EW proficiency

Jacky Newbrook Judith Wilson

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 Contents

Introduction 4
Teaching procedures and advice 8

Overview of the Certificate of Proficiency

in English examination 16
UNIT I Nearest and dearest 21

IJNIT l Learning for life 21

UNITl The moving image 35

UNIT~ The hard sell 41

UNITS A life of crime 48
UNIT6 Bright llghu, big city 56

UNIT7 The living planet 65

UNJT8 A sporting chance 73

UNIT9 The mind's eye 80

UNIT 10 The world of work 88
UNIT II The monster in the machine 95

UNIT 1l The last frontier 102

UNITU The price of success 108
UNIT 14 A good read U4

Recording scripu 121

Unit tests 140
Unit tests keys 168
Progress tests 172

Progress tests keys 181

Speaking activities for Progress tests 182
 Introduction
Preparing for Proficiency
Pteparing for the Proficiency exam involve~ con~lidating.
refining and extending the grammar and vocabulary
your students already know and equipping them with the
$kill$ needed to cope with nalive speaker level teXtS and
langu~e. In the exam, candidates can be tesced on any
aspect of language or any item of vocabulary without
restJ'i(tiOn. Thus, one of the key difference between a
Proficiency coourse and other exam courses is that
nudents need more uaining in strategies for dealing with
unusual uses of language that they may not have come
across before. It is clearly impossible to teach every word
in English in cla.ss!
Gl'<lmm<tr
A typical Proficiency student should have studied almost
all of the key structures of English, but may not be aware
of the more complex variations of such structures u
conditionals. and may need help with identifying the
acceptable variations of grammar. He or she may also
have fossilised errors (errors that they always make
through habit) and needs to be made aware of these. In
all their previous exam experience, there will have been a
finite syllabus. so Proficiency students may expect that by
learning a limited number of structures or vocabulary
items they will pass. It is important for them to
underltand that thl~ is not the case at Proficiency.
ltelt41ng <tnd Vooobulory
In the Proficiency exam, students will be required to
recognise different scyles of writing and read and
comment on different text types in greater depth than
ever before; they will also need to be able to comment
on such literary feawres as irony and tone. This may be
new to them, u other exams do not often test such
features. Their skills will be improved by reading as
widely as possible. This will help them to expand their
pusive vocabulary and develop strategies for dealing with
unknown words, and give them confidence to handle
syntactically complex texts.
It doesn't matter what they read -anything i~ better than
nothing' It i~ a good idea to encourage students to re.ad
one of the set texts whether or not It is S!lldled in class.
as this will give them good practice with a well-written
and appropriate book.
4
Writing
Reading widely will also help nudents to improve their
own writing by familiarising them with the natural
rhythms and pattems of native speaker use. In the exam.
they will be expected to produce written work that is
natural and appropriate in style and register. using the
lan~e to good effect. This control of the effect of the
language is as imporunt in the exam as a<X:\Jracy.
Uru,nlng
A Proficiency student should be familiar with the format
of most of the t:a.Sk types tested in the listening paper,
but not with the abstract nature of some of the
questions. As their previous experience will probably
have focused on concrete questions, they will need help
with more abstract questions that test their
understanding of inference and attitude. They should be
encouraged to develop their own skills by listening as
much u possible outside the classroom.
Speoldng
A Proficiency srudent may be quite confident in his or her
own speaking ability. However. in their previous exam
experience they will have had quite conctete tasks to
deal with. In the Proficiency lnteMew. they will need to
deal with more abstract and complex copies. They should
be given every opportunity to dlseuss or debate topics in
dass, and helped to develop a range of appropriate
functionallan~e.
£xCJm tec:bnfquer
Finally, to ensure exam success. Proficiency students need
training in specific examination techniques. The 'key co
success is understanding the nature of the task. A good
Profidency candidate understands why a question is
asked. and so has a greater chance of finding the correct
answer.
The PI'O/iOfncy Gold CDursebook will help you to prepare
your students for die exam by explaining what the exam
requires, showing them how to do it. and providing a
wealth of practice. The ren is up to them! Proficiency
students must take some responsibility for their own
learning needs, and recognise the importance of work
they do outside the clas~room to increase their chances
of success in the exam.

Features of the Proflclency Gold course
Tilt! course CQmprises the Profic;ency Gold U!ursebook,. a
set of two class cassettes, the Pro(iden<:y Gold Excm
Mcximiser (allailable in With and Without Key editions
and ae<:ompanied by a set of two cassettes) and this
Teacher's !look.
Profldency Gold Coursebook
OT'nl...tlon of til<!' <:outJeboolc
The ProfidiUIC'f Gold U!ur:~el>ool< provides CQmprehensi¥e,
progressive preparation for the Revised Certificate in
Proficiency examination through 14 theme-based units.
Opportunities for revision and review are provided by
Unit ~lew and elCtu.slon pages which occur at the
end of each unit except for Units S. 10 and 14. which are
followed by a Progress eheek reviewing language from
the previous blod< of units.
H. the back of the book you will find a unit~ inked
Grammar refe.-ence sec:tion. a Writing reference
section and Communication activilies. The
Grammar refe.-ence helps stu6ents with the e•ercises
in the Grammar sections. and is thus a means of
enCQuraging stvdents to take responsibility for their own
learning. The Writing ~eference contains a list of key
el<pressions for use in writing, an editorial checklist for
students to use when <?Vllluating their written work and a
cheddisc for featvres of the different cask types found in
the revised exam. There is also a section of unit-linked
Sp<!aking prompt e.vds which provide extra practie<!
for tile Speaking paper.
Unft OIJCinfsGtlo.n
Each unit is an Integrated package. providing practl~ in
the key skills required for the exam, together with
grammar and vocabulary development work.
Gradt:d progression
The early units of Proficiency Gold ptovide a graded
Introduction to tile cask types in the exam. A graded
introduction co the demands of the exam avoids
demotfvatiM builds students' confidence and develops
their facility in handling the different techniques requir<ed.
The Coul'3ebook also helps swdents co build good
general habits for study tllat will also make the e)Qm
easier to deal with.
Speoldng
Most units begin with a Spealdng actilllcy co introduce tile
tlleme of the unit and to prepare for the task that
lntrodl.l(1ion
follows. which may be Ustening. Reading, Comprehension
or summary. There is often a second Speaking task in
e)Qm fonnat co provide practice for Paper S of the exam.
There are some recorded models for students to listen
to. with activities which allow students co focus on useful
language for completing the taSk. In addition. many
opportAJnitles for discussion are provided in skills,
grammar and vocabulary sectiof\S and tllere are
unit-linked Speaking prompt card! on p. 226 for
further practice.
ReDding
Authentic texcs from a variety of sources. including
newspapers and magazines. advertisement.!. no1hfictlon
books and literary extrac:cs. give swdents exposure co
the cype of r;eadlng texts they will meec In Papers 1 and 3
of the exam. The tasks students are requir<ed co do
develop their ability co deal wJch any texc of this type.
Strategies for and practice in d)e different question
t)ll>eS included in the revised examination are also
provided (see e.g. Units 1. S. 7 and 10). The ideas
contained in tile reading teXtS are often e><P~oited in
ocher sections of the \I niL
In Unit 14, a section on the set text gives comprehensive
guidance on approacht!s to using the set text in tile
Writing paper.
Additional reading practice is provided in many units of
the Proficiency Gold Exom Mcximiser.
Voccrbulory
A wide knowledge of vocabvlary is one of the~ co
achieving a good result in the Proficiency exam. In tile new
exam. greater emphasis is placed on the understanding and
use of vocabulary in conteKt, and the new edition of
Pr<J(iciency G<Jhl r~eas this. Worl< on vocabulary can b<}
found in every unit of the book. and includes:
• systematic development of key lexical areas such as
collocation, idiomatic expressions. prepositions and
phrasal verbs. which ar;e tested in Papers 1 and 3
• consolidation and extension of key topic vocabulary
that may be indu6ed in the exam.
Reading and Voubulary sections usually include
discussion or follow-up exercises which enCQurage
stvdents to respond to the ideas in the text and gi¥e
them tile opportunity to put new vocabulary to
immediate use (see Unit 1 p.11). These activities are an
impon:ant part of vocabulary development and should not
be omim!d. Vocabulary in each unit is taught for
productive use and is appropriate for tile style of the
Writing sec:tion in the uniL Swdents are encouraged to
use the new vocabulary in their writing.
 Teaching procedures and advice
Gene..al approach
The Proficiency Gold Courseboolc aim~ to develop the skills
and techniques required by the Proficiency exam In a
graded and systematic way. Described ~low are
suggested procedures for teaching the~ sl<llls. as well as
for presenting and practising grammar and vocabulary.
which reflect the approach adopted In Profi<.iency Gord.
The unlt-by-<Jnlt ootes contain further spedfic
SIJggestlons for activities where appropriate.
General procedures for Reading
(Paper 1)
The revi~d exam tests a variety of reading skills througl>
muftiple-choic.e questions. open-ended comprehension
questions and matching. The following reading skills are
all necessary to answer the quemons in the enm:
• understanding and distinguishing main ideas and details
• understanding the tfleme or &ist of all or part of a text
• inferring tfle writer's oplnlol\ or attitude
• Identifying the assumed audience and purpo~ of a text
• Identifying feature• oi style and register
• gues.sing tfle meaning of unknown words and phra~s
from context
• understanding text org:~nisalion
B<efore reudlng
Reading is an active skill, and the reader usually brings
some sort of background knowledge or expecwions to
any reading activity. Students should be encouraged to
use what they know to help them make sense of
unknown elements. To activate previous knowledge and
tflus make comprehension easier. it is a good idea to
start by getting a global impression of a text before
lookin& at the parts in more detail. The Coursebook
supplies pre-reading activities to train students to
approach texts in this way. Make sYre that students
understand the purpose of these pre-reading ac:tlvllies:
tfley will enable them to read texts more quickly and witfl
increased comprehension within the time constraints oi
the exam.
.__--.:8
• Introduce the topic of the text and elicit what students
know about it. Talking about a topic is a \ISeful way of
arousing interest and cyriosity. Althougl> students
won't get this son of help in tfle exam. exposure to a
wide variety of text types and topics during their
preparatory course will broaden their knowledge and
make them ~er equipped to deal with the topics
cypically covered in the exam. {See Units 1 and 11 for
examples of pre-reading tasks.)
• Where appropriate. tell students to use the tide and
any layout features to get an idea oi tfle text type, and
mal<e a prediction about the content.
• Tell students to skim !hrough the text to check their
predictions. and to get an idea of tfle content. purpose
and style of the text. and how it Is organised. e.g.
discursive or chronological organisation. The gapped
text in partlcYiar {Paper 1, Pan 3) need> tflis approach.
Until students are proficient at this. advise them to
read tfle first and last paragraphs of tfle text first. then
tfle first. second and last sentences of the otfler
paragraphs. In a non-fiction text. these sections Ysually
carry the main points. (See Unit 2 p. 24.)
Doing the ret~ ding Ulric
• Make sure students understand the task and what is
expected of them. In early units, where the fOC\Js is on
developing specific reading skills. there is usually an
explanation of the task rationale in tfle Coursebook.
• If you are asking students to read the text in class. then
you should set a time limit. In the exam they will not
have long to read each text, and so tfley should get
vsed to reading quickly under pressure.
• Allow use of dictionaries in class when doing tfle tasks
only as. a l::.st resort .as candidates (3M not use a
dictionary in the exam. {At. this level studentS should
use mg1ish-English dictionaries when reviewing
vocabulary as they may~ misled by translations which
t!ke no account of register or eon natation.) &plain
that there Is no point In wasting !lme on words that
are not needed to answer the questions.
Checldng Clnswen
You should often a.>k students to work in pairs so that
they have to justify their answers to each other. This
forces thMl to refer back to the text and may often
cause !hem to see how they have made a wrong choice.
When checkina with the whole da.ss you should always
a.sk swdtnu to uplain how they worked out their
answers. Again, chis develops independence and forces
!hem bad< 110 lhe teJC<. a stntegy which will be a ,.-eat
help to them in the exam. Always discuss incorrect
answers In this way as it develops studenu' awareness of
how to find the correct answer.
Aft or teadlng
Many of the reading <exts add informadon or ideas about
the topic of the unit. Hose ol the texu are followed by
activiti.s !hac allow students to respond to what they
have read In a personal way. This makes lhe GOotent
more m.,morable for them. and allows tMm to use
vocabulary oround the topic.. 11-oese aCtivities moy be In
the form o f discussions or Paper S casks such as prompt
cards. Allow time fer these ac:tlvitles as they are valuable
for underlining and exploiting the work done with the
reading t«xt.
Encoun~Jin&' teGdln&' outside clan
Encourag~ studenu to bring in newspapers or magazine
anides on copies related to the unit they ore studying. so
that m<lre information can be shared with the class.
General proc;:edures for voc;:abulary
development
A rich active and passive vocabulary is vital for the
Proficiency eJCam, and it is Important to equip swdenlS
with the tools to make best use of the vocabulary
resources pro.ided by the Coursebook and other
reading maceri•l they may use.
Working out meonlng from contvrl
In the Coursebook, vocabulary is always contextualised.
Encour~~e students to work out the meaning ol words
for themselves whenever possible. Point out tecl>niques
for &\Iessing the meaning of unknown words, and
encour~~e them to recognise :and use contextual clues.
Ask:
• Whot an be worked out from th.e word itself! Is it
formed from ony W<lrds you know! (Unit l gives a
S)lstematic introduction to the principles of word
formation.)
• Is the word repeated elsewhere in the teXt! (Key
words often occur more than once, giving further
opportunities to work out the meaning.)
• Is an explanation of the word given in the text!
(Explanations of more specialised words are often
given. and may be s(Urallecl by commas. da.shes or
brad<ets, and the use of 01 or ill olll~r wcrds.
• Is there a paraphrase of the meaning earr.er or b.ter in
the text!
• Are any examples given which clarify the meaning!
• Are there any synonyms or antonyms (opposites)
which indicate the meaning!
Using • dlefJonoty
It Is not always possible to work out me:anirc from
context. and in these cases. students should use a good
monoFongu•l dictionary such u the Lorwnan Oiclionory of
<Anternpotary Engf!Sh to help th.,m , This provides
informatlon not only about meanin&. but also about the
connotation of a word. grammatlcal constrainu and
examples of possible contexts. Make sure that swdents
are aware of this and know how to make the best use of
thelr dictionary, not only co select the appropriate
meaning of a word but to ~d key information that
will help them In the exam.
Deaflnf whll Y<>Cabuklty taslu
• When setting vocabulary tasks following a RndiJl! or a
topic Vocabulary section. ask students to work in pairs
so !hat they con discuss the words <OJether.
• When you discuss new vocab<.llary items as a class.
make sure that students are m2.de aware of not only
meaning but also connotation and register. Is the item
formal, informal or neutral! Does It have positive or
negative associ•tions! This understanding is important
fer all ~ers ol the revised enm, particularly the
writing tasks in Paper l.
Saledlng and reeordlnf voeobu/ory
Afu!r doing any set vocabulary tasks. encourage swdenu
to idenelfy useful phrases In the texu they read and
highlight them for revision. Point ouc that they should
seloet Items on the ba.sis of their value for writing and
speaking as well u comprehension.
Tell studenu to make a noce of phrases and not single
words. This is Important fer the revised eJ<am,
particululy ~r 1. Part 1 and Paper 3. Recording
phrases will mal<e the rums usi'"r to remember and to
recall under eJCam comfrtions. Students •hould o.lso
record any important strucwral information such as
dependenc prepositions.
lc is Important that swdents record vocabulary in such a
way that they can access it easily for revision. Discuss
9
 with them efficient ways of storing vocabulary io their
notebooks in a systl!matic way, or on cards. Here are
some suggestions.
• Note new words on individual indexed cards. Add
information on the card about grammatical patterns
and related words. e.g. collocations, idioms. etc. These
can be found in the Longman Dic:ban<Jry ofUlnteroporory
English. Always include an example phrase or sentence
on the car<!, and add to it when new related words or
expressions are found. Read through these cards
frequently and use them to revise from.
• Use a notebook and write topic headings on different
pages, matching the topics in the Coursebook. Note
new words in their topic areas as this will nuke them
easier to remember and then use them when -iting
on the topic. (Students can note down the page
number of the Coursebook If they want to see the
word In context.)
• Group phrasal verbs under their preposition or partide
with an example; this may help students to understand
the meaning and help with revision.
• Use spidergnms to give a visual diagram of how words
flt together. and thus help swdents to remember
related words. (See the Pro(ldei!C'f Gold Exom Moximi'ser.
Unit 1 p. ')for an example.)
• lndude a section In your notebook for easily confused
words.
Check your students' notebooks periodically through the
course. to make sure that they are storing vocabulary in a
useful way.
SuggertlonJ for reviewing vocabulary In clan
The Coursebook gives opport\Jnities for reviewing
vocabulary in the Unit review and extension pages and
dte Progress checks. Here are some suggestions for
additional activities.
Read out a phrase or expression from a text previously
studied and ask students for a context, definition,
synonym or antonym.
• Develop a routine of starting every lesson by asking
students to recall five new words or phrases they
learned the previous lesson. Ask them to do this in
small groups as this will lntrease the number of words
discussed and remembered.
• Write some words from an earlier lesson on the
board. Ask srudents to work in pairs and write a
paragraph using six of these words in a narural way.
Ask them to exchaoge their pa~s with another
pair and comment on the way the words are used. You
could also write new words on pieces of paper, and ask
10.
swdents to pick a piece of paper at ~dom and use
the word they have picked In a smtence. The other
swdents can tell them if they have used the word
correctly.
• Ask swdents to worl< in pairs to produce tests for
each other as a regular accllllty. For example. they
could produce sentences with a gapped word or
phrase. using the dictionary to help them If necessary.
Pairs could then exchange or read out thelr sentences.
and the other students have to supply the gapped item.
Choose about 10 new verb + noun collocations. e.g.
take an exam. Write the verb on one piece of card and
the noun on another. Make enough of these cards for
each palr to have a set. Then ask students to match the
collocations. You e~n use this technique with any
collocations. or with phrasal verbs.
General procedures for Listening
(Paper4)
&fore llrtenlnf
As with reading. the more we know about a subject. the
easier it Is to follow what is being said. Usiog pre-listening
taslts will help to raise students' awareness of this.
• Prepare srudents for the listening text by introducing
the topic, and ellclting what they know about it. This
will help to activate existing knowledge and make
comprehension easier. In the Coursebook there are
activities to lead in to the listening which do this for
you. (See e.g. Unit 2, p. 30.}
• Ask students to read through the usk and questions
before listening. and try to predict the content of what
they will hear. for a sentence completion task. tell
them to look at the words before and after each gap
and think about what the missing information might be.
and what grammatical fonn would be appropriate. In
the exam iaelf. time is allowed for candidates to read
through the task before the recording is played. so this
is important exam training. The Coursebook usually
supplies a task to encourag<! swdena to do this.
If students seem to be having difficulties with topic·
related vocabulary during the pre·listening phase, you
could pre·teach some key words for the listening task
(see the tape scripts at the back of the Teacher's Book).
• Checl< that students understand exactly what they have
to do in the task. This is vital for exam worl<..
Ploylnf die recordlnf
• Explain to stude~~ts that in the exam each text is played
 cwice, so they should use lhe first listening to get a
general idea of the <:Ontent and to listen for key words
and specific information. Tell them that in all
Proficiency listening tasks the questions should be in
the same order as the information in the text.
Encourage them to relax a11d not get worried if they
don't fill in many answers on the first listening. as it will
be much easier the second time. Play the recording
once all the way through without stopping. Don't
attempt to help lhem by stopping lhe recording or
using che tapescript until after the se<:ond listening as
this will hinder the development of the necessary skills.
• After playing the recording on <X!, ask students to
ccmpare their answers in pairs and justify their
answers to each other. Don't comment yoorself at this
stage.
• Play the recording for the ~cond time and encourage
ccmparison of answers ag;~in. Especially in die early
vnits. stvdents will benefit from collaborating on the
listening, as it will help rai~ awareness of die sltills
re<j\lired by the exam. Sru<!ents should justify their
answers to each other at all times.
Cheddng onswers
• When chedcing answers as a class, students should give
meir reasons for die answers IIley chose. Always allow
time for discussion of srudents' alternati~ answers. In
Illis way, they an leam from their mistakes and you
can see where they need help.
If students found die listening task hard. or can't agree
on an answer, either replay the recording, stopping at
me appropriate places to highlight me answer. or use
the tapescript to explain the correct answers.
After /lrtenlnt
Alter the listening cask has been checked. allow time for
discussion of what the students have hurd. Discussion
will reinforce the content and help deepen students'
understanding of the topic and may also give diem more
Ideas to use in their writing or speaking in the exam. The
Cours.ebook usually provi<!es post-listening tasks for dlis
purpose.
General procedures for presenting and
practising grammar
It is important for your students to be very confldent
will> die basics of grammar, as In the exam they will be
expected to cope with the e"ceptlons and variations.
They should also avoid making basie errors in the exam.
especially in cheir writing, as this will create a poor
impression and will be penalised. The approad> in die
Grammar sections is to encourage students to setf..
correct and dlink about the strucrures IIley use. Students
look at examples taken from lhe Reading or listening
texts in prece<fing sections and work out die rules. or
(Orre<:t ~rrors in senten~s. Where the grammar is new
to your students. dley should u~ the Grammar
reference to coi\Solidate dleir understanding of die
rules.
Each Grammar section takes a similar approach. You will
of covi'"Se have your own ideas about haw to present
grammar, but we recommend me following procedures..
In die Courseboak. the structure is presented in context,
often in the form of a text whict. also provides
infonmation related to the topic of the unit. The(e are
activities whid') aim to activate srudents• understanding of
die rvles (or use o( the item; srudents may be asked to
match rules to examples of the target structure in me
text and dley shotAd do dlis in paii'"S so that dley can
discuss the different options. Encourage them to use the
Grammar reference themselves as this will de~lop
independent luming.
for practice exerci~s, do the fii'"St sentence or two will>
the whole class to ensure that they know what is
required and to give them confidence, but they should
chen complete die exercise individually or in pairs. We
re.;ommend pairworic, as dlis will encourage them to
dis.cuss their answers. and raise their awareness of all
possible answers. The exam (o(mat task which usually
completes the practice section should also be completed
in pairs, or set for homework.
Cflt:eldnt answers
Ask students to check their own answers will> a partner.
referring to the Grammar reference as necessary.
before you go through the answers with the whole class
as a fl!lal check. Wori<ing together forces students to
justify meir answers to eacll omer. which makes them
think about dleir own answers more deeply; it
encourages good editing skills. and becavse the students
will have thought carefully about the grammar, they are
more likely to remember it in the exam.
PI'Gductive prdctJce
Most Grammar sections. contain a personaJisation tlS.k.
This may be a communication activity, or students may be
asked to complete sentences about themselves using the
target struci\Jre, or discuss a topic. The aim is to fix the
wucl\Jre in the students' memory by allovving diem to
use it immediately in a persor~al way. and these attivitie~
shovld be given time in class. The unit teaching IIO(es
recommen<! the best approach for eacll exercise.
Tt:aching proc~uru :and advice
further worlc
The gnommar i> often relevant to the writing tl>l<s
students have to do in the Writing section of each unit.
Refer students to the relevant Grammar section during
writing lessons. For example, in Unit 3 participle douses
are introduced in die Grammar section and die Writing
section then provides work on ways in which students
can use participle dauses in their own writing.
General procedures for Use of English
(Paper 3)
Part 1 (cloxe)
The 'Exam Focus section in Unit 3 p. 45 provides a
procedure lor approaching the task.
Encouroge students to approach the doze as if it were
a norma! reading text. Tell them to use die tide to
predict content and then read the text for meaning in
the same way as they approach any reading text.
'Explain that filling in the gaps is much easier when you
have a clear picture of the whole text. Students should
read the text at least twice without filling any gaps. If
they fill in gaps early with a wrong answer. this will
make it more difficult for them to see the correct
solution. The Coursebook always provides a task to
ensure chat students do chis stag~>.
• Next. students should read the text slowly. filling in any
obvious gaps. They should only fill in a gap when they
are sure of the answer. though they should never leave
a gap unfilled in the exam as there is no negative
marking.
• Make swdents aware of the strategies they can use if in
doubt. for example, looking at the words immediately
before and after the gap can help with the more
diffic.u1t items.
• finally, they should check the form and spelling of the
words they have written in the gap and read the
completed text for meaning.
Clleclllng cmswen
Always ask students to compare their ~nswers and justify
their choices in pairs or small groups after completing ~
doze before you give them the corre<t answeno -this
encourages them to think carefully about the choices they
make. \Mien you check answers with a dass, always ask
the students to tell you their answer first. and to jt.<stify it
by explaining how they worked it out. You can then see
why they may have made a mistake and can help them to
understand how co avoid it in future.
Follow..,p
The cloze texts are authentic texts and can be read for
interest as well as exam training. They add information
on the topic of the unit and provide ideas for other
disc.ussic>ns or writing. For this reason ther~ aNe always
follow-up activities in the Coursebook which depend on
the information given in the cloze: these should always be
done after the cloze has been completed.
Part 2 (word formation)
The suggested procedures for noting vocabulary will help
students with this task
Part l (gapped ~entences)
(See 'Exam Focus Unit 8 p. 114 and use the procedure
suggested there when dealing with this task in earlier
units.)
Part 4 (key word transformations)
(See Exam Focus Unit 11 p. 164 and use the procedure
suggested there when dealing with this wk in earlier
units.)
Tell students to focus on the meaning of the sentence.
One way of helping them co deal with the task is as
follows.
• Tell students co cover the given key word. Then ask
them co work in pairs and think of as many different
ways of expressing the sentence as possible. Set a time
limit. They may actually come up with a sentence using
the key word without realising it.
Write the different suggestions from each pair on the
board. Then look at the key word. If the students have
not used it, then discuss what the required onswer is,
and write it on the board. Discuss whether this
sentenc.~ is different in meaning from the•r own
suggestions. By doing chis you are developing good
awareness of how t:o deal with the task in the exam
when students may panic if they c;:annot think of the
correct use of the given key word.
Swdents can write litde tests for each other by producing
a sentence that their partner has to. rewrite using a given
word.
Note: In many units there is a Say it apin exercise ot
the end of the Listening section. These exercises show
students how ideas can be re-expressed in a n!al context
and the regUlar practice ensur~> that the technique
becomes natural to them.
You shou~d do these short exercises together in clas.s
after the listening section has been completed.
You could atso take s.entences out of re.. ding texts and
.sk students to do the same thing regularly chroughout
the course.
P;u-t S (comprehension and summary)
Tr:~in
students to follow the steps prC!Senc.ed in Unit 4
Exam Focus p. 54 and in the Exam Strategy bo~.
Note: The following steps refer only to summary
writing, not co the wl!ole of Part 5 which Includes two
comprehension ques<ions on each telCt. In the exam,
studeniS will already have read dle '"'"ts care~Uy to
answer the comprehension questions.
1 Students read the teXts again to identify the main idea
and supporting details.
2 Tell students to highlight dle key words in the
summary question to make sure that the focus of the
task is dear to them. By doing this they will ensure tha<
they do not include irrelevant infonnation when they
write che summary.
3 They should highlight the required infonnatioo in the
teJ<ts. Tell students that th"Y should only h ighlight the
exact points and not a ny extra supporting detail, which
may be Interesting but is. not d irecdy relevant to the
task and should not be included in the summary. The
number of words required (SQ-70} is too small for
them to write about anything not directly relevanL
4 Students make brief notes on the informacion they
have highlighted. Make sure that they us~ their own
words •s far as possible. Tell them to work from these
note.s and not: the text when writing the sumrn.ary -
this will ensure that. they us.e their own words.. Point
out that they win be penalised for ' lifting' in the exam.
It is also more likely that they will use too many words
if dle y try to use the words of the text.
5 Stude nts should then look ~t the notes from both texts
and ch eck which of the points are made twice. They
should then consider the best order for che final list of
points.
6 Tell students to expand their notes into a well-
structured and clearly t.nked parograph. In the ea rty
port of the course students will be nefit from working
together on dlis step. but once dle technique has been
established they should work alone.
7 Rnally. students edic their sumrN.ry for length and
check It for grammacicalaccuracy and clarity of ideas.
As a final check, they should look back at the te><ts to
chock they have included dle right informacion.
8 Te ll students to exchange their work with a partner for
checking. to encourage good editing skills and
discussion of the work done. They should comment on
che following points:
• Was the summary dear and easy to reacP.
• Did it a.nswer dle queruon Mly!
• Did it contain only the necessary information!
Once students are familiar with the techniques of
summary writing, you may prefer tO do dle preparation
work as far as the note-taking stage In class and ask
students to write the acwal summary for homework.
This will encourage them to expreu the summary in
cheir own way and will give them prac<ice in editing
their own work. You could still ask them to exchange
t heir work with a partner i.n the nelCt class session.
General procedures for Writing
(Paper 2)
Students are helped with their writing in che Writing
section at the end of each unit. a nd also in the Improving
your writing section. (e.g, Unit 3 p. ~7) .
Each Writing section follows a similar pattern;
• lnuoduction to the task type
• Analysis of a sample answer
• ElCercises tO prepare students to wrl'"' their own
answer to a paraiiel<;osk
Every writing task •n the revised exam mu.st be between
300 and 350 words.
There are separate seedons t~at deal with the usk types
when they appear in the eompulsory Part 1 questioo or
in the o ptional Part l. with help on the different
approaches necessary.
Students should be encour~ged co follow the procedure
below whenever they complete any written task.
Read the question and highlight the key words. to
esublish the focus of the wk.
Identify the regiscer and approach required by the task.
Think about the topic and make somr notes..
W rite a plan using the note>, <hiding the poims into
parographs and plaming the imroduc<ion and d1e
conclusion where appropria.te.
W rite the answer using the notes. Students should
then either a) give the answer to a friend who should
comment on clarity and organis.adon. acc.ura.cy of
grammar and spelling.,. b) read it through again aher a
short break to edit themselves. The break will give
13
 Teaching PfOctduru and 1dvi(O
them more chance of s,ottlng misukes. and is a useful
t~hnique for the exam.
Emphasise these key eKam techniques to studentS :
• They must read the question carefully. They will lose
marks in the exa m if they do not answer the quomion
fully.
• They should identify 111e a ppropriate register, layout
and approach for each task type befon! dley start to
write..
• They should always plan before starting to write- it Is
worth spending time on this because it wm pr odu«.
dear and logial nructun!. It is also mo"' tim~lfecclve
than writing the whole answer in rough and then
writing It out again - this is impossible in the hour
allowed for each answe r In the el<am.
• In the exam they should go on to write the second
answer before checking the forst, allowing 1 5 minutes at
the end ro go back •nd check bom answers. By doing
this. students are more likely to spot mistakes than if
they check lmmedlnely.
let swdenu work together In the Writing lessons
whenever possible. They can h elp each o ther to gener-ate
Ideas and evaluating each other's work will develop \'ital
editing skills.
Furth"r writinc proctJce
This Teacher's Book contains some suggested titles for
further writing practice at the end of the unit notes for
the Writing sections. Students ca.n be asked to write a full
answer tO these us\c:s If ~quired. Alternatively, us.e the
titles to bninstorm ideas in c.lus as a who'e class
discuss.ion. Then ask students to prepare an outline for
each tille; write chese on the board a.nd ask .s:tudents to
<:opy them. They w ill t hen have a bank of outlines which
they can keep and use for future reference. This will help
tO develop the enm okill of planning for w riting. and will
aJro provide a bank of idoas about the topic that they
may be able to use when completing other, differwt
writing ~sk1..
Mcrrl<ln& written w orl<
Students should be encouroged to check and cor"'ct
their own work wherever possible as this will develop
their awareness of their own weakneues •nd help th em
to improve their writing In the exam. You could indica.te
where a mistake has been made by underlining it but not
actually correcting It - the scudenu could then try to
correct it themselves. This is a way of developing good
editing skills.
StudentS are marked aa:ording to content. range of
vocabulary and expression, accuracy, appropriacy of
14
n!gister and format. organisation and cohesion, •nd
overall effect on the target ""'der. lde•lly they should be
given feedback in all these areas and should also develo"
awareness of what each involves so that they can evaluate
their own work Training for lhis i• given in the lm,ovtng
your writing sections in Units 1, 3, 9 and 13.
Imf>n>Yina your writfn.r
ln these sections J>3fticufar aspecu o f w riting. e.g.
appropriacy of style and register, are highlighted. The
aspects cho•en are ones which students have dif!iculty
with and Yd"Jich are assessed in the ex:am. Students are
g;ven short extracts from authentic student texts and
asked to work on the areas specif1ed to produce an
improved version,
General procedures for Speilking
(Paper 5)
There are three ways of dealing with the speaking
aCtivities:
• as a whole class
in pairs
• in groups.
Where the speaking actNity aims to inrroduc.e the topic
o• give new ideas that move the topic along, it should be
done as. a whole class activity so that all students benefit
from the topic work.
Speaking activities that provide •l'ec.ifoc pr:~<tice for the
interview in e)(am format such as prompt cards., should
be done in ,airs or whole groups. Monitor the work as
studentS are completing the task and m;ke a note of any
interesting ideas that the whole class could benefit from.
Always do a quick check with the whole class at the end
of the activity to share any interesting ideas on the topic.
StudentS will need ,.rricular help With the prompt car ds.
and dis is provided throughout the Coursebook
b eginning in Unit 1. There is also a ban k of prompt cards
related to the topic of each unit on 1>- 226 of the
Coursebook which can be used either (or further pain!d
l'f'actice or discusslon with the whole clas..
Try to develop learner independence by spending a short
time asking Students tO reflect after they ha•e completed
a speaking acti\'ity:
• Was. it easy or diffic.u!t! Why was this!
• Did you ha•e enough to say! How could you have said
more?
Did your partner have difficulty! How could you have
helped each other!
In this way you wm help them to ~ope with the actual
e>am more easily by helpi"' them to see where they can
improve their CKhnlQues.
Students will need help in preparing for Part 2 of the
Interview. They are required co complete a cask based on
visual prompts, usually photographs. Students will be used
to describing pict:tJr ... but in the Proficiency eJWn they
will need to diswss the Jswes shown in the photognphs.
not describe the photouaphs themselves. The
Coursebook pro\'ides ample opportunities for tills
practice. and you should use all the photographs tO
promote deeper cfacuulon of the Issues they Illustrate.
Encourage swdenu co bring their own pictures from
maguines or newspopers Into class so that they can
discuss the reuons why they chose their pictures. This
can be done in groups or pairs.. Have a weeldy twO-
minute slot where a swde nt shows their pi~cure to the
da.ss, explaining why they found it interesting. Done
regularly. this will help swdents to look beyond the
surface of the picture and will make the elWit task euier.

Ustenlng models
There are models for swdents to listen to in Units 5 and
13. Use them to zive students •ome idea of how tO
approach the exam casks, and what language might be
useful tO them. Refer back tO these during the course. to
remind students of what is expected of them.

15
 Overview of the CPE exam

The Cambridge Certifleate of Proficiency in English (CPE) Paper l Use of English 1 hour 30 minutes
is an examination approaching the level of linguistic Paper 4 Listening 40 minutes (approx.)
competence ol an educated native speaker. Suaessful
candidates are able to cope with a high level of academic PaperS Speaking 19 minutes
work. and should also have some cultural Interest and The ovel"<lll grade Is based on all five papers. which are
understanding. weighted equally; there are three pass grades (ABC) and
The examination consists of ftve Papers. two fail grades (DE). Typically Grade C corresponds to
60% of the total marks.
Paper 1 Reading 1 hour 30 minutes
There is also an optional bad<ground reading text which
Paper 2 Writing 2 hours c.an be used in Paper 2 only.

Paper 1 Reading (1 hour 30 minutes) Marking

There is one mark for each correct answer in Part 1, and
Formelt e~nd tasl! types two marks for each correct answer in Pans 2--4.
The paper is dMded Into four paru with 40 questions in
total. There are approx 3,000 words in all the teXt$,

Part Task type and focus Number of questions Task format

1 Three short unthemed lexical cloze teXts 6 on each text Multiple..choice questions
(37.5--SOO words) focusing on vocabulary
- collocatioJU, idioms. complementation.
phrasal verbs. semantic accuracy
2 FQur unthemed texts (6G0-900 words) 2 on eadl text Multiple-<:hoice questions
from different genres. Questions focus
on content opinion, attitude. implications,
text organisation
) Gapped text (BG0-1.110 words) with 7 Macchlng
jumbled paragraphs to replace. focus on
cohesion, underlying ideas, text structure
and overall meaning
~ Single text (7oo-BSO words). focys 7 Multiple-choice questions
as Part 2
Paper 2 Writing (2 hours) credit for interpretation of the te>«, development of
argument and appropriateness of examples and quotation
wilhin the conventions of the given task r:ype.
format ond tal'lc typu
The paper is divided into CWO parts and candidates are Criteria
required to complete two writing tasks. one from each
part.
A Grade A answer uses sophisticated and appropriate
language wilh few errors, and is ambitious in both
Part 1 has one question only which is compulsory and concept and approach to the essay as well as language.
may be an article, an essay. a letter or a proposal. The
A Grade B answer uses reasonably fluent and narunl
focus is dis<:\lrsive. There will be a single task. with a
language with occasional minor errors, but with clear
furlher short text or texts to provide ideas and focus for
realisation of !he taSk.
the writing task. althoug!l candidates do not always have
to include the given information in !heir answer. They will A Grade C answer communicates the appropriate ideas
be e•pected to present and develop Ideas supporting but has more frequent errors and lacks organisation and
their opinions with evidence. control. The language used is more limited and the
register is less controlled.
Part 2 has optional questions and candidates choose one
question from four - a letter, a report. an article. a
review or a proposal. The focus is descriptive not
discursive ;md lhe~ is no e)(tra information given.
Question S is on the set reading teXt (from a choice of
three titles which are changed every two years) and may
be a letcer. an essay, an arciete. a review or a report.
Candidates have to write 3oo-350 words for each
answer in both parts of !he paper.

Answering
Candidates write their answers on a separate answer
sheet.

Marklne
Each question in the paper carries equal marks and
candidates will be penalised for writing very short
answers. Marking of the writing scripts is done by small
teams of examiners who are monitored and rigorously
checked. Irrelevant material that has been learned by
heart is penalised, and spelling and punctuation will be
taken into account.

A~ment

In all tasks, eKaminers assess conu-ol of language in the

given context, including realisation of task. organisation of
material and range of voc:abulary and scruccure. Within
these crit~ria, examiners also consider:
• fulfilment of the set task (including organisation of
relevant material and par-agraphing)
• quality of language used (including range and
appropriacy of vocabulary and sentence structure. and
accur-acy"of grammatical strucwres. punctuation and
spelling).
When answering on the set text, candidates are given

·u-""'
 0Ycrvicw of the C.PE ex:a,

Paper 3 Use of English Marking

(1 hour 30 minutes) There is one mark for each correct answer in questions
1-2S and two m3rks for each corrett .answer in
questions 26--43. There are 14 marks for question 44-
format and task t:yper
these are 4 marks for content and 10 for summary
The paper is divided into fove paru and has 44 questions writing skills.
in tOtal.

Answering
Candidates write their ai\Swers in the question booklet.
For Paru 1-3 candidates are required to write their
answers in capitalletcers rather then lower case.

... -·--
Part
······---
1
___
Task type ____ ----.
and focus
..._..._.
··-·--
Open clo~e - emphasis on structure.
Number of questions
1S
Ta:sk format
A modifoed clou with
grammatical patterns and collocations. 15 gaps
lexical, lexice>-grammatial
2 Gapped text -word formation. 10 A gapped text with 10
lexical word Stems
3 Gapped sentences- emphasis on 6 6 sets of 3 discrete gapped I
collocation, phrasal verbs, idioms and sentences
lexial patterns. lexial
... ···-
4 Key word transformation- emphasis on 8 Discrete sentences which
grammar and vocabulary. lexical. have co be rewl'it.ten ustng
lexico-gramrnatical a given word which may
not be altered
...... . --·-
s Open-ended comprehension questions 4 Candidates have to selee<
which focus on identifying detail and the required infonnation
r~ferencing; paraphrasing; identifying from twO te)(tS
rhetorical and stylistic devices

Suminary task focuses on seletling and 1 Summary u.sk requires a

synthesising information logical and coherent
from bodh texts and presenting the summary of relevant
required information in continuous prose information from both
texts in 50--70 words
... .. --··- --·

18.
 Owwew oi <he CPE exam

Paper 4 Listening (approx. 40 minutes) Answering

C:andl<btes write their answers on the question paper as
Format and tGsk types they take the exam and then transfer their answers to an
answer sheet. There is fove minutes allowed for this a<
There are 28 questions divided into four parts, each with
the end of the exam.
a recorded text or texts. Each recording Is heard twice.
The texts may be monologues or dialogues taken from
announcements, radio broadcast:<, public speeches,
Marking
int~rvlews) u1~ lectures.. meetings and may include There is one mark for each ccrrect answer.
different varieties of accents.

Pal"t Task type and foc~s Number of questions Task format

1 Four short extraru from monologues 2 for each extract Three-option
--
or conversations with interacting multiple-choice questions
speakers. Questions fows on speaker's
purpose. attitude, opinions and feelings as
well as gist, main idea and detail
2 Sentence completion - monologue or 9 Nine gaps in sentences
prompted monologue.. Foc.us is on that summarise the text
abstract ideas, opinions or feelings
as well as specific information. Arlswers
are words that an be heard in the text,
are short and fit grammatically intO the
sentence. Incorrect spelling Is penalised
3 Multiple-choice questions focus on 5 Five four-<>ption
opinion, gist, detail and inference multiple-choice questions
expre>sed by intet:octing speakers
4 Three-way choice statements reflect the 6 Three-way choice.
views or opinion'S of one or both Candidates indicate
of two ince~eting speakers whether six state menu
reflect the views of one
or both speakers

~19
 PaperS Speaking (19 minutes)
NlrmtJt
The t~" must be taken in pairs. (If there are an odd
number of candidates the three Ia" candidates only may
take the t~" in a group of three.} There will be twO
examiners. an interlocutOr and an assessor. The
interlo<=utor manages the test by asking questions and
setting up the tasks. but the assessor does not speak.
There are three unthemed se<tions. Candidates are
required ro exchange personal and factual information,
express and find out about attitudes and opinions. and
show their ability to plan. make decisions. solve
problems, prioritise and speculate on given subjects.
• Grammatical Resource: range and accuracy of
structures (tenses. p~positions. etc.)
Lexical R~soun:~: range and appropriacy of vocabulary
us~d
Discourse Managem~nt: relevance and coherence of
language us~d. ability to link ideas together
• Prcnunciaticn: aeteptable rhythm, intonation and
pronunciation of Individual sounds
• Interactive Communication: linguistic resources and
strategies used in exchang~ of information and social
interaction
There is also a Global Achievement mark for the
candidate's overall performance in the whole of the test.

McrriUn~
Throughout the test candidates are assessed on their
individual language skills. and assessment is based on the
whole test. There are individual n>arks for:

Part T.ul! type and focus T.ul! format

1 Conversation between the candidate(s) and Social interatc:ion between in[erloOJtor- and
inter·locutor. Candidates are required to give each candidate
facwal infor·mation. express per·sonal attitudes
and opinions

2 Twe>-way conversation between the candidates Visual prompts

requiring l:hem to speculate. evaluate, compare,
gi'/e opinions., r-each decisions, etc.

3 long turn from each candidate followed by Each candidate receives a written question to
general discussion on topics related to the talk about. with prompts that may be used
Jong turn. Focus is on orpnising discourse.
eKpresstng and justifying opinions, developing topics

20
UNIT
1 Nearest and dearest
Speaking p. 8
Aims:
• to introduce the theme ofthe unit:
relationships, and how people Interact at a
personal and social level
• to prepare students for the Listening task in the
next section
t Deal with die photos u a class discussion. Encourage
stUdents to t>lk about other, similar progr:unmes they
know.
BACKGROUND INFORMATION
~~~nds is an American sitcom (a comedy programme
based around a single situation). It features six young
people who are neighbours and good friends. The
maio> characters are three girls. Rachel. Monica.
Phoebe. and three boys. Ross (Honicas brother).
Chandler and Joey. The Hories focus on dleir
working lives 3nd their changing personal
relationships. The show is extremely popular ao>d the
actors starring in it have become both famous and
1 ich. The photOgraphs on die page ant stills from
various episodes.
2 The discussion could be done in pairs or groups and
the results shared widl the whole class. The clas.s should
then arriv~: at a comeMus as to the thru most important
qualities.
3 These are typical of the kinds of question that could
be uked in Part 3 of die Interview. This exercis~: also
prepares stvdents for the ideas in die Ustening task that
follows. so it is important dlat it is covered in class and
not omitced.
ANSWERS
Ex. 1.2
Shows like Friends are popular because:
• they show aspeccs of real life that people can
relate to
• real problems are touched on in an amusing way
• the scrip~ are well-written and witty
• characters and surroundings are anractive.
They give an idealised. but recognisable view of
friendship in which problems are always resolved in
the end.
Ex.l
Suggested qualitl,;s of a good friend: kindness. loyalty,
honesty. generosity. sense of humour. intelligence.
patienc~:.
listening: Paper 4, Part 3 p. 9
Aim~:
• to provide a graded introduction to muldple•
c:hoic:e questions
• to Introduce phrasal verbs in context
See Teaching procedures and advice p. 10 for
suggested ways of dealing with Ustening usks.
t Explain to students that this Coursebook always
includes a reading or prediction task before the Ustening,
as prediction Is a valuable exam te<:hnique. In this
ex~:rcise they use their own knowledg,; to predict the
answers. which should mak,; th,; listening task ,;asier.
2 Play the recording twice. as In the ,;xam. Ask
students to compare their answers after the ftm
listening.
• Tapescript p. tlt
3 Phrasal v~:rbs may be tested In die ~:xam in Paper 1,
Part 1 and Pap~:r ), Parts 3 and -4. Ref~:r swdents to the
Study Tip. Enccurage swdents to r~:eord ~:xamples from
a good monolingual dictionary. which will glv1: thl: most
frequent collocations and contexts. This way of storing
new vocabulary is ~:xtremely us~:ful and impcrtant for
re1t\sion before the ~:Xam.
ANSWERS
Ex.l
1C 2B 30 ~C SA
Ex.l.t
1 glv~: up 2 keep to 3 carry on 4 take on
S keep vp 6 fall off 7 build up
Ex.l.l
Phrasal verbs tend to be used more frequently in
spoken English or in infonnal written English. but may
OCC\Ir in :all ronteKts, including quite lonna! writing.
21
 UNIT 1 Ne;woeu and deamt
Reading: Paper 1, Part 2 p. 10
Aims:
• to make students aware of what is tested in
Paper t, Part l
• to aive practice in key skills required to tackle
reading tasks effectively
See Teachina procedures and advice p. 8 for
suggeste<! ways of dealing with reading texts.
1 The aim of the pre-reading exercise Is to encou~
students to develop the habit of skimming texts 110 get an
idea of topic. style and text type before they answer any
deuiled C\UUtioi\S.
l Encou'""'e s<Udents to discuss and justify their
answer.< in pain before pro>iding them with the con-ea
answers. J>Jways discuss why the other answer.< are wrong.
This will raise their awareness of the types of distractOrS
used and the kinds of traps to a..oid in the exam.
3 The teXts in the Coursebook provide infonn:adon
and ideas that students may be able to use in their writing
or In the Interview. These discussion questions enable
students to respond to the ideas they have read In the
texts.
ANSWERS
Ex. 1
O..rsel\le• and oor (rier>ds - popular magazine (gives
per.<onal op.inlon backed up by reference to expo~)
Tollcillf to Heieno- novel (extensive u se of dir~
speech m2kes it unlikely that this is autobiography)
Sw~nr friendJhip - specialist journal or academic
reference book (academic style - e.g definition of
terms used - and cont•nt)
In my own world - actually an e.l<tracc from an
autobtog.-..phy (though this passage could have been
from a first-person novel}
Ex.2
1A 2C 3C 4C 58 68 7A 80
Ex. l.l
Difficulty in forming r•lationships with others -
"when other p.ople d•manded something of me. I
found it dilfocult that I failed so often."
Language Focus: Grammar p. 12
Aim:
• to m..Jce stud enh aware of any fossilised errors
they may sti II be making
See Teaching procedures and advice p. 11 for ways
of presenting grammar.
li
I Before doing the e.l<ercise. ask students to look 21
the pictures and ask them:
- What do you chink they were drawn for -fun, design.
-aMn:ising, etc.?
- What do you think of them as drawings/
To help arouse stu~nts" interest In the text and make
the exercise intere•ting and meaningful, read the
instructions aloud. These e.l<plaln that the artist was an
autistic child.
Ask students to do che task in pairs, to encourage
discuss<on. If they have problems with the activity, refer
them to the Grammar reference (Coursebook p.
21 0). This will promote active leaming and help them oo
work out answer.< for themseiW!S.
Thf' aim of the communjndon actMcy in 1.3 i.s c:o get
students using t h e verb forms productively and to
encour38e peer and self-correction. When students are
telling each other their stories, tell them they should
list"" for the us• of censH and correct each other. You
should only give the correct an~r.< after they have
finished. as a final check.
ANSWERS
Ex.t
1
1 cam• 2 had bMn teaching/h&d taught
3 had seen 4 had prepared 5 saw 6 was sitting
7 used to draw 8 called/used to call
9 was producing (used 10 produce Is also possible. but
rf!>eate<l use of umi to is to be avoided)
10 were drawing 11 amned 12 were
2
a) When Chris Marris . .. drawings.
b) Wh"" I first ... drawing.
c) He ... "the drawer'.
d) Marris ... him for Stephen.
e) And he ... stick figures.
Ex.l
1
1 has been writing 2,3 worked . .. spent OR used
to work ... spend 4 threw S ./ 6 was accepted
7 has since sold 8 has been terrifying 9 has made
10 ./ (still lives is a possible alt<>mlliy_, ) 1 1 are set
2
a) 9 hos made b) 1 hm ~n wrilit!g. 8 hm ~n
terriftittg c) 11 are set d) 10 SIJO Sves/"1$ still GYil lf
Ex. 3
1
1 State verts 2 Event verbs
 UNIT I Neer~t and <le3.te~C

2 • word complementation
1 state
2 The first suggests that tile aa of thinking was
extended - it stresses the durtdltion. The second
suggests a single completed thought or idea and is
often used before an expbnation.
3 She Is suggesting that the silliness is temporary.
while the natracor is always warm-hearted.
3
1 Dille rent -a) is statlve and describes possession.
while b) is dynamic and describes an amangement
for a specific situation.
2 Oif!erent, although in fact both are usually stative.
Sentence a) describes a physical sensation, and so
we would expett tile present simple here -the
choite of tile oontinuous fonn suggests that the
state is a wnporary one. In b) the verb is also
stative. h: desc.ribe:s: an opinion. and the present
continuous (an not be used.
3 Both queStions can be used to describe a present
situation. and in both the use of the past form
makes tile question more polite by distancing it.
The use of the continuovs fonn in b) makes the
question even more form:;d and tentative.
4 Same meaning, but in a) the speaker is looking
back on a completed event, while in b} the
dynamic use of the verb suggests that the holiday
was still in progress at the time the comment was
made.
S Different -a) describes a quality of the food. and is
stative (although tilere is considerable overlap in
scative and dynamic use with this verb). In b) it
describes the acelon of the cook. and is dynamic.
6 Different -a) is stative. and describes an
assumption. while b) is <lynamit and refers to the
use of the imagination.
FUArH£R GRAMMAR PRAcna: Proficiency Gold Exam
Maxim Iter Unit 1, p. 10.
Exam Focus: Paper 1, Part 1 p. 14
Aim:
• to raise awareness of the types of vocabulary
tested in Paper 1, Part 1
In Paper 1, Part 1 candidates are tested on their
knowledge of
• collocations
• fixed expressions
• idioms
• phrasal verbs
• semantic precision (words with similar meanings.
including linkers).
It is important chat in the exam students can identify what
type of vocabulary is being tested in each option as this
will make it easier fer them to find tile correct answer.
When they revise for the exam or do a practice Paper 1.
they can use the list of headings in the Coursebook as a
checklist by asking themselves:
• Do the options make a collocation or fixed expression!
• Is there a difference in the grammatical pattern of the
options?
• Is it a phras~l verb! etc.
This wilt give them confidence by providing a concrete
way of approaching vocabulary when all the options may
be new to them. It will also help them in general to
identify and make a more effective record of new
vocabulary during the course and when reading outside
class.
t - 6 These exercises show clearty each type of
vocabulary tested. with examples. Go through these with
the whole class.
1 Go d>rough the procedure carefuUy with the class.
Emphasise tile importance of reading the whole text first
before reading the options. Encourage swdents to use
the title co cry to predict the type of text ~nd remind
them that they are unthemed. Ask til em to do eacl\ text
in pairs so that they discuss and justify their answers.
ANSW£RS
Ex. 1
1C 2B
Ex. 2
10 2C
Ex.l
10 2C
Ex.4
1B (dose to, affectionate tow.ords, attached to}
2C (made me tilink. began tO make me think..
encouraged me to think)
Ex.S
18 20
E•.6
1A 2A
E•. 7
1A 2C 3A 4A SB 60
7A 88 9A 108 110 12A
138 HA 15C 166 17C 18A

23
UNIT l Nc:an:::st and dcu-cst
Use of English: Paper 3, Part 1 p. 17
Aims:
• to introduce students to the techniques needed
to complete the task
• to provide .an approach for handling the task in
theeKam
• to provide graded practice in completing the
clo:te teKt
r It is won:h doing some prediction wori< in class on
che topic before students read the text. You could:
• ask students to predict d>e content of the ceKC from
the ticle
• have a class discvssion on problems between parents
and children
• ask students to brainstorm the five most common
subiects for discussion between parents and children.
2 Students must read through the whole ceKt before
crying co fill in any gaps. The summary question makes
sure that they do chis. Checl< their answers before
moving on.
3 The matching activity makes students focus on the
grammatical form of the word in the gap. This will help
chem co predict the missing word. It will also make them
ooncentrate on accurate vse of the form of the word
they choose.
4 Students fill in any answers that chey are sure of.
5 Students can use the elves given to check the
answers they have filled in and co help them with the
ones they haven't done. Make sure that they read the
completed cext co check chat !heir answers make sense.
This checking is important as students will lose marks for
careless mislakes in form or spelling. They should actually
read the text through three times:
1 to con<:~ntrate on meaning
2 to concentrate on grammatical accuracy
3 to concentrate on spelling.
6 The discvssion que scions extend the topic of the
doze in the format of the (o1Jow-up questions in Part 3 of
lhe Interview. kk scudents co work in groups or pairs.
ANSWERS
EK. l
A
EK.l
~7 ~1 ~· ~3 ~s qo d2 ~~
Ex.4
8 ul<en 9 when 10 down 11 and
12 sure/certain 13 by 14 a 1 S point
Speaking: Paper S, Part 3 p. 18
Aim:
• to Introduce swdents to Part l of Paper S, the
long tum
EXTENSION ACTIVITY
In the exam. the long turns are followed t>y a
discussion or a task on a relalled theme. For practice.
you could do lhe t.uk below as a general class
dis~ussion. Alternatively. choose just one statement,
divide your class into groups and ask !hem to
brainstonn ideas on that s.U~tement for a few minutes
as preparation for a whole class debate on the topic.
You could use the other twO stallements In the same
way in a later lesson as revision.
Discuss rhe S!Oiements below, whi<h retlea imporronl
issues in (omily relo6on.shipJ bldoy. Which o( rhe
storements do you ogree wirh mosl srrongfy? Why?
Which srotements do yo~ disagree wirh? Why?
1 There are more disadnntages than advantages Ln
being brought up in a large family.
2 An only child has more difficulties in life than
someone with brothers and sisters.
3 The relationship between a child and a
grandparent is special and enriches both sides; it
doesn·t have the conflic.u. that can exist between
parents and their children.
Improving your writing p. 19
Aims:
• to help students to identify common errors in
wriling
• to focus on accuracy ofform and spelling
There are four sections on improving your writing in d>e
Coursebook. each one with a different focus. Go through
the introduction to each exer<:ise with the class co
identify the focus. Students should then wori< on the
exercises in pair$, helping each other co identify the
mistakes.
ANSWERS
EK. f
1 I don't !hink children 1ll2!.!lll be allowed co l!tlli!l
~cartoons,
2 I live in a city in Sweden. There are a lot of small
shops there.

J Some families let their children 11.2 a lot of thin01
after school.
4 When a slx-vear-old child (who is) watching
'R.obocop' doesn't understand the dWferenc-e
between TV and reality. it is/it's because his
parents have apt expl':illined this/Jbe difference to
him.
5 When llll!! h im, I realised (ohat) he was the same
person (that) ~en before.
Ex.2
1 They focus on using the ~·en Input and o rgan i•ing the
1 As p::~~n of lOne of my main concern s here
3 partly because I do not find 4 but even more
importantly
2 should follow.
1 who 2 w hich 3 and ~ whi<h (NOT this)
S and (NOT t his)
J students:
At only jun over 1 metre 80, George was qvite
short for a basketball player and was therefore the
team's playmaker. In addition to being extremely fast,
he could d ribi>Je and shoot incredibly well and jump
:wperbly. (OR He could dribble an d shoot incredibly
well and jump superbly. in addition co being
extremely fast.) Th ..e skills, together with his
combination of calmness and energy, made him the
most talented player in the who le championship.
Ex.l
&lrC1JCI f
1 potentially 2 current affairs J repeatedly
4 shocking S emotional 6 arising 7 unstable
£x1rod 2 - put his life in danger for others.
8 convicted 9 sent 10 pe rsi.rent
11 drunkenness
£xrroa)
12 created 13 ideal 14 existence
EXTENSION ACTIVITY
Students prepare talks on the following stotements:
1 Wh>t we lo>>rn in school nowadays ;, ,_ r ei.-..am
co thiC mod~m wor1d; the whole cCJ rric.ulum
should be ch•need to teach us practical ohings.
2 The most important things we need to learn are
oft~n not the things whi~h are wsttd in
examinations.
3 School should not be compulsory: students would
all learn mo.-. If they -nc by choice ond not
becaus~ they h~d to.
UNIT 1 Nure~t ~nd dNte-!>C
Writing: Paper l , Part 1 (letter) p. 21
Aims:
o to Introduce stude nts co the letter in Part 1
o to show the lmportlnc:e of planning and
preparing an outline
See Teaching procedures and advice p. 13.
Exercises 1 - 4 prepare students for writing their
own letter by analysing a sample answer to the task set.
answer.
Exercise 5 provides a parallel task and Exercis..
6 - 9 take students through the proce dure they
There is emphasis on the key exam techniques which are
c!eYelopad In a synemaric way. Re-enforce these to
• They must read the question and the given !"put
carefully so that they anower the question and do not
include irrelevant information. They will lose marks in
the e>G~.m if they do not answer the question fully.
They should always plan before st>rting ro wr ite - it is
worth spending time planning b ecause it wtn produce a
clear and logical struCbJre . It is also more time-effective
than writing the whole essay out again.
ANSWERS
Ex. 2
John Glenn recommended as role model because he:
- attempted to push back the frontiers of knowledge
The writer deals with the ideas of inspiration, lack of
interest in money. and willingness to take r isks. She
has taken the pointS made and used them •• the
basis for realOns for recommending john Glenn.
She adds details ol Glenn'! life first as an astronaut,
later as a politician, and finally as an astronaut ag;oin.
Ex. J
1 By telling us that his return to space was to further
resea~h into ageing. and that he toOk penonal
risks in the search for knowledge.
2 In the introduction she says Glenn inspired her by
pushing back the fron tiers of knowledge and
putting his life in danger for others. These ideas
are re.fnforc-ed in r:he conc.\us;ion.
3 His initial trip into space in the early days of space
flight. and his return at dhe age of 77.
4 His choice to go into politics. the fact that he kept
himself fit throughout his life, and his rerum to
space.
25
 Ex. .ol UNIT 1 review and extension p. 23
First supportin1 ~ra1raph:
became first American to orbit t he Earth ANSWERS
Second supporting parilgraph 1b 2g 3f 4c Sa 6e 7d
return to s.pac.e ror research into ageing E~t.l
Closing paragraph 1 Despite (out) occasionol OJgumenrs, /usuol/y get on
Summ&ry of poin,. In r el•don to lhe rmguine • rlide: well with him.
- Glenn's most positive qualltivs
2 My friends meon more 10 me rhM onythlng else.
- Glenn's lock of th e nepllve qu•lities me ntioned in (NOT anyone else)
the magatine article
Retum to reason lor writing given in opening 3 I won the race, bul il wos ad~ thing.
paragn p tl: 4 H='s relationship with her sister hos improved by
- Glen n as a role model for our tlme leaps ond bounds.
5 I've never heard such an ourrag.,oos sugges!ioo In my
life!
EXTRA ACTIVITY
6 He was the undisp.;red champion o( rhe world.
To help your Sludents think of ldeos for writing
7 ShE couldn't moke out what he wos ~ng above lhe
.ln4Jwers to qucnion, on 3 simil:\r top ic In the Ol(am,
lcud music.
osk them to prepare a short talk un one of the
following su!Jjccu. They could do this in pain or 8 As children grow older, parenrol influen<e t~nds to
groups ond then present thtir Ideas to the class. This de<:line. (NOT their parentof influence)
will c~tcnd tho worl< olrc,dy dOni on the topic. Ex.l
1 The skills involved In making svcial rllatiunship•
18 2C 38 40 SA 60
c.n be uught, Ex.4
Possible ideas for disc:ussion
2 The qu.1lities of • good ro lo mo d el.
Positive aspE<:ts: bellefits or beillg in • clo•e family
) The ••t.,nded f•mily still h•s an impurt.lnt lun<tion group: sharing of h:~ppy evEnts: generations sharing
in modern Jifc. thin~ together: peof>le proteecing and hElping one
another: relationships betweEn three generation•
FURTHER WRITING PRACTICE
Could be a good pietvre as everyone seems happy
The rlsk below C:\n be used for homework. Rcm•nd and Fond of one another. sha.ring a. fam;ly celebr:~tion.
students of lh~ nr·.:tU!&Ics. rh(!y h:wc pr:.niscd in lhe three d ifferent generations together
unir. Other i.sues whcch could be included: picture of len
You hove r"ad t h" folowin& It tter in • m>:uinc •nuclear' family- maybe to st.ress: less stereotypical
feu tKc on presenc... day ch~s '"family structure. ro le• and family structures in the 21st century
ReAders were ask ~ t o send in their opinions. You (e.g. active grandparents, worki11g mothe r , husband's
d«ide to wnt" a lett.,. r~ co che poinu role in houselchildcare, single parent families, et<:.)
nised and e xprcs.dni your own vtcws
(300-JSO w ords)
Now y<>W' stitdAmts are ready to do the tert for
Our "'-""' I}· UIOm k-J d;ml!hh.."l , , .... . j ...., w id u.: lhal Unit 1 on TB p. 140.
:o.IK ;.akt lk·r h u.....h-mtl t k 1 JH\1 ini""'HJ h t hon ._. ;a•~
chiltlfl"n _~h: .'GI)S 1b1.· pupul.elit ..ll:io alr.:.1dy hi ~
~lttJl-:_.!h .am.l :111)'\Hey ('hihh ,·u \H-t~kJ 1h tt :,uil tlk:ir
fjf,·"'l)' l-t'. lJul ~urd)· f"'."'t,lpl"-" \\ ht• \.h\1():< IN IIU
h;l\'\'t'"h i l~lr ('H .U\:0 mtlti\.ll..:\1 hy l!h.'\."c.J. ;md ;m.:
~cndn~ up prl•bkm... in lh< (uHJI'-:- lh>Cj n:!-1 fvr
tho:mst:h,· ; bu1 fi•t 1hc "'Vl"Jcl ~' 1h.:~ li\'c: m?

26
UNIT

2 Learning for life

Speaking p. 24 Ex.2
Suggested ideas
Aims: All of the qualities could be developed in s~hools.
• to introduce the theme of the unit: education The features given in brad<ets were discussed in
and ways of learning Exen:ise 1. Some more examples are given, but
• to provide practice in discus.sing asp em of a scudents may have different ideas.
topic for Paper S, Part 3
self-motivation {choke of subjects)
• to prep ;are for the Reading tuk in tfte next
S«tion independence (questioning ideas)
leadership {oollaborative activities)
t Before looking at me features listed in Exer<:ise 1, communication skills (collaborative activities)
ask students co mink about what they feel is • traditional empa<hy with other ~ult\lres. e.g. language learning
approach co education. Use the prompts below. reliable team player, e.g. sporu
This will start studenu thinking about the subject and time management (continuous assessment}
make the grouping of the features intO "traditionar and attention to detail (written examinuions)
'progressive' easier.
good anal~ical ability (problem-solving activities)
Prompts:
• what me teacher does (provides knowledge}
• what me students do (absorb/take in knowledge} Reading: Paper 1. Part 4 p. 24
• what sort of leaming takes place (rote learning.
memorisation. facts) Aims:
• what sorts of <hings are learned (facts. information} • to develop skills needed to deal with multiple-
choice questions (Paper 1, ParU 2 and 4)
Then ask me students co do Exerdse 1 in pairs. Ask the • to worf< on organisation of texts at pa¥agrapb
pairs to report their findings to me whole dass. level
2 This ac.tivity ext~nds the discussion in Exercise 1 by
making scudenu think about the values of schoolwork in 8ACKGAOUND INfOAMA TION
me real world. Ask students to work in pairs again, then C""ries Handy is a well-respected writer, ndio
present <heir finding> to the whole class. broadcaster and commentator on rhe modern
b"siness world. He has held many positions in
ANSWERS industry inc.luding oil executive and business
El(. 1 economist, as well as more aademic positions
Suggested answers including Professor ar the London Business School
Troditional Progtessive and Chairman of rhe R.oy;al Society of Arts. He was
voted Business Columnist of rhe Year in 1994. He
written ex.aminations d\oice of subjects
has writren sewral books including Beyond Cenoinry
indMdual assignments questioning ideas
and Understanding Otranisatians, which all deal wim
fO<ed curriculum C<:lntinuovs asses$ment approaches ro business and making the most of
streaming (putting collaborative aceivities worl<ing life. The el<tracr is ~;oken from The Hungry
scvdents into clas:s. by mixed-obility classes Spiri~ A Quest ror Purpose In The Modern World, in

level) which he questions modern values and his own

attitudes to life and busincs.s. He lives in England.
rote leaming
See Teaching procedures and ad•ice p. 8 for
suggested ways of dealing wid\ reading texts.

27
 f Reading the first and l.ast poragrapf\s quickly gets
students into the habit of doing this when they read any
new te><t. lt will help them to get a feel for the text <ype
ond the topic. The question (whether the writer thinks
hi:s. education was a useful preparation for work) focuses
students on the central theme of the whole text.
2 This will help students with text organisauon. which
will also help them wirh their writing and wirh the gappe<l
text (Paper 1, Part 3).
Work with rhe whole class. Hoke sure that the students
underline rhe topic sentences and the main ideas. They
will then see similar panems in ocher «!XL$..
~ Encourage swdents to read all the questions first.
even though they have already read the text in detail.
This will develop good habits for the exam. Do rhe cask
in pairs to encourage rtudents co discuss the different
options and then justify their answers to each other.
Do a ftnal check with rhe whole class. If students have
different onswers. rhen ask rhem to justify them to d'le
whole class using evidence from the c:ext.
4 These questions fon:e students t.<> find eviden~ in
the text for their own ideas and opinions and to iustiJy
their onswers from the text. The cask links back to rhe
discussion already completed in Speaking on p. 24.
You <auld use the pictures to initiate a dis:tu$Sion on t.he
topic before students go back to the text by asking:
What aspects of rhe curriculum are suggested by the
picwres!
What do rhese contribute to a student's ability to deal
with real life?
ANSWERS
Ex. 1
The writer does not think his own education was a
useful preparation for work. and he does not feel
thot today's educational systems give students a
much better preparation.
Ex. 2
Personal conclusions - paro. S
My educolion .•. had been positively disabling.
Initial expectations of work - para. 1
... I rothet expected my work to be a piece ofcoke.
something at which my intellect would oYow me to excel
wirhoot undue effort.
f\ele,.nce to todoy's educational systems - para. 6
Tht subjta.s moy oppcor to be o little more relevon~ but
w.. are slillltft to learn about worl<. ot work, and about
lift: by IMng it
Broadening awareness of other cultures - para. 4
28
... people ... with ditfer<:nt volues ond assumptions
about the way the world worked. Of shot,ld work.
De3ling with problems and making decisions -
p•r:a. 2
... my mind hod been trained to deal with closed
problems. whereas most of what I now had to deal with
were ope,.,nded problems.
Attitudes to colleogues - para. 3
Our destinies were linked. which meant thor my
<:o-worken wete now col!e:ogues. not competitor;.
Ex,l
1A 2C 38 40 SA 6C 7B
Ex.4
• prac.tic.al subjects: would have taught him about li'fe
• sport: would ha'" helped him work in a team
• school trips: would have helped him understand other
cultures
• c.ross.<urric.ular projec.ts: wou1d have opened his mind
• work experience: would h3ve shOYI!l him Ute real
world earlier in lffe
language Focus: Vocabulary p. 27
Aims:
• to help students identify formal/informal styles
and registers
• to encourage paraphrasing using different
registers ·
• to help students identify phrasal verbs
• to help students with strategies for guessing the
meaning of unlcnown words from context
See Teaching procedures and ad'rice p. 9 for ways of
deoling with and recording vocabulary.
ANSWERS
Elt••
1 something very easy. requiring no effort
2 to do something very well, or much better than
most people
3 meet
4 closed problems - problems wilt> a right or
wrong answer (e.g. 2 + 2 = 4): open problems -
problems with any number of onswers (e.g.
What is rhe best way to make people buy this
product?)
5 to push at my m;nd = to enter my c.onsciousness
6 join together
7 suddenly pushed into a plac::e or situation
a without doubt, definitely

9 encouraged (he development of
10 necessary. essential
Ex. 2
1 a piece of cake (informal. idiomalic)
2 undue effort (formal)
3 came as something of a shock (informal)
4 woefully ill-equipped (semi-lonna!, li(erary)
S is not to be sneezed at (informal. idiomatic)
6 whereas (fonnal)
7 all this in aid of (informal}
S encount<!red (formal)
9 culrural explora(ion (fonn•l)
10 get rich (informal)
Ex.l
1 lighted upon (para. 1)
2 left (pan. 1)
3 discover (p•ra. 2}
-4 deal with (pan. 2)
S came into (para. 3}
6 had encountered (p•ra. 3)
7 merge (para. 3)
8 impress {para. 4)
9 cultivated (para . .S}
10 ge( on (para . .S)
language Focus: Grammar p. 28
Aims:
• to Tevise basic farms and patterns of conditional
sentences
• to make students aware of any fossilised errors
and help correct them
• to focus on the structures used after.,. if, "'
thoug#l, it's time, I'd rmher, I'd prefer
• to practise using the structures above in an
exam type format (Paper 3, Part 4)
See Teaching procedures and advice p. 11.
f Students may be tested on conditionals in Paper 3.
PartS 1 and 4.
This exerdse presents four condition.at patterns -
sometimes known as zero. first. second and third
conditionals - in contexL Students wm have studied these
conditionals before. but they m•y have fossilised errors.
Point out to students that. as in this text. many
conditional sentences may have more than two clauses. In
Exercise 1.3 swdents write person31 sentences which will
help them to remember the scrucwres.
UNIT l leamingfor~e
2 This focuses on (he tenses used with wish and if only.
Exercise 2.2 develops independent leorning by asking
swdents to work out the rul~s for themselves. Tell them
to refer to the Grammar reference (Coursebook
p. 212) if ne<essary.
3 This focuses on other e)(pres:s.ions which also use
the past tense to eopress hypothetical me•ning.
4 This exertise practises the grammar in exam format.
However. key word transformations in the Proficienc.y
enm are unlikely to focus purely on one structure, so
chis: exerdse also tests other areas of grammar and
vocabulary in addition to c.ondition,aj structures.
ANSWERS
Ex.1
1
1 would have been 2 had kept 3 sent -4 knew
5 would probably have 6 get 7 will have 8 want
9 have
2
general truth: ... i(you wont a good job. you hove to be
prepared to o:>mmit yourself.
likely future: I(/ get it, I will hove to sign a five-year
'ontroct ...
hypothetical present or future: I( I knew some Spa~•ish
or Pot1vgvese. I would probably hove o better chon(<! ...
hypothetical past: ... I would hove been happier ...
if insuad of sending me awcty. my parents had k~pt me
with them during those years aod sent me to loco/
schools ...
Ex.2
1
1 I wish I'd had ...
2 I wish our s<hool offered ...
3 I wish success didn't ...
4 I wish we could ...
S I wish the authorities would ...
6 I wish we weren~t getting ...
2
1·a) past perfect b} past simple, past con(inuous,
could. would
2
1 If only I'd had ...
2 If only our school offered ...
3 If only success didn't ...
4 If only we could ...
S If only the authonties would ...
6 If only we weren't getting ...
 The gl':lmmatical pattem does not change. but the
statement bet=Omes an exdamation. and the overall
effett is stronger.
3 & She'd prefer it ifhe found the answer for himself.
1b '2c
1b is wrong because we can't use would when we
ourselves are the subjec.t.
2c is wrong because we can't use woufd with "Verbs
that des<.ribe a state .
...
We use wish when we would like things to be
different from the way they are in reality. The
speaker> in 1 and 2 do not or did not expect the
curriculum ro be revised. We use hope to refer to
things we would like to happen - the speaker in J is
not entirely sure that the wrriwlum will be revised.
but she would like it ro be. In 4 we know that she
wanted the revision, but not whether it actually
happened or not.
Ex. 3
1
It's (high) time can be followed by a clause. or by !he
infiniti'/e with to.
I'd rother can be followed by a clause. or by the
infinitive witho~:~t to.
I'd prefer can be followed by it + if+ clause. or by
infinitive with to.
In all cases, the infinitive can only be used if the same
person is being referred to in both clauses. If dle
infinitive is nGt used. the tenses used are the same as
those used after I wish.
2
1 time you stopped
2 I'd rodler you
3 I'd rather have
4 I'd prefer (NOT I'd rathe•· because of the word to)
Ex.4
1 If he hod bee<'l put in chorge, there would have been
serious <.onsequences.
(NOT ... put in a teSponsib/e position as Ill is does
not mean he is the one responsible.)
2 I'd prefer us to make as much progress as we can.
3 It's high time he lcom<:<l to make breolifostlor
himself.
(NOT prepore l,.eakfost- this is an unnecessary
change)
4 I wish I f>od token the chance to uovel more widely.
(NOT token my chance)
30
5 I wish to express my com:.rn over the proposed
changes.
(to voice my concern can also be accepted)
(NOT (ouM! out)
7 I'd r<lthcr you didn' tell anyone.
8 I think it would be better if I wetelwas allcwed to
work in a ceam.
listening: Paper 4, Part 2 p. 30
Ainls:
• to introduce students to the exam task of
sentence c:ompledon
• to provide prac:tice in paraphrasing
See Teaching procedures and advice p. 10 for
suggested ways of dealing with listening tasks.
BACKGROUND INFORMATION
R.ubik's Cube was invented by Erno Rubik. a
Hungarian architect who created it to help his
students understand three-dimension.>l design. The
cube is a multi-coloured puzzle m3de up of nine
smaller cubes fonning each face: these can be
manipulated in groups of three. The aim of the purzle
is to manipulate the sections of the sides so that each
side beoomes one colour only. There is only one
correct way llO solve the puule and about 43 trillion
incorrect ways of manipulating it. The puule was
marketEd as a toy and then became incredibly
popular in the 1970s with both children and adults.
becoming 3 bd or craze. It has recently re-Jppeared
on the market.
f Do the pre~istening cask with the whole class.
Write any useful vocabulary on the board, particularly dle
suggestions that students make for the kind of mind
needed for different puzzles. These ideas may anticipate
the Listening and so help students to deal with it more
easily.
2 Reading dlrough the incomplete text before they
li$ten will make it easier lor students to identify dle
c:orrec:t part of the listening text "Nhen they hear it for
the first time. They may also be able to predict what they
shou1d write in the gaps. Di:s.c.uss any possible answers
with the clas$ aker they have read through the text and
before they listen. referring back to dle ideas you have
written on the board for Exercise 1. Remind students
that the sentences and the information in the text are in
the same order.

3 After playing the recording once, ask students to
compare their a~swers i~ pairs. This encourages them to
justify their answers to each other. and to check their
own answers for accuracy of both information and
grammar.
• Tapescript p. tn
4 Play the recording for the second time. as in the
exam. Ask studenu t.O che<'k their answers again, and
then go through them with tho whole class.
Then ask swdents if there is anything almila•· to the Rubik
cube around 01 present. that is. a puule younger people
<'On do more euily than older people. If they can think of
one. then ask them whether ch e explan2tion they have
hear d (the three ways of thinking) seems relennt to the
punle chey ha..., thought of or not.
S • 6 This discussion helps students co c heck if they
have really understood tho Listening. and will help them
with the kind or discussion they will have in Part 3 of the
Interview. Put students into groups of three or four for
this discussion, and then ask each group to report their
ideas back to lh e class.
7 Explain chat this type of exercise occurs regularly
throughout the Coursebook. The sentencu are always
adapted from the Listening text. They provide regular.
quick p ractice in manipulating >enten«>. Their aim is w
raise swdents' awareness of the value of the listening
texts as sources of useful language. and to give them
cocnfidence in handling the exercises in Paper 3, "Part 4
(key word transformation) and in paraph ruing
information for the summary and the Writing tasks.
ANSWERS
Ex. J
1 instinctive 2 school exams 3 creative ~
had
got stuck/were stuck (NOT were walling) 5 teeth
6 paylnz auention 7 telling her off 8 thought
proce:ne s 9 intellect
Elc.S
Sugzes ted answers
doing a math< pt·oblem- intellect
wridng poetry- intellect and wisdom
choosing a holiday - intellen
driving a car -wits and intellect
playing the pi•no -all three levels
Ex.7
1 I find the theory very convincing.
2 She locked as if she was/were paying very linle
attention. (NOT she looked to be ... )
3 She explained it as well as she could.
4 Adults can't/don't learn in this way any more.
UNIT t l ..rrw1glorU.
Language Focus: Vocabulary p. 31
Aims:
• to e>«end students' knowledge of ldio matlc
expressions and phrasal verbs
to practise using idiomatic expressions in an
exam type format (Paper 3, Part 3)
1 Thjs exen:is-e is in exam format. and nudents wiU
need help as it w ill be the first time they have met this
typo of task. Encourage them to work in pairs so they can
give each other ideas. Tell them <0 write •ny possible
answers in penci1 nfa)(t tO each sentence so that when
th ey reach the third sentence in the set they may already
have discovered the common word. Remind them
that t he form of the word mutt be the same in all
sentl!nces, an<! that they sho<Jid loo k fer collocations
an<! ""pr ess ions by checking the words before and after
the gap.
2 Encourage students ro work out the meaning of the
idiom from the conteKt rather than going to the
d iaioMry. The sentences often give dues to help with
this (see answers below) and in this exencise all the
expressions are connected with thinking or the mind.
3 Remind students that it is easier to remember
phrasal ~erbs and idiomatic expreulcn• when they are
grouped together with a common theme, as in this
•ection. They may like to note vocabulary in this way.
4 The questions allow students to use the idiomatic
expressions naturally in a per$onal context. Students
should do the activity in pairs. then report bad< <0 the
class.
ANSWERS
Ex. I
1 b right 2 held 3 move 4 set 5 slow 6 rings
Ex.l
The clues are in bracketS.
1 be ready to think clearly and calmly about
•omething tha< may be difficult (Pro(idency exom)
2 very worried. because you h3ve t ried everything
possible to solve a problem (I've tried everything)
3 very frightened (on olone, huge empty house}
4 •• far as I know (to my knowled~)
5 everybody know• about it (didn't 1"1' rt<>ftSe)
6 keep thinking abcut something all the time so that
It annoys you (it's driving me mod)
7 a•k •omeono a lot of question• to find out
everything they know about a particular •ubject to
help you (I'm having problem•)
31
 UNIT Z Le.an•ung for life
8 try very hard to think of an idea or remember
something (trying to tem•mber)
Ex.)
1 of 2 back 3 up 4 over S through
Exam Focus: Paper 3, Part 2 p. 32
Aims:
• to Introduce the exam task of wordbullding and
word formation
• to extend students' unde~tanding of prefixes
and suffixes
Go through the task description. and the information
about p~fixes and suffixes.
Tell students that when they ~cord a new vocabulary
item. they should think about what prefixes and suffixes it
can take. and record these as well.
Note: There are about SO common p~fixes in English
and many come from Latin or G~ek. If your students'
language is related. they may have similar words. There
are about 40 suffixes which are less likely to be similar.
Ask students to work through the exercises in pairs.
ANSWERS
Ex. 1
1
1 making nouns from other nouns
mileage booklet childhood membership
2 making nouns from verbs
amazement breakages refu-s:al informants
3 making nouns from adjectives
meanne$$ ela.scic.ity
4 making adjectives from nouns
childish child-like accidental authoritarian
(negative implication)/authoriutive (positive
implication)
S making adjectives from verbs
regrettable attractive
6 verb s.uffiKes.
chlorinate simplify symbolises/symbolizes
7 adverb sulftxes
clockwise northwards
2 do: a course. a subjec.t, history. homeworl<. a
(One further example of each category is given here.
Students may be able to suggest others.)
1 hostess 2 performance 3 Romanticism
4 effective 5 continual 6 blacken 7 quickly
32
3
1 modernisation/modernization 2 ca~fully
) Amazingly 4 deafeningly 5 adapubility,
resourcefulnes. 6 pic:wresquely
Ex.l
1
1 disconnected 2 subconsdously ) misheard
4 illegible 5 overflowing 6 semicircle
7 incomplete 8 anti ..social
2 remajning prefixes: fore. multi, out. un
Ex.)
1 impoverish 2 poor 3 save 4 safely 5 safe
6 peace 7 pacify 8 peaceful 9 honour
10 honourably 11 honourable 12 bleed
13 bloodily H bloody
E><. 4
1 poverty 2 economically ) preventable
4 illiteracy 5 mortality 6 consequently 7 inefficient
8 ecological 9 necessity 10 overcome
Language Focus: Vocabulary p. 34
Alms:
• to provide students with key topic vocabulary
!or Paper 2 and Paper 5
• to provide Information about a different
education system
f This introduces verb + noun collocations. Remind
s.tudenu that vocaburary is easier to remember if it is
learned in common themes Of patterns. and in a context.
2 Students are asked to use the collocations from
E><ercise 1 in a context. The aim is to show students how
they are used and make them more memorable. Make
sure students realise that more than one answer i$
possible. When they have foiled in the gaps. ask them to
read the text ag3in to make sure it makes sense.
3 Together these sentences form a continuous text
which gives information about the British educational
system. When swdents have completed the usk. ask
them to read the sentences through again as a paragraph
before moving on to Exercise 4.
ANSWERS
Ex. I
moduJe. revision, a test.. an e'X'am
take: • course. a subject. history. a module, a test.
an exam, notes. lessons
sit: an exam
~t.udy: a subj~.'· hiStory. ~-·· ...
 pass: a coune, history, a subject, a module, a test, Write their suggestions. on the board. Then play the
an exam recording again so that they can maKe notes under each
make: notes heading. Check their answers and write the expressions
follow: a course. a module on the board.
Ex. 2 • Tapescript p. i22
1 clo/take/srudy
2 do/take/swdy 4 This allows swdents to use the language they have
3 do/take/follow heard. Ask them to discuS< dhe question in pairs. Then
4 do/take/sit use the question with the whole class. for a full debate.
5 doitakelsrudy Encourage s.wdents to use the language written on the
6 swdiedlpassed board from Exercise 3.
7 passed
8 do/take/sit ANSWERS
9 do/take/sit Ex.l
10 does/takes
Acknowledging an opinion before disagreeing;
Ex.3 Yeah, thot's o good pain~ but ...
1 format 2 practical 3 continuous 4 mistake
I see who! yov meon. bur ...
.S grade 6 uressful
Well, maybe. but ...
That is o valid poin~ but ...
Speaking: p. 34 Disagreeing;
... is ocruolly ...
Aims:
• to introduce useful language for Paper S, Part 3 Agreeing:
• to listen to and discuss a model for Paper S, Yes. well, I do /ike Char ...
Part l Asking for opinions:
Go d-lrough the introduction with the whole (lass. It is Whor do you dlink of the view thor ... ?
importlnt that studenu undetstand that Part 3 is a Do you not think lhor ... ?
conversation with their partner or group. This section
provides. them with language to maintain .a conversation
naturally by providing .a model for them to listen to. It
.also gives them the opportunity to practise this language.
Writing: Paper 2, Part 1
(proposal) p. 35
f This intrOduces the task and gives students the
thance to think of their own ideas. Ask them to discuss Aims:
the topic: in pairs and write down their ideas.. • to show students how to handle given
information in the compulsory Part 1 task
They can use their notes when they listen to the model in • co show students the main features of a
Exercise 2.. Thi:s. will give them some ideas tO compare prcpos.1l
with the speaker.s' and will make it easier for them to
follow the discussion. Go through the introduction with the class. Make sure
chat they underst:>nd the difference between a report and
2 Play the reconding once and allow students to react a proposal. Then work through the exen:ises, which
to the content. You could point out the key arguments focus on organisation and style.
and write them on the boand. See tapescript p. 122 in
which the main points are underlined. ANSWERS
3 This focuses on the language used by the speakers. Ex.l
Before you play the reconding again, ask students to read 1 pnctical ver.sus academic skills, vocational training
the headings in the Course book Write the headings on and life skills. role of teachers, need for improved
the board. Ask students to think about .any words or facilities
phnses chat dhey would write under the headings by 2 IntrOduction: links the ideas in the extract to the
asking questions such as.: school being discussed
• How could you disagree politely~ Tl>ot's o good point but
...II ~ee what you mean, but ...
• How ~ould you ask for an opinion? Wl>or do you think?/
How <!o you see it?
 UNtT 2. lcarring for lift.

Condusion: summarises the advAntages that would
result from the ~flanges in syllabus and t.lcilities
thAt have been proposed
l a justification for dropping some Aademic
subjectS, together with another example of ruch a
subject (latin); a concrete suggestion for
developing life skills; an example of a facility thAt
should be added and a suggestion for how this
could be financed
Ex.4
three points
FirsrJy, I suggest ...
If it is felt ... I propose that ...
While I® not og"'e ... I do (eel !hot •.•
Ex.S
I !heref~ propose thot rodi<ol chonges should be
mode ...
deorly poinr!ess
It would seem sensible// therefOre te<:otnmend thot we
should ..•
h is vitcl •.•
..• t/lese ptcposo/s wiH be givt!o dve COIIsi<Wotion
FURTHER WRITING PRACTICE
This cask can be used for homework. Remind
students It> follow the strategy that they have used in
the unit.
Your college is upgrading its facilities and wAnts to
giw. students a special area in which to study in their
free time. Tne Principal has asked nudenu to submit
proposals for the design and content of this study
area. and has put the memo below on the
noticeboard. Write a proposal for thi• new facility.
(lQ0-350 words)
UNIT 2 review and extension p. 37
ANSWERS
Ex. 1
1 had paid 2 had told. wouldn't have asl<ed
l began 4 o:>uld see, would be
&.2
1 I'd be grateful if you could help me (to) deo/ wi!h this
problem.
2 If only my eduootion hod ptepored me {better) for real
life.
3 To the best ofmy ~J'Iow1edge(,) she hos no paper
qualifications.
4 He should put oil thoughts ofgelling/being promoted
out of hi~ mind.
.S What is on !his teseorch in oid of?
6 The scriptwriter said that she'd thought up the
whole plot .wthour onylonyone's help.
7 Yesterday's test come out of rhe bflle for us all.
8 Pvtting !heir (eeUngs into words is difficult for some
people.
EK.l
1 pleasurable l universal l consciousness
4 especial!y (NOT spedolly- this is tOO informal for
this context) S lamentably 6 stimulating
7 moti\r.ation 8 empowered 9 feedback
10 acquisition
Now your students are ready to do the test for
Unit 1 on TB p. 142.

\\"~ W<'uld like •tudent• IO ~uhnlil proposals for a

Stu<ly Area. R<-m<-mhcr that: the college has
re•lrictcd •pace and a rc•trick:d budget. It is not
r"''~~il\1'"· ,o huild OJ new room - cxi5-ting :r.-p;,~,.·'"
nmsf be used. \\'c c::~.n chang..• ch'" us'" of an
cxi,.tinl: n._on1 ur an..·a in the l'oltcg~o.·. b'"aring in
mind th~ n<-..'<1• <>fthc curriculum. lk 3warc thai
I the new Sl"'t'-X" must hla anroc~h·c ;1nd uscfLJI. We
I_hii\'C ll'lt'~IJC~ n-.r ~\."Chnology or oChL"r :lid~ IO s1udy.

34
 UNIT 3 Tt>e moving Image

UNIT

3 The moving image

Speaking p. 38 checking with the whole class. If d'lere are any problems,
use the capescript on p. 123.
Aim: • Tapescript p. 113
• to introduce the theme of tfle unit: the media,
In particular TV and cinema 4 These questions personalise the topic and help
students to extend the discussior..
f This exerds.e identifies. the c:ommon theme of che
quotatioruo and should be done in pairs. 5 This could be done ir. pairs or orally with the whole
class. Students could write it up for homework.
2 • 3 These exercises should be used as a general
discussion with me whole class. Try to reach a <:lass
ANSWERS
consensus on what has been the greati!!St advance in
communications in the fast um years. Ex. 1
The advertisements are for the following films. (H) =
ANSWERS made in Hollywood:
Ex.1 The Mauix (H)
The quotations refer to the telephone. cinema (with Gladiator (H}
sound}. radio. tele'<ision a net computers. They are Chicken Run
linked because each speaker misunderStood their The PerfeCt Storm {H)
potential: they are all now part of everyday life. Crouching Tiger. Hidden Dragon
Ex.3 EK.l
SuggestioriS could include the internet, e-mail.
1D 2C JA 4C SB
satellite communications and mobiri!! phones/WAP
phones. Ex.S
1 Everyone knows the Holfywood sign and what it
stands for.
Listening: Paper 4, Part 3 p. 38 2 Cinema began when me cinematoscope was
developed.
Aims: 3 Colour didn't really arrive until the 1950s.
• to develop the skills needed to complete
4 People were no longer interested in silent movies. I
multiple-choice questions
People weren't Interested In silent movies any
• to extend tfle topic of tfle unit to films
longer.
See T eachlng procedures and adllic<> p. 10.

I Encourage swdents to talk about the ~lms Reading: Paper 1, Part 2 p. 40

illustrated. This will help them to work with pictures in
same way as In Part 2 of Paper 5 (Speaking). Discourage
them from simply describing what they see- they should
discuss ideas and issues suggested by the pictures.
2 Tell srudents to read through the questions and
options first. Discu:.s the possible answers with the
whole class and ask them to predict what topic areas the
speaker will disetl$$.
3 Play !he recording twice, as in the exam. Ask
srudents to compare and justify their answer$ before
Alms:
• to mal<e students aware of the types of text that
may be found In Paper 1, Part 2
• to develop students' understanding of what
multiple-dtoice quesdons might test In a short
text
See Teaching procedures and advice p. 8.
t The questions encourage discussion of the topics of
the telCtS. 8ther discuss them with the whole class or set
them up as debate questions.

35
 2 Tell students to read the extracts quickly to identify
each genre. Matching tides to exuac.ts is not an exam
task. but it focuses students on the rnain idea of each
text. (In the examination. each extract will have a title.)
3 Literary texts rnay use complex vocabulary. and the
questions rnay focus on abstract ideas such as attitvde
and relationship between characters. or on the use of
language. Extra« 1 Question 2 highlights the use of style
and metaphor. Go through this carefully with the whole
class as it rnay be difficult for them. Then ask students to
do the multiple-<:hoice questions.
The questions following Extract l focus on Inference.
reference and metaphor. Ask students to work in pai~
and then discuss the answers with the whole class. Then
ask chem co do the mulliple-<:hoice questions. Follow the
same procedure for the questions following Extract 3
and 4.
ANSWERS
E><.2
1 eventually decay. leading to the loss of the image.
Extract 1 -A new lease of fife.
Extract 2- Professionalism in broadcasting
Extract 3 -Where are movies going1
Extract 4 - Mass production movies
2
a) Extract 4 b) Extract 1 c) Extract 2 d) Extract 3
Ex.l
fxlract 1
1 ~nt.ire industrial seccor
1 she had installed 2 she presided 3 engendered
4 rigid
2 2 Here it is us;ed positively {an unusual. ironic use).
Whac actually arrived was satellite TV.
The metaphor suggests that the arlival was very
sudden.
The image a~so stresses the variety of new ideas and
experiences that the television brings. and the Wl!Y
they all immediately become p.art of her life. It
suuests that to &by Kochamma they all seem
equ•fly impon:ant. (Blondes. wars. famines. footbofl ... )
3
1C 2A
&tract 1
1
po~itive: professionalism, skilled. dear
negative: eKploit. do·goodery. ribald. bankruptcy.
squint
36
2
1c 2a 3c 4a
3
1 a) sideways b) looking directly suuests truth.
looking sideways suuests deceit c) honesty and
deceit in broadcasting
2 a) no b} the sparrow will eventually be killed
c) the sparrow d) the programme-makers
~
18 2A
&tract 3
1
formal: obso!es<ence, aspire. mutilated
informaVcolloquial: movies ((lfms is more common in
British English). techies (technicians). junked
(discarded). carry on (continue}. kid (younger)
2
1 a) drowned. tides b) liquid c) Developing films is a
(.hemical process: the <.hemi(als used to fi'X «:he film
3
1C 20
Extract 4
1
1 without having to re·feed the cameraman's parking
meter. makes movies faster than most people can
make change; In the tirne it will have taken ... he
will have made another three movies; He is an
All four statements stress the speed with which he
makes films and the large number he makes..
3 a) on shoestring budgets b) wafer·thin plots
c) dismissed out of hand d) decidedly cartoonish
1 niceties (again used ironically)
2
10 2B {The cone of the review is tongue-ir>-cheek -
the writer is suggesting that the movies are attrac.tive
tO the adult viewer iust because they are so
unsophisticated.)
Language Focus: Vocabulary p. 43
Alms:
• to make students aware of regular patterns In
phrases and expressions
• to show students how phrases and elCpresslons
could be tested In Paper f, Part f and Paper l,
Part4
See Teaching procedures and advice p. 9.
Exercises 1-3 give students fi><ed phrases. Exercise 4 asks
students to practise using simi tar e~Cpressfons In exam
type taSks. All these exercises should be done in pairs,
and the answers then <hecked with the ""'ole <lass.
Exercise S persona1ises the Idioms in natural contexts to
make them easier to remember.
ANSWERS
Ex. 1
1c 2f 3d 4b Sa 6 e
ElC.l
a1 b1 c6 d3 e4 f7 gS
ElC.l
1 put our backs 2 make sense 3 have a go 4 shed
light 5 draw the line 6 spare a thought
Ex.4
1B 20 3A 40 5B 6C
Language Focus: Vocabulary p. 44
Aim:
• to show meanings and patterns In dependent
prepositions
See Teaching procedures and advice p. 9.
Dependent prepositions may be tested in Paper 1. Part 1
and in Paper 3, Part 1 (doze). They may also be tested as
part of the key word cransform.ation (Paper 3. Part 4).
Remind students that it is useful to group words
according to their prepositions in their vocabulary
notebooks.
Exercises 1 and 2 provide patterns to help students
remember the dependent prepositions.
ANSWERS
b. 1
1
A at B co C about D on Efrom F of
2
Group f
3
1 hopeless ac 2 exempt from 3 curious about
4 typical of 5 dependent on 6 contrary to
7 keen on/happy about 8 applicable co
Ex.l
1 depetldence on. depends on
2 indication of. indicate
3 application for, apply for
4 characteristics of, characterised/characterized by
S difference between. differs from
6 prEferenCE ... for. pr~f~r ... to
7 invol~ment in. involved in
8 <Ontribut~on ro. oontributed ... to
Exam Focus: Paper 3, Part 1 p. 45
Alms:
• to provide a procedure (or handling the ctoz.e
task In the exam
• to provide graded practice in completing the
do:re task
t It is worth doing some prediction work in class on
the topic before asking swdents to read the text. You
could:
• ask studltnts to predic.t the content of the text from
the tide
• have a cia., discussion on the role of television today
and how it might change in the future.
Check an.wers to the summary task before moving on to
Exercise 2.
2 . 3 Students can use the hints given to check the
answers they have filled in and to help them with the
ones they haven't done. The hints focus on the
grammatical form of the mis.ing word.
4 This checking is an important step. as students will
lose marks for careless mistakEs. They should actually
read the completed text through three times:
• the first time concentrating on meaning
• the Sec<)nd time concentrating on gnmmatical accuracy
• the third time concentrating on spelling.
37
 EXTENSION ACTIVITY
To expand the rcpie of the cloJe tat and sive
uudenu <he opportunity 10 rt~ the content to
their """" Ms. ulc:
• How ""'Y cl>il!l~H mendoned In the tat haw.
already uken place!
• How """'Y mi&flt <aloe place I
• What chanrt wo.~ld ll>ey rnQS( lilct tO see? W¥
3 New Zealand director Peter Jackson explores ... a
murderer. chaning the tf\le story of two
sehoolgirls.
4 They sought ... by resorting to a murder.
3
simulaneous events: sentence 3
. evenu in rapid sequence: senten ce 1
an event and its rea,on: sentences 2~ -4

ANSWERS
Ex. 1
B
Ex. l
1 had 2 a 3 but/yet 4 These S something
6 tend 7 of 8 fact 91ines 10 end 11 whatever
12 piece 13 like 14 with 1S So
language Focus: Grammar p. 46
Aims:
• co enable students to use participle clauses in
their own writing for Interest and variety
• co malce students aw.ol'e that participle clauses
are an eeonomial means of expression and so
can be useful in summary writing
Emphasise to students that participle clauses are more
common in written than spoken English.
f The text shows the use of participl e clauses in film
reviews. The quenion! aim co rai.se Interest in the topic
and personalise it for •tudenu. Extend the discussion by
asking "'-Udenu what they feel makes a good film, or what
kind of films !hey moot enjoy watching.
l Make •ure that students compare their answers wilh
th o Gramm.. r refel"4!n ce on p. 113 before you check
th o answers with th e whole cbss. Remind !hem that as
with many of the exercises in the exam, chrre may be
more than one correct answer.
J Ask student> t o work in pairs.
ANSWERS
Ex. 2
1. 2
Answers as in text. Other ponibilitiea indude the
following:
1 Alter opening w ith a man .. .
2 Not thinking twice abo ut ... Kevin Costner comes
across as an unsympachetlc Robin.
Ex.l
1 Before moking use oft his appliance, please road the
inwuctions carefully.
2 On looking rhrough rhe (rim script Qgain. I was
impressed by its quality.
3 Despite having set/started offeorlylsettinglstorong uff
early. he StJ11 arrived late.
4 He was finally admitted alter having been kept
waiting for three hours.
5 Not having expected to win/get an Ose1r for the
film, we were com~letely bowled over by the
news.
6 Properly /()()ked ofw. this cor will give you years of
service.
Improving your writing p. 47
Aim:
• to help students m .. intain consistency or styli!
and register in their writing
Style. register and appropriacy for the target reader are
among the writing skills assessed in Paper 1. This is
particularly important in the revised examjnation. where
the assumed audience is always specified.
Ask s-tudents to work in pairs, check answen with the
class. Exerc:ise 2 could be set for homework. and
studen ts col.dd compare their an swers in the next lesson.
ANSWERS
Ex.,
A formal: em ~ far (rom wonn. oilfOOJit (or her to
aW!pt. 11<11 t4 stood in her way, extremely irritable
S informal: a year, I can tell yau. pretty !>ad, a pain in
the neck. getting me ou~ l>o>ing o bod doy, reaNy_ _ _.J

38

Ex.l
Suggested answer
Dear Peter
Thank you for your letter inviting me to be a guest
speaker for your society. l would have been
delighted to do this, but unfortunately I am already
heavily committed throughout May, as I have a
deadline for· my late!lt r<!search paper·, and I'm afraid I
~ally can't uke on anything else during that time. I
don't suppose there is any chante of putting the date
back11 would be happy to come in June or July if that
is any good for· you. Do let me know if a later date is
possible as l would be sorry to miss this opportunity
to meet you and speak to the society.
Apologies again and I do hope we un work
something out
Yours :s.inc.erely
Language Focus: Grammar p. 48
Aim:
• to show students how invenion can make
sentences more emphadc
lnver;ion may be tested in Paper 3. Parts 1 and 4, and
students need to be shown how to identify when an
inversion is needed. They should leam the key words and
phr.>ses identified in the Grammar reference
(Cour;ebook p. 214) in order to use inversion in thei•·
own writing. The exercises in this section focus on the
form of inversion.
Exercises 1-3 present and give c:ontrolled practice of
inversion. Exercise 4 asks students to par:>phrase using
inver;ion, to help them with their own writing.
ANSWERS
Ex.1
1 b is more emphatic
People have never had ... before.
Never before have people had ...
2 a is more emphatic
Nowhere else ... will you find ...
You won't find ... anywhere else.
3 b is mor·e emphatic
You must not ...
On no account shourd you .••
4 b is more emphatic
I didn't realise ... uno! ...
Not until ... did l realise ...
S a is more emphatic.
Only recendy did they get ...
They only got ... recently.
Ut<o:IT l The moVIny,imar,c
Ex.l
1 People are not f~e from the influence of tele•ision
anywhe~ in the world.
2. There has not been an invention which has so
•·adically affected society since the printing press.
3 '(ou rarely find/don't often find a family without a
television set these days.
.oi Busy parents can seldom resis<lcannot often resist
the temptation tO use the television as a
childminder.
S Some claim that television not only disccurages
conversation. it al.$0 encourages anti-social
behaviour.
6 However. re.$eatchets have not found a single case
of violence that could be directly linked to a
television programme.
Ex. 3
1
1 She had no sooner got on the bus than she
~alised (that) she had left her money at home.
2 The game had hardly begun when it surted to
pour with rain.
3 They had hardly got to know one another when
she was offered a job in the USA.
4 He had no sooner settled himself down in front of
the terevision than the phone rang.
2
1 No sooner had she got on che bus than ...
2 Hardly had the game begun when ...
3 Hardly had they got to know one another when ...
.oi No sooner had he settled himself down in front of
the television than ...
Ex.4
1 No sooner had she left th2n the meeting broke up.
2 Hardly had I solved one problem when I wa> faced
with another.
3 Not only does the colour of that jacket suit you.
but it also fits you perfectly.
4 No sooner had he sec eyes on her chan he fell in
love.
S On no ae<ounc should you forget to pay that bill.
6 Only when he had finished the meal/the meal had
ended did he begin co feel ill.
39
UNIT J The mow"& lma&•
Writing: Paper l, Part l (review) p. 49
A ims:
to introduce students to a Part 2 review
• to show swd.,nts a possible struct u r e for a
review
J To introduce me topic of the ta>l< '/OW could frrst
ask srudents to m ink 1bout any films they have seen that
w e re remakes of original folms. A•k them which ver.ion
they preferred and why.
3 , 4 These exercises en1ble students ro
brainstorm ide» on the topic and could be done with the
whole class or in pairs.
.5 , 6 These exercises focus on d-oe srnrctu re and
style of the whole review.
7 This provides a par11iel writing tuk. Ask nwdenu to
discus. their Ideas In pair> or groups. You could then •et
Eurci•e S for homework. Allocate time in the next
luson for students to rud and evaluate each other's
work.
ANSWERS
E>C. 2
1 Driving away, ...
2 It •ummarl•u the plot of the film (both versions).
EK.l
All could be included.
E>C. S
1 Para. 1: introduction of topic and film to be
di:scussed plus summary of question to be discussed
Para. 2: summary of plot Para. 3: reason for
popularity of remakes: arguments against them, with
examples from Psycho Par.t.. 4: personal verdict on
rhe remake of Psycho
2 to make money; ro appoal to older a udiences
3, 4 changes in moral atrirudt.s , "·&
· theft, murder,
use of graphic effectS, e., . •howtr •cene
Ex. 6
1 rheroriul questions
2 To me the or\giNI frlm seemed ... (para. 3):
Pe.,oNIIy I doubt whether . .. (p.ara. 4)
J He does not •ppear co be In bvour of remakes.
FURTHER WRITING PRACTICE
The ttsks below con be used lor homework.
Remind students to follow the strat<tgy thot they
h•ve used in the uniL
1 Your college ~zine has asked peep., to write o
review of a film that they feel presencs • poslliwe
picture of ~ people's lives todoy. You deddt tO
write a review. describing a film, •"ffaininc what It
shows about young people and ~you chose it.
(300-350 words)
2 You !moe recently seen • film rhat you IL>lt wos very
b3d. Write • review of the film. expbining why lc was
•o b3d •nd wh.lt yO\J feel could ho"" improved ic.
(300-J 50 words)
UNIT 3 review and extension p. 51
ANSWERS
Ex. I
1 Conr.-.ry to ...
2 Nor once has he asked me ...
3 ... I draw the line at .. .
4 She's adept !I finding .. .
S Not onJy have you ruined my eveninf .. .
6 ... to conform to ...
7 Only now am I free ...
8 ... as ;cheduled. (NOT ... ready or no ...)
9 .. . lac.king !.!1 humour.
10 .•. ways and means ...
Ex. l
1 shot 2 view J raised i pack 5 fair 6 cuts
Now your students ..,.., ready to do the ust
for Unit l on TB p. 144.
UNIT
4 The hard sell
Speaking p. 52
Aims:
• to introduce the theme of the unit advertising
and consumerism
• to prepare for and prac:cise Paper S, Pam 2
and 3
f , 2 Exen:ise 1 cculd be done as a quick class qui%
before moving on to the discussion In Exercise 2, which
shoold be done In pairs or small groups.
3 This shows students how the topic of adv.!nising
might appear on the prompt ard in Part 2 of Paper S.
Tell them to think of ideas for the questions on the car<ls,
but not to plan their talk yet- they have to do this in
Exerose S.
4 This prollldes more ideas for the car<ls in Exercise 3.
Read the text with the ctass and the<~ discuss the
questions in groups or with 'dle whole class.
5 Give students time to plan their talks in pairs. using
the ideas from Exercises 1-4. Ask one or two students to
present their talks to the whole class and ask for
comments on the ideas presented. Then tell the students
to worl< in groups and listen to the remaining talks.
6 Students will be able to use the ideas already
discussed to give them confidence in dealing with the
visual prompts.
7 These follow-up questions are vital to the topic and
are typical of the questions that may be asked in Paper S.
Part l after the long turn. Do them with the whole class.
ANSWERS
Ex.t
Puma: sportswear
Nescafe: instant coffee
McDonald's: hamburger/fast food
Coca-Cola: soft drink
Microsoft: .oomputer software
Ex.2
3
Suggested answers
a) The oonsumer:
Advantages
• pro,ides information to allow consumer to make
an inlonned <Choice
• raises awareness of new and potentially useful
products
• enoourages competition, thereby keeping down
prices
Disadvantages
• may gjve false/misleading information
• expensive -this oost passed on to consumer
• puts undue pressure on people to conform
• creates trends and fashions which can be
expensive for some groups to maintain (e.g.
parents with young/teenage children)
b) The manvfac<urer or producer
Advontag<!!
• widens market and increases sales
Disadvantages
• ~xpensive
• results unpredictable
• may have to conform to codes of pr:octice
• oonstantly demands new ideas and new images
Ex.3
l'rompn:crd f (good <!dvertisement)
swdents. c.ould di:s.c.uss:
concept: original, striking. ~isual
medium: paper, film, 1V and the adY<&ntages of each
approach: drama(ic, humorous, scientific, narrative
Prompt .oord 2 (o~ment vs TV programme)
studentS could discuss:
originality and creativity: brevity. easily memorable,
sophistication
words and music: catchy. sophisticated, emotion
set(ings and locations: exotic, colourful. striking.
image. wish fulftlment
41
 UNIT i Th~ hard sell
Ex.4
1 s<rupulous, meticulous, exacting and pi-ofessional -
all posiuve, a net all suggesting people who take care
to act corre"IY at all times. He backs this up by
referring to the c.ommercials they produce.
2 The ads have to pass ASA regulations but also
attl'2ct the public and the client, be different. and
fit a very tight time-slot.
3 Good advertisements are of much better
quality and bring people rogether as they are
watehed by a greater number of people and they
are remembered more than most TV programmes.
-----·--·--··-···-
Exam Focus: Paper ), Part 5. p. 54
Aims:
• to introduce students to the comprehension
questions in Paper 3, Part S
• to provide a graded approach to the steps
involved In writing a summary, lncludi.,g:
- identification of the relevant information in
the texts
- notetaking from the text
- rewriting notes into a paragraph
- editing to the required length
I As an introduction. elicit and discuss any TV ads
students remember from their own childhood I current
TV ads aimed at children. Then discuss the questions in
Exercise 1.1. and ask students to do 1.2 and 1.3 on their
own. The students will be gi.en a general idea of the
content of the texts in the examination. but the texts will
not have titles. Students should therefore first look at the
first and last lines to gee a general idea of the content,
then read quickly though the cex<>. trying to identify
paragraph topi<.$. Exercise 1.3 gives practice in this.
2 Questions 1-4 are exam-type question$ supported
by hin<>. The s\\Jdents should read the questions before
reading the cext again more carefully. to identify the
relevant parts. Point out that the questions may be about
abstract ideas that are not stated overdy in the text
{inference and implication). There may also be more
concrete que$tions on the meaning of words and
referents. To answer these easily. students need to have
a general feel for the text as well as an understanding of
detoil. Explain to students that unless they are specifically
asked to identify words or ph.-..ses in the texts, they
shollld always try to use their own words. as. much as
possible.
3 This focuses on the need to read the summary
question carefully in order to find what informacion is
required. Students will not have to summarise the whole
42
of one or both texts - they will always be required to
select information from each text.
4 "This exercise tnins students in how to locate the
required information. Information from both texts will
always be required. Students also need to be able to
identify when the same point is being made by both texts
to avoid repetition.
5 . 6 Stress that notetaking is. an ess.entiat step. 3nd
will help students organise the ideas and use their own
words. Students should first try to write their own
summary from the notes. Encourage them tO write on
alternate lines to leave plenty of room for editing. You
oould ask them to cover up the samp!e summary in the
right-hand column as they do this. They then compare
their version with the one given in Exef(is~ 6.2.
7 , 8 Point out that the summary is still too long.
Srudents should work in pairs to bring it down co the
required length, then discuss the different strategies used
with the class. Ask students tO return to their own
s.umm~uy and check it through, rewriting it if necessary.
Finally. go through <he suggested procedure <0 review the
stages for dealing with this part of the exam.
ANSWERS
Ex. 1
1
Students could suggest types of goods advertised.
when and where children see the adverts. and their
good and bad effects.
2
more than one
3
Te.><t I
Writer's conclusion- para. 3
The origins of advertising to children - para. 1
Why children are vulnerable - para. 2
Text2
Why regulation is needed - para. 3
The basi< question -para. 2
Evidence that there is a problem -para. 1
The argument against reguration - para. <4
Ex.l
1 the young child sitting in the supem.arf.:et trolley
2 The child cannot understand that ar1 advert does
not have the same purpose as a programme - it is
not just to entertain him/her or to describe a real
situation/give true information.

3 How painful it must be for a father nat to be able
to give his child something the ~hild has 'ecn in an
advert, really wants to possess and asks for
repeatedly.
4 0\ildren cannot compete with advertisers on equ~
terms- they are in 3 more vutner'3bte position
beause of their inexperience of life and particularly
their ignoran~ about how advertising works.
Ex.3
1 understand or care 3bout the purpose of
for regulating odvel'lisemtnts ..• thildrett.
2 try to per :!I t~•!!le pester their parents to buy things
general dangers of advertising to children
Ex. 4
1
T~xt I
Because the advertisements. encourage children to
ask for unhealthy food and drink, e.g, with too much
Dt or sugar.
a) the difference between an advert and an ordinary
programme and b) what the ad is trying to do
They are trying to make money out of the children
without considering their welfare.
Text 2
To try to persuade them to buy expensive and
unnecessary products.
Whether or not children understand the nature of
advertising.
2 aimed at a fairly young, sophisticated reader. while the
This information is supporting detail - the basic
points have already been made.
Ex.$
1
Students should refer to original texts for differences.
2
Repeated point: young children can't tell the
diff~renc::e between adverts and ordircary television
programmes.
Additional point: children try to persuade tMir
parents to buy products they can't afford.
Ex. 6
2 diffe~nt materiats.
Extra point: Advertiling moy leod ... they can'l afford.
The order has been changed slightly. so that die
most 8eneral point comes at the end.
EK.7
1 increasingly impe~onal nature of shopping, which
Suggested answers
• the f.rst sentence (As long as the summary is dear
and makes sense. an introductory sentence is not
essential.)
UNIT 4 The hud sell
• see the difference -t distinguish
• while, also. finally
2
Suggested summary
One argument against allowing advertising aimed at
children is that the things advertised may be bad for
them. In addition, young children can't distinguish
betwH:n advertisements and ordinary te(evision
programmes while older children may not
advertisements. Advertising may also make children
they can't afford Finally. it seems wrong that
advertisers are eettifll~ ad•11iAfA&e ef e:hildre,.·., la:elt ef
ttAtfe: lM:AiliA' iA erlfer t:e Melle: MeAt). profiting
llnancially from children's Innocence.
Language Focus: Vocabulary: p. 58
Aims:
• to raise awareness of some of die techniques
used in advertising and marketing
• to develop vocabulary skills for Paper 1, Part 1
• to prepare (or the Listening activity In the nel(t
section
I , 2 Students are introduced to some of the
feawres of written advertisements which are then
discussed in the texts. 1'he first text is an advertisement
second Is a chronologi<al account of the history of
packaging from an academic textbook. The pre-reading
tasks In Exercises 1 and 2 should be done with d>e whole
class. The doze teXts can be done in pairs and then
checked wldl die class. Students are dlen asked to
identify the writer's viewpoint.
ANSWERS
e ... t
1C 2A 38 4A SC 68
Ex.2
1
Students might suuest graphics, use of colour, use of
2
10 28 3A 40 SA 6C
3
It has become important because of the chan8ing and
means that the customer needs to be given more
information on the packet.
43
 UNIT .f The hard nO
Listening: Paper 4, Part 1 p. 59
Aims:
• to introduce students to three-option multiple·
choice questions based on short texts
• to develop the skills needed to answer this type
of question
Note: In the exam the extracts will be unthemed.
1 Make sure that students only read the questions
before each ex(ract and not all die questions at (his stage.
When you play the recording. rewind and repea( each
separate extract. Pause (he recording for 15 seconds
before each new extract to give students a chance to
read the next questions.
Give srudents time to compare and justify their answers
at the end.
• Tapescnpt p. U4
2 Exercise 2.1 provides key vocabulary lor the group
discussion that follows. Oo it with the whole class to
nuke su•-e that all the students understand the
vocabulary. Then put students into groups and ask them
to discuss a product that they all buy. using the questions
in Exer<:ise 2.2. Ask students to share their ideas with the
whole class.
ANSWERS
Ex.1
1B 2A 3B .ofA SB 6A 7A SC
Ex.l
1 product 2 price J place 4 promotion
Language Focus: Grammar p. 60
Aims:
• to lntrcduce students to the different uses of It
• to show students how it can be used to
emphasise different parts of a sentence
Students may not have thought about this use of it
before. Go through Exercises 1 and 2 with the whole
class. and then ask them to do Exer<ises 3 and .of in pairs.
ANSWERS
Ex.1
1 • to make swdents awa~ of tile features of
Students should underline six ekamples of it.
2
1 He followed it ... until it disappeared ...
2 It was not going to be easy to ...: Now it was easy
to see that ...
44
3 He found it incredible that ...
4 It was noon ...
Ex. 2
1 Subject: Fer the young consumer ... on the television
It takes until the age of about six for the young
consumer to understand the difference between an
advert and a programme on the television.
2 Subject: MOI!@ring what ... fil<l'f with
It is d>e responsibility of parents to monitor what
their young children eat. drink or play with.
3 Subjects: Advertising ... seUing
It should be legal to advertise if it i> legal to sell.
4 Subject That children •.• with advertisers
It is olwious that children are not able to strike a
free bargain with advertisers.
S Subje<:t: To sug~ ... ccts
It is insulting to suggest that children can't deal with
ads.
The >eoond version sounds better In all cases as
longer phrases with new infonnation come at the
end of the >enoence.
Ex. l
1 worl(ing here
I find working here enjoyable.
2 to give in to their dli/drm's demands
P:irents may ftnd giving in to their chll<lren'> demand>
easier.
3 that the compoign llos been o success
We owe the success of the campaign/the fact that
the campaign has been a success to him.
Ex.4
1 Parents are responsible for monitoring -..+.at young
children watch on TV.
2 To intrOduce a code of adve~sing practice lll2ll1l!
Ill: a good idea.
Tbe introduction of a code of advertising practice
would be a good idea.
3 I find the fact thar he won amazing.
t find his victoa :amazing.
Language Focus: Register p. 61
Aim:
different registers and how to identify them
1 This exercise introduces the topic of the texts
students will swdy in Exercise 2. Use it as a lead-in.
 VN1T 4 The hard $e!l

.2 Swdents compare two texcs. one writt~n in a formal
register and the other written in an informal r~gister.
The aim is to enable sru<lents to fcx:us on features which
distinguish the two registers. Let them work in pairs.
then report to the class.
J The table of feawres allows students to check and
refine their answers in E"ercise 2. The table provides a
useful checklist for futul'e reference.
4 This exercise gives students. <ontroUed practice in
opp!ying the principles chey have discussed in Exercises
1-3.
ANSWERS
Ex. 2
1 her relationship with her father; her character and
her attitude to life and worl<
2 Text A is more like spoken English because of: use
of informal vocabulary (a bit <!t'eSSed ou~ oh dear. the
coofett dude). use of f.rst and second person. use of
contractions... repeated use of and as <.onneetor
(para. 1). emphatic structures (so much ... so wel9.
punctuation {use of dash)
3 Because text A focuses on personal relationships
while tel<t B (which probably comes from earlier in
the article) focuses on background infonnation and
its. importance.
Ex.l
1
1 per.sonal tone with use of first person
2 impersonal tone. avoidance of ftrst petsol'l
3 use of active verbs
4 full fonns used. e.g. It is. does !lot
S u.se of inversion for emphasis, e.g. Should you need
further info~motion ...
6 may not be clearly or logically organised
7 repetitiOI'I of individual words. e.g. it was teally
really hot
2 2
(Suggestion$ only- students may fond ocher
examples)
1 (Vocabulary)
Text A: ct their place, a bit <tressed ou~ what do you
reckon, it dawned on me. the coolest dude
Text B: dissotJ"s(led wi!Jl the tuition, the dedkoted work
ethic
2 (Tone)
Text A: Oh deor. I wish I hadn' told you ...
Text B: Her 1995 grocft,otion show ...
3 (Personal/impersonal)
T e"t A: we all love each other
Text 8: is ponty explained by .••
4 (Contractions)
Text A: it's. my dad's
Text 8: she is unrepe<~tant
5 (Sentence patterns)
Text A: para. 2. sentence 1 (ond ... and ... and)
Text B: dissatisfied with the tuition in tailoling, she
t:ilrolled ... (participle clause)
6 (Emphatic structures}
Text A: What's tunny is thot in his int~!\'iews ...
Te"t B: (no example)
7 (Punc<uation)
Text A: tunny - he 'II <ay ...
Text 8: use of commas
6 {Coherence and cohesion)
Text A: para. 3. senten<e 1 does not link with
preceding or following ideas
Text 8: each paragraph ha. a dear structure, e.g.
para. 2: is panty e•plained by ... Panty. to~ it is ... And
firwlly it is ...
9 (Stylistic devices)
Text A: (no example)
Te)(t B: how eagerly she has beovere<l, how hord she he:.
tried.
Ex. 4
1
get on so well - have such a good relationship
I was great - I was wonderful
at their place - at their home
a bit stressed out - under some pre ..ure
oookies (USA) - biscuits
what do you re<kon - what <to you think
incredibly famous -very famous
it dawned on me -I realised
the coolest dude -the best man
Despite being so famous. my family is as notmal as
any other. We are very close and have a good
relationship/enjoy being together. My parents have
always made me feel valuedkonfodent.
One weekend. when I was staying with them/visiting
them in the country. I was feeling quite worried
about work/under pressure because of work. Then.
while I was making some bis(uits, my father tried to
cheer me up. telling me what a nice person I was.
It is interesting that my father is now being asked
about me. It was not until I watched him perfonn at
a concert il'l Rio in front of 20,000 people that I
realised how famou• he was.

'45
 UNIT 4: The hard se!l
Writing: Paper 2, Part 2
(formal letter) p. 63
Aim:
• to revise the layout and style of a formal letter
See also: Pro(lcJency Gold E.xom Moxlmlser, Unit 4,
p. 38 for work on writing a formal letter.
Students should be familiar with the layout of a letter.
and should only need reminding of the organisation of
ideas within the paragraphs.
f • 2 The aim of these exer.:ises is:
co give the letter of complaint about the adve"isement
a context and show that it is a real activity
co give scudeni:S concrete criteria which chey can use
co judge whether an acf.lertisement is acceptable or
not.
3 • 4 These exercises give students the c;hance to
respond personally co advertisemeni:S. Describing the
advertis.ement:s. is. useful practice for writing about them
later.
BACKGROUND INFORMATION
The acf.leru on pp. 234 and pp. 236 of the
Coursebook are produced by Barnardos. a children's
charity. and Benetton, the clothing manufaaurer.
Barnados uses shocking images to show what lies
ahead for children if they do nor get the help they
need when they are young.
Benen.on is famous - or infamous - for using images
like this llO help promote its brand. Part of their
shock value is that such images are being used to
advertise a commercial produce.
5 . 6 These exercises focus on the organisation of a
formalleuer.
7 - 8 These exerci~es focus on the style of the
leuer. and provide a parallel writing task chat can be sec
for homework.
ANSWERS
Ex. t
1 lc monitors the standards of advertisements 4nd
checks chat chey are legal. truthful and inoffensive.
Ex.l
1 The second of the three ticked points (honest and
ITurhful}. The ~omplainc disputed chat land used for
nuclear power plants can later be re-used for
other purposes. and chat nuclear waste can be
disposed of wichouc problems.
46
Ex.5
1 reason for writing 2 clarification of situation
3 fu"her details. if necessary 4 any requests for
action or informacion
Ex.6
The task has cwo main pans: e•planacion of
obiection 3nd action requested.
The objection would be stated in che first section
and explained and justified in che second and third
sections. In the fou"h section the writer shovld
specify what action he chinks should be taken.
El<. 7
1 a car advert
2 That the advert encourages dangerous driving. and
is. misleading.
3 He wants the advertisement removed. {He also
describes the action he would like the company co
take. but this is given for information rather chan
as a request for action by the recipient of the
letter.)
4 reference to expected reply. Yours faithfully
S Yes. the register is quite formal and consistently
maintained.
Ex.8
1
Para 2: I feel that ...• In my view ...
Para. 3: I would orgue !hot ..•
Para. 4: I have no objeaion to .... I (eel wongly !hot ...
2
1 currently being displayed
2 misleading
3 places undue emphasis on
4 reduce fata1ities.
S I have no objection to
Ex. 9
explanation of objection co commercial, suggested
ac;tion
FURTH~R WRITING PRACTICE
The tasks below can be used for homework. Remind
swdents to follow the strate8)' that they have used in
the unit.
1 You have read an artide in your local newspaper
which you re.,r gives a biased and unfair ae<:ount of
a recent incident in the cown. Write to the edillOr
of the newspaper complainir1g about the article and
stating what you want him to do about iL
(300...350 words)
2 You have seen a television programme which you
feel was unsuiable for children, but which was
 UNIT 4 Th~ h~rd nil

shown in 1M early ~in&, Write • leuer w the

ldeYision company explaining why )'OU ~ che
"""""'me was unsuitable and what action rou want
them to talc.e in the 1<"-"re.
(300-350 words)

UNIT 4 review and extension p. 66

ANSWERS
Ex. I
1 Fi~ of all l what's more/furthermo~in addition
3 What's more/Funhermorelln addition 4 Because
of this 5 as a result 6 What's mo~funhermorel
In addilion 7 For example 8 last but not least
9 accordingly 10 better still
Ex.l
1 How much of a handicap wiN her inability to dri.e be
far this job!
l It wos euenoo/ to /eom Frerteh q<lid<.lf, gi>'en the
drcumsunces.
3 It is the ultimo~ olm of !he ccmpony 10 be mari<et
leader.
4 It goes wltliout sayfne !har the p~e has to be right.
5 Marketing txeMiYes are hifhly fl<lid in general.
6 Children are easy rargel$ for advertisers.
7 Your opolofY wos tDt<tlly unnecem~ry really.
8 The fac:t thot we om~~ed late was unimportant as the
concert didn'c surt on time.
Ex.l
10 20 lC -4A SC 60

Now your students are ready to do the test for

Unit ~ on TB p. 146.
UNIT
5 A life of crime
Speaking p. 67
Alms:
• to introduce the theme of the unit: crime and
punishment
• to pr-ovide practice for PaperS , Part 2
1 - l These e~ercises open the topic. Ask student$
to wor;k in pairs. Make sure that they disc.un the issues
and don't just describe the pictures. Exerc.ise 3 could be
done with the whole class. Encourage students to bring in
newspaper articles about crime to support the disc.ussion.
Exam Focus: Paper 1, Part 3 p. 68
Alm:
• to pro,;de a procedure for dealing with the
gapped t2Xt In the exam
N ote: Swdertts who have taken FCE or CAE will be
familiar with this cask type. E>cpb.in that the technique is
different in CPE as stu<lents wiR n eed to rely on
coherence rather than language signaller> >Uch u
~r. They will need to 'visualise' the events in the
text and be aware of small details that show them the
order. e.g. is a door Of>en or dosed/ To complete the
te~t in this .ectlon they must understand the sequence of
events and the layo11t of the house.
Read through the •uggesced procedure with the class.
emphasising the importance of reading the bue text
thro~~gh before attempting to insert any missing
paragraphs.
f Ask student$ to read the tel<t silendy and then
follow the procedu"' suggested. They should discuss
their an.swers together when they have finished . E•en If
they got the same answers, they should discuss the
reasons for their choices. as this will force them to think
through their answers.
2 ~en:ise 2 can be used as the basis for a clan
discussion on their individual strategies.
l , 4 The•e exercises focus on the te><1. as a whole.
Do them with the whole class.
ANSWERS
Ex. I
1D 2E JA 4G 5C 6H 7F
b .l
Students may ideru:ify clues such •• objecu mentioned,
paru of the hou.e refer red tO (e.g. rooms down.tail>,
bedrooms), people "'f•~rred to and pronouns referring
to them. (e.g. the boy's room). references tO other
clues (e.g. the presence or absence of torchlight, the
smells of different rooms).
E~.l
The burglar seems to know the people socially. It
could be his forst burglary. He does not have a
clear idea what he wants to steal or why he is
breaking into the house.
The burglar seems totally amoral - he has no
sense that he is doing something wrong. or of the
effect of his acdons on the people li\ling: in the
house. although he does creu the house with
respe<t and does not do unnec.u.sary d:am~e. He
seems to come from a similar bac.qrcxmd to the
people who live in the house. i.e. probably a
comfortable, middle·dass baclcground. He
identifies wfth the inhabiants and compares them
with his own family. He is clearly attracted by the
daughter. Denise.
• He is nat really motivated by greed for
possessions, but by the strangeness of the
experience. He takes some object$, but seems co
be playing the role of a burglar to find out what it
feels like (see extract B).
Ex.4
Suggested answe,.,
The victim: may be financially affected, or may be
emotionally alfe~ted. e.g. by the loss af items of
sentimental value. or by a loss of security; he or she
may no longer feel safe at home. Older people, or
f>eople riVing alo ne, could be particularly traumatised.
The thief: may grow increasingly confident if not
caught. If caught. could face a prison sentence.
The community: people may grow increasingly
paranoid: no longer trust strangers. reel insecure
without security systems (burglar alarms. ccrv.
guard dogs).

Language Focus: Grammar p. 70
Aims:
• to r e vise the form and function o f modal verbs
of obligation, advice, pem>ission and ability
• to look at other expres.ions with similar
functions t o modal verbs
• to show students where and h o w modal verbs
and equivalents may be tested in the exann
f Ask studentS to read the text silently and to refer
back to the text on pp. 6S-69. Then discuss their
answers.
2 3 These eMercises ask srudents to think about
the f~nctlon of modal verbs and their use in relation to
past ~nd present. Exercise J focuses on some common
mistakes.. Tell students to work in pairs, then check
answers with che whole class.
See TeachIng pi"Ocedures and illctvf ce p. 11 .
4 This exerci~ gives students other expressions that
can replace modal ve rt>s. Tell them to underline these
ph~ses in the originaJ sentences and decide on their
function. Then they replace them with a modal verb.
.5 This e~am format task tests modals and alternative
expressions.
....--- --·-·-···--··- --· · - -- - - - - - ,
ANSWERS
Ex. t
There was no lock en the window of the Robi11$ons'
house.
Ex. l
1, 2
2 rlley coold breok in (opportunity/free choice}
3 Would lhie~s hove to moke ... (necessity}
4 a lhic( a>n get in ... (ability)
5 Polio doot< should ho"" spcdollodts ... (adYice)
6 When strongell osk i{lhey can en~r 1M h<>USA! ...
(permission)
7 comi<krarion must be given .. . (obligation)
8 bors munn'r be ~ ... (prohibition}
l would probably be avoided as it sounds rather
2 osl< if they <On (6) same meaning
3 <;OOSider<Jtjon must &t gi~n (7) different meaning
4 bors mustn't be fined (8} different meaning
5 Polio doots should ho~ siJ«iol lodes (S) different
meaning
6 rl!ey could break in (2) ume meaning
7 Would rhie""s h<we 10 moke (3) same meaning
8 o rhiefcon get in (4) different meaning
UNJ'J' s A ~ of crim~
4
t ri1ey didn~ even have to ...
2 they could hove broken in
J Woold thieves hove h<ld 'to make ...
4 o thlefa>uld/wos oble to get in (depending on
whether seen as general ability or on specific
occasion)
S PM doors shoold hove hod spedc/loda ...
6 When slfOilgers askod if!My could enter the
hOU'le ...
7 CDnsOkro!lcn hod to &t g;..,n •.• (NOT musr ho-..,
been gi""n = logital deduction)
8 no p:ISt modal form - the idea would have to t>e
expres.ed differently. e.g. wer1! nat allo.ved to be ••.
Ex. l
1 You needn~t come ...
2 We didn't have to go ...
3 You don't have to help me ...
4 ... his mother was •ble to rescue him ...
5 ... I could have managed ...
6 You shouldn't have give n .. .
Elc. 4
1 O bligation: All swdents must attend ...
2 Advice (negative): You shouldn't really go on
your own ... fYou really ougt'lt not to go on your
own •. .
3 Free choice= You can/could stay or go- it's up to
you. (Both refer to the fiiWre - oould mokes the
choice more hypothetical)
4 Ability: She can manage on her own.
5 Prohibition: Students muSt not use dictionaries ...
(Also possible: Stude<IU cannm use dictionaries-
lack of permission.)
6 Lad< of necessity: ... you don't have to t>uy
anything.
7 Advice' You showd/ougt'lt to cet a taXi .•.
B Necessity: You lml• to have a good heAd !or
he igt.ts ...
9 Advice: ShoLtldn't you go home! Your family ...
(Oughtn't you to go ... is theoretically possible. but
a wkword.)
10 Ability: lwosn't able to finish the fob on dme.
EK. 5
1 I recommend {that) yoo follow his odvice wilhout
(ony) argument.
2 Did oH rhe guests oduolly ho~ to weor formal
clothing!
3 You didn 'I h<M! to do milhory re<Vice in thot country.
49
 UNIT ~ A life¢( alme
4 She is bon ned from ploying in any further matches
this season.
5 He's already proved himself aJfiOble of manoging
without (ony) help.
6 You don't h-lo mol<e vp your mind now.
7 I don't think students should hove to tol<e/do/;it
exams.
8 He 011fy monogedlwos only ob/e 10 escope (rom them
beC'Aluse he n.n so fast.
Use of English: Paper 3, Part 1 p. 71
Aim:
• to pro'Yide unguided exam ..tyle practice
See Teaching procedures and actvlce p. 12.
t To introduce the topic. ask students what kinds of
social behaviour they find offensive. Would it be possible
to pass a law ag:~inst this sort of behaviour!
2 Students should oomplete tile text individually and
then check ans~rs in pairs.
3 This discussion exercise extends the topk of the
doze text.
ANSWERS
Ex.l
1 an/may 2 In 3 wri~en "'as
(NOT for)
5 best/clearest 6 to 1 found 8 breaking/infringing
9 such 10 like 11 mor<! 12 members
13 e~<amplelinstance 14 passed 15 next
(NOT other)
Listening: Paper 4, Part 4 p. 72
Aims:
• to den lop the skills needed for the exam task of
three-way choice
• to provide information for studenb to use In the
Speaking activity in the next section
Go through the introduction with the whole class so that
students know what is expected of them.
J This pre·liscening task prepares students for the
topic of the Listening text. Once students have read the
two texts, ask them about tlleir reactions to Rick and
Angus. Ask questions such as:
• What do you think might have caused them co turn to
crime!
• What sort of punishment might they have been given!
50
BACKGROUND INFORMATION
Community Service is a punishment given by a court
for certain less selious crimes. In which an offender
must do sodally useful work such as repairing old
people's homes or helping handicapped children
Instead of going ro prison.
3 Before playing the recording remind students to
read the sentences carefully, and to answer the CWO
predicrlon questions. This is espe<ially important for this
wk as the statements will not appear in tile same order
on the recording as in the wk. If students don't have a
clear grasp of the statements before tlley lisren. tlley
won't be able to do the wk.
4 , S Play the recording once. Ask stUdents to
compare their aMwers and discuss how they arrived ar
their answers before playing tile recording for the second
time.
• Tapescript p. 125
6 The discussion should be done briefly with the
whole class to prepare students for the Speaking section
which follows. The question highlights the key point of
the Listening text.
7 Remind students of the value of dlese paraphrasing
exercises for Paper 3.
ANSWERS
Ex.4
1A 28 3B 4A SR 6R
Ex. 7
1 I thought I could start all over again.
2 lou of people say it's an easy choice.
3 I really got on well witll him.
<I I'm looking forward to getting away from London.
Speaking p. 73
Alms:
• to provide useful funetionallanguage for P:aper
5, Partl
• to help students co prepare fo~ the long tum in
Paper 5, Part 3
In Paper 5, Part l each candidate is given a card with a
question and three prompts. The candidate is expected
to speak for two minutes abovt the question on the card.
The work in this section helps students witll the language
necessary to complete this task.

I The card is not in e•am format as the!'<! are no
prompts. 111$tead, swdentS are given clear guidelines for
the form of their talk in the statements chey have to
react to. In Exercise 3 these statements are cut down to
exam-type promptS.
The recording provides a model showing how to talk
about a prompt <ard question. It is important that
studentS have time to think about the task themselves
before listening to Neil (an English teenager). This will
make it easier to understand what he is saying and enable
them to check their own ideas.
Ask swdencs to discuss the cask in pairs and think about
what they would say.
Then play the re<or<ling. s~dents compare their own
ideas with Neil's. Point out the way in which Neil deals
witt> each point individually before stating his opinion.
• Tapescript p. US
Exercises 1.3 and 1.4 focus on useful language for the
discussion and on the way the talk is organised. Ask
students to read the expressions listed. Play the
recording again and ask them to tick the expressions that
Neil uses.
2 This stage allows studentS to practise using the
model they have heard. Swdents should work in pairs or
small groups. They should list>!n to each other carefully
and decide if the view expressed was well argued or not.
3 This allows practice in exam forma~ Students should
now have lotS of ideas for this card.
4 This written follow~p can be set for homework.
ANSWERS
&.1
2
Neil supportS 2 on the basis that 1 and 3 don't work.
3
All a!'<! used except e) and g).
4
1 giving an opinion: a, b
2 giving arguments for and against: c, d
3 discussing alternatives: f, i
4 summarising: j
Language Focus: Grammar p. 74
Aims:
• to revise modal verbs which express degrees of
likelihood
• to introduce other ways of expressing likelihood
UNITS A lite of crlm~
I . 2 These exercises provide a lead-in to Exercise
3. in which two policemen speculate about the reasons
for the disappearance of the English crime wricer Agatha
Christie in December 1926. Elicit what swdenu know
about Agatha Christie. Ask them to suggest explanations
for her disappearance. Prompt them to use the target
language She mqylmighti<X!ufd f>ove + past participle. Don't
confirm their guesses yet. (The answer is on Coursebook
p. 236.)
See Teaching procedures and advice p. 11.
3 This exercise tontexwalises modal verbs expressing
degl'<!es of likelihood. Students have to work out the
speakers· attitudes as indicated by their choice of modal
veri>.
Tell them to refer to the Grammar reference
(Coursebook p. 216) before checking as a dass. then let
them read the explanation of the mystery (Coursebook
p. 236).
4 Tell swdentS that these phrases may be tested in
Paper 3, Part 4. They should note carefully the stru<tures
that follow the phrases as these could give the key to
identifying the phrase being t>!Ste<!. In Paper 3. Part 4 it is
often the words after the gap that give the due to the
missing word or phrase.
5 This exercise tests the phrases (and modal verbs) in
a format that will help swdentS with the task in the exam.
ANSWERS
Ex.2
She went for a drive and did not retvrn home. The
police were infonned and her car was found
abandoned.
Ex.l
1
She might have had an accident and lost her memory.
Her husband, the Colonel. might have been Involved
in some way. perhaps because he was having an affair
with someone else.
Mrs Christie might have planned her own
disappearance as a hoax.
2
a) The speaker is sure this happened
1 She must have been driving
12 This search must have cost a foraJne
b) The speaker thinks it is possible dlis happened
2 She might have hit her head
8 ... the Colonel might conceivably have hod more
to dowlch it
10 Mrs Christie may have engineered the whole
thing
51
 UNIT S A life of crime
c} The speaker thinks it is possible this didn't happen.
S it might not have been an accident
d) The speaker is sul"e this didn't happen.
4 she couldn't pos:sibly have been wandering
e} The speaker thinks it is possible this is the ase or
will happen.
3 she could s(ill be wandering around
6 he may know more than he's saying
7 there .oould be another woman involved
9 He could well be implicated
11 we could end up being accused
Ex . .C
1
1 It's highly unlikely that ...
2 She is highly unlikely to have ...
3 There's a strong/faint possibility that ...
.o! There's every chan.oe/likelihood of ...
5 It is bound/certain/sure to ...
6 The chances are that ...
7 I bet ...
8 I doubt if ... /It's doubtful that ...
9 There's not much chance that/of(+ ~ng)
10 I can"t see him(+ ·ing)
11 The odds are against him(+ -ing)
12 The chances/prospects of ... are ...
2 proceedings) 6 error (NOT errors -this is a foxed
2 There's a strong possibility that he was the
murderer.
3 I doubt if we'll arrive in time for the start of the
film.
4 It's bound to have been Peter you saw last night.
S There's not much .ohance that they will have
solved/of them/their having solved the mystery.
6 I think it"s highly unlikely that anyone an have
survived the crash.
7 I suppose there is a faint possibility that they
will/might decide to double our salaries.
8 I <ean't see Anna agreeing to get married secretly.
Use of English: Paper 3, Parts 2
and 1 p. 75
Aim:
• to practise the exam tasks of word formation
and cloze and to show students how similar
techniques can help with both these tasks
52
1 Ask students to work through this exerc.ise in pairs.
Remind them of the importance of reading the whole
text through before trying to complete any gaps. If they
do not do this, they may make mistakes with the form of
the word, e.g. there may be a negative required.
2 ) Do the discussion with the whole class.
4 - 6 These exercises introduce the cloze text.
Remind students of the techniques for this task studied in
Unit 3. Point out the similarities in the way they should
approach the word formatiOJ> and cloze tasks (reading for
general meaning first. ~hecking through the whole text
for accuracy and meaning on~e the task has been
completed).
7 "This provides a discussion to round off the c.opks
covered in both the texts in this .section. Ask students to
work in groups and prepare arguments for and against
one of the topics. Then run the discussion a~ a whole
claS> debate .
ANSWERS
Ex.1
1
The main point is that statistics on <.rimes may be
unreliable.
2
1 offences (US spelling: offenses) 2 inaccuracies
3 vandalism i outcome S procedures (NOT
phrase) 7 incidence 8 indiation 9 manageable
10 uncertainty
Ex.3
Forensic evidence is physic;al evidence su~h as blood.
hairs. fingerprints. etc. used to prove that someone is
guilty of a <.rime.
DNA ftngerprinting is a way of identifying a .oriminal
by matching the patterns of DNA carried by an
individu•l in every cell of his/her body.
Psychological profiling consists of working out the
psychology of an unknown criminal from details
known about the crime.
Geographic profiling is the use of social and
e.oonomic statistics to predict the likely incidence of
crime and decide on the level of policing required in
pa.tdcula.r areas.
Ex . .C
He was uught because his jeans had a characteristic
pattern of creases due to the way the material had
worn down and lost its ~olour, and this pattern was
recorded on the surveillance cameras.
 UNJT S A tift ol crime

Ex.S ANSWERS
1 what 2 on/into 3 to 4 carrylt~g 5 although Ex.l
6 having 7 owing 8 who 9 cal<en 10 two 1
11 those 12 enough/sufficient 13 can H worn a) dosed·drcuit TV comeras
15 has
b) police records
c) sophinlcated technology
d) recorded incidents
language Focus: Vocabulary p. 76 e) time<onsuming analysis
Aims: f) building a bridge
• to provide key vocabulary for the topic g) make full use of the system
• to raise students' awareness of the importance h) in•olved in a project
of collocations
i) claims to produce
1 Use the newspaper item to introduce the. selection j) have reported ma>sive drops in crime
task to ttte class. Then put the students into pairs or 1a) 2j) 3e) 4<:) Si) 6g) 7h) Sb} 91) 10d)
groups. Tell them they should discuss the possible effects Ex.4
of each factor listed before chDOsing the three they think 2
have been th~ most effe:,tive in reducing crime rat~s. 1A 20 3A 48 SB 60
Here are some ideas:
zero toleranee poficing: no crime is ignored 3nd each
EXTENSION ACTIVITY
incident is prosecuted or punished, no matter how
minor. People thinkit~g of commining a crime would To give studenu further practice in discussing the
know that they would be punished if caught and might topic and provide practice for PaperS, Part 3, write
think twice. the following questions on the board:
introduction of closed-circuit TV: makes detection 1 What do you think about the way some criminals
easier for the police. who are more likely to identify and are made into cerebrides~
catch criminals. 2 What do you think will be the most common
improved detection rates: if criminals think they will crimes of the futuret Why!
be caught they are less likely to offend. 3 Do you think that committing a crime can ever be
better eeonomic conditions: might make people les:> justified!
likely to try to get money through crime, so could reduce Put students into pairs and ask them to p..epare a
petcy crime. fraud and other financial crimes. It might short talk on one of the questions. They should
reduce violent crimes by reducing stress in families as prepare the talk with three paragraphs. includit1g an
lack of money is known to cause stress. introduction and a conclusion. They should make
more effedive rehabilitation of offenders: if notes and not write full sentences. and should aim tD
criminals are offered alternative lifescyles when they leave talk for about two minutes. Give them a framework
prison, then they may not re!\lm to crime. for the talk by putting the following language on the
board, which they can use if they wish.
more visible police presence: might discounge
potential criminals before they commit a crime. Police It seems !D me rhat ...
could also go into schools to educate children. I (eel !hot ..• beMuse
2 This exercise personalises the topic. A11 exomple of ... is ...
3 Tell students to work in pairs to complete the Afurrhe< exomple of ... is .•.
coilocations. Check these in pairs with the class before
asking students to complete the tela. Mer ehecking dte To sum up ...
text. do the discussion with the whole dass. It is rhere(ore dt~:~r !hat •••
4 This exercise gives practice of oolloc3tion:s in exam Ask students to give their talks. and comment on the
format. Exercise 4.3 provides a quick discussion ideas they present and the language used.
summarising the topic. of the text.

53
 UNIT S A lift of crime
Writing: Paper 2, Part 2 (proposal)
p. 78
Aims:
• to introduce the style and features of a proposal
• to focus students on the organisation of idea• in
a proposal
• to focus on appropriate ~ocabulary and regi•ter
Thi$ seC!ion $hOW$ $tudents how to write a proposal by
making points and then supporting !hem with evidence or
reasons.
I This question focuse< on the style of a proposal ond
the general type of information it contain$.
2 This exercise shows students how to use the task
itself to help them organise the way in which they
present their ideas. It also provides ideas for the topic.
Encourage students to share ideas. and write ideas on the
board for them to copy if necessary.
) Students should reod the sample answer and then
add the information to the table.
4 This exercise focuses on register. A:sk students to
work in pairs and discu:s.s their answers before chetking
with the wnole class.
S This provides a parallel writing task E>tercises
5.1-5.4 could be done in class as preparation and then
the writing task {5.5) could be set for homework
Allocate time in the next le:s.son for peer evaluation.
ANSWERS
Ex.1
A proposal gives facts. makes suggestions and uses
headings.
Ex. 2
2 proposal. remind S1Udents to follow the svacegy in
problems leading to crime. recommendations.
reasons
Ex.3
2 The police have asked the group for a wrinen
1 two problems: vandalism and growth in crimes
committed by young children
2 recommendations and justification:
• video surveillance - to deter attacks on propeny
• making local police more visible by mixing wim
community. visiting schools and walking in the
streets - this would deter criminals
• pro•ide supervised leisure actiYities for young
people - much crime caused by boredom
54
Ex. 4
1
1 The expense should be bome by the town council
2 be a more effective deterrent
3 should be organised and supervised
4 were they to be implemen~d
2
Introduction: would (NOT need- this is a main verb)
Main problems: may, can, may (all used to suggest
possible reasons for problems)
Retommendations:
• would. can. should, would, should
• might, would. should
• should. should
Conclusion: will. would
Would and should are most frequent. Would is used
here for statements about hypothetical situations in
the future {depending on wnether or not the
proposals were accepted). Sometimes an if-douse is
also given. e.g. in the second recommendation, and
sometimes it ;s, lmp1iedt e.g. in sentence 2 of the
introduction {If these proposol$ were odopte<! . .. ).
Would is also used co make statements more
tentative (/would suggest ... ).
Should is the most frequent mochl in the proposals.
and is used for giving advice.
3
I propose that money be set aside ...
This makes the proposal sound more formal
(compare: t think we ought to pur some money aside ... ).
FURTHER WRITING .PRACnCI!
The tasks below can be used for homework. For the
this unit.
1 You ha...e joined an action group working with the
polioe to improve the safety of your neighbourhood.
proposal outlining measures that could be taken to
improve safety and suggesdng how they could be
funded and implemented. Write the proposal.
(3~350 words)
2 You have seen a television programme on improving
the safety of town centres at night. Write a letter to
your local cown council elCplaining what the
programme said and recommending any measures.
you feel could be useful lor your town.
(3~350 words)
See also: Profldency Gold Eacrm Mdwfmlser,
Unit 5, p. 46.
 UNITS A life of tnm•

You can use the photocopiable test for Unit 5 {TB p. HB)
before doing the Progres check in the Coursebook.
which eo>ers language from all the previous units.

Units 1-5 Progress check pp. 80-81

ANSWERS
Ex. 1
1C 2A 38 -4C SA 68
Ex.l
1 go 2 on 3 far -4 tlme S witho ut 6 alone
7 no 8 some how 9 numbers 10 awore 11 fo r
12 themselves 13 whidl 1-4 e idter/any 1S more
E.x.l
1 considerable 2 researchers 3 inconclusive
-4 circumstances 5 indistinguishable 6 significant
7 repeatedly 8 confirmed 9 long•term
10 established
Ex.4
1 trained 2 relate 3 full ~ saeam S close
6 channel
Ex.~
1 My gnnclfudter is always finding (oult with Tom
because of his untidiness.
2 1wish he didn' have to/hadn't got tolwasn' obliged to
set off before the arrival o f his fl"iends.
3 No sooner hod lhe witness begun to speak lhon the
lawyer interrupted her.
4 There wu no need for yoo to poy lhela reglstrot/on
fee.
S Not homg ony i<ho obout <llmputers, I con'tlamnot
ad 'lise you whethe r t o buy it or not.
6 He said there wa. e.cry PkcNhood that the trio/ would
eonti nue for another week. (NOT thot there wos
every lil<dihood ..• as this brings the answer over
eight words)
7 There has been a shorp foil in (!he) detn<lnd for this
product.
8 It never crossed her m<>d !hot she could IM/to 5ve on
her- own.

Now your students"'" ready to do the Pro gress

test for Units 1-S on TB p. 172.

:ss
UNIT
6 Bright lights, big city
Speaking p. 82
Aims:
• to introduce die theme of die unit aspects or
cities and city life in tlle past, die present and
the r.. ture
• to help students identify key approaches to
t.\lking about pictures for Paper 5, Part 2
f . l , Remind students that In Part '2 of Paper 5 they
will have to alk about one or more pictures. The
questions in Exercise 2 show swdents how to discuss a
photograph in terms of lu purpose and effect. In the
e>Gim, SLudenu should only describe features of the
picwre when this Is necessary to support ideas for the
usk. (They would not be asked to identify a place or
person from a phooognph.)
l This exercise uses the pictUres in an exam type ta.k
Ask srudents to work in pairs or groups. and remind
them once again to discuss the issues. not describe the
pictures. Get feedback from the groups on their
altemative suggestions for the book cover.
4 These questions extend the topic. Do this as a class
discussion.
5 Do this as a class discussio n. Alternatively. ask
srudents to find a plaure for homework and then the
discussion could be used as reVIsion of the topic in the
nex[ lesson.
ANSWERS
Ex.. 1
1 Hong Kong 2 Kuala Lumpur (Malaysia) with
Petronas r:win towers in ~round 3 New York
(Central Park) 4 Ber lin S Jeddah (Saudi Arabia)
6 Bilbao (Spain) a view of the Guggenheim Museum
EK. 2
1 this scage becavse their memory of the acwal text will
Suggested answers
cosmopolitan and sophisticated' 4
a place where history lives: 4, S
bustling and dynamic: 1
futuristic 2. 6
green and clean: 2. 3
cultural: 6
Ex. 3
1
Suggested answers
Possible issues include transport, l-eisure. commerce.
archite<ture. parks and gardens, industry,
demography (patterns of population}. lc could be
argued that the personal angte is missing from all
these pi~tures- the focus is on buildings rather than
people.
....... ·-···---·----- - ----.....1
Exam Focus: Paper 4, Part 3 p. 83
Aim:
• to focus- on tec:ttniques needed for Paper -4
multlple..:hoice questions
Go through the introduction to the el<lOm task and the
recommended procedure with the class. Explain:
• In the exam they will hear the instructions on che
recording and then there is a pause for them to read
through the question•. Your students should be fully
aware of the value of doing thi•. For multiple-choice
questions they should read both the stem and the four
options.
• The first time they hear the recording they may not get
the answer to every question. This doesn't matter as
th"y hear the recording again. They should not panic.
The best techniqu" is to dminate the options that are
definitely wrong on the flf'St listening, The second
listening shculd confirm their ideu and hlcJifight the
right answer.
• There is no negative marking - if they pt an answer
wrong they are not penalised. If they are still not sure
after the second fistening. then they •hould suus.
• In the exam candidates are given time to copy their
answers from the qvestion paper onto an an•wer
sheet. They should not change any of their answers at
be inaccurate.
I Start the recording. which follows the exam format
and includes a one-minute pause for students to read the
questions. You could pause the recording for Ianger if
students want to discuss the hints provided The n play
the re~ording all the way through to give students an idea
of eKam conditions.
• Tapescript p. 126
2 This exercise will help students to see how multiple·
choice questions are constructed and to distinguish me
incorrect options (distrattors) from the correct one. Go
through it with the whole class.
3. 4. These follow-up tasks provide additional
exploitation of the Ustening text.
ANSWERS
EK- 1
1A 2C JC 4A SC
Ex.2
Exttoct l
A they kept the old souq •.• ond ek!ariool equipment too
(distractor: no infonnation about a change in
market goods)
B o lot of the old town wos pulle<i do'>'m
{distractor: it's implied she wu ag~inst this)
C foro time it seemed os if oY the history wos going 10
be los~ but !hen just at the last moment they scotted
doing up some ofthe old hoV$es
{correct implies she was relieved)
Dtourism doesn't ex~t ot oil
(distraccor: no indication of speaker's attitude)
&tract 3
A o (ritnd's apartment or something, out in tht new
suburt>s
(distraccor: it's not the distance that is the
problem}
8 Yes ... ofthough il is o ~~try (emily orientated society ...
life is quite privote
(dist~·accor: she does not say this was a problem)
C o lot of the roods didn't hove nomes yet ... so ...
tempers could gel quite (royed
{correct frayed tempers suggests a problem due
to lack of street names)
D the whole infi'o$ttr.tcture wos developed, roods, s~es
like teltphonts and public transport
(diurac.tor)
Ex.l
1 Despite it/its being o port, you weren't all that
conscious of the sea.
2 The rate at which the whole city expanded was
amazing.
3 The central reservation hod be<:/1 planted with trees
ano bushes.
4 The atmosphere of the old~"' win olwoyl
stoyfremoin in my memory.
Language Focus: Vocabulary p. 84
Aims:
• to show students how the preposition or
partide can help them to work out the meaning
of a phrasal verb
• to consolidate students' awareness of patterns
In collocations
See T eachlng procedures and ad•ice p. 9.
Tell srudents that the pa~itle or preposition can help
them to work out the meaning of a phrasal verb. This
gives them a strategy to use in Paper 1. Pa~ 1. It could
also help them with doze texts.
f . 2' These exercises provide work on phrasal
verbs.
3 This exercise introduces collocations in a verb+
noun pattern. Encourage students to store vocabulary in
groups of similar patterns as it will be easier to
remember and remind them that they should always note
vocabulary in phrases rather than single words.
4 This task provides practice of collocations in exam
fonnat.
Remind students that if they are not sure of a collocation.
they should choose the combination that feels right. This
is why it is so important that they become aware of
patterns rather than iust learning individual c.olloations
by heart. The individual collocations they learn may not
be tested in the exam but being aware of patterns
enables students to make connections and feel the right
combination.
.5 Students should do this in pairs. Tell them that they
should look for patterns before and after the gap. and
that they should penGil in all possible answers for ead-o
sentence in order to Identify the one that will fit all three
in the set.
ANSWERS
Ex.1
1 ended 2 shooting/springing"' 3 started <4 done
5 springing/shooting"' 6 speeded
"both are possible in these context.s, as they imply
rapid growth, but 'shoot up' suggests high buildings.
Check students are using the past continuous and
past simple passive correctly here - shoot up, end up
and spring up cannot be used in the pa>sive, but are
useo in the past con~nuou.s as the speaker is
describing evenu which occurred during a limited
period oftime.
 UNIT 6 Bright lights. bi~ dty
E~t, 2
l breaking 2 fall 3 getting 4 gone S let 6 pull
7 stand 8 put
Two common meanings for down:
• completion, but often with an idea of something
being eliminated or destroyed
• no long<!r working (often negative}
Ex. l
1 made 2 (had) wormed 3 inched 4 tal~ S forced
6 find
EK. 4
l each other and by referring to the Grammar
lA 2B 30 4C SB 60
2 class.
1 verb + adverb 2 adjective + noun 3 noun + noun
4 adverb + adjective S advert> + vert>
6verb +noun
E~t. 5
1 restore (NOT retain) 2 steady 3 develop
4 action S lines 6 hung
Language Focus: Grammar p. ss
Ain1s:
• to revise the uses and forms of the passive
• to show how verbs of recommendation may be
used with the subjunctive form
See Teaching proc:edures and advice p. 11.
f - 3 These exercises give students the
oppor-tunity to check what they know about the uses of
the. passive in an atl'l:hentic context. Explain that tile text
is aa elrtract from a published book about city Jife in the
pasL In the origina,, the passive wa:s u:s.e.d.
Students should read the text carefully and make sure
that they understand it before attempting tO rewrite the
numbered cb.uses. Ask questions to check
comprehension. e.g.
• How easy was it for pedestrians to watk through the
streets~
• What did people do with their rubbish?
• What caused tnffic jams at the time!
• How did people travel about? How do you know!
• What was the city like at night! Why!
• Was it polluted!
After discussing the dues given in the text, tell students
where the text is from (see Answers).
If students have difficulty with Exercise 2, cell them co
refer to the box on p. 86 and the Cirammar reference
(Courseboo~ p. 217) to help them.
58
4 This exercise practises the passi>le with the group of
verbs suggest recommend, propose. etc. Point out the use
of the subjunctive as this may be useful when students
are writing a t•epcrt or marcing recommendations. The
Grammar reference (Coursebook p. 217} gives more
information about other uses of the subjuncti>le.
S This oral wort< gives further practic.e in using the
passive with modal verbs, often an area of diffK:ulty for
students.
6 The exam format tas~ tests a range of points related
co the passive. Tell swdents to check their answers with
reference (Coursebook p. 217) before checking as a
ANSWERS
Ex. 1
The text is about London.
The time period could be between the fifteenth and
eighteenth centuries. There are co!>Oied sll1!ets. The
teXt does not mention any gas lighting. (o candle oro
lantern) or any sor·t of mechanical tnnsport (o monon
o horse), so it is before the Industrial Revolution.
There i$ also a reference to since lhe fourt~nth cenwry.
so it is later than that. {The cext is adapted from
Restoration London by Uz:a Picard, which describes
London life in the mid-<"eventeenth century.}
Ex. 2
1 The rare sidewa1ks were re.sef""t'ed for pedestrians
by only a line of posts.
2 ... drain (which) was usually blocked with rubbish
3 ... a drove of turkeys (which are} being driven co
their last home in City storehouses
4 Side streets were punctuated by narrow alleys,
barely wide enough for two pedestrians to pass.
S Their meaning was sometimes conveyed by an
elaborate code.
6 ... combs of ivory and other materials could be
bought.
7 ... this dut~ had been r~peaced by Cit~ regulations
sinc:e the fourteenth cenwry ...
8 ... one can only suppose lt was not generally
o!nerved. (by poople is obvious and best omitted)
9 ... air-borne pollution was b!own in from acro:s.s
the river.
Sentenc~s 3. 6, 8 an 9 do not need agents (and are
better without them).
Ex.3
First use of passive: ~xamples l an<l9 from text
Second use: examples 2, S, 8

b.4
1 Th en put them into groups to prepare their own
Should ca" be removed.
2
1 I suggest that rubbish be collecred more frequently
(to prevent the drains from getting blocked).
2 I recommend that underground drains be built (to
keep the streetS dean >nd dry).
l I propose <hat the city centre be pedesllianked {to
make it cleaner and safer).
4 I demand that fines be introduced for littering (to
act u a deterrent).
S I urge that street lighting be in sailed (to improve
nlety and prevent crime).
6 I Insist <hat heavy industry be banned from U.e city
{in order to reduce heavy traffic. and prevent
pollution).
Elc.6
1 They hav~ never let her go lhere on her own.
2 In Stngopore anyone caught dmppinglittcr is fined on
the spot (NOT is immediately fined)
3 N o decision ho~ yet been reached/mode on lhe
location of the concert hall.
4 Young people will be helped 10 gain additional
quolifi«rr;ons through this scheme.
S I could ~e (tho!) the man ·s boots wue coked with/in
mud.
6 Pecple should hove ~ ronsul!ed before action was
Clken.
7 The thieves mom hove been seen molcing off with
the !ewels.
8 The d ub's reputation would hove been bo~d by
the building of the new scadium.
---··---·--· -- - -- - - l
Speaking p. 87
Aims:
• to recycle oome of tile ideas and lancuqe
already introduced in the unit
• to provide practice in pre~nting ideas in a clear
and ordered way (for PaperS, Part J)
J The information about Baaerna Power Station
provides a l~ad-in to U.e simulation cask. After students
have read th~ text :and discussed the s~~g&estlons for re-
developing the building. you can tell them that in fact no
final decision has Y"t been uken on ia fat~. Discuss any
r edeYelopm<!n.t proj"cts students m>.y know of.
U NIT 6 Bri.C\>t lights, biz dey
Z M>ke sure that students undersand the instructions.
proposals. To help them organise U.eir ideas. suggest m at
they use the folloWing four h e:adings:
• Building and its proposed use
• Possible problems with the proposal
• Benefits to the community
• Conclusion (why this proposal shovld win me
competition)
Give the dass about 20 minutes to work on their
proposals.
J Each group should nomin>te a spokesperson to
d eliver the proposal. Write the proposed use of the
building on the board as each group reportS back. Then
vote on the winner. For homework students could be
asked to:
• write il paragraph su:mmarisi"8: their own proposal
• write a paragraph summari<ing the competition. who
won and why.
Use of English: Paper 3, Part S p. 88
Aims:
• to to develop tfte skills needed in Paper 3,
Part 5
• to to remind students of the tec:hnlques of
• u mmary wrldng
See Tea~hlng procedures and advice p. 1].
Use the picture with the whole class to ifltroduce the
coplc of cities of the future. Remlnd stlldents of the value
of skimming to get a general understanding of the texts
before they read them for detaJI.
Note: Text \Is taken from a newspaper article in the
Evening Stondo.-4 the London dally newspaper, written in
conne,tion with an exhibition about city development. Its
tone is quite ironic. espe,ially In the first and last
paragrapll~. T eKt 2 is more academic in ap;>roach.
Once the exercises have been colllj)leced and dlecked.
ask students to react to the cext. A•k qu estions so<:h as:
• Whac do you think of the idea of a city as a theme
park!
• What is your favourite city! Why1
• How would you like to see your own town or city
develop in the fururel
ANSWERS
Ex.2
1
gleaming tower s joined by skyway>. buildings looking
ever more uniform
59
 UNIT 6 Brigh( lights, big <ity
2 1 - 3 By extending students' aw.oreness of
the entertainment industry
Ex.3
1 The writ~r sugg~sts chat 20th·c~ntury predictions
were inaccurate. as !hey failed to spot the main
factor influencing city development: en~ruinmenc.
2 large shiny blank buildings
Ex.4
Changes due to new commercial developments such
as proliferatiQn of chain stores. and eo.eommerce
Increased importance in some cities of cultural and
aru...related acdviti~s
Ex.S
1 across the dev~loped world
2 In the past, the ~ity's shopping distrkc used co be a
ptlce where people met together. so it had social
value. The shops and activities there reflect~d the
individual nallJre of the <ity and what people did
!here. so it also had a cultural role. The existen<e
of such districts was lhen:efore a cohesive force in
the city. both socially and culwrally.
Ex.6
The following points should be included. (Note:
Stress to sb.Jdents that the original order is not the
best one for the summary.)
a) city as entertainment: theme parlts (text 1)
b)changes in shopping: shopping malls (text 1). chain
stores .s individual stares (text 2}
c) internet shopping chreacening the traditional w.oys
of shopping (text 2)
d) city as cencre for cultural activities (text 2)
Possible order: b, c. d. a
Suggested summa.ry
Cities are in danger of losing their individuality as
chain stores and shopping malls cal<~ over from
independent shops. and their commercial role is
further threatened by the growth of internet
shopping. In order to survive, many cities ar~ finding
new roles related to the entertainment industry.
becoming centres for cultural activities and
combining entertainment with shopping in theme
parlts or themed shopping malls.
(&4 words)
language Focus: Vocabulary p. 90
Aim:
• to develop studentst understanding of the use
and effec:t of metaphor
60
metaphor and by asking them to chink about the literal
meaning of a wor<l as well as Its metaphorical use. you
are developing techniques that will help them with the
texts in Papers 1 and 3.
4 Ask students co do the exercise in pairs and then to
share their ideas with the class. Ask the class which
metaphors they thought were most effective and why.
ANSWERS
Ex. t
1 a) the grass. a lawn
b) the ease with which a large number of
pedestrians could be knocked down
2 a} material/fabric - it comes to pieces. loses its
structure
b) that they are losing control. no longer 'together'
c) lose yovr temper -= sudden, extreme loss of self·
control, resulting in anger
tempers betome frayed is not as extreme or
sudden• it suggests a longer process
3 a) a small bird. a butterfly - it suggests a quick.
light movement
b) it suggests a light tone. ironic, not entirely
serious
4 a) to lay eggs (lish}
b) a negative meaning because it implies a rapid
and large growth
Ex.2
1
New York or a similar modern city ...;th skyscrapers.
size. speed and noise
She likes it: lr's oil so ex<iling, I'm glod I'm h<:tc:!
2
dwarfed: usually refers to a small per;on; it suggests
how small the skyscrapers make everything else look
swarming: usuaUy refers to large numbers of inseru
moving together; it suggests c:he farge numbers of
people all moving quickly
wailing: usually refers to a high cry of pain or
unhappiness that goes on for a long time; it suggests
an unhappy. long-drawn-out sound
E~to3
1, 2
1 fought a) literal b) metaphorical
b) suggests the physical difficulty large numbers of
people had in pushing their way through other
groups of people to get on to the buses and the
aggression needed.
 2 stampeded a) metaphorical b) literal ANSWERS
b} suggests a sudden violent movement all in same Ex. t
direction by a herd/group and it emphasises the Curitiba solved its transport problem by long-term
fact that all the children were moving as a group. plilnning early in its development. As well as normal
3 screethed a) literal b) metaphorical roads there are special busways and cheap. regular
b} s11ggests a loud, unattractive sound possibly and dependable bus services.
indicating fear or emergency. Ex.2
4 crawling a) literal b) metaphorical 1
b) suggests slow and not very efftcient movement 1 that usually go with rapid expansion 0
S squealed a} met:ophorical b) literal (Note: 2 . which provide rapid transport of people NO
scn:cchod is also possible in a) but not in b).) 3 ,which are closely linked ND
a) suggests a high·pitched sound made in 4 which lays down operating •.. performance 0
excitement or pajn S • which is all the more amaxing NO
6 melted a) metaphorical b) literal 6 • whose enthusiasm and persiuence ... years ND
melt usually refers to something which turr.s into 7 to whom the city belongs D
liquid. e.g. ice: a) suggests that the crowd
2
disappeared silently and completely
1 0:1,-4.7
3
Suggested answers
2 ND:S
3 ND: 2. 3. S. 6
ftr 4 both
The bind flew into the tree.
Hearing the baby cry. she flew upstairs.
s 0:1, ~
6 both: 6
fi"eere
7 both: 1-S
The water froze last night.
Hearing the steps coming closer. Sophie froze.
a both: 7
Ex.:J
sur:gt
1 ... that I would most love to visit.
The water surged over the rocks.
2 ... that were on the cable. ·
There has been a sudden surge of interest in
~-<.Ommer«.
3 The hovse (wllich/thac) I lived in ...
4 ... man, whose name ...
S The man who gave the talk on local history was ..•
Language Focus: Grammar p. 91 6 The people who are using public transport ...
Ex.4
Aims: The relative pronoun can be omitted in Sentences 1
• to revi'Je students' knowledge of relative clauses and 3.
• to help students edit their work
(The relative pronoun can be omitted in defining
See Teachina procedures and advice p. 11. clavses if it is the object of the relative clause.)

f Relative clauses are eontexwalised in the reading

text. Introduce the text in the usual way and check
comprehension before moving on to the analytical work
2 This exercise requires students to identify the
relative davses in the text and use them to revise the
rules for use. Point out that they can identify defining and
non-<lefining relative dau~s quicl<ly by the absence or
presence of commas. This simple technique may help
them with the doze in Paper 3. Part 1.
3 This exercise focuses on C<:>mmon errors with
relative clauses. Tell students co refer back co the rules in
Exer.:ise 2. and also co the Grammar reference
(Coursebook p. 218).
Language Focus: Grammar p. 92
Aims:
• to introduce further aspects of relative clauses
whi~h can ~aun difficulty
• to practise the use of reduced relatives (•lng and
-s participles)
See Teaching procedures and advice p.11.
J - 4 These exercises aim to enable students to
use these clauses in their own writing. Each exercise is
 UNIT 6 Brit!>t litf>ts, bit city
therefore followed by a production task (ei(her sentence
combining or rewriting).
5 For this writing task. students shoufd use the extract
in Exercise 4 as a model and try to U'S.e a range of relative
clauses appropriately.
ANSWERS
Ex.1
1 promenade we see today. In the centre are stalls
1 in which a.se 2 stnc.e when
l magazines. whilst further down are pavement c:afes
1 Curitiba invested heavily in public transpon, as a
result of which pollution was gready reduced.
2 We are expe«ing a full report in April, at which
time we will make our decision.
3 A five·point action plan was agreed, since when
many improvements have been made.
.o! People stoned arguing. at which point I left.
Ex.2
2 to ptepare an outline
1 Mrs Carr, four of whose children had already won
prizes. WM delighted.
2 A lot of people came to the meeting, most of
whom I didn't knew.
3 The lottery makes a lot of money, only a small
proportion of which goes to charity.
<4 The City has had two mayors in the !o.st ten years,
both of whom were excellent.
Ex.l
1 appears in Pan 2. so they will not have to deal with given
-<ng participle clauses have an active meaning, while
...ed participle clauses have a passive meaning.
2 provides a lead.in to the topic of the writing task in
1 Roads which run along the structural axes ...
2 A sophisticated bus system has been developed,
which features ...
3 The buses are run by private companies. which are
1icensed ...
3 them a few minutes to brainstorm the topic by relating
1 The forst walk begins in Placa de Catalunya. {which
is) the nerve centre of the city.
2 The square is flanked on all sides by splendid old
buildings. (which are) new banks and stores.
3 The bank, {which is) already the ullest building in
the city, is about to be extended.
Here instead of having a passive form (~ + -ed
partidple} the patlero is be + noun. Both the relative
pronoun and the main verb be can be omitted.
leaving a verbless clause.
62
Ex. 4
Originally. Las Ramblas was nothing more that a
river-bed marking the outer limits of the 13th·
century city walls. A promenade was formed running
parallel to the walls. (hrough which various entrances
allowed access to the town. In the course of time,
these walls ceased to serve their defensive function
and were destroyed. All along the Rambla, houses,
hospitals and colleges were built, forming the splendid
selling flowers, birds and animals or newspapers and
and stands setrrng crafcwork. There are also street
perfonners, Tarot c:ard readers and portrait artists,
usually surrounded by curious onlookers.
Writing: Paper 2, Part 2 (report) p. 93
Alms:
• show students the format of a report and how
• to focus on selecting Ideas and organising them
into the planned outline, using headings
• to focus on the style of reports
See Teaching procedutes and ad•ice p. 13.
Go through the introduction to the writing task carefully
with the class. Students need to understand the
difference between a report and an article in terms: of
style and organisation as in the exam they will lose marks
if they write in the wrong style. (Note: The report only
input as in the compulsory question in Pan 1.)
I Class discussion of the newspaper headlines
Exercise 2. For ideas. tell them to think about Curitiba -
busways. regular services, transpon network.
2 Remind students to underline the key words in the
task to ensure that they do exactly what is required, i.e.
give their opinion and make recommendations. Give
c:he issue co their own experience.
J Students read the sample answer silently. Then
discuss the content with the whole dass.
4 Students complete an outline of the sample answer
in pairs. This reminds them how to plan and organise
their ideas under headings. Emphasise the importance of
working under headings when writing a report
5 This exercise draws attention to features of style
and register in a report. Students can refer to the
Grammar reference (Coursebook p. 217) if they need
help with the fonn of the passive and the subjunctive.

6 - 8 students plan dleir own report for a parallel
task. This should be done in pain, but they can write the
final report for homework Remember to give time In die
next da" for peer eval~tion.
ANSWERS
Ex.1
problems related to transport
Ex. l
The proposed solution is to pedestrianise die eity
<:entre, banning all private cars and instead providing
shunle buses to tnnsport people around the tentre.
Cars would be left in underground car parks on the
edges of me pedestrian zone. Publie tnnsport from
the suburbs would also be improved.
The advantages are dlat eongesaon and pollution in
the tity centre would be removed. The disadvantage
would be the cost.
Ex.4
Background information
Meeting held by TPO on May 21 to discuss traff«:
congestion in city cent~.
Problems
2 offt<l!~ shq>s, entettoinment awoa mony people to
centre
Suggested £hange•
1 pedestriooise town centre
2 bon privote w.hides
3 three Iorge underground cor pork$ + shunle buses
S improve publi<: transport (rom suburbs
Comments/own recommendations
Comment: main problem = cost
ReCIOmmendatioi\S: phased implementation:
Phase 1 - improve public transport
increase porl<ing charges in city <:enue
Phase 2 - introduce cor porl<.s ond shunk busf!'S
Ex.S
passive and impersonal struewres: See especially
Suggested changes, U.mments/own recomlllf!ndotions.
(In these seeaons it is die ehanges that are
important, not who acwally urries diem out.)
Sl.lbjunctive: It was suggested thot the city centre be
pedestrianised ... all private vehicles be bonn eel
(Suggested ehanges)l recommend that it be
implemented ... (Comme11t.slown recommendations)
complex sentences: As a result. there is a steady
stream ... and unheolthy ...
UNIT 6 Bright lighu, tig city
Ex.6
1
key wor<l<: sports, leisure and other f'acili!ies.
summarising your findings, idenafying the most
urgently needed <.hanges. making recommendations
2
sports facilities, litter and rubbi'Sh, pnesE!rvation and
renovation of old buildings, library facilities
FURTHER WRITING PRACTICE
The tasks below can be used for homewort<. Remind
students to follow the •tratel)' that they have used in
the unit.
1 You ha"" decided to enter a cornpelilion to design
an ideal dey centre for your own cown. for the
competition, you muse write a report on the ancre
u it is now, explain the problems and make
recommendations for improving it.
(300-350 words)
2 Your local a>undl ha• ••ked you, as a
representlltive of a local residents croup, co write a
report on the car parkin& siluacion in your cown with
a view to improorinc consesdon in the city oenue.
Write a report on die current situalion. explain
die problem• and make recommendadons for
improvi~~& it.
(300-3SO words)
3 You have been uked to Ake part in a competition
to comider the renovation and redOMtlopment of a
buildi~~& in your own town or city. Wri~ a repan on
the c:un-ent buildinc, any problems that there micf!t
be wilh Its redevelopment and make
recommendolions for wa)" in which you think it
could beu be used.
(300-JS.O words)
UNIT 6 review and extension p. 95
ANSWERS
Ex.t
1 A by-pass is being constr~.~eted
2 I think that ought to have been done ...
3 Unfortunately. only a small proportion of die
traffic jams will be prevented ...
4 The developers shouldn't have been given
pem>ission to build ...
63
UNIT 6 Bright ri.(hts, big city

S All the open spaces have been b<lilt over.

6 No consideration wa> given to the need for access
roads.
Ex.l
1 I recently attended a meeting, the purpose of
which was to discuss the modemisation of the
swimming pool.
2 The pool was constructed in 1968. at which time
little consideration WllS given to the matter of
access for wheelchair users.
3 Some disabled people use the pool now, only a
small proportion of whom could anend the
meeting.
4 We all agreed there should be a ramp leading up
to the entrance doors. as well as steps.
S It should be possible to get a government grant to
pay for the ramp, in which case we'll have enough
money to repaint the changing rooms.
6 We all agreed that the meeting, which we hadn't
been particularly keen to attend, had in fact been
very useful.
Ex.3
1 pre>ervation 2 unbelievably 3 ambitious
4 onlookers S fr1.1stracion 6 persistence
Ex.4
18 2A 3C 48 SC 68
Ex.S
1 My little tent was dwotfcd by the mounroins
surrounding the camp site.
2 The students demanded (that) the regulooons
(should) be obof~hed immediately.
3 He wanted to b...y the old house and do it up so he
borrowed the money from this father.
4 The new one-way system hos (only) been a partiol
success so far.
S Independent shops ore under lhreat from tile
growth of supermarkets.

Now your students are ~dy to do the test (or

Unit 6 on TB p. 1 SO.

UNIT
7 The living planet
language Focus: Vocabulary p. 96
Aims:
• to introduce the cheme of the unit: the
environment a.nd the future of the planet
• to provide key vocabulary and ideas for
discussing the topic
See Teaching procedurer. and advice p. 9.
I - 3 These exer<:isl!$ provide an overview of key
environmental issues and the related vocabulary. The text
on these pages is a continuous piece. but because the
vocabulary load is high. the gap'fill task has been split into
three partS. The photos illustrate the issues in the text.
Use them as a lead~n to prepare for the reading and
intro4uce some vocabulary, and ask students to discuss
c:he issues as a class.
From the left. the photos show:
• an industrial plant with tall chimney10 emitting smoke
and toxic gases (pollution)
• par<:hed earth, the result of drought (global warming.
greater eXtremes of climate)
• a tiger (an example of an endangered species)
• hilltops covered in tree-stumps after trees have been
out down (deforestation)
• tomato with syringes stid<ing in it (to suggest
genetically modified food)
Let students worl< in pairs to do the tasks. but check the
answers after each part of the text. Encourage them to
read the completed text through by asking some
comprehension questions co make sure that they have
gr..sped the concepts. e.g.
Part 1
• What happens when we overuse resources! (we
reduce the diversity of life)
• What does this threaten! (our way of life)
Partl
• What has caused the atmosphere to change! (burning
fossil fuels)
• Give examples of some results of global warming
(~oods, droughts. heacwaves)
• What is the problem with poisonous substances
produced by indusO'ial processes! (it is almost
impossible to dispose of them safety)
UNIT 1 The fivlngp!anet
Partl
• Why do we drain land! (to build houses. etc.)
• What is the effect of chis dralning1 (it reduces the
number of species by reducing their habitat)
• Give an example of how modem technology can be
dangerous. (producing new plants or species of bacteria
can be dangerous because they can have 1.1nknown
consequences)
• What is the most important message of the cext1 (that
we must stOp oonsuming and polluting without
considering the future consequences)
4 This continues worl< en deducing the meaning of
unknown words through oontext by shewing students
the different ways a writer can give dues for diffkult
words. It will help them in the exam if they are aware of
the importance of information in brackets or between
commas. You should write the methods identified by the
students as having been used by the writer on the board.
so that they can all make a note of them.
There are more examples below to add to the list.
The writer can:
1 give examples (g<Ues such as o:1rbon dioxkielotgonisms
like bacteria)
2 make comparisons (which act in the aunosphe~ like glass
in o greenhouse)
3 give glossaries or definitions (this is known 0$ the
greenhouse effect/at this stoge they are known as
endangered species}
S These are key concepts for the work in the unit.
Ask students to work in pairs and explain two concepts
each; the student listening can look back at the text to
check the accuracy of the explanation.
ANSWERS
Ex.1
1
pollution. g1obal warming. endangered species,
destruction of habitats. overuse and misuse of
resources with the consequences. changing nature
and natural processes for our own advantages
2
1 destruction 2 ecology 3 resources 4 habitats
S en'tironment
65
 UNIT 7 The livlnx planet
Ex. 2
The key issues are global warming and pollution of
the air and water.
6 fossil fuols 7 gues 8 greenhouse effeu
9 c hanges in climate 10 tOx.lc wutes 11 leach
12 o xooe layer 13 acid rain 14 pollution
Ex.l
1 S w<>~lands 16 <leforescation 17 ecosystems
18 wildlife 19 dying out 20 enclon&ered species
21 extinction 22 str~ins 23 genetic engjneering
2'1 b\oing orynisms
b . 'I
1 an example of an emission is given ~tween
commas: such os StJiphur (from Part 2 of th e text)
2 explanation follows the word: the /orge-scole cutting
down of uees (The meaning can also ~ deduced
from the parts of the word: (orut +de (= negative)
+ -<>tiM (= process).)
3 explanation io given in bracket> (sail content)
'I the word this refers back to the explanation that is
given in rhe previous sentence : Technology now
crnows us ro ere are •••
Ex.S
The greenhouse effect a nd alobal warming
occur when fossil fuels are bur11ed. These produce
gasses such as carbon dioxide wl\ich are released
into <he otmosphere and trap the heat of rhe sun.
Industrial pollution o ccurs when poisonous
substances are produced by ~ctories or industrioll
processes and these s.ubs:tanO!:s are. re.Jeased into the
atmosphere or le~ch Into takes and rivers.
Species toss is when species become extinct. often
because of me toss of rheir habitat through activities
like defore scation.
Genetic en!Pneering is the science of changing the
genetic structure ofan animal or planr or human in
order to affect the way It develops. (A gene is a small
part of material inside the nucleus ala cell that
conrrob the development of the qt.<llities rha.r have
been passed on by the organbm's parents.)
language Focus: Grammar p. 97
Aim:
• to provide practice In using linking w o rds
showinz cau se and result
f - 3 Cause and resulr structures are vical for
dtscussion of environment.tt Issues. The sentence work in
Exercises. 1 and 2 prepare for the discussion in EKercise
3. There are different vn.ys of combining the sentences.
66
so tell stvdents that there may be more th>n one correct
answer.
4 This should be done as a whole da<s discussion as
m e tOpic is key to the unit. although students could be
given a few minutes to tllink of ideas in pairs so ch>t they
can focus on the la11guage in the discussion and noc jusc
the ideas.
ANSWERS
Ex. 1
Th<!re are different vn.ys of comblnillg these
sentences: sever.Jl possibilities are given.
1 The diversity of life on Earth geu poorer every day
because of our overuse of resourtu and dlsreprd
for me riches of nature.
Because of the fact that we are overusing resources
and disregarding the riches of nature, the diversity of
life on Earth gees poorer every day.
Beause of our overuse of resources and disregard
for the riches of nature, the diversity of life on Earth
gets poorer every day.
2 Man has burned ever larger quanriries of fossil
fuels. first coal and then oil, and as a result the
composition of the atmosphere has started to
change.
Man has burned ~ver larger quantities of fossil fuels.
forst coal and then oil, with the result that the
composition of the armosphere has started ro
cha11ge.
The result of man('s) i>urnillg of ever larger
quantities of fossil fuels, first coal and then oil. has
been that tt\e composition of the atmosphere has
started to dtange.
The result of man('s) burning of ~ver larger
quantities of fossil fuels. first c:oaland then oil, has
been a cha11ge in tile composition of the armosphere.
3 Some species are so reduced in number that they
are in da11ger of dying out.
Til<! reduetion of the numbers of some species has
been so great that they are in danger of dying out.
Some species are so reduced in num~r thar rhey are
in danger of dyillg out./So reduced in number are
some species that ...
Ex. l
1 ..• enormous increase in the number of private
can.
2 ... the rise in the &rth's temperature.
3 ... rise in sea levels is an increased incidence of
flooding.
'I ... that whole counrries will/may/could disappear.

S ... and $ea mammals have died due to che dumping
of toxic w.llte in che sea.
6 Deforesution and fanning methods such as
irrigation and excessive grazing have led to the
spread of deserts.
Exam Focus: Paper 1. Part 4 p. 98
Aims:
• to provide a strategy for handling multiple·
choice reading teMcs in the exam
• to provide information about key environmental
issues
~ Teadllng procedures and advice p. 8.
Re~d througf, the introduction and recommended
procedure with the srudents. Expl~ln th~t:
• Using the tide and skimming the text first for an
ovel'liew before tackling the questions is a good idea.
• Reading the stems of the questions only. ~nd looking
for their ~nswers in the text. will stop students being
distracted by the options before they have re~lly
thought about the ~nswer. Suggest that they underline
the part of the text where the ~nswer can be found. As
the questions follow the o~er of the text, this will
show clearly in what part of the text the next ans.wer
can be found.
• When they have identified the correct pan of the text
(~nd hopefully the answer) they should look at the
options to c.onfirm their answer.
The hints in the Coursebook highlight the d~ngers of the
wrong options (distractars}. These options may be only
half true. or m~y be true in the text but do not answer
the question asked.
Once students have chosen their answers. they should
read the text again to check.
Remind students about the &em Strategy box.
You could sec llle reading ~sa timed exercise. Give
students 1S minutes.
Once students have completed the exercise, use these
questions to ex~nd the Issues ra!$ed in the text:
t Do you agree chat the only reason for consel'ling
dis~pptMing speGies is their usefulness to us?
2 Wh~c ~re the problems associ~ced with popul~tion
growth?
ANSWERS
16 2A 3A -4C SD 6C 7A
UNIT 7 Thoe IMnx plaMI
language Focus: Vocabulary p. 100
Aims:
• to develop lcey leMical arus for t'he eM am
• to focus on word formation
f A:s wid> many news~per ~rtldes. the text on pp.
98-99 of the Coursebook conuins a mixture of formal
~nd less formal words and expressions. The aim of this
exercise is to help students identify the less formal
expres$iOns in the text. which will help them with similar
questions in Paper 3. Pare S.
2 The aim of this exercise is co foeus on the ~c«Jracy
of the form of the words students use In the gaps. This
will help them with Paper 3. Part 1 (doze) and P~rt 2
(word formation).
3 Students should be noting down whole phrases in
their vocabulary books and not individual words. This will
make them more aware of collocations. which will help
them in Paper 1. Part 1 and Paper 3. Part 1 (doze).
ANSWERS
Ex. t
1 looking out for it.(informal)
2 slip a~r (informal). sce~l away (liter:~ry)
3 strongest card (inform~!)
4 with the authority to di$linguish $pecies one from
another (formal)
S by chat reckoning (infonnal}
6 are oppressed by something darker (literary)
7 with $peCies continuously evolving, flourishing
and expiring (formal}
8 whacked into (Informal)
9 the precision of these figures is disputed {fonnal)
10 could have baleful consequences (literary)
Ex. 2
1
1 verb -also: growth (n). grown (adj) and
compounds fully-grown, half·grown. etc.
2 noun -also: diversification (n), diversify (v), diverse
(adj)
3 noun -also: nutrition (n), nurture (v). nutritious
(adj). nutritionally (adv) (negative prefix: ul>-)
4 verb - ~lso: distinction (n), distinct (adj).
distinctively (~dv) (negative prefix: i~>-)
S noun -also: inhabitant (n). habitat {n). inhabit (v).
inhabited {adj) {neg prefix: un-)
6 noun- alsoo verge (v)
7 noun- also: precise {adj). precisely {adv) (neg
prefix: im-)
.6 7
 UNIT 7 The li'l'inJ: pbnet
e adjective - also: exploit (noon), exploitation
(noun). exploit (\')
2 •
1 precise 2 exploit 3 indistinguishable ~ inhabited
5 dlversificotion 6 verges 7 growth 8 nutritious
Ex. l
1
1 HaH o f all the creatures on the planet are on the
verge of e><tincdon.
2 The bear has been wiped out in most countriu of
the European Union witl1 the exception of France
and Spain.
3 The government is setting up more natur•
reserves in the hope of s:aving the remnant
populations of these animals.
4 He £0< lhe job on the strength of h;. experhm<:e/
ha"Yinx: experience with :animals.
S The government is out of w ne with the needs and
wanu of ordinary citizens.
6 Under the guidance of her tutor. she came <0 be
regarded as a leading talent in her field.
2 • Do you have any ideas lor improving what is done
1 Fair~kinnedpeople are more at risk ol getting skin
cancer from over~exposure to the sun.
2 There was a very good response to the charity
appeai.!The response to the charity appeal was
very good.
) The pollee arrested him on suspicion of having
broken Into the building.
4 High production rate$ are often achieved ooy at
the expen<e o f a reduction in the qu..tity of work.
5 Mary was short and plump. in contr.tst to her
mother. who was tall and willowy.
6 The medal was awarded to the retiring mayor in
rocognltion of his services to the town.
listening: Paper 4, Part 2 p. 101
Aim:
• to practise the exam task of sentence
completion for Paper 4
See Teaching procedu..es and advl<:e p. 10.
J The dlscuss!on of the head~nes staru student>
thinking about the topk. The problem is t.Jr.ng sroclu of
fish and how rtlis affects both ~hermen and the
commu nftles they live in.
68
Ask .wdentS these questioru to raise their inte re.t in the
Listening text:
Do you know anyone who makes their IMng by fiShing!
• Are these people having any problems catthing fish!
• Do you think that we eat too much fish!
• Do you knoW of any areas where Sf.O(Iu of fish are
lower than they were!
2 - 4 Follow the normal p rocedure lor listening.
• Tapescript p. 127
5 The question focuses on the main message ol the
Listening: that species exdnttion is not inevitable if
humans ac:t to prevent it. Bro:u1en che diS(ussion to
o ther animals. Ask questions such as:
• Have you heard of any species that has been saved
from extinction!
• How was this doneJ (e,g. giant P'lnda bred in captivity)
• Do you know of any schemes to save species! (e.g.
nature reserves tO protect some rare species of bird;
ban on collecting eggs of endangered species)
• Do you think it is wor-ch trying to protect species!
now~
(This idea is explored further in the doze on p. 105.)
ANSWERS
b. t
The headlines suggest problems in the fishing
industry due possibly to a shoruge of fish.
Ex, 3
1 the richest lishery 2 cod fishing (NOT fishing)
l production 4 ocean beds/o<:ean floo rs 5 way of
life (of the fishermen) 6 wild flsh (NOT fish)
7 counting 8 lay their eggs/reproduce/spawn
9 no fishing
Ex.6
1 ... losing their traditional way ...
2 ... has been solved by ...
3 ... come to the r·iver mouth when they are .. .
4 ... to prevent/stop the world·s fisheries. from .. .
language Focus: Grammar p. 102
A im:
• to introduce stud~ts to vari:ations of
conditionals and how dley may be tested
Studenu will be familiar w ith the four basic conditional
forms. sometimes koown as t.ero. flrst. second and third
condidonals (ue Coursebook Unit 2 p. 29). This section ex. J
introduces varia dons widl which they may be less familiar. 1
1. stand, can look out {present + pre<ent)
l - 2 These exe"ises show how the main claus., 3 a re. contain. haven·c solved (pre.sent + present
and if-clause may refer to different time periods in
perfect)
hypodletkal conditions.
~ are tO. mutt take (future + preunt)
J The focus h<>re is on die forms possible in open 5 didn't. went {past + put)
conditions.
6 will help. will join {futUI'O + future)
4 This exerdse intrOduces inversion of c.o"ditional 2
forms, which may be used in formal concexts. 1 a) b) 2 a) c) 3 a) c) 4 a) b} c) Sa) c)
5 Alternative str1.1ctures for exp11!ssing conditional E11. 4
meaning without using if are presented. As usual, 1 b) and c) sound less likely; c) Is mou formal.
encourage students to refer to th., Grammar
2 There is no diffei'Once in likelihood, but b) is more
refeNnce (Coursebook p. 220) if they need help, before
formal.
you check answers as a class.
3 b) and c) sound less likely;<) Is moi'O formal.
6 Thb gives students practice in dealing with this area
Ea. S
of grammar In exam format.
1 Destroy ... and
fXT!HSION ACnVITY If you destroy the pi'Ocesses of nature. yo1.1 can
expect ...
T•ll students to imagine that they have the power to
2 Suppose
lncroduce three laws that would help the
environment. Write on the boal'd If I had rht ppwer II we could see into the ft.mJre ...
10 iflltcduce regulolions I'D h"P rho tw~wircnmom. I'd .... 3 as long as
TeU them to work in pain and write th,.e sencences I' m prepared to go along widlthe idea. if you
justi~ their kleas. then compare their answers as a promise ..•
d aos. e.g. -4 But for
If I had the power to ina'oduce three r.Peions to If It hadn't been for his intervention/If he hadn't
help tht environment. I would first Introduce strict Intervened, the situation ...
quo~s on fishing. If these we,. observ.d. this would S Assuming that
benelrt ewryone in the Ions run. Fish stocfu would If you ore reasonably flt. ...
.-.cover and fishing oommunities would benefit.
6 provided
O.cide which suggestion the class thinks Is the bes'L You shouldn't have any problems, if you've got ...
7 odlerwise
ANSWERS I hope they take credit cards - if mey don't/if not.
Ex. 1 111 have to ...
1 8 Don't ... or
1 had been observed, would not have collapsed If you move an inch. I'll shoot!
(if+ past. patt) 9 Withol.lt
2 had to pay, would be (if+ present. present) If the government doesn't actllf thei'O is no action
) hadn't been made, would no longer e~ist from the government/If there Is no government
(if+ past, present) action ...
-4 we"' less short-sighted, would not have done (if+ Ex.6
present. past) 1 It should only roke (us) on hour ro ger !here, ptOIIided
S might have beoome. were not (put. if+ pres~nt) (thatJ the traffic isn't coo heavy.
2 2 Invest in our new solar-powered system. and (ycu
a)2 b) 1 c) -4, 5 d) 3 CDn) look forward lo years of low·COst heating for
EJt. 2 your house.
Note: Other modals possible: mlgh~ could. 3 We'd have mode o lot more profit hod it nor been
lor the bad weather.

69
 UNIT 7 The li\·ing planet
4 You'd better k«:p !hat in(Mnotion «>yourself. or
there might be trouble.
S He'd never hove mo110ged without Che help of his
friends.
listening: Paper 4. Part 1 p. 104
Aims:
• to develop the •klll• needed for the eJ<am task of
three-option multiple-choice
• to extend •tudenu' knowledge of vetb + noun
c:olloc:ations
1 The pre-listening usk prepares students for the
general topic of the Ustening texts.
Note: I<I the exam these extracts will be unthemed.
2 - 3 Follow the usual procedure for this type of
listening, Remind students to read the questions for each
extract before they listen. After dlecking the answers.
ask students for their reaction to what they heard. Ask:
• Do you do an)'lhing to protect the environment?
• Do you think more should be done by individuals?
What!
• Do you think ar~y of me ideas you heard in the
listening will work?
• Tapesc:ript p. 127
ANSWERS
Ex.2
18 2A 38 <IB SC 6A 78 SC
E~t..3
1 ... have predicted we'd make so mud., ...
2 ... society in general as well as to .. .
3 ... long as we recycle paper. more .. .
<4 ••. afmost three times as much ...
Speaking p. 10s
Aims:
• to provide practice for Paper S, Part l
• to provide ideas for the writing task in the next
se<:tion
1 This exeKise provides ideas for- students to use in
Exercise 2. Do Part 1 in pairs. thefl feed back to the rest
of the class. Write the new ideas on the board. Part 2 can
then be done as a whole class discussion, with students
responding to the suggestio~s of the other pairs.
70
2 Change the pail'$ so that students work with a
different pel'$on. Give them time to prepare their calks
and practise them. You could ask one pail· to present
their talks to th~ class. Suggested ideas:
Col>:! I
Financial constraints: Some optiof\S such as large-stole
programmes of reclamation are too expensive. Cheap
options include recyding, less pad<atJng, etc.
Time constroints: People can't be bothered to waste time
going co recycling centres.
Family constraints: People think it's silly; family not all
sympathetic.
Cord2
We all need to do somethi~g; govern menu can pass laws.
e.g. to make recycling compulsory.
We should work more responsibly. e.g. not use
chemicals.
We should not use cars and should tum off lights.
3 Oo this round ..up discussion with the 'Hhole dass.
Use of English: Paper 3, Part 1 p. 105
Aim$:
• to develop the slcills needed for Paper l, Part 1
(do:r.e)
• to review the topic of preservation of species by
focusing on one particular bi•d (the bald eagle)
t - 3 Use the picture to lead into the topic and ask
students to read c:he headline and predicc: the content of
the texL
Remind students to read the whole text chrough before
filling in any g;>ps.
Put students in pairs to check their answers. making sure
that they justify their answers using appropriate language.
Then check the answers with the whole class.
See Teaching procedures and advice p. 12.
ANSWERS
Ex.1
The bird is the American bald eagle. It is the national
bird of the USA and is depicted on US currency._ ___J

Ex.3
1 to lby las .fit SUn1il 6we~ 7lhey
8 in 9 which 10 all 11 focus 12 over (NOT
about- too informal for this context) 13 fewer/le$$
(less is now «>mmonly used co modify counClble
nouns as well as uncountable} 1<1 its 1S there
EXTENSION ACTIVITY
Write the following questions on me board. Ask
studentS to choose one 3nd prepare a short ulk.
Those listening can ask questions after the talk. This
will pro11ide more opportunity for srudenu co
discus~ the issues in :a person.:.l way and provide
ideas that they may be able to use in Poper 5 (the
interview) and in l':lper 2.
1 What has been done in your tawn to deai-.Mth
pollution!
2 What has been done in your town to dec~! with
litter 3nd wasi'Je!
3 Is there an en•ironmental problem in your town
that you think should be addressed! What!
Writing: Paper 2, Part 1 (essay) p. 106
Alms:
• to Introduce students to the discursive essay,
presenting a balanced argument
• to show students how to plan and organise a
dear and logic:al argument
r Emphasise how important it is for Students to read
t!te Clsk very carefully and decide What it aetually req11ires
them to write abouL They will lose marks in the exam if
they do not answer the question and make ir~levant
points.
2 - 5 In these exereises. students are shown two
different ways of organising a balaneed essay.
Version A deals with a different problem facing the world
in each paragraph. finally eoming to the issue of the
environment.
In Version B each pa~h deals with a particular
problem and compares and contrasts it with an
environmental issue. Thi$ is more complex than Version
A (Only the first $Upporting paragraph i$ given for
Version B; $tudents then predict the content of the other
c.wo supporting paragraph•.)
Emphasise to students that they sho11ld decide in advance
what approach to take, and prepare an outline
accordingly. It is worth planning properly in order to
eMure that their e$Say has a clear. logical structure.
UNIT 7 The li~nt planet
6 . 1 Students are given a parallel task for their
own essay.
ANSWERS
Ex. 1
Prote<.ting the environment: most important
problem; world; How far do you agree
Ex.2
1c
2 The two examples of other issues importam today;
health and medical discoveries. scares about the
population
Ex.l
1
The writer has discussed problems r•lated to healm
and population. and has also induded the issue of
unemployment.
2
1 The inQ'oduetion sets out the topics for discussion
in the order they wilt be dealt with. The writer
draws the reader in by using a rhetorieal question;
... but is the environment reolly the most important?
2 They are introduced in the same order as in the
introduction: unemployment. health. over-
population, the environment.
3 of course, although. even though, however
Pattern b}
4 The writer thinks that they are important but have·
already been dealt with to some extent.
S There are no obvious gfobal moves to deat with
the problems and the problems are different from
the others because they affect the whole planet
directly and endanger life.
6 It is last because it has greater impact on the
reader and is ctte final point in tile argument.
7 It sums up the main argument and states the
writer's opinion clearly.
Ex • .of
s.cond supporting paragraph
Issue 2: Health
Details: Ove~We of ontiiHocics, bu! health ge.~erolly
improving
Third supporting paragraph
Issue 3: Over.populution
Details: People living longer, bur progrommes in ploee tD
deal with o rising/ageing popu/ution
Fourdl supporting paragraph
Issue 4: Environmellt
Details: Urgent issues (e.g. g1obol wonning) ore no! being
odd/'l!lS$ed ot g1obollevel; could endanger oN life on planet
 UNlT 7 The living pbnet
Closing paragraph
Condu~ion: Though an the issuer are importtnt it Is
cleor that the environmental problems outweigh the
others
,Ex. S
Ea cj, supporting pangnph describes one non-
e nvironmental issue 3nd contrasts it with an
environmental issue. suggesting that the
enviro nmental issue ts more serious. (Only one
supporting paragraph is given here.)
2
Su ggestecl answers
First supporting paragraph
Details: O.cnges in t~dogy ~mg to loss of
trodirionol jobs
&wironmenol issue 1: Globol worming
Second supporting paragrapk
Issue 2: Hecl!h
Oet1il s: Rts~tonce to on!ibiOiics
Tl\lrd suppol"ting paragraph
Issue 3: Ow.r-populotion
Oecails: l'opulouon growth. ageing populo!ion
Environmental issue: lo$s of spec:ies
Closing paragraph
Conduslon: Environmentol issues more ;mportanr t.hon
o.thers.
3 river wouldn't be polluted.
The second 3pproach is more focused 2s the ilsue ol
the envlroament is keJ>t in .,;.,.., throughout the
ess~y. It is •lso more complex as the writer has to
make •ped fic links in each paragraph between m e
e nvironment and each of the other issues d iscussed.
Studenc.s should only attempt this approach if they
have planned their ideas carefully and are •ure they
can link them in chis way.
Ex. 6
2 to find out the truth.
Key words in osk: future of mankind, bright.
unnec~ssarily pessimistic, How br do you agree
3 Ex. 2
Possible topics from magazine article: technology.
over-population, en•ironmem
72
FURTHER WRITING PMCTIC£
h t3Sk below Clfl be used for homewooi<. Remind
students to follow the ~ th;n they h>ve used in
the unit.
You ha~ read the extract below as po>rt of • circular
le.tto•· Jent to all residents. in your town. The
chairperson of your loca' re1idenc:s' association has
asked you llO reply. You decide: to write a repolt
d-ribing the current siwadon, and expressing your
views on dte ch3ngos noedc:d.
(300-350 words)
1\ mnjo1· rt'!-i lrur:turin~ ,,f ('tlr p:trk;ng
arrnngcmtml~ in l ht• auwu i ~ dut• lo lake
p1:H:•: within thr nt•).l li\"f'· )'C: Ir p)un. \\'t~
woulrlli k(• n•...jd••n l :- "'' ('OUt iTilHJW tlu~ir
itlc:1 ..: Cln t h•.: pn·~·nl :-i l u :uinn n~tnling
car p:u·k in~ in t lw '"'''n n•u l r.~ und l.u
make t'.'t'fH11 11H'Orl~ltilm" on hnw it touhl
lw impr'(>Wrl.
UNIT 1 review and extension p. 109
ANSWERS
Ex. t
1 If they hadn't built that chemlul factory, our local
1 H environmental scientists hadn"t ce.n .ed the w:~ter.
people wouldn't have realised how chngerous it
~··
) If the scientiStS hadn't p ublished the results of their
tests, people would have become ill.
4 The authorities might have ignored pollution
hazards if they had seen the chance of creating
jobs.
5 lf the authorities refuse to Investigate, it's up co us
6 If the environn,ent is clean~d up/If we clean up the
environment, our quality of tete witr improve.
1 identification 2 insepan.bl~ 3 evolution
4 dassif>cation 5 imperson2l 6 app.tr ent
Ex. l
tC 1S 30 48 SA 6C
Ex. 4
Suggestions
Issues: conservation. deforestadon, c.on
Rejected: too sanitised. not dramatic enough
.... ··-·-··--·-·· . . . - -··- ···-·-- .... -··.. -·---·-·-· ..
Now your $tudents ,.,.., ,..,ady to do the t~t for
Unit 7 on TB p. 1 52.
 UNIT

8 A sporting chance

Language Focus: Vocabulary p.110 Ex. -4

1
Aims:
The skill of the windsurfer: Fost~r spin• and twists in
• to Introduce the topic of the unit' tl>e challenges the air
o ffered by sport and adventure
• b) p.-ovide practice in talldn&: about pictures for
The nerve of the windsurfer: Once again he's eSJCaptd
Paper S, Part l being thrown into the craggy ~mbrocc of the many rocks
fringing this Hawaiian beach.
• to illustrate and provide p ractice in vivid use of
la nguage for describing actions The quality of me technology: his soil snops into o light
aerodynamic cunoe
See T e acl>ing procedures and advice p. 9.
1
I This e><ercise provides practice for Paper 5, Part 2. a) powers. ac(eferates.. caupufts. reans. spins.
Remind students that they should discuss the issues swoops. twists, splashes
illustrated by the pictures. not the pictures themselves. b) hums, snaps
c) heaves, rises
l This exercise provides practice for Paper S. Part 3
by asking students to discuss a series of hctors related to 3
the topic of dangerous spores. The Ideas discussed will 1 powers, accelerates, catapults, swoops
also pre-pare students for the vocabulary work in the rest 2 heaves. catapults-, rises
of the seaion. Do this exucise as a whole class activity J twists.. spins
so that me .rudent$ all think about the same ideas.
-4 hums, snaps, splashes
J - 5 Students should try to use a range of Ex. 5
vocabulary in their writing and also when they talk about l
the pictures in Paper 5, Part 2. The activities here focus
Sugsested answers
on production of language. and ask students to use the
words from tlte te•t in their own sentences. They should Photo 1: Stretching his nerves to the limit. the racing
be done in pairs. so that srudents discuss their ideas cyclist hurtles into a corner on the last lap of his
together. gruelling race
Photo 2: His heart poundln:, me striker swerves
Swdents could write a short paragraph for homework
round the defender and shooa the ball into the net.
describing one of the pictures {or another picture of their
scoring his best p i of the season.
choice), focusing on the technolou. skill and ri>k involved
and Including some of the verbs th•y chose in Exercises -4 Photo 3: Grasping his partner und er her arms, he
andS. lifts her high in the air and whirls her round in a fas t
spin.
6. This personalises the topic for the students. They
should do the discussion in pairs or small groups but then
they should share their ideas with the whole class.
Reading: Paper 1, Part 3 p. 112
ANSW ERS
A ims:
Ex. ) • to develop the skills needed to complete a
~ edge refers to che e.cremely high h•vol of $kill. gapped text
courage and technology possessed by this surfer - it • to foc us on tl>e use of vivid descriptive
suggests mis is at the furth10st r.mit of what is vocabulary
possible.
See Teach lng procedures and advice p. 8.

f . 2 The pre-reading wks introduce the theme of

the gapped te><t.

73
 UNIT 8 A sporting chanc~
3 This exercise shows students that they can
understand a great deal of the text without the missing
paru and encourages them to think about organisational
principles. Emphasise how important it is that they read
throug/1 the whole base text before attempting to fill in
any answers.
{Tell students to che<:k their answers in pairs as the
discussion will help them to clarify their reasons for their
choices. When you check ai\Swers with the whole class.
allow discussion of each answer to help them to develop
the rig/It skills.
5 - 6 These exercises focus on vivid vocabolary
and on the literary devices of humour and irony. Students
could be referred to the Longman Advanced l.onguage
Aaii'Otor for help witt. Exercise S.2, and encouraged to
suggest ocher words chat might be appropriate.
.---------------·-·
ANSWERS
Ex. 3
1 a canoe accident 2 No. much of the text is a
flashback.
Ex.4
1H 2C ~G 48 SE 6F 7A
Ex,$
1
snatched, swished, regurgitated. llung. dragged, pulled
All these verbs usually have a person or a living
creature as cheir subject. They suggest a conscious,
deliberate activity. Here they are used metaphorically
to suggest che power of the water.
2 You could identify the type of collocation being
1 spun 2 murky 3 sucked 4 struggled 5 hauled
6 roaring 7 inexpressible
Ex.6
1
the day hadn~ begun very well, ond it certainly wasn'!
improving.
2
swished me around as ifin a washing machine (main
text para. S)
Unfortunately we'd parked in a residential area (para. G)
Exam Focus: Paper 3. Part 3 p. 114
Aims:
• to provide a procedure for dealing with Paper 3,
Part l
• to clarify the skills required and encourage
students to develop these on their own
See Teaching procedures and advice p. 12.
74
Go through the introduction with the class.
r Do dlis wid> the class. Elicit possible an<wer< for
each sentence and write suggestions on the board (e.g.
sen«ence 1: use. wear. senten<.e 2: <lornoge. wear. sentence
3: clolhes, jackets, shoes. wear). Check <llJdents know how
to identify clifferent uses of the same word in the
dictionary extract and point out the type of information
given here (e.g, examples, information on related
prepositions, ~tc.).
Then go throush the procedure with the class. Tell
students to check the whole sentenc~ for collocations
before or after the gap. and remind them that the word
must be in the same form in ~ach sentence. Sugge<t that
they write all possible words in pencil at the end of each
sentenc~ as they go.
l l Tell students to work in pairs to complete the
exercise.
3 . 4 By helping students to understand how to
write these sen«ences, you will develop :s.O"'ategie:s. for
them to handle the task in d'l:e exam. This is quite an easy
exercise for students to prepare themselves. Individual
students. coutd be asked to use a suitablt- monoUnguat
dictionary to prepare a set of gapped sentem:es for the
~~of the class regularly throughout the course.
ANSWERS
EK. 1
A noun: wear
Ex.2
1 way 2 catch 3 sound 4 bound S boll 6 break
rested:
• a phrasal verb: (OlCh ~p vvith, break inC<I
• a semi-fixed phr.~se: o long w<l)' apart. cat(h oneself
wishing, a boD of string
• a collocation: o sound si(ep, legally bo~nd. the storm
WO\IId break
Language Focus: Grammar p. 115
Alms:
• to introduce students to ways of emphasising
adjectives and nouns In speaking and writing
• to show students how intensifiers may be tested
in the exam (Paper 1, Part 1)
r This exercise introduces students to the use of sa
and such for emphasis in spoken language. and to precede
clauses of result in spoken and written language.
Check that studenu understand the use of so + adjective.
and such + noun.
Point out that this is not a common struc.ture in written
1anguage. where we would be more likely to write a gtect
relief, great fun. very disappointing and ver, worried.
i Ask students to oomplete the sentences in pairs. and
to use the Grammar reference (Coursebook pp. 22Q-
221) if necessary. Point out that ~hanges in word form
may be needed.
ANSWERS
Ex.l
Sentence 1
a) So noisy was the hotel ...
b) Such was the noise in the hotel ...
Sentence 2
a) So impressive was his performance ...
b}So impressive a performan<:<l did he give ...
c) So impressed were they by his performance ...
Sentence 3
a) Such anger did she feel ...
b)So angry did she feel ...
Sentence 4
a) Such a moving speech did he give ...
b)So moving was his spee~ ...
c) So moving a speech did he give ...
Refer students to the Grammar reference
(Coursebook pp. 220-221) to check the use of
the arlide.
Use of English: Paper 3, Part 1 p. 11 s
Aim:
• to give students practice in Paper 3, Part 1
(cloxe)
See Teaching procedures and advice p. 12.
Remind stUdents that this is a real text and not just an
exercise. and that they should approach it in the usual
way - predicdon from the title, and reading quiddy for
general sense before fillin8 in any gaps.
Remember to diswss the te><t after students have
completed the clo-z:e. Exercise 4 personalise< the topic
and allows scudents to react to the text.
ANSWERS
Ex.l
He had co decide whether to go on to the top of the
mountain or tum back. He went on, but suffered
from frostbite. almost died and had to have three
toes amputated.
Ex.l
1 After (NOT During) 2 behind 3 having (NOT
had) 4 if Son 6 spend 7 with (NOT the)
$at 9 whether 10 from 11 fil'$t (NOT last)
12 it 13 that (which is grammatically possible but
stylistically clumsy because of the repetition of 'w')
14 before (NOT until) 1S did
Speaking: p. 116
Aims:
• to ptactise for Papet 5, Part l
• to prepare students for the Listening in tfle next
section
t . 2 These exerdses give practice in discussing the
kind of topics that may be found on the prompt cards in
Paper S. Part 3. They also prepare for the Listening
seecion. Do them in small groups, with feedbad< to the
whole class after each exercise.
If students have difficulty in thinking of ideas, suggest that
they think of people or friends that they know personally
and what their individual e><perienees have been. e.g. a
brother who loves playing football on a Saturday, a local
sponsor of a team which has his name on the shiru or kit
they play in and so on. For the question on exploitation.
they should think of the cost of replica kits.
merchandising for big dubs. sportspeople used as role
models and so on.
Tell students that if they can't think of ideas in the
Interview they should try to relate the topic to their own
experience. The examiner is not testing their knowledge
of the world and if they can talk about personal
experience then this will be perfectly acceptable.
ANSWERS
Ex.l
Suggested ideas
types of involvement: active, financial, social.
educational
types of sport team. individual
social issues: health. fitness. leisure time
li5tening: Paper 4, Part 3 p. 116
Aim:
• to develop the skills needed for multiple-choice
questions in Paper 4
See Teaching procedures and advice p. 10.
·75
 When you introduce the Listening topic, explain that
Simon Clifford is a real person and the Llstenin~ is based
on fact.
BACKGROUND INFORMATION
Simon Clifford used 10 be a texhcr. Af<cr a dance
mcctinz W1d1 • Bnzihon lootboler he s10ned his own
business impocting tho speck111ootbolls tho• chldrcn
usc for u.Umng there He runs training sessions "'
Engl>old and hM written a book about usmg dK><C
speci>l bolb •• a·:lining.
Refer studenU to the recommended procedun~ for this
task type on Course book p. 83. but remember tO give
them time to compare their answers before J>laying the
recording the second time.
• Tapesc~ipt p. 129
Check the answers w ith the whole class. Follow the task
with a discussion of the content. A•k questions such as:
• What do you think of the Idea of a special ball- can it
actually make any difference to players! Are there any
other sportS whert- special equipment can make a
difference to performance/ (tennis. golf)
• Have you ever heard of :my st.range techniques used in
sport to help J>erlormancel (meditation. ballet dancing
to help Co·ordination)
• What do you think are the chat~ces of Simon's business
being successful! Why/
• Can you think of any areas of sport in your own town
which could benefit from being developed •• a
business?
ANSWERS
Ex. 2
1A 20 JC ~S SO
Ex.l
1 Quite by chance. he was sinlng in the row behind
me.
2 It doesn't bounce in the same way.
3 We've stliUd the book >lready.
language Focus: Vocabulary p. 117
Aims:
• to extend students' knowledge of phrasal verbs
and idiomatic exp~nions
• to continue work on metaphor
See Teaching pi'Ocedures and aclvl ce p. 9.
76
1 It is easier to remember phrasal verbs and to use
them correctly if they are learned in a context or
associated with other verbs.
2' Draw students' attention co the potcem ofthese
fixed phrases. These or similar phrases mliY be tened l.n
the exam. partiwlarty in P:!per 3, Parts 1 (doze} and 1
(gapped sentences).
3 This exercise will help students to understand and
.-questions on Reading te><ts in f>aP"r 1. Pan 1 and
Paper 3. Part 4. As!< them r.o justify dhei.r choice by
explaining the dues in the sentence.
4 This exercise tem phrasal verbs and idioms in exam
format.
ANSWERS
Ex. 1
1 uf>: to need a lot of time
2 in: to understand something fully
3 in: to be deceived by something or someone
-4up: to begin to toke an interest in a hobby
5 off: to begin tO be successful
6 on: to accept responsibility for something
7 on: to gain
8 to: to like someone or something 'nstincdvely
Ex. 2
1 Students are encouraged to take part in as many
activities as possible
2 The report was rewritten to take account of the
new evidence/to take the new evidence into
accounL
3 I take issue with your analysis of the causes.
1 She took pity on the children walking in the roin
and ga~ them a lilt to school.
5 She took advontage of the good weather tO point
the shed/The weather wos good so she took
advantoge of it to paint dhe shed.
El..l
Trees usually bAneh. It means to extend out from a
central point. Here it means to ~ge a job by going
in a differel\t direction.
2 bounced back alter a serious illness
3 leapt at th~ chance
-4played down the danger of war
5 rallied round to help us
6 skates over ... discussing them in depth
7 stumbled over ... quite by chance
8 rope in ... some of our friends
Ex.4
1A 2A JC ~D 58 6A

Use of English: Paper l. Part 5 p. 118
Aim:
• to re•ise te(hniques needed for Paper ~. Part S
See Teaching procedures and advice p. 13.
ANSWERS
Ex.1
2
opposite poinu of view
Ex. 2
1 Using the technology at our disposal
2 dev.mating on the human body
Ex.l
1 No-one has any ad-anuges - the situaaon is the
same for everyone.
2 Drug u.e is compared to getting into a football
ground without buying a ticket.
Ex.S
1 2 This exercise focuses on three-word phrasal verbs.
Key words.: dangers. removing all restrictions, drugs.
sport
3 about form. and is a useful technique far Paper 3. Part -4.
Suggested notes
Text 1
• Yaung people might take drugs. e.g. EPO. without
understanding their effects
• Some drugs harmful - cause <lamage to body"
Tcxt2
• Druss !"~!move sotial-alue of sport- wherl!by
success depends on the participants' skill - make it
artificial
• Evidence same drugs may cause illness*
• Using drugs gives unfair advantage
*This point is made by bath texts.
4
Reorganised notes/points to be induded
• Same drugs may cause damage to the body.
• Drugs can be particularly harmful to young people -
don't understand effects.
• Drugs !'<!move social value of sport- no longer
depends on skill.
• Using drugs is unfair.
Ex.6
Suggested answer
The u:s.e of performance...enhancing drugs an
physically damage the body and may be responsible
for a rise in spo~-related illnesses. DNgs are
particularly dangerous to young people. who may not
understand their effects. Drug use removes the
UNIT 8 A spooning dlan<e:
social value of sport. making players depend an
artificial substances rather than their awn skill. If
success depends only on such chemicals. the whale
purpose of sport will be destroyed.
(67 words)
language Focus: Vocabulary p. 120
Aim:
• to focus on a key lexical area for che exam
See Teaching procedures and advice p. 9.
I This exercise develops the technique of
paraphrasing. and is particularly useful for highlighting the
type of phrases fr<!quendy tested in Paper 3. Part 4. Point
out to students that they must use a preposition with the
ward in brackets. Ask U'tem to work in pairs. and to
underline U'te word and preposition in their sentences for
ea'S)' r4;evision tac~r.
The meaning of the missing verb is given at U'te end of the
sentence. This is done to develop the habit of working
aut the meaning of the gapped words before thinking
Ask swdents to work in pairs. but check the answers
with U'te whole class.
ANSWER$
Ex.1
1 There must be a ban on performance-enhancing
drugs if we are to ret'lin the social value of sport.
2 Cycle riding in U'te Pyr;!nees is equivalent to/the
equivalent of climbing a mountain in the
Himalayas.
3 If we permit the use of drugs in sport. it could end
up in the hands of scientists and businesspeople.
4 Most people are kept in ignor-ance of the effects
ofthese drugs.
S Professional cyclists recognise the necessity of
~storing and revitalising their bodies.
6 Spo~people should have recourse only co their
own natural body systems. and nothing else./
Sportspeople should depend on their own nawral
body systems and have recoune to nothing else.
7 There is a correlation between some sportS
illnesses and the use of performance enhancers.
8 There is danger for children in these types of
drugs.
9 Sports people who take drugs should be banned
from taking part in any further competidons.
 UNJT 8 A sporting c.hance

Ex. 2 EXTENSION ACTIVITY

1 get round to 2 get down to 3 getting up to To haip nudcnts lln<krst~nd d•e v~luc of specific
-4 gets on well wittl 5 gn out of 6 gee away with voc>bul31)'. 'M'ite the word5 below on thc board one!
7 getting away from 8 get chrou&h to ask swd<!nu co put them in OO"<kr from the! slowest
to the f:utcsL
U'TfNSfON AcnVfTY fbsh :unbk: dawdle walt race hurtle roo
To help studonts remember some ol ct.. points (AM~ dawdle. amble. - • · run. rxc. hurtle. fbsh)
made in t he unit, yov cOIJid run a formal debaw on
Discuss lhe answers with dle whole ct m . Thtn
the folowi ng proposat
wri<e die tolow"'lC goups of word5 on d'" bo.vd.
"J"I>= should b< no J><¥net11 for spotting ~­ Ask stUdent$ co idenlify !he common theme on each
we should """"" 10 lhe old aoes oflhe ~ it1ec1. group 3nd dtcn group !he words from the """'k"~
Divide the dus Into two lf'OUPS and asl< them to tod>ew~t.
think about one side of the sta~. tither for or •) anxious >fraid nervous crrrlfted
against. A.sk one nudent from ead1 ,.-oup to stand
b) ecscatic ch«rful contcnu~:d h>j>PY
up and make two points supportin' their croup's
opinion. Then debate tht Issue w ith tile whole class, c) sbm knock cap hit
and ¥Ote on whether they a,.-ee w ith the propo<al or shout sp..-.k
d) .cream whisper
not.
c) furious irriutcd angry annoyed
(Answer: a) nervous anKious •froid t~rrifi~d (fear): b)
Writing: Paper 2, Part 1 cont.,nted cheerful happy ecstatic (happiness): c) ~;>p
(formal letter} p. 120 knock hit slam (ways of hitting): d) whosper speak
shout scream (ways of speaking): e) irritated annoy.,d
A;ms: angry furious(an2cr))
• to focus on the style a nd orzaniuo.tion of a
formal letter ANSWERS
• to focus on the importance of ranse and Ex.l
appropriacy of vOCAbulary and structure
2
Read through the introducdon with students. The Paragraph 3 contains the most vivid description. This
exercises in this section focus on the organisation of the is because the writer wants to emphasise the danger
narntive element for maJCim\Jm effect. of the incident and stress how frightened she wu .
f The tasks in Exercise 1 show students how to think Ex.l
about idea. and organisadon before writing the letter. I am writing 10 e~press my con"'rn ...
l - 5 These exercises focu. on the b.ngu2ge used I personally cannot unde!'1tand ...
by the writer and its effect. The picture illustrat<IS a I would urge you to ...
situation in which people may feel afraid Use It as a lead· Ex. 4
in to the inciden t described in the letter, which i• simibr, 1 The dangers of that particular ride; no warning
chOIJgh not exactly the same. signs, lack of ~ining bars.
6 , 7 The focus here Is on the effect of using 2 By describing her lear as sha was falling off With
differ ent structures for interest and emphasis for the speed of tile ride, and describing the physical
Exercise (, students could loo k back to t he te><t on effort needed to avoid being Rung from th.e
p. -46 for further examples or pardclple clauses. roundabout, plus mentioning bruises on legs the
next day.
Ex. 5
1
hanging on, gripping
throwing me outwards, flung out

78
 UNST i A sporting c.hance

2 UNIT 8 review and extension p. 123

The writer uses words and expressions suggesting
fear. e.g. Utterly terrified, dire StraiU, desperately,
ANSWERS
staying focused on sheer sul"ival. prayed
EK. 1
3
t down 2 between 3 aback 4 up S behind 6 in
8y giving physical details, e.g. gripping desperately.
7 of 8 on 9 through 10 to 11 away 12 for
shaking so much after the ride stopped. legs badly
bruised Ex.2
t treat 2 single 3 interest 4 sitting S form
"'a) whirled b) hung c) screamed d) unnerved
6 headed
e) petrified Ex.l
EK. 6 18 2C 3A 40 SC 68
1
1 Having tried several rides. I decided ... Now your students are ready to do the test for
2 Hanging on to the handlebars with all my streng!h. Unit 8 on TB p. 154.
I could ...
3 Gripping desperately with my legs, I prayed that I
... fl gripped desperately with my legs. praying !hat
I ...
-4 They just b.ugl'ted, claiming it was ...
2
They add variety of structure and ol'lal<e !he text
more interesting to read.

FURTHER WAITING PRACTICE

The t:~sk below can be usee! for homework. Remind
sruc1cncs £0 fottow d•e strategy chat chey have used in
the unit.
You have read a magazine article saying that s.pon
has no place in modern life and that it is dull and
boring. Write a lencr for pcblic:adon in the magazine
describing a sporting event chat you have seen or
attended. saying how it made you feel and why you
felt it was p~rticularly worthwhile.
(300·3~0 words)

79
 UNIT
9 The mind's eye
Speaking p. 124
Aim:
• to lead In to the reading text in the next
section, which is: about a dream
E.xer<:"e 1.1 is quite a person>l activity ;md students
would probably feel happier discuning this in small
groups or p3irs rather than wid> the whole class.
Reading p. 124
Aim:
• to prepare students for questions on style and
inference in Papers 1 and l
BACKGROUND INFORMATION
The CKU".lCl is cakcn from the fint novel by an
English writer called Jane Adams. The book is called
T/oe Greenway and was published in 1995. It is a story
of supcrnawra1 events. dreams and mystery.
Go througll the introduction with the whole class.
t - 3 Students are asked to read and respond
personally to the extract. Emphasise that there are no
right answers for Exercise 3. questions 1. 2 and 4 but
they should be prepared to justify their answers.
4 This continues work already done on deducing the
meaning of unknown wor<ls through context (see Unit 2
p. 27). Ask students to do this exercise in p3irs, as the
discussion will develop independent Jeaming and stop
them reJ)'ing on their dictional')'.
5 These questions ask students to analyse the text in
more depth. and are similar to the type of quenion that
may be found in Paper 3. Part 5.
EXTENSION ACTIVITY
Ask students ro work in p:~irs o1· groups Jnd choose
one p:.ragraph from the text. Ask them t:o underline
the verbs in the p3r3graph and discuss wh~t kinds of
mOv<"mCOt th<"y suggeit. with (Miid("nce.
80.
ANSWERS
Ex.)
1 She could be someone trying to give her a
me$sage. to wam her of something- or she could
be dangerous. trying to lure Ca~sie into a trap.
Students may have their own ideas and their own
reactiont which are acceptable if they can justify
them. However. students who suggest positive
emotions have not really understood the writers
purpose. wflich is to convey a sense of d~nger and
foreboding.
3 d)
Ex.4
1 intangible = something that·can't be clearly felt or
described
=
2 (Ioree of) will cletennination
3 to long = to want something very much
4 to mil = to complain (infrequent and archaic)
S parody = an exaggerated imitation
6 momentum = the force that keeps someone or
something m<:>ving
Ex.S
1 In her previous dream she tried to run towards
the hill. ond fought to reach the top. This time
she went more 'S.~owly a.nd did not make any
effort. but rose up easily.
2 current. drifting
3 Cassie hears it only in her head.
4 She is conscious that her eKperience must be a
dream. but at the same time she is frustnted by
what i:s. happening to het'.
S Jn cartoon fiJms, characters· bodies do
impossible things - which is exactly what is
hoppening to her in her dream (e.g. her legs
being pulled and stretched).
6 The ridiculous effect of being .cretched.
7 That the hill- or something in the h;JI - h an
active force chat w<\nts to c:ons,ume the woman
alive.

8 Retracting. compressing. squoshing. They all
reinforce the idea of physically Impossible things
happ ening.
9 They ar<~ both sudden movem ents; sudden,
rapidly
10 N ot very. although she wakes with a jolt, she
lies still and doesn't wake Fergus.
Language Focus~ Grammar p. 125
Aim:
• to sh o w students how c:omparisons are made
using <><If and <>r though
J There are e ><amples of t his structure in the text.
Peine out the elision of subjea and auxiliary \'erb in
e>cample. 1, l. S and 7 and the use of the subjunctive in
e><ample -4. (It would also be possible to say os rhoogh
something wos pcJ/Iillg her but the subjun"ive emphasises
the unreality o f the comparison.} Refer students to the
Grammar reference (Coursebook p. 217} for
information about the subjunctive and lu uses.
2 This o n be done in class or for ho mework. Make it
d ear that students can make up their d ream.
ANSW ERS
Ex.1
1 whole dan.
2 The woman waite~ ... arms outs:rretched as if
welcoming h er
3 fingers extended as though she couldn't move
4 h er I~ being extended ... as though •omething
were pulling her down
S she fell fo rward as though drawn by the other's
momtmtum
6 u though someone ... had given • sudden jerk. she
felt herself retracting
7 wei«: with a sudden jolt as though falling from a
3rnt height
In thete cases the ph=e witt. os I (los !hough
introd uces a comparison which extends the visual
and emotional impact of the previous ve rb.
2 verb + t o infonitive: she longed tO touch (2)
1 u mough she was/were being arried (past
continuous passive - the auxiUary verb be may take
the subjunc:tive for m (wer~) to suggest the
unreality of the event)
2 u if she wulwere welcoming her
5 u though •he was/w ere d rnw n
7 as though she wu/were falling
UNJT 9 The mil'\d"s ~
Language Focus: Grammar p. 126
Aim :
• t o revise and extend students' knowledge of
ve rb complementation (verbs followed by ..Jng
or Infinitive and by that-clauses)
f Exercise 1.1 is based on me previous reading text
a nd 2fves conttXtuaftsed ex:amples of verbs followed by
-ir!J. The table in Exercise 1.2 summorises these basic
pattern•.
Do this exercise with the whole class and r efer students
to me Grammar reference (Coursebook pp. 221-222}
for fu rther explanation and examples.
2 This focuses on verbs fo llowed by the infonitive.
Students are required t o use c.ont lnuous, passi'Ve and
perfect infinitives.
1 This e><ercise focuses on the use of .mg forms in
passive • nd pe rfe<t form., as well u lhot- claus~ Do it
wlch the whole chss.
4 The aim of this exercise r, to develop students'
a bility to •ee the correct panem after each verb, and to
reco!nise mat more than one p anem is possible. Ask
Stud ents !O do the e><ercise in pairs a nd then check me
answe rs w ith the whole class.
S This focuses o n common errors in conte><t. Ask
students ro work in pairs, but check answers with the
A NSWERS
Ex. 1
1
1 to climb/climbing (same m eaning) 2 to touch
3 to come -4 to hold S e xamining 6 to dig/digging
(t he infinit ive suggests she did not mafta8e to do the
>cdon, which is what happened while the ~ng form
suggesu the action was attempted) 7 tum a
swallow up/swallowing up (the Infinitive without to
indicate> that the aaion hu been completed and that
she watched the whole action; the -ing form suggesu
•n incomplete action} 9 rem embering 10 coming
b ack
2
verb + -<ng: she kept remembering (9)
verb + to-Infinit ive o r -ing
1} Uttfe change i11 meaning: she began to dimbl
dimbin: (1)
b} a change in mea ning: she tried to dig/digging (6}
vert> + object + bare infinitive: m1de her turn {7)
verb (+ obje"} +to infinitive: w•nted her to oome (3)
81
 verb + object + to infinitive: ordered her to hold (4)
verb(+ object or &enitive) + ·ing: look forward to
the dream coming (1 0)
verb + object + ~ng: found herself eJ<amining (S}
verb + object • bal'e infinitive or -ing: she saw the hill
$wallow/$wallowing up (8}
Ex.l
1 I hope to make/to have made a million ...
2 He seems to h~ve put on weight.
3 She resolved never to be taken advantage of.
4 They pretended not to have met before.
S He appears. to be living off his inherit3;nc.e.
Ex. l
1 The man denied that he had been anywhere near
the scene of the crime.
2 I admitted having forgotten to lock the door
behind me.
3 I often regret that I w.>$n't made to $tvdy hi$tory.
4 Did I ever mention having worked on a ship once
upon a time?
S I remembered having seen her at the party the
previous weekend.
6 I remembered her having been/being at the party.
Sentence 6 needs to have her added because the -ing
form does not refer back to the subject.
Ex.4
1 a. c. d
2 a. b
3 a. c. d
4 a, c
5 a. c
6 a. b. d
7 b. c. d
8 a. b, d
Students should bear in mind that:
• Hope• and promise• nevel' <:oke an object when
followed by the in~nitive.
• Wcmt apply, o<Mse and oppredote* $ometimes do.
• Tell* and has • always do.
The verbs marked with an asterisk* above also take a
that<lause.
If the subject of the Infinitive clause is different from
the subject of the first verb, a thot<lause must be
used.
Refer students to the Grammar reference
(Coursebook pp. 221-222) for help with problems.
Bi
EK. S
1 She remembered (that) she had arranged ...
2 ... for him to $tay ...
3 She $tJggested that they (should) look round the
house ...
4 ... hoping (that) he would like it.
S She didn't want him to be unhappy ...
6 ... why h~d she failed to inform him ...
7 Had she intended to deceive him!
8 He would never have let her leave on her own.
9 She dreaded opening it, ...
Exam Focus: Paper 4, Part 2 p. 128
Aim:
• to provide a str.ategy and procedure for dealing
with tfle exam task of sentence completion
BACKGROUND INFORMATION
The l.istening is t.'lken from Christopher Reeve's
outobiography. SDN Me. written in 1998. Reeve is on
American actor who became ramous for pl~ying
Superman. He was always keen on span in all its
forms. ond espe<ially horse riding. In 199S he was
t.'lking part in a compet.tion when he was lhrown
from his horse and broke his. neck. As a resuft he
was. panlysed. incapable of any movcmenc and
needina constant care. In spite of (his, he has not
given up on life. He has continued to make films bo1h
as a direc£or :md ~s. an actor, s.t.1rrina in a remake of
Alfred Hitchcock's film Reor Window. He works
tirelessly to raise money for the dis.Jbled .Jnd for
research inco spinal injuries. and makes. many pcbric
appear.Jnces. He has Solid that he is determined to
walk ogain one doy.
See. Teaching procedures and adlllc:e p. 10.
Go through the introduction to the task with the dass.
Emphasise the importance of the points listed in the
procedure and the need lor correct spelling and
grammar. Remind students that they can use actual
words from the Listening te><t in their answer, and th3t
they should only need to write one word or a short
phrase for each ansWer.
t Introduce the topic of the Listening by discussing the
photos with the class.
2 When students read through the ~ntences they
should think about the grammatical fo•·m of the mi$sing
word or phrase. Remind them that in sentence
compfetion the sentences for·m a <:omp!ett text whkh
summarises the main points of the Ustening.
 UNlT 9 The mind's tyt

The recording is in exam format, induding a 45-second ANSWERS

p<>use far students to read through the questions . To give Ex. 1
students an idea of uam conditions, play the ~carding 1
all the way through without stopping.
1 He laved sajfing most in the wortd. (object)
• Tapescript p. tJO l We first met in December. (time adverbial)
) This gives students the cha.nce to analyse their 3 My sister does mast o f the cooking in the bmily.
answers by lookin' at the upacript. This will develop (subject)
their un<lersunding of the types ol question uked and so ~ Learning ahouc a new culcure i• the most
help them in the exam. important thing for me. (subject)
Once they have completed Exercise 3, ask the following 2
quesoons: 2 It was his cousin that Rick took out, not his
• Do you know anything else about Christopher Reeve/ girlfriend.
What do you think about him 1 3 It was for a meal that he toOk her, not for a drink.
• Do you think it is easier or mo~ difficult for a disabled ~ It was last night that he took her, not the night
person when they are in the public eye!
before last.
ANSWERS 3
The verb cannot be emphasised with this type of
Ex. 2
cleft structure.
1 dreams/has a dream 2 real (NOT vivid) l wet
Ex. 2
hair 4 depression (NOT illness) 5 die/die happy
6 wife and childrenlf3mily 7 the boat/his boat 1
{NOT it) 8 a (new) basis 9 different 1 He really laves football.
Ex.l 2 Nowadays everyone is trying co do more work in
a) 2 (real, >i>id) b) 1 (he) c) 5 (do that, die happy) less time.
d) 4 (the change, depression) e) l 3 They're advertising now.
~ we·ve never asked the children what they think.
5 I am enjoying the social life.
Language Focus: Gram mar p. 129 6 He just wanted to have a car of his own.
2
Aim:
a) the obje<t: 1, 5 and 6
• to Introduce students to the use of cleft
S«ntences lor emphasis b) the verb: 3 and 4
c) the whole ph rase: 2
1 - 3 These exercises introduce the diflerent rypes 3
of deft (divided) structures and the reason for their use - 1 What scie ntists are looking for is a
a~re for the
to enable the speaker/wr iter to put particular emphasis common cold.
on the inl<>rmation in the sentence which they consider 2 A cure f<Jr the ccmrnan cold is what scientlsrs are
to be most imparun.t. Having a grarMUtical memod of looking for.
doing this is especially useful in wriaen English. where
3 Wh2t scienmrs are doing is looking for 2 wre for
intonation and stress cannot be used.
the common cold.
You can do the exercises as • class or let students work ~ What is happening is that saentists are looking far
though them in pairs, referring to rhe Gram mill' a cure for the common eokt
reference (Cou rsebook p. lll ) before checking
5 The thing that saentists are looking for is a cu~
togedter.
for the common cold.
4 This aerdse gi• es students the chance to use deft Watch Out!
structures in a natural and persona.l context. Stative verbs can't be used in this scruaure.
Ex.J
1 place 2 personlgirVwoman 3 minglfearure
4 time 5 reason

83
UNIT 9 T~ m1nd'-t cyt-
Use of English: Paper 3, Part 1 p. 130
Aim:
• to show students how undentanding text
organisation can help ctlem wictl dor.e texts
See T e.aching procedures and advice p. 12.
Remind students of the normal strategy for doing doze
texts.
2 Do this with the whole d:oss and check answers
before moVing on to EKercise ).
3 Give students a chance to compare and juuify their
answers before checking them with the whole class.
f.XTENS/ON ACTIVITY
Give studencs a ch"a.nce to reaE;t to the content of the
clo~~e te><t by asking them what they think of dle
c•ampl"s given. Ask:
• Do you believe that people can really do these
mings! Why/Why not!
Do you lcnow anyone personally who can do dlem!
Who' (Ask students to 1alk about me person.)
• Can you think of any value for these skills in the
modern wortd~ {team building, medicine, curing
phobias. etc.)
ANSWERS
Ex. 1
The people are fire-walking- walking on hot coals.
They cake pal"l in a training programme designed to
build up their confidence, and teach them how to
walk properly, before they do the fire-walk.
Ex. l · 1
1 The teKt is about the power of the mind and the way
Topic sentence: ... people have shown that they are
able to use the power of their imagination to
produce mea3urable physical changes.
It expands on the tide by specifying the relationship
be(Ween mind (the power of their im<lgination) and
matter (measurable physical changes).
2 1 up with 2 across as/over as 3 around to/round
Example 1: One man could change the temperature
of two areas of skin on the palm ...
Example 2: Another man Wa3 able to raise or lower
his hea!"l-beat rate by ... He even used his
imagination to control pain ...
Example 3: people can even walk barefoot over red-
hot coals ...
The sentence that tells you what they have in
common is: In all dlese coses. rather dlon trying to
chonge the physico/ processes of their bodies direcrly,
!hose involve4 use visuolisation ..•
Ex.)
1 over 2 number (NOT amounc/proportion)
3 they 4 could 5 of 6 one (NOT it) 7 this/so
8 himself 9 his 10 whenfwhel'ever 11 as (NOT
like) 12 until 1l without 14 In 1S order
Ex. .f
1F lT 3T 4T ST
Language Focus: Vocabulary p. 131
Aims:
• to extend students' knowledge of key lexical
areas for the e~<am
• to show students how knowledge of
wordbuilding a.n help them with exam tasks
See Teaching procedures and advice p. 9.
J Students should read the te><t through for content
and meaning before attempting to fill in the gaps. Ask
students to complete the text in pairs and then ched<. the
answers with the whole class. Highlight the prefixes and
endings that were necessary.
2 Do the first one with the whole class to make sure
that all students understand that two particles are
needed. and then ask them to complete the exercise in
pairs.
3 This shows students patterns for liKed phrases with
come and pro~ides prnctice in exam format.
ANSWERS
Ex.1
it can help us to achieve our goals.
2
1 overcoming 2 simplicitY 3 outset 4 obiective
S visualisefvisualize 6 attainment 7 unconscious/
subconscious 8 various 9 reality 10 une><pected
Ex. 2
to 4 down with S out in 6 down to 7 in for
8 up against 9 up for 10 out with
Ex.l
1 In Britain pe<lple don't «1me ofoge until they are
eighteen.
2 It oU come out oil tight ;n the end.
3 Despite his con<:ern, he (tnolly come to terms with the
situation.
4 The game didn't come to life unu1 the second half.
5 He advised us to come dean about the incident.

6 Wllatever comes to hond will be OK.
7 After roffing downhill die boll came CD r~st behind lhe
vee.
8 His plans come to nothing ohhoughleven though he
vied hard.
Reading: Paper1, Part 4·p. 132
Aim:
• to give practice in answering multiple-choice
questions on a literary text
See Teaching procedures and advice p. 8.
BACKGROUND INFORMATION
The text comes from a novel by lim Partes called
Goodness. Tim Parks is an Englishrmn who used to be
an English teacher and now lives with his wife and
children in Italy. He has written severdl books about
what it is like co 1;\le in another country a.s well as
sevcnl successful novels. Goodneoss is a novel Cllbout ;a
man who has a succcssfuP career and a more or less
successful marri3gc, but then has a severely
handicapped child. The scory explores the effect this
child has on his life.
t . 2 Do these exercises using the procedure
suggested in Exam Focus Unit 7 (Coursebook p. 98) and
in Teachina procedures and advice (TB p. 8}.
3 This exercise a$ks students to react to the text on a
personal level.
ANSWERS
Ex. 1
b)
Ex.2
1A 20 38 48 SA 6B 7A
Use of English: Paper 3, Part 3 p. 133
Aim:
• to pro\lide practice In the exam task of gapped
sentences
See T eachina procedures and advice p. 12.
ANSWERS
1 cure 2 go 3 clear 4 laid S paS$ 6 keep
UNIT 9 The mind·~ ~e
Speaking p. 134
Aim:
• to allow students to discuss the topic of health
in a similar format to Paper S, Part 3
See Teaching procedures and advice p. 14.
I These questions provide ideas for the prompt cards
and should be done in pairs. Ask students to share their
ideas with the class and write any new factors suggested
on the board.
2 . 3 Give Sludenu the dlance to practise dealing
with the prompt c.ard. and then listen to a model answer.
Play the recording twice, and ellen discuss the questions
in Exerose 3 with the whole class.
- Tapescript p. BO
4 . 5 Allow students to practise In exam fonnat.
Tell them to help each other with consvuctive feedback
(e.g. on content. fluency and accuracy) on their long
tums.
ANSWERS
Ex. 3
• The speaker disagreed with the queslion, saying
that concrete factors such as lifestyle. e.g. smoking.
money (allowing a higher standard of health c.are).
the influence of other people, e.g. friends. and
education. o.n all affect health more than the mind
on iuown.
• In addition to the three points in the pron>pts. she
dil>cussed education.
• She brought in an example from her own
experience.
language Focus: Grammar p. 134
Aim:
• to make students aware of the pattern of veri> +
noun phrase and how it may be used
Z:::. Go through the introduction with the whole class.
Highlight the difference in meaning between a) and b).
Point out thal neve and toke are often interchangeable
with <:his svucture. though hove tends to be more
common in British English and toke in American English.
However. when referring to the consumption of food and
drink hove is used In both British and Americon English.
.as
 UNIT 9 Th~ mind's ~yc
2 Ask students to do this in pairs, and then check the
answers with the whole dass.
ANSWERS
Ex. j
1 She gave him a fleeting glance as she left.
2 I had a drink of water. (NOT some water)
3 Let's have/take a rest for an hour.
4 He gave the dog a vi<ious kick.
S I had to give a lecture to a group of 500 students.
6 She gave him a tender ki$$.
7 Who will volunteer to do the washing up>
8 rn time. Peter made a full recovery from his
illness.
9 She had a str.lnge effect on him.
10 Then Marie made an unusual suggestion.
Ex.2
1 gave a worried frown 2 had/took a quid< look
behind her 3 gave a (sudden) cry 4 had a couple of
dances with him S gave a groan 6 make a
suggestion
Improving your writing p. 135
Aims:
• to help students identify and <:orrec:t erron with
organisation and discourse
• to review areas covered In the lmpro•ing your
writing sec::tions in Units 1 and 3
1 • 2 Exercise 1 focuses on text organisation, use of
pronouns and other linking words. while E><ercise 2
works on a range of problems. Ask students to work in
pairs before checking the answers with the whole class.
ANSWERS
EK, t
1 Ex. 1
Suggested an!iWer
famous people, like pop stars or rich people. can
influence !he whole of society by their behaviour,
since ordinary people may take them as role models
for their own lives and try to dress. speak and
behave like them. This means that such celebrities
may become images of the societies they live in.
2 small amounts of the substance that causes the
people: ordinary people
lc This
they: such celebrities
society: the societies they live in
Therefore: since
86
Ex.l
1
understood what my strengths were (aptitudes is too
specif<c, and it should be wllot not which)
to develop them (go for is too informal)
in which I can use my abilities fully (commensurate is
not normally used as a verb)
advice (od>risory is an adjective)
even further (furthermore is a linking word)
modified (the verb to smooth (past: smoothed) would
not be used in this context)
a•·rogance (to be absolute is not a persoMI
characteristic in English)
for what they are (a fixed phrase: appreciate/accept
someone for whoc they ore)
be aware of others (reod berwee/1 the lines usually
refers to something specific that is read or spoken)
2
Suggested answer
She is a very loy~l. supportive and f>ithful person,
someone you can count on to be by your side
whenever there is a problem. That is very important
to me. h: makes me feel safe to know that, in •ddition
to my family. there is someone else I can all on at
any time. She has proved this so many times that I
feel she really deserves to be ulled a friend.
Language Focus: Vocabulary p. 136
Aims:
• to show how a dictionary can give information
on connotation
• to extend tbe topic of tfle unit
Students could get additrona1 information on the areas in
the speaking from the Internet.
,...-------------·-. ·-- - · - -
ANSWERS
2
1 treated 2 cured 3 healed
Ex.l
• acupuncture: a method of stopping pain and <uring
disease by putting special needles into particular
parts of the body
• homeopathy: treating disease by giving e><tremely
disease
• aromotherapy: treatment using massage wid>
pleasant-smelling natural oils
• hypnosis: a sleep-like state of the brain: in this state,
physical and emotional problems (an sometimes be
treated

Writing: Paper 2, Part 2 (article)
p. 136
Aim:
• to show student$ how to write an article which
also involves a na....atlve element
This Writing section doesn't give a full sample answer.
Instead. Exer<:ise 2 builds up an article by asking st\Jdents
to complete a given framework using their own ideas. In
this way they should produce a well-structured article
YMich they ....;11 remember because they have
personali$ed it. This work is Intensive, focusing on
organising the article at sentenc• level, and fon::ing
srudenu to think carefully about the accuracy of the
language and vocabulary that they use.
f Introduce the task in the usual way.
l Go through these exercises with the whole class.
but ask them not to write any det:>ils in the article. Mal<e
sure that they can identify and underline the topic
sentence of each paragraph. and discuss any details that
they could add.
3 Ask students to write the article out. adding the
ideu that were discuSled. or any ideas of their own. This
could be done in daM or for homework. If it is done for
homework. then the articles should be brought to the
next class to e><change and discuss. It is important for
students to realise how the details they hav• added bring
colour and interest to their article and make it more
interesting to read.
4 Set the parallel task for homework.
ANSWERS
Ex.1
1 Key words: local newspaper. describing their own
... phobias .... e><plaining how they dealt with
them. artide
2 The style should be fairly formal. although less
fonnal than an article in a specialist magazine. since
the article is for a local newspaper aimed at the
general public.
Ex.2
1 18 2C 3C
1 She had a fear of heights.
2 Sentence 3
2 Now your students are ready to do the test for
1 The effect of the phobia on her life: For some
te<lson my mind ... overcome !he (eot.
J It focuses the reader's attention on the confli<t
within che writer- it adds interest 3nd ...ariety and
makes the te><t more vO/id.
UNIT 9 T~ mind'<t ~ye
3
1 What she did to over.:ome the lear: 0'* day ... I
dedded that I was going to overcome this fear.
~
1 ..• otrhough I will never be completely happy with
heights, I con C1l Ieos! live with lhem.
FURTHER WRITING PRACTICE
These: t.>Sks can oo usee! for hom()work. Remind
studenu to follow the strategy !~>at 1hey hav~ us~d in
the unit
1 You ha-c been asked 10 write an article for your
colleg() mag:>~ine"' help other scudenu with
chc:ir exam preparation. Describe what st~ps you
£ook co prepare for :t p:.rticular CKamination in
the: pa$t, and say how this concribuced to your
SUCCe5$.
(J00-3SO words)
2 You have been asked to wrice .1n arcic.le for your
college mag.uine •s J>.1rt of a serie$ called 'Making
the mos.t of yours.eJf. Describe £echniques you
have used to improve your confidence. and say
how they have helped you.
(300-3SO words)
UNIT 9 review and extension p. 138
ANSWERS
Ex.1
1 denied having written 2 make me change my mind
3 nsk being heavily fined 4 to assume (that) we
were all/would all be in agreement S was chosen to
test 6 heard you being rude to me 7 I had
expeeced to have heard 8 had refused to believe
9 so dislike my/me being in charge/so dislike the fact
that I am in charge 10 dreaded telling her father
EK.l
1 undergo 2 irrational 3 anxiety 4 lull-blown
S accustomed (>lifestyle 7 disregard 8 undesirable
9 overcome 10 ah:emati>~e
Ex.l
~0 SB 6C
Unit 9 on T8 p. 156.
87
 UNIT
10 The world of work
Speaking p. 139
Almt:
• to Introduce the theme of the unit: dffferent
attitudes to work and the future or the
workplace
• to provide practice fo~ Paper 5, Pans 2 and l
1 This eJ<am format .._sk should be done in pairs.
Remind students not to des~ribe the photos.
The photos show. ~lockwise from the top:
• women working on a producrion tJne in an electronics
factory
• a woman working from home on a computer
• an indonesian woman weaving doth on 3 tndition~1
foonl
• ballet dancers ~hearsing
• the floor of the Stock Exchange, Tokyo
• a forefigllter holding a child he has lust rescued.
2 . 3 These exercises extend the topic of work and
could be done with the whole class.
See Teaching procedures and advi t e p. H .
Use of English: Paper 3, Part S p. 140
Aim:
• to provide p ractice for Paper l , Pa~ S Aims.:
1 This pre-read".ng .._,k introdu«s <he mpit ol <he
t exts.
See Teaching proced ures and advice p. 13.
ANSWERS
EK. 2 of the compound adjectives (e.g. black/whitt-haired.
The style of the second tex t is more personal and
informal (e.g. use of second person. use of
contncted forms. dashes as puncnoatio n).
1 Interviews a~ becoming more tightly organised
(strue<ured), candidates may be asked to discuss
specific situations (sltuadon•~; they are also
becoming less formal.
2 their increasing rigour (fines 19-20)
3 The idiom is an infonnal one which emphasises the
effort you have to make to get no ticed .
88
- 4 make sure you're well-versed (i;; the company's
products and •ervices)
Ex. l
The following four pointS should be included
• identify your own skills and what you want (text 2)
• send out loners enquiring about job possibilities -
and make sure yours is good (text 2)
• prepare for the lntel'lliew:
- rese1rch the company (texu 1 and 2)
- be appropriately d~ssed (texts 1 and 2)
give the impression you are confident (Optionol: be
honest/don't ulk too much) (texts 1 and 2).
Suggested summa~
When applying for a job you should be clear about
the skills you can offer, and the sort of work you
want to do. Send out carefu1ly-p~pared letters to
different companies enquiring about job possibilitJes.
When offered an interview, do as mut:h resea rch as
possible about the company beforehand and make
sure you are appropriately dressed. Try to give an
impression of confidence; be honest. and avoid
talking too much.
(70 words)
Language Focus! Vocabulary p. 141
• to show the different ways in which compound
adjectives may be ro~rne<t
• to provide p~ice fo~ !>ape~ l , Pa~ l
A.k •rudents to do the exercise using a good dictionary
to help them. Cf necessary. You could also >Sk them to
suggest other words which o:ould be used in the first part
broad-minded. many·s-lded1 well-advised, wel ~known,
home-made. fast·talking, time-saving. hands-free..
smallna rge·scale. ten-page).

ANSWERS
Ex. 1
1 red-halred. narrow-minded, one-$lded
2 m... dYised. widely-known, ready-made
3 well-meanin1, labo\Jr•saving, imooth ..calking
-4 trouble-free. fuii-5Cale. five-page
Ex. l
1 Elt.l
a) 3 b) 1 c) 2
2 Issues -4 Import 5 phase out (NOT bon or forbid)
noun +adjective (<rouble-free); adjective + noun
(ful~scale); number + noun (fove-page)
3
1 flve-page 2 well-meaning 3 one-sided
-4 ill-advised 5 smooth-talker 6 ready-made
Listening: Paper 4, Part 2 p. 142
Aim:
• to provide practice in the exam taslc of sentence
completion
See Teaching procedures and advice p. 10.
1 Use the advertisement to introduce the topic. Ask
studentS:
• how the ad•ertisement mak~ them feel
• whether they think it is an effeaille way to make the
po-int
• whether they know of any other w • ys in which
children are exploited.
1 . 3 Elicit che recommended procedure for chis
task type. (See Coursebook Unit 9 p. 128.) Then
continue in the us\.A., way.
• Tapescrlp1: p. 131
Give srudents time to read their completed texts through
before checking the answers wich the w hole dass.
....!.. . S These question• give nudenL< the chance to
elq>reSt: their own reactions to the situation of working
children and to me r ightS of enlldren. Do Exercise 4 with
the who le class. For Exercise S. ask them to work in
small groups and think about what the oosic ingredient$
of a child's life should be. Ask each group to write these
on the board. Then ask the groups to draw up a list of
what they feel should be ~hildren's rightS. Ag.ain, 3$k ea~h
group to write their list on the board. Then discuss the
tw<> sets of lists with the whole dau. and draw up a final
list of boule Ingredients and rights that everyone agrees
on.
U NIT J 0 The world ol 'NOrte
For homewor1< students could write a paragraph
reporting on the dis<JUsston and the conclusions reached
by me clan.
ANSWERS
Ex. 1
The differing siruations of children in rich and poor
Mtions, particularly related to U.eir work and play.
1 child labo"r 2 footballslsporu goods l m e wider
6 the children 7 safe 8 dangerous 9 wor1<tng
conditions
Language Focus: Vocabulary p. 143
Act-orb + a~ coUocolioo
A im:
• to revise ways of intensifying cradable and
u ngradable adjectives
1 Do this with the whole dass. •o chat students
unders1.1nd the difference between gradable and
ungradable adjecti•es.
2 This exercise will help students with Paper 1, Part 1.
They should do it in pairs without using a dictionary so
that t hey learn to choose the correct answer by feel
Then ched< me answers wilh the whole class.
J This gives srudents the chance co practise using
more collocations in a personal :and natural c.oncext. Ask
them to ask and answer questions without writing the
phrales down. Then ask each pair to repeat one of their
dialogues to the whole class so that other students can
listen and comment on the combinations used. Check
that swdents are not using inmrrect c.ombinatiQns, e.g.
eede~ eMee;tee. Deal with any probl ems, then complete
th e dialogues. Finally, go through t he boxes ag>in with the
whole c.Ws and ask them to marie all t he possibh!
combinations in their books. They can use these for
revision latl!!r.
4 Do the first two tn.nsformotion• with the class so
that swdenu understand that they have to change the
adjectJve in the original sentence to o ne that will
collocate with tile intensifier given In brackets.
89
UNIT 10 The world o!worlc
ANSWERS
Ex.1
1B 2A. C
See Crcmmor re{eff!nce (Coursebook p. 223}. The
adjectives in gro1.1p A are strong gradal>le, group B
are gradabte, group C are normally
ungradable/dassilying, but <:an be used gradably and
then oolfocate with the same adverbs as strong
gradable adjectives.
Ex. 2
1 dosely 2 widely 3 highly 4 deeply S entirely
6 wildly
Ex.3
Suggested answers
1 a film/play you have seen recendy:
incredibly/deadly boring, e•tremely funny
2 a well·known personality: fantastically good·
looking. incredibly rich, eXtremely conceited
3 the public tr.onsport system in your country:
extremely efficient. hopelessly inefficient
4 your first job/the worst job you have ever done:
relatively enjoyable. deadly dull, extremely boring
S your first day at secondary school: to"'IIY
<:enfusing, extremely enjoyable
6 the education system in your country: incredibly
competitive, relatively progressive
Ex . .ol
1 The carpenters were highly skilled at their job.
2 The weather was absolutely perfect.
3 They were completely lost.
4 I found the ~lm extremely frightening.
!> l was exceedingly surprised when I heard I'd
passed the exam.
6 When her boyfriend left her she was utterly
miserable/devastated.
Adj~ve + noun coi/O(<Jtfon
Aim:
• to focus on a lexical atea whlcb commonly
causes conf\Jslon- adJective + noun collocations
refetrlng to numbers and stadstlcs
As a foltow-up to this exercise. ask students to match the
foltowing adjectives to the nouns they collocate with.
(This could be done as a team game.)
Adjectives: large, considenble. great
Nouns: city. numbers. quantity. poputation. expen:s.e.
influence. depths.. :s.um:s. of money
Answers: Iorge otyfnumbersfquandtyfpopulationlsums
of money
considerable numbers/quantityfexpense/
lnfluence/influencefdepths/sums of money
greet numbers/quantity/expense/influence/
depths/sums of money
ANSWERS
These items shovtd be cros:s.ed out:
1 large 2 smaller 3 big 4 major S expanding
6 considerable 7 greater 8 grand
Colloc<Jiion proctice
f This practises dealing with ool!ocations in a longer
text. Remind students that if they don't know the
oollocation they should choose the answer that feels
right.
2 • 3 These exerc.ises encourage disc.ussion of the
oontent of the text. and <:an also be used for further
vocabulary devefopment.
ANSWERS
Ex. 1
1B 20 JC 4A SC 6A 70 8C 9B 100
110 12B
Ex. 2
The qua\ities (i.e. per:s.onal qualities. not training or
experience) are:
to think quickly, good antidpation, aggressive,
confident per:s.onality, handle stre:s.s very well
Use of English: Paper 3, Part 1 p. 144
Aims:
• to practise the '"'aun task of cloze
• to raise awareness of some inconveniences
related to wort.
See Teaching procedures and a.d•ice p. 12.
1 - l Use the ranking activity in Exercise 1 to
introduce the topic. After students have oomp1eted the
doze text ask them to react to it by referring back to the
lirt in Exercise 1. Asl< them whether they would be
prepar~d to do as much commuting as, the man io the
text. Do they know anyone who commutes1 How do
they fee11
ANSWERS
Ex.l
1 against/the 2 to 3 could/might 4 stand
Severy/each 6 does 7 say 8 but 9 less
10 chance/opportunity 11 without 12 however
13 getting 14 tell 1S myself

Language Focus: Vocabulary p. 145
Aims:
• to focus on le)(lcal accuracy and appropriacy
• to train students to check their own woric In
these areas
• to extend stlldents'lcnowledge of ldlomadc
expressions
f As.k students to do this exercise in pairs so that they
can discus.s and ;ustify their answers. Check the answers
wich the whole class. and identify the type of mistake in
each case {word formation, intensifier. preposition. etc.).
Tell <t\ldents to make a note of ttle mittakes that ttley did
not manage to identify. These are the types of mistakes
that they will probably make thetmelves, so they should
be aware of them and check their work in the e)Qm
spe<ifically for these mistakes.
3 Emphasise that these eKpressions are infonnal and
spoken. Do the forst one with a student as an example.
Then ask students to complete the exerdse in pairs.
Check their aru;wers with the whole class by asking them
to read out the matching sentences. Then do Exercise 3.2
with the whole class and write the suggested conte><ts on
the board for student$ to copy and keep for reference.
ANSWERS
E)(. 1
1 fgJ: the job (preposition)
2 information (uncountable noun}
3 effectively (adverb)
-4 keen and committed (adjective)
5 sm the spot (fixed phrase)
6 absolutely delightt.d (strong adjective)
7 ~extr!:mely hard (gradable adjective)
8 level of commitment (foxed phrase)
9 each and every one of ll$ (word order in fixed
phr:ose)
10 ~completely unreasonable {<:olloution)
11 not doin& their fair share (collocation)
12 put up with (phrasal verb}
13 but finally/in tbe end (linker)
14 I had~ potential (collocation)
1 S rmfs.i: an effort (colhxation)
16 he ~absolutely/completetx (collocation)
17 I decided to hand ill my resignation (ph.-..s.al verb)
18 another job with (preposition)
19 earning u llll1m as (colloation)
20 llru as/~ long hours (collocation)
21 I'm~ on the way (collocation)
UNIT JO The worldofworic
Ex.l
1 The workload and the low salary
Ex.l
1 i) d) 2 f) m) 3 j) n) -4 a)g) 5 h) p} 6 b) I)
Exam Focus: Paper1. Part 2. p. 146
Aim:
• to provide a procedure for dealing with
multiple·choice questions on shol"t texts
Go through the procedure with the cla$$. Remind
students that they could try to find the answer to the
question before U$ing the options.
Ask students to do Exercise 1 in pairs and compare their
answers before you check them with the class. Do the
discussion in Exer<:ise 2 with the whole dass.
ANSWERS
Ex. 1
1C 2A 3D 48 SB 6C 70 8C
Ex. 2
Text 1: an advertisement in a newspaper, magazine
or journal
Text 2: an article in a magazine or specialist journal
Text 3: a novel or short story (probably not an
autobiognphy, which woold have a more
factual style)
Text 4: an article in a maguine
Language Focus: Grammar p. 148
Aim:
• to revise future verb forms and other ways of
expressing the future
See Teaching procedures and advice p. 11.
f Make sure that students have read and understood
the text. which is an extract from a newspaper artide.
before focusing on the use of future vert> forms.
2 - 4 The aim of these cont.r':lStive exercises. is to
darify when each verb form is most appropriate and what
time expressions can be used with each form. This can
•till au•e students difficulty even at Proficiency level.
Exerdse 4 allows students to use the future forms in a
per.;onal context. After students have completed the
activity in pairs. they could write a short paragraph about
their partner for homework, using the expressions they
have practised.
 UNJT 10 lheworid ofworlt

S . 6 These exercisu focus on alternative ways of 2

referring to the futu re. and the structures nsociated with wfll be doing (future continuous) +in, (Ot, at
them. will have dooe, ..;N have been doing (flmlre perfect,
7 Time claU$es may be cested in Paper 3, Paru 1 and furure perfea continuous) + by (for is also possible.
4. Read lhrougll che example extract from che cext wich e.g. I'U soon h~ been here (or on hour.)
uudents. elicicing che censos and cime reference in each Ex.S
clause. Then do Exercise 7.1 wich che class by reading 1
each sentence. discussing ic and chen filfing in che chart. 1 are co be introduce<! 2 you mighc lik e co Jon
This can be wed fer revision. Then ask srudents co t he point of " is d ue to S are quite fikely co
complete Exercise 7.2 in pairs. using che completed able
2
co help them.
a} S b) 1 c) 4 d) 3 e) 2
ANSWERS Ex.6
Ex. 1 1 will have been m:orried 2 due 3 likely to .o! the
point of 5 will be sarting/will have surted 6 be
1
akinglt:ake 7 ane to be 8 will no< have done
The workplace w ill have re"'!rted tO a pre.industrial
Ex. 7
model, and offices will be unnecessary.
1
2
a) ..,;11 + bare inflnitiV<!, e.g. he or she will have o v.ider main clause
- - --
link word
---··-~
subordinate
-
...
grosp clause {tense)
b) going to, e.g. what che office o(!)le fuwre is going to v.iN OS SCiOn OS I pnesent simple
be like present simple after I pnesent perfect
c)futune continuous, e.g. ..;II be onoking presenc oerfecc lb;the time present simpla
d)future perfect. e .g. will h~ gone bock to, will hove future <ontinuous wltile I pres•':~C£~.!i~uous
disJ>osed of future perfect
e) Mke!y to. e.g. you ore likely to get continuous by th.~ .tim~ .. _eresent simple
f) con/be oble to, e.g, we con mo~~e bock 10. we11 be oble
·-·
to carry round
future simple
2
when can
---
3
1 have 2 are going 3 go 4 will work! are going to
The question is whether people would be happy Co
work S have started 6 will move/a.re going to
work without the sociol contacts of an office. The
move 7 expands/grows 8 willlmaylmighrl could
sociological implications of chis could be gneater
go/move into 9 will have/could have/should
isolation of workers. who would no longer need
have/might have 10are
face-to-bee contact..
Ex. 2
1 will 2 is going to (personal incention) 3 om go ing
tO be (prediaion from present evidence) 4 will
Writing: Paper 2, Part 2 (report)
(d.ecis.ion at momenc of Spltalci"&) p. 150
Ex. 3
A ims:
1
• to focus on the appropriate style fo.r report
1 will most likely have dis:opPeaned writing
2 will be spending (sull! around a time in the future) • to provide practice in sentenc" combi ni n 1
l will be travelling (future seen as a matter of See T eachi n1 procedures and advice p. 13.
course)
4 will be carrying {continued acdon around a point in
I This ask reviews the features of a report. Refer co
the fuwre)
Coursebook Unit 6 p. 93 if necessary.
5 will have been w orking {looking back from a point
in the future) 2 Noce mat thene is no parallel writing task in this
section. All the tasks prepare students to answer t he
question in Exen::ise 2.

92
 l , 4 Theoe exercises provide idl!u for content
thro~~,~Jh cl>n discussion and a listeninc acdvity. Let
students discuss the questions in small groups and then
report back to the cla.s.
• Tapescript p.Ut
S Swdenu prepore an outline using c!le ideas they
haVI! heard and discussed. They can work In the sam e
groups as before, or individually. They should look back
at tile taSk in mrcise l. and decide what headings they
are going to use for their report.
6 This e><ercise foruses on appropriate style and
register by asking studenu to compare three
introductory paragnphs, and say why lWO of them are
less suitable.
1 , I These e)(erdses give pnctice in combining
sent1!nces expressing cause and effect, as well as
providing further ideas for contenL Remind students of
the impcn:ance of using a n.nge of structures in their
writing. Then tell them to use all their note< and write
the report for homework. Elicit appropriate headings. e.g.
Background, Current problem•. Recommendations for
change•.
9 Afolln, srudenu have to decide which sentenres are
in an appropriate style.
10 Students can write the report for homework.
Remind them of the key points in this section by reading
through the & am Srrategy bo>t with the whole cbss.
ANSWERS
Ex. t
The items that should be deleted are:
1 indudes interviews and direct quotes
2 uses •djeclives for dr.unatic effect
3 uses Irony and rhetorical questions
Ex.l
Key words: careers advice, report. new car eers
ofrlC•r. ncilitie$. at present, assessinc their
us.m..:lnass. recommendations
E><. 4
1 She didn't have any help choosing a career. She
didn't know about the diflerent opportunities.
2 information section, connections with local
companies, ful~time expert car..er advisor
Ex. 6
The best introduction is C.
A is coo inforn'\31: contn.c.tion.s, questi.on.s. direct
speech
B has inappropriate stylistic devices, e.g. rhetorical
question, exdamation
Ex. 7
Suggested an~wets
1 Only rwo computers are available, and they are
both consundy in use. which is very frustrating for
student:< needing careers inform~tlon.
2 There are not many careers books in the library.
the ones that do exist are out of date and
c.onsequendy not very helpfuL
3 The librarian is very knowledgeable and tries to
provide a good service. but she is e><tremely busy
and not always available.
-4 When representatives from local companies visit
the school they give informatiOni this is vrta1 as it
helps us to learn about real life.
S There are weekly carRers sessions after school run
by a teacher, but as the time is incon•enient. very
few students go. Howe•er, this idea has potential
and might w<>rk better if the !lme WEre changed.
Ex. I
1
t and as a result (cause and elleet)
2 In this way (cause and effect)
2
Suggested answers
1 Setting up connections with local firms enables
students to learn about work and a.s a result/
and consequently/and hence they make fewer
mistakes when they come to choming their
career.
2 I feel that the best way forward is to set up a
formal system for advice as in ~his way the
sd-leme becomes an integral part of 1he school
curriculum/maldng the scheme an inr.egr:al part ...
3 Since/Because/As there is no opportunity for
swdents to talk about their ambitions, they never
ha •e a fair chance tO realise them.!There is no
opportunity ... soJand therefore they ne~~er have
a fair chance .. .
<4 My friend found carur information in her library
so/coruequently/ther-efore she could make a
r easoned choice.
S Students should be able to vt.it a company they
are interested in. since/as in this way they get a
good idea of what the iob enalls../lf students could
visit a company they are interested in, they would
get a good idea of what the job entails.
3
These ideas would be most appropriate in the final
section- the recommendations.
93
UNIT tO The world ofworit

Ex.9 5 Our •ictory in the tournament islwm entireJt duel

1 b) - the words are more formal: set.YJ> in a) is too
Informal
l a) - b) is too personal, using we and not the
pa,:sive
3 b}- a} is too personal- the final section of a
report sho11ld pull together all the points and make
an objective recommendation
is/was due entirely to the coach.
6 What is happening is !hot !he seo level is beginning
to rise noticeably.
7 Ar~y srudents who wish to rake part should/must let
me know immediately.
6 On artiving home. he (immediately) made for the
fridge.

Now your sto.tdents are ready to do the Progress

FURTHER WRITING PRACTICE test for Units 6-jO on TB p. HS.
The task below can be used for homework.
Remind studena to follow the s~rategy that !hey
have used in the unit.
The place where you work is in a very ~d state of
repair. WrLte a repon to your manager pointing out
the problems. Describe the inconvenience and
danger caused by the present state of the building
and make suggestions about what should be done.
(300-350 words)

You can use the photocopiable test for Unit 10 on TB

p. 1S8 before doing the Progress check in the
Coursebook, which covers language from Units 6-10.

Units 6-10 Progress check pp. 152-153

ANSWERS
Ex. 1
18 lC 3A 4C SS 60
Ex.2
1 case 2 at 3 AsfWhen 4 no S should 6 such
7 at a would/could 9 where 10 do 11 in
12 below/beneath 13 of 14 above 15 from
Ex.J
1 anew (NOT newly) 2 astonishingly 3 varied
4 elsewhere S originating 6 disposal 7 unsuitable
8 development 9 adjoining 10 characte-ristic
Ex.4
1 drifting 2 climb 3 narrow 4 landed S essential
(NOT vital) 6 respect
Ex.S
1 These gadgets are widely available nowadays.
2 Just as she was on !he point o(secting off, her friend
finally arrived.
3 It was such appalling weather lhat we cvr our holiday
shon:.
4 All you have !o do is just (!o) sign a ffffl papers.
 UNIT
11 The monster in the machine
Speaking p. 154
Aims:
• to introduce the theme of the unit: technology,
its increasing impact on e¥eryday life and Its
pos:slble implications for the future
• to prep~ for the ideas in the listening in dte
next section
The photos show. clockwise from the top:
an electric light switch; a fridge: a person talking on a
mobile phone; someone using an electronic 'smart' card
to withdraw money from a cash machine; a set of traffic
lights; two people playing a video game: a dosed circuit
teJevision camera. u$ed for security purposes.
f Ask students to do this in pairs or small groups.
They should then sha~ their ideas on how everyday life
would be different without technology with the rest of
the class. to see if everyone agrees.
2 Write the four qualities on the board. Ask students
to discuss the task in pairs or small groups. Ask them to
s~.~ggest which particular animals they think might exhibit
some of these qualities. You could elicit further qualities
which animals may or may not share with humans. Then
discuss the same qualities in relation to a computer.
Listening: Paper 4, Part 1 p. 154
Aims:
• to practise three-option multiple-choice
questions
• to extend students' awareness of collocations
• to provide input on the topic of technology
See Teadling procedures and advice p. 10.
f This collocation exercise introduces thf. theme of
the listening extracts. (Note that in the exam these
extracts will be unthemed.)
2 Remind students to read through the questions
before they listen to the extracts. In the exam they will
be given time for dlis.
• Tapescrlpt p. 1l2
3J . 4 These que:stiOI'Is encou~e swdenu to re«ct to
what they have heard. Disooss them widl the whole class.
EXTENSION ACTIVITY
Write the following statement on the board and ask
swdent> whether they agree with it or not. Ask
them to work in small groups and produce
arguments for or against the $t:atement.
Technology is blurring the •ne between reol experienc:e
ot1d imogined uPerience. beiWeen filling ond non-living.
We are in danger of le!ling machines lftle our Noes for us.
Suggest that srudents think about d\ese areas:
• computer games
• Internet chat groups
• life support machines
Discuss the groups ideas with the whole class.
Alternati...ely. ask students to write a short summaf"J'
of their group discussion for homework. or write an
answer to the question as an argumentatiYe essay.
ANSWERS
Ex.t
The following verbs are inappropriate:
1 manage 2 store 3 supervise 4 calculate 5 have
Ex.2
1A 28 3C 48 SC 6A 7C 88
Ex.S
1 ... it's often used for is ...
2 ... has yet to be ...
3 ... isn't the case any ...
~ ... to be open-minded ...
Reading: Paper 1. Part 3 p. 156
Aims:
• to develop the skills needed to complete a
gapped text
• to continue the discussion of qualities $haYed by
men, animals and machines on p. tS4
BACKGROUND INFORMATION
Mary Shelley (1797-t8S1) was an English writer.ln
1814 she eloped with the English poet Percy 8ysshe
Shelley. and married him in 1816 after his first wife
95
UNlT I J ~ monsk'r in~ machiM
committed suicide by drowning. They lived in Europe
and were leading f-.cur-es in the Romantic movement.
Mary wrote novels in(.luding fronkensre'n, which was
published in 1818; this became her most famous
work and bas been filmed several times. most
recently in 1994 with Kenneth Branagh and Helena
Bonham ..Carter. The story c.oncems a S(.ientist caiPed
Frankenstein. who (.reates a living monster in the
rough shape of a man. However, che monster has
feelin8' and desires, and after Frankenstein fails to
sadsfy ics human emotions, it becomes angry and kills
two people- Frankenstein's brother and his bride.
Frankenstein himself dies trying m kill the monster,
his own creadon. The navel raises many ethical
questions about life and human rights.
See Teaching procedures and advice p. 8.
f • 2 This quiz allows students to predict the topic
of the text. Do it as a class quiz. or ask students to work
in pairs. Don't check the answers with the class. Instead,
ask students to ...,ad the first twa pa~raphs of the base
text to check far themselves. Ask them if they know
anything else about F"'nkenstein. or if they have seen the
~lm. What do they think of the idea of a sensitive
monster! Is it tao far-fetched!
3 Refer students to the bam Strmegy ba>< when
introducing the usk. Remind them that they should read
the whale base te><t through before looking at the
jumbled paragr3phs. and that they should read the
completed text through when they have fonished. Check
the answers with the whole class, making sure that
students justify their answers. Then ask students. to react
to the text. Ask
• Why does the writer begin by referring to the story of
Frankenstein?
• What is the essential difference between a man ~nd a
machine/
• How might a computer's idea of death be different
from a human's!
• Oo you be1ie'f'e a <:¢mpurer c¢u!d ever have a soul~
ANSWERS
Ex.1
1b 2b 3a 4a
Ex.l
1F 28 3H ~C 5E 6A 70
Use of English: Paper 3. Part 1 p. 158
Aims:
• to develop the skills needed for Paper :J, Part 1
(cloze)
• to extend students' knowledge of idiomatic
expressions
See Teaching procedures and advice p. 12.
t Ask students to read the title of the text and discuss
its meaning. then describe the picture and discuss the use
of the various pieces of equipment. This exercise includes
a usl< to ensure that students read the whe>le text liNt
for general understanding. The questions focus on the
main points.
2 Deal with the ciOlee in the usual way.
3 This exercise encau~es discussion of wider issues
raised. including how society should treat old people. Do
these questions with the whale class.
4 The vocabulary casl< extends a lexical set exemplified
in the text (gap 3). Elicit more expressions involving the
body. Suggestions:
He couldn't put his finger an it. (He couldn't identify
something that was worrying him.)
He put his back into it. (He tried hard.)
He gave her the cold shoulder. (He ignored her.)
ANSWERS
El<. 1
1 The problem of looking after sick and elderly
relatives.
2 It can look after the sick and elderly.
Ex. 2
1 on 2 whose 3 finger 4 every 5 by
6 erablinglallowing 7 under 8 well
9 means/types/sorts/kinds 10 only 11 itself
12 addition 13 being 14 However 15 before
Ex.4
1
1c 2d 3b 4a Se
2
Suggested answers
2 He was sitting quietly reading when there was a
loud bang from outside, but he didn't move or
seem worried- he didn't turn a hair.
3 Although the house was in a terrible mess he just
sat down and watched as the others rushed
around tidying up- he didn't lift a finger to help.
4 He knew his work so well that he answered every
question in the e><am perlecdy - he didn't put a
foot wrong.
5 He said that he had not ~en anywhere near the
scene of the crime but there was a witness who
identified him so he didn't have a leg to sund an.

Language Focus: Grammar p. 159
Aim:
• to extend students' awareness of how a
refle.Uve pronoun can change the meaning of a
verb
See Teaching pr<>cedures and advice p. ll.
I . 2 These exercises focus on fonn and on
meaning. bcercise l provides practice in exam format.
ANSWERS
Ex.1
Sentences 2. 3, S. 7 and 10 don't require reflexive
pronouns. The reflexive pronoun is possible in
Sentence 7. but is redundant and rather old-
fashioned.
Ex.l
1 a) explain= give a re.asol\ for: b) explain oneself=
say dearly what you meal\
2 a) compose = plar1. write or make up (in this
ease, a letter); b) compose yourself = settle
down. stop being angry or upset
l a) apply= use in; b) apply yourself = woril hard
or concentrate
4 a) dediute to = ackoowledge. expre<S thanks for
somebody'< contribution to a book. etc. b)
dedicate oneself to = put all your energy into
something
S a) lend = let you have use of something for a
limited time: b) lend its<!lf to = be suit'lble for
6 a) distinguish from = make someone appear
different: b) distinguish oneself= do exceptionally
well
7 a) help =give assist'lnce: b) not help oneself ;:; be
unable to prevent oneself
8 =
a) suit be right for somebody: b) suit yourself=
please yourself = do what you want (informal and
rather rude)
9 a) behave = act in a certain way: b) behave
oneself = be good. behave in a good way
10 a) be reconciled with = re-<Ostablish a good
relationship aner a quarrel: b) reconcile oneself
=
to something get 1.1sed to something
Ex.l
' She said we could/should help ourselves to
onything/v.ho~ver we li~e<l from the fridge.
2 They don't need to commit themselves (to o final
decision) until later.
3 You shouldn't blame yourself (or losing/having lost
tile game.
UNIT J l The monster in dte machine
4 The politician wanted to dist<Jnce ~imself (romfto
keep himself 01 <J clistooce from the scandal.
S If you clon'r ossert yourself you will just be exploited.
6 You con suit you/Self whelher you come or not.
listening: Paper- 4. Part. 4 p. 160
Aims:
• to develop the $kills needed for doing a dlree-
way choice task
• to sugg""t techniques for dealing with dle
prompt card in Paper S, Part 3
J Use this 13sk to prepare students for the Ustening
task. The discussion introduces key <:<>neepts and
vocabulary.
2 Remind students to read the task carefully before
they listen. They should listen carefully to what each
speaker says. and try to identify synonyms in the
statements in tile t'lsk.
3 Play the recording through once and ask students to
compare and justify their ideas. Then play it again.
• Tapescrlpt p. 132
4 To prompt discussion, ask questions such as:
What do you think about these developments!
• In what other ways ar~ we interfering with nature
nowadays!
Should we use our intelligence to improve nature or
should we allow nature to cake care of itself?
5 This prompt card question uses idea$ from tile
Listening section. Ask students to think about the
question in pairs and then play them the recording of the
student giving the ulk. Discuss how he could improve
with the whole class. chen let students practi$e their long
turns in pairs.
• Tapescript p. 133
ANSWERS
Ex. 1
The headlines and pictures could suggest aU of the
points mentioned.
Ex.l
1w 2B 3W 4J sa 6J
Ex.S
2
He does not really develop the ideas or back them
up with any concrete examples. and so he runs out
of things to say after about a minute.
97
 UNIT II Thc monnc:r In the I'YI&(I'!Inc
Language Focus: Grammar p. 161
Aim:
• to ~evi se the use of complex verb forms
lnduding modals for future predictions
See Teaching procedures and advice p. 11.
Re<r1ind students that the choice of fom> for talking about
the furure is necessutly subjfftive as the fuwre is
uncertain. The choice of modal verbs ond future
structures an also be subjective and t.h ere mo.y be more
than one an.s wer In che:s~t exercises. Refer stud.en u to the
Grammar reference (Cou~ebook p. 22-4) if necessary.
ANSWERS
Ex. 1
1d 2a 3b 4b Sc
Ex.2
2 to have been resolved
3 would need to be preceded/would need to have
been preceded
4 could have themselves cloned
5 could be used
6 shouldfmust not be allowed
7 are alwaY" taken up/will always be taken up
Note: need Is a main verb In Sentence 3 and must
therefore be followed by an infinitive with to.
Language Focus: Vocabulary p. 161
Aim:
• to extend students' knowledge of idiomatic
expressions that may be tested in Paper f , Part
1 and Paper J, Parts l and 4
See Teaching procedures and advice p. 9.
1 • 2 When you chedc the answers ro each tuk
with the whole class. ask nudenu to e•ploin the meoning
of each idiomatic • •pression and underline the
eltpreuicn in their books to make r evision easier.
EXTENSION ACnVITY
AI of the cdioms below are related 110 •t!ht and
1\oaring. Dicta<• the s•ncenc•s co your swdents. Ask
them to W<>rk in pain and !/link about what each one
might mean.
1 Can't you set "'1 point o(vitw?
2 So you've fonally sten rht lir/ft.
J I think I can shed som•l'flhl on it.
98
~ I don't exoctly s••....., ro eye with you th•re.
S Go on, keep ulking- I'm all ears.
6 I heard it on the rrof>Pme.
After they have discussed each one. Mit them m•
following que<tions. Which person:
• can help you to ...dentand a ln)'St*Y! (3)
• dioesn't ~with you! (-4)
• is listeninz c:onlully! (S)
• knows some~! (6)
• tl*>b you've undenrood somet:hll>& It lase! (2)
• w:mts you to see their side ol the •"&""""•! (1)
ANSWERS
Ex. 1
1 put 2 blow 3 grasp 4 hold S moved 6 hit
7 squeeze 8 pushed 9 grip 10 pinch
Ex. 2
1 The country is. rich in naru ral resources such as
coal and iron.
2 languages (seem to) come naturally to her.
3 The police thought he had died of natural causes.
4 If you've got a minor illness. it's best to let nature
take its course.
S She's not bad-looking but she spends a fortune
trying to improve on nature.
6 The explosion was a natural disaster.
7 I got her to help by appeoling ro her better narur<~ .
8 It's second nature to most people to fasten the
seatbelt when they get into a car.
Reading: Paper 1, Part 4 p. 162
Aims:
• to develop die reading skills needed to
complete multlpleo<holce questions, particularly
those t:ha.t test understanding or detail and
;mptica1ion
• to focus on word formation, co help with
Pape~ l, Parts 1 and 2
1 The ranking activity and discussion provide useful
practice lor Paper 5. Part 3 and should be done In pal~
or small groups. Encourage students to discuss each
quality in turn before choosing and ranking the four most
important. to generate ideas. The furth er discussion In
Exercise 1.2 should also be done in pairs or small sroups.
Check students' ideas with the whole class before moving
on to Exercise 2.
2 The questions focus on the infom>ation students
need to answer the multiple-choke questions in Exerdse
3. Check the answers with the whole class before moving
on to the exam task in Exercise 3.

The w.xt refers to different time periods and is quite
complex. To make this clear. ask srudenu:
Which paragraphs refer mainly to
a) the prasent! (1}
b)lhe near future! (2. 3, 4, 6)
c) the mo re distant !urure? (5)
Ycu cou\d also ask them which tenses are used in each
case. This would provide revision for the use of tenses
:md future forms.
C This activity will help st:udentS w ith Paper 3, Part 1
(doze) by making them think carefully about the fonn of
the word they write in the gap and with Paper 3, Part 2
word formation. Ask studentS co work in pairs. They
should use a dictionary if necessary to find the other
forms of the words.
The discussion in Exercise -4.3 allows nu<lenu to react
personally to the U>pit..
ANSWERS
Ex. 2
1 genetic engineering as a right of parents
2 to prevent hereditary illnesses in children; to
prevent mental problems and improve the senses
and intellect
3 sight. hearing and intellectual abilities
4 longer-term modifications mat could allow survival
on other planets
5 in the short tenm though
Ex.l
1D 28 3A -48 50 6C 7A
Ex.-4
1
1 adjective (nouns: gene, genome adverb: genetically
verb: engender)
2 adverb (noun: ethics adverb: ethically + negative
adjective: unethic.al)
3 verb (nO\In: inheritance adjective.: inherited)
-4 verb (noun: expansion)
5 noun (noun: addia adjectives: od<frcrJ.., addicted)
6 adjective (nouns: inte"ecwo~ intellect}
7 noun (verb: tend)
8 noun {noun: cmribution adjective: attributed
adverb: cmriwtedly)
9 verb (noun: ptrJYision adjective: provided)
10 adjective (noun: madifico!ion verb: mad'lfy}
UNIT 1 J The- monsur in the machine
11 noun (verb: enhance adjeaive: enhanoed)
12 noun (adjective: defeaivf: adjecdve: de(ecWeJy}
2
1 provision 2 modifications 3 d efective
4 zddictive S expanded/enhanced 6 unethical
Exam Focus: Paper 3, Part 4 p. 164
Alms:
• to provide techniques and hints for dealing with
the enm task of key word transformation
• to make students aware of the type of language
that could be tested by these Items
Go through the introduaion with the whole class.
Encourage students to think in terms of phrases, not
words.
Tho introduction focuses on the kind of changes that may
be required In ti'VISformalions, •.n d w hat kind of
collocnlons and fiXed phrases might be umed. You could
writa the example sentence on me board before students
look at their books and ask them to write their own
answer. lhen ask them (0 c.ompare their answer with tt.e
one given in the Coursebook. After that. go dlrough the
procedure wilh the students and stress the importance of
careful checking.
1 This zjves swdents practiC'O in checking their
completed sentence transformations. Ask students to
work in pairs to identify the miu akes made in the
sentences, using me checl<Jist above.
l Ask students to do this exercise individl<llly, then to
w o rk with a partner and check one another's work using
the checklist provided.
ANSWERS
Ex. 1
1 This is inc:orrect as the key word has been
changed, and the tense h•s been changed from past
to pr esent.
l This is incorrect as some informadon has been
omitted.
Ex. ]
1 The government's policy has u~detgone o complete
change since the election.
2 Ther~ have been floods of comp!oinrs about lost
night's programme.
3 You should lose no time in geltin2 this checked.!
You shovld nc>t lose "'7 tme in gcaing this chedood.
4 There wos no ref~ (made) to (a"Y) e.ara dlo~s
in the brochure.
99
 UNlT 1 1 The monn~r in the ma.chine
5 It wu lhe im-entio<! o(lhe ptiil!li1g press tl><Jtlwhi<.h
surted !he informacicn revo/utio11.
6 It's high lime (th<Jl) rite autharilios did samerhinll
obout reducing traffic. congestion.
7 No-one rou/d shed Gny light on the matter.
8 Any changes made in the short term should only be
minor.
Writing: Paper 2, Part t (essay) p. 165
Aim :
• to Introduce students co the second type of
discursive e ..ay- presenting only one side of an
arxument and supporting It with evid.e nce
f . 1 This sEOrts swdem:s thinking about the tuk.
Ask !hem to d iscuss Exerdse 2 in pairs. They shou ld have
thouaht about most of these ideas already in previous
1ec.tions of the unit.
3 The questions on the sample essay focus on the way
the text is organised and how the information given In
the headlines has been used. Students need to look at
how the writer has connected each paragraph and each
idea. Do each question carefully with the whole class, and
make sure that all students underline the topic sentences
and linking e><pression>. Highlight the way in which
e•idence is used in each paragraph to support the main
idea, and the fact that one paragr.>ph is unsupported.
4 - 7 This parallel writing EOSk uses ideu !ha t
Sludents hove already discussed in the uni~ Exerclles S. 6
and 7 deal with each section of the essay in tum Exerci<e
S shows srudents the best type of introductio n, and how
it shovld lead into the main body of the essay. Exe r cise 6
looks at wa~• of combining sentences to provide
supporting evidence in the main pan of the essay.
e~erclse 7 shows students the best type of conclusion.
Do all of these questions with the whole class.
8 Students use the notes they made in Exerciso .of and
the model they have worked through in Exercises s-7 to
provide an outline for the wrieing wk. Then set them the
EOSk for homework. Remind them of the work done In
this section by going though the Exam Strategy box.
ANSWERS
Ex. 2
technological issues:
fut food, ready-j>repared meals, microwaves
pr ivacy
unemployment caused by machines and computers
changes in work panerru
crime
100
Ex.l
1 No. credit card fraud has been omitted.
2 They have been re·ordered .
3
(In the world of work.... work)
(Another example of the negative eff&t of ... home)
(Finally, there are implications ... Information)
4
World of work -information on robotics and effects
of spread of personal computer~
Domestic front - (This point lacks sufficient supporc)
Information technology and freedo m/privacy - data
banks, lack of control
Ex . S
8 (A is coo general and focuses on good and bad
points which the task does not require.)
Ex. 6
1 (agriculture) More chemical sprays are being used.
so crops have fewer d iseases. I Because more
chemical sprays are being used. crops ho.e fewer
diseases.
2 (medical science) Because people live longer but
still age in appearance, many want plastic surgery
to look bener. I People li•e longer but still age in
appearance; as a result many want plastic surgery
to improve their looks.
3 (medical science)lf hereditary illness were
eradicated, the popu1ation would be healthier.
.of (medicine) Because o f immuniution programmes,
'SOme infectious disea.sn ar e being brought under
control.
Ex. 7
As the introduction chosen in Exercise 5 leads
towards an essay describing cht adonntages of
modifying nature, then B is the best conclusion as it
provides a summary of the benefits and refers back
to this introduction.
fURTHER WRITING PRACTIC£
The essay titles below can be used for homework.
Remind students to follow the stnt•li:Y that they
tu ..... used in !he unit.
1 Yoor tuCDr has set .,.,.. the folo~ essay 'l'JC'Iion:
The eo.rer-incTusinz use o( technology has gready
in'p'oved our daly lives. Explain. usinc r.wo or three
e>CafTlples, how .,.,.. think this mi&f1 t be crue.
She has given you the lonowing ~ dvcrtisements to
help you with ideas:
 UNIT
12 The last frontier
Speaking p. 168
Aims:
• to introduce the theme of the unit: travel and
tourism- the reasons wtly people travel and tfle
damage it may do to the environment
• to introduce key vocabulary and Ideas for the
topic of the unit
See Teaching procedures and advice p. 1-4.
1 - 3 The exercises start students thinking abollt
ways in which tourism has changed che narure of travel,
and introduce the idea of t<avel to unusual places to
prepare for the Reading texts in che next section.
Exercise 1.2 provides practice in the type of picwre-
based discussion that will be tested in Part 2 of the
lnternew. and could be done in pairs. The vocabulary in
Exercise 3 is needed for work throughout the unit.
Before doing these questions, make sure that students all
understand what each type of tourism is. You could ask
them to write their own definitions before moving on to
the questions. For e><ample:
Gr4:een or eco-tQUris.m: tour-js.m that takes into ac.count
environmental (ecological) considerations
Heritage tourism: based on visiting p'ac.es of historic.at
and cultural interest
Space tourism: travelling into space for pleasure. perhaps
going to tile moon (Note: The first space tourist was an
American civilian, Dennis Tito. in May 2001.)
Virtual tourism: not really travelling at all but U$ing
oomp~~ter-generated images
Reading: Paper 1, Part 2 p. 169
Aim:
• to develop the skills necessary for multiple-
choice reading questions
J The initial discussion in Exercise 1 introduces the
theme of the texts and enables srudents to react co them
on a personal level. The photo shows people dog-
sledding across Antarctica. Use the picNre to generate
more ideas by asking how the people feel, and why they
might have gone there.
102
2 Remind students to look through all the texts
quickly to establish the theme and get a general idea of
their content and possible sources.
BACKGROUND INFORMATION TO TEXT 4
The Antarctic Treaty was set up in 1959 in
Washingron. and a protocol wa• added in 199,.
IAATO was set up in 1991 to 'advocate, promote
and p1..actise safe and environmentally re~ponsible
private·sec.cor travel 10 the Antan::tk'.
3 Remind students of the techniques for dealing with
multiple-choice questions tllat they learned in Unit 7.
EXTENSION ACTIVITY
Tell studems that they have been given responsibility
for roporting on controls needed for «>urism in
Antarctica. Put them intO groups and as.k each group
to prepare a presentation on !he controls tha< they
would like to see bro.,sht in. and why. Listen to the
prcscntatCons and decide on d•e best ideas. Srudenu
could write their presentations. up as .a formal report
lor homework. (See Units 6 and 10 lor help with
report w•·iting.)
Suggestiont
The agreement might specify:
• rules CJbout areCli'S where touri-sts il.rela.ren"t a11owed
to go
• rule'S about the amount or time tourists a.re a.llowod
to •tay
rule-s controlling buirdings for lourists
• rure-s forbidding tourists to leave liner or anyth5ng
thai could darn3ge the environment. such a-s ca.mera
bat~rie-s
• rure-s to prevent tourists rrom harming pbn•s :md
wildlire
• rure~ to en-sure that cruise ships do no• damage the
environmenl. e.g. by discharging pollutants

ANSWERS
Ex.l
Texts 1 and 2 are from tr.>vel books giving personal
accounts of i<>urneys. text 3 is an extract from a
brochure odvertising • holiday cruise. and text ~ is
from an article in a travel magazine.
ElC.l
1B 2A 3C 48 SA 60 78 8C
listening: Paper 4, Part l p. 171
Aim:
• to develop the listening skills needed for Paper
4, Part 3
See Teaching procedures and advice p. 10.
I The aim of this exertise is to anucipate the ideas in
the Listening and to encourage students to ulk about the
issues behind a picture r.>ther than describing what they
see. It therefore provides practice for Paper S. Part 2.
l - 4 Remind students of the importance of
reading chrough the quesuons before listeni"g to the
recording. Play the recording and give students time to
compare ond justify their answers and then ask chem to
react to the text. Check that they understand the
difference betWeen the two types of holiday. and the
environmental problems mentioned in che last section.
. . Tapeicript p. 134
5 Do this exercise with the whole dass to give
pnctice in poraphrasing for Paper 3. Part 'I. Alternatively.
ask studenu to do it for homework as revision.
ANSWERS
Ex. 3
1C 2C 3A 40 SA
b.S
1 Some tourists are willing to pay high prices to go
somewhere new.
2 If a space sution were/was used as a hotel. it
would be more profitable.
3 They are interested in the tourist market.
'I They bear some/a resemblance to big playpens.
UNIT ll The last frontier
Language Focus: Vocabulary p. 172
Aim:
• to develop the slcills needed for Paper f, Part 1
See Teaching procedures and ad~lce p. 9.
f This exercise encourages students to read all the
texts quickly to get an idea of their content and possible
source before going on to complete the task in Exercise
2. If students have difficulty with any of the items. discuss
what lexical area is being tested (e.g. collocations. linkers.
etc.).
ANSWERS
El<. f
Text1 d Text2c Text3b
Ex.l
1B 2C 3B 40 50 6A
7C 88 9A 108 11C 12A
13A HC 150 16A 170 188
Language Focus: Grammar p. 173
Aims:
• to revise the rules for indirect speech and to
loolc at how dley are applied
• to extend students' knowledge of reporting
verbs and how to use them
f - 3 These exercises practise a variety of
structures used for indirect speech. The carget grammar
is presented in a short extract from a non-fiction travel
book. and the students are asked to work out the rules
lor themselves. Once students have completed Exercise
1.1, ask them what the point of the story is (people kept
telling the travellers that they were near a village when in
(oct they were not).
for Exercise 3. wam swdents to chink carefully for eoch
question whether the 'sequence of tenses~ applies or not.
In some cases. backshift may be optional.
4 This exercise looks at other verb patterns that can
follow reporting verbs. Ask students to match the
sentences to the appropriate reporting verb. They could
be asked to rewrite the anecdote as a shon spoken
dialogue. transforming indirect to direct speech in as
interesting a way as pos.sible. This would show how
reporting verbs such as O<il'ise. g1umble. etc. are very
concise ways of reporong direct speech.
S At this level students shoutd be aware that the rules
given at Jower 1evcl$ for this area of grammar provide
gener.ol guidelines, but that often when speed' is
103
 UNIT l2 11-u~ Last frontier

repo~d. chese are not followed. Eneourag<> them to 2

suggest various alternatives for the courists' origiml The object could be omitted in e} and 1).
words. If die object is omitted. bodl verbs refer to die
6 7 These exereses revise and extend impersonal subject. e.g. He intendtd to go- ond he wtnL He
passive constructions which may be tested in Paper 3. inttnded mt to go - end I wenL
Part -4. and may also be appropriate for use in Paper 2 3
reports and proposals. Point out (or elicit) die changes in 1 going out 2 eating 3 on going 4 not finding 5
register between the spoken and written t<>xts in at being 6 at having 7 of giving 8 me on having
Exercise 7.
Ex.S
ANSWERS Suggested answers
1 Why don't we eat out together!
Ex.1
1 2 Well. I'd re<:ommend that we eat at a smallloca•
restaurant.
1E 2B 30 4F 5C 6G 7A
3 No. we want to go to a de<ent remurant- that
2 one in ttle central square.
Suggested answers -4 Why did you park here! Couldn't you have found a
A How far do you chink it is/might be to the next space in front of the restaur:.nt!
village!
5 It's not fair. making us walk all chis way to the
B shouldlougl>t to spend the night in one of the restaurant.
shelters.
6 We shouldn't have to wait for a table.
C Why don't youfWhy not/Would you like to come 7 You've brought us the wrong wine!
inside and eat with us? You•re welcome to sD.y the
night. too. if you want. 8 Well done for organising such an enjoyable outing.
D we should/ought to press on/it would be better to
press on.
,Ex.6
E dlere was a village an hour's journey over the pass Pattern a: h + pas.5ive reporting verb + thot-<:lause
into Nuristan. Pattern b: Subject + passive reporting verb +
F there is a village. It's another hour's walk down the infinitive
river. 2
G we would be glad to do so. Sentences 2 and ) are incorrect. They ean be
EK.l ~written as.;

See Grammar reference (Cour.;ebook pp. 224- 2 It is feared that the allthorioes will refuse
225). permission for the development.
EK.J 3 It is hoped that fines will discourage unruly
holiday-makers.
1 whether you came (if you come is also possible in
infonnal use) EK. 7
2 are/were coming 1 being planned 2 expected to 3 is feared that
3 had been taken/stolen increased tourist numbeN 4 are said to be
insufficient 5 is not known whether 6 to be built
4 didn't have/need
7 is claimed that a are reporte<l to be
5 would
6 eould have
7 wouldn't Use of English: Paper 3, Part S p. 175
8 had/has {the)
EK. 4 Aim:
• to give students further practice in the
techniques needed for Paper 3, PartS
1g 2a 3b -4d Sf 6c 7e
(comprehension and summary)
See Teaching procedures and advice p. 13.

104

1 , 2 Ask students to brainstom> •deas in groyps.
Write th~ ideas on the board so that you can refer back
to them after doing Exertlse 2.
3 , 4 Remind students of the procedure for these
tasks and then let them work In pairs. (See Ex:om Focus
Coursebook Unit 4 p. 5~ .} You could Ident ify the
nece.s.sary points for the summary in clas.s and then ask
swdenu to write it for homework
5 The di<eussion extends the t opic. Encourage
swdents to refer to specific examples fi"om their own
country and other countries they may have visited.
ANSWERS
Ex.l
Text 2 presents both types of etfect.
Ex. 3
1 The phrase s~ests that the tourist lnd u<try is a
powerful force (engine) and is not dangerous to
the enviro~~rnent (leacl{re<:).
2 The metaphor is effective beca.use it uses the
specific fact that poorer countries and the people
who Uve there are visited by tourists from rich
wuntries to suggest how underdeveloped
countries are exploited in more general ways.
3 Tourism is destructive because it damages the
local environment and leads to th e depletion of
natural resources and be-cau se air trave• is a
serious e>Y>e of pollution on a glo bal scole.
~ eoconomic. 5fe:ine (Text 1 line H }; o quid<, leod-fr..e
engine ofwealth creation (Text 1 lines 1S-16)
Ex. 4
Points t o include in the summary.
TourisM
• is fun (1 + 1)
• creates income/provCdes employment for local
people (1 + 1)
• bridges gops between culru res (2}
• encou~es c.om.ervation and preJerv.uion of
resources (2)
Su~s~d answe~
Tourism provides much-needed employment for
people In poorer countries and also creates income
for emerging countries. It therefore provides poorer
countries with economic support by ,,..,nsferring
money from richer nations. In addition. the tourist
industry bridges the gop between different cultures
by allowing people to get to know one another. It
encourages countries to look after their r esources
since t hese aanct toYrists. :tnd, finally. it's fun.
{66 wo rds)
UNIT I 2 The lut 6-ol\tie,.
EXTENSION ACTIVITY
Ask students to discuss ways in which offence or
misundersQnding can be <:aused by visitors who
don't underst!nd the cu•toms of the country they
~re ¥isiting. Write these three are~s on dle board
and ask students co discuss e:s.ch on~ in small groups:
dren
gMture
dealing with people who provide a service.
Can they odd any others to this list! Take ""Y
1uggestions that the students make and write them
on the board. Students can copy them and keep
th~m for revision o( ide0s.
language Focus: Vocabulary p. 176
A lms:
• to extend students' awareness of the way
Idiomatic expressions an be used for special
effect in a text
• to extend students' ability to use sentence
adverblals and prepositional phrases
See Teaching procedures and advice p. 9.
f These ••pressions come from text 1. Students can
refer back to tile text for help if necessary.
l Asl< students to do the matthlng activity in pairs.
This will make them thin!< about the function of tile
adverbial in the sentence. Exerds e 1.1 asl<s them to use
sent ence adverbiab in a complete teXt. When they have
filled in the gaps. ask them to read the whole text again
and comment on the ideas in it. Do they ~ree with what
the writer says in the last line! Exercise 2.3 should be
done as a formal debate. Give students a chance to
consider points for and against the question, and to decide
whether they agree or disagree. Then r un rhe debate. At
the end, ask srudents to recall some ohhe points that
were made on both sides and write them on the board.
Then write the following writing task on the board.
Your wcor has asked you to write an enay entitled:
'Tourism is clearly harmful to the world and its people.'
How far do you think this is truel
He has given you text 2 to r ead for some ideas. Write
your essay in 300-350 words.
Students can use rhe Ideas from the debate as the basis of
their essay, which should be ser for homework.
3 Empha>ise the importance of underlining the whole
prepositional phrase to make revision easier.
4 81'2instonn ideas for t he wk with the whole class.
Swdents un use the account in E><erdse 3 as a model for
their own story. Tell them to try to make their account
105
 UNIT J 2 The l:nt frontier

as amusing or horrific as pol.Sible. Swdenu could Writing: Paper 2, Part 2 (review)

exchange their stories to read. and the best ones could
be read out to the whole class. p. 179
Alms:
ANSWERS • to focus on the features and style appropriate to
Ex. 1 a revJew
1 a freeloader 2 thrown an economic l~eline • to show how to organise a review
3 billed iuelf as 4 got a good track ~cord
S up-beat 6 been fuelled by I . 2 Go through the introduction and ask srudents
Ex.l to do Exercises 1 and 2 in pairs. These focus on the
1 typical features of a review. Don't check the answers to
Exen::ise 1 becauie students will do it for themsetves in
1b 2d 3a "'c
Exercise 2.2.
2
1 in reality 2 For a start 3 In addition -4 that is co 3 . 4 These exercises focus on pa~graph
:say S Rather the reverse 6 Nawrally 7 not organi$3tiOn and the use of linking words to signal the
surprisingly 8 all things considered development of ideas through a text.
ElC.l 5 This gives p~ctice in ~ported speech. Emphasise
1 that reported speech is mo~ appropriate for the style of
a review chan direct speech.
1 on 2 ac 3 under -4 in S by 6 at 7 on 8 to/of
9 in 10in 11 out 12 of 1Hrom 14 co 6 Studenu plan and write a parallel task.
2
1 for 2 at 3 to 4 without S at ANSWERS
Ex.1
1
Exam Focus: Paper 4, Part 1 p. 178 1.... 5.6
2
Aims: 1. ) ....
• to provide a procedure for dealing with three· Ex.l
option multiple-choice listening questions
• to develop the skills needed for this question describing the Centre; giving your personal
type perspective; evaluating iu appeal
Ex.l
See Teaching procedures and advice p. 10.
Paragraph 1: e. f
Go through the introduction and procedure with the Paragt·aph 2: b
class. Point out the different listening sl<ills involved.
Paragraph 3: a
Remind studenu that they should read the introductory
sentence •you hear .... etc.' as this will help them with Paragraph 'I: c, d
the topic and setting of the extract. Then follow the usual Elc.S
procedure for dealing with Listening cexu. When 1 The tourisu admired/praised the whole centre.
checking, discul.S wrong answers with studenu as this will 2 She complained chat it was going co ruin the
help them co see why they made the wrong choice. town.
• Tapescript p. 134 3 He rejecced everything/all of itlche idea
completely.
ANSWERS 4 They recommended it for families.
Ex.1 5 The manager proposed that they should discuss
1A 2B 3A 4C SS 6C 78 8C the possibility of I discussing the possibility of
Ex.l extending the facilities.
Question 1 tests understanding of detail. 6 The mayor praised the job they had done/The
mayor praised them for doing a terrific job.
Question 3 tests understanding of one of c:he main
ideas in the teKt. 7 The manager urged everyone co go there as soon
as possible.
Question S teru the speaker~s opinion.
Question 7 tests understanding of the speaker's
purpose ir1 the first part of the text.

106
 UNIT lZ The: lut froneler

fURTHER WRtnNG PRACTICE

The lol,ow,ng usk con be used for homework.
Rem1nd students to follow the str.~tegy that they
have used in the uniL
'r'ou have been :1sked to write a revlcw of a new
leisure centre o pening in your town. for your local
intere~t magazine. Write your review giving your
personAl penpective and recommending it to local
re'5ldents.
(J00-350 word•)

UNIT t2 review and extension p. 181

ANSWERS
Ex.. 1
1 cramped 2 provisioi\S 3 risky 4 boosted
S prospect 6 culmination 7 repuuble
Ex.. 2
1B 1.A 3C 48 SC 60
Ex.l
1 insignificant 2 civilisation/civilization 3 unsettling
4 relationship(s) 5 untamed 6 nightmares
7 mysterious 8 speculative 9 warrion
10 wilderness

Now your studena are ready to do the test for

Unit 12 on T8 p. 162.

'107
 UNIT
13 The price of success
Reading: Paper 1. Part 3 p. 182
Aims:
• to establish the theme of the unit: success in its
various fom•s, and how It affects people's lives
• to practise completing a gapped text
BACKGROUND INFORMATION
The text i$ ~n cxrract from a noV'el wtiucn by AJny
T3n. She was born in C~llforni:J. after her pan~nts
emigrated there fr'om China: she has a Mastcr"s
degree in linguistics and has worked as a writer for
many years. The extrac:t in the Courscbook is t.lken
from her novel The joy luck C/11~. He< other novels
inr.ludc Tit~ Ki!drrn God's Wt{e and The Hundred Secre!
Senses. She usu:tlly write~ about the situation of
Chinese irnmigr~1nt-s in the USA.
The extr.act is about the ambicions of the g1tl and her
mother and how lh~Y change.
See Teaching procedures and advice p. e.
I The initial di~cussion introduces the subject of the
reading text. Extend the discussion into what facters
other than age could mak'! people change their goals and
ambitions.
2 Tell students about Amy Tan before they read the
text Mention the non-scrndard English in some of the
dir<i!Ct speech. and explain the reason for this. Then ask
students to read the base text and answer the questions.
Discuss the answers with the <lass, asking students to
find evidence from the text for their ideas.
Note: An example of non-standard English is 'Don't need
mlent for crying' (missing subject and missing arcicle).
3 Remind students of the procedur<i! for <l<!aling with
the gapped text (see Unit 5 Coursebook p. 68). When
checking answers. ask them to justify their choic'!s by
referring back to the text, and point out the dues that
identify the correct items.
4 This exercise asks stud'!nts to identify the basic
pattern of organisation of the text. which describes the
girl's changing attitudes towards her mother's ambitions.
and to find evidence from the text to support this.
Exercises 4.2 and 4.3 extend and personalise the topic.
108'
ANSWERS
Ex.l
1 She wants her daughter to be a prodigy- to be
successful and famous.
2 At first she looks forw.rrd to her success.
3 Yes; later on she gets tired of not fulfilling her
mother's expectations. and she begins to rebel.
EK.l
1F 2D 3G 4E SS 6H 7A
Ex.4
1
1 optimism and excitement: In fact, in the beginning
2 disappointment and frustration: One night I had to
look •.•
3 deteomination to be herself. And then I sow whot
seemed to be .•.
4 r'!bellion: So now on nights ...
2
Suggested advice
(There is no right answer -students may come up
with ideas from their own experience.)
mother: ulk to her daughter. scale down her
ambitions; compromise; ftnd out about practical
possibilities
daughter. ulk to her mother: have more positive.
practical suggestions instead of just not doing what
her mother wants; find out about opportunities
Listening: Paper 4. Part 1 p. 184
Aims;
• to develop the skilrs needed for the exam wk of
dlree·option multiple-choice
• to e•tend students' knowledge of idiomatic
expressions
See Teaehlng procedures and advioe p. 10.
Note: The$e Listening teXts are all broadly related to the
topic of ~uceess. In the Proficiency exam. the texts will be
unthemed.

f This prepares for the content of the listening.
Students should write their own definition of success and
keep It as they will need to refer back to it in the
discussion In Exercise 3.
2 Remind students of the importat><e of reading
through each set of questions before they listen to each
text. Point out th~t they are also given a brief
introduction to the content Md spe~ker.
• Tapescrlpt p. 136
3 The dis<ussion extends the topic. Do it with the
class.
ANSWERS
ex.1
18 2A 3C 4A 58 6A 78 8C
Improving your writing p. 185
Aims:
• to raise students' awareness of accuracy, range,
style and organisation of WTitten texts
• to help students edit their own writing
Students should work on these extra<ts in pairs. Dis<uss
their onswers and the type of mistakes they have
corrected.
ANSWERS
Ex. 1
A report 8 review C newspaper article
D argumentative essay E m.gazine article F report
G magazine artide or review H argumentative essay
or magazine article
Ex.l
A:
1 (style} make a profit 2 (grammar) ore
3 (grammar) them 4 (sl:y!e) This is not fair.
S {sl:y!e) would like to see the game
8:
1 {vo<abulary} affects us in good and bad ways
2 {grammar} including 3 (gramm~r) dearly
C:
1 {vocabulary) the o·ain was pouring down
2 (vocabulary) f.lllen 3 {vocabulary) previous
4 (go·ammar) told S (grammar) had 6 (vocabulary)
not foreseen 7 (grammar) (zero article)
0:
1 (collocation) hove 2 (collocation) achieve
3 (go·ammar) their value be
UNIT 1 J Th~ price of s.uccess
E;
1 (collo<~tlon) help 2 (collocation) method/means
3 {gt3mmar) I am thinking 4 (colloc~tion/gramm~r)
compulsory {zero ~rtide)
F:
1 (grammar) the abuse of animals ... the abuse of
people 2 (g>-ammar) of 3 (grammar) all
4 (vocabulary) survive S (vocabulary) damage
6 {grammar) due to these experiments the numbers
of some animols 7 (vocobulary) decline
G:
1 {grammar) interesting 2 (g>-ammar} in
3 (vocabulary) packed 4 {grammar) will
H:
1 (grammar) its (apostrophe) 2 (style) earn money
3 {style) work hord
Ex.l
task type: magazine article
Suggested answer
I live in a small town of about 40,000 inhabitants.
situated in the suburbs of Lyon. Because of its
Soc.ation it is c1eaner and there are more areas of
parkland than in lyon itself. There is a bus ~nd an
underground system which means that it is very easy
tO travel into the centre, and as a result I have the
best of both worlds - town ond country.
Ex. 4
1
The teKt is. <onfusing because it is not atways dear
what pronouns and other Sinking words refer to (e.g.
on.... to do so, tlris} and because the linking word
tlretefore is inoppropriately used. It olso has a rather
restricted use of vocabulary (e.g. things).
2
B Is better because the inappropriate linking words
and pronouns h~ve been removed. and each part of
the sentence contributes to the development of the
me~ning.
language Focus: Vocabulary p. 186
Aim:
• to focus on the lexical areas of phrasal verbi,
phrasaf nouns a11d idiomatic expressions
See T eachlng procedures and advice p. 9.
1 Ask students to read through the text. and then ask
them some general questions such as:
• What kind of a student was Oscar~
• What were his priorities when he left university!
• How did he get into dangcrol.lS sports1
.109
 UN'IT ll The price of s:uccess
This will make them think about !he meaning of the
words they are going to replace.
Then ask them to work In pall'$ and replace the words in
iulics with phrasal verbs from the box. Check the
answers with the whole class and talk about Oscar's
changed attitude. Exercise 1.3 personallses the verbs for
students. A$1< them to read !heir sentences to the class.
l Ask students to read the text. Discuss what style it
is written in (semi-formal- possibly a script for a speech
to be made in public). Ask comprehension questions such
as:
• What does the writer think is the key to success!
• Should you rely on other people!
Then ask students to replace the phrases in italics with
idioms from the box. which make the text less formal.
3 , 4 These exercises show st\Jdents haw phrasal
nouns and collocations may be tested in the exam. Do
the tirst on~ in each exercise with the dass as an example
and then ask students to complete the exercises in pairs.
ANSWERS
Ex. 1
1 4 This uses some of she expressions studenu heard in
1 getting through 2 went for 3 got down to
4 get round to 5 got away with 6 go in for
7 got by S getting on
Ex. 2
1
1 go for 2 getting nowhere 3 go all out for it
-4 go it alone 5 go one better than
2 Ex.4
The chant,es make the text more colloquial and
appropriate for a less fonnal sit.~ation. e.g. a speech
to a group of people known to the spe:~ker, or to a
younger, less sophisticated audience.
Ex.3
Note: Compound nouns such as the ones in shis
exercise may be written as two separate words or
with a hyphen (e.g. o toke-<!WC1)'. o tokeowoy). With
most common words, the non-hyphenated form is
more common. But note that if the first part of the
compound takes she plural -$ ending. shere must be a
hyphen (e.g. passers-by).
1 takeaways 2 feedback (NOT (eedbod<$- it is
uncountable) 3 outcome .f clearout
5 breakthroughs 6 passers-by 1 uprising
8 offspring {NOT olbprings) 9 setbacks 10 onset
Ex.4
1 e>rry 2 step l range -'1 lost .5 beat 6 manage.
110
Listening: Paper 4, Part 2 p. 188
Aims:
• to develop the skills needed for the f!)(am task of
sentence completion
• to extend students' knowledge of collocations
connected with the topic
1 This is practice for Paper .5, Part 2. Remind students
to discuss the attitudes suggested by the picrures, not just
describe what they see. The discussion In Exercise 1.2
leads directly into the topic of the listening texL
2 • 3 Before you play the recording. tell students
that they are going to listen to a tall< about the
importance of mental attirude for succes.s. Ask them to
read the sentences through and diSCU$S what they think
might be said and why. They will be able to make some
predictions from the statemen"-S such as:
• The speaker will talk about how people fee! and what
they fear.
• He will talk about both success and failure.
- Tape!iaipt p. 136
the Listening and groups the collocations so that they can
r(!member dlem more easily.
ANSWERS
Ex,3
1 the same 2 failure l opportunities 4 identify
5 stronger 6 reactions 7 effects 8 luck
9 pleasure
11) 2a) lh) 4i) Sg) 6b) 7c) 8e} 9d)
Use of English: Paper 3, Part 1 p. 189
Aim:
• to develop the skills needed for practice in
Paper 3, Part 1 (doze)
See Teaching procedures and advice p. 12.
The photo shows Roger Black, she athlete who wrote !he
extract in Exercise 2. Exercise 1 provides practice for
Paper S, Part 2 as well as preparing for the central idea of
the doze. Ask srudents to describe the picrure and
hypothesise about the sacrifices demanded by this we of
success. If shey find it difficult to think of things to say,
remind shem of !he technique of relating she topic to
thEir own experief\c~.
2 Deal wish the cloze in she us~l way.

J The ideu in this discussion prE!pare students with
ideas for the Interview. Do it with the whole class.
ANSWERS
Ex.2
1 yourself 2 abovt 3 else -4 may/might/coulcl
5 take 6 got 7 worth 8 by 9 clepenclent/based
10 round/around 11 back 12 chance/hit
13 when 14 more 1 S point/sense
Language Focus: Grammar p. 189
Aims:
• to reYise difreTent types of clauses of concession
• to provide practice in exam type exercises
f Discuss this with the whole class and write students'
suggestions on the board.
2 This provides practice of clauses of c.oncession in
exam fonnat.
ANSWERS
Ex. 1
Suggested answer
Even dlough anodler man may beat you in a race. he
cannot take your sense of achievement from you.
Ex.l
1 I can't afford thatleother jad<.et. mu<.h os I like iL
2 However hord he trie4. he olw~ lost the game.
3 They were incredibly nervous, and yet they (still)
gq<e o brilliant performan.:e.
4 She didn't manage toP= the tests, even !hough she
trie4 very hard.
S The casong director pointed out dlat while she
could donee, h..- singing w<JS not good enough.
I> To me you'll always be a sue<ess, no matter v.~Ot
you do.
7 She was appointed in spite ofl<Jespite being
unqualified/not being qualified for the job.
8 I understand hi!. posmon, but oY the S<lrne he must
opol~ in writing.
Exam Focus: Paper 5 (complete
interview) p. 190
Aim:
• to familiarise students with the format of
PaperS
UNIT 13 Th<: price cJ s.ucctss
Each pan of the Interview has. a separ.ote focus. Go
through the general introduction with the class. Explain
and clarify the assessment c.riteria if ne-«ss3ry (see
overview of the ex:am TB p. 20).
See Teaching procedures and advice p. H.
Port One
Go through the introduction to this pan with the class.
f • 2 Remind srudents that they should talk about
themselves in detail - monosyllabic answers to questions
from the Interlocutor will not help their final mark. These
tasks should help them to prepare thoroughly. Ask
swdents to give some feedback to each other on how full
and interesting their answers were.
Port Two
Go through the introduction to this pan with the class.
Emphasise that students must talk about the issues
suggested by die picwres and not simply describe what
they see.
Ask students to work in pairs to complete the speaking
task. Then play the reoording and discu<S the language
used. Then ask students to discuss the task again. You
could also use the speaking rul< in Progress test 3 Units
11-14 (TB p. 188) for further practice.
• Tapescript p. 137
Port Three
Go through the introduction to this part with the dass.
Emphasise that students do not need to use the prompts
on the card. but that they will probably find the prompts
help diem to organise their ideas.
Complete Exercises 1-). Ask swdents to talk about the
prompt card again. Then ask them to prepare a talk on
the prompt card on p. 229 of the Coursebook for further
practice.
• Tapescript p. 137
Exercise -4 shows how the interlocutor will widen the
topic of the prompt card by asking questions to bod>
candidates. Go through the introduction to the exercise
and then discuss the questions wldl the class. For further
practice, ask students to look at die questions that follow
die prompt card on p. 229 and discuss dlese in pairs.
Finally. go through the fxcm Stn:rtegy box with the
students.
There are three complete practice Speaking tests in the
Teather's Sook on pp. 182. 185 ancl 188 which can be
used for further practice.
 UNIT ~ J The price of SU(Cess

Writing: Paper 2, Part 1 (article) Ex.6

p. 193 1
I saw a pop group get an award on television last
Aim: week and there was a big dinner for them
• to focus on the fonnat and organisation of a afterwards.
new5paper article in Paper 2, Part I After all, it was a really nice awa rd, silver with
Remind students that a P.art 1 article will have a writing around the base.
discursive focus, while a Part 2 article is likely to be mo re 2
descriptive In (oct, I think it's g~MI if they con reoltj enjoy i~ end I
J - 3 Deal witll the pre-reading tasks in the usual bet Mt Reynolds is deod pleosed, and so ore oN the other
people who gel awards.
way. €licit the main point being diseussed - the volue o f
symbo1ic :a~wuds such :a~s the 'sitver acorn' - :a~nd re mind Suggested rewrite
students that a P.art 1 task should mention be>th sides of In my opinion people w he> win awards, su~h as Mr
the orgument. Reynolds, shoold talce great pleasure in their
achievement.
4 This exercise fowses on the wzy the wrur has
used the infe>rm.tion in the extract. And cmyway, I think peaple get o 1cic1< oo.:t of ~ng told
they've do~ - 11
5 • 6 These exercises IC>Ok at the OfFnisatloo of
5 uggested rewrite
the article and the information that should and should
not be included. There is also work on style and register. In any case. I feet that when people are told they
have done well, this creates a feeling of well·being.
7 When you set the parallel task. tell students t C> use
the .same orpnisation and structure as the writer u.scd in
the previous article in Exercise 3. FURTHER WRITING PRACTIC£
The lask below can be U$t d for homework. Remind
ANSWERS studems co follow the stratc:~Y that they have used in
Ex.l l[he unit,
The writer ce>ndudes mat awards are a valuable You have been as.ked to write a.n trticle for your
form <>f rece>gnicion fe>r individual efl'oru. corlege magazine on tht pros :md c.ons of being a
Ex. o4 sporting succeu. You have seen th<: heaclfines below
Extract: What Mr Reynolds did to earn me award. on a sports websi•e. Usiflc the Information to help
and what tf1e award was. you. write the article.
Letter: The value of awards and awar ds ceremonies {~3SO words)
co the inol'lidu:.l in modern society. use of awards to EVERYONE WANTS A PART OF ME NOW
individuals and to the world.
R~:('OIW fAI.I.S ·\S M :W Sl'.\1{ IS 1\0R;\:
Ex.S
1 THE MONEY WONT CHANGE ME
New paragraphs should begin: YEARS OF TRAINING PAY OFF
The modem wotld is very <yniGal •..
All in oil I (eel ...
2
UNIT 13 review and extension p. 19S
1: .summary of the situation and the writrr's o riginal
ANSWERS
o pinion
2: reaso ns for writer's change of opinion Ex. 1
1 performed 2 inspire ) sens~ 4 succeeded
3: •ummary of arguments and writer's final opinion
5 hard 6 triumph

112
 UNIT 1 J The price of Juaes..!

Ex.l
1 humanity 2 visualise 3 necessarily
4 commenacors S usumption 6 incoherent
7 instability 8 beneftciaries 9 bystanders
10outskiru

Now your students are ready to do the test for

Unit 1l on TB p. 164.

~ 13
 UNIT
14 A good read
N ote: The theme of the first part of the unit is the role
of culwre in the modern world. The second part of tile
unit foc.uses o n the sktUs neede:d to de:3rl with the set text
in the exam, by giving ex:omples and models based on a
short story c•lled M adlete. All tile e><ercises in the
second part of the unit are based on this short nory,
which is given in the Coursebook. All the tasks can be
adapted to refer to the set te><t that you are using with
your class.
Although the work gives speclflc preparation for using the
set text. it is also vaiU"able reading practice and the work
will be useful even if students are not planning to use the
set text in the exam itself.
Speaking p. 196
Aim:
• to Introduce the gen eral theme of the unit:
cult\lre and its place In the modern world
I Before discussing the quesdon, ask srudents what
aspects of culture are shown In the pietures. Which one
do they feel best illuStrates their idea of 'culture'/
Then do this exercise with dle whole claso. Ask students
to talk about dleir favour ite books. piece< of music or
photographs.
l Ask students to work in pairs or sm•ll groups, to
plan a mini presenueion on dleir IWO chosen areas co
persuade others to become involved. Listen to tile
presenueions with the whole dass and ask the class co
vote on the most persuu ive presentation.
ANSWERS
Ex. I
Sugge sted ide as
books: experienc•s outside normal life. recreation,
escapism. fun
art: a new. different view of the world, responding
emotionally
listening to music: rela.xation, emotional
stimulation, dance
playing music relax3tlon, .sense o f :.chievement:,
fun
- ·------ - - -- ----'
114
Use of English: Pape,. 3, Part 5 p. 197
Alms:
• to provide further development of the skills
needed for Paper l, Part 5
• to remind students of the techniques needed to
complete the summary
See Teaching procedures and advice p. 13 ~nd the
Exam Focus section in Unit o4 (Coursebock p. S~).
1 Discuss the question with the whole class before
asking dlern to read the texts to find the ~nswer to
Exercise 2.
5 This discussion extends the topic.
ANSWERS
Ex. 2
The writer of text 1 seems confident that the book is
here to stay. The writer of text 2 feels that reference
books are likely to be superseded by electronic
media, but that the traditional book will still be used
for fiction.
Ex. l
1 On the surface it seems that the writer is s~ying
!hat plays and orchestras are out of date and no
longer useful. However, the use of inverted commas
suggests that the writer is quoting tile opinions of
otller people. and dlat he limself dO<OS not >ir ee.
2 people working to develop new w.~ys of storing
the printed word
3 The first threat was altrmatrve •ctivities to readir1g:
now the threat is ways ol reocing which do not
involved the printed page.
4 'the aesdletic affection' Qine 30)
Ex. o4
Summary: points to include
'1 Ele<tronic media do not appeal to consumers as
reading on-screen is tiring and difficult. (text 1)
2 Books are practical, e.g. easy to orry, can be used
ln different places. (text f, text 2)
4 films and TV seen as tllreat to books in past - but
still based on books; people still want w r~ad a
· sc:ory in print after seeing it in a film. (text 2)
3 Books are aesthetically pleasing. (te.c 1, text 2)

Suggested answer
People thought films and TV might threaten the
printed p•ge, but books are still importlnt for folm-
mak.ers. and fllm.goers may •lso want to go back and
read the original story. In addition, book$ are easy to
carry and use, and as well as being practical, they also
have an aesthetic appeal. Finally, many people dislike
using the newer efectronic media. finding it tiring and
diffk.ult to read on·streen.
{68wonb)
Language Focus: Vocabulary p. 198
Aim:
• to extend vocabulary in the topic area and
provide practice for Paper 1, Part I
1 Ask students to do the ex~rcise in pairs. Remind
them they should first read thnough the whole text to get
a general idea of the contenL To help them with this. ask
general comprehension questions about the text before
they complete the g.ops. For example:
• What did a recent survey show?
• Were its findings the same or diHerent from otlier
surveys on the same subjectr
• Does the evidence actually show that children are
reading more or le$s now than they were before?
• How does technology help children with their reading!
• What actuaf evidence is there for the fact that t.hildren
are reading more~
Alter cheddng the answers, give students time to dis(uss
their reactions to the text as a class by asking them
whether they agree with the ideas in the text or not and
why.
2 This ~n be done as a whole class debate. Give
swdents time to prepare arguments for and against each
statement and then debate them in a formal way. It can
3lso be done as informaa discussions in smaJI groups. ln
this case. give feedback to the whole class on each
gnoup's ftndings so that they can all share the ideas.
Points that could be discussed inc1ude:
• More t.ulture avai1ab1e beause films. TV. cinema are aU
more accessible. but it's not all good quality - much of
it is for the mass market and aims to make money for
the producers.
• People are not encouraged to take part in real culture
- most popular TV shows are chat $hoWS or quizzes.
• People nowadays do not ha...e the $arne chance to be
involved in Iota! music groups or dramatics as
grandparents who c:ouldn't get about so easily and so
made their own entertainment.
• People don't read so much for pleasure- it's easier to
watch TV.
UNIT H A ,e¢0d rt;~d
3 . 4 These exercises can be done In the same way
a$ Exercise 2.
This could then be written up as a discursive essay. a
magazine article or a letter to a newspaper.
ANSWERS
Ex. 1
1ll 2A 30 .o!ll Sll 6A
Exam Focus: Paper 4, Part 4 p. 199
Almr.
• to develop the skills needed for the exam task of
three-way matdllng
• to pro¥1de students with strategies for dealing
with this t:ype of exam task
• to prepare students for reading the short story
in the next sec:don
See Teaching procedures and ad~lce p. 10.
f - 3 R.e•d through the procedure with the
students before you do the exercise. Etllphasise the
importance of listening for synonyms. as well as for
phrases signifying agreement or disagreement, and the
speakers· attitude.
Remind students of the importance of reading the
sutements carefully before listening to the recording.
Deal wid> the usk ond follow·up in the usu•l way.
• Tapescript p. 138
ANSWERS
Ex. f
18 28 3A 4A 5P 6A
Ex.2
1
I'm usually in for the long haul: I usually prefer to do
$Omething that takes a lot of time alld effort.
I'm a marathoner: a marathon is a long race (42 km)
that needs a lot of energy and determination
they: people who are learning to be professional
writers
that: beginning by writing short stories, then moving
on to novels and not going back
it's: the form {e.g. short story) choosing the writer
2
a} 2 b)3 c)1
 UNIT 1<4 A good te.a~
Ex.3
1 They're a good tool. even if people don't do a
writing programme.
2 They hardly ever go back to the shon story.
3 I'm not talking about conscious thought.
-4 It doesn't have much plot.
Language Focus: Grammar p. 200
Aims:
• to revise phrMes and struttures used for
comparisons
• to show how these may be tested In Paper l,
Part4
Students will be f.!millar with the more usual ways of
making comparisons. Encour"3ge them co use a wider
range of <omparative strucwres in their writing as well as
in the formal grammatical exercises.
I Highli8ht the patterns before going on to the exam
format practice in Exer<ise 2.
ANSWERS
Ex.1
1 as. .. as 2 as ... a 3 such ... as 4 as S to
6 rather ... than 7 Rather
Ex.l
1 The new version of the r.lm ;<;twos nothing lik'!: os
good os the ori8inal version.
2 I didn't have sttdl o good lirnelhO'V'!: Q$ good clime on
the second visit as I had done on the first.
3 The musical wasn't as big o hit osfmudl o(a hit os
the critics had predicted it would be.
4 She thought the sculpture impressive. os diet mony
olher people.
S She did not give him os waiTll a greeting as he had
expe<ted.
6 The news ma<le/es$ of on impression or> the publk
than the President had expected.
7 At present. few computen <on be cotrie<i around as
easily as books.
8 Fortunately. not so many workers were loid off os
had been feared.
116
Reading p. 200
Aims:
• to develop the teehnlques needed for dealing
with the set text In Paper 2
• to extend students' awareness of literary
te~hniques and conventions
This section uses a short story to dem()nStrate all the
techniques needed to deal with any set text in the exam.
If you are using the set text with your students. then you
should relate the work in this sectior1 to the particular
set text you are studying. At the end of each se<tiOr1, ask
questions such as:
• Is this effect the same as (name of your set bool<)1
• Have you noticed this te<hnique used in ... 1
• ls information about characters built up ;,) the same
way in ... ~
• How is the suspense <:reated it\ ... ~
However. the work is valuable ir1 its own right and can
still be done even if the set cext is not being studied. The
skills developed are an extension of the reading and
writing skills needed throughout the exam. These are:
Reading
Undersunding of f.!cts. inferred information and writer·s
purpose (useful for Paper 1. Parts 2. 3 and -4 and Paper 3.
Part 5)
Effoct of language in a narrative (useful for Paper 1. Parts
2. 3 and -4 and Paper 3. PartS)
Reaction to text (useful for Paper 2. Pan 1)
Writing
Planoillg a piece of writing
Supportillg ideas and points with evidence
BACKGROUND INFORMATION
Robert Drcwc is an Australian writer who w..s born
in Melbourne and brought up in Perth. He started his
writing earccr as a tournarist bcrorc moving into
fiction. His fir~c book. TI1e Sovo,ge Crows. was
publi~hed in 1976. He now concentrates on Wl"iting
book~ and prays.. but r.till finds time to write articles
for magazines. He has also been a film critic. Machete
c.ome$ from a collection of short storlc:s published
under the marne The Bay of Contented Men.
Machete is quite a simple story which depends on the
association of a mac.hete with murder and violence
lor it:$ atlllosphere of menace and threat. Nothing
actually happens. apart from the man finding the
machete and then its disappoarance. Somo people do
not f.nd it a throatening nory. It could be interpreted
as a spoof. a take-off of th., traditionol horror story

ll>at should make you smile. Odie.-. lind tr upsettin&
and macabre. It is the last line that really deliw.-. the
blow and leave• cne er.dlng open to the reader's
~:has the machete been USfld for violent
purposes/ Has it juso: been r9daimed b)' its own..-
and taken away! Has it not been used ya but cOI.IId
be used ton lOO t ow! The tllreat hqs o - the man
a11d his wife afcer tile end of the story and the reader
is free to make his or her own judceit...,t.
All tile exercises in tllis seccion are clostoly linked, and
d epend or> r toading tile story.
f , 2 Do the preparation work for the story
(Exercise 1) in class; these tasks are the same as those
used throughout the book to prepare for reading (or
listening) and involve prediction and personal involve ment
in tile topic to motivate students, generate intereSt and
make the text easler to read.
You could then either:
• Read the story togetller in class . The srudents could
read it silently.
Or:
• Set the story for homework and deal with the follow·
up work in the next lesson. This approach would save
class time, but could lose the Impact of t he ~rlt reading
of the story, which is Important for t he effect it has on
the srudents.
3 The aim of these simple comprehension questions is
to ensure that students unde.-.tand the story well, so that
the following exercises a re easier to do. Do the
questions with the whole class.
4 This concent~tes on lltera.ry techniques used in the
story. Ask srudents to do each section in pairs, a nd check
the answers after each section.
5 This is very important for Interpreting and
understanding the oYerall effect ol the rext. Do this
exercise with the whole class.
6 This exercise is important for showing studentt the
techniques the writer uses to convey information about
the cha~cters in the story. Do it with the whole d>u,
and ask students to u nderline the r elevant Informacion in
the text. This will help them when they write about the
characters.
7 This exercise asks for the students' own reactions
to the story. They may have different answers for this as
they can reacc differently to the text. If they can support
their ideas with evidence from the text. then different
answers are acceptable.
UNlT 14 A good re.a.d
8 Studenu work in small groups, decide now the
story could continue, and write a $hort patag1'3ph
explaining what they think happened.
Alterr>atively, they could continue the story in the same
style by writing the next (fonaQ pang1'3ph. Tell them tn
make sure their narl'3tive follows on dearly. They must
use the teXt to provide tile evidence for their ideas. Ask
each group to read out tlleir paragraphs or stories to the
class. and ask the class to decide which they think Is the
best ending and why.
ANSWERS
Ex. 1
1 A machete is used for cutting or scything heavy
crops. large plants, or small bushes- It Is a sharp
and <hngerous tool that could maim or kill If used
as a weapon. It is mainly used in tropical countri es.
Ex.J
1
1 Be<.ause he associates it wCth d:mgerous activities
and not with life in his comfortable suburb.
2 Because it is out of place In these surroundings.
3 For terrorist activities, or for clearing tropical
ronforest - neither of these are the types of
activitie$ which happen in this middle-class
Austnlian suburb.
1 Because she is pregnant and in a delicate emotional
state.
5 The neighbour gives the impression of being a
vicJent man - he keeps Rottwei1ers, which are
large, dangerous dogs, and they have heard him
shouting at night.
6 To a.void upsettang his w ife and because he an't
think ol anything else to do.
7 He goes to look lor the machece and finds it is
missing.
Ex. -4
1
1 The nar rator finds the machete lying on che lown.
2 People go to work as usual
3 He and his wife move to the suburb.
4 Hls wife leaves her job because she is going to
have a baby.
5 He hides the machete.
6 He goes to work.
7 He can't find the ma~hete.
117
 2 2
The forst sentence is very short and direct It
immediately establishes the contrast between the
strange and 'foreign· ma<.hete and the suburban
house with its fawn and yard. The reference to the
time of day places the story firmly in the present.
The reader is immediatety curious to find out how
the machete has got there.
{This senten~e links to the last paragraph, which we
woutd expect to give us the answer. but which
actuaUy teaves us in suspense.)
3 suggesting that this is a story being told dire<dy to
1 a machete is a weapon of foreign guerrillas (para.
1): guerrillas ar<> terrorists or rebels -there may
be danger in the quiet suburb
2 The blade was heavy and sharp (para. 2): it was in
good order -someone intended to use it - maybe
lt had been used recently
3 the fellow on the left kept Rottweilers (para. 6} -
they are dangerous dogs which could attack- they
are often used as guard dogs. so maybe he has
something to hide
.o! Her face peeping through the curtains looked
wistful {para. 6): she was trying to hide - maybe
scared or perhaps locked in and unable to escape
5 The strange feeling came back (pan. 9}: he felt the
same feeling that he had in the morning when he
found the machete - he thinks that something
unusual. dangerous or violent has happened or
could happen but he's not sure what.
Ex. S
1 c}anxious. s:et'lsitive. emotional
1 stoughter, moss«te - brutal killing of large numbers
of people who are usually innocent and may have
no connection with the people who kill them
2 It emphasises the normality of the neighbourhood
and how unusual it is to fond a machete there.
3 a) We are told it was never tnicl<ly vegetated.
developer.; bulldozed those trees that were left.
b) The writer says it's o bottle in the sond. t.Vfty!hing
blov.s owoy. This emphasises the fact that in this
suburb • ma~hete would not be needed as a
garden tool. and suggeru it may be functioning as a
we3pon instead.
4 sloshing, hocking
5 It brings to life the 'onversation with a potentially
dangerous man and makE!s it more vivid and
frightening.
6 dtning, speeded up, pulle<i up, ron They are all verbs
of movement and are all connected with speed.
They add to the urgency felt by the man at the end
of the story and make us wonder what he will find.
118
Suggested answers
Use of conversational features: contract~d forms,
conversational phrases (Well, What I'm soying is fhQ!
..., ond so forth)
Reference to specific times (tllis morning, tonight.
These nights}
Colloquial expressions (/knew die higfrwoy wwld be
jommed, :she wos in a state}
3
It brings the event closer to you as a reader by
you, and that the speaker is someone who knows
you quit<> well.
Ex. 6
1
1 This physic.al reaction tells you how frightened he
was.
2 He <>ys he was thinking o/1 sorts ofimaginative things.
suggesting that chese were possibly not logical.
Later the e!<pression My mind wos whirling also
suggeru confusion and the inability to think
straight.
3 He mentions her emotional reaction to television
programmes about events not directly connected
with her Me: Things wete making her weepy ond
o""iaus lately.
2
a) nervous, anxious, thoughtful
b)weird. secretive, strange. qoick·tempered
Ex.7
Students may have different answers for this as they
can react differently to the text. tf they can support
their ideas with evidence from the text. then any
answer is acceptable.
Writing: Paper 2, Part 2 (set text)
p. 203
Aims:
• to give students practice in the different types of
question Cftat may be asked on the set text
• to show students how to support dteir ideas
with evidence from the text
Explain to students that the questions on the set text are
no different from the others in !'.per 2 -they just
happen to be about the set tex.t. The techniques invotved
in each task type have already been studied in the Writing
sections of the ear1ier units The guidance foUows the
usual fom1at:

• Understanding the task
• 81'3instorming ~nd discussing ideas
• Analysis of~ s~mple answer
• Parallel writing task
See Teaching pl"()cedures and ad~lce p. 13.
The writing section is divided into different sections
according to task type. You m~y prefer to deal with each
section in ~ different lesson or you <.ould select the most
interesting section. Follow the procedure in each ose.
Dlrcu:n/ng structure and plot
An <ll'tlcle
f This focuses on a descriptive article (see Unit 9 for
previous work) ~nd the ideas that students could use In
this task. Do it with the whole class.
2 A$1<. swdents to read the sample answer.
It is irnporunt to show students how each paragraph is
organised when using a text to provide evidence for
ideas. In the sample answer the writer deals with each
technique in a separate paragraph. The writer first
describes the techniqu• used. then gives actual detail of
how the suspense is created. and f,nally explains exactly
what the effect of this technique Is on the reader. The
sequence in each par3graph therefore Is technique. detail,
effect.
Encourage students to make a note of phrases that they
could use themselves not only in writing about the set
text but in any composition where they are supporting a
point with evidenc.,.
For example:
The writer bt•ikts <•P suspense lhrough ...
He sets up a clear controst by ...
This immediately creates o .. .
Anolher obvious example ... is ...
The woy in which !he wnler ... is ...
Words ~ke ... suggest ...
i This question allows students to react personally co
the article.
The enay
4 This shows students how the focus of the task
changes but the information stays the same. Do this work
In class. A:sk them to write the ftnal paragnph in pairs and
compare their ~ms:wers.
UNIT H A good read
ANSWERS
Ex.l
1 Beouse the suspense is carefully built up.
2 l'<lra. 1: Introduces the idea of suspense
Para. 2: suspense through choice of words, and !heir
associations
Para. 3: suspens" 1hrough choice of detail
l'<l•·a. 4: suspense through withholding information
Para. S: increased suspense through change of pace;
effect of the dosing lines.
3
Pa•·a. 2
Choice of words supported by. for example. !he
association of the machete with 1errorists ~nd the
contrast with th" normal slee,>y suburb where he
lives
Para. 3
Choice of detail, e.g. the breed of dog kept by the
neighbour as a pet
Para. 4
Withholding information. e.g. die writer does not
mention that his wife is pregnant, and at home alone
(with the implication that she is a possible Yictim)
until quite late in the story.
Pa•·a. S
Change of pace, e.g. verbs suggesting speed
The effect of the dosing lines, everything is left to
the im~gination
Ex.-4
2
The writer introduces both points of view in the
introdu<:tion. and then makes his own opinion clear.
The rest of the essay an then support the writer's
point of view.
Discussing ch<JNcter
ANSWERS
Ex. t
2
The strange neighbour is a rnan who lives on the left
of the narrator. He is clearly interested in d"fl'
bec~use he k<>eps Rou:weilers. although the type of
dog he keeps might indicate that he is worried about
security or has something to hide, since Rottweilers
are strong. ~ggressive dogs which are often used for
protection. This adds to c:he interest of the story
because we know that the machete is also something
which can be used to defend oneself against an
11~
 UNlT 14 A good md

enemy- or even to attack - or maybe the 3 The new recording of the song beors (NOT
neigl>bourhood i~ acrually more dangerous chan it has/shows) little resemblance to/does nO! beer much
s~ms~ resemb!oflce t() the originai version.
We can also guess chac he does noc take good care .o\ She found herself moved to tearsl(tllot} she wos
of his Filipino wife because we are told she looks moved to tecrs by the story of his ftnaljourney.
wiscful and doesn't leave the house. He may be S It's seCOild noture to most people ntf>vadoys to lock
quick-tempered -his wife seems co have little their doors ~t night.
confidence, and we are told that he shouts at her ac 6 She always insisted on us ceDing her the exact limes
night.
ofour orrivot and deparw"'.
Ex. S 7 They kept on a>mploining in spite ofbeing given/
1 having been given a full refund.
A is a report 8 is a review 8 She was wearing herselfout flying ID cope with the
2 demands of her large family.
Review: personal opinion, colourful language.
rhetorical questions Now your students a.re ready to do the Progress
Report objective analysis, formal style. headings testfor Units t1-t4 on T8 p. 178.
(Note: The style of a review may vary according to
she target ~udience. e.g. a review for 30 academic.
journal might be quite formal, whereas one for a
college magazine or an Internet site might be much
less fonnal.)

You can use the phococopiable test for Unit 14 on

TB p. 166 before doing the Progress check in the
Coursebook. which revises language from Units 11-14.

Units 11-14 Progress check pp. 208--209

ANSWERS
Ex.1
1B 2C 3A 40 SB 6C
Ex. 2
1 from (NOT by) 2 cell 3 Neither 4 as S do
6 for 7 therefore 8 shed/throw 9 way/f.oshion
10 their 11 but 12 so (NOT this) 13 on
14 however 1S this/that
Ex.l
1 wildlife 2 consciousness 3 meantime 4 earshot
S undergrowth 6 dehydl'3tion 7 spokeswoman/
spokesperson 8 recollection 9 impenetrable
10 consuh:anc
Ex. 4
1 soft 2 uke 3 wlour 4 living 5 claimed
6 necessity
Ex.S
1 The job should not l>e anything fike (iS complicated
as they say.
2 She didn't !urn o hoir when she heard the news.

120
 Recording scripts
Whc:re possible, the patt$ of dtc text giving d\~ al')swer to ~ac:h
question haw been fndfcated. Wh4!n there 1:$ no underlining for
an answer. this is becaust:!' the questioo tests vnd~r'$ta.oding of
the o~ralt mcan!ng of tJw!o text. or the speaker's OV'(!nJf purpose.
UNIT1
page 9, Listening, Exercise l
tnter¥1ewe:~ And now ~n.h Brown ii here co talk co v$
aboot her la~st book_ Pcntems o(Fri~nd$hip. SJr.lh. yol)•ve found
that there are qui~ notl<:eabfe ~ttefn$ ln the way til)C peoplt
make fri(!onds •..
Sarah Br()wn: Mmm, absolu«!ly. FOr examp1e. friefldsh!p
be<:orrK!'S lmporu.nt ql.dte e:ariy on. In cWidrtn as young as three.
Bot <I)> co about fi,e, <:hildr~n have what you covtd <all ondlostn
pfaymates. bated quite prao:i<:ally on wh:at'i available. they can•t
exactly go out (0 look. for them ... often the chirdren of th~r
parencs· friends. or famity relations. And it's acrua!!y <mite in
e&ojstic relationsbjp at tbjs uae;e (1C)- the«: may be ~ent
quarrel~over po:nes:sion:s- toy:sand so on ...
1: Yes. you t~ink they'll play t<>g<>ther happily sharing their t<>ys
and the next tiling yo!J know~ one':s in flood:s of t;;e4rs. and yo!J
have to :sort it out ..•
58: Yes. but by the time thre child's Jbou1 five it :staru CQ
ch•oge. Once they're at school. children beidn to choose thejr
own pbymates (28)- other children in che s.-me cl4.t:s, or
li'l'ing nearby. maybe in the :same street. And they :sbrt to C"o-
oper.lte mor~. ~ frienchhip~s still a way of serving self..interest.
.-nd friend:s •~ expected to keep to certain rutes.
1: Ye.,l've non<e<l wicll my own kid> t~at clley <an get really
upset with cheir friend:s ...
SB: Yes, exactly. iUld thi:s urrie:s on CQ eight or ten ye1r:s old.
bot gr.ldually U!ey begin to be able to see cllings from ocller
peopl~'s point of view- ~nd chi:s, er. milth the point 1t which
the child i:s beginning to acquire knowledge of :sociat
refatiomhip:s.
I: And how do they devolop these s<><:ial skill•!
SB: Well. from 12 onw.~~rd:s. as they enter 1dolescenc~.
<:hitdren ar~ be.ginning to nand on cheir OYm feet. ~r. che
influ«~<:e of their par~ts tend$ to declin~. and they feet the
need for a cion friend. nearly always with someon~ of che :same
s~x. They·r~ looldng for friends who arc pe-ople they admire,
who they se(!o as slmllar «1 the son of person thty'd like to be
... a"d thc:se (ric:ndships take on great imporun~c. Friends have
eo< to be !OJStworthy. (lD} aod frif:ndships are very eK<iusfve,
bot at the $>me tlme dl~n>'s ch~ groop thing, <lley're developing
oetwOrl<$ of fr~ods, haviog fun rog<ther ...
1: So chey go co ci!Jbs ~nd c~fes in big group:s ...
SB: Mmm. yes, and s~nd a tot of cheir fr~ tim~ to,ethf!.r.
And thi:s continues for :some years- so young adults- from 18
to 2S. or when they get mafTied, h1v~ close friend:ship:s.like
ado1es:cenu, J.nd m1y :se:e their friend:s f!:tlery day, and spend
ho\JT"$ on Ule phone ...
1: I suppose chat for mo<t of"'· this is probably the period
when ovr <:irde of friends is at its widest. i:sn~t it! But is it
alle<:ted by mmiagel
SB: Oh, ye:s. quite con:sider.1bfy- che couple ma.y move away.
chey m.-y h~ve child~n. Friench still :see one anothu. but
lnste>d of ""ery day or every week. clley might get together
once 1 month or ju$t 1t special 'ime:s ... parties and :so on.
1: And wh~' ~bovt new friends?
SB: They may make some. bvt tbey tend CQ be bilsed more on
neithbourhood and work conuru. •nd lhey'~ .Qften less
jotimate shan the fcjend•.hjpo; fonned Hrlitt..QI1 (4C)
1: So Jess in dl~ way of sharing :s«:rets and confidences.
SB: Yes. exa«ly. And in middle ase. between SS and 6~- or
even older. after retirement. people take on new friends even
l~s e-asity. At «his time of ijfe cbqbold on to earlier friendship$.
(SA) whkh are oft~n mor~ intim.ace chan thf!' more recent
ones.. even though they seethes~ older friends re:ss often.
Fri~nds nOW' aren't ba:sed :so much on nei.ghbovrhood - t.hf!'y
can be with peopfe of any age. And ironically. when chey (ive up
work there's a further decline in conQcts wich friends..
1: Re•lly1
S8: Yes. becav:s4! of transport diffkufties. illn~s. that sort of
thing. They're more fik.ety to curn bad< co cheir f.tmifif!'S at ch;s
point -full cirde. as yo!J might s.-y!
1: S..r.lh 8rowt1. thank yoo , ,
 UNITl
page 30, Listening, Exercise l
Speo.ker. I'm go~ to t>lk •bout >Ornethio1a wt.ich is the
wf-lole basi$ of knowing and fe-aming - ow mind - how it wOr'ks
and even more lroportc.ndy, how we u1e it.
One theory about the mind is that it works: at dlree
diffe-rent proces.s ing speech.. The fastest ts an instinctivt rgaajon
(I) . .. for example, wtlen my motorltike slcJdded on • wet rood
in London some yea~ ago. my body irTU"nedi~tely perf-onnec! •11
Intricate and effective set of movements that enabled me to
keep my seac - and it was only afterwards d\at my C01'1Kio1.u:
mind sta.n;ed to acdl up. The nun:$(: word I can think of co
describe dVs i.s our wits.
Secofldly. there's a ~ther slower process. We c:an c~U this
the inteltect. It's the fuo.ctlon o( the br.lin that consciously
bataoces pros 111d cons, and solves problems - it's what's
e'4Ju:zted in uhool t1wru; {l), a.nd so 01'\. We caU sOJ1\e()r)e
wfoto's IQOd at SOf\'ing th-ese .sorts of problems ' bri-ght' or
'dever·.
Finally, dlere's the slowest ltvQI. jn this mod~ we"~ bei«'g
COI"'tempbttve or medttative. fc's the fean unde,:tood and
clfi"JCuft to pi.npcin.t •. • rt•s m.uin (3) ;and it cfoMn~t 3~)15
follow laWl of 'oaic or re:ason. T.,,s i.s the tevet we can catl
'wisdom', and we use it to help U3 make sense of sltu:r~tions that
ue incricate, or shadowy, or iiJ~deflned.
Let me tell you 011 story to show the WI)' ln which this levtl
ac:tu~lfy works in pncti<e. Some ~rs ago J wa.s observing &
teacher taking a science les:scm, She'd set lhe clus Qf twelv•
r=ar..olds some practical work, and she wu going round
answering their questions. There were two clrts sitting in Front
d me who bad co< >tuck (4) '"d d>ey _,.., ctuttil1g q<riecly
whl1e one of them kept her h1nd in the air, wai1.fng for the
teacher lQ come across to help. And at che nme dme &his girl
was pla.)'int with a. punle that w.u fashlonablt ac the tJme •.•
yov may have seen it. it was c.aUed the Rublk cube, and it
itl~otvc:d manipulacing lou of SQUU't$ fn d.ilkrcnt dimeNkw\s..
Woll. all the tim~t she had one: ha.1d Up for the ctad\er, the: girl
was holding d'lc: cube: lt1 bc:r other hand. and she wa3 wmlng the
squares with her ~ (S) - and she was afso kec:ping up tht
cor.vtof"3ation with he-r frift\d. And ... ~JJ, she cfiM't sum as if
sM was p.1yinr aqcotion (6) to wtlat she was doing with th•
cube at all, but I could s~ she was having .. . making some
tuudway. every so oftefl she sooppc:d and reversed the last few
mOVH to take a dtffc::r~nt tuk.
So, ~y. I """Ctlt over to her and I saKI. 'Can )'OU tel me
whn you're doitl& with thn cubtl' At~d at Arst she tookc:d qui~
stardc:d -I think she t.houtht I mig.hc be qllltlf her off (7) in
somt son. of indirc:tt w:ay, tikt: tcacht:rs somt:tl.mt:s do. but also
I don't ~<W>lly thWc >M'd reallst'd w!ut she wu doing. 1r w>s
almost as if she wu surpri3ed tel find the R\lbik cube in 1\er
hand. And. well Jhe h~sitated for a minute and r()()l(ed at me to
see if I was genuil'ety intere$ted, theo she aied to eKp,ain to me
... I dlink she wu doing itto the best of her ability, she t:riN to
~xpl>in wb:lt slle' d
l><<n doifl&.
12i
Alld wl>at actvoUy she .. id was 'Nothl"l· Jvs< m<ssinz •bout.'
So she wasn't able to an:iaJiatc tier use of any ~l"tltubr
~bsluiht proC'<'!Its (8), but she'd stiU beeo >ble to use this tl\ltd
le~l "lle<C...,Iy.
Now. by wflat she aOed ·..,....;., >b<lu<'. Ws girl W>S
actually working at 1 deep level of observadoo aod expetlmc:nt
- dle mode of wisdom. Aod she could still Jearo in th1s way.
Many adults, like myself, can't do the Rubik cube puule: w<: go
l tl">iJht intO ~ (9) modo :cod !hot's d>e w•on& mode to
be in because ch«- puz::zle~s jvsc too complaW:d. we·ve lost tt\4!
k"ock of this way of learning,
Page 34, Speu.ing, Exercise 2
R~lpfo.: We11. I dlink eX3ms are the best way or testing becJu:se
thex give YOU jl fPJl.iO work t~csf1 af'd they test e"~terything
you've:. leam~d over the course a( one time.
Neri~A.~ Yeah, that's a good point but, weJI,Iumio.c is an
OI'I&Oin& thin, - hl....isb:mta(CQU$ CO ht f&}Ccd ,It o.utkylar
momertts duri"l the course to show whu ycu've lumed at
that time as opoosed to h!-\viN..t.o ctmember eyerythjng ygy'ye
learned over a ,y_eac pr rwp xcaa jn one eo
R: Y<"lh. I see wflat you me:on but ... weU, when you tl>inlc
about it. ~l1!lt.9nr Q'am QC twp e-arns dydog Jbe COyne
mrans tblt vpu-'a.o.xeaJ!y learn all the informa cjon necessaQ'
and buid it aD toward.o ooe 6nal c:e"
whic~ means you·re
aaually going tO ~a.in the inforrrgtion better tt.an if you Or"t)'
did h in sug:.fs ... in modubr ... in modules.
N : Wt:ll. maybe-, but ..• well. ~Q~ find n;am$ such a
svc;pfuJ tirne dJu rhey forget U\in£5 they may have learl\ed a
&orts time ago and, wel1. ic's onJy understand~e that under that
kind ol pressure you can't perform •• well •• rmybe you should
do •nd essoys 10 I>< handed in u you go alene ollow you co be
mo~ relaxed about the work you have to do.
R: That is • valid point. but wl>eo you thiok tNt courseworl<
~ ..~JQt mo~~U'3in oo me z.cyd~ot dyrinr chc tenn re~sfon
i.s just consum over tfle. c:ours~ gncf is aaua!ly sfighdy e~i.er
dlan ... addi11g esnp: an.cJ projecu during the course.
N: Well, moybe, but whac do you thi•k of the view that ~
t~dc you can ask your «rather's advice ~nd rT"Gybe ulk
m your dassma•e~. and b.ayc tlmr to wearrb jt 10d therefore
pl'1lduce a proper balor>eed piece of we>rl< wl>ich you nn't do
with an exam?
R: Ye•. well, I do like that.getdng advic:;, on wOO< would
improve your grade •nd I do like the id.. of bei"l able to be
•$$0»ed ;u your best. but I just feel th:lt ... """"' one """"' ot
me end of the cerm or the end of the year is a much more
fo cused gool to work tow.~rds.. I meao. <Jo you tlOt think ...
P hotocopiah le
 UNITl making wn becoming more af\d more 4!Jq> en~ive.
page 38, Listening, Exercise l But in (he 1970s a new genera don o f film-make~ <:aMc atong
- dlrec<x>n like Lucas and Spielberg and the whole lot really got
lnterview.!r: Everyone knows th~ Hollywood ti!n and what. gol"i wich films like lOO! A Spoa! Odysf;ey in 1968. and then St<Jr
it represe-nts. It i5. on~ or tile ~ndurlnz symbols of the rwentlett'l Won In the early 1970s ... big bu<lgec blockbu:aers. and they
cena.ny. one that iug:e:sts both the: aUwe and also the tcc.kioeu Q.'!IQAttd to WI~ It! !!'Vtt VOUOR.( marku (.&C) U$ing
of 1M cinema in<fmtry. Wr<h me in chc sruc!io O>day Is Dan •~t<d sped:al effects bued on CO<npCJt<r ~­
Slllldon. film ll<lfland criti<. Dan. ~t br""&''t tl>e film Industry Selene~ fiction film• l'lre these produced some o( !be biggc$c
to Hollywood in the first plao::~ box office hits, with films like H solng on tCJ cam even mon:
Du. Sheldon: Wdl. of (Ourse it won 1n Fn.t"'t• that it ac.tva.Uy money when they were released on vidc<J.
bepn. with the development o( the clncmuoocope by the J: But they weren't aU science fiction. surety. What about films
Lumi~re brothers. They su.rt~d off with documtntarles ... like llurnicl
there was on~ whf<h showed a train apparendy, cr. hurtling DS: Absolutely. anodler trend's been towards the <:O~(Ume
tOWards the ca.mc:ra. and it abso!uu::ty ~rrifled the audience. el)k. where the money's spenc on lavllh c.oswmcs and st:lS. An.d
~n people ~aliscd It was an idc:aJ medium ror ceiling storic:s, of court< nOWlldo)'> chere's ch< whole pockage to be •old; the
and they surtcd e•pcrimentlng with cdltlnl •nd cutting. thing> co._ che T·shirts. the books. th< <hildn:n's coys ...
it's harder 110 do on the stag<. .nd mey !oyod !hat • - " !hey I: And finally. Don. what's in '"""" for us - do you think the
pbw:d aboy: with ;ru4c:kn Wfts in pl:tct 1nd Jjmt. a!ldi~W <inemo ""I "'~
could sp!l !o!!ow vd!it WliS gcin; on. (I D) I m..n. we t2it<. tl>at DS: Yes. as i(s always done it wift <1••118•· odopt. move 15
for zrant<d novrubys. but no-one ~lly kl>cw then. technology develops ... We've :already goc lmu ci.nernas
1: And all thi$ experimentation was taking pbce- in Europe~ produdng pictlJres three dl'ne$ the standard size. and then soon
. OS: Ye:.. But then the United Scates got lnr.o the act when the: wlth dlgit>l -.ideo and computer imagf"i -.iewe,. will be able co
Rrsc World War came oloog; ... elthtr to watch the fJim in the normal way or to mau
1: So. otherwise l'ifm-making might hav• dt"V~Ioped In Europe- w1tb IL eyen to influent< the olot JDd ending. or to uar in it
rather than America.~ tbrmselws. (SB). So I think that wbat~er happens. lhc: moving
OS: I suppose so. Though in fact Ca!®rnia had a tot going for lma.ce w il1 be with us for a long time: yet.
it - the dim.a.t:t.. t.r. d\t:ap labour- anyway, whc:n the film
Industry roally Stal'ted 110 boom in the 1 920s, it mOYOd ~ 110
a Ink! fannMg town where: they u:std tO &,.ow onrtst:J and
oliw:s. and d'li.s W33 Holywood. And it was at c.he time: whc:n
ma.u pc-ocfucdon techniques were beinr lntroduc.~ into
indusrry, so 3cript wrjtinc. fjrmjng. cutting. and so on aU b<camr
.!Mdanu lobs brayght rogether in the !Wdfo!. and th~c:
expanded to brcom~ sorn of fttm facto des (lC). And at the
same: dmc: d'lc: movle-makers be-gan robe aware of what soru
d ftlms audiences li~d. and so panicubr film genres btp-n to
dt:~lop - thin&J like crime, hon-or, come-dy and westerns. And
once they found • plot that work<!d. they'd U>t it agoin and
agaill.
I! Artd ,.ha, •bout ttthnologiol d...,lopn\<nu1
OS: Yes. w<ll the two big- b,..,al<througtls ,..,e •oond and
colour. Sound came fint and cha..nged the naaJre of film-rru.kil)(
fon:w: r - ptop!e completely Jon ince~t In si!tnt nlovles. The
firn mo... e thar really used ic was made In 1 927 and ir was called
The Jazz Sin~er. Soc it wosn't until the 1950s th>t colour re:allf
arrivc-d and xoy can't really due it wjth i pini&u,ar fitm like The
lgu Slnret;, they ~re ron making black and wbju: fitms long
•fur !bat (JA)• .nd of coorst <hey nUl ha..., • followi11g- among
an~se tnthusiuu ...
b So what about che seco<ld half of 1M !Wtn<ieth cenru'}'!
V'Vhar do you $ee as the main developmenuf
DS: Well1 fo,. a time it se'!m('<l th3t V.e foc\ls was sf'lifting
•war fr<>m Hollywood. In countries like luly and japan and
fnnce thoy were produ(ing experimefltal films made to much
lower budgers, whHe at the tame time in Holtywood, film-

P hotocop1a blc- '123

 UNIT4 8: Well. she looks pretty sulky to me. and p~t'C)' mu<::h skrn
and bones 100• .Alld it's not iust models. so many ~(Jpfe now
page 59, Li5tening, ExeKi$e t ... dley're wt(er·thin ..•
ExtrvctOne A: They sQrve dlemselve.s .a.U the tim~. t gn'c under.scand why
it"$. :&o impon:aot ro them I like clothes and I (;ilre: what I look
Speaker.. Welt. t:ompani~s <ar't- launching nt-w produc:u all the
time- I'm su~ you can think of loa of e)Ca.mph~s. yourselves.. like but I don't dJink aboytjt aU the time (6A).I don't s~nd
things like food, drinf.-,j;, hous~oJd c:q1.1ipment. and so on. but a my time tryin.g to look like some film star.
lot of them, .a lot of chtse new produ~ts s.!nk wf\hO\Jt •race after 8: I suppose it•s a maner of how you see youJ"S~If- and whac:
just a sh¢('f. dme. And it's not (ust to do with how good the yov have to c;;onform to. It ma.tst be very diffi<::utt for peopte who
produ<:C. is, a toe of lt•s marketing. 'tb:at's: what 1 do.. I make ~ure live in the pub\ic eye. If yo1.1 doo't flt some sort of idea1 of body
the producu are S:U!::(:(!ossfut in the market ptar::e. Th~~·s a lot ima.ge. then that's it, n0w0ne's interested in yw any more.
lnvotved il\ it. and you r§:ally need to d!lnk on your feet (t8} Exlnlct Four
beCa~,tS(!o, well, if you gee: s.om~thlng wrong. you don•t gee: Speaker. Bnnding wu on<::e teserved fQf' c:attJe. criminals and
another chanc.e, slaves. but now it's dle driving for<::e of consumerism. che key co
let's take the eue of a new sort of ice<ream. ft goes <ortaolling d"te desires of every human on the plat'tet. But c:vc:n
without saying that you ca.n•t just make it and send it olf to the though many of us are deeply svsceptibte to (be ~!lure of t'lamed
shops and hope for the best. yo/ve got CO make sure that brands. we uen'c ~eJ;e:surily that keen co admit lt.
people: will w.~~nt (0 buy iL So we've got co make S\10: the The pert.enta,ge of both men and women who anuJIIy .a.dmlt
product is right. we•vc. got to idc:ntlfy d\t- possibtt- ta.rtc:t t'N.t brand ir~Qge .and sa.tus ~re important is pretty lOtH, whl<:h
mark(!-U, dedd~ on the pri<:e and think about whe" w~'re going sugges~ that people feel embarrassment ~bout being
to sell it. Atld then after all that (lA) we dedde what the focus manipu)atJ!<f ;n this w1y. But even though peopte a~ keetl to
of dle campaign wut b~. and where lt11 be., which usually disasso<.iate UJemsefwoes from being influen~d by brand sU.QJs.
depends on the target market. So basleoal)y w("'rc thinking .about they :still believe c:hey am make <ledsion:s ~bout what other
the product itself, the pric~. the place and th~ promorlon. people are nke from che bnnds lhey buy.
fxt,oct Two In hc;t.. the bnnds peopte c.hoo:se co buy may tell you mort-
Boy: Look, Mum. I got t~is ;n d>e •llle. l.bout their aspiracions.. and the image chey'd like to c;onvey.
Mother: Mmmm. tllan what dley're attuaUy like. And in che case of rtu: worfd'r.
8: It's a de:si.gner jac::ket - and it wu h.atf pric::e. most oopular brand. Coca-Cola. (8C) you <.an cell oothil"\g at all
M: Well. yes. but it't t\Oti:'netly <;heaP ts it~ You'(g jus:t about a pers.on who chooses to drink it. not even what
payjn£ for w~ name lt't not eyen detent mau:tial and look at contin«-t c:tl.ey might be on ac tfle time. That's the pa~dox
the w.1y it*$ <;ut, it'll be out of dati: before you know it (38}. about suc<.es.sfut branding- the more identity the brand hM, the
They really see peol)te like you coming •.. leu idti\tity the consumer.
8: You're just not with it- it's really cool. ft says something
M:. I agree- it nys you pay 100 muc.h for dothes.l don't
know wh~~ you get your ideas from, spending your mO(Iey on
stt.tff lik.e that. You should be Qun1nz $Omfi: away you never
know what) fOing co happen (.fA).
8: Oh, Mum! I don't know why you're moaning. it's my
money. • earn lt. You're buying dothc:s a!l tbc: time:.
M: Not designer ia<:kets.
8: Art~y it. like, makes a sta.u:ment. it's not just an ordinary
jacket, you know. it's goc ttyfe ...
M: And you've got more money than sense. Hont:!'Stly. you
really should know better!
fxtroct T#tree
A: Look - I like that tw01>ie<::e. What do you think~
8~ lt•s OK. 8ut that g!rl, the g!rt wearing It, looks about twe!Ye
... and she's awfu!ly thin ...
A~ Oh. well, you·r~ ov~r the: hilt on<;t you'vt:; Q!tUed tw(;:J\t;y
nowadays (58), And she•s not all th1t chin for a model- not by
COday's •tanduds. Acrually. she took> quire wel~fed. compued
to a fot of che beanpoles you see. and she's even ~miling ... well,
sort of.

124 @ f'ea,.,on Educalion 2002 Photo<:opiabfc


UNITS
page 72, Listening, Exercise <4
lnt~ntiewer: Welcome to 'Window on the world". the
ph.one4n pf'ogramm~ which looks at is.lut-S ~ttlng ~~~ or oor
llvc:s.. Tonight wc'rt: disausing tuvtnil~ <:rim~ and in t.h~ studio
with us wc•vcgot fijd<,. a young londottct and Angus. who's
from Scotland. Photic lints arc open so that you u.n join In th('
debate aftorwal'<l<- the numb<r is OS76-#SS6l.
So. Angus. c:an you tt-!1 us how you got into U'()\Jbt(' with the
la.w in the first place?
Angus: Yeah. wdll'd had a few problem< with the f.lmRy up
In S.odand and I lh<>u&ht if I c>Me down to London I could
make a ntw st:att but it didn't work out Pi\«: that. I got in with a
bad crawd down tiler<: (f) >nd once I'd been <>u&ht stealing
~ -w.as it.
1: How about you. Rlckl
Rick: Well. t'd done, tikt-. lou of minot t:hfng1 even when I
was a kid -bit of theft. >hopliftlng- you know. nothing seriou>
-but when I got done for assault. 1•d expected to get put away.
There's only s.o much yoo can get away v.idl.
1: So did you ocruolty go ro prisonl
R: No, ic didn't happen - !My gave me Community Servi<e
instead.
A: Me too •..
1: So in thQ. end you bothcnd~d up bc:lng givc:n worl< to do ln
the community instead of being locked up~ Hew did you (C(-1
•bovt mat. Angu<!
A: W~l. I don't suppos:e it rc:aJiy compar~s to prison.
R: lou ol pc:optc: uy it's a soft option ... well. I don't a.gree
w;th that... (2)
A: No war .... (2)
R: ... but I rt-ckon it's. n<>thing <ompared with bemg in the
ni(k .. .
1: So what wt:r(' your first cxpericnc~s <>f Community Servicer
A & R: (laughter}
1: Anf.us?
A: Wc:ll. s~ of the: work tht-y give you is quite: a. doss r~lly.
but they got me cleaning out c:ana1s -in the: middle: of wintt-r.
l-l~aw work. it was (3)- still is, I'm stiU on it ..•
R: Yeah. I was d~dng, out rubbte from this wattc: ground for
a wcc:k. Th.t- guy I was working with said I was lu<:ky. it was cu:y
compared to some dling<. but I was half d ..d by the end (3).
Bot aft:t:!-r that I got sent to work in a youth <:c:ntt"C down in
l-lacktt~y. and th(!o leadc:t thc:rc:. he comc:s rrom tht s:arM- p1rt of
london as m~.l re:atly hit it off with him ...
A: Well. the wee ~Y who was in charge o( our team, he was
a real ~lave-driver. He! Nally had it ln for m~. wt had words a.
few times: (4). But the!y'A atl th~ same really. You've: got to
do it though. There's no chol<e. And it'~ not that you g~t paid
for lt.
R: Well, at l~ast tn c:he <:enO'e 1•m getdng to work witb kids. I
wouldn't say it wn any easier- they've all got problems of (heir
own, buc they know I <ome from th, same sort of bado:ground
©Pearson Educl.tioo 2002. Photo(:opiable
Re<ording scnpu.
as: they do.. I'm a Londoner j~t like ch4!m. They're ~~ys,
coming to me lke 'Rid:.. wflat about such and s.ucht They ask
me th)ng:s like (hefd ;uk dleir older brother or something. 10
woah it. rcyinc tg 'er rhrou2b to du~m (S), and I reckon I do it
better thran :s.ome of those so·c:alred social workers.
A: Go on. You'll alway> be a bad lad with 3 bad recol'<l.
R: I dunno. I can'c say I'm enjoying it exacdy. but jt·~ made me
cbanee my b!Qt a bit (6) ...
A~ Well, if th~y think Community Service will lick me inco
shape. (hey can think again. I can't wait to get away from
London. I'll be nraight off i;Qd<: to my rnate:s in Scotland when
this is over. I'll just be a bitar.ny next time. th~y won't get me
:so easily.
1: Ri<k and Angu•. thank you. We'll 'o co the phone line> now
and tak~ some re;u:tion:s to whac you've :said from lirtener~.
Miilri<. on line 1. whac do you think abouc whac you've heardt
page 73, Speaking, Exercise t
lnterviewer: So Neil. what do you (hink about che views. of
ptJni:shmenc you·v~ read about~
Neil: Well. I think that the best idea j:s punishment used as a
de1errent. It teems 10 me th,a( the main ~rgumen1 for thi:s id~a
i:s that any potential off4!nder:s will see that by committing a
<:riMe they wi!J be pvni.s.hed. for example they'U b~ locked up for
a long period of time and so they might then reconsider
commitcing the crime. However. the argum~nt ag.tin:st this form
of punishment. er. is thlt it doesn•t actua1ty work -society'~
been pu~hing che vif:N dlac puni~hment should be .a deterrent
for a long Qme and yet crime hasn't scopped.
So let's, look at th~ .alternatives. P suppose it could be argued
(h:lt ic's onty fair to puni~h a crime in the sam~ way as the crime
itsetf- dle eye for an e'fe dleory. for example, someone steals
your <:..ar then you steallhein. However, thi~ h..a~ got obvious
drawbac;k:s. not the 14!ast being the coat breakdown of che social
rul~s chat we all live by.
Finally, dle id~a that criminals shoo1d b~ rehabilitaced n.cher
(h;)n simply punished. This seems to be very sensibre at firs.t
glance. 11 we believe that we can remove the <:rimin..al instinct
and rehabilitate crimii'"IQk tmo society. thi~ would seem to be
the be~t option of the three, erm. in terms of the individual. But
I think ic's actually very hard to change a person's outlook and
approach to life, and anyway some peop1e chink chat. that
people can't <hange. phy>i<alty un't chonge.
All in at~ I suppose thac my origiool idea of punishment as a
deterrent is the best ..;ew that society can take.
 UNIT6 people tend to n.y Wide where k'• a.lr-<:ondiooned. One dtlng
lhat did take off in the lut yean I wu .,.,.. wu <he wh-*
pa,e 83, Exam Focus, Exercise f
showing mall tulw"' - bis maH• were sprirlging up out in the
A~ You worked in the Middle bst, didn't you? new s\lbu-rbs.. aft a1r-c.onditioned. of course. ind the~ was fau
8 • Yes, I w~ in ~udi Arabia. In Jeddah. food and thi~s there jf you wanted ...
At Were you chere for long? A: You didn't go there, then/
II• Yes, I ended up staying over t<n y.. rs -In the1970s .,.,d B: Well. s<>metimes. But a.s the cit')' spreid up and down the
80s. It was an interesting tirne to be there actually .•. co:udine. they built a loog road all •long the seo. They'd planted
A r BeQuse of the oil boom~ trees and bushes. along the can:rat n!servation. and d\ert were
8 : Ye>h• .,.,.., were big change$ goifl& on.~ w.u all developing pfaqcouods for dle children and loa pf pufc.jnt and optn
very fast ~nd, weU, when I firit went, I tived quite near to the paved aceas between the road and dlc U!ii\ (4A). And who'e
city cencn. lnd in dle centre there, in the old tO'NO. It wu all fami1ie~ would drive out. and 1pread out carpets on these pa'ied
... mo.nly old, narrow streeu. widl ~ of sharp come~ and rt ar'eas and s.it on chem and have d1elr supper- in the sea bree:te
wu too n~rrow for an: at an rearly, but they mlna;zed to edge and often they'd brin& along the televidon a.s well and plug it
dleir way V1rou~ anyway and there were these h1gh old into the car battery .. •
buildinp On eichu side - with windows "'i'itt\ lovely c.arved A:. It~ v<ry dift'erem from how I ~
wood.., shvtt•rs. oil ..cl>er falling to'""'· m d c!Uldren playing B.: Ye> ... and al"""'&f> 111 always ~mbc.r tllings like <he
and chines like ca.a 11nd goats ilkmg c:he streeu as weD. even auno<phere of ~ old toW<! and cho si&flu and sounds and
whole herds of utdE occasionally. smelk of the old shOJ>Il"'& meeu. ~fo was ce<Uinly a lot easier
A: Was it like that where yov ll..,ed? when r left. you know. just chln,s like $\IJ)ermilrkets ~nc:l so on.
B: Mol'1! o,. tess ... though I ti-ved in a new block of ft:at.s, b\lt lt 'flfaS an amazin' thing to see It aft h-..ppoen - to 5ee it all
thect w e ren't any bit offic;c: b!odc$ around (lA) then. or things changin& so fut, like history 't>tedod up. and yet ot the ,.me
like international hotels. And another thing ... althouzh It wu a time, what stayed the same. what was ~tained ...
port and it was Wilt by t:t.e sea. )'0\1 weren't actu:~~lly all that
consdous of it, of the sea..
A : You couldn't actually see it~
B: Well. you could see it from some place+, but not really cet
to It unlen you ~cr.ually went rjght out of the city.
A: So when did it start to change?
8 : Oh. it wu ~!ready changing fut. before long t:t.ere were
office blocks <1nd mvJti-s.torey hoteb ih.ooting up a.U ewer the
place ... a lot of the okl town w;u; purJed down. 1n d foe .1 time jt
srnncd U jt aD thr hjnory Wi,S rcintt to be fosL bllt thm iuU. I t
the bJt moment thn rt;Jrtfd 4oint up SOI!!f of d\t Q!d botJtt;)
('2C) an4 some of t:t.e streets were pec:k$triani:sed so you could
¥1":1lk around chere without being mown do..,.., by vaffi<. &.It
they kept ell e old •ouq, <he b;g coffred ,...rko1, wh•'* you
coutd bvy thinp like spices ~nd gold ... and cassettes and
electric.~ ! equipment too. Qi eourse.
A: So It kcame more of .a tour~t centre then~
8: N~ tourism doesn't exist ~t ~fl -it WJS done for the
people who lived there. But ic; wasn't j\l$t a m~ner Qi
PreMMtion - I me~n the who'e infrastructure wu devetoped.
road~. service'S like telephones and public trillnsport. 1hoppin.g
malts. a huge new ~irport ... a.nd the wh~e city just expanded
ou~rds at an ~mazFng: rate. You'd go out one momin& a.nd
there'd bt: a whole new road where there ha.dn't been ont
before - ><le•n lhat'• what it felt like- and • IO< of the f'OIId>
crtctn•t hl<~e nJ.m es yet ••. .$0 ~ rqu wru loolcinr tor ! fr i.ond's
;apu Mlcnr" JOffiSthjnr out in W new st!hyd>s. t·e mpccs coukl
ccc qujre frued (lC),
A, Wh•t about social lire - did you go out much!
B: Yts. akhough it i~ a very family or;encated sodet')' . .. lite i~
quftt" priV31C. And then it's s.o hot for a rOt of the year that

126 Cl Pear•on Sducu'ion 2002 Photocopiable


UNIT7
Pill!" I Ot, Listening, Exercise l
Announcer: .And now over to Canada where our rwo
reporters Joe Pet~rs ar.d Sally Smkh ha.., been looking at the
stOry behind the pruent crisis In Canada's fishing Industry - and
h<l¥' coundng fish coutd be th~ ans-... Joo. o..,r to you.
joe P·e tent l~m S-Wlding: on the r.ip or Cape Bonavtua in
Newfound!1nd oil ~ coasc o( Canad>. loolcing out on the
r<:mnanu of !lw: ric~tt (!Sh<rx (1) on earth. Atwllhb mor.Vl\8
:u I look otJt aO"'u thi$ win<:b~pt bay I c.an see a line of fishing
boau making iu way back intO port alter a 10118 n"ht's fishing.
Below m~ 5-0me are atready unload'if"« therr car..ch- and it's not
cakil>g <h«n long. Why not! Because there's •lmon nothing
<he...,. Ever sin~ 1992. when S<ocks of tht fi•h around the
Newfoundland coast colla.o...S completcly. thcn:'s bc<>n a n<ar-
toul ban on cod fishin: (2). k's the old story of r<:<klcssncss
and mismanascm~M - the watrrs have been c:xploh:cd and
OYer.flshed unc>l there are no cod left. How dHl this happen!
l..oals Hkc Sift D<ln<w.>n are in no dotlbt.
Bill D·o n ovU\: Wd. bade in the sixtk!s, the ctJStlnt water
fleets SE.a.rU:d arri'li"&, huge boats, some of ch~m all the way
from Europe. and this wu retny bad news for us u th~y
~rked alt the year round. they werfl'l't seasonal workers like
us, so RrOductioo (l) went up to four times what it was before.
A~ they'd p aJI tht latest technology to SQGk out the fish, af')d
afrer .a bit \hey found the nurs~ries, where the cod breed. and
narred fishing thtre. so the numbc!rs were reduced eve.n mo....e.
And at t.ht sa.m• time they tore: up du~ ®c.an beck {4). bu:aus t:
they Wffejuu clng&ing the floors lor r.¥CI"f sin&fe r..h •.•
JP: Imposing fishins limits arour.d t~ isbnds did no good-
p.,.,lc just didn' t obs....,c them. Uoo11992. T!r.t's when th~
boacs went out and came back empty. No flsh at all. And now
C111ada ~ys out millions in weK'are cheques and re..uains
fishermen to operate computers or styte hair. And s.o the long·
established way of life (5) that I'm looking at right now. the fife
that <he local fishermen like Sill Donovan have b~n li\Oins for
cenwries. Is soon going to be a thing of the put.
And it's 1\01': ius.t happening in Can.:ad1 - ft"s the ume nory
worldwtde. So haw e:omt- there i~ still list\ In our $Upertn1.rkets!
The !1\SW'Cf' is that we,. .. leomed tO fa<m mony >pedes chat
we w ·cd tO catch at sea:; but this c.reaces tu own pi"CCbki'M. By
akinglish out of ttl eir natunl W'a.ters we reduce- the chanc.e of
stodu of~ (6) ever rec:overins their fonner numbers-
and It doOJn't help Bill Donovan.
A: But l l\ aNwer may in fact haW! b«n lound, not 'n
Newfoul"'dlat~d but in Bristol Bay on Alas.ka's southwest coast.
S..ty Sml<h r•portlng.
Sally 5mitf>: And here in BristOl Say I'm looking or a
commvr~lty slm1far to Newfoundland, 1 community based on
fistlin& - this dmo no< ~od but salmon. And althou;h thi•
cOiriiTOJnity was olso under threat, the loab havo come up with
an all$wer using a mixture of t<!ch.nology and a.ood old-&.dUoncd
co-.open,tion. I talked to Mi.rk V1n 0\lun, one of &.he peopl<!
involved. who wid me it's all to do with mnbng (7) fiSh ...
© Pears.on Educ•don 2002 Photo< up 1a blfll'
P.ecordiroe, scnpu
Mark Van D uun! Wtlat hap~n.s is c.ha.c tfle nlm-on U$U41ty
live lo the sea, but when they're ready to reproduce th.ey come
to the river mouth here in the bay a!"d thel"' they swim
upstream and <hey >etua\ly lay their MCJ (8) in nuneries ~ig!l
vp near the $Ourc.e of the river. And lhh: is when they're c.au&ht
- In t he ~Y here, on their way to 1pa.wn. Now, u long as we
let e!"ough throvgh, thi$ meani the r~st an be fis;hed without
me risk ol numbero being dangerously reduced.
So overy doy there's what shey a U an 'opcrifl(, a time wi1vl
the filh are allowed w enter ~~ rlv<:r frt<ly .. • wilen th....,'s !!2
lilllilia (9) idlowed. And we count the number of &h. the mh
sWimming up the ri..-er to lay the'r egp,and then when enough
salmon for Lhe day hiive gone upstreun, we give the word to
the fishing boau to tell them they can start tlshing again.
SS: Well it seems that these openlngs: are 'reated with the
utmo-st resp-ect by everyone ;~.nd ~dthough the recovery i$ not
&.st. the community is survivil"'g. H~re in Bristol Bay is proof
chat the dedine of the world'' fitheries is not inevitable.
page 10<4, Lirtening, Exercise 1
E>ttract One
Sp•aker: Yes. well we've still got a lo ng vny to go. b4.1t we've
got ... we've done far more than anyone would haw predic.ted
when the group was first se1 up, and, I mean, one thing we can
do I~ to r.ti$e awat'ffless and encoungt people to take: some-
responsibility for what they do ... and we do feel the...,•s ~
lD..lnttraae in jttounttbiPity (tB) ,,, companic:s now, at leut
the blc componies, they have to prol'ide ""'Y specific
inlorm>tion ro the public. for enmple on thinp ~kc !heir use ol
c.o>Cic s\lbsta<>ce>, a<>d OM job of environmentol campaign groups
like ours b to c.hedc. up on the informadon companies. give
about their U$E of these subsCln<es., and make sure that the
public k,oow$ 'f Lhe le'o'els. are unacc~ptable. And in fac.t more big
compar'!ies now do realise, they've taken on board that they're
not onty ae<:ount:able to their $har~hol ders.. but to $OCiety in
gener"JI,
&troctTwo
Ao J mean, recycling. if we rec.yde paper, fewer trees wiU be
cut dow-n so it makes good sem:e - we nve p:a.per, so there1J
be leu damage to the nioforen.
8 ; Yt1, but most pa~r ' $ made (rom specially gro..-..n trees . ..
scfty.oood ... so that's I'IOt a:oioa to affect the rainforest •.. we
won't uve the trees ycAJ're uJkinc about.
A; So yov think it•s not important?
B; I'm J'lot '$0\ying that. I mean. J nYe oU my otd newspapers and
bottlet and things. ft's jun there might be other W"a.y.s as. wefl of
havln& an effect on where we li'le.
Ao llu~ thing is: that peopfe just won't put them,etves our.
8 ; Wt.l pe.Opte are mv<h more aware or the elfee:t of
puclcid"' ond things - things •l<e buyin& O<'pni< food.~
been an tootJD()U5 ?laD,ce tbere I I .
A: ,,, lome clevt:r mafketiM~ 1•d uy (lB).
B: ..• and more pEopte are U$ing pklblic tr1.1Upon. ... or
walking mo~. That :sa-ves fuel SO it benc:fiu ~ryOI"'E! - and tb.u
127
 do «brmOOc.$a bygur jmo ths tprpn (.fB). I me~n. I feel
much bet~r si""' I've ban W'Oil<iJ1l co work. dlcUJ/> l(s a bit ol
a scrVJ&tc at dmcs.
At Yes. I just think that onee (he we~uher turns bad or they're
l:ate th<'n c:hcy'IJ just pite into (heir can. J be( you -Mil .. . I'm not
sa~lf1& l!'s a zood thing. I'm just being "'aisdc ...
B: Mnvnm ..•
Ex11'11ct ThrM
Speaker. ... there were various protects .-.tmed at developing
2.grtwlw~ in order to malre the c.ountry self-4uffkient 1n food.
In the nonh, • 90 million dollar dam WliS built which allowed
the fumers to irrigate their land &o chat chey could produce
two crops of hi&h·yield rice a year insoead of only one. At fir>t
the re,ulc:s: w.:re very encouraging - in jun iii few ye.Jn the
outpuc had almo~t tripled and the counay wu .-.lmost self..
svfflderu in rice.. At tlle same time, the av~ income:s for aJI
'''""'" increued- pal"1icvlarly 1M mcomet o( 1M wealdlier
farme~.
Then olu!r the r.rst few years, co p<!Oplo>'s sUf"prls•.lll.t.
hacmts failed t9 crow any more Farmea aoplitd mort lnd
mon fcajlher to their crop} but thg yieldt stjll djdn't jnqna
(SC). Everyone's incomes fell. so the rich f.lrmer"'S were loess
rich - b\lt the poor~r fanner"S found Wmselves even wortl off
than they hrad b~~n origi~tty. And then the dch h.rmers stuud
to buy up l;and from the poorer farmers, causing them to lose
their Independence qr to leaye rhe lwd complete1y (6A).
128
Extroct Four
Spener: The pkrure5 you"re nawv stein~ show some of the
<1mazing thing$ we are al* to do for aorne cf lhe world's men
dl,.dvanugtd children. Thfsls all c}lonla to the generosity •nd
kindoes:s of their Spot\50f'S, 'n't!o pcgyj<le moo q nr;cy month
for orolEtts tike this (7B). and enable 1.1s to carry CJ\It oor work.
Could you do th• nme c}llngl B)' sponsorin& a child through u>,
you'U help ot to provide that child with the nutrition. medicine
and eduatJon they need to d evelop.
S,,nsorshlp can release a child from che appalli"' and
debilitating efft£:Q of poverty and help d'lem to develop their
true po~ntJaJ. But It's not only the child!"«' who benefit- at
the ~ame time we 'an go tome way tO helping their families and
their communities.
By be(:oming :a spontor you w m Join thous.Uld& of like·
rnCtlded peop!e who lT* ~Iping 1.0 make i hu£C,.difference to
che w!!Iy ol life (tC) in hundreds of poor COINIMinities
arOtA"Id the w-orld tt d·oesn't alee much.. Pleu.e bec0f1"1!e a
tpOns-or today and discover what you can do to make il
diff'~rcntt.
© !'canon Education 2002 P~otoc:opi<"ble
 A.ecording scriptS

UNITS passirc 31011s .. . and "'~ have to play fas..,r, and think bs<er.
N ow when prayers who've cn.ined w;d'l lhb ball go on to use
page I I 6, ll>tenlng, Exercise 2
the normal ball ttley have much more skill with n because it's
Announcer: Simon Clifford sorted his working life as a easlor to flick about and pas~.
primary school Cea4:her. but foo~ll took ow-r his fife after a JH: So what did you do when you'd discovered thi.s.~
chance meeting wi<h a leading Bnzilian football player led to an SC1 A 101. l"ve put all my ener:gtes lnto importing thes~ balls
amazins opportunity. Joy Hughes caught up with Simon a.t his into the UK al')d on top of due: I'm incroducilg: the game in
olfoce In Lnds, in the nonh of England 1c:hools and jtJnicr dubs. My jlim'l !0 EU rna xounr footballrr
Joy Huahar; Simon. tell ,.. !>ow it aN bq>n. I>Actki!!J wfth one of these baO. (50) and acw.lly 1thin!<
Simon Clifford: W~ll. rv~ been keen on footbol for uloog thet"e's a role for them in the professional pme u well. thw&h
as I an remember, 011nd rd always fett it seomed paradoxical thu's a rna,.. long...urm thing.
about B<ullian pbyers that. when you think of all tl>e enonnous JH: Al1d how mvch suppon. are you aeail1&?
wealth of che .s.port in Europe. that it's shared out among j\lsc a SC!: From~ authorities! w~n. they're not sure, they're
few rrch countries.. that even dlough they didn't seem to have Wilting to see what happens. rm
not all that surprised ... it't a
anything like the same amount of financial support. shoy h1ye fairly n.dic~1 changQ In football tnlnlot policy. But we've got che
juch O>lr (lA). Allyway. I""'' w>t<hing rhe Middlesborough book under WJy, and we're hoping to lavnch a natiQ(laf schoots
g;:.me up in Teeuide and they'd just introdu~ a new Braz.ilian COMf>Uitlor\ in tf'le autumn.
pt1yer rnco ttae side.. JH: Well, thanks for ywr time.. Simof\, and &ood lvdc widl the
JH: Alld that w•• Juninho. right! boolt ...
SC: Yeo!>. r;ght ... well. j<minho'• father had come over ,;th
l>m co help him .etde •nd he happened to be &Iaing in the row
behind me in the sudiu.m. Anyway. I sorted chatt.Jn& to him at
half~tlme and M imited me back 2fter the match ~nd so I got to
know Junlnho too. and after a bit I svgested we write J book
togethef' about •nining methods - I was atready doing quite a
bit of coaching in England at the ti~. So then I decid~ I
n~~ to go to Bruiland have • look n who< th<y were doing
m~re. So lm•!fo[UIIRllin!IJ)O!lt wjth thr boaJuila~r and
e>q>lalned a.bout th~ book - I'd gor a publisher intere<ted by
then - and lqynagcd 10 qlk my way inlo rcWnr I lo;m (20) •••
JH: TN• ,..,, when you were son teachina/
SC:. Ye1i, and I went <Wer ther~ in rtle summer holidays to
rove a look ot whot they were doing, And it re•lly opened my
eye& - compared with football •• we know lt. they really do pby
;t dtfferent g:;tme. It W3.51ike a reveb(ion •o me.
JH: So what's so different about the game there?
SC: Well, football was introcfvced dlere ovor a hundred yean
ago - by an Engli>hman actually, Charles Miller, in Sio Paulo,
and chere was lou of endlustasm right from the stlrt. but in the
!Jrban areas., like Sic Pa-..to. bod'' ilt a pcrmjym (JC), so the
)'Oiq:Jters surud pJoying on handboll couru us~ a honclboll-
and of coune ctt4.s is mudl heavier d!an a foocball Thi.s evolved
into a five-a-side game coiled (Vrebol do <doc thor• 'football of
the haJJ" and thi5 is what mo.st 8ra1ifia.n kids •eem to pby. chis is
how they learn.
JH: 1 though< Bru:ilion kids were born good >t football ... or
t~ just loved ir so much thu they play It •II day long!
SC: w~u. yes, bu& in facE a for ol work and thought goes into
troini'\111.00. nowac!oys. and it's all through thi• 'l' pe of footba11.
Juninho didn't play the "'~en·a...ide game unlit hew" H.
JH: Why's it ><> mU<h bettffl
sc, For • •""'Pit. the ball !hot they use ... it's srnalkf'. but it's
not as 6cht (~8) and it doo1n~ ha"" tho same bounce. They
an'' jusc boot it a lo"' ~y so they h.ave to develop rtllly good

cO P~r..,., Ec!vcation 1002 Photo<op1ablt" 129

Reconfing scripts
UNIT9
page 118, Exam Focus, Exercise 1
<:hrlstoj)Mr Reeve: A few mon1h$ •fter my •ecident I ~•d
~n ideA for l ~hort film about a quadriplegi('. Ovring the chy,
lying in his ho:spitaJ beef, he c::An't move. Bvt u night he~
{1) tint he·~ whole ~n. Thi:s js someone who hid b~en a
llfefont nitor. and he hid a beautiful sailing yacht. fn h~ dream
he nits d0¥ffl the path of l fuJI moon -the kind of rQmlndc:
night ~ailing anyone (Jn iln).gine. &tin the m.oming., he'.s b1ck in
his bed and evet')1:hing is fro:ten apin. The dream is very vMd.
At first it's iuSt a drevn. ~nd he re<:qgnises it as .sveh. But one
night he ~nd> hims.lf getting out of be<l•nd w:llking down ~.
<:orridor and out the dQQf' and chen into the bolt. whi<:h.
magically. is anchQred not far a.~y. Soon these voyJges become
~ (1) to him that when he wakes up in hi:s bed. h!:s haj,. I$
wee. Al"'d the nun:e (:omes in and say:s. 'Oh. I'm SOtTY.I didn't
dry you( hair enough last night when I gave yo~J a ~h.ampoo. You
slept with~ {l).' He lay$ nothing. but he'1 thinking that
ttis hair is wet from the spray when he WU Out Otl the water.
One time he (Om e.$ back .still wearing hi.s bad weather gear. and
he h;u to hide it in the hospital room doset. Up to this time his
wife and children have been very di:scressed becavse. since he
b«:a.me paralysed. he has: not b(!oen abre to pull out of a V«'f
~eriovs depr~ssion (.C). His children Are Afraid of him because
he is not him:self ~nd they don't l<now how to be with him. B~,~t
as he continues to go saitng, in his dreAms, thl:i b~gins to
improve. His wife noti<:e:s the <:hanre. He thinlu that he may be
losing hi~ mind, but his dreaJ'T'IS are making their life togecher
happier. Now, a.:s he :sails there's An older mikn who afway:s curn:s
on th~ ight in hi1 cabin down by 1he wawr when our mAn is
sallihg. He doesn't steep very W4!11, and he never mCs~e:s the
(:ha.nce to see the boat :sailing ~o beautifully in the moonlight.
Well. the~ come:s a time when ovr proc.goni:st reAfi:ses that
thc:se- voyage$ offer a way of escaping from hi:s paralysed
<.ondition. that he could ju:st sait on happily - it"s what h~ loves
mo:st in the world- ul')df one tligflt he would go out il"'to the
middle of d\e ocean and he wouldn't take supplit$. He would
just nil. And he would~ (S) happy that way, just soiling down
d\e pa.ch of chc moon. AM one night he St.'lt'U to do th~t. But
then. out at s~. h~ Start$ to think about what he has in hi:s life.
8euu$C:, during the days, you sc:c:, he"s (:hanged. His kids (6) are
lc:ss afraid of him. and hi$~ (6). well, the-y'(e dearty :stilt in
love. So he turns the b~t around and gM:s straight to the dock
oi the older man who has always loved this boat (7) and when
me old nu.n tomes dolhf'l co greet him. our man says. 'Here.
t!li> ;, (or you.' And he ga<s bad< t<> the llo>plt:al. and he wak<S
up, and he's a quadriplegic again. But he na< a new basi< (8) for
the: #Otutc wich his family and towards rc(:Overy. That's the gin
otic. Ot cour:se the story comes from my e!Q)ericncc. buc: it's
not: my :story. I'm diff!i!r~nt (9) from thls man becau$e my famity
:saved me at the- very beginning.
page 134, Speaking, Exercise 3
Student: I'm not svre that the sttongc:st inf'lutn<:e on our
health is accv.ally our mirtd bec;aw.c I think there's a.cwally a, a
lot of other thing that ... have this influence, cr. I mean I think
our life:style. for e)(ampte. it ... It's nothing to do with our mind
but the way thu we chOOle- to live our livt$ ... cr. can inf'ruence
our heAlth, for example If you smoke: a tot. cr. that's going to
h~ve l bad influen(:e on your health. c:r. and that':s aauaJty
nothing to do with your mind. i thin". that money. c:r. i:s quice a
:scrong influence on ovr he:ah:t1 because aft.ef' alllf you (a,n ... if
you c::an p1y for your health care t.het1 probably you get better
heafth c::Are and so I svppose you'rt more lik~y to bto healthy.
and again I don't think that's actuaJiy anything to do 'With our
mtnd. er, it's lu<:k if you've got mot'ley or t'IOt. and so maybe
hearth In that way Is Just luc:k and how much you have ... er.
people Cat) influence our hearth .. _ I, if we arc fttring ... <:f" •••
not very ... not very good t.het'l ... I know people c::a.n acwally
make us feel very, very much btottcr .I ~Mcmbc:r a (rltnd oi
mine ¥Ale() I wM In hospic:a1 and I had al"' operation and. aft«
the opention. et. $he cJme to see me and, er, she made me ftd
very much better by theerlng me up and in chat way I think she
410 influenc::e me and I think that I got better sooner bteausc: of
it. Edu(ation I suppose is another influel"'c.e on health b«::ause if
peopfe te1ch vs how co be- healthy then we're more fikcty to. to
say heal lily. er. $0 I $UppOSe prob>bly mo$1. most of -..!ut 1
would ny about this is thu there are a lot of influences oo our
heAlth and maybe our mind is acc:viilty not (he scrongest.
page 1 34, Speaking, Exercise 4
Student; Er,l think. that it w.u very clear about the topic;,
every time you had a oew topic; you went bick to whether the
mind wn as :strong ... as important or not. ~o you rela(ed
everything back (0 the main topic::. er. yov ... when you were
talking, about people. 'fOI) hesic.ced a bit bvt bec::ause yo~J U~lked
about yovrs.elf- being in ho:spttal and yovr friend, ~o you
managed to keep ta.lking. You ta.lked about aJI the prompu. but
you had another point as weU whic;h w;u educacion and that
was good b«a~.~Se yov had more 10 :say about that ... and yoo
disagreed with the ~t.atf!ment. I thovg,ht that wa.s interesting.
that you didn•t ag.ree. bvt the best thing W1-S that you kept
ta.lking and yol) didn't ny anything thu was •.. that wa.s off the
point.
© Pea,.,on Edueation 2002 Photocopiable

UNIT 10
page t42, Listening, be~cise 3
Interviewer: In the studio with me now is Joanne Waters.
wllo works for Child Alert. a children's charity which looks at
an
the probtems. of children over the wodd. Joanne. wh~t soru
of issues is Child A!en parr:icutarty involv~d wlth at prc:st-nt?
Joanne WateiT. Well. a numbet of issues ... er. here in
Britain we've bec:n looking ac: the whole problem of
hometessness. ~md th~n on a global sate ~·ve bc:c:t~ for many
years loolc.in.g at a oumbe( of issues -the prob!1:!m of c.hitd~n
being c.onsc.ripted as s.o!diers, er, whi<:h we•ve be-en invc:stigatlng
far a number of years. and then the i"ue of shild labour (t) ...
1: And there's rec:endy been a lot of concern in the media
about this. •.. do yov dllnk che concc:rn is 1usbfied~
JW: We!l. in fac.t I've rec:endy visltc:d a numbc:r of c:ountrit-S
where lt docs a:mstirutc: an lmpottant pan: of the: t-cor~omy,
trying ro find out as mu<:h <:onc:rece 1nfonnation as possible.
1: An<l did you find <hat chidr<n wcn: •<tually ~mploycd to
1ny si.gnifiant degree!
JW: Oh. yes, this is ~eruinly the c:a::.e. For c:xamp!e, a very
high proportion of <he world'>~ (l) are stitshed by
children and the chi1dren involved 21r'e very young- ::.omc: may
be- just seven or eight ye1rs old. This is the sort of iob t.hu's
often seen a.s exploitation of chitdrc:n .. , t-Kptoiubon by their
m1piO)'('f"S and by the sportS goods companies ... and certainly
these child~n are in an extremely w!ner.tble situation
Ho'~Wve-r. ~have to be vt:.ry ca.r1!ful not to r\JSh in withovt
thinking of th~ ¥wider i$Slle$ (l) lnvoJved. For c:ample, there was
a s:imilar ouu:ry rcct-ntly In tht- Unit~d Statc:s about imporu:d
dot.hlng which. It em~rgtd. had b<:etl made by under:ag.e children
So. c:r. the: authorities dt:cidc:d to forbid the~ (4) of this
cJot.hing. 8ot then the cmploy("r5 sad:c:d all tht: d\ildrt:n to get
the concnct back. and then tht: childrt1'\ had no income:. t.ht-y
Nd to look for new lobs and a Jot of these we:re In evtn worse
conditions. so they ended up much wor.st: off.
f: So 1re you saying that nothing can M- don(" about this~
JW: No. a think a gr-t-at dc:al can bt done:, but the an1'W'c:r is
not a total ban on c.hiJd bbour. IMtead we've started to won:
"With the: sporting goods industry. and "With other charitable:
organisatiot~s to gradually phase out (5) child labour In the
football industry- so not impost: a total ban. but go more
gradually.
): So what was your first sup~
JW: Well, we found that .a· one had ac:cually a <ked 11!£
~themselves: about their work. So wt started by doing
just .~hi!; (6). And what we found f,om them is first of all that
they havf' to work. thf'lr famllles: can•t manage H' thc:y don't.
Atld, yes. they'd rather be >t sshoollf they could aKord it. but
actually stitching, footballs lsn•t the worst type of work. Untlke a
lot of the Jobs they <outd be doing. it's~ (7). it doesn't
invofve them u$ing heavy mac;hinery or <bngero\ls chemicals or
thing> like chat, and it can be done at home. they don't haw to
woric. in a factory. and so it can be fitted around $ChooHng and
hou•ehold chor~s.
@Pearson Education 2002 Photoc:opiable
Recording scnpu
1: So wllat do you think we should be doing to tackl<> the
problem of child labour in the broader sense - not iust sporu
good>. but other jobs?
JW: Well, the moic pressing need we fe-el is to stop children
from having t<> do iobs :su<:h u worl<. in mines. or wflere they're
e>q>osed to toxic sub>Wl«> ... anything ~!2~ (8). Atld
dlen we need to conitancly ..• to ensure that if they have to
work. ac least they're worf<ing in rf'3::.onable surroundinp.. so
we need to con::.ta.ntly monitor dleir worf.dnr conditions (9).
It's a gradual process. Patents don·c W3nt their <:hitdren co
work. buE it*s oot until stan<fards of pay ean be improved for
cheir pareou chat anyone wilt be able to say. no. the c..hildren
don'c need to woric.. they can have dle sort of life we think of 3i
• child's life.
1: Joanne. ~nk you very much.
page HO, W~iting, Exercise 4
Woman' I r<>ally wi>h I'd known more when I left ><:hool -
life wou1d have been so mu~h e-3:!-ier. But I had no hclp at afl and
as. a resutc I ended up in a dead-end job. I had no idea whac a
variety of different jobs were acwatty open to me. how many
different iobs there were that I ~oufd have taken. I c.ould have
gone into business. leisure and touli::.m but I was given oo
careers ad'fice at all. no hetp with making anythin.g lilc.e informed
choices.. Wh~n I look back. I can see so many things that c.outd
have: been don<: that would ha~ madt- a big diffc:rc:ncc to me. In
tht: first place:. tht: schod could simply have: sec up an
information secci<>n in a ~otner of dle c.ommon room, or any
publi<: spac.e really ... I mean, they <:oufd have had informacion
sheets about dte different opponunicie-s and phone numbers to
ring for' more infomlation. Thi::. would have be-en <:heap for the
school and would have given me a starting point- a pla~e to
start lookiog. The next step coutd have been co set up
conn~ctions wich local rompantes •.. 1·ve heatd about it in other
countries. where people a~waUy work in che ~ompany for a
week as part of dleir last school ye3r co ::.ee what it•s like. And
this is greac beC3use tt mf'Qns that scudents don•t ~ke mi::.takes
by starting out on a c..areer and then disrovering that they hate
it- by that time it•s too lace. Of ~ourse. the ideal si~tion i::. to
00ve a c..areer acfvis.or in the sc.hoof. SOJ1"1oe00e whose job it is W
give advke on c.ourses and jobs. • don•t mean a teather wldl a
time allowanc.e. I mean a real expert, :someone who reatly
knows and has the time 10 talk to :students and give really
pncti<:al advice. And this person would be there all the time.
full.otime. not ju::.tl.n hour or so a week. Thi::. 't'I'Ou!d ~ke the
stud~nu fc:d realty sc<:urc: and help them make cheir own
~hokes. It's too late for me. but it would be a great ::.1ep
forward. I think.
 Recordlnt scnpu.
UNIT 11
page 1S4, Ustening, Exer<ise 2
.Extract One
A t I t hfnk f'k>Wadays peopl~ are getting ob$e$Sed widl
ttchno1ogy fo-r it$ own s:ake ... jt.»st becwse it's ... well.
& s.hl.ul\1blt. All thtse machines fol' keeping fit. oew types of
televisions al"'d phone-s and chiogs ... ev-eryone gettinz: the latest
swtf.
8: I duf'lf'IO. what about thinvltke virtvJI surgeryl
A, What!
B : You know. doctors doing operations on SQmeont~ miles
away with television compu~r Jinldi •..
A : Mnvn ... it's hardty going to affect U$. th-.t sort of ~hill'la. Is icl
B: Well. you neve.- know ...
A: Wed. it SHinS a brt u nlikcly . .. but w~·.-. ;ap aft'ecssd by
gsbcr rhfrm @r we don't evt~n think ah<lut frid rss j1f!d
o,;crgwam ...
B: ~l)djvu imafi!!e fMng without them- we WOL,jldn't rtt on
Y£fYwt!I(IA) ...
A: I suppose when you chink about it. it's aJJ mcclunised -
l~ht, hea11n&. waaor ...
8 : Everythln&: you wear, s.it on ... I wonder how lotl& it'll be:
before machines accually make dc:ds.iofls for us~ That's really
scary ...
At But they have: made a lot pos.sible ...
B: $o when dley ukc over that':s all right with youl (2B)
A: Oh. you can always pull th• plug ...
.Extract TWCJ
SJM:~ker: Modern life is firmtt based Of'! techrtolol)'. But
tM~'s a poc:~ooany quite. quite a s.if\i:stt-r :side: co this that we
may noc aD be awa-re of. znd that is tNt computers ncJt onty
opt: rate machinery. d\ey ako st:Ot"e and manqt dau - 'ltUt
~ of it. a.bouc aJJ of us.. Every time you fiil tn a form. use
your tt<!dlt ar11, rej>1y co a survey, ic's held ;n a data b111k
somewhe~ 1:0 be used for .. . what~
Wetl it's often ut~ for marketing- compiling 'tatisdct co
h~tp deve-lop new products:. Bot who contrOls il~ lncclfi&c:nc
p<ople, you hope, wioll I SEnse of moral re•pomibility. Buc mls
i,n·c n«enarily so- il nu) be c:omputers that procsu pnd
concrol. die dato (lC)- and these could soon hav~ go; ned t he
capability o f lncclligent mougk So l'llluv<: you with an Idea
that make-s me penonally increasingly an><ious - as sompyttn
con~iD.~ co deyrrop and take over more and mors of oyr 'iYt'
i>...I.I..Jll)sslble.mat che.ml)$~j~lell~~t.~jn ~. i.n che wcbnologjgl
world, of lht.lli\Vr-ct could be~ machinc:s lhemsc;!vesl (4B)
Extract Three
A: You've c« (0 admit chat some scienc~ fiction's way ahead
of ics <1rnt - r mean. d!e,-l.c~oor s<ieog: fjgjoo ncrte!s and
wunp~ys wer<: ~-'-'l~C dlinp . malcin& up thi~ u Gc:rion
dl:a.t seemed really w~ird, realty fuwrisdc. ;u the time ... and
d'lty'r. atl OY~r now- fik~ the :a.utOmztiC: doon i!) tbar J«riel
dllt iUCUld off on TV in the ?Os- Srot Tttk- ttley d jd o't e)Citt
tbep In mal life (5C). they were a new idea. and lh~y had rnobile
132
phon6 diEn as we!l-lhey called them conummicacors but that's
what they~. but thirty ynrs oho<ad ol choir <lrnt . ••
B: OK - but it's P"'ttx obxtous s ruH ~n'<_it! (6A)
A: That's how it sem"Js to us llOW. but It wun't ... and dle
point is the writers and scrtptwdtert were lhinking of it then.
not th~t :se:icnti:s u.
B: Oh mey were probably beaverln& oway in their labs all che
Orne ... g~tting t'he n~xlseneradon of real innovations. ready •••
Extroct Four
Spuloi!r: VV~II. dt~ book;, bl$ed on a series of hypolheses -
it has to be sin<e no-ot1e's proved :anything abour che
pa<:~normal yet ... ghosu. polce'leists. celopalhy. A hundre<l
years ago. in~sdgation of lhe paranormal dld comman<t_a
ccn:ain rc-so«t (JC). ic was done by profdslanal scientists as
much as by ernhuJi;.Jci< a~teurs. Sue today, d'U' isn't d1e ca.$e.
<his open·mm<lednel! has ~ed. ond l lhlnlt one reoson loc chis
i! that p>nn<><m>l phenomem ••emtd 10 <lu.W.. that the
physicim and chemisu tnd biologlscs soc tired of IJ)On& to pin
!hem dQWR. And al•o sci,oce _icselll,as .l>ec::une .s.o ..su=nfi!l
al}d_sQ_dr;tf!latic:_thac:_tbe_,vpem:nur:aJJ)as_become_afmost
~~r(luou• (88) . .. thi"C' like nuciHr physics, br.l;n •orgery.
space travel- they're all•• thrillina os hunting ghosu o~ to be
- and dley're much more tangi~~. But che pannomtaf'$ nil!
elusive- we're no n~ar~r proving or disproving the e)(is.tence of
these thing$ chan we were all theiSe yean ago. bvc we do now
have m¢re sdentific ideas to dr.1w o n to reach sensible
hypotheses. And chat's what I've cried cc> do ... 10 look >t. in
my book.
Page 160, Listening, Exercise l
Je>Oica: Oi<l y<>u s•• that p<og...,_ luo: night abc>ut p<Ople
lul'in& plastic SU'f>~ryl
Will: Oh. I wooch<>d me bcplning and dl•n switthc:d OV<T -
roo gory by half. I con't ula: that >OM ol chin& .. •
J; No, but it wos amuin&. The•• people. t hey loola:d porfeetly
OK ro me. I mean it wasn't ju~<( older women having fate·!i(u to
get rid of wrinkles, dlere wer~ ~opl~ In dteir rwenties. ... even
teenagen..
W: Well. I •uppose if !hey really want It ... it's not doin&
any harm.l.r:neag_..Yffi~<lifl'erenct dots It make how o!d yQ4.!
ar~](t)
j : Well. Were was thi5 &Jrl, there wasn't really anything wrong
widl her. it was just cosmetic - and then there: arc all du:s~
pe<>pl~ who rea11y need medical cnec:ment and can't get ic ...
besides, where does it >top. ""'II end up wich •••ryooeloolcing
exactly d-.e s.ame •..
W: Like dlo<e dolls- you lcnow the one• - n<1t boby doll<. but
ike models ...
j: Oh you m..n like 8vti< doUs - <h< onos withal ~
different clo<he• ...
W: Mmm ... !hot liulo girls p)Jy with and dre" up. they really
rn inc:focttll\ated from al') ndy Jre (1) w ith how they're
supposed to took.
@Pearson Eduutlon 2002 Photocop1able
 Recording scnpu.

J: They're anac<>mically impossible. you l<now, chose doll>. No ek3mpte, people nowaday$ think a. lot about dleir heatch and
woman cwld ponlbly be tllat shape with such long legs. btrt they want to be healthy ... not iu:U: ro. er.to be hea1thy on its
~U~~~l (2) co kids. Do you remember own buc to. er. have a. good body, EO look fit and to have the
t.hl.t woma.n in the news who'd had a whole series o( cos.mecic rig!lt shape of body and, er ... and >o people spend a lot of time
opt:rations, to took cx~ctly like one of tbos~ dolls~ maybe going to tile gym or maybe do<ng tiling> like that and
W: Oh. I'm sure the papers. they lu" make this sort of ttuff rt:aUy it':s tust in order to ..• to look good. n·s not for 1ny other
up Sotr'l.ctimc:~. ~a'Soo and I doo'c: Ehink chat's very good at aU. so that's. one
J: Wc:JI. yes. sometimt:s, btrt tht:y had piaurt:s of het. She thing, and then als-o people worry abou1 their appearance
lookt:d a'Nfu1. her fac-e looktd likt: wax or something. It's not because of the media. beca.us~ they ..• they ... on t~levi"Sion and
like sh• had anytlllng wrong will> her. It's flying in the face of in films. 1nd in mag:ujnes. everyone they see i5. very, very
na.turt- ... beoutifiA and tlley think tllat's normal and chey want to look like
W: 8ot haw can you teglsb.td It it can be done. the medic.aJ that. so the media is. the second thing and che third thing is.. er.
prof't:s:sion will do It c:vt:nwally and people will pay for it. peer pre$S.Ure. that ... because their friends all worry about
J: So if people pay it must be all right! their appearance so chey worry about their appe:aran<:e too and
W: Well. why not! (l) And tllink of all the benefi<• of pl:mic they worry that. that tlley don't look as good as ... •• dleir
sutg(!ry - bums vitc.im:s. <:hildtt:n with eong<:nitat dc:fecu. They triend5. and they want to look becter 1nd s.o dley they end up
can live a tlormaJ happy lift: now.adays; - in the: pa11 they'd either gecting very stressed becau~ they worry about cheir
not have surviv(!d, or if tht:y did. what S:O('t of qu.Uicy of 'ife appearanee and ... 1nd .. , and sot think Ehat people do worry
would mey have had! too much about their appearance.
J: Bot it mtdt bt: pos:siblt: to devt:top some <.rit~ria. for wt\at's.
ne~:ssaty mt:dicaJ t~aunent and what's iu5.t ... vanity!
W: Who'$ going to come up with thoes~ triteria? It's. all <:hanging
so fa.s.t. I mean look at the pro-gress. in treacing infertility -
obviously if More pcoptt C1ll have the children they wane than itl
the ,w:t. t.ha:c seem'S a good ming, bYt again it goes ro extreme 5o-
like the$e WQmen in d\tir ftftiu and slxtiu having chifdrt:n!
j: Wtll.l dunno ... t.h2t'$ diff'erent(.f), iE's not nniry, it's.
thinking about someone et.sre. Bringing someone ttse into the:
wortd.
W: l think thty*rt thinking about theMst:tves actually. • Mean,
what SO('( of life would that (hild have~
J: Wrell kf<f.s. havt: had older fa~rs for ages ... what'$ the
difft~nc::t:!
W: Oh. you must admit a father and mother ... thex might
s.lur(!: a lot mort respon:sibilicy than d'tt:y dtd in the past .. ,
J: I \boyld bOPt !C> (5 )!
w, 8utstill ...
J: No.I don*t set a probftm there as long 3$ it'$ iun one. but
what about multiple: birth$- quint\Jplt:U and sextupteu ... it
sounds wond'etfuJ. but thty ha.vt: to struggle to j.(lf"Vive. some of
thoS:e babies- al\d imagine even then- I Mean. unless. you're ~
mm;onajr¢ ind s;an aff'O!'d loy of helP: bow do you cope' (6)
W: Ptoplt: always \JSed to c:ope with big families •..
J: Yes. but then thty had younger ones and otdet ones. And
spt:;atdng of fathers. I tt:ad that sc.iemis:c:s reckon before too long
it'll be pQS.Sibfe for mtn to gtt pr(!:gtlant and g,ivt birth •..
W: That'$ reafly adOng (ot uoubte. t mean, you must admit.
aren't there more important thlng,s for them to be worlUng on~
I think that·s really agains.t tht: laws of nature.
J: Well, you would. wouldn't you1
page 160, listening, ExerciseS
Spealcer. Well. I think tllat people do worry a lot about lh•ir
apf)e:atan~ nowadays. ~r. maybe they worry 100 much. for

@ Pear'>Qn Edu.:ation 2002 Photocopiabl~ "133

 P.tcording, scripts
UNIT 12
page 171, Ustening, Exercise l
Interviewer':' Our ne)("[ guHt h Kiendsl Ben Jameson. hft"t:
to disc.un the impliadons of s-pac. Q"''vel for- tho~e of u~ who
plan to head out lhere, ::1nd also for thaw of us who w:mt to
soy at home. Woukt you agree, Ben.. that the $pace race :.eems
to be"""""& !rom • naclanol encleaYOUr to a c:ommeroaJ one!
Ben Jameson: Well, dlere does - 10 be • bit of o , _
<!tore ond done dr:>i Ceeflnr obout some of the bq nationol
sp>ce projecu <ltoc seem•d oo excil!nc cllirty ~ .. rs qo. And of
coune sorr~e. 'ourisu are wi"i"~ c.o shell 0\lt a kn ol money ro
go ~w+H!re new ... and d'tey're npi.dly runnirlJ out of new
deuinatforu. In fact, it looks a' If a ~ace- ~cation orbici"l the
Eotth wo.ld be a lot mor<> proficoblo beinc u•ed •• a hotel tho•
for sc:i..,lifi< research. so nowaclays ti}QS(_nodsiDUS>_J!.ush
sput tnvel fgrw;ards indudt' qui[! 1 ftw 'QD1fnj<fjoo
comganjts ( tC) -Mth their eyes on the lOuriSt market ...
1: But presumably what we're lilcely to 'ee in our lifetime wilt
involve staying wilhin the Earth's orbil rather than hotel$ on
Mars ..• or even trip, round the Moonl
8J, lniWIIy y... she ..rty tourbt fligllts are likely to be
suborbiul. they'll go ... about 100 dmes a.s high n a jet plane
usua11y goes •..
1: .. so up to the fl'inges o f space ••• but never ~r:tualty going
into orbit.
BJ: Yes, they'll go up usfng rocket plane.s., or something .simi,ar
-they might be capsul.s boosCied by rockets. for example. lt.ll
iust be a few minutes - they'll b:u1cally go stn\ght up, and d'ten
come down again,
1: And the selling point wil be iun •.. having done it~
Someching differefll?
BJ: Yes. but dle main dow will probjably be iurinr th~ chanc~
m fnl whtt it"' like to bo wclrhtlrn (lC}. You·ll get a few
minme.s of that before you c.ome down. and it's somethin& new
for most peop1e to be noadn& around w itt. no gnvity to keep
me:ir ~C:t on the. sround.
1: And pN!s:umabfy some tnlnia,& will be needed first!
I J• Dt>lnitely. bod\ for the weizhdeuness and also 10 tope
'W'ith the g ror-c.es- ~e aravtation.:al f~ During acce.lention
yaur body can fHI up eo t''""'<7 c;mes It$ normal wei&f"o<.
I shouldn·, d\!nk lh<y'l de mo... than two or tine clays
tnirU11g. thollgh .•.
1:: And presumably the t.oJr companies will be ~~~eting the
son or pe<>pl., who may hart had a so •• hl&t'-risk SpOI"ts he,..
on &nh -ave: divlns~ buf'lgtt Jumps. that son: of tiling?
Bj: Yes. but til< prkc of aips waJ t>. ... "flpr<>pd•"'ly I
suppose:, a.nronomical. so dley'llalso be a SUM symbol for
scme people. But ln b.ct we still don't know how peaple a~
goi"l to rcacuo these cot~ditlat~s: there'" nill ~lot of
enensive teru. to be done 0t1 ths phyMgl prgqpes jnvgfved
()A). The professionals hve exl,au$cive and very severe tens
to see how their bodies rea't to the forces involved -and not
all of <~em cope: <~ere·s qulte • his!' drop oo< n.te.
134.
1: And would they aaually see anything up the rd
Bj Not muc:h ... bvt thlt's iust the flrsr: n21e of spa~ couriun.
The sec:ond nilge. the 'mature phase' u they c:a11 it in th• trade.
which will be dealing with much greau.r tlumben, wUI probabty
~ &etting up to the same sort of hit!Kht and then orbld'-C
the Ea:rtfl ror. ny. two or three days.
1: I believe some companies are already developing plans for
she ~rst orbitq hotels!
BJ• y.,_ they look some<hiog 1n<e big plai'Pft'S. wilh windows.
YQu'd hove.;...,. of the Eonll and SQ..,. system and probably
sp•ce ,...ks ... sports ••. oreu ...nere you•d be -izhd•ss.
othe" with •rtifio;aJ znvlt)o •••
I: But presunl:ilbly .$ti1J a1 the hnrury end of dle n'W'icet?
BJ: Yes. lt"<l be bill firms sendi•g <heir top s•lespeople u •
reward, or ofh:ring ,a frerbif' to jmporunt clients (•D). And
ar'H)ther market WOtJid b~ hon~ymoon tOIJple.s ... aga_lfl. the
'holjcfay of a lifetime• idea.
1: tf mon~y were oo obiett. wQ\Jrd you 1.0 on one yoursetn
BJ Part of~ would love to. but. wE!' need m count th• cost
I'JOt just individually but 1.0 the planet we already lfve Otl.
EVffything th~ tourist$ need- the mamrials 1.0 bul1d tht hot•ls
and all the food. water and fuel required for the &uests - wUI
hav~ to be lihed into orbit by shutthu. requiring a form!dabh::
quantir:y or hydrocarbons.
1: I've heard that if the industty ukes oft', it will be the world"s
primary source of t3rbon dioxide emiuions. lt't aqua!!y bard to
think of a betur desiftled prqjeg for m,iudmum eny!ronmtnsat
denruction.
BJ: Yes it's. ironjc- jn wr oue:st M explore 1pace we tbreacsn
to lay waste the only llfe-susalnine Rl.anet the a.s.tronqneq haye
beE!tl :able to find (SA).
1: Ben, I'm afraid I'm goint to have to stop yotJ there ...
page 178, Exam Focus, Exercise 1
Extroct One
Spea.ke.r: Hcwv did I get into it ln the flf"St pl:acel Easy-
through the paS:!! Phi1 $ent me a note dipped to a brochure -lt
looked like a trot~ brochure at lint- and a-J the note hid was
"You know you W3nt ~just s.ay yes'. 'Then r realised that it
wasn't actualy a holi~- it 'W<J.$ for a nr n.lly ICI'O$S dCf'iWft
terrain and lou of coumrifl - tWelve. I dUnk - and Pful lyyw
me well ..,oum cg know d\ir; il it wu rlitJicy\t, C4 w;aor cc INyc
~at it (lA). When I looked JJt hgw I!!!J<h We nil)' wpukl
(;Ott. I b:alhd a bit (lB) - but the red fine nw1Unz d'tc I"'CCUm: in
the brochuN was just too irTeSI.$l.ibl-e. Phll wu ri&ht you See- I
did ~nt to. Though at th~ time I didn't neally realin exutly
what I was letting myself in for. That c;~me later - bvt it never
affcacd my enthusiasm for th I!! who!e thing.
Extroct Two
A: It's almost like Widldn~waJ .$)'mptoi'N -when somethlng'.s
been token owoy from you. I """' talking ro Solly Gunnell the
oti>er d>y ObQUC h<r experience of coming back wlm a zold
me<!al and she talked abou• something which she oll<d pon·
©Pearson Education 2002 Photocop1able
 Recording scnpt!

~' ci«pnssion. She s>id when you've worked so hard for

10 m2ny yt"an to IC' rounetf to this ••• fever pitdl of
competition and rhea ycu s~nfx ccme heme and it's an O;;s
(lA) and you're chlnkinc. Oh. my goodne11, now wharlls chat
let down something you r«ognise!
B: Er. tttta.ln1y not tor me sin« I''I<: got back &-om the GameJ.
although before I actually competed out there I can remember
thinking. What am I gonna do with myself when this is all over~
Because. er. for so lona my nr~·slust been totally focus~d on
that one day and Nddc-nly it wu all going to b<:- OYEr. Sut
an,....y. I'm coming bock wich che sold medal and l..a.il!y
havcn•t uoRpcd ytt Jines:' got back. so I ha'len•t had tim¢ to
chink abp!!! it (4C) ... <hink about getting depressed about
anything. Maybe It'll come later - though I don't chink so.
Extract n.......
A:. l(s unerlllal. isn't i~ dli1 whole blniness <i desigler b>biesl
8; Well. I hate w conei...,. my opparendy incTedibly annoyillC
habit <i reputlna myself - I ha"" to keq~ saying it - but it aU
depend. what you mean. The pmse 'des ~&ner babi~' gn_bJ:
'-lw:i..to mean wbatcwr the qucui9ncr yqou jr to mcJn (58).
Alter all, many p«>ple design their babies by changing <heir
en~ronmenc - sending them to a good school. monitoring their
friends and so on.
A~ But chu's not falr. You know w~·re t.lfkingabout
man;putating genes:, You're talking about influence. not design.
8: OK. but why Is changing natu"' so badl You can't >Cop
prpfreu !un btauss Wf don•t know whe-re it'll lead on char
~n,it people wouldn's: bays: 1PY.~1e~~-~ee! (6C). Th~ is
the possibility In t he sdcnce of genetics for both ur.e and ~bu te
- but we've barety found out where the hair colour gene is, so
acrually derJ&"lna your baby ;, ;all a lon1 way in the future.
A: Wdl that doesn't mean that we shoulc!n't con1idff it- :titer
all, il the wfleel l n~mon had latown al>out the motor car, tl>ey
mil"' h>ve c~tl&ain!
ErtToct Fouf
Speaker; You see an audien«- comes into a teJevjsion sCJd4o
- four, six hundred difrerent type1 of peopt~ - ~nd unlike an
audience in a. cheatr« they're surr ... tlley'r~ immediately
sutTound«< by aU the panph~lia of a cet~ision scudio, and
the received oplnron Is Wat it's necessary that someone go out
W~ and as it we~ U,it,d)WI from.theit...bf:mmement (78) and
that''! che Idea of 1 WJ.rm-up man, (hat he c.omes on. cheers
~erybody up. geu diem in the rigl>< !rune of mind (or
whatever s:he procna.mme they have to wa.IXh. What you're
dolnz ba!.lc:a!ly Is you ... you're • brOdge between <he •udience
and the ... a.nd the 'how, a.nd you're tryin.c co bring the two
t ozeotber, W you've got to uy to ~~k. ~pjr jnbibitioru;
(IC) and say hey.look you know <M ;, fun. come •nd join .,.
... and then by the cimc it comn to ekher tape the procJ"'aa'''WJ\e
or do ;t i ve. they are there ready to go. hyped up and cheerlfla.

@ Peanon Education 2002 PhotoCopiable 135

 Recording s<npiJ.
UNIT 13
page U14, Listening, Exer<ise 2
f.xtroC't One
Spea.ker: I join~d the pony dv\> wh~n I wa$ o:n, er. wicho\Jt
a pony ~nd dley do a winter ver.s.ion of , •• they''t'e g.ot a
competition i, the pony dub Qlled cecrathl()n., whi<:h i$
swimming., rvnning., shoocing and riding and. er. I didn't ha.~ a.
pony. but ~t Wi$ the winwr and they don't do rtding in the
winter •.• beau$e it's too muddy. so they do a triathlon. whi<h
i$ $wimming and nmning and ~hooting. So aged om I went down
to the shooO!lg n~e and somebody put a gun in my hand.
which I thought wa$ fant..stic. and they ... they enoered me iroto
a Cria.thlon and e:yecybody ebe must hayt beeo Qd>bjs.b ~
~ (i B) ~n<l, er, went hom~ with~ b!u~ ri\>boro in my hand
- beeau•e that'> wl>at you woo in the pony club- and I thought
this i$ areat, I qn win something let's do another one (lA). So
1got •.. got a pony and fell off it about s~ven or eight times and
dldro't win any mo~ and I then went ~~y ~nd learned oo ride
and $brted winning ~in. It wa~ gre~t!
Extn:rc:t Two
Interviewer: Peoe. now did you feel when )'OO got to the half
a mllliOI\ poul\d question?
Pet~: Wi:U I'd 2one on du~ show towjn iii mjWon s.o jt YQt
!lilt anot})e;r uep on dlt wa,y (3C). t wa.sn't even nervous by
that $t3ge - I'd already an~wered a lot of quescioos.
1: 8vt you knew tha.t it you g.o1: that one wrong you•d lose
mo>t of what you'd won- )'OU'd drop £218.000- n<>-<>ne's
e'l'er lost that muc:h money bef<>t"~ oro five TV.
P: That really didn~ <r<>n my mind. When I neord the
ques.cion I was. h.irfy $Ure I knew che .answer.And I'd gone«>
the ~how with nothing- so I had nothing to lose.
1: Ex.c:ept £200.000~ That':s an enormous amount of money.
You ('OuJd have just taken it- che quan:~r of a million. Did you
reg~t answering the que$tion?
P: Wei~ I iU$t had to t.lk~ a chanc:.e. I 'W3nt~ to go as. far as I
t:outd ... a_ctyal!y I WiS clad afterw;,rsh I bad the p!TS to grry it
2lll (4A).
1: Moot people woold hove h•d •«ond thoughts.
P: Maybe .•. I don'tha'l'e a (amity to let down. so I just went
for it- and I ptumped for the wrong: an$wer. At fe.an people
witl remember me as. the «>ntest.ant who had a g.o - and t've
got £)2.000 for a new car anywoy.
&tract Three
Spealcer: I never clout ted that I'd get on - it wa> drummed
inoo me from ~nearly ~e. My (adler had this. vi$ion for me- he
wmced me co be a lawyer. he said they rrtlke money and
the:y•rn never out of wortc.. He was afwJy$ pushing me on -and
I djdn't baye dlt neat to do anythinr :about it (.SB). So here I
""· 6naoaally sU<e<>ssful and set for l~e. The lhing is toot reolty I
aJWi.ys wanted to be 01n actor- but Dad would never h01ve
countenanced thac. Not a proper fob - and ct:ruinly not a
guaranteed mor.ey-"tt''ake-r. And Yto'tlat c:outd I do~ He paid for my
legal training, pvc: up things (or himst:[f to j)Ut me through
university- hO'W t:oui<S I tell him~ Still, t'm setdod n.ow. and
136
maybe it's an for the best- • probal>lywouMn'c have been 'Yery
goO<!. The <rouble js. I'll never know (6A) ...
EJtti-<JC't four
lnt,!ni,!W4!r: Da.rrt:n. you've .atways. bc:c:n a terrible:: loser- is
that all part of being a dloiYlj>i<>n!
Darre-n: rn my c:yc:s thc:re's t\O point ln doing lt if I can'"t com.e
first- and if I lose !hen I'm gutted (78). Why pretend
ot.hc:r.vis.d
1: You uy that you ~spect your rWab but you don't Ike them.
0: Wtll. I don't hlVt: to llvt: whh them- fus.t c:otr~pctc apif\St
t.hc:m.lt's not c:kac.dy a job, but it's 'What I do- and you don't
have to like your work t:olleagut::!., do you?
1: Ct:n:.ainly t\Ot- t+"toogh it helps the wort<ing en\lironment if
you do~ Would you like your family to (olcrw you it1to bikt:
rac:ing~
0: Not at aH- I've got two litdt: girts artd I'd hatt: to sec them
on a bike. I don't dllnk girls can do it anywoy- !!la..do!Lt_ha~e
the right iMtlnetivt. rdltxu (8C). Girls on bikt:s rrightt:n me: to
death- they don't have the s.cns.~ to doh: •..
1: 'nlat'!. vt:ry con(t'()vt:nial!
0: Yt:ah,l knaw J shouldn't say rt. but it's whac I think ... an<l
it's suc.h a dang(!rous sport that 1•d be tt:rrific:d for tht::m tht:
whole time.
page 188, Listening. Exercise l
Speaker. I'd lik~ oo thank you for inviting me here oo<by to
speak to you all. I'll begin by t(!fling you a little about myself.
Well, I $tarted ovc with nothing more than an infl~wd ide~ or
my own ~bi1ity and~ loc oJ hope ... ~nd I'm nqw c:hairman oJ the
Car'oQn Grovp ... this is a multi-national compo.ny with ~n
annval cvmover of 200 million doltars..ln m0$t people's. terms,
that'$ a pretty ~ucces.s.fuJ career.
Now. we've all got our own definition of what being
s.vcces.s.fvJ mean~ - it m~y be winning~ tenni~ match. making
mon(!-y, t:E-coming l:amous ... at'ld even though the actual
ac:hievements may be very different I chink Che SenntiClO'~ Ibg
~ (1 ). beC3use it c.ome:s from a<t:omptishing what we*ve set
out to do. ac:hieving the goals we*ve stt ourselves. 8ut most
people don't f(!eJ that stnsation as ofctn as they'd like to-
bec::a"'$t of fear. And in h.c:.t I think we're talking ~bovc not one
but two fears.- the fear of~ (2) and the fear of s.v&;<:es$.
The fir"'$t one ts euy oo vnde¥"$Qnd. I($ what drives. yov to gee
co ~<:hoot on cime. to work oo be ~P of the <:las~. It might seem
a neg.~ti'Ye type of motivation, but It'$ an eflec:.tive oroe. it gets
rtsutts. People often make~ lot of exc:\J$es. for not ~e;z,ing the
oppon.ynitJt$ (J;) that wn'le their way- not ~novgh cim~. famify
c:.ommitments. too ml.JCh work ... they might $ClUnd an<:l feel very
c:.onvinc.ing, but the~~ ex~se$ ohen reflect ~orne sort of doubt
about their ability to acQJ~IIy $\Jcceed. or to deQII with the
re'W3rd$ of ~ucces.s.. its pteuv~~. Thi$ doubt ... this fear is
probably ••b<on•dou•. buried deep down. &t by not crying at
aJI, you'll never know how much you c.an or can't do. So I
believe that what you have to do is to identifx (4) what it is that
you're most scared of. Ask yourself. what's die worst that c:an
happen? You might (if\od it's not that bad. Then stt yourself a
urget th:at you think you can rt:ach. Get youf rne:nds round
© Pearson Education 2002 Pholotopiabte

you, 3nd ~edde •h3t wh3tever hillwem. yo~J'II come out of it a
~ (.S) p<rson, b«:aus. che ~xp<rience will have taught
you :something.
The fear of su<c~s is more diffiQJ1t (0 deal with: once
you're sue<essful you have further to fall. Succeu brings fear of
d\~ unknown, b~<:ause aft~r all you've never done h: before and
me ='O.Oa:i (6) of tho•e around yoo ar< unpr<di<tal>l~. Th~y
may be ieatous., resentful. Success. may mean leaving those
important to you behind: it may change your relationships
forever. But I <an m1ke on~ suggestiot\ ro you for over-coming
!his f•ar- think ahead. Try to pr~ict what extra
re~onsibilities succ~s might bring. as we!l3s pleasur~. and
how you will (eel if your friends do aeat you diff<rently. Try to
imagine how it could change your life. By anti<ipating it$ tlk~
(7} in this way. you become better able (0 rna nag~ the fear ol
!<:hh:ving your goals.
lots of p<Ople beli<ve mat you need. lot or!!~!;!$ (8) eo be
su«:c:s.3ful. I think that's 3 myth. For everyone I knOW" who'!.
made it in life. who's got (0 where they wanted, it's happened
because: m~y took advantage of d\e opportunities. d'fl.( came
dleir way. And tin:lOy. I believe thac soc«-Ss is onty worth it if
you can get ~4~ (9) from it. In •pite of all !h~ hard work
and sed>o.dc;,l always manag~ to do this, and it was finally
what made it worthwhile. The finanQaJ rew-ards :ue <here. the
a<claim. che r~cognidon by your cotrea.gues thac you've done a
good job ... but dlat's what's most Important tom(-. Thank you
tor listc:ning to me. and good luc:k to you all.
page f 9 f, Exam Focus, Part Two, E~eercise 2
Woman: OK. well, in pkture three she actually looks u if
:sh~·s quite enjoying hc:t1("lf ... aU tho:s~ people ... cr.
photograph~ ...
Man: Yes she's obvlous1y ha~tng the tim(!- other life: ... it's
something sh~ rally W3ntl, an tho:se cameras a.nd all that
anention ... a.nd they ... the <:amer:amen. they·~ probably
having a good time «:Jo ..
W: I don*c know ... lt*s all ... it*s very <:ompet111ve.l m~n
they're all trying to get a good pi<:ture ...
W: And in piccure five it•s ac:cua1fy qvite hard to •.. to ac::tually
s~e how dl~y're feeling.
M: You can·c realty see ...
W: But the >oldi=. they're fighting ..• they have'""" •nd
they're attacking. or shooting but an~y they must be in ... in
danger and this photographer he's iust in .... in dodleslike
holiday dothes.. as if he's at dle beach or something .•.
M: Well. chat might be true. but whac about his own safety? I
mean. he ~n't <onsid~r his ~fety. he m\ght be shot himself
... he's risking his lit~ ...
W: They sc:c:m ... all the picture:.. • mea.n, obviously there's
P"''' <verywh<r< but !h~y seem all to be doing different !hin8',
they're~~~ kind ot performing diffeNnt tunt1ions~
M; Ye$ -so :some of th(!ft'llook ... s~~m more: po:sitiv~ and in
some of them il•s bad ... c:he beha~iour i!n't so good. Like In
pic::QJre two ...
@Pearson Eduulion 2002 Pho«o<opiabte
Recordin& scnpu.
W; With the man ... the man definitely doesn't fook very
happy b«:aus. he'' .. .
M: ..• he's put hi:s h<l!nd O't'er dle fens of che <:amen.. yes.
W: So the press are definitefy intruding ... or he thinks
they're introding anyway. He doesn't want dlem to take a
pi<wre ... he looks like someone 1n1uchority ...
M: Quice confident:, yes.. he's sure chey shouldn't be taking
picwres ...
W: look at (hQS(!- huge- toom. tenses- r $Upp¢$t in that
siwation the zoom lens Is OK. i:sn't ft. ... In fac:t that SC(-Al$ to
be: vt:ry vc:ry good usc: of the: pN-:S$, bringing ptca:su~ to
~vc:ryont- ..
M! Well. that's right the: <:c:tcbriti« the: ... the ... the:
sport:smc:n there:. t.h~y·re gt-tting bcnc:fit from the
photognphen,l mean they'll be on tl\o back pages of Ill<
n~pers: ne:xt day and ...
W: Whereu the Jast one. pkture 1. don't you dlink that
that's the: mo:st una«eptabte one actuaUy?
M: Mmm. I SuPJ>O!e if you think about situations wfl~n: you
get p<Opk> uldng photograph> or otllor people who migllt be in
trouble: or in disttc:S-3 an(j they might not be hc:tping, they're iust
a king photographs ...
W: But what • mean is you almost wondc:r if he·s arnnged it.
if "'• phorognphcr, n<'s arranged the whole tl>ing ... he <ould
havt: dot\~, it makc:s you reilly wond~r about ~t you're
seeing ..... bec:::ause if you :s:aw that photograph. you don''t. yov
wouldn't think of ... if you saw that you'd n(!-ver think about
what wn the c:ameram3n like or what was he doing ...
page 192, E~eam Focus, Part Th~e. Exerdse 2
Speaker: OK.. how would I define $U<:(e$$ in the modern
world? I don't know, I think chat ... er, t think it's got aU sorts
of different aspects to i1 ... I mean there's ... th~rn·s su«:ess at
home, there's suc::.<:es$ with people dla• mean most co you. yo~J
know if you have a. good ... if you ha~e good friend$ and ma~
a good family life and I suppo:5e children one day. dlen Ula• is
aet~Jally succ:.e::s:s. You*re happy and you feel good and the rest of
your life is r~lly comfort3bfe.
8vt of course most people wo\Jtd probabfy defiM :svc:c:.e:ss In
financial c:erms:; dley'd probably say yeah. y~h he's svoces:sf~,al
beC3u$e he's made a fortune and it ... I don*t know, It's ... c:hat
is one "'NaY of defining it.. er. 3nd in some c:ase.s I s~Jppose it's ...
d'te most important but for me it's not.
I want ... I Wi!lnt money but not so t'TW(h money u ... other
people might e:xpe<:t. I think for me suc:.teS-3 ls actually more tQ
do with pen:onal s:a•ish.etion ..• u.king dle opportunitie:z dlat I
have ... any sort of opporwnity, maybe nve"ing. or doing
s.om~dling. interesting. something ex<:iCing ... something I do
outside my work. anything where I maximise my O~Nn potenti3l
... or maybe it's. a part of my work. I don·( know ... and then if
I do dl:lt then I'm suc:cezsful in my owo terms and it doe:5n'c
realty matt£r what other people think. But in dle modern world
I chink prolxlbty success is defin~<l in terms of how much money
you've: got nthc:r th::.n anything c:lsc.
"137
 UNIT 14
page 199, EJCam Fows, Exe rdse 1
Interviewer: And now we m-QYe on loa disOJssion between
Philip 8afdeu. who this month r«el-.,ed the lbker Avt1rd for-
ewcellen<e in short fiction. .and Angefa Maldefl, who has lutt
AM: Ye.s. stcries live in """'· they're a woy not ody of
spinnin& out '"""'but ol holdin&l< buk. II !h!rc is no end, the
nory hi$ no $Mpe (6). but OM wanu. 101ft ~re in one's. own
dme: 'hith the proper narndw effect. And parado)(ically it's
mutt. easier to work this out. tO build up to thb final effect. in a
lot~g novel than in a shCW"t story.

published her fifth flOVel Philip, che aWi.rd you'"Ve j\lst received P B: On til~ subject ol getdn& tO the end of swries. and short
was fo,. a collection of short stQries ... which do you .actually stories. in pan:itular. there's a wonderful nory by John &rth. it's
prefer. wridng noveJs or short noriesr I u.;nk d1< shorte<t srory In the &lglbh I""""'"' and at che
l'hll!p Bartlett: Well, 'p,...fer' i;llle wrona word, because same time it's an lnfinit~ story that goes on forever. It goes like
they're both great fun when all'• going well, •nd they're both this, 'On~ upon a time ther'e was & nory d\at began ... 'and it's
not fun ac all when thil'lg$ aren't going well. But by tempenment meant to be wrlttM In a cfrdc: so you 8P 'Ontt upon a time
I'm usua)ly in for the long baul (I). even chovgh it's 1 there: was a story that b~n. ontt upon a dmc: there was a
considen.Ofe invutment in a!J iOr'U of m.ys ... story tl\at b~n. on~ upon 1 tim~· . .. and so on. It's got no
1: Ana:ela.l chara~rs. it's t':~mety lhort on pJor.. bvc above aU, it's short.
Ange.la "aJd~n: Well in thi; C<Jnte><t pe"!>le often tal~ about and that's whac •hort uon•s are all abou~ aher all
!printers and tnaAthonen.. ;and I thinJc tw n.i!tln' ' nd
mcrabgtis;m Cm a marathqn@r (1). We mostly rh<ne of U) wba
end up being pro(tuk?nil write!"$ - M our ueth on rbt ;boa
l!lmll (1). They're • cood t..aehlna tool. whether or not people
do thetr appreC"'tic:eshlp in an actual writing programme •..
PB: .. , ,and rhen they get tht hang of jt Jnd betjo ro write
~ (2) and I suppose tht eypig.t Pattern's th.n they ncytc
go back tg ths shore scort ...
AM: That's bf!er'l trut for mt (3), oen::a.inly. but I supposo
sometimes d'le fonn choosa the wricer. n.ther than the other
way 1"CCund.
PB: Abtoluoety- it's happened to me twice.. twice in my four
dec:ada o r so of writing fiction I've been seit:ed, possesst!'d by
the muse of shott-¥11'if'l~dness. the mtase of . .. e:iv\lised brevk)'.
let's: say. and on both of those octasions for two full yea" I
could think ol nothing except lh<oR stone..
1: &fare dis<utllng your books 'f'«>'lloDy, rd lil<e to know
Yd'ty you chink stories ~re SO central to our rtvfl. A"&eiJ-l
AH: I tbinls esopl~ think of thtlr whole- Kvcs 13 nodes ( ..).
because from birth to d~nh they're exposed to so rn.1ny
narrad\lcs of c~ry sott. ... tJl;J tJ II<Ip~ning to ~ then tllot wiU
hopp~n ro mt .. , they come to d'lif1k rn tl'lat sCW"t of way btaust
of the e-xpcrtcnces they have ...
PB: I think ... coutd ;t be that our wish to tell stotfes b: a
ft-ature of the b~logial cvohtdon of human coMcloust~ast
We're bom with it. it's what makes us hunnn, we see our l vas
as narntfvc:s with a past. a present and a fttture. f don't U.ink lc's
jose: wrltt-rs who think In this way, and I'm not atklng about
thinking a.bout it conscious:ly, bot tl'lat's >Mlat ma)ttJ.: us dlfftrtot
from otbsr ljvjnc crearores (S).
AM: Mmmm . .. ma_ytK t:vr:ry animal that's aware at all Is
thlnldo&rfthis, "'"'that ... ifil! this, I'III'UI\ ifit's IN~ l'l{tJII>I, •f
t 'slhir.l'har it. if~ 's this. I'IIOJddlt •'P ond !>< fiVndly. And It's
not 1 very Ions step frcm those. propositions to the "as trs' ~.nd
ths 'WI'ut ItS that beg~ the ~II!'S.s of storytcOinz :and st:o,..,.
m11Una.
1: Whac we seem to be getti11g on to here is the importance of
time in ltorles.

138 @ Peorlon £duadon 2002 Photocopiable

 Unit 1 test

1 Choose tile word or phrase which best 2 Complete each sentence using an appropriate
completes each sentence. form of the word given In capitals.
1 It was a very controversial book; it certainly ............ . 1 You can leave the money with him as he's totally
people think. ......................... (TRUST)
A let B allowed C forced C made 2 john Glenn took great personal risks in his search for
2 F:amily relationships later ............. a greater significance --...................... (KNOW}
ln his Sife.
3 Good role models don't think about being rewarded
A built up B kept on C took on D made up
........................ for their charity work. (FINANCE)
3 He vn:s. very isolated and had no·one to turn ............. 4 One ........................ feature of conflicts between
when he needed help.
parents and adolescents is that they are often about
A round B to C over Don
small things. (NOTE)
-4 He chose to ............. family life for the sake of his
S There may be a direct ........................ between patterns
career. of friendship and age. (CORRELATE)
A tlunk B fail C sacrifice D surrender
6 Family relationships need to be ....................... .
S Not .............• children perform better in subjects that otherwise they ar<! very one-sided. (RECIPROCATE)
they enjoy.
A obviously B surprisingly C to mention D to say 7 Although they ar<! ......................... they are almost as
close as sisters. (RELATE)
6 I am not against the plan at all; .............. I think It's
marvelfou:s.. 8 Nowadays family relationships are more ........................
A on the contrary Bon the other hand than they used to be in the past as families become
C in contrast 0 nevertheless mar<! fragmented. (STRUCTURE)
7 She's always so helpful that it's difficult not to ............. 9 Good friends can enrich the quality of our lives
her for granted. ......................... (MEASURE)
A acxept B see C think D take 10 Different interests and tastes can ........................ the
6 He·s a very distinguished writer in the ............. of success of a relationship. (DANGER)
ancient history. 11 People want friends who are ........................ and can be
A area B place C field D section trusted absolutely. (DEPEND)
9 The ............. of the homeless in the cities needs to be 12 It's r<!ally difficult to ........... _ .......... between identical
addressed. twins. (DIFFER}
A trouble 8 plight C difficulty 0 problems
13 Even identical cwins may have very different
10 Let's have a break- we've done enough for the time ............... - ....... (PERSON)
A being 8 now C instant 0 immediate 14 Althovgh it was based on a true story. I found the
novel very ......................... (REAl}
11 'The word 'friendship' can be ............ applied to a wide
variety of relationships.
A lightly 8 slightly C loosely 0 sparingly
12 Some children ar<! encouraged by their parents to
become ............. achievers.
A high B flying C tall D large
13 It can be difficult for par<!nu to ............. control over
unrvly children.
A extend 8 extort C extract D exert
14 The first manned space flight was a major scientific
............. and fascinated the whole world.
A breakdown a break-up C breakthrough
D breakout

140 © Pearson Education 2002 Photocopiabl¢

l Complete the second sentence with three to 2 During llle holidays she must continue to wori< on
eight words so that it has a similar meaning to die project. get
the flrst sentence, using the word given. Do She has .......................... llle project during llle holidays.
not change the word given.
a) She has 10 get on with the project during the
1 It was tile most exdting day of his life. more holidays.
He-............................................................................ - ............. b) She has 10 continue to get tile project during tile
holidays .
........................................ -........................... _....,exciting day. c) She has 10 continue to get on llle project during the
2. We have received no letters from her since she left holidays.
home. sent 3 I have always wanted to visit really hot places like
She ............................................................................................ Africa. appealed
.............................................................. since she left home. Really hot places ....................................... - ................... me .
3 My rutor's comments made me begin to think about a) Really hot places sud> os A{rico hove always
my essay. thinking appealed 10 me.
b) Really hot places like Africa hove always appealed to
My tutor's comments on my essay started ................... ..
me.
.................................................................................... written. c) Really hot places sud> os Afrioo always appealed to
4 She lived in London some years ago. but she lives me.
somewhere different now. live 4 Do you want to go out tonight! like
She .......................................................................................... .. Do you ..................................................................... tonight!
···················-······················································· moved now. a) Do you like to go out tonight!
5 He says lie is an amateur. but he is paid like a b) Do you ~ke the idea of going out tonight!
professional. himself c) Do you (eel hke going out tonight!
S Up ro now he has never m3de an unkind remark to
He gets llle same pay ....... -..................................................
anyone. yet
............................................................................ an amac:eur.
He ........................................................................ to Myone.
a) He hosto't mode o kind remark yet to anyone.
4 Choose the col'ftct answer(•) for each
b) He hos not remarl:ed unkindly to anyone.
question. (More than one may be possible.)
c) He hos net yet mode oto unkind remark to anyone.
Decide what is wrong with the other answers.
They may have one or more of the following
problems:
i) meaning of original sentence changed
ii) grammatically or lexically incorrect
iii) exam ericeria not fvlfolled (use of key word.
nvmber of words)
1 An idea lor a way round the problem suddenly came
to my mind. how
I suddenly thought ......................................... be avoided.
a) I suddenly thought how lhe problem c0111d be
avoided.
b) I suddenly thought obovt how lhe problem shov/d be
avoided.
c) I suddenly thought ofhow rhe problem covld be
avoided.

©Pearson Education 2002 Photocopiable 141

 Unit 2 test
t Choose the word or phrase which best
~ompletes each sentence.
1 The report suggested ............ up links with local
companies.
A setting B making C doing D joining
2 Parental influence tends to ............ as childr<>n get
older.
A reduce B subside C sink D decline
3 He took to his studies like a ............ to water.
A fish B u-.b C duck D swan
<4 It 's important for international business exetutives to
have ............ with other cultures.
A empathy 8 comprehension C knowledge
D fe<>ling
S I feel that my son was let down by the government's
............ approach to education.
A narrow-minded B petty-minded
C small-minded D close-minded
6 Th<> horror folm scared the small child out of her
A skin 8 nerv<>s C brain D wits
7 Some children prefer ............ assessment u an
alternative to eKams.
A <ontinuing 8 continual C continuous:
D continued
8 I didn't underst:and what the extra worl< was in
............ of.
A n<>ed 8 aid C help D benefit
9 I really had to ............ my brains to remember the
answers to the quiz questions.
A search 8 stretch C rack 0 reach
10 It never ............ his mind that h<> would be found out.
A crossed 8 sprung C passed D reached
11 The teacher read a story to th<> class to ··········- time
until the end of th<> lesson.
A make B mark C kill D save
12 Human thought ............ are more complex than those
ol animals.
A methods B processes C activities
D techniques
13 The offer of a place at univ<>rsicy is not to be ........... .
at.
A coughed 8 sne<>::r.ed C winked D shruued
142
14 The students all managed to complete the cask
without ............ effort.
A unseemly B little C: less I) undue
2 Complete each sentence using an appropriate
form of the word gi•en in capitals.
1 The children ........................ so badly that they W<>r<>
sent home. (BEHAVE)
2 Thieves often plead ........................ to justify their
crimes. (POOR)
3 Computers are now considered ........................ in the
business world. (DISPENSE)
-4 Don't believe him- he's totally ...............•........
(TRUST)
S Breaking the vase was entirely ........................ .
(ACCIDENT)
I> Please send ........................ of the order as soon as
possible. (CONFIRM}
7 The teacher's ........................ attitude upset the
students. (SYMPATHY}
8 The speech was so ........................ that many people
got up and left before the end. (INSPIRE)
9 Most people use computers for complicated
........................ these days. (CALCULATE)
10 There are many ........................ activities that promote
team-building. (COUABORATE)
11 The needs of children in many schools have been
........................ neglected. (WOE)
12 Trying to ........................ the source of the rumour is
impossible. (PIN)
13 There are many ........................ that have to be
conlplete<l before the course is finished. (ASSIGN)
1-4 His experience in Asia and South America proved
absolutely ........................ in his new job, where he was
dealing with overseas contracts. (VALUE)
©Pearson Education 2002 Photocopial:>le
 Unit 2 «!It

l Complete the second sent e nce with thrl>l! to 2 I thought everybody knew about his plans.
eight words so that it has a similar meaning to c.ommon
the first sentence, usln1 the word given. Do His plans .............................................................. I thought.
not chan1e the w o rd given.
a} His plans were known ro evetyOne in common. I
1 If we don't leave this minute. we'll be lare! dloug~
otherwise b) His plans were common knowledge, I tho ught.
It's high ................................................................................._ c} His plans wen commonly ~ I thought.
..............._ _ __ , ...........- .......... get there on ti.m e. 3 Sh e knew t'lQc:dy whu to do in the crisis al\d did no<
panic at all. pl'esence
2 I regret not studying harde r who.n I w.~s at school.
only She ........- -........ In the cr isis.
If ....._ ...._ ................- ............_ _........................................ a) She hod greor presence o( mind about whotco do in
the crisis.
.................................. _ .................._ ............ my schooldays.
b} Shes/lowed gfe(If prese<~Ce of mind in the crisis.
3 He now reg rets his deelsion to stu dy law at c} She l>od the pmence to oa os o leader in the crisis.
university. wishes
4 There was absolu tely no evidence which supported
He ...................................- .......................... - .......................... the theory. shred
........................................................................... at university. There ................................- ............... - ........... the theory .
~ From the look o f him, I thought he'd just run a a) There wos no o s/lred of evidence which supported
marathon. though the theory.
b} There wos I'IOt o shred of evidence which could
I thought ............................... - ...................... _ ...................... .
support the theory .
............................................................. lvst run a marathon. c) There was nor o s/lred of evidence to suppon th~
5 I would prefer you to stay and w.lit for t hem. theory.
rather 5 My parents never stopped me going out if I c.old them
1 .................................................................................................. where I w.~s. lon1
.................................................................................. for them. My parents didn't .................... I told them where I wu
a} My parents didn't ever scop me goinf OIJ! so long as I
told them where I w.1s.
4 Choose th" correct answer(s) for e ach
b} My parents didn't always stop me going out for lo"f
question. (More dian one may be possl ble.)
unless I told them where I was.
Decide what Is wrong with t he other ar>swers.
They may have one or m ore ofth" followlr>g c) My parents didn't ever stop me going OIJI as long os I
told them where I wu .
problems:
i} meaning of o riginal SMtence chan~
il) grnmmatic:ally or lexically incorrect
Ill} exam criteria not fullilh' d (use of key word.
number of words)
1 I d idn't go to llnlveniry because I couldn't aflord it.
could
If I ....- ............................................................. to university.
a} If I could hovt llfford~ I! !hen. I would hove gone to
university.
b} If I could hove afford~ to to !hen, I would ho~ gone
to university.
c) If I could hove offo~ II, I would hove gone to
university.

© Pearson Ed.,catlon 2002 Phototop•able

 Unit 3 test

I Choose the word or phrase which best 2 Complete each sentence using an appropriate
complet'!~ each <enten~. form of the word given In tapltals.
1 Th~ report on the accidem was found to be a .......... .. 1 The Olympic Games are given ........................ television
of lies. coverage. {WORLD)
A bundle 8 pack C pile D collection 2 The reception was so bad that she could only hear
2 We just decided to have the party on !he ............ of ........ ·-············· snatches of speech. (CONNECT)
the mom~nt. 3 Some film techniques have ........................ their
A heat B tip C spur D flash usefulness. (UVE)
3 Successful blockbuster movies have broug)>t a 'I Television has seen a vast ........................ In the number
of hope to !he d~clining film industry. of channels available to the public. (EXPAND)
A stroke B beam C ray D shaft
S Many people say that television ........................
4 Advances in special effectS have brought a new ........... . conversation and family interaction. (COURAGE)
oflife to the film industry.
A surge B lease C time D flash 6 The ........................ of moderro film audiences are very
high. (EXf>ECT)
S The film was very cheap to make - it was shot on a
............ budget. 7 There Is a huge ........................ on special effects in
A shoestring 8 wafer-thin C low-cost modern films. (SP!:ND)
D reduced-cost 8 All the actors hoped to win the ........................ award.
6 Exorbit:ont wage demands by actors may be dismissed (PRESTIGE)
9 After his film flopped. !he director suffered from
A out of hand 8 by hand C in hand feelings of ......................... (ADEQUATE)
D hand over fist
10 It seemed impossible for them to reject the
7 After a fong and arduous day, the producer was at the company's ......................... (PROPOSE)
end of her ............ .
A limit B line C rope D tether 11 The situation ........................ a feeling of desper:>tion
among the fans. (GENDER}
8 I won't ace tn films that are too vio1ent - I ._......... the
line at that. 12 The sctipt was rejected because it was deemed to be
A paint 8 make C draw D write . ....................... for the market. (SUIT)

9 That actor seems ............ on making as much money 13 Scriptwriters should always take the target audience
as he can. Into ........................ when planning !heir story lines.
A involved 8 interested C insisted D intent (CONSIDER)

10 Many people love to watch old movies just to ........... . 14 He was completely ........................ to her plight and just
in nostalgia. ignored her. (DIFFER)
A flounder 8 relish C enjoy 0 wallow
11 If that door won't open, you'll have to ............ to
for<:e.
A ret>Jrn 8 utilise C employ 0 resort
12 Rim studios can make mon~y by ............ in on
previously successful films and remaking them.
A cashing 8 moving C getting D looking
1) I didn't get a ............ of sleep after watching chat
horror ftlm last night.
A blink 8 wink C part D piece
14 If you don't ............ to the rules. you will be asked to
feave.
A obey 8 follow C accept D conform

144 © Pearson Education 2002 Photocopiable

 Unlc l cesc

3 Complete the second sentence with three to 2 When I arrived in town I took a bus to the theatre.
eight words so that h: has a similar meaning to by
the first sentence, using the word given. Do On ................................................................ to the theatne.
not change the word z;ven.
a) On my arrival in town I ~nt by the bus to th<!
1 As his television was so o!d, it needed co be readjusted theatre.
aNthe time. readjusting b) On having 011Md in IDwn I went by bus to the
theatre.
Being ...................·-········- -···········---········--
c) On 011Mng in town I wenc by bus to the theall"t.
·--····················-·····- ······-·-············-······-····-···· connantly.
3 Both the pan and the future of the cinema are clonly
2 As soon •• the film was released, it n:orced to break connected with technology. bound
bo1< office record.. than
The future of the cinema .-........._ ,_ its pasr has been.
No .............................................................................................
a) The future of the cinema as bound up with
............................. it storted co breok box offi"" '"cords. teChnology ~ its past has been.
3 The moment they finished frlming. it nanoed to min. b) The future of the cinema is as bound with
hardly technology as its past has been.
c) The future of the cinema is os bound up with
They had ..................................................................................
tedlnology as its past has be en.
.................................................................. It started to rain. 4 Although he was ill, he still condnued planning his
4 Nowhere in the world have I seen such a wide variety holiday. ahead
of TV channels. so
Despite ........................................... with his holiday plans.
I haven't seen ........................................................................ .
a) Despite of (eeJing ill, he still went ahead with his
........................................................................... in the world. holiday plans.
b) Despite (ee~ng ill, he still went ahead with his
5 I'm determined to see that film! miss
holiday pions.
I won't ...................................................................................... c) Despite he felt ill he Sfj/1 went oheod with his
........................................................................ circumstances. holiday pions •
5 I don'r think anything will change at all. carry
4 Choose the correct answer(s) for each I expect ................................................................. as before.
question. (More than one may be possible.) a) I expect that everything will corry on rhe some as
Decide what is wrong with the other answers.
before.
They may have one or more of the following b) I expect to corry eve'}'!hing, the some a.s before.
problems: c) I expect elltrything wiH corry on uoaly the some as
i) meaning of original sentence changed before.
ii) grammatically or le><ically Incorrect
ii~ e><am criterb. I')()( fulf111ed (use of key word,
lliJmber of words)
1 I only realised what a desperate sltuadon It was when
I saw him. how
It was only .......................... desperate the slruation was.
a) It was only when I sow him rhor I recrlised how
desperate the sicuadon was.
b) lc was only after I hod seen him rhor I realised how
desperate the siruatian was.
c) lc was only when I reolised ,·, rhat I sow how
desperate the situadon was.

©Pearson Education 2002 Photocopiabte 145

 Unit 4 test
1 Ch()()se the word or phrase which best
completes each sentence.
1 Advertising companies are ............ to very strict
reguladons.
A prone B lioble C subje<t D stuck
2 Children often ............ their parents for sweets ond ice
cream.
A persuade 8 encourage C pester D demand
3 Marketing mat>agers feel that children are oble to
............ advertisements..
A deal with 8 sort out C attend to D take care of
4 To be successful. a business must make sure that it
has effective ............ of Its productS.
A promotion 8 publicity C propaganda 0 hype
S The new model succeeded because It filled a ............ in
the market.
A void 8 space C gulf D gap
6 ............ failing, the new car was an enormous success.
A Despite 8 Far from C Apart from 0 Although
7 There are so many ............ names now chat it is
impossible to remember them all.
A logo 8 model C trademark 0 brand
8 The choice of ............ can make or break a new
produce.
A packaging 8 wrapping C packing 0 padding
9 During the hot summer, sales of botded water went
............ the roof.
A over 8 above C through D on
10 It suddenly ............ on me that he was cheating.
A seemed B svuck C hit D dawned
11 Magazines promote the virtues of eating a ............ diet.
A well-rounded B balanced C complete D fair
11 Some singers fear being ............ as a 'one hit wonder'
in the press.
A disregarded 8 dismissed C disapproved
D discharged
13 The new technology ............ incredible, high-fidelity
sound.
A shows B delivers C contains D makes
H The product has been constructed with great ........... .
to detail.
A care 8 precision C skill D a~ention
14~
2 Complete each sentence using an appropriate
form of the word given in capitals.
1 The high cost of advertising is ........................ paid for
by the consumer. (VARY)
2 A trusted employee was found to have leaked
...................... - information to a rival company.
(CONFIDE)
3 The area has become rather ........................ so the
restaurants there have Increased their prices .
(MARKET)
4 Advertising found to be ........................ will be l>anned.
(ACCEPT)
S There is a strict code of ........................ for advertisers
to adhere to. (REGULATE)
6 The quality of commercial advertising on television is
rather ......................... (CONSIST)
7 The new design seemed to be eminently ...................... .
(MARKET)
8 No matter how many luxury products are on the
market, people will always buy the basic ....................... .
(NEED}
9 The following rules are ........................ to small
companies, who are allowed to disregard them.
(APPLY)
10 The research and development department has to be
very ........................ to customer needs. (ATIEND)
11 Childrel'l are very ........................ and need to be
protected from exploitation. (IMPRESSION)
12 People nowadays can be accused of being coo
................... - .... (MATERIAL}
13 The wrappers on products used to be a way of
........................ the quality of the product.
(AUTHENTIC}
14 Delicate products often have co be packaged in strong
........................ boxes. (CARD)
@Pearson Education 2002 Photocopiable
 Unit 4test

3 Complete the $econd $encence wid! three to 2 In the advertising Industry you have to be able to deal
eight word$ so chat It has a similar meaning co with competition. anyone
the first sentence, using the word given. Do It Is ........................ to be able to deal with competition.
not change the word given.
a} It Is on~one in the advertising industry who hos to be
1 h: is inevitable that children will be more influented by able co deal with competition.
the media than by their parents. Influence b) It is ~enli<JI (or an)'Oile working in advertising co be
The ........................................................................................... . able co deal with competition.
c} Jc is necessory (or onyone who is working in
......................................... children than will their parents.
odvertising to be able co deal with competition.
2 People mainly wanted co befriend him because he was 3 He always attempu co convince the customers chat
successful. make they need his latest gadget. try
His success was the ............................................................ .. He .................................. to convince the customers that
................................................................................. with him. they need his latest gadget .
3 The manager usually decides which produces we sell. a} He will always II)' to convince the customers chat
rule they need his latest gadget.
b) He olwoys tries to convince the customers that
As ............................................................................................ ..
they need his latest gadget.
............................... who decides which producu we sell. c) He alwoys has to try to convince the customers
that they need his latest gadget.
4 It is a legal requil'<!ment for cigarette advertisemenu
co carry a public health warning. law 4 It is the government's responsibility to bring in tighter
regulations immediately. introduction
Ciga~tte advercisemenu .................................................. ..
The ..................................................... to the government.
....................................................... a ptJblic health warning.
a} The immediate introduction of lighter regufuliOI\S it is
S The advertisement was banned because it was up to the government.
dishonest. and the company fined. grounds b) The introductilln of tighter regulolions is immediately
The advenisemenc was banned ........................................ . due to the government.
c) The immediate introduction c(lighcer reguhroons is
....................................................... and the company fined. up co the government.
S In our opinion. it is a good idea co carry emergency
4 Choose dte correct answer(s) for each supplies. carrying
question. (More than one may be possible.)
Decide what Is wrong with the other answers. We think that ............................................. is a good idea.
They may have one or more of the following a} We think that !he conying emergency supp61!$ is a
problems: good idea.
i) meaning of original sentence changed b) We think that corrying emergency supplies is a good
ii} grammatically or le•ically incorl'<!ct idea.
iii} exam criteria not fulfilled (use of key word. c) We think that !he carrying of emergency supp~es is a
number of words) good idea.

1 The public are protected by the Advenlsing Standards

Authority. safeguards
The ........................................ - ........................... the public.
a} The sc(eguards protea ltle Advertising Stondcrds
Authority fi'om the public.
b) The Advertising St<Jndards Aultlority sofeguords the
public.
c) The scfeguords of!he Advertising Stcndords Aultlority
ore tD protect the ptlblic.

©Pearson Education 2002 Photocopiable 147

 Unit 5 test
1 Choose the word or phrase which best
completes each sentence.
1 The cnme ............ is rising in inner city areas.
A ratio 8 toll C rate D rating
2 He was called into court to·······-·· evidence against
his friend.
A tell 8 give C testify D describe
3 The boy kept his collection of coins in a tubular red
A conuiner 8 box C bag 0 case
4 Statistics do not give a full ··-······· of the incidence of
crime.
A picture 8 view C illunratiOI'I D drawing
S Although there is no fonnal agreement, the «>mpany
has an ............ code of behaviour.
A unsaid B untold C unstated D unwritten
6 Safety regulations are usually ............ down by law.
A set 8 put C written 0 laid
7 Although he had given up his life of crime, he still
found it difficult w persuade people w -·········· him
seriously.
A take 8 see C relate D think
8 The Youth leader was a······-···· of inspiration to
many of the boys he worked with.
A spring 8 source C beginning 0 derivation
9 All ground-floor windows should have special locks
............ to prevent burglars from entering.
A fitted 8 attached C implemented D inserted
10 Some people regard a sentet'lce of Community
Service as a very ............ option.
A light B simple C soft D comfortable
11 I ............ whether the truth will ever be known.
A fear B doubt C mistrust D distrust
12 The two boys really ............ it off from the moment
they met.
A hit B so-uck C made D put
13 The boy had a history of ....... -... theft but had never
been accused of a serious crime.
A small 8 unimportant C little D petty
14 Even in today's technological world, some crimes
remain ......•.....•
A unfound B unanswered C unsolved
Dvncleared
148.
1 Complete each sentence using an appropriate
form of the word given In capitals.
1 Society must provide ........................ to prevent
criminals re-offending. (DETER)
2 In spite of ........................ police investigation, the crime
remains a mystery. (VIGOUR)
3 I cannot think of any ........................ for the mystery.
(EXPlAIN)
4 I think that the murderer might ..................... ,_ be the
postman. (CONCEIVE)
S The job of the police is to ........................ the law.
(FORCE)
6 People can be offended if those they meet respond
........................ to their greeting. (APPROPRIATE)
7 Agatha Christie. who died in 1976......................... in
crime novels. (SPECIAl)
8 Detectives find chat ........................ photographs of
crime scenes may make It ~sier to spot vital dues.
(LARGE)
9 There have been ......... - ............ improvements in
dete<:cion techniques. (REMARK)
I0 The crime rate in the town has decreased
........................ in recent months. {NOTICE)
11 The defendant's alibi was so bad it was toal!y
........................ to the jury. (CONVINCE)
12 Young vandals can have a ........................ influence on
meir schoolmates. (DISRUPT)
13 There was a sense of ........................ as people rushed
out of dleir homes to see what was causing the noise.
(CONAJSE)
1-4 It can take some time to rehabilitate ...................... ..
offenders ancr they have served a long prison
sentence. (HABIT)
© Pearson Education 2002 Photocopiable
 3 Complete the second sentence with three to 2 It's possible that she hit her head and <:an't remember
eight words so that it has a similar meaning to anything. lost
the fii'St sentence, using the word given. Do She .......................................................................... memory.
not change the word given.
a) She might have hit her head ond lott her memory.
1 They say it is likely chat the police will cat<.h him soon. b) She could hal'e hit her heod <tnd lett her memory.
chances c) She hit her heod perhaps and os a result lost her
They say the ........................................................................... memory.
....................................................................... by the polic.,, 3 I'm convinced that she was speeding when the car
crashed. driving
2 Nowadays. smoking Is forbidden everywhere in the
building. permitted She ................................................. f.m when she crashed.
Nowadays. no·one ...................... - ....................................... . a) She must hove been driving too fast when she
crashed.
........................................................................ in the building. b) She could have been <!riving too fast when she
) She can deal with any diffkult situation. capable crashed.
c) She wos con>in<ed she wos driving too fast when she
She ......................... - ................................................................ crashed .
..................................... _ .................. any difficult situation.
-4 I clon"t think the truth will ever be known. doubt
4 It isn't obligatory to wear a seat belt in the rear of the
I ...... - ...................... - ........................................... the truth.
car In all countries. sitting
a) I hove <t<>ubr:s whelher onyone wiN ever know the
In some countries you ........................................................
truth .
........................................................... in the rear of the <:ar. b) I don"t doubt !hat evei)'One ..;11 know the truth.
5 Although at forst people were uncertain, they are now c) I doubt whethtr onyone will ever know the truth.
beginning to accept the use or genetic fingerprinting. S You don"t have to decide now. malce
acceptance
It's .................................................................................. now.
The use of genetic fingerprinting is ................................. ..
a) It's not ne<:essory to moke up yoor mind now.
........................................................... period or uncertainty. b) It's unneCt:$SOry for you to moke up your mind now.
c) It's not necessory for you to teudl u decision now.
4 Choose the correct answer(s) for each
question. (More than one may be possible.)
Decide what Is wrong with the other answers.
They may have one or more of the following
problems:
i) meaning of original sentence changed
ii) grammatically or lexically incorrect
iii) exam criteria not fulfilled (use of key word,
number of words)
1 laws are enforced by the police. job
It's .............................................................................. the law.
a) It's the job of the police to enforce the law.
b) It's the poDce's job enforcing the law.
c) It's lime !he police hod !he job of enforcing the law.

©Pearson Education 2002 Photocopiabl~ 149

 Unit 6 test
Choose the word or phrase whid> best
completes each sentence.
1 Traffle is always bad in tfle ............ hour at the end of
the day.
A busy 8 rush C crowded D crush
2 Commuting really ............ me down - I hate it.
A puts 8 pulls C gets D drags
3 Old buildings should be preserved as they are part of
our cultural ............ .
A heritage 8 estate C entitlement
Dendowment
4 The tower is a real ............ - you <:an't miss it.
A landmark 8 viewpoint C benchmark
D milestone
S It was a wonderful plan but sadly it was never ............ .
A discharged 8 implemented C performed
D fulfilled
6 They ............ that the theatre be demolished to make
way for tfle new shopping centre.
A hoped B promised C proposed D tendered
7 In die height of the season. touristS ............ all over
the ruins taking photographs.
A swarm 8 tlock C tflrong D mass
8 After die floods !here were many S<:.hemes to .......... ..
money to help the homeless.
A rise B raise C produce D cultivate
9 It's ............ unlikely that they will want to live in the
city- they're country lovers.
A totally 8 completely C highly D absolutely
10 I suggest that we ............ for the cheapest course of
action.
A choose B decide C select D opt
11 The photographs in the booklet , ........... an image of
prosperity.
A convey B display C strike D send
12 The streets were ............ wide enough for two people
to pass each other.
A narrowly 8 barely C strictly D closely
13 There has been a ............ increase in~~ use of
bicycles in the city recently.
A keen 8 prominent C marked D blatant
14 The accident caused a tailback of seven miles. with
traffic ............ along at a snail's pace.
A hobbling 8 limping C fumbling D crawling
150
2 Complete ea~h senten~e using an appropriate
form of the word given in capitals.
1 Aft.er neglecting die buildings for years. the city
council suddenly introduced a programme of
........................ ,(STORE)
2 The ........................ of many ar<:haeological sites was
felt to be a priority. (PRESERVE)
3 The architect produced some beautifuf plans but
........................ the cost of the building work was too
great. (FORTUNE)
4 To survive, city centres must try to retain a serrse of
......................... (UNIQUE)
S The in<:rease in the number of shopping malls means
thac: the appearance of reuit outlets is becoming
........................ uniform. (INCREASE)
6 Paris is ........................ the most beautiful city in c:he
world. (ARGUE)
7 The new art gallery was only a ........................ success.
(PAAT)
8 Some ........................ defects have been found in
buildin~ in the old part of rown. (STRUCTURE}
'} Street perfonners are usually surrounded by groups
of curious ......................... (LOOK)
10 The city walls had a ........................ function in days
gone by. (DEFEND)
11 Chain stores tflreaten the ........................ of the
independent retailer. (EXIST)
12 They claimed that the building was ........................ but
in faet it collapsed in an earthquake shortly after it
was built. (DESTROY}
13 Some theme parks try to ........................ cities of the
past. (CREATE)
1-4 Please make vp yo~r mind quickly- don't be so
........................!(DECIDE)
©Pearson !Oducation 2002 Photocopiabte
 Unl( 4 \~t

l Complete the second sentence with three to 2 You must nat let them see you. can't
eight words so that It has a similar meaning tn They.......................................................................... see you.
the first sente n c:e, uslna the word given. Co
not change the word lflven. a) They con't be let to see you.
b) They con't be oUowed to see you.
1 'Perhaps we should build a new cinema in the centre c) They con'tlet thtmselve• see you.
ol the town.' said someone. built
3 The council is co vote lor new representatives ne.lCt
It was···················- ··............................................................ week. elected
- -----······"*··············--.... ~ i.n tile t~ centre.. New representatives _ __ ne.Kt week.
2 The local council :always t.akes a long time to deal with a) New representatives ore to be el..c:red by !he CDoJndi
blliklillg applications. feet neKt week.
The local coundl always ...................................................... b) New representatives -..ill be eleded by the council
neKt week..
.................................................... with buildi~~g applications. c) New representatives ore goinz to be voted (or by
3 He said I was allowed to do it. penon the council next week.
He ......_ ................................................. _ ..................... - ........ 4 The city centre will be dosed for three weeks beouse
they are resurfacing the road. means
.................................................................................... to do it.
The road ........................................ the city centre will be
~ Facilities for children have Improved greatly over the
dosed lor three weeks.
last ten years. enormous
a) The road is bei~g resutfoced which meaM that the
There h;u been .................................................................... ..
city c<>ntre will be closed for three weeks .
........................................ fac.llltles over the last ten years. b) The road thor is being resur{oced means !hot the
city c<>ntre will be closed for three weeks.
5 When the trafl1c lights chan8ed. the cars moved
c) The road is being resurfaced that means the city
forward slowly. way
centre wiU be closed for three weeks.
Mter the traffic lights changed . ..........................................
S Ther<> are so many cars in the city that there ore
...................................................................... forward $lowly. always traffic Jams. number
There are always traffic jams ..............................................
4 Choose the correct answer(s) for each cars in the city.
question. (More than one may be possible.)
a) There are always traffic jams C<lus ed by !he lo~
Decide what is wrong with the other answers.
number of cars in the city.
They may have one or more of the following
b) There are always traffic jams of o Iorge number of
problems:
cars in the city.
i) meani~~g ol o riginal sentence changed c) There are always traffic jams due to !he loJle
ii) grammatically or lexically incorrect number of cars in the city.
iii) exam criteria not fulfilted (use of key word.
number of words)
1 During the procession there were onlookers all along
the streeu. lined
During the procession ........................._ ... ol onlookers.
a) During the procession the .creea were lir>cd with
etowds ol onlookers.
b) During the procession c:ru.tids Oned !he streeiS of
onlookers.
c) During the procession Nned streets were c:ru.tided of
onlookers.

©Pearson Education 2002 Photocopiable '151

 Unit 7 test
Choose the word or phrase whkh best
completes each sentence.
1 If too many specie$ ............. out. it will upset the
eCO$YStem.
A go B die C pus D get
2 If one company starts to show con<ern for the
environment. then others will surely follow ............. .
A on B through C suit D up
) The Giant Panda has been on the ............. of
extinaion for many years.
A verge B border C margin D rim
4 It is hoped that more diseases may be ............. through
programmes of vaccination.
A cleared 8 eradicated C destroyed D removed
5 The problem needs to be ............. urgently, otherwise
it will be too late.
A <hecked B addressed C monitored D focused
6 fa<tory ............. used to be one of the main causes of
pollution.
A remissions 8 admissions C emissions
D submissions
7 In remote communities it Is Important to ............. food
stocks before the winter sets in.
A rer.IJ 8 replenish C redo D rerurn
8 fishing in many parts of the world is beooming a
............. industry.
A decaying B devastated C derelict D dying
9 In order to .................... stocks of fosh to their previous
levels, some governments have imposed t.shing
quotas.
A save B restore C regain D preser<e
10 I'm prepared to ............. with the idea if you're
sure it•ll work.
A move along B go along C get on 0 take on
11 The job market on the island is ............. rapidly.
A redudng 8 oonstricling C compressing
D shrinking
12 It is a sad ............. of life that it is virtually impossible
to live nowadays without money.
A part B fact C: area D theme
13 You can't just ............. your head in the sand -you've
got to face up to the problem.
A consign B hide C bury D cover
152
14 Greenpeace is an international ............. group working
for environmenta$ causes:.
A power B persuasion C patronage
Dpressure
2 Complete eac:h sentence using an appropriate
form of tile word given In capitals.
1 There are many ........................ issues Ch~t have not yet
been dealt with. (ENVIRONMENT)
2 If the problem of pollution is not solved. few people
will remain ................... ,_... (AFFECT}
3 It is .... - .................. the loss of so many trees. that
worries me the most. (FOREST)
4 The register of ................... _... species is under
constant review. (DANGER)
S Thousands of species still remain ......................... even
today. (IDENTIFY)
6 Animals usually react ........................ when !hey are
th~atened by predators. (INSTINCT)
7 Many people are concerned about the .......................
of nature by scientists. (MANIPULATE)
8 I don't know why you have such difficulty with that
question - it's not ........................ difficult. (CONCEPT)
9 As an optimist. I find it ........................ that life will
cease to e.Ost on this planet. (CONCEIVE)
10 There is a gre~t _...................... of life forms in the
depths of the ocean. (DIVERSE}
11 I think the ........................ of people actually listening to
environmentalists is remote. (UKE)
12 Those chemicals can affect the ........................ s~ms
of some organisms. (REPRODUCE)
13 Although there was a big appeal in the national press.
most people remained ........................ and igno~d it.
(RESPOND}
H The question of whether they can acwally do anything
about pollution levels is ......................... (DEBATE)
©Pearson Education 2002 Photocopiable
 Unit 7 test

l Complete the second sentence with three to 2 If the government had been more detisive, they might
eight words so that it has a similar meaning to have won the election. being
the first sentence, using the word given. Do As a result ................. _ ................ ,the el~tion was lost.
not change the word given.
a) As a result c(the govemment not being more
1 People suspect chat they started the fire. suspicion decisive, the election was lost.
They ....................................................................... - the fire. b) As a result c(the government !>eing indecisive. the
election was lost.
2 There are now many more wildlife prote~tior1 ~) As a result c(!he government's indeosiveness. the
organisations than there were in the past. significant election "Wa$ lost.
There has ............................................................................... . 3 lr we all stopped using cars. the world's oil supplies
...................................... wildlife protection organisations. would last longer. were
3 If we do not get money from the government. we will The world's oil supplies .................................. using cars.
be unable to continue with the research. funding
a) The world's oil supplies will lost longet if we were
Without ................................................................................... not using cars.
b) The world's oil supplies would lost longet were we
................................................................. with d\e research.
dll to stop using cars.
4 The tiger would be eJctinct by now if governments had c) The world's oil supplies WOl.lld last longet ifwe were
not forbidden people to hunt it. imposed d/1 to s!Dp using cars.
Had ........................................................................................... 4 If you look at the records, you will see that recycling
........ tiger-hunting, the tiger would be extinct by now. makes a difference. and
S If the medicine will definitely help me, then I'm look at the ............. -.................. _ ................ by recycling.
prepared co cry it. long a) look at the re<:or<is an<i }'OU see !he difference is
I'll try ·-......................................................................_............. mdde by recycling.
b) look at the recor<is ond see !he <iifferenc:e Chat is
.......- -............................................. -..................... me good. mode by recycling.
C} look at the re<XJr<fs Ond }'OU wi// See dJe <iifferenee
rndde by recycling.
4 Choose the <:oiTect answer(s) for each
question. (More than one may be possible.) 5 There might be trouble if you release that
Decide what is wrong with the other answers. information. yourself
They may have one or more of the following
You'd better ........................................ might be trouble.
problems:
a} You'd better keep !hot informdrion to yourselfor
i) meaning of original sentence changed
there might be trouble.
ii) grammati<:ally or lexially incorrect
b) You'd better not rele<!se that informofjon to anyone
iii) exam criteria not fulfilled (use of key word.
yourselfcr !here might be trouble.
number of words)
c) You'd better keeP Chat in[ormdlicn yourselfin wse
1 The factory released toxic waste into the lake. and so there might be trouble.
the fish died. contaminated
Had the D.ctory ................................................. have died.
a) Had the factory a.nramioated the ldke the ~sh
would have died.
b) Had the factory not Cdnt<lminmed the lake, the (Ish
would not have died.
c) Had the factory not wnt<lmiMted the (Ish, they
would not have died.

©Pearson Eduation 2002 Photocopiable l153

 Unit 8 test
t Choose the word or phr.ase which best
complete$ eac:h sentence.
1 The mountaineers were ~oncerned about ............ .
.....-e:ather conditions as chey were (;limbing fate in the
year.
A diverse B (.Qnverse C perverse 0 adverse
2 The building of the new stadium was ............. schedule.
whi(.h was worrying che sponsors a great deal.
A off 8 behind C below D under
3 It was his first marathon. and he pushed his
endurance to the ............ in order to do well.
A end B edge C limit D margin
4 He ........... at the chance of playing in the college's
basketball team.
A leapt 8 bounded C sprang D swooped
S His footbolling career really took , ........... once his
te2m won the cup.
A up B off Con Dover
6 I had lose my glasses in che wacer and rould barely
............ the edge of t:he river.
A notic~ 8 distinguish C remark D recognise
7 When t:he storm ............ he had co decide whether to
push on to the summit or stay where he wa:s.
A broke 8 fell C blew D reached
9 I was t:he last one co complete t:he course - but I still
felt ............ good about my perfonnance,
A utterly 8 totally C completely D very
9 Oon'c ............ over t:he main poinu so quickly-
they're important!
A slide 8 slip C skate 0 ski
10 He would have been in ............ smoits when his
para<hute failed to open, if he had noc had a !)ack-up
system.
A appalling 8 dire C terrible D awful
11 He took ............ wid> many of t:he points she made,
claiming t:hey were incorrect.
A e><ception 8 issue C account D trouble
12 The bow of che yacht ............ chrough lhe water like a
knife.
A spliced B sped C sliced D hacked
13 I didn't cl\ink chat che game would ............ any risk to
the players. but I was wrong,
A give 8 pose C put D make
14 The coach ............ over l>ackW:!rds to make sure that
everyone h•d a f•ir chance co be In the team.
A turned B sloped C inclined D bent
154
2 Complete t>ach sentence using an appropriate
form of the word glvt>n in c:apitals.
1 It's no use having ability if you lack ....................... .
(MOTIVATE)
2 Some people say t:hat W:!rm-up activities are
......................... but I believe people can get injured if
they don't do them, (NEED}
3 The ceam's resulu improved ........................ after the
arrival of che new coadl. (DRAMA)
4 The pressure was ........................ and I soon began co
feel overwhelmed by it. (RELENT)
S I tried to grab the side of the boat. but it was coo
........................ and I lose my grip. (SLIP)
6 I felt an ........................ sense of relief when I was
rescued. (EXPRESS)
7 He lived in a very good ........................ area, with large,
expensive houses. (RESIDE}
8 There will be a ........................ for all panicipants at the
beginning of the conference. (RECEIVE)
9 There is a lot of ........................ to the plans to disband
lhe local foocball team. (OPPOSE}
10 Ac first she was ......................... but then she realised
the danger and staned to panic. (CONCERN)
11 The.-e is scill a great deal of ........................ about the
effect of drugs on alhletes' bodies. (IGNORE)
12 There is considerable ........................ over the future of
the plans for the redevelopment of t:he stadium.
(CERTAIN}
13 His status is ........................ - it's his ability that is being
called into question. (RELEVANT)
14 The whole incident totally ........................ me and I
never went !here again. (NERVE)
@Pearson Educacion 2002 Photocopiable

l Complete tfle second sentence with three to
eight words so that it has a similar meaning to
the first SO!ntence, using the word gtven. Do
not change the word given.
1 Her voice was very soft and no.-one could hear it at
all. that
So .......................................................................................... ..
........................ - ...........................she w.l$ roully inaudible.
2 Children are not allowed to 1'\Jn the marathon.
There is ....................................................................................
........... _ ......................................... 1'\Jnning the marathon.
3 You murt never ever sWim here alone.
circumstances
Under ...................................................................................... .
.................................................................................. yourself.
4 I enjoyed the holiday so much chat I didn't want to
leave.
The 1\oliday was ........................................................ - .......... .
....................... - ................................... stayed chere forever.
S Players who take drugs will not be allowed to
participate in future competitions. banned
Any players taking. drugs .................................................... ..
....................................................... in future competitions.
4 Choose tfle c:orTec:t answer(s) for each
question. (More tflan one may be possible.)
Decide what is wrong w;th the other answers.
They may have one or more of the fonow;ng
problems:
~ meaning of original sentence changed
ii) grammatically or lexically incorrect
iii) exam criteria not fulfilled (use of key word,
number of words)
1 He is cer·tain to win che gold medal. doubt
There .................................................. win tl\e gold medal.
a) There is no doubt th<ll he wiH win tl\e gold medal.
b) There con be no doubt that fre is going to win the
gold medal.
c) There is no doubt him to win tl\e gold medal.
©Pearson Education 2002 Photocopiable
Unit 8 ft:Sc
2 The jump was such a daunting prospect that he
decided against doing it. so
He found the prospect ......... the decision not to dolt.
a) He found the prospect of !he jump so doun6/lg th<ll
he mode the decision not to do it.
b) He found the prospect of doing !he jump so
daunting thor he mode the de<ision not to do it.
<:) He found the prospect t<> do !he jump so daunting,
he mode the decision not to do it.
ban 3 He set off witl\out having been warned of tl\e dangers.
ignorance
He went tl\ere .............................................................. was.
a) He went there being ignorance ofhow many dongen
it was.
b) He went there under ignorance o(how it dangerous
was .
<:) He went there in ignon~na: of frow dllngerous it was.
4 As he had worked so hard I let him have a day off.
fun gave
So_.......................... - ................. - ............... him a day off.
a) So hQrd he hQd worked th<ll I <leaded to give him a
day off.
b) So much work frod he done thor I gave him a day off.
c) So hard frod he worked that I go.e him a day off.
S He mentioned the risks of the Uip only briefly. in order
not to worry his parents. skated
To prevent kis parents ................... the risks of the trip.
a) To prevent his parents from worrying he sJ<<Iled on
the risks of tl\e trip.
b) To prevent his parents from worrying he sJ<<Iled over
tl\e risks of tke trip.
c) To prevent his parents from worry he skated ove<
tl\e risks of tl\e trip.
 Unit 9 test
Choose the word or phrase whic:h best 2 Complete each sentence using :an :appropriate
completes each sentence. form of die word given in capitals.
1 The dream was so ............ that I was convinced it had 1 When their youngest son was released from prison,
really happened. he was welcomed back home with ···-·-·········""'" atms.
A lively 8 colourful C: vivid 0 bright (STRETCH)
2 Close your eyes and try to ............ yourself walking 2 Watching those fantasy films is pure ......... - ............ .
along a beach at night. (ESCAPE)
A observe 8 visualise C: think 0 watdl
3 She ~ld not ...... - ................ her fear of water and was
3 It seemed as though he ~ould walk through fire never able to learn to swim. (COME)
without ............ any kind of injury.
4 One physical symptom of the disease is quick.
A suffering 8 undergoing C feeling 0 flnding
........................ movements of the body. (VOLUNTEER)
4 Keep experimenting with different colours until you
S He swayed backwards and forwands, moving in time
achieve the desired ............ .
to the .......... - ........... beat of the mtiSic. (RHYTHM)
A picture 8 effect C scheme 0 idea
6 Many people are enthusiastic about herbal remedies.
S She spoke in a._....... calming voice for fear of
regarding them as an ........................ way of treating
frightening the ~hild.
illness. (EFFECT)
A weak 8 light C soft 0 dull
7 The car rolled quickly down the hill, propelled by its
6 She awoke with an ............ sense of foreboding which
own ......................... (MOMENT)
she could find no reason for.
A intelligible B intensive C indelible 0 intangible 8 Unfortunately. some bacteria are becoming
........................ to antibiotics. (RESIST)
7 If you keep the wound clean. it should ~rtainly
............ very qukkly. 9 The boy was so upset that he ~ouldn't eat and left his
A cure B heal C recover 0 mend meal completely ......................... (TOUCH}
8 In spite of all her resear<:h. she couldn't come .......... .. 10 She was very .......... _............ of all his efforts to help
a good explanation for the strange events. her, refusing even to speak to him. (APPRECIATE)
A across as 8 up with C away wit!> 0 over as 11 The appearance of the so-ulled ghost was very
9 He was advised to ............ ~lean about the whole ........................ - many people were fooled into
incident. and not hold back any information. believing that it was real. (DECEIVE}
A come 8 go C be 0 act 12 Proving (he eKistence of beings from outer space is an
10 He never plans anything in advance but seems to ac.t ......... - ............. at the moment. (POSSIBLE}
on ............ the whole time. 13 The whole thing was totally ........................ and a
A whim B chance C opponunity 0 impulse complete waste of time as well. (FARCE)
11 The streng~h of his argument finally brought her 1-4 She never thought of her bad leg as a ........................
round to his ... - ....... of thinking. and led a oompletely normal life. (ABLE)
A way 8 method C: system D direction
12 She woke wittl a sudden ............ and realised that the
doorbell was ringing.
A bang B crash C jolt 0 nuclge
13 The career of the film star has been very well ........... .
in the tabloid press.
A written B noted C annotated 0 documented
14 The furniture in the room was very ............ and not at
all luxurious.
A sparse 8 expensive C spare 0 pluth

156 @Pearson Education 2002 Photocopiable

3 Complete the second sentence with three to 2 She said that she had not taken the money. denied
eight words so that It has a similar meaning to She ...................................................................... the money.
the first sentence, using the word given. Do
not change the word given. a) She denied toking the money.
b) She denied that she has toke<~ the money.
1 Smith received a great deal of criticism for his extreme c) She <lenied f>tl>ing toke<> the money.
policies. c:ame
3 It appears that he is livi"« beyond ~is means. money
His extreme policies ............................ - ..............................
He ... _, ..................................................................... he earns .
....................................................... a great deal of crh:icism.
a) He appeors to b~ spending more money than he
2 If you want to lose weigl>t. go for a run eve')' evening earns.
and see if that helps. try b) He seems to spend mo~ money thon he earns.
To lose weight. ...................................................................... c) He appeors to be spending money beyond wl101 he
earru. .
........................................................................ eve')' evening.
4 He loved sailing most of all. more
3 She doesn't really seem vel')' excited at the thought of
going to Canada next year. forward It ....................... _............................................. anything else.
She doesn't seem .......... -...................................................... a) It was soiHng !hOI he loved better th<ln anything el•e.
b) It wos soifing that he loved mor.o than he loved
............................................................ co Canada next year. anything else.
4 The plan• lor the shopping mall were fiercely c) It wos soiling thor he loved more th<Jn anything else.
opposed by loC!I residents. came S It was his smile that I was first aware of. noticed
The plan• for the shopping mall ......................................... The .......................................................................... his smile .
.......................... ............................................. local residents. a) The thing I noticed first was his smile.
5 She said that she needed to study french because she b) The ~rst thing tharl noticed wGS his smile.
wanted to work in France. reason <) The ~rsl thing when I notked him wo$ his smile.

She said that ................ - ........................ _..............................

.......................... because she wanted to wQrk in france.

4 Choose the correc:t answer(s) for each

question. (More than one may be possible.)
Decide what is wrong with the other answers..
They may have one or more of the following
problems:
i} meaning of original sentence changed
ii} grammatically or lexically incorrect
iii) exam criteria not fulfilled (use of key word,
number of word.)
1 When you wake up you ought to make a note of your
dreams. should
What. .................................. make a note of your dreams.
a} What you should <to whe<> you woke up make a note
of your dreams.
b} What you should <to wile<> you woke up is make a
note of your dreall\$.
c} What you should <to wile<> you woke up is to make a
note of your dream$.

©Pearson Education 2002 Photocopiable

 Unit 10 test
1 Choose die word or phrase which be<Ot
completes each sentence.
1 The job is fine at the moment but I won't st:ay long as
there are no real ............ for the future there.
A hopes 8 ambitions C d1ances D prospects
2 Nursing doesn't pay very well but I love it and it gives
me great job ............ .
A enjoyment 8 satisfaction C pleasure D value
) Employers nowadays are looking for ............ skills in
their new employees.
A central 8 focal C <ore D nudear
4 He was ............ moved by the speech made at his
retirement party.
A deeply B highly C broadly 0 widely
S I was really determined to do well, so I ............ out all
the stops at my interview.
A threw 8 spoke C pulled D took
6 The government failed to keep Its promises to the
workforce,····- the all for a general election.
A therefore 8 hence C so D thus
7 It took the court of inquiry a long time to decide who
was. _ ......... for the ac.cident..
A guilty 8 brame C responsible D reprehensible
8 The ............ incidence of redundancy is to blame for
the low morale within the company.
A large 8 big C important D high
9 They sacked the head of marketing because he was
............ inefficient.
A hopelessly 8 deadly C relatively D moderately
10 To ............ you the truth, I'd really like to change my
job.
A e!<plain 8 say C reveal D tell
11 Some people ............ stress very well while others find
it difficult to manage.
A conduct 8 handle C direct D feel
12 I know it's diffi<:\Jit but you'll just have to ............ and
bear it.
A laugh 8 smile C grin D chuckle
13 If you don't make a move soon you11 find yourself
swck in a ............ and you'll never get anywhere.
A crough 8 hole C groove D 1'\it
14 Tom really hasn't got a .... - ...... about sales forecasting
- he'll have to go on a course.
A hint 8 due C suggestion 0 tip
158
2 Complete each sentence using an appropriate
form of the word given in capitals.
1 She certainty has great ........................ to succeed. but
this is not backed up by much t:>lent or ability.
(DffiRMINE)
2 People often behave .......... _ ........... when under stress.
which makes it difficult to know how to help them.
(PREOICl)
3 Some people show a false sense of ........................
when they are asked about their achievements.
(MODEST)
4 lndurtry has ............. _ ........ enormous changes with the
rapid development of te<hnology. (GO)
S Aft<!r a long day's work, it is very ........................ to go
swimming for half an hour. (THERAPY)
6 Some people manage to use their free time very
....... - .............. and have a wide range of interests.
(CONSTRUCT)
1 The manager always got to work early as she liked to
do an hour's ....................... work before the phone
started ringing. (INTERRUPT)
8 Sometimes a candidate's ........................ is just as
important as their qualifications. (PERSON)
9 It's better to dress fairly ........................ at an interview
if you want to be taken seriously. (CONSERVE)
10 It's a wonderful opportunity and should be a very
........................ trip for you. (MEMORY)
11 You can gain many valuable ........................ into the way
a business is run by spending time observing people at
work (SIGHT)
12 He had the ........................ task of sacking ~n
employees. and worry about this kept him awake
night after night. (ENVY)
13 The careers advisor is very ........................ and can give
you some realty good ad.;ce. (KNOW)
14 My brother just doesn't want to do anything wich his
life- he's totally ......................... (AMBITION)
©Pearson Education 2002 Photocopiable
 Unit 10 (t::$1

3 Complete the second sentence with three to 2 The job description is being reappraised at the moment.
eight words so that it has a similar meaning to review
the first sentence, using the word given. Do The job description .................. _ ............ ac clle moment.
not c:hange the word given.
a) The job description is under teView at the moment.
1 He was reprimanded for not working as har<t as clle b) The job description is being relli~d at che
others in che ceam. off moment.
He was ........ -............................................. _............................ ~) The job description is holling its opproiscl review at
U>e moment.
............................................................... weight in the ceam.
3 He intends to fond a job nearer home because he haces
2 She's going to lose her temper at any momEf>t. point ~ommucing. going
She's .......................................................................... temper. As he_............................ - .......... find a job nearer home.
3 l(s our cench wedding anniversary at the end of the a) As he is going to stop commuting he intends to fond a
month. by job nearer home.
We'll ................... - .................... _........................... - ................ . b) As he hcrtes commuting he is going to find a job
nearer hQme.
........................ .................. _ ............. the end of the month.
c) As. he hcrtes commuting so he is going to find a job
4 His iob interview is arr'3nged for next Wednesday. nearer hQme.
due
4 Many people think that he didn't tell U>e truth in court.
He is .................................................. _.................................... . widely
............................................ - .................... nel<t Wednesday. He .... - .................................................. - .................. in court.
5 I am definitely not going to tell them the secret. a) He is widefy believed not 10 hove told (he !l'll!h in
Intention court.
I have ................................................... _ ................................. . b) He is widefy believed to have lied in court.
~) He is be~eved widely lhC1! he fied in court.
.................... _......................................................... the secret.
S Keeping your financial documents safe is extremely
importa.nt. absolutetr
4 Choo~ the correct answer{s) for each
It is ................................... your financial documents safe.
question. (More than one may be possible.)
Decide what Is wrong wid! the other answen. a) It is obsolut•fy importoM lhot you keep your financial
They may have one or more of the following documents safe.
problems: b) It is obsolutofy essentiol thC1! you ke~p your financial
documents safe.
i) meaning of original sentence <:hanged
c) It is obsolutofy essential to keep your financial
ii) grammatically or lexically incorrect
documenu safe.
iii) exam criteria not fulfilled (use of key word.
number of words)
1 First you need to gee the job. then you can worry about
your accommodation. after
You can worry abouc wttere ............................... the jo!).
a) You can worry about where to live o{ret you hove
got the job.
b} You can worry about where to live o{Ut you wiU
hove got the job.
c) You can worry about where to hve o{ret you get
the job.

©Pearson Education 2002 Photocopiable

 Unit 11 test

1 Choose dte word or phrase which bHI: 2 Complete each sentence using an appropriate
completes each $entente. fonn of tile word given in capitals.
1 I know it goes against the ............ for you to punish 1 It is dangerous to ........................ the power of
her. but she really does deserve it. technology- it is stronger than y~ think
A line B grain C path D focus (ESTIMATE}
2 She felt that tnvelling had gready ............ her life. 2 It is ...................... _ possible for a computer to tum
A moved B enriched C expanded D increased against its programmers. (THEORY)
3 We now take ease of communication totally for 3 Many people say there is no ........................ for
experiments on animals. QUSTIFY}
A given B normal C granted D right
4 If placed in water. very young babies will ....................... .
4 It really wouldn't do any ............ to give her a second hold their breath and start to swim. (INSTINC1)
ct>ance. would it!
S The ........................ between machines and humans may
A damage 8 trouble C hurt D harm become blurred in the future. (DISTINCT)
S The computer has changed the world ............ .
(> There has been an increase in the average person's
A irreplaceably B irrevocably C irredeemably life ......................... {EXPEC1)
D Irreparably
7 Many scientists are concerned about the possibility of
6 If you want to become fluent in a language then it is
lhe ........................ of diseases to humans via
impon.ant to have a good ............ of the basic
transplanted animal org3ns. (TAANSMI1)
grammar.
A clasp 8 hold C grip D grasp 8 It was a completely ........................ attempt and should
never have been allowed. (DISASTER}
7 Being passed over for promotion was a great ...... --..
to his pride. 9 The prospect of machines taking over the world is so
A l<nock 8 shock C blow D punch horrible that it is ......................... {THINK}
8 In my op<nion. interfering with human genetic 10 It is possible to increase children's ........................ to
structure is Just asking for ............ . certain diseases. (RESIS1)
A disaster 8 trouble C difficulties 11 The film does not bear any ........................ to the book
D complications it was based on. (RESEMBLE)
9 Scientist seem to be trying to push the ............ of 12 He showed complete ........................ to cope with any
nature to the limit. of the demands placed on him by lhe job. (ABLE)
A laws 8 codes C rules ·o regulations
13 ........................ programmes are now well under way.
10 You just never lift a ............ to help me- I have to do (IMMUNE)
everylhing myself!
A finger 8 hand C shoulder D wrist 14 Doctors are careful to isolate dangerous ....................... .
diseases in case they spread. (INFEC1)
11 II you have a minor illness. it's usually better just to
let nacure take its ............ .
A time 8 COUI'$e C path D way
n No-one could ............ any light at all on the cause of
lhe explosion.
A put 8 turn C switch D lhrow
13 The scier~tist wanted to ............ himself from the
conii'Oversy following the failure of the experiment.
A distance 8 space C drive D lengthen
14 I'm rather ............ for time, but I'll try to finish the
report by the end of the week.
A rushed B pulled C stretched D pushed

160 © Pearson Education 2002 Pnotocopiab!e

 Unit 11 tEl(

J Complete the second sentence with three to 2 There were tears in her eyes as she listened to the
eight words so that it has a similar meaning to f3rewell speech. moved
tile first sentence, using tile word given. Do She ...................................................... the farewell speech.
not change the word given.
a) She wus moved ond hod tears in her eyes listening to
1 The introduction of computerised records Is the only the farewell speech.
way to bring our procedures up-to·date. start b) She wo:s moved by the farewell speech.
The only way to update ...................................................... . c) She wos mo""d to teors by the f3rewell speech.
......................................................... computerised records. 3 That building is very suitable to be converted into
flats. lends
2 I regret not going to university and stUdying law. only
That ........................................................................ into flats.
11.................................................................................................
a) That building lends to conversion into flats .
........................................................................................... law! b) That building lends itself to conversion into flats.
3 They think they are among the leaders in the field of c) That building lends itset{ into flats.
genetic engineering. ahead 4 Please get a grip on yourself and nop cl')'ing. pull
They regard ............................................................................ Please .. _..................................................... and $top crying.
........................... in the field of genetic engineering. a) Please pull yourself up and nop cl')'ing.
4 I didn•t rearise how addictive computer pmes coufd b) Plrue pull through and stop cl')'ing.
be until I started playing them myself. did c) Please puH yourself together and stop crying.
Not .......................................................................................... . S She said there was a Strong possibility that he would
fly over for the New Year. well
.......... realise how addictive computer games could be.
She said ............... _................ fly over for the New Year.
5 h. was only because a new drug had been developed
that he was cured. not a) She said he might well fly over for the New Year.
b) She said lhot he could well fly over for the New
But for the new drug, ......................................................... ..
Year.
...- .................................................................................. cured. c) She said if he was well he would p<mibly fly over for
the New Year.
4 Choose the correct answer(s) fo~ each
question. (More than one may be posgbfe.)
Decide. what is w~ong with the other answers.
Tltey may have one o~ more of the following
problems:
i) meaning of original sentence changed
ii) grammatically or lexically incorrect
iii) exam criteria not fulfilled (use of key word,
number of words)
1 It is very unlikely that we will clone human beings in
the near future. likelihood
There is ................................. humans in the near future.
a) There is frttle ~ke~hood of our doning humans in the
near future.
b) There is frttle ~kelihood !Mt we will clone humans in
the near future.
c) There is ltttle ~ketihootl to clone humans in the near
future.

©Pearson Education 2002 Photocopiable ~ 61

 Unit 12 test
t Choose the word or phruo: which best
completes each so:nto:nce.
1 The prolilention of air ~ravel has encouraged the
growth of ............ tourism.
A bolk 8 group C ma$$ D party
2 The trekkers were ............ on reaching the village by
the evening.
A determined 8 bent C persevering D persistx!nt
3 He tried to persuode his wife to go to die An~arctic
lor !heir holidoy, but to no ............ .
A avail 8 result C benefit 0 good
4 The decor is out of ............ wid> the architecture of
the building,
A style 8 design C match D keeping
S The controversy has been ............ by the arrival of
foreign businesses which are seen as a threat to the
local economy.
A spurred 8 charged C fuelled 0 inspired
6 Holiday brochures can be very ............ as to die true
appearance of a holiday resort.
A misleading B deluding C false 0 wrong
7 The national airline has an excellent ........... record for
c.ustomer service.
A work 8 track C fixed 0 saved
8 Thos.e involved in tourism are ............ about the fuwre
of the industry, daiming that it will continue to
expand.
A upbeat 8 downbeat C upstanding D upright
9 As development of remote areas continues.
adventure holidays for die ............ traveller are
becoming harder to set up.
A intrepid 8 undaunted C undismayed
D intensive
10 It's hard to ............ the demands of tourists with the
best interests of die environment.
A match 8 reconcile C unite 0 connect
11 All things ............. tourism probably does some good.
A considered 8 contemplated C examined
D noted
12 The oourier was always ............ to deal with any
problems that might arise.
A on hand 8 to hand C by hand 0 in hand
13 It seems to be die big tour operators !hat take die
............ share of the profits.
A dog's 81ion's C tiger's 0 snake's
162
1-1 The area has a great deal of ............ for development as
a tourist resort.
A aptitude 8 possibility C potential
0 capability
1 Complete each sentence using an appropriate
form of the word given in capitals.
As we walked slowly through die mist, we called to
each other ........................ to make sure we did not get
separated. (PERIOD)
2 ........................ die possibility of space tourism is not
far-fet<:hed after all. (APPEAR}
3 Tour operators are under an ........................ to
conform to certain standards. (OBLIGE)
4 Some holiday destinatit:>ns provide ....................... .
opportunities for photography. (PARALLEL)
5 Regulators want to see the ........................ of a
sllltutory code of practice for tour operators in their
t:>perating licences. (INCLUDE)
6 Tour operators whQ don't tell the ct:>mplete truth
about !heir holidays are behaving ........................ .
(PROFESSION)
7 Happily. my initial reservations about the new theme
park were proved tt:> be ......................... (FOUND)
8 There is an ........................ !hat tourism can be a force
for good. (EXPECT)
9 Afterwards. the dimber was disappointed because he
felt die climb had been rad>e•· ........................ .
(CHAllENGE)
10 The beach was ........................ except by boat. and few
people even knew abt:>ut it. (ACCESS}
11 I have my doubts about the ........................ of the area
for a theme park. (SUIT)
12 The tour leader had severe ........................ about die
safety of the small aircraft that had been chartered for
the group. (GIVE)
13 I was ........................ surprised by die piCturesque
appearance of the village. (PLEASE)
14 Any ........................ for indusion in the magazine must
be delivered by the end of the month. (SUBMIT)
© Pearson Education 2002 Photoeopiable
 Unk 12 tnt

l C~mplete die second sentence with three to 2 The manufacturer is planninJ to try out the now
eight words so that it has a similar meaning to product soon. trial
the lint 14!ntence, usina the word given. Do The new product ......... ................ .................. _ ......... soon.
not chM~ge the word given.
a) The new product will be on trio/lOOn.
1 He said he thought it WO<Jid be a cood Idea for her co b) The new product is planned to be on trio/ soon.
organise a trip to the de<ort. su gguted c) The new product ,.;v be on llioJ by the
mo.~ soon.
He ··········- -···-···-·- -····- -·······················-···-····-
............................................................. a trip tD the desert. 3 There is usually someone a r o und to •ort out
problems on a package holiday. hand
1 The popular b"lief was that he was born into the
ariStDcracy. generally On a package holiday there is usually ..................... with
problems.
He .............................................................................................
a) On a package holiday there is usually someone
.............................................................. into the aristOcracy. around by nand to d«JI with problems.
3 A warning wu given to passengers not to go out an b) On a package holiday there is usually someone
deck during the storm. stay around to hand with problems.
c) On a package holiday there is usually someone on
Passengers .............................................................................. .
hand to de<JI with problems .
......................................................... d&ck during che StDrm.
4 You realty should seite this opportunity and see the
4 The trip on the Trans-Si berian railway is highly world. take
recommended. well
I really ....................................... chance co see the world.
They say the trip on che Trans-Siberian railway ............
a) I really toke the opinion that you h<IV« this chance to
............................................................................................. on. see the world .
b) I really think you should toke this chance to see the
5 'Are che plans for the new airport going to be
discussed?" he asked. talk world.
c) I really bel;.,.,. you ought to take this chance co see
He enquired .................... ......................... ..... .......................... che world.
............................................ the plans for the new airport. S No realty. rm going to pay for this. paying
I ..................................... ................................................ .. .. this.
4 Choose die corTect answer(s) for each
a) I om ioing 0t1 payit1g (or this.
question. (More than one may be possi ble.) b) I insist on paying for this.
Decide what is wronc with tt.e other answen. c) I om determ~ poyinf (or this.
They may have one or more of the followinc
problem.s:
i) meaning of ori&lnal sentence changed
ii) grammatically or lexica.lty incon"ect
iii) e><am criteria not fulfilled (use of key word,
number of words)
1 I thought th•t tourism be-nefited the countries con-
cemed. good
I was under the ...................... the counrries concerned.
a) I was under the benefitS !hat tourism did o rood
thi11g for the wuntrles wncernod.
b) I was under the impression !hot touri$111 was good for
the countries concerned.
c) I was under the in/lut~~ce of lourism bolnt good (or
the counuies concerned.

@ Pearson Education 2002 Photocopiable 163

 Unit 13 test
1 Choose t'he word or phrase which be~
completes each sentence.
1 It's going to cost us an arm and a _,......... to get the
roof mended.
A finger B foot C haod 0 leg
2 His rise from the shop floor <o the management was
A supersonic 8 meteoric C lightning 0 overnight
3 She is an e•cellenc ............ model for children ro
follow.
A type 8 success C role 0 work
4 He's not e><actly Mch but he cerTainly earns enough
money to ............ .
A get mn:>ugh B get by C get on 0 get up
S I have very ............ feelings about the plan - ft might
possibly work, or it could be a disaster.
A ceruin 8 doubtful C mixed D troubled
6 The athlete was ............ by his desire not just to be
good, but to be the best.
A pushed B driven C impelled 0 forced
7 His ............ for the future Is co retire at fifty and buy a
house next co me sea.
A sigl1t 8 outlook C view D vision
8 You'll never suc.ceed if you ............ confidence and
belief in yourself.
A fail B lack C want D miss
9 Family ............ can make it difficult to do a job mat
involves a lc>t c>f travelling.
A commiunenu B links C connections
0 premises
10 The behaviour of p•·iests of chis religious order is
expected co be ............ at all times.
A extraordinary 8 exceptional C exemplary
0 excessive
11 When you win a race you can ............ in the glory of
your achievement.
A stand B bask C bathe D lie
12 He had a great ............ for football, widl exceptional
ability in all aspeas of the game.
A gift 8 proficiency C faculty D capability
13 His behaviour was always beyond ............ .
A criticism B recrimination C fault D reproach
14 To be a top athlete you need co keep yourself in
good ............ all the time.
A ability B fit C shape 0 appearance
164
2 Complete each sentence using an appropriate
fonn of the word given in capitals..
1 Performing in public at a young age is a great
......................... {ACCOMPLISK)
2 Her response to my success was totally ...................... ..
and took us all by surprise. (SXI>ECT)
3 The rich natural resources c>f the area have remained
...................... up to the present. {EXPLOIT)
4 He felt great ........................ at having managed co
achieve his aim. (SA nSFY)
S He shoute<l at the ........................ but <hey just ignored
him and walked on. (PASS}
6 If yc>ur idea of success is not ........................ on a gold
medal, then it may be easier to achieve. (DEPEND)
7 He won a very ........................ award lor his
contribution to local sport. (PRESTIGE)
8 Those who expect instant ........................ of their
desires are bound to be disappointed. (GRA11FY)
9 The honorary tide he was given was only
........................ and carried no power. (SYMBOL}
10 The athlete strode ........................ cowards the starling
line. knowing that he could win the race. (PURPOSE)
11 The educational system is very ........................ as the
number of university places is limited. {COMPETE)
12 T.-aining four times a day. seven days a week is
.... - ................. as it can damage your health. (ADVICE)
13 She has received ............... _._ ... awards for her
services to industry. (NUMB'ER)
14 With a new hairstyle and skilful make-up. she was
sure she would be absolutely ........................ to anyone.
(RECOGNISE)
@ Pearson Education 2002 Photocopiable
 untc t J \eSt

3 Complete the second sentence with three to 2 You'll never overtake him, however hard you try.
eight wonls so tha.t it ha.s a simila.t meaning to no
the first sente n c:e, using the word alve n. Do He'll always beat you, ...................... an effort you make.
not chance the word civen.
a) He11 always beat you, chen: is no mauer how much
1 You have to >top them from being Inhibited and get an effort you make.
them in the rigl>t fn me of mlnd for the show. b) He'll always beat you. no mauer how much of an
down effort you make.
c) He'll always beat you. ~ does not maucr how mvch
You•ve got ....-...-····---···--···········-~·--·······--
of an effort you make.
--they are in the rigl1t frame of mind for the <how.
3 Although it may not be easy for her, she must make
l For people to notice you at wo rk, you have to be up her mind to ~hange her job. decision
innovative. mark
She has to find another job, difficult ..- ............. for her.
You mun be innovative if ....................................................
a) She has to fend another job, difficu" to make up leer
............_ ............................._...........................- ....... at work mirrd 10 this dec~iOrl lor her.
3 Giving yourself taraets you can't reach is discouraging. b) She has to find another job, difficult lhovgh h is 10
set toke this decision for her.
c) She has to find another job, difficult !hough chis
It's discounging .....................................................................
dedskln moy be for her.
............................................................................ unreachable.
.of He promised her to be cautious and not take any
.of In spite of the training programme, he didn't feet that chan<:<! s in his new job. sa.fe
he was making any progress. nowhere
He made her a ........................................... in his new job.
He felt that ..............................................................................
a) He made her a promise co ploy it sate in his new
.................................. in spite of the to-:lining programme. job.
S That designer outfit is toO e xpensive for me, although b) He made her a promise to be sofe ond not toke any
c.honces in his new job.
I'd really like to have it. much
c) He made her a promise to go safe ond be coucJous in
I can't afford ................................................... ...................... .. his new job.
............................................................... .... I'd like to have iL S She was not qualified for the job but they gave it to
her anyway. bel"£
4 Choose the corTect a.nswer(s) for each In spite of ................................................................. the job.
question. (More than one ma.y be posslbl e.)
a) In spite of bl!ing unquo~fied, they gove her the job.
Decide what Is wrong with die other answers.
b) In spite of her btoing unquofrfied. lhey (O>'f her the
They ma.y have one or more of the following
job.
problems:
c) In spite of btitlg Utlquo>{ied, she goc the job.
i) m.eaning of original sencence changed
fl} grammatically or lexically incorrecc
iii) e.ocam criteria noc fulfilled (use of key word.
number of words)
1 It may seem strange. but you wilt succeed when you
least expect iL achieve
Strange ..................................... when you leas< expect iL
a) Strange thovfh ~ seems. you ..ttl ocl*l/'e to wcceed
when you lease ••pect it.
b) Strange as~ may_,, you will achie., roco.ss
when you least expea it.
c) Scnnge chovgfl it may $etl71, yov wiN ochie'lt succeu
when you least expect it.

© Pearson Education 2002 Photocopiable 165

 Unit 14 test
1 Choose tfle word or phrase which bett 2 Complete each sentence using an appropriate
completes each sentence. form of the word gl•en in capitals.
1 The increasing popularity of che telephone has been 1 The child was very·······-············· and rarely told
rather ............ to the art of letter-writing. anyone whac she was thinking. (S~CRET}
A negative B decriment>l C destrv~tive 2 The heroine seems to be in a constant state of
D prejudicial
······-················ . (ANXIOUS)
2 The director uses a variety o! techniques to ............ up 3 The film was deliberately ........................ and it ceruinly
suspense in the film.
succeeded in making people talk about the issue.
A make B arouse C build 0 develop
{PROVOKE)
3 The feature film was ............ from a TV series.
A based B derived C made up D acquired 4 The arts need to be ··········-··········· more i( they are to
grow and develop. (SUBSIDY)
4 Live cheatre has proved to be a very .........•. art form.
S Developmenu in electronic books have ........................
A durable B lengthy C elongated D constant
consumer resistance. (COUNT)
S The book was so ............ dlat he stayed up uncll 4 a.m. 6 This piece of equipment should last a fife-time- it's
to finish it.
A grasping B grabbing C gripping D holding virtually ·-·············· ........ {D~STROY)
1 Standards of ........................ are aerually improving.
6 The film w.IS ............ near as good as the novel. {LITERATE)
A not 8 no C nothing D nowhere
8 She was disappointed by the sculprure, finding it
7 If I had invented the book. I would be ............ as a
genius. rather small and ···········-··········· . (IMPRESS)
A ae<:osted 8 hailed C exalted 0 addressed 9 The film was heavily criticised for iu ........................
plot, poor acting and unsophisticated special effects.
8 It may be difficult for three generations to ............ in (ORIGIN)
one household.
A coexist 8 conform C connive D coalesce 10 They lived in a pleasant residential area on the
........................ oftown. {SKIRT)
9 Nearly every major film now has iu ....•...... book.
A tie-in 8 ouHake C take-away Doff-shoot 11 The special efferu -re e><tremely ........................ and
the audience applauded loudly. (IMAGINE)
10 The foln, w.IS a bit ............ on plot but the special
effects. were- great. 12 Admission to the film is £S ........................ of tax.
A poor 8 bad C short D small {INCLUDE)
11 Some authors. use their novels as a ............ co put over 13 The story was so·······-··············· - I just couldn't get it
a message. out of my mind. (MEMORY)
A carri~e 8 method C cover 0 vehicle
14 The old lady stayed···-·················· all the time, never
12 Her eyes were tired from gazing at the ............ screen venturing outside. (DOOR)
of her computer all day.
A flickering B twinkling C glimmering D sparkling
13 They were able to ............ over their meal and enjoy it
instead of having to rush back to work.
A loiter 8 stay C lin~r 0 dwell
14 I'd much prefer co read the book ............ than see the
film.
A sooner 8 better C rather 0 more

166 © Pearson Education 2002 Photocopiable

 Unit 1<4 rest

Complete the second sentence with three to 2 The critks thought that the film would have more of
eight words so that It has a similar meaning to an effect. impact
the lint sentence, using the word given. Do The film ................................................... lhought it would.
not change the word gi~en.
a) The film had less impact than the <.ri!ics thought it
1 The popularity of reading is gradually declining. le~~
would.
Reading ................................................................................... . b} The film mode fess of <Ill impoa than the aitks
thought it would.
.................................................................................... pastime. c) The film l!od mere impact than the critics thought it
2 I thought that the plots of the cwo plays were almost would.
idel\tical. very 3 Like many other people. she was appalled by the
It seeme<l to me that the .................................................... . violence in the film. as
................•..•...................•.............................................. plots. She found the violence In the film ··-·················· people.
3 The last ft!m he made was not half as good as this one. a) She found the violence in the film as appc/Nng ~ke
improYement mcny o!h~ people.
b) She found the violence in the film appalling, os did
His latest film ......................................................................... .
many other people.
.......................................•......................... the previous one. c) She found the violence in the film appaYed her cn
4 I thlnk that there were many similarities between the much os many other people.
films. quite 4 His main criticism was the expense of the project.
In my .............................................•.......................................... objected

................................................................................. common. What ............................................................. of the projoct.

S Her previous novel was far more interesting chan her a) What he mainly ob.i'!C!ed to wen the exf>Mse of the
new one. nc:>thing project.
b) What he objected to was mainly how experuive of
Her new nc:>vel .................. ···················································- !he project.
....... --............,, ......................................... her previous one. c) What his main objection wos !he e.xpeMe of the
project.

4 Choose the correct answer(s) for each S The cast in this production is better than !he last one.
question. (Hore than one may be poscdble.) good
Decide what i~ wrong with the other answen. The lut production ............................................. this one.
They may haye c:>ne or more of the fultowing
a) The last production <1idn' have osgood o ant en
problems:
this one.
i) meaning of original sentence changed b) The fast production didn' hove such C1 goO</ cost os
ii) grammatically or lexically incorre« this one.
iii) e~am criteria not fulfilled {use of key word, c) The fast production didn' hove so goO</ cost CIS this
number of words) one.
1 From !he way he behaved towards me, I guessed that
he had some sort of secret. suggested
His behaviour towards ............................................... hide.
a) His behaviour towards ""'suggested thor he l!od
swet ro hide.
b) His behaviour towards me suggested th<1t he l!od
scmething ID hide.
c) His behaviour towards me wggested he hO<I some
son of secret to hide.

©Pearson E<luution 2002 Photocopiable 167

 Unit tests keys
Unit t tecst.
I 10 '2C l B ~ C SB 6A 70 8C 98 10A
11 C 1lA tlD H C
~ 1 tru$1wonhy 1 knowl<!'4e l fl"'ncl;oJy
4 no~ble S correb.tiof1 6 redproc;)J
7 uorelated 8 ull-St f\lctured
9 immealurably 10 ef'lda.nael"
11 dependable 11 dit!ereotlate
1) personati l(e.t 14 Uf'lteai1-StiC
l 2 a) X meaniog chaoged b) ./
1 He hos never h(1(/ o mo~ e JC:cltlng day.
'2 She hcJs nor sent us f1"'fl ~tte l'f since .the
left home.
3 My tutor'$ comment.J o n my e.sny
started me thinfdng obout whot I hod
written.
4 She used to tNe in london bttt she hos
moved now.
S He gets the same poy ar o pro(..slortOI
ohhough r.. ooll< him><lfao amatour.
4 peo~e
1 •l ./ b) X m••nlng chang•<l c) ./
1 a)./ b) X m•aning chang•<l c) X
m..niog dunged
3 a) ./ b)./ c) X uooecessary reose
change - meaoiog changed
~ a) X vammoucally locorrect b) ./ c) ./
S a) X rn&niog chaoged b) X
gr.unmatk:.itly incorrec&, no key
word c)./
Unit l test
1 lA 20 lC -lA SA 60 7C 88 9C l OA
tiC 1281l8 11D
2 1 behaved 2 poven y l inctdpensabl•
1 untruu won:hy S accidental
~ c.onfirma tion 7 un!ympJ.thetic
8 unjn.spiring 9 catculadon.s
10 coUJborati've 11 w oefully
12 pinpoint 1l assignmtnu
1<4 invaluable
J
1 It's high rirne ""'lefi. o~e ..,. won~
get there on time.
2 If only I hod srudlod horder dt.Jrlnf my
school<loys.
168
J He lrilhes ~ ho<ln' d.oo.d ro study low
~\ uoivet siry.
1 I lhoughl ~ ~ looMd.,. chougtl
~·d j\nt run a mar~chon.
S I wooJd rodt<r l'OO Sloyed ond woilod for
them.
4 I 1C 2C lA 4A 50 68 70 8A 9C 100
1 a) X coo many words b) X too many
words c) ./
c) X key word changed
l a) X coo many words b) ./
c) X meaniog chaoged
-4 a) X gntmmatically iocon~ct
b) )C coo many words<) ./
5 a) ./ b) X meaning changed<) ./
Unit l test
I IS 1C JC~B SA6A 70 6C9D 100
11 D 12A 138 1~0
2 1 worldwide 2 di)coonected 3
4 e x.p<\osion S discourages
6 ~xpewtions 7 expeodiwre
8 presdgtous 9 ~oadequacy
10 proposal 11 ~ngendered
12 unsvitable 13 consider-ation
14 bldifferent
3
t Being .., old. m rdemion oeeded
~ const>ndy.
2 No ,_,.r""' rhe fimlhod rhe tum
been <oleo><d lhon it sl2rted to ~
box offtce reccfds.
J They t..d ho<dt( finished ~ ""- it
started to rain.
-4 I haven·c seen so wide o 'W'Oriety o( TV
chcmn-el$ anywht re in tfw: WQrl.Q.
S I won"t mQs th<lt film u.-,de,. <111y
circumsuoces.
4 UnitS test
1 a) ./ b) X too rnaoy words c) X
mti!ning changed
2 a) )C 100 many words b) X
gramrnaticalty incorr~tt c) ./
3 a) X grarnn~atic:atly incor~t
b) X grammatically incor~t
c) J'
4 a) X ~ally irloorrect b) ./ <) X
graro rmtk~ly in<Of'rect
5 a) ./ b) X ,...,;"& clw>ged <) ./
Unit 4 test
118 128 138 140
1 1 iw..ariably 2 c.onfldar\li ar l up,.rnarket
4 unaccept.abJe S r~gub.clons
6 inconihtent 7 mark*ublt
8 necessities 9 inappJic:able
10 attentive 11 impr~u lonable
12 mat~rialislic 1l authetuicatlng
14 cardboard
l
Tbe m«<io will it~Mob!y hove more
influence on chitdr-en than will their
parents..
2 Hi$ $1.1Cceu. wai. the muin rcoson wfly
wonced co mak~ fri<:nds with him.
3 P4 o rule ir is the mOi10gtr who decides.
outJiv~d
which products we sell.
-4 Cig~rette ~dverti$emen u m11st by fdw
corry/qre required by low ro Cl'rry a publk
health warning.
S The ~dverti$emenc WA$ ~nned on th"
gt0t1nrh o( ia dj,honeuylehor it wus
di$honeost. ~d the company frned.
~
I a) II meming ch:onged b) ./
<) II t oo many word<
2 •) JC grarnm>oe>lly in<>orrect b)./ <) ./
l •) ./ b) X key word th3nged
c) X meanmg ch>nged
_. a) X gr~mmati~lly incorrect
b) X meaning changed c) ./
S •l X "''mmao cally incorrect b) ./ c) ./
1 1C 28 3A ~A SO 60 7A 88 9A 10C
11811A 13014C
2 1 deterreou '2 vlgorou$ 3 e)(p1aoation
4 conceiv;\bly S enforce
6 in~ropriatety 7 .speciali$ed/
$peciaCited 8 enl;v·ged 9 rernarkable
©Pearson Education 2002 1p.J.IiUS+iijl?t!l
 10 noti<eat>ly 11 un<.onYin<:ing
12 disruptive 1l confusion 14 habitual
l Sa) ,/ b} X mconing <hangeo c) ,/
1 They say til<> chan= on: that ht ,.;11 soon
fl< <:aught by the ~oli<e.
2 Nowach~. no-one is petmitttd te> s.tn()kt"
c:m~1tt:r~ In the building.
l She is <»f>Oblt o( dtoGng with any dlffic..lt
situation.
4 In some <;ountries you nt:edn'( ~·eur o stttt
belt when sh:ting In the rear ot the car.
S The use of gen~tlc tingMpriming Is rl()w
goinCng oootpr.anee ofter ()fl inruol period
ofun~lnty.
4 13 ~tnresponsive: 1-t debatab1e
1 a)./ b) X grammatiQIIy incorrect
<:) X meaning changed
2 a),/ b),/ <) }(. too many words
3 a),/ b) X. meaning <hanged
<:)X meaning <:hanged
4 •l }(. key word <hanged
b) }(. muning changed c) ,/
S •l ,/ b) ,f e) X no key word
Unit 6 test
1 18 2C 3A4A S86C 7A889C 100
11A 1281lC 110
l 1 restontion 2. preservation
l unfort\lnatdy "i uniqueness
S inc,.,asingly 6 •rguably 7 ~.,,;a)
8 structural 9 ontook~rs 10 defensive
11 existenc<" 12 ind<:-sttu<:Obte
1l ~<:reate 1-4 ind«is.ive
) 4 a) }C me>ning changed
1 h. w~ "'-'ggtsttd that a new ciMma -should
bt built in th~ cown <:entre.
2 The local council always drogs its
f«rldrvg th<it (tet when deofong wich
buifdlng applications.
l He is the pt:t"Son JhatN.tlo go~'t" m~
permis1ion to do it.
4 There hM been on enormous.
impr()...emt.nt in thi1dten~ facilicie-s over
the last ten yeai'S.
S Alter the tn.ffit lighu changed, tht <Ots
mode/edged lhtir woy forward >lowly.
4 10 ~.~ncotl(etned 11 ignor.anc:e
1 >) ,/ b) X. meaning chan'ed
<:) X grammati<;a1Jy incorrect
2 a) }C grammatically incorrect b)./
<) X. meaning thangeo
3 a) ,/ b),/ <) X no key word. too many
words
© P~"rson 6du(3tion 2002. Photocopi.'tble
-4 a)./ b} X grammatically incorrect
c) X gramtnacitally incorrect
Unit 7 test
I 18 2C 3A 48 S8 ~C 78 80 98 108 110
128 UC HO
l 1 environme.otal 1 unaffected
3 deforestation -4 endangered
S unidentified~ ipsg'n<:tively
7 manipulation 8 <.oncept~taUy
9 in<:once:ivable 10 diversicy
111ikelihood 12 ~productive
) b} X grammatically in<:orrec.t c) ./
1 ~y ort' undet" -smpidOil ofhovint
'StQrted/-stqfting the: fire.
2 There: has been o SJ'gnificont increose ;,.,
the number of wildlife prote<:cion
organisations.
.) Without funding from the government we
c<tnnot oorty on with th~ research.
4 Had govt'mments n01 imposed o bon/bons.
on tiger-huntjng, the tiger would be
extinu b)' now.
5 I'll try the mcdicin• os long as it ''""
de(lnn..y do me gooo.
o4
1 a) X m~ning c!>anged b) ,/
<) }C lexically incorre<t
2 a),/ b),/ c) X no keyword
3 a) }C grammaticolly in<.<>ffe<t b),/
<.) X coo man)' words
I>) X meoning changed<).!
S a) ,/ b) X too many words
<.) X gratNnati<::a~l)' incorrect
Unit 8 test
1 1D 28 3C ~A 58 68 7A 80 9C 108
118 12C 138 140
2 1 motivation 2 unnt<:e.5$ary
3 dramatically 4 refenUes:s/unrtlentitlg
S $lippery 6 irloeXpr'es:sib1e 7 re:sidetlttal
8 re<eption 9 oppo•itlon
12 unceruinty 13 irr<levont
14 unnerved
l
1 So •ofi o voic• did she hove U!at.lso(t wos
h~r voic~ that she was totaUy inaudible.
2 There is o bon on children running the
marathon.
3 Under no cirtllm!.tonces. mus.t yov uWm
her< by yourself.
4 The holiday was so m•dl (vn tl>otl oovld
ho~·e staye-d dw!-r~ forever.
S Any ~l>y<f> til<ing drugs ,.;"be bonntd
(I"M> pol"lidpoVngltoking port in fururc
competition-s.
4
1 a) ,/ I>) }C too many words
c) X grammatit.all) in-correa
2 a),/ I>) }C too many word>
<:) ~ gramrnatit.all)' incorrect
3 a) X gramtnatiuUy incon-ect
"i a} X too many words. key word
changed b) }C meaning changed c} ./
S a) }C grammatially incorrect I>) ./
<:) X grammacica.Uy incorreu
Unit' test
t 1C 28 3A ~8 K ~0 78 88 9A 100
11A 12C 1JO HA
2 1 outstretched 2 escapism ) overcome
4 involuntary S rhythmic 6 effe<tive
7 momenwm 8 resi-stant 9 untou<.hed
10 unappreciative 11 deceptive
12 i01possibiHty 13 br<ical 14 di>ability
3
1 His. ex~me policies meont Smith C"Ome
in for a great de~l of criti(ism.
2 T<> lose weight. Vy going/you wuld II)'
going foro run every evening..
3 She <!oem't seen! 10 be looking forword
to goitJg to Y11ad<t next year.
4 The plans for t!>e shopping mall wme up
ogoillst ~"" opposition (rom local
resident.l.
S She said that tht> ~oson she peflded to
st\(dy French wQ:S because she ~ote:d to
work in Fran<:e.
-4
1 >) X g.-.mmatically in«:>m~cc b) ./
<:} X coo m;tl'l)' wOf'd~
2 a) }(.not enougf> words
b) X grammaticolly incoffe<t <) ,/
3 a) ./ b) X meaning <hanged
c) X grammatically in<:orrec.t
~ a) }C no key woo"<! b) X too many words
c),/
S a),/ b),/ c) X grommatically incorr•cc
"169
 Unit tests ru.y,
Unit 10test
I 10 28 3C ~A SC 68 7C 80 9A 100
11B 12C 1lD HB
l 1 determination 2 onpredicttbly
3 rnode5ty ~ un«'l""" 5 d!enpwtic
6 coouructively 1 uninttrrupted
8 personality 9 conserv).tiveJy
10 memor:~ble 11 Insight 12 un<nvi:lble
13 knowledgeable H unambitious
l lpite of the trainiog progn.mrne-.
1 He wu told ofT (or nor pu/Jing his weight
in dleteam.
2 She's on tire point o(losO.g her temper.
l We1l ho"' be<n motri<d for l<n Y"JI'r by
the end of the month.
4 He is due to hove his job intei'Yiew next
Wednesday.
5 I have no intention oftolling lhen1 the
tecre-~
4 11 misgivings 13 pleaandy
1 a) J b) ll gr.IJT1ITGii<olly i1lCllmeCt c)./
2 •I .r b) ll key word ch""&ed
c) X lexically iocorrt<t
l a) X me•ning changed b) .r
c) X grammatically Incorrect
~ a) X too many w ords b) ./
c) X grammatiatly incorrect
5 a) X lexiolly incon-ect b) ./ c) ./
Unit 11 test
I 1818 lC 40 5860 7C 68 9A lOA
118120 13A 140
l 1 underestimate 2 t.heoredcally
3 jutt.ification 1 !rutinctively
5 disdnctlon 6 t>epecuney
7 tranuniuio.n Bdl.sutrou:s
9 unthinkable 10 r«:slsWlc.e
11 re«mblonce tllnabllity
1) lmmunludon 1-4 lnfec.tlous
l 4 a) X meaning changtd b)./ c)./
The only way to update Ovr" Pt'OCedt.H'C$
is co sran ll~ho introduct: computerised
records..
If~ I had can< 10 univ<ISity crd si!Jdied
2 1 a) X granwnalially incorT«t b) ./
law!
l They regard tilM>SM<ts os (being) wei
chwd in the lield of 1enetic engineering.
1 Not vntill !lolled playing them mystlf did
f reallse how addicdve computer ~mes
could be.
5 But for the new drvg. he would 1>01 hove
been cured
170
4 l
1 a) ./ b)./ c) X g~mm*lic.ally incc>rrtct
2 a) X toe> many wonk b) X meaning
ci-on!:"<! c) ./
) a) ll ~tiolly incorre<t b) ./ c) ll
~dcally incor""'c
4 a) ll meaning changed b) X meaning
chan!:"<!. not enough words c) ./
5 a)./ b)./ c) X meaning changed
Unit 12 test
1 1C 28 )A 40 5C 6A 78 6A 9A 108
11A 12A 138 1K
l 1 periodically 2 Apparendy 3 obligation
4 unparalleled S inclusion
6 unprofe>sionolly 7 unfounded
8 expecution 9 und\allen&Jng
10 inaccessible 11 sulta.bi,icy
H subris<ion
l
1 He surgested (lhm) she should orroni~ o
trip to the desert.
2 He ,..,, gene~aiJY believed ro hove been
born into the aristocrac.y.
) Pmengen ,.,., warned 10 swy below/
that !hey <hauld lloy below dtck during
the uonn.
~ They say the crip on the Tram·S&Mrian
n ilway is well wot!h f olllg on.
S He enquired >01\elher they w."' going 10
'oJk about the: p1lns for the new airport.
4 1 Reading ~ gradually be.:..,;nz o less
1 a) X gr;unmaticatly Incorrect b) ./
c) X meaning dlanged
2 a) ./ b) X grommac.ic.Uy lncorrecs
c) X grammatically Incorrect
J a) X grammatiaJiy Incorrect. meaning
changed b) X lexically Incorrect c) ./
S a) X meaning changtd b) ./
c) X grammaticolly Incorrect
Unit 13 test
1 1018 JC 48 SC 68 70689A 10C
118 t2A 13014C
l I aeoompli,hmeot 2 unexpected
3 unexple>ired ~ mu~n 5 passers-by
6 dependent 7 prtotigiovs 8 g"'tifiation
9 >ymbolk 10 purpostlully
1 I competi<M 12 inadvisable
13 numerous 14 unracocnisable
© Pearson Educaae>n 2002
You've got co bf4!ok down their inhibitions
so they are in lhe: rigt.t fn.me of mind
for the show.
2 You """st be imovalive if rou won( W
Ot1 P..i to m<!l:e )'001" mcliit at wort<.
l It's dis<CXI~ng iflwl>e" rhe !<><gelS you
se( (fc;<) youne/f ore •nrtachable.
~ He felt that he wos gelling nol'llere in
S l c•n"tofford ro buytlrM dellg""r ovlflt.
much os: f'd like to have lt..
•
1 a) ll &nfl11110cic:ally i"CO<TO<t b) ./ c) J
2 a) X gr:lffiiT<!tically incorrt<t b) ./
c) IC ~•r word chonged
3 a) X gr:~mmatically incorre<t
b) X meaning c;llanged <) ./
~ a) ./ b) X tC>O many we>rdr
c) X gn.mmatica~y inco~ct
5 •J ll lnfll';,g chaf120d b) ./ c) /
Unit 14 test
1 18 2C 38 4A SC 60 78 6A 9A 10C
110 12A 13C 14C
1 1 sacretive 2 anxiety 3 provocative
-4 s.ubtidis.edls.ubs:ldft:ed S .ncounttre d
6 lncr.t<TUC<il>le 7 literacy
e unimpressive 9 Ull<lritlrul 10 o<rukiru
t 1 imaginati"VE! 12 inclm lva
1l memotable 14 indoon
J
popvlor pa<ticne.
2 It seemed to me thu tho -ploys hod
_., sinllklr p!oa.
3 H'~ latest film K a guot lmpro"fnteM on
the previous one.
~ In my view/opinion the ~ hod quite o
lot in common.
S Her new MVel islwos noth'nt like os
&ntere.Uing os her previous ona..
4
c) ll roo many words
2 •) ./ b) ./ c) X me;anlng cl-langod
3 a) ll gr:~mmatially lnc<>..,..ct b) ./
c) X meaning changtd
1 a) ./ b) X grammatically Incorrect
c) IC key word changed
S a) ./ b) ./c) X gnmmatieolly incorrect
 Progress test 1 Units 1-5
1 Le•ical cl<ne
Read tile text below and decide which answer
best lits each gap.
TV talk shows
Television lies at the (1) ............ of American culture,
offering a <.ombination of news and amusement. It is not
surpri:s.ing. therefoTet that daytime taJk shows, the
(2) ............ blend of information and enteruinment, are
earning top ratings. Talk show producers and hosts claim
1 Cloze
Read the text below and think of tile word
which best lits each space.
Man's b.)st friend
Guide dogs. police and sniffer dogs are just {0) s.O.f!l~. of
the tens of thousands of dogs who worl< for (1) ........... .
living in Britain today. The armed forces have canine
conscripts working alongside them, and there are dogs
who ac.t. rac.e and hunt. But others are employed in

that the purpose of (3) ............ all sorts of problems on (2) ............ obscure fields. For eKample, conservation dogs
national television is to benefit viewers. They say they are trained to sniff out rare birds that are (3) ............
provide useful information and have helped to create a threat of eK<inction. allowing them to (4) ............ bred in a
more sensitive •nd educated public. Many of those who safe environment in (S) ............ to preserve the species.
have appeared as guests say doing so changed their lives,
Animals are known to have a therapeutic (6) ............ or.
and the shows can certainly take the (-4) ............ for giving
humans. Dogs are taken to hospitals and old people's
a lot of people information they would not otherwise
homes to (7) ............ up the residents: there are dogs
have had. So do the shows provide a service by allowing
specially trained to li.ten (8) ............ the deaf. letting them
people to (S) ............ through issues that would otherwise
(9) ............ when the door bell or telephone has rung; and
be (6) ............ under the carpet/ Or is there a danger that
search and rescue dogs (10) ............ can find and save
viewers will regard the self-centred and thoughtless
people lost on mountains. Assistance dogs. tnined to be
behaviour they see in these programmes as a model of
helpers for the disabled, can be taught to recognise when
how co live their owr. lives?
their owner is (11) ............ to have an epileptic fit or slip
1 Abonom Bbase Chead Ohean: (12) ............ a diabetic coma.
2 A UtmOst B ever.cual C ultimate 0 extreme
3 A opening B washing C airing 0 untying New responsibilities are coMtantly (13) ............ found. In
4 A recognition B praise C acclaim 0 credit
5 A work B approach C face 0 look Cornwall, dogs are training to be lifeboat rescuers
6A poked B pushed C swept 0 dusted {1-4) ............ the hope that they will be able to save the
lives of those in trouble (1 $) ............ sea.

172 ©Pearson Education 2002 Photocopiable

 Proveu tesc 1 U"iu 1-S

l Word fcrma rioo

Use the word given In capitals a1: the end of
some of the lines to form a word that fits the
space in the same line.
The day I had my son arrested
What could lead a mother to tum her son in to the
police I Only the most extreme (0) .':!~.'1:\!!f.l.~~.~· most STANCE
people would say. But it Is not (1) ................................ so. NECESSARY
My son Jack was certainly gcing through a "difficult" phase;
he was {2) ..............•••••.............. and I had some COMMUNE
(3) ................................ about the people he was associating GIVE
with. But I had no (-4} ······-··-······- - - that anylhing SUSPECT
serious wu wrong. Then one evening I picke<! up his
jacket and out of the pocket fell an envelope
(S} ................................ a collection of credit cards. all with CONTENT
(6) ................................ names. FAMILY

When questioned. Jack (7} ................................ denied all HEAT

knowledge of the cal"(!s. When I explained that even
if he had been given them by someone else.
(8) ................................ of them was still a crime, he just POSSESS
shrugged. EventuaJiy I called the police. Two officers were
round within minuses and so began the questioning. the
formal arrest. and the release on bail of my teenage son.

It seems (9) .......•........................ chat Jack will actually be LIKE

charged with theft - the charge is more lil<el~ to be the
(1 0) ................................ of stolen good$. I have cold him I HANDLE
will support him. and all he needs to do is cell the truth.
For now, alii can do is wait.

~Pearson Eduation 2002 Phorocopiable 173

 Pfo&Tes:s. teu t Uniu 1-S
4 Gapped sentences
Thinlc of one word only which can be used
appropriately in all three sentences.
1 the first sentence, using the word given. Do
Keep that ret<!ipt in a ........................ place as you might
need it again.
I hope that you'll have a ........................ journey and find
everything all right wflen you arrive.
You needn't worry about leaving your children here -
they'll be in ........................ hands.
2 ................................................ - .......................... op $0 much.
The teacher told the police that she had ·-·····················
the children onto the bus. and she was sure they had all
been there.
After the avalanche we all ........................ ourselves lucky
to be alive.
I had ·-·········.......... on her help and once more she had
not let me down.
3
The floor must be completely ........................ before we
can lay the tiles.
Our objective is to ensure the .............. - ....... distribution
of wealth throughout the country.
This year the Cup Final teams are quite well·matched so
it looks like being a very ........................ contest
"'The professor is one of the leo ding experts in her
The buildings obstructed our ........................ of vision.
For my father's binhday I bought him an e•pensive pair of
........................ glasses.
5 ....................................... -................ ·-···········case of illness.
The two cydists ···············-······· the finish line together at
the end of the roce.
She was sitting on the floor with her legs ........................ ,
looking very uncomfortable.
It never ........................ my mind that his story might not
be genuine.
6 7
john left Engbnd to run a hotel in a small holiday
........................ on the east coast of the United Sates.
The police fear that a ........................ to force may be
necessary if the demonstrators do not disperse.
The last ........................ would be to ask his mother-in-law
for the money.
174
5 Key word transformation
Complete die second s.!ntence with tttree to
eight words so that it ha.s a simil;a.r n>ea.ning to
not cha.nge the word given.
1 I regret not buying a house when prices were a lot
lower. before
I wish I .....................................................................................
2 Most people died lx!cause there was no medical care.
caused
It was ................... _ ............................................................- -
............................................................................... of deatt>s.
3 The <.hitdren did not enter tfteir grandfather's room
until they were told they could. given
Only after they ..................................................................... ..
···············-··············· .... ····- into their grandfather's room.
4 There is no doubt that there will be a strike if tt.e
management doesn't back down. bound
Unless ................ -........................................................ _ _
.............................................................................. be a strike.
.5 There isn't anyone else who could do the President's
job if he became ill. take
There is no-one wile ........................................................-..
6 I don't think you should run a marathon unless you
are completely healthy. weadler
II you are ............................................................................... .
................................................................. run a marathon.
Can you think of anyone who would be an ideal
candidate for the job! spring
Does anyone ........... - ..........................................................
.................................. - ..... an ideal candidate for the job!
8 Advertising on television is often aimed at young
children. made
Young children ...................................................................... .
.......... _ ........................................ of television advertising.
The Speaking activity for this test is on page 182.
© Pearson Education 2002 Photocopiable
Progress test 2 Units 6-10

1 Le•ical cloze 2 Clore

Read the text below and decide which answer Read the teKt below and think of the word
best fits each gap. which best fits each space.
What's the point of sci en~? The survival of the polar bear

A bunch of scientists are getting themselves hot under The polar bear Is (0} ~~ci.•r..threat because its hunting
the (1} ....•...... over what drives them <0 do the work season at the North Pole is being shon:ened by thinning
they do. (Actually, the expression 'because it's there' Arctic ice. Data gathered by US Navy submarines using
springs to (2) .............)Sure. we all know that it's the sonar technology (1} ............ the depth of Arctic sea ice is
age-old (3) ............ for knowledge. the desire to now an average of 1.3 metres less tharl it was irl the
understand everything from the life of the atom to the 1970s. (2) ............ it to break up earlier irl the year.
phenomenal power of the black hole. But what these guys (3) ............ to the Car~adiar~ Wildlife Ser.4ce, the sea Ice
want to knt?W is why we want to know all of this in the season in westero Hudson Bay has been reduced by
fi~t (4) ............. My opinion is that perhaps we don't three weeks (4} ••........ the lase 20 years. (S} ............ has
actually need to know. Surely it"s more important to serious implications for wildlife in the regioo. since Arctic
think about whether what we are doing is right. rather mamn\als use the sea i'e (6} ............ ao ex(ension of the
than get (S) ............ down in debates over the ultimate rand. Polar bears. for e')(ample. roam the frozen water
point of it all. I would have thought that the crucial (7) ............ a constant search for seals. their main
(6) ............ is not why we pursue scientific knowledge but (8) .•......... of food. But (9) ............ sea ioe breaking up
to recognise that it is a tool, and we are the ones who earlier. the seals are becoming harder to find. As
should decide how. where, when and why to use it. (10) ..•........• the polar bear population has not declined
1 A cuff 8 oollar C ooat D sleeve significantly, but female bears are already (11} ............
2 A mind 8 idea C memory D thought
binh to fewer cubs. The most (12} .•......... cause of the
3 A adventure 8 crusade C explor.>tion D quest
4 A case 8 place C reason D ocusion thinnirlg Arctic ice is man-induced global warming,
S A bogged 8 cut C broken D tracked (13} •........... the climacti' phenomenon
6 A controversy 8 focus C subject D issue
(1-4} ............ as Arctic oscillation- strange wind patterns
lasting sever.>! years - could be (15) ............ contributing
factor.

©Pearson Education 2002 Photoeopi;,ble

 ProJrtu tett 1 Uniu ~10

l W ord fonm<ion
use the word siven in ca.pitals at tile end of
some of tile lines to fonn a word tilat fits tile
space: in the same line..
DNA Science could rebuild dead Dodo
Scientists are co extract DNA from the remains of a
Dodo, hoping to resurrect the bird whose Mme is
(0).~1.~~~1.~?.~ with ••tinction. British uperts will SYNONYM

(1) ................................ fragments of COVER

(2) ................................ material from a preservtd Dodo GENE
kept in Oxford Uni~rsity's Museum of Natural
Hinory. The rese...-ch may pave t he way to the
(J) ..._ .........._ .........._ of the species. CREATE

Th e Dodo, which lived only In the Island of Mauritius. was

a large bird chat because of its weight and small wings was
vir<Ually (<4) ................................. and so foraged for food on FLY
the forest floor. When Dutch nilors first arrived in
Mauridus In 1S98, they left the Dodo alone as it was
considered (S) ................................. But dogs and rats from EDIBLE
their ships hunted the birds down and stole their eggs.
and within 70 years every Dodo had been
(6) ..........-.................... - the first species in recorded TERM
history to be (7) _.,,,.. ____.. wiped out by man. EFFECT
(8) .........- - have warned tltat br inging badc the ECOlOGY
Dodo mlzht persuade the pub6c that there is no longer
any need for concern about (9) ................................ species. DANGER
But in Mauritius the idea is welcomed. 'The Dodo is our
national emblem,' .aid the deputy high commissioner. ' It
would be (10) ................................ if it could be bro ught MARVEL
back to tae:

176, © Pearson Education 2002 Photocopi:::able


4 Gapped sentences
Think of one word only which c:.an be lm!d
appropriately in all three sentences.
1 the first sentence, using the word given. Do
Owen played a ........................ role in lhe negodations over
me release of lhe hostages.
The howes all faced inwards on to a ........................
courtyard, whidl contoined a small enclosed play area.
I woold prefer to work somewhere more ........................
even !hough that would mean I had to spend longer
commuting.
2 mistakes.
Her words seemed innoc.ent. but they had a ....................... .
meaning.
Some people have the ........................ advantage of a happy
home life and a good job.
leave the bread dough in a warm plac.e to rise until it is
........................ in bulk.
3 ..................................................................... out on my walk.
We regret to announce that the 8.16 ........................ to
london is running approximately 1S min~tes late.
After she's had lhe baby she's hoping to set up a baby·
sitting ................. _ ... il\ the neighbourhood.
The reviewer was panicularly impressed by the
........................ tn the new restaurant.
-4
I am ........................ aware of the problems that were
invotved in setting up this project.
People always spoke very ............ - ......... of him in the past.
"50 I'm surprised to hear this news.
You could try to find Mr Stewart. but he may
....................... have gone home by now.
5 As they .......................................... ·················- ..................... .
I don't suppose we'll meet again until next ........................ .
as the weather will be too bad to travel much before
then.
They stopped and had a drink of fresh water from a
_ .................... which was near to lhe palh.
The cat froze. then made a sudden ........................ - but
the bird Just managed to get away in time.
6 8 The commuter was obliged to push olher people aside
The museum is worth a visit if you can manage to
....................... yourself away from the pool.
This meeting looks as if it could ........................ on for
hours.
The police decided to ........................ lhe fake in the search
for the girl's body.
©Pearson Educacion 2002 Photo<opiable
Progr«ss tut 2 Units: 6-10
5 Key word transformation
Complete the second sentence with three to
eight words so that it has a similar meaning to
not change the word given.
1 In lhe event of fore, do not use the lift. avoid
Should ................................................................................. ..
...................................................................................... the lift.
2 He was "50 anxious to succeed th•t he made a lot of
well
Such ..........................................................................................
.. ........................................ that he made a lot of mistakes.
3 I was just going to start my walk when the storm
broke. point
The storm broke when ....................................................... .
4 If he wants to find a good job he will need to t.ry much
harder. efl"ort
Finding a good iob ................................................................
·-························-······························-.. ··············-··· his part.
S This will be his first attempt at breaking the record for
lhe 200 metres. never
He ............ -............................................................................. ..
................................................ for the 200 metres before.
6 More rubbish is being recyded as a result of people's
greater environmental awareness. become
.................................................................... _ more rubbish.
7 You will find that in this job you often have to make
de<isions quickly. feet
You will find you ....................................................................
................................................................................ in this job.
to get onto the train. force
The commuter had ............................................................. ..
................................................................................. lhe train.
"The Speaking actiYity for this test is on page 18~.
177
 Progress test 3 Units 11-14
I Lexical clote 2 Craze
Rt:ad the et:xt below and dedde whkh answer Read the text below and think of the word
best fits each gap. whieh best fits e"aeh space.
Boston - two halves of a city Languag~ and thought
There are two destinations named Boston. The tourist's It seems evident (0) that there is the closest (1} ........... .
Boston is the old city. the centre of New England relationships between language and thought. But is it
civilisation and the (1) ............ of American independence. possible to think (2} ............ language? Or does our
Its most famous buildings are not merely civic (2) .......... .. language dictate the ways in (3) ............ we are able to
but national ic.ons. its great c:idzens are not che political think? Generations of philosophers. psychologists and
and financial leaders of today but figures of history and linguists have uncovered layers of comple')(ity in
myth. This cicy is almost ~00 yew-s old, far older than the (4) ............ apparently straightforward questions.
republic it helped to create in the days of its youth.
(S} ............ kinds of behaviour which are often referred to
The other Boston is much younger and every (3) .......... .. (6) ............ 'thinking' may not actually involve language.
as vibrant as the original town. This is the business (7) ............ we react to a beautiful painting or an
traveller's destination. the new Boston created by unpleasant incident. we may use language to
(4) ............ finance and technology as an answer to those communicate our feelings to (8) ............. but the emotion
who thought the city had become scarcely more than a itself is 'beyond words'. (9) ............ do people involved in
museum. It is a place where granite and glass towers rise the creative arts find it essential to think using language:
along what once had been (S) ............ village lanes. the composers. for example. often report that they 'hear·
commercial structures {6} ............ those that just a the music (10) ............ wish to write. And our everyday
generation ago had been the city's largest buildings. With fantasies and day-<lreams c:an all proceed (11} .......... ..
a little time and effort, visitors can appreciate both sides language.
of Boston.
The thinking which seems to involve lansuage is of a
1A cradle 8 cot C pram Dbed different k.ind: this is the reasoned thinking which takes
2A images 8 landmarks C locations D signposts
) A way 8 piece C part D bit (12) ............ as we tell stories. (13) ............ out problems
4A great 8 higtl C top D peak and so (1 ~) ............. The fonnal properties of language.
S A rutted 8 furrowed C grooved D indented
6 A diminishing 8 <lwarling C minimising D stunting such as word order and sentence sequencing, seem to
provide a framework for this kind of thinking. (1 S) ........... .
as the medium in which our connected thoughts can be
organised and presented.

178 © Pearson Education 2002 Photocopiable

 Prol"'u ten l Units 11- f-4

l Won! formation
Use the wo r-d given in capitals at the end of
some of the li ncs to form a word that tits the
space in the same I in e.
Rlly Char les - the gentle lOng of soul music
Ray Charles Invented soul music half a cencury ago when
he fused the gospEl style of his church {0) _up~r.ingi_nz.. BRING
with the r>w, earthy blues sound of the American
deep south. He was born in a poor (1} ............................... . N EIGHBOUR
in 1930 and his early life was marred by
(2} ................................ and personal tragedy. Brouglu up by HARD
his mother. he showed an early (3) ·- -........ _ _ for APT
music. But disaster soon struck. At five. Clr.!rles watched
(4} ................................ u his younger brother drowned in HELP
the bath cub. Within a year, he had lost his sight and then
when he was 15, his mother died and he was left alone in
the world.

Yet in a recen t television (S} ................................ he said DOCUMENT

that he has been very lucky in his life. ·yes, I hod some
(6) ................................ dmes. But my mother always TROUBLE
totd me the w ind doesn't blow in the same
(7) ................................ alllhe time. I've been very DIRECT
(8) __...................._ .. too.' FORTUNE

Now in his early uventies. Charles is full of old-world

(9) ................... .............. and he has no plans to relax the COURT
(10) ................................ re8ime that regularly sees him PUNISH
playing over 200 concerts a year. 'It doesn't really matter
to me who I play with, as long as it makes them happy,'
he says_

©Pearson Education 2002 Photocopiable

 P'rogren c:e:s.t l Units 11-14
4 Gapped sentenc..s
Think of on~ word only which can be uS<!!d
approprlat~ly In
all three s~ntenc~s.
1 the first sentence, using the word given. Do
last year the squirrels were ........................ up hundreds of
nuts for the winter.
The operatcrs were ........................ a mass of dau in the
computer.
Sarah is just ........................ up trouble for herself by lying
to her boss.
2
Our understanding of human genetics has ...................... ..
considerably.
When she started the new job the boss ........................ her
""me money against her fim pay cheque.
A similar plan was ........................ by the other directors
but was rejected.
3 voice.s on the phone.
His father•s success gave hinl a whole new ........................
on his own life.
From the male ........................ it's hard to see the
attraction of shopping.
The background of the picture is out of ........................ and
needs to be improVEd.
"'One or two changes have been made to the computer's
basic ........................ to improve its appearan<:e:.
The room was decorated with blue wallpaper with a
floral ........................ around the edge.
The council has just approved the ........................ of the
new sports centre.
s 6
He parked his car on the ........................ oucside his house.
Brian ha:s. got tremendous ........................ - he's sure to
succeed.
Tl\e government instigated a big anti·smoking
........................ in the hope of cutting deaths from cancer.
6
Bert found himself at ........................ with his colleagues in
the off,ce after the meeting.
You can pay me now or later- it makes no ........................
tome.
The ........................ are that share prices will rise after the
budget.
180
5 Key word transformation
Complete the second senten<:e with three to
~ight words so that it has a similar meaning to
not change the word given.
1 The wall collapsed because it hadn't been properly
reinforced. faulty
It was ....................................................................................... .
.. ................................................................................. collapse.
2 They plan to demolish this building in the near future.
down
This building .......................................................................... ..
. ........................................................................................ SOOI\.
3 It's very difficult to hear the difference between their
apart
It's very difficult .................................................................... .
.. ....................................................................... on the phone.
4 She spent all her time caring for her disabled son.
devoted
She .......................................................................................... ..
.................................................................... her disabled son.
S I ..Wiy like that car, but I a.n't afford it expensive
Much as ................................................................................. ..
.................................................................................... for me.
The frame may be h~vy. but this rope will support it
weigh
However ................................................................................ .
.. ........................................................................ the frame up.
7 Global travel is on the in<rease. numbers
There are ............................................................................. ..
................................................................. around the world.
8 Books are just as popular nowadays as they used to be.
<hange
There ....................................................................................... .
....................................................................................... books.
The Speaking activity for this test is on page 188.
©Pearson Education 2002 Photocopiable
 Progress tests keys
Progress t~t t Units 1-5
I 10 lC 3C 40 SA 6C
2 1 thdr/a 2 more 3 under i be 5 ord~
6 efleet 7 ch..,. 9 fe>r (NOT t<>) 9 know
10 whc>lwhkhlrhar I 1 ~boutll"intf~l<ely
12 int<l 13 bei118 H in I 5 at
l 1 n<-«narily 2 oncomrn.unlati\le
3 misgivings 4 s.us.phion 5 conulnlng
6 unfomiliar 7 hody/heatedly
8 posseuion 9 unllk•lr 10 handline
4 1 sale 2 ce>unred 3 c•en i field
S crossed ~ reson.
5 OYI'Ore, peopte 011:! recyding mor@ rubbish.
1 I wlsh I hod bout/ll o h""'t bo(r>re !>rice<
~nl up so much.
2 It ""'' lad< of medico! core thor ooused !he
mo)OJity of <load>s.
3 Only •Iter !!toy had b<enlwtre giV<n
~did !ht chld<trt go into their
g~ndf,adler's room.
4 Ufllen the mtJIIOft-mtnt boOO down there
is bound to be: a strl\tQ.
5 There is ll[)o-OO~ who could rakr: owr
from lhe PresM!endwllo codd tDu rht
PnsJdent's ptoce ill case of illn~1;,
6 If you are u11der the we<Jther you sl!outd
flaf n1n a manthon.
7 0oM aoyone sptit>g fO (yourj mind OS on
ideo! c•ndidate lor the job!
9 Young cNldren art ofitn mode rht
rorget/t<Jrgets of «levf~ion advertisl11g.
Progress test 2 Unit~ 6- t 0
I 1B 2A 30 <18 SA 60
2 1 shows 2 caiiSing (NOT leadint)
3 Aecording i ~""' S This (NOT It}
6 as (NOT for} 7 in 9 soura (NOT
type) 9 whh 10 yet 11 gwing tlllktlyl
probablo 13 although/but 14 known
15 anothorla
3 I ~OV«" 2 genetic 3 re-<reation
4 ftighdess 5 inedible 6 extcm,inatcd
7 effectively 8 EGologisu 9 eodJngered
10 ma~u.,.,
4 1 <•••ttnll double 3 soma, 4 well
S spring 6 drog
© Pe•rson Education 2002 Photo cop1 .1bl~
5
I Should tho"' be o frrt , oWJid "'"'l tho tift.
2 Such was his anxiety to do wen chac he
made a lot of mistakes.
3 The ste>rm broke wl>eo I wos on the
point o(stltil1glfomg out on my walk.
4 Finding a goo<! job w~l rtquiroldtmatt<i
mud! mol? effort on his port. (NOT (rom
h~ ~>an)
S H.. hot nem afltmllted to brook rhe
n:cord for the 200 metres before.
6 As they become more en>ironmtnto/ly
7 You will find you o(ten have to thin" on
yow feet in chis job.
8 The commvter had ro forte his ~'tl'f onto
the: train.
Progress te•t l Un its 11-1 <4
1 1A 2830-+BSA68
2 1 of 1 withouc l which 4 s.uthldw$e
5 SomQ/Many 6 as 7 When B Other-s.
9 NeitherlNor to t11ay 11 wfthoctt
11 place 13 we<klsort H on
1S actinglfuncdoning
l 1 neighbourhood 2 hardship 3 optiwdo
4 helplessly S doa.oltenwy
6 troublesome/(roubl.ed 7 direction
8 fo rtunate 9 courtesy 10 pur>shing
4 1 ste>ring 2 adwn<Je<l 3 perspective
4 design 5 dril<e 6 odds
5
1 It was /i>ulty reinforcement d!ot coustd rh•
woll to collapse.
2 This building~ (goi"lldue/about) to be
pulltd down vrry •oon. (NOT pbnntd "'
be)
3 It's very diffiwlt 10 terl their voices opon
011 the phone.
~ She devoted hersolfl"er life to CDrfng (or
her dis.llrled son.
5 Mt.tch <1.$ I like thot cor. it's too e.wpe11sive
tor me.
6 However much If may w.ighlwelgm, this
,.,.. wJ/ hold me fnme liP.
7 There •re f""""r/incroosil!g nombtrs of
people ttoYelling aroul\d the world.
8 There hos been 110 cho11ge in the
pcpulority •fbooiu.
181
 Speaking activities for Progress tests

Progress test 1 Speaking

STUDENrS PAGES
Family life

182 ©Pearson Education 2002 Photocopiable

 Progre» cen 1 S~.lk.ing

Influences

How far do you agree that influences on What sort of things can influence the way we
people change with age? learn?
• innoncence • place and facilities
• awareness • people
• connections • time

© Pearson Education 2002 Photocopiable

 TEACHER'S PAGE Now you are going to talk about influences in gener.l.
Family life (Address !he following queslions ro bo!h srudenrs.)

Here are some pictures of families together. First. I'd like 1 Do you think that family ~' t he most impon:ant
inftuence on young people nowadays!
you to look at pictures 1 and 3 and discuss why the family
might be togelher. 'fou have about a minute for this. 2 Do you think that young people are more
sophisticated nowadays!
Now, I'd like you to look at all of the picwres. 3 Do you think that learning is easier nowadays tl\an it
rd lil<e you to imagine that an exhibition is bein& piVllled used tO be!
on the theme of 'The family and iu place in society'. All -4 Do you lhinl< that lhe media exploit young people!
the pictures will be Included In the exhib ition
Tall< togeth~>r about the aspecu of lhe family S~Aggested
by the pictures. and th en suggest two och<!r aspects that
you would like represented in the exhibition.
You have about three minutes for this .

lnfluen(:es;
In this part of the test you're going to tolk on your own
for about two minutes. You need to 1\scen while your
partner is speaking because you'll be asked to comment
aherwards.
I'm going to give you each a p rompt card with a question
wriuen on it and I'd like you to tell us what you think.
There are some ideas on the ard for you to use if you
like.

How far do you agree that influences on

people change with age?

• innocence
• awareness
• connections

After !he swdent hus CX1n1j>leted thtJr lo/1g wrn r>Sk. the other
<tlldenr
Is then! anylhlng you don't agree wilhl

What sort of things can Influence tile W3Y we

learn?
• place and facilities
• people
• time

After rhe SIIJct..nl hos comple~ !heir long 111m O>k the other
srudem:
Is there anything you would like to add!

184 © Pearson ~ducation 2002 PhotocopiabiP.

 Progr~ss ten 2 Speaking

Progress test 2 Speaking

STUDENT'S PAGES
Dangerous sports

© Pearson Education 2002 Photocopiable '185

 Pro.greu um l Sp.eal<ing

Living longer

Do you think that social problems may be How far do you agree that people should
caused as people live longer? retire earlier?

• money • personal satisfaction

• resouces • job opportunities
• family • financial difficulties

186 © Peanon Education 2002 Photocopiable

TEACHER'S PAGE Now you are going to ulk about living longer in general.
(Addttss !he fol/owiMg questiollS to both st.udents.)
Dangerous sports
1 How do you think people can prepare for retirement!
Here are some plcrures showing dangerous sports. First.
2 What thing:; contribute towards a good quality of life
I'd like you co look at pictures 1 and 3 and u lk together
for older p<>Oplel
about how eye-<acching each picture is. 3 Oo you think that all older people should have free
Now I'd like you to imagine that a photographic campaigl\ medical care!
is being organised to interest possible spoMors In ~ In what ways c:an older people contribute towards
supporting dangerous sports. These pic:rures are all tO be society!
included in the campaign.
Talk together about the attractions of the sport that the
photographers have tried to captur&. Ther1 suggest two
other attractions that might be included lr1 the campaign.
You have about three minutes for this.

Livi 111 longer

lrl this part of the <est you're aoir~g to talk on your own
for about two minvtes. You need to listen white your
partner Is speaking because you'll be asked to comment
afterwards.
I'm going to give you each a prompt ~rd with a question
written on It and I'd like you to tell us wh>t you think.
There are some ideas on the card for you to use if you
like.

Do you think that social problems may be

caused as people live longer?

• money
• resources
• family

After !he stvdenl has e«npleted chcir long rum ask the other
studen~.·
What do you think!

How far do you agree that people should

retire earlier?
• personal satisfaction
• job opportunities
• financial difficulties

Aft~ the student ho$ compleled !heir long <vm 0$1: !he other
$l&tdeoC
Is there anything you would like to add!

@ Parson Education 2002 Photocopiable

187
 Progress test 3 Speaking
STUDENT'S PAGES
Success

188 © Pearson Education 2002 Photocopoable

Culture

How far do you think that good artists are Do you think that people from differnt
born and not made? cultures can ever understand each other?

• talent • tradilions
• opportunity • culture
• support • upbringing

© Pea"on Educa1ion 2002 Pho1ocopiable 189

 Prou"en tnt J Speaking

TEACHER'S PAGE Now you are going to talk about culture in general.
(Address rhe following questions to both .swdmu.)
Success
1 How far do you think tourism helps nations co
Here are some pictures of people In situations where
understand each other!
they have achieved some kind of succus. loo\c u
2 How important do you think cultural subjects like art
pictures 1 and 5 and calk tes<>ther about how dif!iculc yo u
are In schools!
think this achievement ml8ht have be<!n.
3 To what extent do you chink we an really have 'one
Now I'd like you to lm~ine that a series of six sumps is world'!
bcing is.sued on the theme of success. These phocographs 4 How far dt> you think we 211 have talents that are
are among those being considered for lhe sumps. Talk never developed!
togelher about the aspecu of sucass Illustrated In the
pictu res and how suitable each one might be for a namp
in the series. Then rrg,ke suggestions for another picture
which could also be used o n a sump In che same series.
You have about three minutes for chis.

Culture
In this part of the test you're golng co talk on your own
for about two minutes. Y ou need to listen white your
partner is sJ>eaking because you'll be asked to comment
afterw.~rds.

I'm going to give you each a prompt card with a question

written on it and I'd like you to tell us what you think
There are some ideas on the card for you co use if you
like.

How far do you think that good artists are

born and not made?

• latent
• opportunity
• support

A~r the stu~n: has Cllm~d their 1onf tum Cl5k the other
5tU<!Em:
How does this differ from your own experience!

Do you think that people from different

c ulture can ever understand eaoh other?
• traditions
• culture
• upbringing

A{rer the .swdent has comp~d their fang rum ask tht other
studooc
Is there anything you would like to add!

190 © Pcars.on Education 2002 Photocopiabll?

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