ZA MACMILLAN EXAMS Ready for 7A coursebook with keyCAE ee Roy Norris With Amanda French Suitable for the updated ler y eT)f Contents Map Unit 1a Language focus 1 Modal vers tight could, may Ecerson tema expressing future possi Speling 1 Taking about the past. 2 Raunetn mal ogsh 1 types stators 2 Prem nd re contol ed Punctuation 2 Gerunds and infitves Relerence and elipss Relative dauses Passes 1 7 See —, Vocabulary Collocation: challenge sucess, ‘motion, ambition fare 1 Verb + Noun collocations 2 Relationships 1 Intligence and ability 2 Sleep Reading Multiple choice (CAE Prt’3) ‘Multiple matching {CAE Part 4) ‘Muttiple choice (CAE Part 1) Gapped tent (CAE Part) ‘Malle matching (CAE Part 4) Gapped text (CAE Part2) “Mudie Inteligences’ ‘Multiple choice (CAE Part3) 7 ie fishterafem nora Page 100 oan 3 Taklog abou he te (Creating emphasis ‘Mattiple choice (CAE Part 1) Gapped te (CAE Part2) ‘Multiple matching (CAE Part) 10 tersaitone Page 28 11 Re re 1, Conjunction and linking avertials verbs 3: must, need, should, 2M ‘oughtto 1 Words with more han one use 2 Attitude adverbial Mutipl choice (CAE Pot 3) Gapped tent (CAE Fart2) ‘Mutiple choice (CAE Part 3) Part: Soil interaction 4 Compatsons 2 Aves of deoree ‘Noun phases eer 1 nd 1 atingand ning 1M 2 ing nouns “Multiple choice (CAE Part) "Matiple matching (CAE Part 4) eee Words, Page 208 ‘Gramma reference Page teing Competition entries (AE Pat 2) Formal eter CAE Part!) Reports (CAE Port 2) Use of English Word formation: Nouns ‘Word formation (CAE Part’3) laze (CAE Part 2) pce dove Ea) Word formation: Adjecnes and adverbs Word formation (CAE Pat 3), ‘Open caze (CAE Part 2) ‘ey wordtransfomations (CAE Part2) Listening Speaking Multiple choc (CAE Part) {ong tum (CAE Part) 1 Sentence completion (CAE art2) Collaborate task(CAE Part), Multiple matching (CAE Fat) Multiple choice (AE Fo3) Colaboratve task CAE Fat3) 1 Formal ener: application (CAE Part2) 2 Character reference (CAE Pat 2) Essays (CAE Part 2) Reviews (CAE Part2), Gapped sentences (CAE Pr) Key word transformations (CAE Fart) (pencloze(CAEFot2) Gapped sentences (CAE Part) Word formation (CAE Part3) Key word wansfomations (CAE Part) 11, Multiple matching (CAE Part 4) 4 Sen canplen AE et) Collaborative tak (CAE Fort 3) 1 Mulpe choice (CAE Par NB doce (Arran Further discussion (CAE Part 4) 2 Multiple choice (CAE Part) 1. Multiple matching (CAE Par ) 2 Sentence completion (CAE Fart 2) Letter (CAE Part 1) Reports (CAE Part!) Contribution: guidebook entry (Ca Pan) eons ‘Mutiple choice claze (CAE Part 1) Word formation: Verbs ‘Word formation (CAE Part3) Gapped sentences (CAE Pant feb ny dust Aa) Multiple choke ace (CAE Fa) Yd mato teats fam he Same po Wir etn (AE a.) Gapped sentences (CAEP) Mutipl choice (CAE Par'3) 1 Collaborative task (CAE Pert3) 2 Further discussion (CAE Part 4) 1 Sentence 2 Mulple mat etion (CAE Part2) hing (CAE Part) 1 Sentence completion (CAE Part 2) ‘ng tum (CAE Part 2) 2 Multiple choice (CAE Fat 3) eran ern Information sheets (CAE Pat 2) Proposals (CAE Part 1) ‘tides (CAE Part2) 1 Open clone (CAE Part2) 2, Multiple-choice doze (CAE Part) ‘Word formation (CAE Part3) Word formation: Nouns formed with in out. up, down, back ‘Word formation (CAE Fat 3) Open cloe (CAE Pat 2) 1) Mitpie-choice doe (CAE Part) 2 Key word ransfomations (caEPans) ‘Open cze (CAE Pat 2) Multiple matching (CAE Part 4) 1 Mulple choice (CAE Pat 1) 2 Sentence completion (CAE Part 2) 1 Collaborative task (CAE Part 3) 2 Further discussion (CAE Part) 1 Serene contin CAEFot2) 2 Multiple matching (CAE Part 4) 1 Informal eters (CAE Part 2) 2 Reports (CAE Patt2) 1 Contributions: guidebook entry (CAE Pat2) 2 Setbooks (CAE Fart2) ‘Word formation (CAE Part3) ‘ey word transformations (CAE Part) ‘Word formation (CAE Part 3) Gapped sentences (CAE art) Multiple choice (CAE Part?) Long tum (CAE Part2) 1 Sentence completion (CAE Part 2) 2 Mubiple choice (CAE Part’3) Collaborative task CAE Par'3) ‘Answer Key Ustenin scrips Page 225 Page 241Welcome to Ready for CAE, a course which is designed to help you prepare for the Cambridge Certificate in Advanced English examination. ‘This book contains a wide range of activities aimed at improving your English and developing the Janguage and skills which you will need to pass the examination. As well as providing relevant practice in reading, writing, listening and speaking, each unit of Ready for CAF includes one or more Language focus sections, which analyse the main grammar areas at advanced level, together with Vocabulary slots, which give particular emphasis to collocation. ‘The course also includes a systematic approach to word formation, which appears as a task type in the Use of English paper. At regular intervals you will find special sections which focus on the most important aspects of this task, ensuring that you are properly prepared to deal with it in the examination. Throughout the book you will find the following boxes, which are designed to help you when performing the different tasks: ‘+ What to expect in the exam: these contain useful information on what you should be prepared to see, hear or do in a particular task in the examination. + How to go about it: these give advice and guidelines on how to deal with different task types and specific questions. © Don’t forget!: these provide a reminder of important points to bear in mind when answering a particular question, * Self help: these contain a number of supplementary activities and study tips, many of which are aimed at helping you increase your vocabulary store. Further information and advice is included in the five supplementary ‘Ready for... ” units, one for each of the five papers in the examination. These are situated at regular intervals in the book and can be used at appropriate moments during the course. The Ready for Writing unit contains model answers for each of the main task types, together with advice, useful language and further writing tasks for you to complete. ‘At the end of the book in the Grammar reference you will find detailed explanations of the grammar reas seen inthe units, There is also an extensive Wordlist, which builds on the vocabulary areas seen in the units. At appropriate points in the book you are encouraged to refer to the Wordlist to help you perform specific speaking and writing tasks, 4 Overview of the Examination ‘The Cambridge Certificate in Advanced English examination consists of five papers, each of which carries 20% of the total marks. A low mark in one Paper does not necessarily mean a candidate will (ail the examination; it is the overall mark which counts. A, Band C are pass grades; D and E are fail grades. For more information and advice on each paper, see the appropriate ‘Ready for ..." unit, as well as the relevant sections in the main units of the book. Paper 1 Reading 1 hour 15 minutes ‘There are four parts to this paper, with a total of 34 questions. Each question in Parts 1, 2 and 3 carries 2 marks, and each question in Part 4 carries 1 mark. Texts are taken from a variety of sources including newspaper and magazine articles, fiction and non- fiction books, leaflets and brochures. Part Task Type Number of ‘Questions, 1 Multiple choice 6 Task Format. Three short texts onthe same theme followed by two multiple-choice questions on each text. There are four options for each question, ‘text from which paragraphs have been removed. Candidates replace each ofthese in ‘the appropriate partof the text, ‘text followed by rmuhtple-choice questions, each with four option. Atext or ets preceded by mutiple-matehing ‘questions which require candidates to find specific information, 2 Gapped text 6 3 Multiple choice i 4 Multiplematching 15, Paper 2 Writing 1 hour 30 minutes There are two parts to this paper, each of which carries the same number of marks. Part 1 is compulsory, so must be answered by all candidates, whereas in Part 2 candidates choose one from five tasks. Candidates are required to write 180-220 words for Part 1 and 220-260 words for Part 2.Part Task type and format 11 Candidates read input material from a variety of sources, for ‘example, advertisement, dares, email letters, newspaper articles and survey results. They must use this information to ‘write one of the following in an appropriate register: © anartile 2 proposal © alener a report 2 Candidates choose one question fram a choice of five. Tasks may incude any ofthe following: © anartide = aletter ‘© a character reference a proposal © acompetitionenty —* a report + anessay + areview © aninformation sheet + a contibution toa longer Plece such as a brochure ora ‘guidebook ‘The lst question offers you the chance to write ether an article an ‘essay, a report ora review on one ofthe two se reading txts. There are two options fortis question one foreach set text. Paper 3 Use of English 1 hour ‘This paper consists of 5 parts with a total of 50 questions, which test understanding and control of language in context. Each correct answer in Parts 1, 2. and 3 receives 1 mark; each correct answer in Part 4 receives 2 marks and each answer in Part 5 receives either 0, 1 or 2 marks, Part Task Type Number of Task Format Questions 1 Multiple choice 12 Atext with 12 gaps; doze (Emphasis there i a choice of four on exis) answers far each gap, 2 Opencloze 15 Atext with 15 gaps, (Emphasis on each of which must be grammar) completed with one word 3 Word formation 10 text with 10 gaps. Each {Emphasis on ‘gap must be completed exis) with the corect form of a - siven word. 4 Gapped sentences 5-—_—Five questions, each with (eis) a set of three gapped sentences. The gaps in each set must be completed with one word whichis appropriate in all ‘three sentences. 6 keyword 8 Gapped sentences which ‘transformations ‘must be completed in (lexis and ‘three to six words, one of grammar) which s given. Paper 4 Listening about 40 minutes This paper consists of four parts with a total of 30 questions, cach of which carries one mark. Each part contains one or more recorded texts, and all recordings are heard twice. Candidates are tested on their ability to understand gist, main points, specific information, attitudes and opinions. Introduction @ Number of Questions, 1 Multiple chotoe 6 Task Type Task Format, Three short unrelated extracts from exchanges between interacting speakers For each extract there are two multiple- choice questions, each with thee options, ‘A monologue lasting approximately 3 minutes, CCondidates write & word or short phrase to complete sentences. ‘A conversation between ‘wo or more speakers, lasting approximately 4 minutes. Mutiple-choice ‘uestions have four options. Five short monologues ‘on the same theme, each lasting approximately 30, seconds, Thee are two separate tasks. For each task you ae reqited to select the corect option from a choice of eight. ‘completion 3° Multiple choice 6 4 Multiple matching 10 Paper 5 Speaking 15 minutes There are four parts to this paper. There are usually two candidates and two examiners. Candidates are required to demonstrate their spoken language skills in a range of contexts. . Part Task Type 1 Social interaction Time 3 minutes ‘Task Format Candidates give personal information in response ‘to questions from the interviewer Each candidate talks about a setof pictures for about 1 minut, and comments ‘onthe other candidate's Pictures for about 30 seconds, ‘Candidates are given visual and/or writen material and ‘then speak to each other about it for about 3 minutes in order to complete a problem-solving task, ‘The interviewer leads a discussion which i related ‘to the topic of Part 3, 2 tong tum A minutes 3 Collaborative task 4 minutes 4 Further discussion 4 minutes Roy Norris()Aihing high Long tum ©) Lookat these photos. They show people facing different challenges, Student A: Compare two of the pictures and say + what challenges the people face + the kind of problems they might encounter how they might be feeling Student B: ‘When your partner has finished talking about the two pictures, say which of them represents the more difficult challenge. enor Ge * When comparing your pictures tlk about the skirts and differences between them. eg Both pictures show... , but this one.... whereas the other one... Specuiate about the pictures as indicated in the instructions. You are not asked simply to describe what is happening, 9 They might (well) have problems finishing. Shes these probably find quite oink begin rexpectinagine she’ feeling # tle lonely atthe moment Use a wide range of vocabulary For example, when speculating about people's feelings, go beyond the use of simple words such as happy, sad or nervous. Before you do the task, complete the following exercise. Useful language Arrange the words and phrases in the box into three groups according to whether they can be used instead of: very happy sadorwantingtocry nervous or worried tearful tearful anxious delighted apprehensive miserable elated close totears thrilled tense _weepy _onedge _ overjoyed Now change roles. Follow the instructions again usingAiming high @& Multiple choice on } ©) You are going to read an article about Ellen MacArthur, a young woman who sailed single-handed round the world. With your partner discuss your ideas on the following: + the type of person who would take up such a challenge their reasons for doing so the preparation required their feelings during and after the event the conditions they experience at sea 2 Now read the article. For questions 1-7, choose the correct answer A, B, Cor D. Before you look at the questions, quickly ead through the whole text to get an idea of the content. Give yourself three minutes to read the text on page 8. Look for information on Ellen MacArthur ‘which is relevant to the points in exercise 1. Compare your answers with a partner. During both your quick read and your more detailed read, you will need to use context to help you ‘guess the meaning of unknown vocabulary, as you may not take a dictionary into the exam. ‘Discuss with your partner the possible meanings of the words in bold inthe frst two paragraphs. Read each question carefully and find the parts of the text which relate to each one. In Part 3 of the Reading paper, the questions follow the same order as the information in the text. ‘Don’t choose your answers yet. in the margin, mark the general area of the text which is relevant to each question. For each question, eliminate the options which are clearly wrang and choose the best answer. Underline key phrases or sentences in the text which help you make your choice. Re-read the questions. Do the options you have chosen accurately reflect the information you have underlined in the text? Justify your answers to your partner, explaining why other options are incorrect.EDD aiming high 5 B 8 i" F Olpes AROUND THE WORLD ‘Infebruary 2001, at the age of 24, Ellen MacArthur became the youngest and fastest ever woman to sail round the world, After 94 days alone on board her yacht Kingfisher, she ished second fo Michel Desjoyaux of France in the singleshanded Vendée Globe event. Zo - In sport, like life, the winner is. os forgotten. te the roles were reversed and it was Ellen, weighing just 50 kilos and barely 1m 60 tall, that really captured people's imaginations and emotions. ‘One newspaper in France, where she was and isa real heroine, summed up the rational mood there with the headline ‘Well done, Michel, bravo Ellen’. ‘Aswith many spectacular achievers, the signs were there from an early age, even in the unpromising nautical terrain of landlocked Derbyshire. Her great- grandparents were sailing people and a great-uncle was a merchant seaman, but any real link with the sea is tenuous. There was, however, an Auntie Thea Who lived on the east coast of England and had a 26-foot sailing boat called Cabaret. It took just one trip on the open sea with her aunt to spark Off Blen’s lifelong passion. She was elght years old. After that she began saving her jocket money and spent all r spare time reading sailing books in the library, absorbing information like a sponge. With her savings and the help of her grandmother she bought an 8-foot fibreglass dinghy, and from that moment on there was no keeping her away from the water. Salling round Britain single- 55 handed at the age of 18 was just the start; Ellen had Tong since set her sights on the Vend6é. But finding the ‘money to undertake round- thewworld vayages Is no easy ‘Sestng sponse and an recelved just two replies, one, happily, fram the Kingfisher company who were looking to expand into France. And in terms of race preparation, if thoroughness was the key to success, Ellen could certainly be considered one of the favourites. In the eight months leading up to the start of the race, she sailed no fewer than 60,000 miles at the helm of her 60-foot Kingfisher, far more than the rest of the fleet put together in the same period. During her three months at sea MacArthur negotiated deadly icebergs, gigantic ‘waves and gale-force winds. She endured the freezing cold of the Antarctic and suffered the blistering heat of the windless doldrums. Racing conditions meant sleeping in 10-minute bursts, a survival suit that stayed on. for weeks at atime and hands and wrists covered in sores and cuts. Food was dried or frozen. Water came from a desalinator, which passes sea water through a membrane. “You don't really wash in the icy waters of the southern ‘ocean,’ she laughs. ‘Anyway, there’s no one to tell you that 100 you smell” As Kingfisher crossed the finishing line Ellen was surrounded by hundreds of spectator boats and a 105 cheering crowd of 200,000 lined the shore, Stepping off her yacht she looked’ remarkably composed and } a <> wt ot In 94 DAYS uN 2” seemed to take the change 110 from solitude to public adulation very much in her stride, Her thoughts, she later-confeised; were on the realization that she had fulfilled the ambition that had dominated her life for the jus four or five years. roughout that time my sole focus had been crossing the finishing line, and in , the fastest possible time.’ Now she could savour that moment. . But despite MacArthur’s belief that everyone who finishes the Vendée is a winner, she still feels a sense of disappointment that, having taken the lead from the eventual winner Michel joyaux 10 days from the finish, she did not quite have the energy or good fortune. to tum her advantage into victory. You have to believe you can win from the start,’ she asserts. ‘Deep down you're a competitor, you don’t climb the mast and ‘come back black and blue just fora cruise. You do it because it's arace.’ “5 20 5 30 135 40 ‘The public will now be hoping to see a suitable encore, some new feat of endurance to Justify her celebrity status. For Ellen can no longer claim, as she did in her post-race press conference, to be the simple Derbyshire gi with no mobile, no credit cards, no ‘money, no nothing’; she is a heroine and an inspiration to others of her generation. Asif to reinforce this, and despite her reluctance to take on this role, she later commented: ‘if there's one thing I've leamed in this past year, it's that deep down in your heart, if you have a dream, then you can and must make it happen.’ “8 150 155Aiming high @ 11 Atthe time of her achievement we leam that Ellen ‘A. enjoyed only short-lived success. B__ was more famous in France than anywhere else. © attracted more attention than Michel Desjoyaux. D__ became popular because af her size, 2 Where did Ellen's intial interest in salling come from? ‘A She came from a family of sailing enthusiasts. B__ She wentto see one of her relatives. © She read widely on the subject. D She lived nearthe sea. 3 Whatdo we lear about Ellen atthe start of the race? ‘A People thought she had a very good chance of winning. B She was.a more experienced sailor than the other racers. She had been waiting for this moment since she was 18. 1D Shehad gone to great lengths to achieve her ambition. 4 The writer suggests that one cause of discomfort for Ellen at sea was. A the shortage of water. B herfailure to sleep. C extremes of temperature. D _alack of cooking faciities, 5 According to the writer, when Ellen finished the race, she was overwhelmed by her new-found fame. ‘surprised by the number of people who came to greet her. able to reflect on her achievement. delighted to be amongst people again. © According to the writer, Ellen A thinks she deserved to win the race. B has mixed feelings about the outcome of the race. © _ knew she would win the race. D thinks Michel Desjoyaux was lucky to beat her. coup 7 Which of the following views does the writer express in the last paragraph?, ‘A She has the power to motivate. B She has no right to fame yet. © Her comments lack depth. D__ Sheneeds to change her ltestyle. © Reacting to the text Talk about one of your own personal achievements. If possible, comment on what motivated you, your preparations and the feelings you experienced.EBD aiming high Language focus 1: Modal verbs 1 Might, could, may, can ‘Sentences 1-7 all contain the modal verb might. Match each ofthe sentences to the idea they express. presentpossillty future possibilty past possibilty past possiblity which didnot happen annoyance concession lack af enthusiasm ‘You might at least help mel "wth yu eve more caret. You ig have adn "Sotope thy tO thy mighhave had an acertor something, Imightbe home a bit later tonight. I've gota meeting at five, Put the telly on— there might be something good on. 5 6 There's nothing on telly, so we might as well go to bed. 7 Hemight be good-looking, buthe can’t sing very well. aw ne ‘With no change in meaning, might can be substituted by could in sentences 1~5 and may in sentences 3-7, 2 > Complete each of these sentences in an appropriate ‘way. Compare your ideas with these of a partner, 'msso angry with him. | do think he might have. We've missed the beginning, so we may as well... ‘twas rather dangerous, Someone could have.. ‘Lean'tfind it anywhere. think | may have... ‘She might have a university degree, but... ‘Cheer upt tt might... auawne ‘The following sentences 1-6 all contain the modal verb can ‘can’t. Match each of the sentences to the idea they express. request deduction citkism inability theoretical possiblity prohibition Itean store upto 30,000 separate images. You can be really initating sometimes you know. Can you hold this for second? I can'tdo itm nottall enough. ttcan'tbe very healthy if’ go ll that nit. No, you can't its far too late. ©) With your partes think ofa context foreach ofthe ‘sentences in exerdse 3, Use modal verbs to express your teas. anaune Example: 1 This could be somebody talking about a piece of ‘software —a compact disc for example. It might be a shop asistant trying to set. ©D ead more about might, could, may and cen on page 216 of the Grammar section. Extension In addition to using modal verbs, there are several alternative ‘ways of expressing future possibilty. n sentences a and b one of the four possibilities has a different meaning to the other three. Underine the odd one out. a Tha’ astronglstintfaltel possi that cold my job. b Thre an ouside sigh fa remote nce hat Lara mightbe at the party tonight. Insentences c and d undertine the incorrect alternative, ¢_Theyhave every/goodititte/no chance of winning. d_ You could easilyfwelliconceivably/predictably get there Jn under two hours. ‘What i the difference in meaning between sentences andf? 5 She's highly likely to pass the exam. She's hardly kely to pass the exer, Compete the following sentences so that they express your true felings about the future, : 1 think! stand a good chance of... (+ gerund). 2 Toimprave my chances of... (+ gerund), | need to... 3 Inthe wot ty wefasthe veel possi tat. 4 pant ‘an outside chance that.. mania 5. Itseems highly unlikely that... oO eaters 10Aiming high @ Vocabulary: Collocations Complete each of the gaps with one of the nouns from the box. challenge success motivation ambition failure a The film ‘Star Wars’ was an overnight b Thaveaburning___totravel to Australia. © When pupils tire of studying, a system of rewards can help increase student 4 Sadly, my attempts to learn Japanese met with complete. € The government faces the formidabl of reducing unemployment. In exercise 1, the words in bold are ‘collocates’ of the nouns you wrote. This means that they are often used together with those nouns, Write a new sentence for each noun, using the collocates in bold. The sentences must be true. ©) compare and discuss your sentences with another student. In sentence e in exercise 1, the verb face collocates with challenge. Which of the five nouns do each of the following pairs of ‘verbs collocate with? fulfil —a/an end in realize result in achieve a improve enjoy lack takeup —a/an rise to The adjective formidable also collocates with challenge. All three words in each of the groups below can be used in combination with one of the nouns from exercise 1. ‘Write an appropriate noun in each of the spaces. a major/new/daunting b secretilifelong/main € total/continucd/dismal d.huge/great/resounding € high/strong/poor © Study the collocations in this section for two minutes, then close your book and write down as many as you can remember. Compare your results with your partner's. 11EMD Aiming high Multiple choice = 1 ©) What awards, intemational and national, are well known in your country? Have you ever won an award, prize or trophy for anything? If so, how did you feel about receiving it? 2 ©) 1.1-13 Youwill hear three different extracts. For questions 1-6, choose the answer (A, B or C) which fits best according to what you hear. There are two questions for each extract. Wieck suk cee ‘= There are four parts to the Listening Paper (Paper 4). n Part 1 you will aways hear three short extracts from different conversations, usually with two people in each conversation. There are two ‘muttiple-choice questions for each extract. Inthe exam, you will hear each extract twice before the next one is played. Extract one ‘You hear part of an interview with a musician, explaining why he turned down a prize ina music awards ceremony. 1 Why did Steve's group not go to the ceremony to accept their award? A. They believed it would be morally wrong. B They were busy doing concerts. € They did not expect to win. 2. According to Steve, the people who voted for his group A have been loyal fans for a long time. B will soon lose interest in their music. C agree with their ideals and beliefs. Extract two ‘You hear part of an interview with Richard Hale, aretired cricket player. 3 Whatis the main reason for Richard Hale's success? A natural talent B alotof practice € theability to concentrate 4 Richard Hale dislikes the way that some current players A react toa success. B do not learn from their mistakes. € believe they are more important than their team. Extract three ‘You hear part of an interview on local radio with Lily Simmons, university student who is taking part in a fund-raising event called 40-hour Famine. 5 According to Lily, the purpose of 40-hour Famine is to S A encourage students to do some charity work abroad. B persuade people to give money to charity regularly. a © help people understand the effects of famine on ul People’s lives. 6 After taking part in last year's 40-hour Famine event, Lily was A. proud of what she had achieved. B determined to do better in the next event. € disappointed she had not fulfilled her aim. 3 ©) Doyou know of any cases where someone has turned down an award? Why did they reject it? 12 Talk about something you failed to achieve. How disappointed were you?wae pace Aiming high @ Word formation: Nouns 1 Which suffixes are added to the following verbs to create nouns? achieve motivate fail 2. Complete cach gap with an appropriate noun form of the word in capitals at the end of the line, Use each suffix in the box once only and make any further spelling changes necessary. The noun you require may also need a plural ending or a negative prefix (ut, in-, imt-, dis- etc). There is an example at the beginning (0). chood ship -ure al -ness ation vance -ence -iety ity -ment -age -cy His latest _publication_is a book of verse on the theme of relationships. PUBLISH Light____will be served from 3.30pm in the main hall. REFRESH Union members expressed their_____of the management's offer by APPROVE walling out of the meeting. Inher____to answer the phone, she almost fell down the stairs. EAGER In the interests of safety, anumber of standard_____need to be followed. PROCEED Her 5,000-metrerun paledinto_____when compared with the marathon SIGNIFY her grandfather completed the following week. The____of the device is what has made it so popular. SIMPLE I cannot comment; I have been sworn to. on the matter. SECRET ‘The cost of____has increased by 10% this year. MEMBER Customers will be required to payforany BREAK There isevery____that prices will continue to rise next year. LIKELY Hevalued his__ too much to ever want to get married. DEPEND It’s quite natural to experience a certain amount of______onyourfirst_ ANXIOUS day at work, 3 Using the same suffixcs as in exercise 2, write noun forms for the following words. The same suffix is needed for all three words. Some words require further spelling changes. The exercise begins with an example (0). notorlous _notorlety various variety sober oriety please ——_ expose close appeer = SS anoy. rely store short —— pack rehearse _—S—=~«éremlew= Propose efficient intimate vacant enjoy i require commit prosperous original familiar leader companion — partner neighbour ___—S=——father adult absent = _ persistent evident selfish tired ———— ss aareless. explain a interpret = apply 4 Look back at the reading text on page 8 and underline those nouns which have been, formed by the addition of a suffix to a verb, adjective or another noun. Add them to the list in exercise 3. Keep a record in your notebook of noun forms you come across when reading which are new ta you, ‘or different from what you expected. Group them according to their suffix endings, asin exercise 3. 13EDD Aiming high Language focus 2: Spelling 1. Look at these two extracts from the reading 3 For each of the following groups of four words find the incorrectly spelt texton page 8. word and correct it.The exercise begins with an example (0) Insistence One newspaper in France... summed 0 importance insistence ‘appearance tolerance up the national mood there... 1 apparent pleasent different Independent 2 occasion accountant neccessary accident +a. she had fulfilled the ambition 3 publically optimistically scientifically dramatically that had dominoted her if. 4 separate desperate immediate definate 5 unreasonable imesponsable —_iritable Indispensable The final consonant of the verbs fulfifand sum : 6 chefs roofs safes eats is doubled to form the past tense. Similarly, 7 exceeding succeeding proceeding preceeding the consonants doubled in occurring and 8 embarrassment accommodation bussiness committee beginning, butnot in happening or opening. : 9 unnatural unknown dissappointed dissatisfied Why is this? 410 believe recieve seize weird 24 financial influencial commercial "beneficial 2 Whatis the -ing form of the following verbs? : 12 cemetery factery bakery surgery 4 > Work with a partner You are going to dictate ten two-word items ‘of vocabulary to each other. Student A should tur to page 207 and Student Btopage 208. refer limit set upset target forbid write wait travel panic In your notebook, write down at least six of the words from exercises 3 and 4 whose speling you find unusual and/or difficult to cemember. Study the words for one minute. Then close your ‘notebook and write down the words fram memory. Competition entries Cire eo In Part 2 ofthe Writing paper you might have the opportunity to write a competition entry. You may 'be asked to propose yourself or nominate somebody else for Selection, perhaps fora study grant or a ‘chance to appear on a television programme, Competition entries require you to persuade the judges and give reasons why you or the person you nominate should be accepted. 1 Read the following Part 2 task and the model answer, which is written in the format of an article. Does the answer address all aspects of COMPETITION 14 the task? Would it have a positive effect on the competition judges? ‘You see the following competition in an international magazine. Write your competition entry in 220-260 words. Secret ambitions ‘Weare planning a series of six TV Programmes called Masterclass, in which we Coffer members of the public with a secret ambition the chance to receive expert ‘tuition from a professional. ‘What is your secret ambition and why? ‘Write and tell us about it, explaining what You think would take to achive ambition and why you think you've whacietakes, 77) NK ouve got The ten most convincing entries will be shortlisted to appear on the programme.Aiming high @ Secret ambition? It’s a mystery! Did yu know that for every 20,000 novele written, only one gete published? So the likellhood that Ml ever fulfl my ambition of becoming a professional mystery writer doesn't seem very high, But the of turning my lifelong paeeion Into my vellhood and achleving fame and fortune at the same time Is just too: for me to be put off by dull etatictioa. So what does it take to become a writer? Reading lo important — all writere need to research their genre thoroughly to familiarize themeeives with tte codee and conventione, My bookshelves att home are stacked with the novels ofall the great mystery writere, which We read and, in many cases, re-read, knowing all the time whodunnit. OF course, being a writer requires imagination. You have to develop your own personal otyle rather than elniply copy the work of ‘the greate’. [ve turned out dozens of hort crime stories for my univeretty student magazine ~ some have been publiched, some not, but: Ive alwaye aimed to produce original and imaginative material, Lat but not least, succeseful writers possase enormous self dlecipline. lve often sacrificed my eocial life In order to devote the necessary time and effort to producing a good quality story. And more than once that has meant burning the midnight oll. We've all got 2 novel inside us. Getting it out in anywhere near publishable form Is no eaey ‘task, but with imagination and determination, and the help of an expert on ‘Masterclase’, who could poseibly fall to realize their ambition? 2 Clear organization and appropriate paragraphing are essential features of all CAE writing types. Which of these two possible paragraph plans does the entry follow? A B First paragraph Introduction: secret ambition Introduction: secret and why ambition and why Central paragraphs a Three requirements First requirement and aquality/reason bThree qualities/reasons _—_b Second requirement and aquality/reason ¢ Third requirement and aquality/reason Final paragraph Conclusion: final comments Conclusion: final comments 3. Toobtain a high mark in the CAE examination you need to use a wide range of relevant vocabulary and structures. Underline examples of more sophisticated language in the model answer, ‘How does the writer avoid repetition when talking about the requirements? 4° The entry is written ina relatively informal register #UPECONCietd Find examples of informal language. ‘© Decide what your secret 5 Tostanda good chance of ‘winning, a competition panel ae entry should be written in an appealing and Rs Recerns here as engaging style. What techniques are used to get the ae Seah reader's attention and engage his or her interest? athe atari a '* Discuss what you have written What is the purpose of the final paragraph? Aa Peieet antl ay more ideas he or she can come 6 ©) Write your own entry for the competition, upwith, following the advice in the How to goaboutit and | + Selectthe best ideas. You are Don't forget boxes. asked to write between 220 ‘and 260 words, so two or three H requirements and qualities or BERS reasons should be enough. '* Give your entry a title, It is best to do this after you have written your answer. ‘© Decide which paragraph plan, '* The register of your answer could be more or less formal than that of the model Aor B, you want to use. answer, but it should be consistent. '* Write your answer, using the '* Try to use some of the grammar and vocabulary you have seen in the unit. ‘techniques you discovered in the + Check your sping. model answer. 1516 Modal verbs Complete cach gap with one word. 1. Sometimes you beso uncaring -I do think you might. ‘come to see me in hospital after Yd had my operation! 2 She bbe just a six-month-old baby, bul she's already showing signs of being intelligent. 3 Thenext bus isnt likely _come for an hour or so, so we may as__ walk. 4 Itscemshighly that it will rain today, but we well have a few showers tomorrow. 5 You could____least have made the effort to do some revision. Now you have absolutely chance of passing the exam. 6 The ruling party succeeded being re-clected, but didn't manage _ retain their overall majority in parliament. Spelling Each numbered line in the following text contains a spelling mistake. Find the mistakes and correct them. 1. Clearly, student motivation is an importent influence on learning. It is also believed, though, that students’ perceptions of their learning experiences generaly influence their motivation more than the actual, objetive reality of those experiences. The Attribution Theory of motivation identifys two types of student. The first type credit their success to their own ability and effort. If they are successfull in an exam, they attribute their achievement to themselfs, feel proud and are keen to take on further tasks off this nature. They work hard because they see a clear relationship between the effort made and the results obtained. If they fail, they put this failure down too their own lack of effort and are confidant that if they try harder in the future, they 10 will have more success. The second type attribute success to external facters. If they 11 perform well in an exam, they consider that it was easy and they where lucky. They 12. fee! little pride in their achievements and show little intrest in taking on further 13 tasks. If they fail, they attribute there poor performance to their own lack of ability 14 and are unlikely to see any reason to hope for an improvment in the future. They do 15 not percieve the link between effort and results, and lack the motivation to keep trying. warnrauaunAiming high @& Word formation — For questions 1-10, use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). REWARDING CHILDREN Cash rewards are a common form of (0) motivation _used by parents MOTIVATE with high (1) to encourage their children to work hard atexam © EXPECT lime. Some youngsters receive (2) ofasmuchas£100foreach PAY Agrade they obtain at GCSE. But should such ‘bribes’ be based on exam (3) or should they, as many parents and teachers feel, PERFORM be offered in (4). of a child's effort, regardless of results? The RECOGNIZE latter approach would solve the problem of how parents reward children with different levels of (5). ; imagine, for example, a family with ABLE one child who is (6) gifted and another who has learning ACADEMIC ) . The dangers of result-related incentives for the second child DIFFICULT are clear; with little hope of obtaining the higher grades, the withholding of promised (8) rewards would only compound the child's feeling = FINANCE of (9) - However, some leading educational psychologists believe FAIL that parents should rely on their own (10) in such matters. They JUDGE maintain that if parents know that money will motivate their child, then they should not be condemned for operating a system of cash payouts. Word combinations For sentences 1-10 underline the correct alternative. 1 There's a heavy/hardi/strong/tough possibility I'll get a pay rise in January. 2. He hasn't got the fairest/slightest/longest/thinnest chance of winning the el He's far too unpopular. 3. There is every/each/all/very likelihood that the government will introduce the measures this year. 4, There were far more of them than us. We didn't stand/face/hold/keep a chance against them. 5. She was clearly rather worried and seemed close to edge/nerves/tension/tears. 6 Imelated/delighted/pleasant/anzious to meet you at last, Mr Wood. Let me take your bag. 7 The young singer fulfilled/enjoyed/was/became overnight success last year when her debut single ‘Burning Ambition’ reached number 1. 8 He had never acted before, but he rose/arose/aroused/raised to the challenge and gave a very convincing performance. 9 At85 she says she’s unlikely to realize her resounding/longing/lfelong/overall ambition of learning to fly. 10 Snacks and easy/looseltightfull refreshments are available in the lounge area, 17©) These photographs were all taken over 50 years ago. How has life changed since then? I the same photographs were taken now, which features would be the same and which would be different? 2 > 14 Youwill hear part of a talk on the subject of time capsules, What do you think a time capsule might be? 3 For questions 1-8 complete the sentences. ‘> There's always a pause before you hear the listening. Use this to read through the questions and predict the type of answer required. eg Question 1: To fit in grammatically with the beginning of the sentence, we'd probably need to write an adiective to describe time capsules, ora past ‘participle which tells us what is done to them. You can normally write the actual words you hear in the recording. ‘+ Answers can be numbers, single words or short phrases (usually of no more than three words). ‘+ Check your answers; incorrect spelling and grammar may lose marks. ‘+ Part 2s always a monologue. As with all recordings in Paper 4 Listening, itis played twice, 4 Before you do the task, read all the questions and try to predict the type of information you might hear for cach one. For reasons of security, time capsules are usually People have been putting things in time capsules for 2]. The main reason for time capsules going missing has been the failure to 3]- The exact location of a capsule containing| ‘and programme is unknown. ome The capsule is somewhere in an area that used to be a Dr Thornwell Jacobs was unable to find sufficient information on| His ‘Crypt of Civilization’ is situated in the| 7] of Hearst Hall. To avoid possible theft Dr Jacobs did not indude| 18Times change € Collaborative task ©) You belong toa group of friends who have decided to bury a time capsule, to be Teeny ‘opened in 100 years’ time. The pictures below show some of the aspects of life which expect in can be represented by items in the capsule. wy) ‘Talk with your partner about the different aspects, saying which items could be “The examiners {included as most representative of our lives today, and then decide which two items instructions for would be of most interest to future generations. Part 3 tasks also appear as written As with Dr Jacobs and his ‘Crypt of Civilization’, your time capsule may contain ‘questions above original items and/or models, pictures, films and sound recordings as well as computer the pictues software. ‘Which items could be included as most representative of our lives today? ‘Which two items would be of most interest o future generations? ASE TY ‘+ Evaluate the different items you talk about, Giving reasons for your choices. eg An atlas would be an ideal way to ilustrate how the world is divided up poltically. Maps are constantly being rewritten and people in 100 years’ time would be curious to see how international boundaries have shifted since ‘our time. ‘Aim to demonstrate your linguistic abilty and Use a wide range of vocabulary and structures. ‘+ Address all parts of the instructions, even if you do not reach final agreement within the ‘our minutes you are allowed for this part. Entertainment Technology Useful language ‘Complete each of the gaps with one of the phrases in the box. There is an example at the beginning (0). are unlikely to be using De intrigued to see ‘would not be complete without isardistinct possibility that might conceivably be obsolete ‘would demonstrate very clearly nL is apart of everyday life © There_io.a distinct possibility that House & Home Travel & Transport ‘peopl wont ever hare seen a pound ooin: 1 The time capsule ‘one or two items of fashion clothing. 2 Fastfood__, sosomething representing that would be of interest. 3. Future generations would. a model of our underground system. 4 Themobilephone____how ‘we communicate with each other. 5 DVDs by the time the capsule's opened. 6 People ovens in 100 years’ time. Fashion Politics 19imes change Open cloze Wiaem esukuek ie open cloze isa short text with 15 gaps, each of which has to be filled with one word, ‘The main focus ison grammatical words, eg prepositions, auxliary verbs and articles. 1 Read the following text, ignoring the gaps for the moment, Which famous toy is being described? management, and the first fey dol in the USA with THE IMPOSSIBLY breasts went (9) production, CURVY DOLL byt Sf ste wseningbmsone n= ‘More thon one billion {0)_have_ been sold in oe ; eee as z = a : for Mattel. She cet coat Dea a Rush Handler, the daughter of Poli ) seein ce orga brown 3) the Seerit iseouin rete “Teenage Fashion Mods!’ she was a perky blue-eyed ee ay " tlonde, with a pory tail and « black-and-white swimsuit. ees ors wit . Her shapely she was walching her daughter Barbara She wos (14)___wi 4 ae wah ereac ed ween (8) ee ea Hondler came up (5) ____the idea. (6). cattocked | young: i could never i c . (15) _ image of adult beauty they teins dn dneicadvopskbetem fiabin, 08) se ee ee teatact re ilotophy wes hat rough the dal ho ite gil cul eae ae eee jdrads _beanphingshe wanted become, shelter woe 2_ Read the text again and think of the word which best fits each Space. Make sure you read the example. When you have finished, justify your answers to your partner, with particular reference to words and sentences before and after the gaps. ©) Whose opinion do you agree with in the final paragraph? Handler's or the feminists’? Language focus 1: Talking about the past A Review ©) Completeeach of the spaces with an appropriate 4 used to get so annoyed with him. He ‘form ofthe verb in brackets. Chaose from the past, past (alwaysfse) things perfect or present perfec in either the simple or progressive: 5 She (eat) a particulary large bar of form. There may be more than one possible answer. so, chocolate and he suddenly started to fee ick. explain any differences in meaning. 6 Marjorie (eave) when Paul 7 (arrive). eben nl! > Yaukrow thatbookyou____ (tl me about : last woek? Wel, (bayit Look. 2 Mts tethine!_avetowayutn |g the acon Tat soot homework they used to punish me 1 3 Itlooksasifhe______ (cy) again. His ees are all to pun cn (do) it hey tel me to doit aga 20Times change @& 8 Further ways of talking about the past £6 Shewas going to workithinking to workito have Underline the correct alternatives in the following sentences. — brsiness but decided insteed to Either one two oral three alternatives may be posible. 7. After he'd donelHtaving donelBeing done it once, he 1 When twasa teenager! used to knowiwouldknow |” Sears emia knew the words to al the Beatles songs. 2. It’s years since I've riddeni! haven't riddenll rode a bike. mnot sureif could doit now. 3. fk to have travelledthave liked to travelhave liked to have travelled more when | was younger. 4 Lremember that concert. It was the first time I've seen {fd seenil was seeing the band play lve. Use the words in bold together with an appropriate ver in 5 Idrather my parents didn't makelwouldn'thave the correct form. Compare your sentences with those of your ‘madethadn't made me goto plano lessons when Iwas ° partner litte. Formal letter 1 Read the following advertisement. Does this type of entertainment appeal to you? Brack Knicut Meprevat Society Our aim isto bring history alive with the very best in open-air medieval entertainment. We offer spectacular Jousting tournaments and. archery displays, cookery and craft demonstrations, exhibitions of medieval weapons, musicand dancing performances and much, much more, A guaranteed fun day out forall the family. thas not rained since he's been herethe got here/his arrival. €D check your answers by reading the Grammar ‘reference on pages 216 and 217, D> Rewrite sentences 1-5 so that they are true for you. 2 Read the following Part 1 task and the sample answer on page 22. Would the letter achieve the desired effect? ‘You help out on the committee of a Medieval Society which recently organized a Medieval Fair. Read the newspaper report on which you have made some notes and the emails received by the committee, and write letter to the newspaper, giving the Societys version of events and asking them to print another article. 21Times change ae MIDDLE AGE CRISIS | nowhere for Brampton’s annual Medieval Fair last Sunday failed to. people topark ~~ is inprevi the ea few people who did turn up were critical it. ‘The archery display was rather tedious and visitors were not what our commented om the small number of demonstrations of ematte 2a iti Given the poor) _obenough response to the event, it seems unlikely that pace SS tl ‘great dayl Loved the music and dancing Som ee, ‘The car park was full when we got there so we missed it all —the kids were really upset. I I didn’t realize medieval cookit qvod! making was fascinating, 9004! The clothes | a ‘Write your letter. You do not need to include postal addresses. Sample answer Dear Sir, {hep ort othe. committee of 2 Medieval Society and weive really fed p with the "a 1p" reported the anal Medicval Fir act nc, You cll that not many people. fumed vp and they were critical of the event: But tats not fir! Many poole del tun y, bet there was nenere for them to park when they grt there co they wissed it all. Atk, you cid that Utne were ako winpressed by the medical dancing. cgi. Thats to re Lebo ei the hah the ins os ged ne ge ‘pre i. One sie root den! Loved the mic and dein ~ very profession fed ate the archer: how on cart can yw cy that Ht nas tls? The Kids bvec To smn wp, it was veal successful and we are 07 report and Fe cence ar ti pt messes, le. get in ouch with 2 boner, ows fit Ara Wojdylo 22Times change € 3 >) Read the letter again and answer the following questions with your partner, giving examples. Content: Has the writer answered the task fully? Has she expanded on any of the points in the input material? Organization: Is the letter organized into suitable paragraphs? 5: Is there a wide range of language? Has the writer used her own words? Is the letter accurate? Register: Is the register consistently appropriate? 4. In 1-4below, complete the second sentence so that it has a similar meaning to the first. sentence, using the noun given in capital letters. In each case, the second sentence is a more formal version of the first. © I'm going to write and complain to the council. COMPLAINT Tintend to make _a written complaint to the council . 1 There was nowhere for people to park. ‘LACK There was 2 Ttwas really successful. ‘SUCCESS twas, 3. You said that not many people tarned up. ATTENDANCE ‘You suggested that 4 Lots of people said they thought the dancing was good. STANDARD Many commented on 5 Now write your own answer to the task in 180-220 words. To help you, refer to the ‘Useful language on page 195 as well as the sentences you wrote in exercise 4. ‘* Expand on one or two of the pointsin the input material ‘Your letter should be consistently formal throughout, with polite but firm language. Multiple matching 1 Which walls are shown in the pictures above? ‘What do you know about any of them? 23imes change 2 For questions 1-15, choose from the four texts about wallls (A~D). The texts may be chosen more than once. ‘© Dothe same for the other three texts. «there are any questions you have not answered, scan the texts again, looking for the specific information you need. ‘* Tohelp you, parts of text A have been underlined. Match these parts to the appropriate questions. ‘As you answer the other questions, undertin the relevant parts of texts BD in the sarne way, ‘Skim through all four texts quickly to get an idea of their content. Read all the questions to see the kind of information you are looking for. ‘© Read text A, then look again at the questions, answering any that you can. According to the information given in the texts, which wall... can be seen from a great distance? is susceptible to damage? had additional fortifications running alongside it? ‘was considered a threat to health? quickly fell into disrepair? is no longer very much in evidence? is a series of different walls which were connected? required certain people to pay money when passing through? was built with the help of prisoners? is compared favourably with other ancient monuments? ‘became unnecessary as a result of events elsewhere? was partly demolished by the authorities? proved to be an ideal site for commercial a did not always achieve its purpose? offers visitors an insight into the lives of the original guards? A GUIDE TO GREAT WALLS Corausene PEPTEEE TEEPE ty? ‘Whether for keeping people in or keeping people out, all great walls have a story to tell, THsh Walsh investigates. @ | Erected in 1961 to prevent East German citizens crossing to ‘the West, the Berlin Wall initially consisted mainly of barbed Wire and armed guards. Within months a concrete wall ‘began to appear, to be replaced on three’ separate occasions bby ever more sophisticated versions, increasingly resistant to breakthroughs. further deterrent to would-be escapees. “Although over 170 people tost their lives in Bedin trying to. : flee to the West, human will and ingenuity often prevailed, with, and, on one occasion, ina home-made hot airballoon. — - ‘The 107-kilometre-long structure lost its relevance in 1989, thel ir ‘county on thelr way to Austria and West Germany, and after ‘travel restrictions were lifted, people began to demolish’ | ‘whole sections of the wall. the land has been used for housing and other property + development. 24 as protection against attack, and as a via tunnels ins and "Stretching for several thousand kilometres from * + safe haven «are familiar rom photographs was nat added until the east coast of the country to the Gobi Desert, the Great Wall of China is said to be the only man- ‘ ‘made structure visible from outer space, The oldest ‘section was begun in 221 BC, using soldiers and ‘arth used to construct the wallscon been te ‘rumble, and it was left tothe later and twas lft theater Han dynasty to By now the wall had evolved from a mere defen system for keeping out marauding tribes into 'where trade could flourish, and bustling ‘market towns sprang up at the many busy gates. But the omate and imposing structure with which we. the fourteenth century by Ming, using advanced bbrick-building technology. nies joined the Free separate walls to create this truly impressive q‘Situated in the north of England at one of the narrowest (© Pat oft country, Hackian’s Walls arguably the most Cpeerank monument bul by the Romans in tal, ne wall began In 120 AD on the orders Emperor Hadiian, who wanted to mark the northemerace boundary of his Empire. The 117-4ilometre wall was manned by thousands of troops, who kept watch from cereus turrats and milecasties, and who lve in.a series _ offorts situated at strategic locations. > In the centuries following ftsabandonment around 400. AD, its stones were used by local houses, valnand en cues Newitce eee -stretches ofthe wall remain and a number of forts and ‘museums along its length can be visited, providing a fascinating glimpse into the lives of the Roman soldiers. who patrolled i. Although built of stone, the wall selfs ‘Vulnerable to erosion and visitors are discouraged from walking on it. Designated a Unesco World Heritage Site in 1987, Hadrian's Wall ranks alongside some of the more famous architectural treasures in the world. OO | @O Reacting to the text Times change @ © own as Ebon York served as amitary Crt omens, wo were att buldaseof defences on the site. However, most of the 3.5 klometres ‘of wall - the longest town walls in England — date from the Middle Ages. Throughout their length one can sit see {numberof medieval gateways, or ‘bars which acted &s control points. Non-residents and those who werenot —( members ofa guild were charged a toll on items brought Into the ity, a ; status as 'ssecond city dwindled in the . Ate reeny tert corporaon began dating Sections of the wals, blaming their decision on the hig cost of maintenance. They also argued that the walls Tee i a ont alpen e the free circu alr. PY Rested vehemently and the York Footpath Assocation Set about restoring parts ofthe wall, confident that thelr ‘work would help to attract tourists. The city and Its wa ‘now receive a milion vistors every year. el ‘Tell your partner about a walled city you have visited. Give your impressions of the place, as well as any historical information you know. Language focus 2: Nouns in formal English 1 > Lookat the following pairs of sentences. in each case the frst sentence s an altemative way of expressing the second sentence, which appeared in the reading text above. What differences do you notice between each pair of sentences? Comment on the use of nouns and verbs. 1a The Emperor Hadkian ordered his men to begin foiling the wall in 20D, Construction of the wall began in 120 AD on the orders of the Emperor Hadrian... 2 a They built tank traps and ditches in order to stop anyone from attacking the wall, b..tank traps and ditches were built as protection against attack... 3a. ...explaining that they had decided to do so because the walls were very expensive to maintain. ’b...blaming their decision on the high cost of maintenance, 2. Nouns help to convey information clearly and concisely, and are far more frequent informal written English than in conversation. For questions 1-4 belaw use the information ina, whichis more conversational, to complete the gaps inb, which is more formal. Example: 2 [thought the painting was very simple and different to anything else I'd seen before. | was very impressed. ‘b was most impressed by the simplicity and originality of the painting, 1. a He applied for the job and he wes dearly abit cisappointed when he heard they'd tumed him down. b_ Hewas unable to hide his attheir rejection of his. 2 a Theemployees said they thought it would be a good idea ifthe company reduced the working day by ust a litle, but management said they didn’t approve ofthe idea ata. b Management voice their strong, ofthe employees’ fora sight inthe working day. 3. a Thavetotellyou that 'm not satisfied with the service ‘you offer. often have to wait along time fr things to gethere, even though you say that you send them sooner than 24 hours ater you receive an order. b_ Imust express my withthe standard of your service. Delivery of goods is often subject to despite your ‘that ‘orders are dispatched within 24 hours. 4. People ailto understand how importantitis to recycle waste, and | think i's because they don't know anything about the environment ad they don't get taught enough aboutit at school. b People's to understand the. ofrecycling wasteis the of alackof environmental ‘and insufficient on the subject. In 1-4 above, there are more verbs ina than in b, and more ‘nouns in b than in a. What other differences do you notice between the language used in informal and formal registers? 25Multiple matching @iisiene waren Pa aula) shor exiracisin hich people [+ fet ¢cna ot mutpleething fea talking about changes i ere are monologues on the same there. theirlives While youllisten you |* There are two connected tasks. For each tak, you must choose fve comect answers fom a ist of eight options. must complete both tasks, |, ‘rhe exam you wll have AS seconds to read through ‘the tasks, 2. Tomake your first Part 4 + Youhow al he exacts nox, then the whole Listening easier there are only |" SSuupresiepiged gant six options, not eight, to choose from in each task TASK ONE TASKTWO For questions 1-5, choose from the ist A-F what ledtothe For questions 6-10, choose from the list A-F change inthe lf ofthe speaker. how the speaker feels about this change. A the desire to avoid Speaker 1 1 Speaker 1 unwanted attention Si osrod s B the desire to travel Speaker 2 2 B regretful ‘Speaker 2 7 © the desire to maintaina Brees Positive relationship Speaker3 5 im ‘Speaker 3 a D the desire to be challenged a E thedesire to show other Btcker' pon people were wrong eat 4 E grateful ee F thedesire to fulfl an ambition Speaker 5 5 F proud speakers | | 10 3 ©) Takktoyour partner about a time in your life when something changed. Mention the following in relation to the change: © the reasons for it * how easy or difficult it was * your feelings before and afterwards * other people's attitudes + theconsequences of the change 26Times change € Vocabulary: Changes A Verb + noun collocations ©) when or why might you change each of the items in the box? Example: You might change your doctor if you moved house or if you weren't happy with the treatment you were receiving. yourdoctor yourname yourmind your tune gear thesubject sides places atyre your ways B Adjective + noun collocations The following adjectives can all be used with the noun change. Complete each of the sentences 1-4 with a suitable group of adjectives a-d. All of the adjectives in each group must be appropriate for the sentence you choose. a economic/political/social } dramatic/sudden/considerable ¢ pleasant/refreshing/weleome 4 farreaching/significant/sweeping 1 Itmade a/an___ change to see Alex in a suit. He looked very smart for once. 2. The Government has announced plans to make. changes to the tax system next year. 3. The pace of. change has been rather slow in this country recently. 4 The lottery win brought about a/an. change in her circumstances, which she is finding it difficult to cope with. © Rewrite sentences 1-4 so that they are true for you/your country/the world in general. Use the words in bold, together with an appropriate adjective. Compare your sentences with those of other students in your class. € Other verbs of change For questions 1-5 decide which word, A, B, C or D best fits each space. The verb you choose must be appropriate for the gaps in both sentences. The words in bold are typical collocates of the verb. 1 a Ittookhima while to to being a parent. Bb Youcan. the height of the chair by pulling this lever here. A switch B alter € vary D adjust 2 a Theold windmill has been. into a small guest house. }b Graham Greene _____ to Catholicism at the age of 21. A transferred “B transformed € converted —D adapted 3 a Prices____according to the time of year you decide to travel. b Wewere advised to the children’s diet as much as possible. A adapt B shit vary D modify 4 a Members of the rock group were asked to their behaviour or else leave the hotel. b Wehadto____the design of the car to take account of the rough terrain. A modify B amend C transfer D convert 5 a Twelve European countries. ‘over to the euro on January 1* 2002. bI shifts with Brian so I could go to my sister's wedding, A shifted B switched transformed alltered 27Review Language focus: Talking about the past In 1-8 below, write one of the auxiliary verbs from the box in his ambition, he promised the fist space and an appropriate verb inthe correct frm in to spend more time with his family, the second space. Use each auxiliary verb once only. There is Since I've known him he an example atthe beginning (0). that suit twice, 4 Hewasto in the final, but have has having had would he was injuredin a league match, was were: been did 5 Wtsyears since! out to dinner by my partner, © Thephonerangjustaswe were leaving eee eet ote tie hous eee : 7 Tdhave liked to have a a ee second chance, but it wasn't possible. 8 | wasn'tallowed to see the film, but they ‘me read the book, 28 Vocabulary: Changes ©) For 1-8, decide whether the meaning of the two items of vocabulary is more or less the same or different. Explain any differences in meaning. 0 transfer money/convert money Different. When you transfer money, you move it from one place to another, ¢ from one account to another. When you convert money, you chauge it from one currency to another adjust to university life/adapt to university life adjust a piece of clothing/alter a piece of clothing convert a farm into a hotelv/transform a farm into a hotel change your ways/modily your behaviour: change your ways/change your tune vary the menu/adapt the menu change sides/switch sides switch to the curo/convert into euros ONaueeNe Match cach of the verbs in the box with the group of words which collocate with it, ‘The first one has been done for you, adjust convert switch modily vary vary the menu/your routinefin size to Islamv/dollars into curos/the loft into a bedroom your belt/the straps on a bag/the brakes on a car TV channels/university courses/from dictatorship to democracy your language/your views/a piece of equipment wawneTimes change € Multiple-choice cloze Read the following text quickly, ignoring the gaps for the moment. Is the writer of the text generally positive or negative about the experience of the first immigrant workers in Britain? 2. For questions 1-12, read the text again and then decide which answer (A,B, C orD) best fits each gap. Thereis an example at the beginning (0). CHANGING COUNTRIES (0)___a new life and hoping for a significant (1)___ in their standard of living, foreign workers began flocking into Western Europe during the 1950s. In Britain, some of the first immigrants arriving from the West Indies and the Indian subcontinent were welcomed by brass bands, but the dream of a new life soon (2}___ sour for many. Attracted by the promise to earn good money and learn new skills, the reality they found was. often one of low wages and, in many (3)____, unemployment. Some did not adapt (4)_ tollfe in a country of cold weather, cold welcomes and discrimination. The (5}_ of West Indian immigrants (6) __ into the inner cities, areas that were already fraught with social tensions caused by poverty and (7)___ housing. There were cases of open hostility towards the newcomers; in 1958, riots (8)__ out in Notting Hill, West London, when gangs of white youths began taunting immigrants. Yet despite the (9) ___ difficulties they encountered, many foreign workers did manage to (10)__totheir new conditions, settling in their new adopted country and prospering. Their contribution had the effect not only of speeding up the (11) __ of economic change in the postwar period, it also (12)__ Westen Europe into a mut i 0 A Searching B Wishing © Seeking D Leading 1 A switch B change € modification D variation 2 A tumed B converted € switched changed 3 Acccasions -B examples C_ ways D cases 4A closely B greatly C easily D normally 5 A most B percentage € majority number 6 A changed B lived C arrived D moved 7 A poor B low C few D weak 8 A broke B carried C came D started 9 A several B high C numerous D heavy 10 A amend B adjust ¢ wm D alter 11 A growth B motion © pace D step 12 A transformed B transferred C modified D shifted 29Collaborative task om ©) Tre pictures all show different ways of obtaining information. Talk with your partner about the advantages and disadvantages of each method, and then decide which is the most effective and which the least effective in providing information. ‘© What are the advantages and disadvantages of each method? ‘+ _Which is the mast effective method and the least effective method in providing information? 7 i Useful language positive or negative meaning. In 1 and2 below, the adjectives and verbs in the boxes can all be used in the sentence. Mark each adjective P or N, according to whether ithas a Adjective Verb efficient getting costly obtaining 1 Thisis(n’t)avery | convenient | methodof | accessing | information. unreliable finding frustrating ri cost-effective | Verb ‘Adjective provide biased. 2 IvThey can give information whichis | misleading. broadcast accurate. publish up-to-date. useless. comprehensive. reliable, limited. 30Gathering information @& Multiple choice pea are going gio read three extracts which are all concerned with ways of gathering rmation. For questions 1-6, choose the answer (A, B, C or D) which you think best according to the text. Okie es ae Cina aah ae ‘+ InPart 1 of the Reading Paper, there are three short texts, all on the same theme. The texts are taken from a variety of sources including newspapers, magazines, journals, books and leaflets. ‘© For each text there are two multiple-choice questions, each with four options to choose from. The ‘questions test a number of features including detall (question 2 below), comparison (question 3), reference (question 4), opinion and tone (question 6). re answering the questions on an individual text, read the whole oft firs. ‘+ Eliminate the options which are dearly wrong and choose the best answer. Smart Shoes decide on television time ‘Sports shoes that work out whether thelr owner has done enough exercise to warranttime in + front of the television have been devised in the UK. The shoes, dubbed Square Eyes, contain ‘an electronic pressure sensor and a tiny computer chip to record how many steps the wearer has taken in a day. A wireless transmitter passes the information to a receiver connected to a television, and this decides how much evening viewing time the wearer deserves, based on the day's exertions. The design was inspired by a desire to combat the rapidly ballooning waistlines ‘among British teenagers, says Gillian Swan, who developed Square Eyes as a finalyear design project at Brune! University in London, UK. ‘We looked at current Issues and childhood obesity really stood out, she says. ‘And | wanted to tackle that with my design.’ Once a child has used up thelr dally allowance gained through exercise, the television automatically switches off. And further time in front of the TV can only be eamed through more steps. Existing pedometers normally clip ortto a belt or slip into a pocket and keep count of steps by measuring sudden movement. Swan says these can easily be tricked into recording steps through shaking. But her shoe has been + built to be harder for lazy teenagers to deceive, ‘tt is possible, but it would be a lot of effort,’ she says. That ‘was one of my main design considerations.’ 1. Gillian Swan's purpose in creating the special shoe was to A provea link between passive entertainment and obesity. B help teenagers to lose weight and become fitter. € reveal how teenagers prefer to spend their time. D find a way of staying in good condition while watching TV. 2 What doos Swan say was of particular importance during the development ofthe shoe? A. creating a product that would always be in demand B designing a shoe that teenagers were willing to wear © making sure the technology could not be damaged D ensuring that the information the shoe provided was reliable 31EW Gathering information EXTRACT FROM A NEWSPAPER COLUMN 3. The writer mentions a small desert creature in line 21 in order to e i above ground, emphasize eS ee aeeoe Gielaneapater A the idea of him becoming a vietim : = fies by chance. Reales Dee ota ar B the vast number of people who have ‘same time, I would like to consider mnswers that accurately reflected caraccidents. rmyselfa man that does not gooutof ray opinion, These were to be on 8 the distance that existed between ‘nis way to make theives of others cate of 1(which I was informed. him and the researcher. difficolt, even if they interrupt the ‘meant extremely dissatisfied) t07 D the lack of control that people have sports eventofthe season Stis for thane aomething approaching over their own lives. this reason that did not hang p81 Cyerioyer). This, bowever, became 31 . feard the mazket researcher annonce ea ees soon 4 This in line 31 refers to she was conducting a survey 00 ther question number tea. By BOW A the scale used to reply to the tbohalfof my insurance company. a jonger had the will to distinguish questions. Having recently reoelved asetilement — Posseen ‘And how satisfied were B the type of questions in the survey. for aminor motor vehicle accident, ou, wigh the time it took to process. - C the writer’s answering of the supposed was simply somewhere = our claim’ and ‘And how satisfied questions. onalis of edphone were you with the way your claim D the attitude of the researcher as she calls—and justhappened to pick oP yas processed’ and then “And how asked the questions. the receive? before hundreds of other 1s, were you wih the entie fngurance claimants, tikes small, Proeess of processing yourclsim?! 21 deeert cretureteing the it ofits 32 5 Inthe first paragraph we learn that Cl A. gave no thought to global issues. C rarely considered the consequences of her actions. D was not interested in the information she had been sent. 6 The writer's tone throughout the extract suggests that he is A. critical of Chrissy for her insensitivity. B opposed to the production of junk mail € concerned about the workers he mentions. D full of admiration for human resourcefulness. ©) Reacting to the texts Do you think Square Eyes would be successful in tackling obesity? In what ways can market research invade your privacy? How effective do you think junk maGathering information € Language focus 1: Hypothetical past situations A Wishiif only and alternatives ©) Look at the following sentence from the third reading text. ‘only she had seen them, seen their disappointment as she hurled their creation back in their honest faces, ne 5) ‘only is used to add emphasis to hypothetical situations. With past events it can also be used to express regret andlor citicism. Look at the following altemative ways of saying the same thing. 1 tfonly. 2 Iwish. 3 dratherisooner... Ineach case: a Didshetellhim? 'b How does the speaker fel about this? >) the subjecis the same in both parts of asentence introduced by would rather, would sooner, would prefer to or would like to, a perectinfnitive is used when referring to the past, eg: Yd ratherlsooner have seen it with subtitles. Wouldn't you? She'd prefer to have travelled on her own, Held like to have come but he's very busy these days. How does the meaning change if the present infinitive, see, travel and come, is used in these sentences? Practice For 1-6, complete the second sentence so that ithas asimilar meaning to the first sentence. 1 tfonly''d gone to France instead. sooner. 2. Ido think you wish, 3 Wedon'tthink you should have done that. We'd rather 4 Don'tyou regret not going to university? Don't you wish 7 5 only you'd mentioned itbefore! You should ! 6 Doyou wish you had stayed longer? Would you like 2 ight have phoned earlier. B Past conditionals ‘Third conditional sentences can be used to talk about imaginary situations inthe past, asin this example from the text: is she would have wept bitter tears of self reproach to have dismissed their lives so casually (lines 8-9) Here isa more formal way of expressing the underlined part of the sentence: Had Chrisy seen them, she would have wept... 2 Match each sentence beginning 1-6 with an appropriate ending a-f. Example: 1 ¢ fshe hadn't found his name on the Intemet,, Had | known it was going to rain so heavily, tfithadn’t been for her quick thinking, {fl didn’t have three kids and a mortgage, ff they hadn't lost ther last three matches, {fl got into trouble at schoo, ‘she could have had a serious accident. they/d be top of the league now. they might never have seen each other aga ‘my parents used to stop my pocket money. 'd have given up this job a long time ago, | would have taken my waterproofs, Look at the sentences in 2 and answer these questions. 1. Which sentences are third conditionals? 2- Which sentences include a combination of past and present time reference (mixed conditionals)? 3 Which sentence uses the past simple to refer to past time? seanee ouaeNns BD ead more about the points in sections A and B above in PartA ofthe Grammar reference on pages 217 and 218, Practice 11 Rewrite the deas expressed inthe following sentences using ‘the structures studied in A and B above. Write one sentence ‘for each situation, using a different structure each time. Example: We didn’t get back in time to see him. It was a real shame. tfonly we'd got back in time to see him. 1. Hedidn’trevise for his exams. He regrets this now. 2. I didn’t take any books with me on holiday. got really bored. 3. I's good job Steve was there. hanks to him we were able to get the car stated. 4 My parents bought me a video recorder. A DVD player ‘would have been better. 5 I couldn'tsee the film on telly last night. That was a pity —1 really wanted to, 6 MyFrench isnt very good. That's probably why I didn't get thejob. 7 They showed us all their holiday snaps. } was hoping to watch the football. ©) With partner write a sixsline dialogue. The first or last ine ofthe dialogue must be one ofthese sentences, | wish you'd told the truth, d rather you hadn't lentit to him. only you'd been there — it was so funny. dove to have seen his face when he found out. Ifithadn’t been for your stupidity, we wouldn't ein thismess, £3 > Read your dialogue to another pair of students, but donatread out the sentence from 2. Can the other students (Quess which sentence you chose? 33EW Gathering information ™u Word formation: Adjectives and adverbs 1 Look back at the second reading text on page 32. Which suffix is added to all of the following nouns to create adjectives? count__.o.-- heart___—S_spoint 2. Using the suffixes in the box, write the corresponding adjective for each of the words below. The same suffix is needed for all three words in each group, though spelling changes may be required in some of them. The exercise begins with an example (0). vory less -able §-ent_ ative ial ic | ous. -y 0 allergy — _allergic. science solentific drama dramatic 1 approach apply believe 2 argument ____— administer. ______provoke 3. introduce contradict Prepare 4 chat mud rock S luxury mystery monster 6 end Price sleep 7 persist appear obey 8 manager _—secretary 9__——S—Ssitervitory 3 Complete cach gap with the appropriate form of the word in capitals at the end of the line. The word you need may be an adjective or an adverb, A negative affix may also be needed. The exercise begins with an example (0). 0 I don't understand how he got the job. He’s far too_incompetent_ COMPETENCE to be put in charge of a school. 1 Her work has been acclaimed for its sensitivity of style and _—__use of imagery. IMAGINE 2. Her performance at work was considered ‘SATISFY and her contract was not renewed. 3. Itis becoming difficult for artists to obtain. + INCREASE public funding for their work. 4 Theassistants in Gamidges are unhelpful and . COURTESY Ishall shop elsewhere in future! 3 Mygrandfather was extremely about KNOWLEDGE astronomy; the planets were his great passion. 6 Westrayed from the path at some point and got —_______ lost. HOPE 7 Although several companies made________losses,the | SUBSTANCE. market asa whole was buoyant. 8 The bookcase was placed near thedoortohide STRATEGY a huge crack in the wall, 1 Read the following Part 2 task, then look at the two sample answers on page 35 and decide which is better. You have been asked to write a report for an international research company about the nature and quality of advertising in your country. You should: * describe some of the positive and negative aspects of two different forms of advertising in your country. * say how effective these advertising methods are, * suggest one or two changes which could be introduced to counter the negative aspects. Write your repart in 220-260 words. 61onO3e sELOTTO 480° unGathering information @& A B ‘Intraduction in this report I'm going to describe. come of ‘The aim of thie report is to outline the positive and negate ad pects of tive different features of two different forme of advertising In my country, of 9 how effect these namely roadeide hoardings and banners trailed by light aircraft. ad eas nical \twill also consider the effectiveness of these methods and make %, eh could be i to ‘the recombinations for improvement Which canter ‘Advertising hoardings Adhering hearings colowrfid ‘These add a touch of colour and sometimes humour to our en ae eeeea sometimes very and they ook. ped in ow ise drab urban landscapes. Moreover, the size of the Silesia te atti Ferre nda pn cf. comparing dam wat $24, gre ee . atcention of passe and hep Mate whe adertcomerte, iting cg ol Hat nk pe ‘memorable. them remember them, But them in the tro. Unfortunately, however, hoardings are also to be found in rural pe atalino aegalg ta 1280, whore thoy sppoar weighty ate are dearly ovo plac. bok tg and I dent tine they shod be. there. Inaddtion, the advertisements can lead drvere to lose They ako cone accidents becavie peopl ook. at concentration momentarily and are a relatively common cause of them when they're diving, oe Baers pled by call ko cone Asroplane advertising accidents. The: fora time over Equally distracting are banners attached to light alrcraft, which the cities and Therjre nics too and that Peoer arcu arseata pop tell pale aad thay o's » bt Constalresorta Furthermore, the nls loa condone gource iho of irritation to local residents and the coneumption of large ‘quantities of air fuel can only be harmful to the environment. Bit boners like, this are very succesful here. ie On the other hand, aeroplane banners are currently enjoying Mea ole ca fae {great success here ae an advertleing medium. Ths is largely oe Tecan dhe tothe oigraty ofthe aproach and te dference from | thinks thes shoud mateo i illegal to have mmainotream aerate ra ci ot bo Seeboes ‘Recommendations To discourage nolse, alr and visual pollution | would recommend That wand stop all the noe, the polltion and the Inttng the amant ottveg ote er anorichgavars apt Shot aloes ang io amas fo ee na abort ee pore ye ceed ka en ee ‘Addtlonaly oral hoardings might reduce she rik of acldente bee et = caused by distracted drivers. 2 ©) Trecontent of the two answers is roughly the same, but the type of language used is very different. Work with your partner. Comment on the following features in each answer: linking devices number of nouns types of adjective What other differences do you notice? Find examples in A of how the writer makes reference to his/her country, 3° Write your own answer to the task on page 34. Pa eas Decide on the two forms of advertising. Choose from), radio, Internet, mallshots, telephone, ‘newspapers and magazines, flies, transport, sports events or any other medium used in your country. ‘For each method, note down your ideas in four separate columns: Postve aspects, Negative aspects, Effectiveness, Recommendations. ‘+ Lookat the adjectives in section C on page 210 and decide which, if any, willbe relevant to your answer. ‘+ Decide how you will organize your Ideas into paragraphs. The paragraph structure in the two sample answers is one possibility. How else could you structure your report? © Write your report using a consistently formal style. Aim to use a wide range of vocabulary anda greater number of nouns than verbs. 35BED Gathering information Multiple choice 1 Do you know where the following languages are spoken? Sami Breton Ladin Provencal Frisian Galego 2 @Q 1.10 Youwill heara woman called Helena Drysdale being interviewed about her research for a book on minority languages. For questions 1-6, choose the answer (A, B, CorD) which fits best according to what you hear. What to expect in the ex: Part3 of Paper. ing atways contains six multiple-choice questions about a conversation between two or more speakers. The recording lasts approximately four minutes. 1 The main purpose of Helena’s journey was to A establish precisely where Europe's minority languages are spoken. B investigate the effects of climate and location on language. © calculate the exact number of minority languages in Europe. D assess the current condition of Europe's minority languages. 2. One problem of living in the mobile home was that, A there wasn't much space. B the children had nowhere to play. € it became very hot. D they all got bored with each other, 3° What does Helena say about the people she met? A. Notall of them spoke a minority language. B Some were more willing than others to express their views. Intellectuals gave more biased information than other people. D Older people had a rather unbalanced view of the situation. 4 We learn that people who were punished for speaking Provencal A. did not take their punishment seriously. B felt they were treated unfairly. “~ Y were made to feel embarrassed. D regretted what they had done. 5 What point does Helena make about some local people in a tourist area? A. They are not interested in preserving their culture. B They complain too much about tourists. © They sell their land in order to make large profits, D Their actions are not consistent with their opinions. 6 According to Helena, language A. enables people to express their emotions. B isan expression of one's identity. C isthe key to integration. D makes everyone different. ©) Ace any minority languages spoken in your country? Is anything done to ensure their survival? Do you think more could or should be done? Helena says: if you spoke a different language, you'd be a different person. Do you agree with her? Why/Why not? 36Gathering information @& Language focus 2: Present and future conditionals Match each of the conditional sentences from the listening with one ofthe explantions a-c. Zeroconcitional: _fyoucuta tree back, it grows much stronger. Fistconditional: if no positive action is taken, they'll simply die out. ‘Second conditional: if you spoke a different language, ‘you'd be a different person, 2 animaginary situation in the present or future 1b a possible future siuation andits probable result ¢ asituation which s aways true Look atthe following altemative structures to those used in ‘wo ofthe above examples from the listening, First conditional {f+ happen tolshould makes an event seem more unlikely or more ofa chance possibility. {fthappen to... see anything I think she might like for her birthday, I buy it. Iftshould (happen to)... In more formal contexts, the following inversion is possible: Should you require any further information, please do not hesitate to contact us. Second conditional ‘A. 1f--were to + verb also makes an event seem more unl. ‘f lwere to tel the boss what you've just sad, he'd probably sack you, ‘Again, an inversion i possbe informal contexts: Were you to accept our proposal, some funding would bbe made availabe to you. B Compare the following two structures. Which refers to the present and which to the past? ‘fitweren’tfor my dog, I'd probably go away more. ‘fithadnt been for his time in prison, he might have ‘got the job. _Supposing/Supposelimagine can all be used instead of if, ‘especially in everyday speech. ‘Imagine you lost yourob. What would you do? For 1=6 below, find one unnecessary word in each sentence ‘or pair of sentences. The word i elther grammatically incorrector doesnot fitin withthe sense of the sentence(s) Example: ‘fyou would have enough time, will you help me to ean the garage out? 11 Ifitweren’t broken for my leg, I'd definitely run inthe London Marathon next month. 2. t's very unlikely you'll see her atthe concert, butif you should happen bump into her, give her my regards, won't you? 3 She's always moaning about him I wouldntbe in the least bit surprised if she would spit up with him soon. 4 know you don't think there's much chance of it happening, but justi suppose you dd win ist prize. How ddo you think you'd spend al that money? 5 Imagine that you came face to face with a bull: what might be the sensible thing to do? Would you have run away, for example? 6 We'dhave to come to some sort of decision ourselves if the meeting were to put off for any reason. f+ williwould!going to Insome situations if can be followed by will, would or going to in the same clause, Match each of the functions inthe box with one of the sentences 1-6, according to the idea expressed in the if dause. The exercise begins with an example (0). ‘Willingness Refusal Request Intention Insistence Result 0 fyoul come this way, Ms Taylor wl see you now. Request 1 you will keep eating chocolate i'sno wonder you're putting on weight. 2. Ifyou won't tum your music dawn, we'lust have to call the police. 3 Ifitll help you relax, I'l get you a drink or something, 4 we're going to go fora walk, I think we should leave now. 5 Ifyou would just let me explain, 'm sure you'd change your mind. ©) Choose three ofthe sentences in exercise 1 and for each one rewrite the second cause (the part after the comma). Ask your partner to match each of the new sentence halves to an appropriate if lause in exercise 1. ll show you where the lift ia. €D Read more about present and future conditionals in Part ofthe Grammar reference on page 218. 37EDD Gathering information ‘Think of three smells which are in some way important to you, and tell your partner about them. Do you like the smells? Do they bring back any memories? ‘What precautions would you need to take if you had no sense of smell? ‘You are going to read an extract from a newspaper article. Six paragraphs have been removed from the extract, Choose from the paragraphs A-G the one which fits each gap (1-6). There is one extra paragraph that you do not need to use. Incr ce lert ‘+ Before you start to make any choices, read through the base text (the main text with the gaps) and answer the following question: How can people's lives be affected by having no sense of smell? ‘+ Read all the missing paragraphs and then try to decide where each one should go. (Remember, there is one extra paragraph.) Some parts ofthe article have been underlined to help you. When making your choices, be sure fo look atthe information both before and after the gap. ‘Underline those parts of the missing paragraphs which help you reach your decision. ‘Finally, check your answers by reading the whole article again to ensure that it makes sense. Check that the extra paragraph does not fit into any of the gaps. Ge shehos peer known te hogronce of beaut fower—or ond consistency to get information chou! foo people bean abl oe by siting whether foods sofetoeal lucy, vho once ele deae ee Pear ‘Mangan on being born wih no sense of smell ‘pe without Tam not a fully sentient being. | am referring to the foct thot! [4 om 1078 more help pot toshon People thrus! perfumed articles under my nose ond invite on ‘And those ore jus! the obvious things. As Jacob also notes: Pinion onthe eroma, Lwas born withouta sense ofsmell. “You lose los oF subliminal information ond links wih te emotional centres ofthe brain. Smells re inextricably linked 1 with memeri igor hebocdop yarserey =e experience. The smell of your first girlriend’s perkume ‘That experience, however, does not compore fo the fime boyfriends aftershove, anything ossocoted wih song, Pmremcieliyehokiedkbctesleakhtioel gamle tener et Emma Websters perfume, I should drink it. This wos, Irecal pas = cn the grounds thot taste ond smell ore so closely linked thot’ [B ‘woud geet so dal he dese a ys missing Alas, al itough!me wa hatperhme snot Alarmed athe though of producing sly beverage, and | wos left feeling sick for de = eles For those : have lot heir sense of srl infection or domoge, the news is relatively 1 7 butinwout unit 28, The vsclly ego ome aby Sptaatsreesngy cderellonfeimlst een op Boddctee mer |hod accidentally switched on that lealised 8 ar Aa | needed a delector that woul oer me aurally to gos leaks eee seve before | blew up the street. few bouts of food potsoning _ Glerted me the fact ho | can oat od which woud couse (el with functioning nosal to colin tho public health authorities. Lip dink betaine earecies sly will hove fo soldier on, ond ‘ond treat three-doy-old milk with the respect it deserves, eaw what comfort Lean from