place or event that yo u include. Remember to in clude practical inform ati on suc h as times and prices, if relevan t. A publisher is preparing a guidebook for foreign visitors, which will focus on historic buildings in your country. You have been asked to write a contribution to the guideboo k, desc ribing the main sites in your local area and giving practical information for visitors. Sample an swer self-contained Bruton and iJs su,rt'ou l1dil1g loea/fl y sedan of the-9uidebook - no BruioM Caslle introductory material neeaed This beauliful castle dales in pari from Ihe fifleeM lh ceMlury and has been recenlly restored. Of particular interest are the twin lowers and original entrance. TAe eas! winy, Which contains the library, was added 10 Ihe castle in the eighleenlh cenlury and Is also ltigMy recommended. lis tntcrtor kas mallY fine examples of tapes tries and wall l1anglllgs, as well as a large collection of oil pa/IlIIllgs, impersonal style neutral / semiformal register Open- Tuesday 10 SUMday, JOam -5p m. £3.50 admission. Free car parkillg. W/ldesbury Mallor House plentyof facts within descriptive framework Home of the Wildesb" ry family for over four hundred years, Ihis is a tvouse o{ greal architectural tnterest. wi/11 some prime examples o{ Georgian [eaturcs. Eve ry rOOI11 contains exquisite [urntturc and unusual mementoes [rom an earlier age. The fal11/ly 's collection of silverware Is displayed in the dining hall. A n extensive garden contains l11any rare . species and should 110/ be missed. Opm' Salurday 2am-5pm; S UMday IOam-4pm. Group vlslls by prior' arranqemen! wilh the owner. House and qarden £3.00. CardeM DMly £1.80. Te/cl1inglon Collages Bu.lt in 1760 and used ullIII 1905 as accommodation for workers on the Telch/ng/oll Estate, Ihls row of collages has been restored using traditional materials and now provides a colourful illustration of rural life. There are {our collages ill all, one o{ which houses the Livlll(j II/slot'fj museUl11, with lis olA/s/andlng por/rayal of pasl li{eslyles. Open.' dally, llal11-4.30pl11. Nu mbers in parties should 1101 exceed len, due 10 /he sl11all size o{ lite rOOI11S. £5.00 cl1arge includes MUSeU I11 ell/ry. 188 I Writing Resource practical details displayed separately Part 2 Informal Letter Key points Ta sk T • • Ens ure that you keep to an informal reg ister. Cover all the po ints required - if there is an extract from a letter provided , read it • • • • care fully so that you can repl y appropriatel y. Includ e your own ide as hut be careful not to introduce irrelevant points. Use sufficien t paragraphi ng. Use phrasal verbs and a range of informal express io ns . End th e lett er in a friendly way. Here is part of a letter you have just received from an English pen friend : . .. [ really don't know whal 10 do. A llhough [ enjoy college life in qcrcral, really di ffi cu /l. ['In sure [ won't pass Jny fina l exa hls Ihis summer. Perhaps I Should give up the cou. rse 11 0 W( My parents wou ld be [urtous IhougA! Whal would you do i f you were Jn e? ['In findin g the work Love Jal1e Write a letter to your friend, advising her whether to co ntinue the co urse or not and giving her some reassurance. Sampl e answer Dear Jane modal verbs and imperatives used to introduce advice phrasal verbs used Thanks for your letter. I was very sorry to hear that yo u are strugg ling a bit at colli'ge. Between you and me, I've felt the same way at times, but I've never considered giving up my studies. I don't think you should eitheri early reassurance given You shou ld keep telling yourself that it's only for another six months. That's not very long to wa it, is it? You 've already spent two and a hai f years at coilege - it would be such a shame to stop now. I'm sure yo u'd regret it at some stage in your life if you did ieave, too. Try to set aside a iittle more time for studying, then you won't fi nd it a ii so hard. How about drawing up a weekly plan of what you need to do, in advance? And if it means missing some parties, I'm afraid that's toughI You may enjoy the social side of being at college, but once exams ioom up on the horizon, you have to forget about going out with yo ur friends for a while. each piece of advice in new paragraph I think your parents wouid have every right to be 'furious ' if yo u quit. They have paid for a iot of the course, haven't they? See it through t o the end, for their sake and yours. After ail, the qualification wili help you to get a good job afterwards, won't it? more reassurance given at the end Jane, stick with it, okay? I'll be thinking of you over the next few months .: and remember, it will soon be over. The very best of iuck! friendly expressions Love Eleanor Writing Resource 1 189 Part 2 Leaflet . . Key points • Be informat ive . • Ensure the register is appropriate to the readers specified in the question . • • • Use headings far clarity. Write in sho rt paragraphs or sec tion s. You are likely to use mai nly present tense s. Don't waste time on illustrations, wh ich w ill no t be assessed . Make su re yo u write the full 250 wo rds - because le afle ts are written in a c o ncise w ay, you may find it pos sib le to cover th e task in fewer w ords. If thi s i s th e case, • • add another point! Task Your language school has recently opened an English study centre , where students can work with materials on their own. In order for new students to get the best out of the study centre, you have been asked to write a leaflet for them, describing the range of facilities offered. Sample answer Welcome to the Study Centre introductory message to If you read this leaf let , you will be able to enjoy our study centre to the full. reader Level friendly tone writer is addressing fellow students bullet points spell out importa nt information As you can see, all the materials here are colo ur-coded. Choose the level that is right for you: ~ • • • blue elementary red intermediate yellow • green '-- upper intermediate advanced The computer programs are numbered - 10 according to their difficulty. - - - - -1__- ----- --- r,--Audio material 1 Audio and video cassettes are all located in the far corner of the room. There are ten listening booths and four . video playback stations, all of which have obligatory headphones. Our technician records the daily news each headings signpost each element use of present tenses morning and accompanying word lists are available (in t he red filing cabinet). Cassettes for your coursebook can be taken out on loan for a maximum of 24 hours, proVided that at least one coPy remains on the shelf. Computer self-access work Reading material The study centre contains sets of graded readers, full-length novels and a wide variety of non-fiction books. There is also a selection of daily newspapers and weekly magazines . Bac k issues of the magazines can be found behind the shelves. Sorry. but newspapers and ' magazines cannot be ta ken out of t he study centre. 190 I Writing Resource The six computers have various self- study programs, including tests and vocabulary practice. There is also a concordancing program on the IBM PS2 machine. Enjoy the study centre! If you do have any queries, there is a teacher on duty at the main desk every day between 12 and 2pm . friendly informative ending Part 2 Report Key points T • • • • • • Task , Reme mber that this is a report - do not start the piece of writing as if it were a le tt er. Decide on th e level of formality according to th e target read er. The report will almost always be formal , but if, for example, you ar e as ked to writ e a report for you r class, you can be more informal. Ensure that you fully understand the purpose of th e report. Inclu de an introduction that summarizes the co ntent of yo ur report. Use se ctio n head ing s for clarity. Sta te any reco mmendation clearly in the final par agraph . To : All students returni ng from US exchange programme From : The Pr incipal It ha s beco me increa sin gly co stly to send ou r students to the US a nd th e co llege is currently considering whether this programme shou ld con tinue. Wo uld you plea se wr ite a rep ort . a nswering th ese qu esti on s: How d id you spend yo ur tim e'? (main stud ies a nd any o the r act ivitie s) What were the particular benefit s to you') Sho uld th e prog ramme be modified at all? You recently spent two months studyi ng in the United States, as part of an exchange programme. Your college principal has now sent you this memo. Write your report . Sample answer brief introduction clear section headings more than one benefit mentioned main studies and additional activities both covered Writ ing Resource 1 191 Part 2 Review T Key points • • • Focu s on eva luatio n and recommendation . • • Includ e both po sit ive and negat ive poin ts. If tw o or m ore separate reviews are required, wri te equa l amo unts on each. Rem em ber to state the title ls) of what yo u are reviewing. • Task Writ e for the target readershi p - read t he que stion carefully to estahlis h this. Give a brief sum ma ry of the plot . A group of young British visitors is going to visit your town shortly, as part of a town-twinning initiative. An English newsletter is being prepared for their arrival and you have been asked to cont ribute to this. Write a review for inclusion in the newsletter of two films that will be on show during the visit. One film should be suitable for children aged 8-12 and the other for teenagers. Sample answer Films on Show durln(J your sta y directed at younger readers title underlined brief description of the plot in present tense For children under the age of 12 (but not younger than 8 , for you'iI be too scaredl) , I would recommend The NI(Jhtmare before Christmas. This innovative animat ion is by Tim Burton the director of Batman The action takes place at the end of Hailowe'en, when ail the ghoulish characters decide to kidnap Santa Claus and take charge of Christmas themselves. Led by the Pumpkin King, they prepare a horrific version of the event.! The story is fast-moving and will haveyou on the edge of your seat t hroughout. Burton 's zany creativity has no limits - you'll love the stocking fiiler presents! An impressive team of animators has produced techniques that are absolutely first-class. And above ail, it 's an extremely funny film . Teenagers must see Star Trek Generations, t he iat est Star Trek movie. The film brings t oget her Capta in Kirk and chara cters from t he successfu l Next Generat ion television series, including Captain Picard, Ryker and Data. They work together to prevent Soren, an obsessed and enigmatic scientist, from destroying an entire planet. The British actor Malcolm McDowell is exceilent in the role of Soren. Although something of a rdisappointment in relation to previous Star Trek block-busters, thiS film has an unusual plot and gives reasonable value on special effects. My own personal favourites, the Kfingons, were in short supply - I would have preferred to see more action from them and rather less of Captain Kirk's retrospective private fife! However, all in ail, it is defin itely to be recommended. ~ These are both great films. [ Enjoy them during your stay! 192 I Writing Resource each film given equal treatment reservation included appropriate ending for target readers Vocabulary Resource Thi s reference tool is organized alphabetically for ease of access, both with in list s and as a whole. The overall organization ties in with th e language needed for Papers 2 and 5 of CAE. The re are cross -references from relevant sections in the unit s to all these lists. The lists include vo cabulary practised in the UIlits and also bring in other related words and phrases, as well as common collocates. If you are unsure of the meanin g of any word o r ph rase, use your dic tionary. 1 Apologizing 2.3 Referring to arguments and explanations apo log ize one ex press regre t give exc uses for take the blame be I feel asha med distresse d e mba rrasse d guilty sorry upset 2 Argument 2. I Describing arguments and reasons compelling conv inci ng forceful arguments I reason s logical powerful sound aspect of explanation the controversy the debate about l ove r about I on discu ssion issue justification theor y viewpoint 3 Comparison and contrast a bit le ss I mo re than con siderably bett er I worse than far a good deal a great dea l infinit ely a little It is apparent that people a re pleased with this policy. rather (too) appa rent clear on the one I other hand looks as if evident as though like extraord ina ry impo rtan t inevitabl e interesting likely natural obvious po ssible 5 Complaint 5.1 Linking de vices altho ugh despit e eve n if eve n thou gh in spite of whe reas while 5.2 Mentioning shortcomings inco mpete nce ineffici en cy ine ptitude misinterpretation misma nage me nt misund erstand ing 5.3 Probl ems abnorma lity breakage breakdown defect fault flaw wea kness 4 Competition 4 .1 People prob able competitor entrant sign ificant judge true opposition runn er-up winner unlikely award prize sho rtlist angle somewhat exactly the same as just as good I bad as 2.2 Introducing an argument 4.2 Things 5.4 Solutions compensation guarantee refund reim burse men t replace ment Vocabulary Resource 1 193 5 .5 St ating your case exp ress ange r co ncern d issatisfaction irrit a tio n regret lodge make a complaint record threaten (legal action) 6 Description 6 .1 Adject ives to d escribe characte r aggressive alert a pproacha b le I un approach ab le arroga n t atte n tive / inatten tive au daci ous boastfu l boi sterous civ il co nce ite d cons ide rate I inconsid er at e cou rteous I d iscourteous deceitful ded icated deferential determi ned dominant eccentric en igma tic expa ns ive flexible I inflexible hon est I dis ho nest ingenious inventive know ledgeable likea ble level- headed mean obsessed offensive I ino ffens ive organized I d isorganized ou tgoi ng patient I im patient po lite I impo lite po mpo us reclusive reliabl e I unreliahle resp ectfu l I d isresp ectful rest rained ! u nrestra ined self-ass u red se lf-ce ntre d se lf-con fide n t 194 1 Vocabu lary Resource self-possessed se ns itive I insen sit ive single-minde d sloppy sym pa the tic I u nsym path etic trustworthy I untrustworthy unfl appabl e vaca nt vain zea lous 6 .2 Adjectives to describe a book I film I play Note: ma ny of these adjectives co llocate with th e in tensifying adverbs listed in 9.3. ap pealing brutal ca llous co mp elling excru cia ting exh ilarating exq uisite exten sive fast-m oving gloom y horrifi c impressive inn ovati ve int en se in tim at e intricate in tr usive lively moving phoney powerful pr ep osterous pret entious pr ying st un ning su btle threa te n ing tranq uil t rivia l un con vincin g under-rat ed vivid woo de n za ny 6 .3 Adject ives to describe a place air-co ndit ion ed claus trop hobic classical clutt ered con fined cram ped derelict full-sized fully-equipped h igh -tech historical idyllic isolat ed lar ge-scale lively luxurious magical neglect ed open-plan oppressive overcrowded overgrown peaceful refurbished restored run-down spacious spectacular splendid subu rban tranqu il un d iscovered well-p reserved 6 .4 Identify in g an d specify in g po sition alo ng the edge alongs ide th is at the top I bottom I side close to imm ed iat ely behind in between in front of in th e foregroun d I backgro un d in the to p left h and corne r near next to on the left I right on top of to the left I righ t I side 7 Evaluation 7 .1 Be nefits and dra wb acks chief great major pr imary advantage asset be nefit concern d ifficulty d isadva ntage dr awb ack 7.2 Stating what is typica l as a ru le. b road ly, by and large, , for the mo st part, gene rally, normally, typically, usually, 8 lnformation (giving an d requesting) 8. I In tro du cin g to pic- specifi c in fo rm ati on Cult u rally. you can not fa ult New York - it offers everyt hing. cu ltura lly financially historically intellectually legally morally ph ysically politi cally psyc ho logica lly scient ifically tec h nically tech no logically visually 8. 2 Referring to content com prise cons ist of conce ntrate on elaborate focus highlight out line un de rline deal with refer to 8 .3 Req uesting information find out about inqui re about invest igate give (so meone) adv ice about give (so meone) det ails about seek information 8 .4 Text ele men ts conclus ion exa mp le intro duct ion paragraph qu otatio n sec tion sta te me nt su mma ry 9 Opinion 9. I Express ing yo u r opin ion in my opin ion view my im pression is from my persp ective 9.2 Highligh ting yo ur opinion In spite of my reservations. the play was actually very good. act ua lly add itiona lly ad mitte d ly es pecially mainly notabl y par ticularl y predominantly primarily rea lly specially su rely und erstand abl y 9.3 Intensifying your opinion lI e is amazingly generous with his m oney. It is a considerably longer production than previous ones. amazingly co nside rably excee d ingly extraord ina rily extre me ly highly immensely no ticeab ly radica lly rem arkabl y significan tly tota lly trul y utterly 10 Persuasion 10.1 Persu ading someon e assure convince enc ou rage entice persuad e reassure 10.2 Sug gest ions invite offer plan proposal prop osit ion stra tegy 11 Reporting aggressively angrily furio us ly co nfide nt ly eagerly hesitan tly reluc ta ntly pat ien tly po litely ta ctfull y argue assert declare demand de ny agree annou nce boast claim ur ge ad mit recognize reveal explain agree remark sugges t , 12 Recommendation 12 . I Mak ing recommendations I strongly advise you to accept his offer. Paul is highly experienced and I thoro ughly endorse his application [or the job. advi se endorse recom mend support u rge have no hes itat ion reservations 12. 2 React ing to recommendations and suggestions I will have to conside r you r offer carefully before making a decision. co nsider co nte m plate reflect on think about l over Vocabulary Resource 1 195 Appendix Student's Book Answers . . Unit 9 IC This is normal , acce pta b le behaviour in the US amongst social equa ls. B is als o accep ta ble although it wo uld be more com m on if you we re old er or rich er. 2C South Africans take th eir rugby very se rious ly and as you have been inv ite d into sorneone's home, it is rude to make a show of supporting the o pposition . It is muc h better to a ppe ar as if yo u are only inter ested in th e skills bei ng d isplayed. 3C Childre n are regarded with reverence by Thais but age is a lso grea tly res pected in the Far East so B is also po ssibl e. 4C Loss of face is a se rious issu e in th e Far Eas t a nd yo u sho uld avo id doin g anyt hi ng wh ich mi ght ca use it. 5B It is very important to realize th at your ho st is reall y as king for a co m p limen t an d Speaking 3 pag e 116 ha s actually spen t a great de al of time a nd effort in seasoni ng th e dis h correc tly. 6C Britons will oft en sa y 'sorry' eve n if the ac tion is clearly no t th eir faul t. It is a way of min imi zing the embarrassment that might be ca use d. Shyer individuals may act as in A! 7A Unit 13 Amongst the older generation it wo uld be co ns idered rude to take a bottle of wine as th e ho st s would ha ve spent time and effort selectin g th e ap pro p riat e wine to com plime nt th e meal. However, things are more relaxed these days, a ltho ug h it would usu ally be cons ide red im p olite not to take a nyt hing . Ie 2f 3b 4a 5d List ening 4 pag e 16 2 Unit 14 Introdu ction 2 pag e 170 196 I Appendix False. The average is two -man years and this is ge tting shorter. 2 True. Th e fast est robot ho ld s the 38.4 kph land-speed record fo r a legged robot vehicle, and has the size and appearance of an os trich. 3 False. It actually weighs ten times this - 20 to ns - a nd is used on oil platforms. 4 False. In fact , th e sm allest robot we ighs less than 30 grams a nd is smaller th an a human thumbnail. 5 Tru e. Student's Book Activities T 00 DOD oo5J J COl I oU O@] Q' Appendi x 1 197 3A 4A You saw up to six UFOs - you ca n't be sur e about th e exact number because th ey were moving too fast. They were sphe rical in sha pe and metallic-looking. It was 11.30 at night - you know tha t is correct becau se a radi o pro gramme you were listening to on your person al stereo had just finishe d. You had been inside your tent but came ou t whe n you he ard your friend you were worr ied by the hyster ical screa ming. 5A 198 Appendix 6A 6D 68 , l'\\ 6E ~ . ~ . .e-e 6C Appendi x 1 199 38 48 You definit ely saw eight UFOs - you cou nted th em . They wer e like large oval discs of light. very colour ful. It was well after midnight. You were outside as you couldn't sleep - you had wa lked down to th e lake and were on your way back to the tents. You felt very calm when it happen ed . 58 200 I Appendix 7A 12A In vit e h im to pla y tenn is and h e will probahl y declin e, because he fears that he will look fooli sh - he pre fers to play gam es in th e office wh er e he is a proven w in ner . If he ha s a holid ay hom e , o r stays in a plush hotel, he w ill he on th e ph o ne s is tim e s n da y. doin g w hat he doe s be st. Relaxing is 1'01" wimps. 13A So wh at can a 'le is ure advise r" do 1'01 ' him , 01 ' incr ea singl y, her '? Th e ba sic task is to cha nge altitude s, a nd gradua lly introduce him to various le isu re a ctivitie s. Some experts beli e ve in playing wh at is kn own as the 'fea r car d'. The exec utive is warned o r til e risk of'hurn out ' and told tha i if h e doe s n' t lake ca re of hi s he alth . th e bu si ne ss will s u ffer, 14A Appendix I 201 6A 6D 6B 6C 6F 202 Appendix 7B 12B BUI I beli ev e in a m or e positive approa ch . A good sta rt is to persuad e him that holida ys ar e a good 'psychologi c al inve stm ent', and thai it is perfe ctl y fea sibl e 10 com bine busin ess with plea sure . T h is ha s to be done st ep by ste p. Th ey ca n take work with them . Th ey ca n ca ll th e offi ce , thou gh th e aim mu st he Lo reduce the 13B number of calls as th e holid ay pr ogr esses. They ca n have fa x es se n t to th em . Th e y ca n he persuaded to tak e up golf. Once th e initi al lei sure trainin g period ha s be en c o m ple te d he ma y well e nd up making a happy di scover y: lei sure can be fun. 14C Appendix I 203 148 13C 14D 2041 Appendix 14E 14H 14F 14G Appendix I 205 Tapescri pt T Unit 6 Intro du cti on 2 page 78 Interviewer For me, any film by write r-directo r David Mamet is someth ing to savou r. His vas tly underrated second film, Things Change, starring Don Ame che an d th a t archetypa l Mame t-rnan Joe Mantegna, is currently experiencing a revival. It's the story of a lowiy New York Ita lia n shoe-re pa irer, Don Ameche, who, bearin g a striking sim iiar ity to a member of the New York mob, is ap proache d and asked to become his double and ta ke the ra p for murder. His promised rewa rd is th e fishing boat of his dr eams, once he's served th e d ue time in gao l. Mich ael Pond, your views on Th ings Change? Mich a el Pon d WelL I must sta rt by say ing I share your ad mirat ion of Mamet's work. To me, he is a maker of po eti c myth s and this film is no exce ption. It's a poi gn ant an d mov ing story, lovin gly cr aft ed , with qu ite magn ificen t ac ting by both Amech e a nd Mantegna. Interviewer Yes, and clearly Marnet also epitom izes tha t very Ame rican dualit y be tween ha rdn ess and se ns itivity - which is a core the me in thi s film? Michael Pond Yes, very much so. In fact, you cou id say that he constantly div ides his ma le ieads into two types: th e p ivota l figure who has to take a tough moral decision - in this film th e Don Ameche ch arac te r - and the flash guy who ta lks big, wh o aiways att rac ts the star acto r (AI Pacin o in Glengarry Glen Ross a nd Joe Ma ntegna as th e vu lne ra ble mobst er here in Th ings Changes. And I think th e reason why the film is so good, so powerful, lies in th e dynamics of th e relationsh ip between these two protagonists. Anna Railton, can I bring yo u in at this Interviewer point, A powerful film? Anna Railton [ suppose it is - I ca n't de ny that it has a rathe r unusu al inten sity. And the two lead s ce rtainly have presence . My reservation is that the film is marred by the absence of any significant fema le characters, which is unfortu nate, to say the least. Michael Pond Presumabl y this is pa rt of th e rea lism? Organize d crime is a man's wor ld, whe re wo men are 206 I Appendix viewed as ado rnm en ts, or as practi cal providers, as in th e exquisite portrayai of the hou sekeep er-cook in Chicago. So you'd say that a ll in all the film is Interviewer completely authe ntic in terms of its characterization? Michael Pond Yes, an d ... Ann a Railton Well, I'm afraid I can't acce pt th at . Quite frankl y, so me of th e minor roles we re defi n ite ly pho ney, and in th e case of the junior mobster s, the depiction bordered on caricature with a capital C. Abso lutely un convincin g at times. In terviewer Mmrn, you mi ght h ave to agree to d iffer th ere . But , er going back to Michael's point, altho ugh Mame t writes mainly about men, he's no t what yo u would ca ll a macho dra ma tis t, An na. Anna Railton No, th at's true. An d I ce rta inly liked th e way h e brought out the frail ego be hind the br avado in the Joe Mantegna part - that was clever, he p ulled it o Ff well. But the fact remains th a t th is is a film abo ut men and as suc h, I couldn't resp ond to it in a who lly po sit ive way. Interviewer And what of the the me encapsu lated in th e title itself, Th ings Change; Michael Pond Well actually, tha t for me is the finishing touch . The film ha s so ma ny subtle sh ifts a nd balances, all of wh ich a re very co nvinc ing - an d indeed co mpelling . One of the scenes I reme mbe r mos t vividly is th e return from that fishing trip, whe re you have two men from very differ en t wa lks of life sta nding on th e jelly, trousers rolled up an d everyth ing else st rip ped aw ay. But, of co urse, as th e title says things cha nge the big man retu rns to his house and his role within organ ized crime, while the little man has to me et his own fate. Interviewer Not entirely as yo u might expect, perhaps ... bu t we mustn' t reveal tha t fin al de lightful twist in the plot . Anna Railto n, Michael Pond, thank you . Th ings Cha nge is ba ck on general release for a limited p eriod - don' t miss it. Oxfo rd Univer si ty Press, Great Cla re nd o n Str ee t. Oxfor d OXl 6DP Oxfo rd New Yor k Auckland Ba ngko k Buenos Aires Cape Town Che n na i Dar es Salaa m Delhi 1I0 ng Kong Istan bul Kar achi Kolk at a Kuala Lum p ur Madri d Mel bourne Melieo City Mu m ba i Nairobi Sao Paulo Sha ng hai Ta ipe i Tokyo Toronto OXFORD a nd OXfO RD ENGUSH a re tr ad e ma rks of Oxfo rd Unive rs ity Press ISBN 0 194534278 o Oxford Unlversiry Press 1996 First pu blis hed 1999 Eighth impres sion 2003 No u na urho rt zed ph mocop ying All righ ts rese rved . No pa n o f this p ub licat ion m ay be re prod uced , sto red in a retrieval s yste m, or transmit ted. in a ny fo rm or by a ny means, without the p rio r per m ission in writin g of Oxford University Press, or as expressly permitted by law, o r u nder te rms ag re ed ....ith the app rop ria te reprograp hics righ ts organization . Enq uiries co nc erning rep roduction outside th e sco pe o f the a bove sho uld be se n t to the ELTRigb ts De pa rtment. Olford untvers ny Pres s, at the address above You must no t circulate this book in any ot he r binding o r cove r a nd you mus t impose thi s sa m e cond itio n o n a ny acqurrer Any we bsites referr ed 10 in th is p ubli catio n ar e in the p ub lic do ma in a nd their addresses a rc p rovided by alford University Press for info rm at io n o nly. Oxford University Press d iscla ims any re sp on sibility for th e co n te n t. Prin te d in China The aut hor s a nd p u bli she r wo uld like 10 thank th e following for per mi ssio n to usc extract s an d adapt a tion s of copyrigh t mat e rial in this bo ok : Asia Wee k Ltd : fo r extrac t from ' It's Onl y Rock'n'Roll' in Asia Week (28.4.93); The lUg Issu e: for e xtra ct from 'Cla ssless Ed uca tio n' in The Big Issue 0 6-2 9.10.92); A & C lIIack (I' ub lls hers) Ltd: for extrac t from Writillgfor Child ren by Margare t Clark (A & C Wad', 1993): Brili,lll Telecommunications PLC:fo r extracts f rolll 'An Over vie w o f Telc wo rktng' (1992); Camhrldge {;reen Hell Project: fo r info rm a tio n leafle t; Caree rs a nd Occ up atio nal In fo rm a t io n Ce ntre (CO IC): for e xtr ac t fro m ' Wo rking in Mu sic', «:> Crown 1992: Th e Ce n tre fo r Alle rna t ive Tec hnology: fo r extract from 'Alt erna tives for the Fut ur e' : Paul Devereux: for ext ract s fro m Earth Lights Revelat ion by Pau l De ve reux , (Bla nd fo rd Pre ss ); f oc us. Gruner & Iahr: for e xtra ct s fro m ' Hype or Hyper-reality ' by lohn Brow ning & Phil Bar re tt in Focus (Dec. 1993) a nd from ' Keyhole Su rgery' by An n Kent in rYKUS (May 1993); The Gu a rdi an : for extrac ts fro m The Guard ian« 'Sc a n ner "e nds chec ko ut woe s" by Nicho las Ban niste r (6.1.94), 'These c hild re n a re ta ugh t to su rvive' by Esme reld a Green sla de (14 .4.94 ), 'Fre nc h ra il co mpute r gives skie rs bo o ked for ghos t t ra in a sla lom rid e' by Andr ew Gumbe l (3, 1.94), ' Isla nds lo o k to futu re o f te ll" cottage indus tr ies' by Mar tyn Halsall (lS.3.93). ' Big boy s do cry... and they' re heroe s' by Liz Hod gkinso n (10.7,92). six inte rviews ab out ca ree r adv ice b y Ro be rt Leed ha m , ' The Beau ty Myth' by Patr icia Mac Nair (7.1.9 2), 'Police pe lted with st o nes b y tr ave llers blocking th e MS' by Paul Mye rs (3 1.S.93), 'G reat ba lls o f fire' by Paul Simons (22,10,92 ), 'Ai) tha t's left is a band o f gold ' by Robyn Skinner, (18.6.94), 'Voice o f Ca rnival Cultu re' by Ro hin Tho rn ber (14.7.92 ). 'A ca reer as a ca ree rs o ffice r' by Graham Wad e (2 1.7.94), fro m The Gua rdian Wet'ke'ld · 'Roo m for Revolutio n' by Ma rion Cotle r (l0.S.92 ), 'The s mall thi ef' b y Nick Davies (2. 1.93), ' The dirty do g', Urba n Myth s no. 6, by Heale y & Glanv ille (1992), 'freig h t Expec ta tions ' byTrader Horn (lS.10.94), an d from The Educa tional Guard ian - ' The Eye' by Cathal Morrow (15.12.9 11and 'An eco logic al d isa ste r' (3. 12.9 1), all copyrigh t C Th e Guardi a n; Ha rperCollins Publishe rs LId: fo r extract fro m Till' Shogun Inhe rilanuby Mich ael Maci nt yre (Co llins/ BBC, 198 1); Harp Publicati on s Lid: for advertise ment; lI l"ahh a nd Safety Execu tive: for ext racts fro m leafl e t 'passtve s mo king at work ': The Ind epend en t. Newsp a pe r Publishing p ic: fo r pl ot summary for 'Save the Eanh', lOS ( 11,7,93) and ad ap ted extr acts from 'Th e professional s who p refe r Mcjob s' by Sue Webster, IDS (7.8.94 ); IPe Magazines Ltd : for a d a pted extrac ts fro m Uving magazine, ' Wh y you should neve r diet ag ai n' by Isa be l Walker , (Ju ne 1992), a nd fro m Practica l Health m agazin e, 'Me and my health' by Ma ur een Lip m a n. (Ma rc h/ Ap ril 1992), a nd 'Bo dy languag e' by She e na Meredith. (July 1991); labyrin th Publishing: for extracts fro m Nostradamus - the End of th e Millennium by V I Hewitt a nd Peter Lorie (Bloo m sb u ry, 199 1); Lemo n Unn a &. Du rbri dge Ltd , 24 Pottery Lane, Ho lla nd Park. London WI I 41Z, Fax 0 171 727 9037: fo r 'Lost Co nso nan ts' ca rt oo n by Gra ham Rawl e in The Gua rd ian C Gra ha m Rawle 1993: Mult im ed ia Books Ltd : for extract from Exp lai ning I1le Unex plained by Ha ns I Eyse nc k and Ca rl Sa rgent IPrio n) ; National Magazine Com pa n y: for adap ted e xtracts fro m Cosm opol itan m aga zine, ' The po litics o f gift givin g' by Kate Sa u nd ers (Dec , 1992), and from She magazine , 'Sick bl okes' by Ge raldi ne Lyn n (Feb. 1992). all C Nat ional Magaz ine Co m pa n y: Nallonal Youth Agen cy: for extra ct fro m YOl/ng Peopte Now (Apr il 1994); NewWoman. EMAP Wo m e n's Grou p l.td: for e xtr act from ' The Love Ma p' hy lane Alexand e r in New Wom an (ju ne 1994); Nl"w Scientist : fo r extra ct fro m 'T he fu ture o f work ': it's all in the min d ' by Charles Arthur in New Scientist 06.4.941: The Ob se rver: fo r ad apt ed extract 'T he Infi nite variet y of la ten ess' by Patrick Marber in Th f' Observer Life Magaz ine (5.6.94). co pyr igh t ClThe Observe r: The Pou nt ne y Cll nlc : fo r ad verti sement: Premier Magazi nes: for extra cts fro m British Airw ays magazi nes, ' Up Front' (Oc t. 1992). 'N ews from BA a nd beyo nd' (No v. 1994) from Business Life, and Easy d oc s it' by William Dav ies (Nov. 1991) fro m High Ufe; Runner's World Magaz ine: for ad a pted extr acts from ' Melting Pot' by Ich n Ha nc, Run ller'sWorld (Nov. 1993 ). cop yright ed 1993, Rodale Pre ss Inc.. all rights rese rve d: Sainsbury' s TIle Magazine: for photogr ap hic co m petition a rti cle: The Skyro s in s titut e: for extr ac ts fro m br oc hu re: Teen MQgtuine. Pet er sen Publishing Compa ny; for 'Star Gazin g' by Pam ela De Uin Teen (July 1993); Times NewslHllwrs Ltd : for a da pted extrac ts fro m The Su nday Times , 'Sc hlo c k of the new ' by Fran k Wh ll ford (23.2.92), ClTimes Newspa pe rs Ltd 1992, and 'The Ca re Laber by Ma rga re tte Drisc o ll (2.5,93), e Times Newspa pe rs Ltd 1993; Un iversi ty of Califo rn ia PIT..s a nd the au thor. William Lutz; for extr ac t fro m chapte r by Will ia m Lutz 'The Wo rld o f Doublespeak' in Ch ristoph e r Rich & Leona rd Micha els The State oftne LAnguagf' (Fa be r/ Un ive rs ity of California Press. 1990 ed j , co pyrig ht Q 1989 The Rege nts of the Unive rsi ty of California: Wo rld Soc iety for th e pro tecno n of An imals (WSPA): fo r cover of 'T he Zoo Inquiry' leaflet. Des pi te eve ry effort 10 trace and co n tact copynghr ho ld er s be fore publlcatlcn. we have been u ns uc cess ful in th ese few cases. We apologize for any appa re nt inf ringemen t and if no tified will be pl eased to rectify any e rrors or omissions at the earliest opponunity. 'Au Pair Am eri ca' adve rtise ment. a nd 'Ne w Future' advertise ment (page 9S); ' Yo u r Business' a rt icle by Tom Edge (pa ge 148); ~fe iling li n: ' Wo rld Geog raph y a nd the Rainbow Allia nce' fro m Black Wom en Tal!:Poetry ( 1987) Ipa ge I II ). Illu str at io ns by: Alex Ayliffe f2d , Befo re th e adv e n t of tele visio n (pBS) 0 Glen Baxter, Russell Becker / Artist's Part ne rs , Bret t ar eck o n . Linda Combi. Bob Dewar, Nic ki Elso n, David Eaton Mikey Geo rgesn n. Spike Gerrel. Neil Gower, Andy Ila m mond fThe Garden Studio, Sue Hillwoo d- Harris, Sarah Iowse y, Kevin o'xee re/canocn City, Ian Kellas rCa rtoon City, Belle Mellor. Oxford Umv e rsny Press Techni cal Graphics Departme n t, Pan relis Palios, Sha ro n Pa llcm / Maggie Mu nd y Agency , Da vid Pike, Georgina Plait, Lost Consonan ts (p90 ) CIGraha m Rawle , Simon Ste rn /The In kshed, Alex Tia n t, Il a rry Venning. Th e p u blishe rs wo ul d like to thank th e fo llowing fo r the per m issio n to re produce p ho to gra phs: Actio n Im ages; A1lsport : Sea n Bnne rtll, Ph il Cole, Gary Mor timer, Mike Powell, An to n Want ; BBC: Bo b Battersby; lIenrletla But ler; Bruce Cole m a n Ltd: Ge off Dar e; Co lo rlfic!: Sylvai n Grand ada m : Th e Hult on De u tsch Collec tio n : Ma ry Evans Pic t u re L1hrary: Eye Ubiquit ou s: Fra nk Lea ther: FLPA: C Fields, R len nt ngs. NASA, T \Vhil1aker: The Fortean Picture Library; Rob ert Hardi ng: H u tc b jn son I.lbra ry : Ka tz Pic ture s: Sven Arnste in, Cris pi n Hughes . Eric Lawr ie, Trevor Page. Nick Vaccaro: Im a ge Ba n k: Deborah Gilb e rt: tmpac n Piers Ca ven dish, Anit a Corrin, Brian Ha rr is. Caroli ne Penn , Dom inic Sans o m: Koba l Co llection: Hea th e r O' Rourke; Th e lIill y Love IIIstllrical Co tlec uo n: Movles tore Collection : Network P hotogr aphers Ltd: Kay ur unacombe, ao ger Hu tch ings. Just in leigh to n, M Ho rac e k Bilde rber g: Oxfo rd P icture Libr a ry : Chri s Andr ews: Plcto r: Popperfmo : Qu adrant : AUlOExp ress: Re df e rn s: Le o n Norri s: Rex Featu re s: Pe te r Brooke r. Alan David so n: scie nc e Ph o to Libr a ry : Tim Beddow, Labat! Lanceau, Da vid Lean, Da m ie n Lovegro ve, R Ma iso n ne uve, Pet e r Me nze l, Hank Morgan, Da vid Parker. A C Twom ey : Ton y Slo ne: Ch ris Ba ke r. Be ryl Bidwell , Ken Biggs. Peter Cade , Pa ul Chesley.Ary Die send ruck . Ch ris Hai gh, David Hiser . Pa ul Kenw ard , Mitch Kezar , John Lamb , Pete r Lam ben t Ren ee Lynn, Mich ael O'Le a ry, Barry Lewis, Pasca l Ro nd eau , Dave Sa u nd e rs, Kevin an d Rat Sweeney, Cha rtte w ane. Baron Wolm a n, Jere my Walke r; Sygma: Be ni to, D Bo u rse llier. Brooks Kra ft, II' La fon t, M Polack: Tel egraph Co lo u r Lib rary: Alexan der Ara kian: UP PA. An d fo r pe rm iss io n to re p ro duce bo o k cov ers: A Bitte T5 UJfi'1 Promise, Grace Gree n re produced wit h th e per m issio n of Ha rlequin Enterp rises Limi ted . co pyr ight C Ha rlequin Enterp rises Limited: llol/yu'OOd Kids, Jackie Co llins (Pan Books); The lAdy in TIle LAke, Raymond Chandle r, cover design by Accide nt (Pe nguin Boo ks); The Secret History, Do n na Tam (Pe ngu in Book s): Su'tt>neyA5Iray, Seamus Hea ney, illustr a tion by Chris Wo rm e ll (Fabe r and Faber ). Loca tion photogra phy by: Susie Barke r Studio p hotograp h y by; Ma rk Mason , The Pack Sho t Co (d inosa urs) We wou ld like to thank: Th,. Big Issue; The Cambridge Gree n Bell Proje ct . 1I0a r Cros s Ii all: Bob Unney Ijazz lea flet p90 l; xrtv Asia; The National Youth Agency; British Nuclear Electric; Psion: Brit ish Sky Broad ca sting Ltd; Skyros Ho lid a ys: Slim Images Ltd: The World Society for the Protection o f Anim al s, 2 Lang ley Lane, London SW8lTi (1'127 ape ). Every effort has been made to trace the owners o f co pyright mate rial in thi s book, but we s hould be pleas ed to hear fro m an y copyright owner whom we have been u nable to co n ta ct in ord e r to re ct ify a ny e rro rs or omissio ns . The a ut ho rs an d p ublishe r would like to th a nk all the teacher s a nd s tu d e n ts who co nt ri b uted to the researc h a nd develop men t of the cou rse . The follo wing pe op le dese rve s pecial th a n ks: Clare Anderso n a nd Diana Frie d- Bomh for hel pful adv ice and co m ments o n the ma n uscript; Sim one Aro nso h n; Pa ul Ca rne; Caroline Coate: llugh Cory for useful s ugges tio ns; Vict o ria Davis. Int erna tio nal Ho use. San Seb astia n; Diana Fleming; Sue In kste r, Brit ish In stitu te , Par is; Rosalie Kerr ; Steve Lynd en. Euroconue. Barcelo na; Clare McGin n, King Stree t College, Londo n; Re nee O'B ra re. Londo n Langua ge Cen tre, Barcelona: Loui se Perry for Unit 7 'ga p yea r' re co rdin g; Kat h y Pill, The British Ins titu te: Jam es Roy: Sarah Rumbolt, Internatio nal Hou se, Rome: staf f a nd stude nts at Eu ro cenrre, Camb ridge . whe re th e mate rial was firs t trialled: Fre d Tin ne man n, British Co uncil , Barcelona; Cla re West ; Jan Wh e ts to ne: Ann Wh itfie ld .

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