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4lt86 tot",o(ut)LONGMAN CROIJ? UK IIMITEDLangnan HoKe, Bnnt Mill, Ha/loit,Esset CM2a 2JE, Eryla"dand Asso.iated Catupanies thtaughout the uond.

@ Longman Gioup Ltd 1945All ights rcstDetl) flo patt of thk publietiofl tur befePtoduced, stoled ifl a /et/iewl slstem, o, traflsmitredin ary foffi or bV Lfly n afls, electlotic, sechasiul,photocorying, recordifl I, o/ otl?tuise, @ithottthe pfio/ witten pelmissiofi of the Prbttsherc.

First published 1985Seventh impression 1991

Set in Monophoto Plantin mediumPloduced by Longnan Group GE) LtdPrirted in Hong Kong

Authorsr Acknowledgemerrs

Ou sincere thanks to Paul Murphy and JoTimey at rh€ British Institure, Lisbon/ and toMrs Par Hughes of the Hintor fthool ofEnglish, Boumemoutlr for piloring andcommerting on thse materials. Also, ourthanlc to Hara GarouJalia-Middle for her

ISBN 0 5SE 55513 1

ozz't frz,

Course Syllabus

Carnbridge Proficiency Paper

Paper 1: Readiog Comprehension

Paper 2: Compositiof

Paper 3: Use of English

Paper 4: Listening Comprehension

PaDer 5: Interview

Contents of Units(A = Skills; G : GrMdrj r : Vocabllary)

1 Heredity or fnvironment?,t Readins Skills: Skimmirg, Scauing, Rcadlng

for detall, Guesing memins from conrcxr,

6 ,nvearol .on.r ru. r ion. r i rh Vo, o, 'J . . 0 , .dko . . ., Ner.r . . ., Seldon . . ., No taoner. . . *ar . . . ,Scarcet j lHardu. . . tuhdt lbefue. . ., N.furele , . ., crc.

2 GenerationgS Discusive Compositionr PlanDiDg ud

C vcrb 'oM pro-ou To.s- . r ,e ad. g.Md.Z Expresions for listing, exempliliins,

rcphrasing an.l coacluding.lonine w.ds thaush, uhereas, despite,tuarcard, b6itl4, er..

3.l

G

,t

G

5.s

G

Crime and PunishmentListening to non stmdard English accdrs-Interpreting graphs, etc. Predicting.Adverb dd adjective consrructions: 6,sl'el drdbisEer,|rarc and narc slotuU; rhe soanet, thebeiert sd.l dslthoush it i! . . ., so shdtplshat?U

Adverb adjective collocarions: dbsotureb)dnazerl, biltetl! d ap?ointed, erc.

Mysteries and TheoriesSummary wriring, and completing blhks in

'I he usc or absence of Detnite Anicle rlewith Dames of plucis, conrindts, comtries,mouqtaiDs, lakes, rivfs, festivals Md seasons,

Consumer SocietyTatking about a phoroj and Deaiing with

Relative lronous &ri.r, aro ard trar-irardciple -t g construcrions: Behe d batho$tuif. . . .. Nar ha ns . . ., While eantrs. - ., An plussins in - . ., et .Crompound nouls: a .a/"t s hniJe, d ufleesrin let, a utit@ateh, dn atl,ort*r, etc.

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Content of the course

I MaterialsThe cous€ ocists of:

A Cous€book

2 The CoursebookThe Cousebook @sists oi

15 UnitsA Poficidlcy Practice ExmListoing Comprehmio rqts (iimscdpts of all rhe Lisroing ComprehmioDmatdials used in the Cnursebook €I.art rh€ od-of-Unit rests md Practice Exm)

3 The Teacher's GuideThe Teacheh Guide @nsists onA GeDqal IffioductioqUnit-by-Uoit te.ching not$ includiq riesoipts of ihe ListoiDg resrs md pracri@Exm Listoins CompreheiBioD ?aptr 4Answers to th€ Piacti.e Exam od suggesred ljELilg schmes

Design of the Coursebook

I A cyclical approachLorsnafl Profcid.t Sk;lk has a cydical pmsessioD which focuses on eachP.ofrciocy Papq tbie rimes as follows:

ReadiDg Compiehdsion: Unirs 1,6, 11Crmpositioo: Units 2,7, \2Use ofErylish: Ulits 3, 8, 13Listoing Comp.ehensioo: Units 4, 9, 14In diew: Units 5, 10, 15

This cycliel prosrssion allows for m acmurativ€ ard sad€d piesotation ofmatelials, loguge and skills withid sch Paper. Ir is thdeforc possible to stalr th€book Dot only at ihe begimine bur also ar the beeimi4 of oy of the separate

z r eacMrg ano testttrgWe believe that studmrs pieparing fo! the Proficiocy Examination neeal toiDprove their leeuag€ md lmguage skjlls dd also ro mster rhe tesr tecbniques.equired by the e:m. Fo. thb r€ason the rrrtud P/ot@-ew, S,+r/s Comebookmrdials ae of two types: teachiDe @relials and resting mterials. These sedisiributed throughour rhe Coursebook ds folows:I Each Uait co ains teachiDs ratdials plus a tesr ai the od ofde Unir_2 UDits l1 15 each @Drain teachiDg narqials plus Exm cuiddce ir the fom of

'worked resr mrdal, as well as Exu Adeice.3 Following the 15 Unirs there is a complete Pioficiocy Pmctice E:u.

6

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subsmed in the exam suidancc md advice ed rakes on more the lature of rcvision

Homewotk \Ve have included homework in evelv Unit not iusr because we see iras a usetul @nsolidation of classwort but also h rccognirion of rhe dificDlty of rhePronciency Exam, which cm only be overcome by ever-incrcasing *posure to theldsuage. Students on a Proficicncy Cou$e must do homework to give rhcm furdrerconra with bd practice in the language, and rhey need to do it within therecomcnded time to gain practice in rimirs.

End-of-Unit test Thc rcsts ar rhe end of each Unit are included so rhar fronearly on in the coulsc studenrs have a clear idea ofthe typcs olcxcrcise ed levei ofdiffculty they will meet h rhc exam, md also ro begin to master exu techniquesand gcr used ro working within requiri.L rimc limi$. The rihe limits siven in eachtest are all accurarc reflections ofthe times set in the Pronclencv E!m. dd ir isrherefore impofiant for srudems ro work stricilr within these limirs. The rests donoi constitute complete pracdce Exm Papds although they do srcw lonscr ddfuller as the Coulsebook prosresses. It is only in the I'roficiencr Piacrice Exm rharthere is aD exuple of a full 'mock' P.oficiency Exm. Alrhough ihis exm is placedat the end of rhe book, teachers ma]' well wish ro show ir ro dleir srudems errly onin the course so as io acquaiDt them with thc conrenr of the exm. I(e recommendlhat students do the tests in class under examlike condiiions bd in ihe specifiedtime limit. A mdkins scheme for eacb test is providcd ai rhe end of each Teaching

N-B- There arc Do lests as such at the dd ofthe Paper 5 Inrerview Unirs because it$ould be vdy diffcuh for most teachers to admidsrcr such resrs in r,heir norhalrvo.king condirions. Interview materials aie however provided ro be used in clas orto bc done as a test by those teachers who cd orgmise rhis.

Recorded material: The rapes conrain a1l rhe listenine material lbr each Unir,c.d-of-Unit tests where appropriare md rhe Lisrening Comprehension materialrequircd foi ?apei 4 of the Ploficiency Pracdcc Exam- The recordings are notautheDric speech but rhey have been iecordcd ro soud as narural as possible andconlain a vaiiety of'non{rodard' accenrs. Each Lisrening Comprehension piecc isonly given once oD the rapes (with the exception of the Placrice Exm marerials). Ustuddts need to hcar a piece again you will have to rewind the tapc to rhebeginning of thc picce ed piay it agdin.

Range oi activities: Vhiie every Unit aims to teach od praciise skills relevmrro a specific Proficiency Papd, it will also include other activities. This is romainrain itrterest and also bccause ir is not always mtulal or necessary to scparare

Teaching notes

Each Unit in the Teaching notes conrains:- a detailed erplanation of rhc aims of each Unii,- a guide to esch exercise or activity in d1e Unit which conrains general

infomatio!, suggested classroom treatment ed eswers!- rapesdipts for Listeniq Comprehssion re!$ md resrsj- anst-ers to tests md sugg.sted martins schemes.

For most activities in the course the following information is given: the aim or aimsof the activity, informarion on leguage poinrs dd ldguage skills, informarioqabour the Proficienct Examination, infoimarion abour rhe sryle of rerrs, suggestedclassroom feaiment dd answers, iesister, focus vocabulary, md my necessar,v

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2 The use of English in the classroornEnelish should be the olly ldguage used ln dre Proficiencr classrcom ulcs rheteacher asks sludcnrs ro give dle meanins of a particuldly tricky word in d1emothcr ronsue just to .heck compreheDsion. ll srudo$ are noi used to oniyspeakiDg Enslish, r,hey may do so uwillingly o! only inrcrminmdy ar first,partiolarly i! pair and group work. The passage of rime ard rhc rcacherhinsistdce on English will ovocome rhis.

3 Individual, pair and group workIndividual workMhy of the activitics in the Coursebook ftqui.e studens ro qatk inrli,iluall!before checking their work wirh a parmer or reacher. This is to ensufe rhar e".rlstudeat in the .1ass udertakes the acriviry concerned dd not just one or a fewstudents ia ihe cla$.

Pair workManr of the pracdce hd checkins activirics in rhc Coursebook de recommended tobe donc in tuts. The rason for this is oncc again ro involve srdddts as much aspossible in the use of the lasuace. Who pairs of students are busr using rhclanguage there is mdimum p.acricc. Paii ivork is !1so a good wly ofencolraginsshyer siudcnts to con[ibute dd it also gives reachers rhc opporrmiry ro give theirattetrtion to wcakd srudems.

Group work is oftcn rccomended in rhe Coursebook for discussions, srllrmalywork md rcporting- This is because mdy heads can be befier thu one, i.e. rhemore opiqions thclc are, rhe more you have to justify, thinl about and icfne youoM opinion. Group work is also dolher way of mdimising studert parricipadon.For pab md group work to operate succcsstully srudo$ musr be very clerr abourwhat they havc ro do and say. The Coursebook thelefbre qretuUy suucrures ai1these rasks, and furder indicatio.s as to how to structure tho arc piovided in theCla$room lrealmor secrions ofthe Units in the Teaching norcs.

Duing pair and group wolk the rcacho musr keep a close eye on studenB'work to maLe su.e ther harc undcrstood whar they musr do and also to providehelp when it is rceded. The teachcr can therefore move aroud from plir to pair orgroup ro group durins these activi.ies, or keep aftorivcly ro one side dd not takeany acrive part so as to encouase students to ger on wirh rhc lask ser on rhetu own.On some occasions it is useful to hove from individual to pair to group work on rhesrae task as this gives studors e evei-in.rersing invoivement in rhc tas\ in hm4

1 each sruddr nDtes a decision2 . I d e r ' . d i : . 1 * d d j r . ' t ) l - ( ' r d e . r u r . I n p - , "1 . u d e . 1 d i : . ' . b d j r . : t ) l - . r d . s u r . i n s , u L p ,4 students discuss dd justify their decisions widl rhc class as a wholc.This progresion (known as'pyrmid work') is useful lor mby of the activities in

4 The forrnation of pairs and groupsIt is usetul to vdy &e composition ofpairs Dd groups rcross lessons so thats.udcnts doal always work wirh the sde people. In this w!y, all the class sets toknow one anothcr, studcnts mcct difleient pe$onaliries and ideas, and also theteacher can combine weak and strong studcnts in ditrcror ways ar ditreient iimes as

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7 Skills and tasksYou will notice in th€ Coursebook that reading and tht€niog texts are followed by awide @g€ of ditroot activities e.g. gist mde.stmdilg, findi4 specific items ofinfomatim, detriled comprehmsion, srllrmdy work, etc. B.ch of th6e activitiehelps to tiain a pdticuld languaee skiu md diffaat tdts will 14d thmselvesfluch more to patti@ld skills thd cdtair oder t€:-ts- For example, p6ple rdelyread a telephoDe dilectoly to sr]tmarise its contedts or lad a job advertismotiust to find out it3 general message. We thdefore .eoI]mod you only to exploiirhe texts to ihe de$e md in the say suggested in rhe Couseboot so as ro allowstudots to train paftictnd skils at dy one time md also allow thm to @me to.ealise that rhoe I diEeret l.inds of r*ls, whethd mitt6 o. spoko, whichths€fore iequire diff€rot l.jnds ed levels of @mp!€hdsiotr.

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NOISN]H]UdWOf DNIOV]U :L )]dvd

iluauuorr^ul ro AllParoH | -LlNnv

UNIT 1

Possible usw€r The passage is abour how sers of twins scparared ar birth havcbeeD rcmited by a social worker md about a stldy cdied our on similar sers ofhvins to establish thc relarive contributiotrs of herediry aad eDviromor in hues.

Classroom beatoeDt Students should w te the answe$ to these questioDs eirherindividually or ia paiis bdore the eswers are checked with the class as a whotc.This is to cnsDe riat eveiyone has thc oppon@ity to woik on the pasage.

Suggested dswersI His comection is rhar it\ his job ro try to find md reunite such sers ol twins.2 Hc wo!ld!'t have been, because rhese twiDs were raised rogerher, ,!d hc is

intercsied in twirs raised aparr.3 Becausc duins thar peiiod twins were more tikely lllm at othe! dmes to be

seprated whd adopted.4 Beca$e thc law has chuseq so now thcy cm at least rrack down thcir original

5 Because it cm be rarher alaming to heu this kind ofDews hdpectedly froh astreger over rhe phone,

6 He consideis his work ro hare been very srccesstut as he thinks hc has helpedpeople to discove! the lruft about rheh oM Lvcs_

In the exd sttrdqts wiU aLmoet celrainly have to glcss rhe meding of words fromconrdt eithe! ro dswer a quesrio! or ro help rheq udcrsraad the gisr of a plssage.fhis is aleo an impoltrnt skiU for them to masrer for general readins in English asit allows then ro read morc flustly dd confidentiy. Many srudents, however, neea!ocouragmenr ad help ro see how rhe r*r can supply rhem with clues ro the

Thc clues to the meming of rhe words may cooe before o! afier r,\e word inquestionj bc close to that word or turther away, hd be erllrlj@ticat ed/o1

The clues to the medins of rhe words in this exdcile are as foilow!:,ddsr 240 to one againsrj loqer oddej fiDding pairs . . . conceinedpaftrtaiirl': patient detecrive workd@elt : connast 99il.l:, huhterj clue also provided by .,zrJoddet : tt.h research foddet Jat thase tuho . . .t thej dle a seIect stoxp,uttute: hdeditr at d{ionment, nature ters6 unrtrrer iderticat hereilit! but difelent

ikkuns: knauhq, or dt least sutp%tinanatginoll!: eaiet; at le6t

ltartlins : he edve ut the telephone call \n fa.tow of a dis.rcetl! uat.t.d \etre\ ;f ,ou'te

Classroom taeatDent Allow rhe sttrddts time to wdm inro the discussion topics.Dor,t expecr thd to do so immediarely. Jusr stmd back ud ler rhe srudsft geDtlyfeel thei. way inro dEm. It\ iaportmr ro conducr rhese discussions in mall groupsbecause at this stage of dle course studenrs donl know one dother at all weil, mdare rherefore often relucram to talk in front of rhe whole class- croup work alsopsvides thm with a way of gefting to kDow ore eother betrer. Select from rhesuggested disossions in response to what rhe srudenrs see to be most inreresredin. The followitrg could be used as extra discussion prompts if they de trceded.

!{&at would you do/How would you reacr if someone rds you up md rold you thhkind of news? vould you be pleased/dsrt'/dious/curiols, etc?Vhat kiid of diference would such a revelarion make to rour life?

t 8

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L INN

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UNIT 1

Cultual infomtion'O' &,.l'i 'Ordinary' l€vel exms of the celeral Cdrfiqte of Edu@tion (c.C.E.).

Nonnally takd afte 5 years of se.odaiy sch@LC.tBrj 'C€rtif,@te of Secondar"J EducatioD'. Exms which have a mor€ pracricsl,

les acadmic bias lhaa 'O' lw€ls, €k6 in secddrry school.

Classroom treatmentI Rad the qpimadoD of the skill aloud wilh Ihe class folowing.2 Class discussion ol rhe skill in which you might wor ro poinr our the informrion

on the skiils giveD above.I Studors do rbe dercise individually dd in wririrg.4 Repon back on &swds-5 As .bove wirh each of the skills.6 Studdts could be asked whether rhey rhough ihey alFady @!y.oul these skills

on English t6.ts or with texts in their om languge, ed if so which skills rheymploy on wbat kind of rdr-

Itt about rhe rise to fme ad success of a youg boy tbrcugh his worL indesigdng computer prcgrm.

1 {35,000 (line 2); 2 16 oiDe 7); 3 a Jasuar (line 10)j 4 6 (lne zo)t 5 12 Otne 25):6 'Space PDic' (lirc 3l)j 7 {17,000 oine 35); I Image Software (line 32);9 Liverpool (line 40)j 10 brs driver (line 40)

2 BecaBe he has such ar qceptioMl job ar so yosg d age.

See Foc6 oocdbular! above-

I Presuably not, beause he read uder the bedclothes.2 Jealonsy, bEause he's likely to em sevd times as much as his fathcr.

Inversion Cofftructions de tested reguldly h Sectiotr A of rhe Use of EDglishPapd. Th$e parti@le Inversion Consttucrions re som€whar fomal md more alerue of wrind the spoko langege Mrke sre studmts realise lhar inve.sionodly ocars afie these wotds whd rhey are plaed at lhe begiroing of a soroce

Clasrooh treatDeotI Read the €xplmarion throueh with the class as a whole-2 Ask s.udors to taafte the oswers indviduuy.3 Studetrts ch@k rheii alswe$ iD pais.4 Report back of dswds to the whole class.

I Rarety do psple appteciate the fuI fo.ce of hdedity.2 No s@no had he left school the he sra.red compute! plosl.urmitrs.3 Not only has Eugene edned a forrme bur he has also delighted his farher.4 Not util the tdns have mer foi the tust time will we krcw how rhey feel about

€ach other.,D,Iot util th€y have mer for the tust time will we know bow ihetwins fel about each other.

5 Nevd bdore hss such resqrch beo cmied ouL.6 Seldom do you fnd reuited twins who do nor get on well togeth€r.7 Scdcely had Eugde Evans left school bdore he fomd a iob in a @mputer

sofiv/m o)mpany.

Coursebook pp 1G-11

20

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Coursebook pp 12-13

Exercise 1 The plrposc of asking srudents to think of a eood headline foi rhis article is roencouragc ihem ro read for gist.

Style oftexe detailedj objecrivc. mdrmadc, impersrnal

Register: neutral

Focus vocabularya t/anrj a person with !o homc or iob, who wdders flom place to placc besging

fo1 food or mone,\'.Cd.rt,.]r s Lordorcr, cspecially one from the East End.

CultEral infoimationa ir,.ul ,rtr a spccial school rm by a local educarion aurhoriry ro deal with

'pioblem children'.slrd Jutfi,ar this is a growlng addicdon jn the U.K. The conscqlcnces of snitrng

glue cd cause serious heallh problems.a Jnnleddr a youth (usually a boy) in Britain with his hair cur verv shorr. Skinnerds

have a repuradon for being vnnent.Cr.izcrr this accenr was oiisinally d working class oDe ftom rhc Easr End of

London. Its connoradons are livelines, quick+vn, sharp intellisencc ad alsolow class ed dcnece ofmiddle-cla$ valucs. These lairer connotdtions arethose relevur in rhe airicle.

rd Dd m dalr: in Unglod 'problem' reenases are somcrjocs placcd'in care', i.e. sentto residenrial ccnres which they are only allowcd ro leave rvirh the pemissionof the althoriries. These cenrres plovidc educarion dd sporr as sell as contactwith social workers who tly to help solvc cach residenfs probleos. Teenaserech be placcd in care for !a.]'iDg uounrs ofdme. Paien$ are allowed to seerheir children a! spccial dmes only ,s visiiing is stricrly regulared.

Classroom taeatheqt For rhe sisr reading leep stdcdy to the timc limirsuggesled so as to get srudcnrs used ro skimming texts when ihis is appropriare.

PAPER 2: COMPOSITION

Aims ofthe Uoit 1 To consolidare some ofthe reading skills introduccd in Unir 1.2 To inroduce and work on composition planning.t T . , e r a m n e o i . c u r . j ' e . o n p o . i - i o r * , r ' i 6 ..l To establish a procedurc for composirion wiiring.5 To provide vocabulary od ptuascs for indoducing or linhing sentences.6 crzlr]mar: to .eview the pattern:

rerb + Douor pronomipossessive adiecrive + scrud.? To expand students' ktrowlcdge ofvocabDlary .omected ro the topic of

GenetutiotB.

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5i

ar

UN]T 2

Coursebook pp 1,1-15

Coursebook pp 16-17

r-istening This secrlon is lnrended borh for listening comprchcnsion sort and as a tead in to'Substitute discussion.

Parenrs' ^ ^sry le o l Eext : - r 'J , . l ; . r r "1. | | . ,$ edscdbl-

Thc discursive Discursive composirions are just one of the rhJcc klnds oI compositions studenrscomposition mal' be asked ro $'rire in Lhe conposirior Papcr. The ofier two are dealr wirh in

Units 7 aqd 12. Discursive composirions aic dos. which in'olve discu$ion of rhearguments sur.ounding a particular issue. 'fhc conposirion rirle mdy be phmscd soas 10 iequire students ro sive rhelr osn opinions o! clsc ro oudine rhe generaltucumenr\ .,,n.€rning a pa(icular issue. This kind of composirion requir€s togjcalprosession liom orc loinr io n\e next, and thus ir bccomcs rery important tbrsru.lenis to irite a plu io ensure this progfesion. Ii also frequendv re{tui.es rhcusc of inrroductorv phrascs such as those on paec 15, and joining q,ords such asthosc on pages 16 ,rd 17.The ques.ions of sqle, register and paiagiaphing are not devetoped io rhis Unir,Lhough they arc as r.l.rdr to this kind of composnion writing as to anv orh.r.'l hey trc d.alr wirh in Units 7 od 12. ar shich point studenrs coutd bc cncouragedto see rhc rcl€rd.e ofthese qlesdons io all kinds of c.liposirion wridnc.We consido good plhning ro b. onc of L\e kevs to good composirjon wriring, andit is lbr rhis r.ason rhat seyeral cxciciscs con.entrdte iust on Dlannins.

Exeacise 1 Classroom tteatm€nt You mly sdnt to ask studenrs ro rcad dlis exercise forhome study. Howerer. rs it ( mosr impoirdr ro guaHxee thlt aI srudcnG do infact read thesc pagcs and also have rhc oriporNniry ro voice any quer! drcy ma'l-have, we recolrmdd L\ar n n read in clas. Trr parricularir to set studcnis rorehember thc foui sreps in comFosirion wiiring rcad the tile, !\an, tutna, .hech.To Dracrisc |he use ofthe words and elpre$ions on page 15 you could .sI srudentst', give vou theii opinnrn oD erious issues e.g. military service tbr women. shokinein public, cable TV, the ljurovision Sons Conresr.

Excrcise 2 As indi.dted in the Clourscbook. N.B. Step 2 will piobably lro{oke quite a tor ofdiscusslon between parrnos. This js good as it forccs srudcnB ro reconsider thejrarcumen$.

I'ossible answcrs1 The pld for this composirion will obviousl]' vary wiih each srudenfs opilions.

However, irs basic pairem sill problbly bePara. I introductionPaia. 2 redsons nh_! parcnc should look afte. rhc; cbildicnPa.a. I - slruations in which ir may nor be plrnts' duty to look afrei fieir

childrenPara. 4 .onclusioD

N.B. The ordcr of parag phs 2 aDd 3 can bc rcveNed.3 l he conrcnrs of t\is plan will vary roo according to studenrs' opinions, bur n will

asain probably talt inn) nro pafts ln addnion to the introduction and rhcconclusion; onc parr in \1hich the studclts glrc dcir ollnions on eridancc odco ectioq bd tle orhf pari in which they give rhcir opinion on pmishment.

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. INN

UNIT 2

with their careers often do so when their childrm are still very

Ycs, we receive a lot of letters from people who disapprove ofmorhers going on with luli time careers while their children desriu toddlqs. But besides these ditreroccs, I know thst you haverecently highlighted in some of youi research yet morlld way itrwhich r,\e fmily unit is differdt now.Yes, rhe tubstitute pdmt'. Mole and more parents, certainly dwell itr the United States sd in England @d other Euopeecounrries, are payins morc pcople to look after rheir childrm.They're paying for substitutes, if you like.You mee, like baby-sitters, play groups md so on-Yes, but rhele ale other substitures as well of cou.se. Teacheis,youth club leaders, . . .And televisior! in irs oM way.Most dcfilirely.Lct\ go back to teache$ fo1 L\e momcnt. Um primdy schooiteachers have atwa$ really had er er a substitute pdoi role,havenl tbey? Wlleieas rhe teachen of oldd childro leach reading,writing ed academic subjccts, the p mary school teachcr hasalways reinfoiced what the parents 3re doing helping chil&en toacquire good habi$ md so on. As well as perhaps to stalr thmreading ed wiiiing-Yes, and sometimes the situation has qeated g)nfusion.Oh, yo! meu, b.causc of ditrerert 'messages' that chiidren mightbe getting from parots dd teachers.

There are people now of coursc who think tha! because ol morcparenrs going out to work, teachds of older childtn should rake on- or at least be aware of the fact that tley are parent subsrituics.Yes, there are people who thint that. But it's very dificult bccauseof the rmomt of time teachers have in which to teach what rh€y

Cd we go back for a moment to saller l-mili$, which wemdtioned earlier? Aie th$c perhaps dy noticeable cffects of

Yes, dle min rhirs, I think, is thrt rhere's lc$ mixing of ages. ICssaid, for exmplc, rhat girls leam to be parents by beirg iDvolvedwith yomger childJen . . .And fewer childro are mixing with youger childlcn.

Bur rhat\ not of pimary imporrmcei I would hrve thoughr. Irseems to me dtar what a child really needs is a lovins enviroment- ed you can't get that when rhe TV is thc substitrte pardt, for

Ycs, television worries me. A child needs basic trust dd love ed acomitment from a hmm being- All the other substitutes - baby-sitreln play gloup dd primary school teachels, youth club leadersod so otr nne. In rheir own way! and to vfying desfees, theycD a1l otrer a child lovc ad uldentdding. Bur nol nor the square

In other rvords, rou don,t mind othcr p.o?lc looking aftei your

No-- blt you object to television taking ovcr you rore.Yes. what I'm obiecting to is rhe economic situstion which forceslmanf parents to go out to work ed doesn't allow them ro spod asmuch time with their children as I rhirk parents ougnt m.Well, perhaps before wc pursue this turthet, we should opd ourphonelines for lisrders ro rins iD . . .

Now rewind rhe rape and look at Exercise 3.Listcn again od make notes.

And rhaCs rhe end of UniI 2.

L9

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Suggested markingscheme

E Although he promised he would behave, io fact he quickly . . . (N)9 Vhllc hc promised he would behavcr in fact he {llickiy . . . (N)

10 He promised hc would behave, yet in fact he quickly - . . (N)Other'contrast' words: Drt, trrq,

Exercise 2 I Not only had John mct some skinheads but he had also been snifEng giue.

CNiI)2 In addirion to meeting/having met some skinheads, Jonn had also been . (N)I Joh! had net some skinneads. Morcover, he had been . . . (F)4 Bcsidcs meeting/havins net some skinheads John had also been . . (N)5 John had net sone skinheads. Whafs more, he had been . . (N)

Orher 'addition' woids: /,rthettnare, Md

It is recomendcd lhat this test be done ln class. If howevd class rime is short, ircodd be donc at home. It is imporrdt dlat studelts learn to do compositio$ in rherequircd rime. The hour allowed for rhc composiiion breaks down approximately dsfoliows: 5 mins. - relding insrruciions and coEposition iiiles + thinking time.l0 mins. plaming,35 mins. w ting, l0 mins. -checking.Iris worrh pointingout to studdls rhis brcakdoM of the houi even ar thjs eafly stage in $e coursc solhar r \eJ ger u.ed ro uorkrns * iJh ja l -e.e r ine coDs.ra inr '

Gire d imprcssio! mark on a 0 5 scale for cach ol the followjag factors, where0:very poo!, and 5:*celldt:

Grmtical accuracy:Rhge ed accuacy of vocabularr:App.opliacy of style:Relevdce of conte ro thc composition title:Fluency hd narualne$ of language:

Qualirr of algrmmt:Spclling:

0 1 2 3 4 50 1 2 3 1 50 1 2 3 4 50 r 2 3 4 50 1 2 3 1 5o 1 2 3 4 5o L 2 3 4 50 1 2 3 4 5

Total possiblc sco.e for whoie rest: 40N.B. The Cmbrldsc lxminations Syndicare works on a pass maik ofapproximately 40in, i.e. 8/20-

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UNIT 3

6 Students repon back wirh deir mswds and argle their case by maLjng closerefermce to the passag€ if there is any disagleemor about the answels.

t Falsej 2 Truet 3 Falsej 4 False; 5 Truc

One pupose of this qercise is to get studols io makc notes itr groups on two ofthe theories, md ihen, wolking from their notes only, to *plain those theoies tostudents from aDother group. It js irpo mr for rhe reacher ro check that studdts'notes are well-made i.e. neither too tulI nor too scmr. This is u impoltalt step inslllrrmry work. A second pulpose is to encouage sludsrs ro wolk together todeciphe! a rcxt od rhus use their oM brtin power rather tha rhe teachert. Athird purpose is to prepare for the InteNiew Papc. (Sce N.B.)

N.B. Jigsaw reading is one of the posible foms of the Structurcd CohmicationE e.cises that male up the third part of the InteNiew Paper. Jigsaw readinginvolves a nmber of students each reading a difereDt pdt of the sme r*t (e-s. astory), and then through a plocess of oral question ud answer rnd relating $eirparts of the text to one another, grsdually pooling thcir knowledge of the text, sorhat in thc cnd rhey all kDow ud uderstdd rhe whole of ir.

Style of tqtr objective, report like

Registei: foml, scisdnc

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Classroom treatoentI Make sue srudo$ uderstand what is lequired of rhem. Tell tho to ask oDe

uother in trs i, or work out from rhe coatext the meaning ofnew vocabularyud oDly to ask the techer ss a lasr resort.

2 Divide dE sluds$ into sroups of three or fod as indicated.3 Srudenrs read and take notee.

4 Sruddrs re-fom inro n.w gloups to tell one dodrer about the theories they have

5 Still itr the sme groups students .Lscu$ Exdcise 3 3.

N.B. Dudng steps 3 ed 4 the teacher shoxld cleck that students are only focusingon the main parts of the th.ories.

Ex.rche 3 2

Coursebook p 20

This may be the tusr time somc smdents have ever done smary wridns. Boththese md orher srtrds$ may thcrcfore appreciate some discussion on lhe purposeof srllrrfury Miting, which is ro say succincdy what has pleviously o1 clscwherebeo said or wrirro at grcat$ ldgthi a.eport of a meeting, a dcscription of thestory linc of a film, a TV news r€sm6 of a politiciant speech, tellins your mother/husbdd about you! day at work or college ale all suples of sumfising thatstudents will be f@ilid with in their everyday lives. Ir is important that students

30

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€ LINN

UNIT 3

Whar places have bco in the Dews recently? VhylV/hich sunner/winrd do you rmember best? Why?! etc-

Exercise 2 ClassrooE treatDent lt's best if each student writcs thc answe$ to the wholeerercise, rhcn chccks his uswers with ! pdtnei md tho thc whole class checkswith rhe tcacher. This procedue gudetees that cvdyone takes part in evdy stageof the activity,

AaswersWe cme scremins in rowards t e solar system from rre ouler rcaches of tre Milky\Vay. We had bcm away a long time, a verr long tlme, but wc calculated that domon Earr-\ iI was Easrd Suday, 2095.i.le Su, our very om Sm, was in view: rhen on throlsh r,z systm past Neprue,Jupiter, Mars ed tlc or,\er plmers u.il Gre) Edth dd t&' Moon came cledly itrtoview on our sdeens- Therc was silcnce in rl' ship, each dew mobc with his orher om dlouc}Irs. Ard as we drew nearer md prepared to orbit Mother Earth, wecould nukc out rrs AtlaDtic, rre Arctic ed tnd conlirdrs olEurope md Asia-Neder sdli, dd wc could cleely distingnish other fmiliar fcatures treHimalayas, tld Meditefancu Sea aDd t e Nile, t , Bridsh Isles, Iraly od t aIberim Peninsula. And I imagined tre people in Scmdinavia, Alri@ md t e USSRwatching for our return. Yet as te drew ncarc still, featu.es in detail were not sofeiiid, dd I had a drcad of what we might lind.

Listcning This task has a similar purlosc ro the Sr6e@ Mrirr,/, tasks in rhat it aims to gctstudenrs ro seiecr informarion, sum.ise and .eport. The ditreroce hcic, cl.arh,is that the infomarion is provided in thc spoken md not in rhe wiiile mode-

Style of textr factual

Register: neudal

Focus vocabularyd /,ftroatj one of the smll boars caried by a ship for escape in case of wreck, tire,

d ,oldr ihc pdt of a ship (below deck) whde soods are storeddrantl,: madncsptrd.:yj lobbdy by pirate i.e. people who sail t\e seas siopping and @bbing ships

/r'!%s: simplc fast-spreadins plmts with a powderlikc appcarance, considered as adrserse

tMr,ru: wooden bems, esp. divcd pieces forming part of a ship's framcwor\ooelrodrdj ovd the side of a ship or boar into the waterpldd,ble: seeming to be irue or reasonable

Classroom treatment As iDdicated in the Cousebook, followcd by a clasdisctrsion of what rhe srudots thiDk could have happoed in ihe mysrely of theMary Celeste.

lal TapescriptruroR: Unit 3. Mysteries dd Theories- Inok at pase 21. Listening.

Youle going to hear a radio interview with sn tuthol. Lisro andmake notes on the facB of what happened and on ihe ditrerenttheories. ReadY?

rNrER- That record was for Susan ia O:ford- And Dow for our 'Meet ThevrrwER: Aurhors' spot this week, Dd I'm plcased to have with me rhe

author of a new book on myst6ies of the wor14 Mdk Taylor.Good cvcnitrg, Mark.Good cvedns.

; i'::::rN.r€R.: Now, lots of people nowadays secm to be interested in lheii . t mysterious, the weird md wondertul, dd so on . . .

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UN]T 3

Coursebook p 22

rmoR: If you wish to listen to the interview again, rewind rh. rape.

ruroR: And rhar's rhe sd ol Unit 3.

Possible aqswels Mdn points only:What happded: Ship ser sail for Genoa from Ncw York in 1872- Or bodd werecaprair! wife, daughter ed 8 aew. Ship foud abandoned month latei in Azoies.Litboa! navisattun instrumdts dd ship\ papers missinsj waier i! hold! cargo

1st theory: - illnessi all poisoned by fungls in biead or ship's rimbe$ o! sea. As aresult, went mad and jMped overboard or rried to escape in Lifeboal

2nd theory: insalityj captain (feivendy iellgious) wot mad, murdered evelyonedd threw seLf in sea. Thory not rery plausible.

3rd theory: - violscej oew didk alcohol then murdered captain dd fmi1y, thdwhen realised what had done, dropped bodies overbodd md abmdoned ship in

4th theory: - cisis at sea; menbe! of qew saw water in ho14 thought ship wassinking, so shouted alam aDd everyotre abandoned ship in the lifeboar.

This pase introduces students to the lechnique of blant-lillitrg, wtuch is thetechnique employed in Section A of thc Use of Enslish Pape!, as well as to a way ofapproaching such rests. Srudenrs are often woded and perplexed by.his rechliqucjhowever, fmiliaitr with it will help ihem sready to be dble to cope with it. Itmight even be e idea ro intoduce rhd ro this teclnique by siving rhem a shorrpasasc wirh blanks in rheir own lDguage, askins rho ro complere rhe blanks edtho ro verbalise the mmral processes |hey mpioyed to anive at the mswds. Thesame pro.esses are of course valid when working in Engiish.

To do such tests succcssfuuy iI is viral thar srudents:I tead the r,hok pdsaee thldr.1.r r^t to get i$ goeral meons.2 read the words md/o! sentflces both beldfe and atel each blmk when attempting

3 look for both gramatical and semantic clues to the answels.4 be prepded to leave a blant unanswered, then retum to it once the succeeding

blank(s) is/are completed. It may well be that the following sentence(s) will helpthent to ude$taqd the plevious one.

Classroom treatoentI Start by builditrg students' conndence in rheir abiliry ro hedle rests like this by

dplainjng to them that the mole they do this kind of test the easie! they will findrhm md !1so perhaps by getting them to do a bldk-fil1ing elercise in their omlanglage as indicated above-

2 Read through steps 1, 2 dd 3 with the students.

Classloom trearment

I Ask the studerts to read rhc pasage rhough for gist.2 Check students' gist ude4tandins.3 Vork rhaough some of the questions about the tust few blar*s with the siuddts.4 Stldents complete the exdcise on rheii own or in pairs.5 Check studdts' dswers.

Reading anal filling inblanls

Exer€ise 1

9€

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uN[ 4 Crime and Punishment

Coursebook pp 24-25

Exercise 1 Classroom treatment As indicared in rhe Coursebook. The following could bcused as discu$ion plomprs if rher are needed:- Has rhere beer a rise itr mugging, bank robbcries, erc.?- Do you thint the presdt economic situation has conrribured rc rhc crime

situarion?- Are there really morc crimes or are statistica more acaiare?

Exercise 2 The Listening Comprchssion Paper may require studdts to listen to non-standard1a) lb) English accents dd this is why dis Unir conrains a fo.us on accents. 'l he more

sttrdents are dposed ro non-studard accenrs, dle more easily they will be able tocope wirh them. Like much else, dcaling wirh accors is a quesdon of fmiliariry. Ir-this Unit stldenls are asked to recognise lccents not because this is a task rhey willhave to perform in the exm (rhey won't), but because this task acts as a way ofhelpins studo$ ro deal wir,\ accdis more confidently.

Classrooh treatment As indicared in rhe Cousebook. h my also be usetul toask studenB to try to say whar dFy perceive rhe ditrddce betwed the valiousaccdts to bej agaitr just so as ro inciease rheir conndence. Pause after each acceft todo this.

E lb) TapescriptNow look at prge 24, Exercise tb. You're going ro hearenracts from a newsprper article read by people with ditrcicnr'non stddard' English lccents. As you listeq write in rhenumb.r of the pedle- agai , r L t racdr .RadJ?One.During rhc pasl few yeais, town md city pl,mels in Britainhave bes dEwing up plans fo! rhc ciry oviromor oI drturure. Their main concem is to eliminate weak spors, hidingplaccs and rmpmrion in order ro reduce the amount ofvandalim, mugging ed burgla.y.

I'AI'ER 4: IISTENINC COMPREHENSION

Aims of the Unit I To inrroduce srudo$ ro a imge of 'non stmdard'English accErs.2 To develop the skill of lisrcning for dcrail.I To fmilidise studmts with matedal prcseDled itr visual foims (c.g. a cl].ir. a

grapnt.4 To show students how ro use listening compiehdsion task sheets to pledict the

content of recoidcd matfial.5 Gralmd: to revicw somc adjective ed adverb consrructions.6 To cxpmd sNdents' knowledge of vocabxldy connected to the hpic of Cr-c

and Punishnent.

36

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? ltNn

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IIIqI

UNIT 4

had more than doubled io a stasgering 688'179. 688'179lBut themost frighroing of al1 is the almost unbelievable, and vervworrying dse in dmed rcrbdr] over rhe srne period, flom 380recorded cases in 1972 to trot fd ofl 2,000 in 1982 To be pfcise,rhcre we.e 1,772lecorded cases of amcd robbery ln London inthat year. Thafs 400 per cdt morc thm wele comitted ten vedsbefolel

rmoR: Now rewind the tape, iisren aglin ed check vou dswcrs wftn apartner and the class.

suggested answersPredicdons: 1 that someone will be t,lking about a tetr-vear pciod of cdme in a

crpital ciry2 in box 1 a starting figure, probably abour 30G-400

in bo: 3 a top ngurei probably about 650,0003 boxes 2 tnd 4 probably tell us whar kiDd of dime cach graph rdds

to! otherwise ftc graphs wotldnl make sense bv themselves

Actual @swers: Box 1 380! Box 3 688,179; Box 2 Amed robbervj Bo:4 All crimes

Exercise 3 Style of textr strrightforward, opD,onLi"t"tio9 R"gi"t"",."or."l

Pl TapescriptLook aI pase 25j tsxercise 2.You'ie going to hear t*o pople bcins interviewed in the street ,sparr of an opinotr poll to discover the :ttitudes of thc general publicro cerrain social problems.As you listen, Iill in the charl as if you were the inrerviewd Mark'M' for the me\ opinionn dd '\v'' foi rhc wom@\. Ready?

Now the ndt quesrion-

I'm going to read olt a list of cimes md for each one I'd likc youto tell me which of the seDtences on d1e card rou feel shouldrep!$ent the uarizrr sotetrce inposed br the courts.

Bigmy.Oh - . . - . . don' tknow, real ly .

\Vel1, thaCs becomins a lot more comon. Certainly a sentcnce ofsomc kind . . . imprisomot . . . Oh, seven or eighr yearsMm. Posession of drugs?About rhe sme. Pffhaps a ljttle longei. Say ten years. I musr sayI'm absolurely disgusted at the way people like that spread

Yes. Hijackins?Hijackins? Oh, aboui 15 ycars in pison. Dennitely.Ki.lrapping?

You couldnl havc a list of crimes lvithour muder, could you? LiftLife imprisomcnt. And by that, I mcd for the rest ofihemurder.r\ life. Not let out for good behaviour after td ycars

Theft , including shoplift ins.Oh, including shopliftins. That,s dimculr. I would hate said 'no

scntoce' fo! shoplifting: at leasr, rot a priton sotence. I do!'tknow. Perhaps a yed or so.Rape ed orher scnal otrerces.I-ife. No doubr abour ir. Life in prison. I lhi.-k a lot ofpeople de

38

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' JNN

UNIT. l

The tape could help r listener to mdersted .he meaning olpariicular crimcsbccalsc rhc pcoplc inten'iewed might male some comcnr on thr erimi\'

Bigmt Do!'t lno$' 2 5 YearsBlackmail 6 10 yeds il teais ro lifePo$csio! 6 10 Years ]i Years to lilt

of drussHiiackins rl years to life Life scnicnceKidnappins rl yeais to life Life scntcnceMudcr Life sentmcc Dearh P.nahYtumed robbery 6 i0 years lI lears ro lilcThcfr (incl. Under 2 ycaN 6-10 vcars

shopliftins)Rape md other Llfc sentence Do!'r knnw

sexuar odencesMugsing 11 yea.s to life l-ift scntence

Coursebook pp 26-27

Grammar These adjective dd adverb .onstu.tions could be rcst.d in Section A of the Use ofEnglish Pdper-

Excrcise 2 Answers

1 Thc morc uncmploymcnr increases, the more crime is likely to infcasc too.2 The hardcr you lrolk, rhe nore (moDey) you'll eah.t f l i e b r g g e - o u r . r ' e ! o e , o m " g r ' r . l - r n s a j e f e \ b c c o m .4 The more you pra.tise, the beiter you']I bc.5 The lonser we waii, Lh. morc disrurbins the situatnn will become.

Vocabulary These adverb adjective coliocarions wili be verr usctul to students in theircomposition wdtirg, rlloiring them to expres more formal styles ofwriting whenther wish to. Such collocations lre also oc.lsiomlly tesled in Sccdor A of theReadinc Comprehension Prper. Make sure studdis realisc that thfl camot use allthe adve.bs in combinltion with a1l rhe adjccdvcs c.g. while it is possible t.r say'lwas absolutely mazed'you.a,,or say 'I was absolutely disappointed'.The diso$ion which is susgcsrcd as pat irork after the studdts have lisiencd ro|he rape wlu inlolve sftdcols io usiry a rmse ofthe expressions wil\in &e box asdEy rry ro esiablish elacdy how the spcaker sounds.

Clssroom treatment As sussested in the CouBebook- Sddcnts could also beaskcd whcrc rhcy havc sccn o. hea.d qpressions such as 'I was gleady rclicvcd', 'hc

was highly amuscd' and 'they were extremely amoyed', etc. as rhcii dswcrs tothese questions will reveal to rhe students the formaliry ofthe e'pre$ions. lt is zota sood idea ro ask studcnts qucsrions such as: $rhat deeply depresses you?/Whatbiftcrly disappoinrs you?/Who have yo! been utterly disg$ted? erc. prccisclybccausc this language is too formal to be used in this wa!. Once srudenrs hrvc doncrhis rask, dlcy could thcn conccntrare on the accents on the sdme pari of rhe rape.

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Look at page 27, Vocabularr.You'ic goiDc to hetu a Dumber ofpeople saying Lhings Ddelpressing diferent emotions. As you listcn, decide whltfeeling t\e speaker ls dpicssing and wite dow! a phEse todescribe ii e.g. 'decpiy oflcndcd', 'absolutely determined', etc.

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' INN

UNIT 4

Test It is recomsded rhat this test be done in class under exmlikc conditions.Lislening

Pl TapescriptrmoR: Unit 4. Listenins Comprehension Tesr. Look at page 29, ed

Part 1. Queetions I-r0. You'rc gojng to hear part of a radiointerview widr a oiminologist od wiU have to fi]I in the missinginfomation- But bcfore you listd, look ceetullr at quesrionsI l0 . r

Now listen and fill in the missing infolmrion. Ready?

rNrFi- Now it is a fact, is ir not, that not only is ciime iDcreasing invIEwlR: go$al but that burglaries in pdticuld are becoming more md

Thai's nue, ceruidy up to rhe iigxres we have for this year, 1983And it's deeply disrurbing. In fact, so high is rhe incidelce ofburglary in Brilain thar itt been caLculated one house is burgledevery 90 seconds. Burslaries accomt fo1 nearly one quarter of all, r r . .o lmir red in th i . .ounr . ] .

INTiR.: That's absolutely frishtcnins, especjally when so mdy familieshave to be away from home all dly at work, and schooi md so on,when I gather mo.e md more burgldies are comiited Duringthe daY, I metn.Yes. And that may itself be a coDtributing factoi for rhe amualiDcrease in buglary. Last year, for insrmce, 50,000 more homeswele bugled rhan in 1979. I don\ Laow whcrhcr it's because moreand more peoplc arc out of the house all day, or whether they aieless creful abour locking up thoroughly whcn they go out.

NER.: WeU, the prccautions that we should lake against being burslcd issomethins I'd like to discuss late., but whar abour rhe insurmcesituation?Struse as it may sed, after ycars of plopagmda by rhe insurancecompeie\ most flmilies are still badly mdeiinsured. During 1982losscs due to household bugley rose by 27 per csr over theprevious year. So bad hrs the siuation becoFe, in facr, rhat someinsurmce compeies ,re refusine to provide cover in cerGin high-risk areas in Bdtain. And thais not the end of the story, either,because the rudl nmber of burglaies comittcd in the counfymay be much highd the official stadstics sussest. ICs been.a lcuLreo l -Jr .onF a2 per c i t morF br-gLtu ies arc. imp\ no 'repotted to the policc ar all or to ins(lltcc @mpanies. EidErpeople thinl thar irk too tlivisl, or they rhiDk that the police wonlbe able to do anyrhins, or they discover rhc buglary so long afterthe evdr - wccks or motrths, in some cascs - that theie seems liltlepoint in reporting it.

rNrER.: So you're saying that while more and more bu.glaries de beingcomitted, fewer and fewer peoplc ale leporting rhem?Yes. But the houble wirh statistics is that rhe lorser you look atthd, especiaUy to do with ciime, thc more pessimisdc you'relikeb to becode, whereas I'd like people to becomc a lot morecareful. The plain fact is that, if you live in Britain, you're likelv robe burgied once in 40 years.

rNrER.r As you say, rhat doesnl somd too bad. But once in a tifetimcwould bc ploty for mosi people, I'm sure.Yes, n qn be a deeply disdessins cxperieDce.By rhe wayj how mu.h do burgla^ usually get away withl How

Wel1, clearly ir all depends on the circustaDces. But listeners willbe slad ro hear tha! according to a rccent Surver ofBrirish Crime,39 per cent of !11 buglaries alc what lre called 'aborted attempts

rNrnR-: That means presmably rhat the burglat or buglars get nothing

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wordAN: Wel1, as you'Il see, we top the overril receptions roo, with over34,000. But in this casej it\ the Nethdl0nds which cones secon4wit\ 17,124. 17,124. T'r.at\ surp sins, isn'tit?

rL{N (2): I don'r \now. Anyway, lcis discuss that late!. Vtlat surp.isesfte is the popularion of Fruce - 53 miltion.

I{,{N (1): No, I ncver rcalised thc population of Frdce was that bi& eithd.woMN: I tnow. The ndber of receptions is relatively mall for Frmcc

roor but cd we discuss popularion ve$us .eceptions, pisonpopulations ad so on later?

MAN (1): By atl neans. Lefs just look at the lasr colum . . .woMAN: Yes, where it\ interesring to see that Sweden is higher thm

England atrd',J7ales, with 50.32, hd Northem Irelmd rops dEleague with b astouding 82.33.

MAN (2): 82.33? Oh, yes. BUI tho, thais probably oDly to be expected, withthings as they are dere-

woM{N: Yes. Anyway, what cm rhese figlres lell us abour wars thar othe!comries havc r.duccd thcir prisoD populations . . . ?

ruroR: Now listen again dd check your answos to questions ll 22.(Dhcu$i@ refeated an ta!e.)

rrrroR: ADd thatt the end ofunii 4 Test.

Part 1 1 90 seconds; 2 50,000! 3 27o;j ,t some/about 5291,j 5 once in 40 yeais: 6 39%;7 l6%t8 {,5 - f,99\9 f,100 ,499t I0 l3'l;-

Part 2 11 Norrhem Ircldd; 12 averase effective senten.e ldgrhj 13 populatioa of coutry;11lgt 15 l29t 16 l.3j 17 0.136; la 24,2a2t 19 \7,t24:20 53t 2), 50.32;22 82.33

Sussested marling Exercise l: Score I mark each for each complctely colreci ansrer to give a possiblescheme muimm of l0 marks.

Exercise 2: S@rc 2 malks each for items 11, 12 hd 13, md r mark each fo! iros14-22 to give a possible mdimm of 15 mdks.

Possible roral muimm for rhe wholc rest: 25 marks-

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UNIT 5

Sruddrs chdge pairs, with the eraminer now becomiDg the cmdidare Dd viceve$a, and do Exercise 2 3.Correcrion of eenelal and imporrmt misrakes with the class as a whole

Coursebook pp 32-33

Game 20 q{estions

This gr:llrDd point (relative pionous) should be merely a remindd ad cantherefore be looked at fairly quickly ad lightly. The gme is itrtended to practisethe use of relatives ed compound trouns.

I Classroom treatmert This exercise coxld be done orally rcud the c1as. Itcould also be tuned into a guessing gmej one siudent, for *mple, could chooseone of the items on the list md then give a defnition ol it e.g. it\ somerhile thatwe use ro rell rhe time. Th€ other students would r,\eD @nsult the list to nnd theita.nt in this case a wrisNatch- Tho other studdts could take it in rums to givedcfilitions of other words on the list. Point out to students thar i! rhepronunciation of compound nous the primary sbess is on ihe fist parr.

2 Obiect of the saEe To guess the idendry of m itm by asking no more rhan 20

Conduct of the game

I Appoint a pdel of three or four studflts and ask dlem to sit in front of the class.2 Appoint a scorer who marks otr on rhe blackboard each quesdon as it is asked up

to 20.3 Give the rest of the studdts a list of e.g. 6 iteds (in this casc they should be

compomd nous e.s. a zoom lens' a rmote conuol fo! rhe TV, a one dpelecdic kcdc, a pocket ruo!, a ticket collecror, a filing clerk).

4 Taking in rum cach item otr the list, the pmel must try to work out whar eachnm is by asking the other students questions up to a maximum of 20. The peelcan only ark Yes/No quesdons such as:

Is it something which you use in rhe house?Is it somerhing thar rus on elcdricity?Is it something that I could put in my pocket?, etc.

If the peel have not discoveled the item in 20 questioff, they lose md the rest

5 The game continues as above thlough the othd itms oD the list.6 At the end comt up who woD most rounds, the peei o! the class and decla.e ihe

These @nstructions may be new ro smddts. Ma.ke su.e they lealise they cd onlybe used whd the subjec$ of both halves of the sotence are the s@e.

Classrood treatmert These ex€lcises could be done iDitially orslly roud theclas, thd each studor @uld write the sdrences as consolidation of the oral work.

1 Not knowing the 'best buy' myseLf, I'll take your ad{ice.2 Having just bought a new ftistwatch, I oueht to get ro my appointments on tide

3 Nor being a very recblicai persoq he cod.lnl undcrstand it.4 Never I 'av ins hnd a dsh$aqte- . . t e wor ' , n is . i r .5 Having agreed to help wirh the pafr, I thought I'd bcrter get there edly.

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s INN

LET]

Aque1sf'I

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UNIT 5

Coursebook pp 3zt-35

Dealins with

The second part of the lnteNiew Papc! requjrcs srudcnrs ro icad a sho pasageand rhen to say wheie it comes fton, who it is spoken by, etc, md ro commcnr on

The passases, which could bc in a rance from veiy infomal to lery formal,wriften or spoken, seNe mainly as a srimulus for diso$io!. Ooe or moie of Lhefollowlng rypes ofcomment can theretbre validly be made br rhc candidaie:asreelng or .tisagreeing with issues in ! passagei relating any similar circumsrances,evctrts or sitlationsj reacting on the emotional levelj gn'ing turther inlormarion onany ofthe poills coDraincd in a passage.

Suggested answersPassage a): Spoken langxage, fanly info.mal (usc ol shon scorences, shorr forms1',r, t\; and idiomaric eryressions such as t .,9 a/,/rz,r), possibly m dcerprfrom a fV documenrarr on the dlsabled. C,u',.rr a"d d,r.r$?b,j other uses ofcomrrurcrsj other cases of disablemdtt the pros and cons ofspending considerableamounn of mone'j_ on disabled iddividuals.Passage b): Ncuml language, possibly joufalistic, colld be spoken or w ten,possibly an exrrict from a TV or radio dodmentary, or nelvspaper or magazinctri.1.. Catunen Md tl dsrtdr i opinions on hippies dd their beliefs, on JohnLemon or the $ng l,iaate, or candidare's .ecounring olpcisonal knowlcdcc of a

Passage c): Forml ldgulge, spoken or nrittd (with use of nouns url.dr.rDr,lds,rladdz, d..6r in place ofverbt, possibll' excerpt from radio news or from aserious newspaper ,rticle. C.nnert dnd ditdsion: opinions o! vidco Daslics, onrhelr lnfluence, on the wisdom ofgovemment inteNentionj per$nal knowledse ofrhesc vidcos aldroi deir etreds.

Remembc thai for ihc ieasons sivo in lhc Gcneral Introducrion there is no test atthc md of rhc ttucc Units on rhc Inrcivicw Papcr. To sce an exmple of a tu1llnteniew l'aper see Unit 15, Paper 5 in the Practice Exm at Lhe dd of the CourseBook and lhe Inrerview Pape$ i" Lonsnan Praici.nc! Ptaeti.e Exalns.

Classioom treathent

I Revise the expresions int.oduced at the besiming of the Unir that are used toask for repetitioo and claiification, and to cxprcs assumprions and uncertainty.

2 Students could intericw ooc dother in pairs o! discuss po$ible mswers in pairs

or sroups befole interviewinc one dother. Of coune, the tetcher c& monitorstudcnr pcrformdcc at this stasc and give srudcnts feedback on how well theyh.vc dore, rhough rhis could also be donc by thc student who is ading as the

This is a vdy populd British radio smc. In it a pelson is givs a topic and thenhas to speak on it for one minute coherendy and non-stop. Ifhe doesn't mmagqthe olher playds chalienge him Md take over the ropic. If rhis challengc isntaccepted by &e referee, the odginal speaker coniinues with thc topic md wins apoinr ifhe mdages ro keep speal<ing for thc minurc- As rhis game cd b€ somewhar(meNing if played in b atmosphere of compeddon or shyness, ir mighr bc best roplly it in glotps for the tust time $ther thd as a tem gme.

Obiect of the same To spcak for onc minute on a giveD topic without hesitlting,disressing, repeating yoursellor becoming incoherent, hd to win as mmy points ts

Exercise 3GaEs Jusr a dinute

(s.npa.od rour toD ror uolr.nponur rE€@C !.S).'sIErsIu r.ero. or e@3 .qr Jo aog orp rdr|&l!Ilou plnoqs Dq.6r.qJ g N

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9 INN

UNIT Science and Science Fiction

Coursebook pp 36-37

Exercise 1 This is a waim-up/1ead-in activity inteided ro infoduce rhe theme ofthe foilowingrdi md of thc Unit.

Classroom treatment As indicated in the Cousebook. The foUowins could beused as disosion prompts if they are needed:- Have you seeD tny of rhe big science fictio! fiLnn for example .Sral rd^ or Tne

En?be Stikes BdckT- Do you know thc Gcorge Orwell novel 7 93,r? Do you considcr that to be science

fiction?Y/hat other science ficdon writcrs do you lnow?, etc.

Exercise 2 Bactsloud ilformation This exfact is taken ftom the notel2Al0: Odysq)1'&, by Afthur C. Cldke- It is a sequel to the novel ?0A1: A Space Odt$.J) whlcllwas writtetr by the same suthor dd made inlo a vcy successful film.Note that the way Professor Chrng speals in the cxtact is ofien similar to thelmcuagc of telecrms (teleglaphese). This is because hc is sp€aking over a radio andin a mosr ugot siruatiotr.

Stylc of textr dnmatic, narative

Registerr neuiral

Focus vocabularyN.B. Thc focus vocabulary given below is rhe object of Exercise 5 on page 37 edshould thcrcfore not be taught before the exriact is rcad in cla$.a raager rhe distucc at which one can see or heartdlzd.: to (causc ro) lose strensth, colour, fresnness, etc.srz,uddj shocked inro hclplcssnc$. This word collocates here with eler.e makins a

fLled phrasc.a tarl; a lalge cotrtainer for stoing liquid or gasiea@eedi any ofvariors (dasses of) plmts, espccially dalk green with long srems,

growiDg in the sea

PAPER 1. RTADINC COMPREHENSION

AiDs of the Unit r To rdind srudots of thee leading skills: skiming, reading for detail adclressins the oeming of words tior cortdt.

2 To fmiiiarise studdts with the mdtiple choice resthg technique-3 To intloduce ,tudents to three medDds of lookiDg at vocabulsry: shades of

meaning, vocabulary deas Dd ollocation in prepdation for Section A of rheReading Comprehension Paper.

,1 Grammar to review some uses of the Present Pedect. SimDle Past ed PastPedlct tenses,

5 To expud students' knowledge ofvocabddy comecred to the topic of Sder.eahd A.iek e Fiction.

50

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9 -LINN

UNIT 6

A brildins qn topple.A person @ ruoblc.Salcs figures cd slmp.N.B. Of cou.se, other combinations are posible if extra woids ale added e.g. Heslmped into the chair.

t stij ro (cause to) go dowD below a surfacc, our of sighr, or ro rhe boftom (of

., rrmble: to fall suddenly or helplessltj roll over or doM quickly or violentlyto torplei Io (cause to) become msteady dd fali downto.au€er ro tum over (especill1y ofa boat or ship)

2 A signal cd fade, dim, slimnef or iiicker if it is a lighr, dd fadc or die away if ir

A light cm fade, dim, giilrmo, or flicker-A cedie cd fade, dim, slilrmff, or flickd.A voice c& fade or die away.A colou cd fade.

rolader to (cause to) lose s engthr colour, ftesbaess, etc-r. .lm; to (causc ro) become dim i.e. nor brightta slinnet : to ilc a vcry fajar, usteady lighrto dte aearj (especialty of somd, wind, light) to lade and bccomc lc$ and les and

rdftcAerr to burn unsteadilyj shine with e msteadl light

A baby cd aawl or creep.A person ch crawl, creep or stroll.An inseci cd crawl.

to ,fa@l: to move slowly with ihe body close to the gloud or floor, o. o! hands

,o .fd.pr Io move slowly Dd {tuietly with the body close to the grcundto ttn&r ro flow in drops or in a thin streamtd ,o:dj to pass o! llow slowly,, e/allr to walk, especialh slowly, for pleasure

The mai! purlose of dris tdt is to suggest to studmts a se@nd way of sroupingvocabulary togethe. i.e. word ficlds. Ior rhis reason nor too much class time shouldbe spenr on comprehension work. Answcrins qucsrion 1 should be sdncient-

Style of texe nafative, slighdy sensational

Register: Deuffal, scislif,c in parts

Spa.e aocabular!: asfanauts, Moon, lud, space favel, space *ploration, planet,rincs of Saturn, Io, Euopa, Ganymede, Callisro, space plobcs, spaceship-

WrnirelAutha hip ,ocabular:], r fictional deation, novel, science fictionj wird,sequetj vocabuldy, ficdonj to publish, a copy, a synopsisr a wo.d proccssor, a

Adjectites aJ praile: btillidt successfulj br€th-takhg, spcctaold.

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9IINN

I?-0t dd {ooqesrnoC

UNIT 6

Exercises 11 2, 3 ClassrooE treatment !i{/c recomend you ro ask the students to do all theseexcrcises individually before discussing msweis wirh the ciass as a whole.

I False! 2lalsq 3 T!uc;4 Truej 5lalsej 6 False;7 True;8 False;9 False;10 True

t has dcliglred/delightsj 2 had avelledj 3 has visitedj 4 set foorj 5 have seenj 6 waslauched; 7 wasj 8 has stoppcdj 9 did ir go/had it eone; 10 had/had had

Classroom treatment The General Knowledse Quiz could bc doDe as a tem

I Students in soups offour or live dcvisc thcir oM Truc/Falsc sotcoccs.2 These sme groups thcn diangc rhcmsclvcs into rcams ed .akc it in tuo to rcad

out their sentdces to the otier groups. The first group to cive the ight @swe!

3 The gme conrinues uril all rhe rems have read our ajl rheir serences, rhd rhemarks alc added up md the rem widr the mosi mdks is declared the wimer.

I Truq 2 False; 3 False; 4 Falsej 5 False

Coursebook pp 4243

Test 'ffe lecolrmod you get studcnts Io do rhc tcst in cjass undcr exulike condirionsReadins ad in the recometrded rioe.

AnswersSection A: r Dj 2 Bj 3 Dj 4 Bj 5 Bj 6 Ai 7 Dj 8 Bi 9 Cj l0 Ai l1 Dj 12 Cj 13 Bl

1 4 D j 1 5 ASectioD B: 16 Cj lr- Bj 18 4 19 Dj 20 A

Sugsested markins Sectiotr A: Scorc I mdk for each cored irem to give a possibl. muioum of 15schemc marks.

Sectior B: Score 2 marks lor €ch correct item to sive a Fossible maximlm ol10mdks.

Possible rotal mdim1m for rhe whole tesr: 25 marks.

54

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UNJT 7

Gcrmd - Wie gehr cs Ihnen? !. Wle sehts?creek Herere r. yiassou

- or rwo newspapers of dife!.nr levels of fomaliry as in BritaiD e.g. 7,4e ?d* v.The Sn.

Possible dswers The me$dse ofthe rwo lerrcs is rhe sme as rega.ds theinfomation jt contains, bur is nor rhe sde on the level of rhc rcladonship betweerhc writ- bd rhe reader. Thc Mirer of Lrr thsr tetter treats his readci wirh anapparor show ofrespectj impersonally and somewhat coldly, whereas the sccond ismuch more direct ed frant. Thc lcnos difler so much possibly because onc ctaimsto bc an answer 16 a lette. to i,]ie ?der (a radH format newspaper) md/or possibtybecausc ir was writrd by someonc of a iadlei folml disposition, white rhc orher iswitto tbr a differenr kind of audience by someone wirh a diferdt view ol himself/herselfed his .elarionship wirh oder people.

Exelcise 3 Classroom treatmert Encourage srudenn ro bswer more tuth rhu 'one isfolmal and one infomal'. Ask them ho$' rhey recognise this formaljry alainlbimaliry in anticiparion ofElercise 4 dd also to sive somc cxamptes.

Exercise 4 Classtuom treatment As indi.ated in rhe Coursebook_ This exercise is besr dotrein pails or groups before d geqeral repori back-

Answerstsotnal turitten EnEl h exatAles:I I m d f a i L J . . r e l o u s c o n i d d a L o n .

However, it could surcly nor . . - kind ofwork.No, Si r , I fcar . . - advbtdse iE.

2 as: as wcll asj howeverj no.j also3 Pasivc: rhe bullock . - . be rein.rodlccd

'he propo' r l .amu'br c i r " iit could surely nor be called . . .

ConditioDal: lf. - . you re seriously susgesrins . . . rhep r o p o . a l , r r - J r b e $ v c n . . .it could surcl,\' nor . . ./nor would dnyooe . . .

Inlroductoryphrases: I'm aliaid rhar _ . .

T a . o h r ' . r ' ^ r g - c . c r v . - i o n \ J , , o . . .I fear rhai . . .

4 _

5 ro reinroduce; cont.ib!.ing roj m ierunj preparedj a sitution6 non pollutantj to permir savings7 camotj could surcly noi

Iiartual tuitten Enslish exdnpleslI Pdasraphs 4 ed 5 conrain shorrer sentences. This lcrrer as a whole contains five

paragnphs comptrcd wirh fou in the other.2 mdj burj eirhci3 Activej wc should start faming with bulloc\ - . . progres?

Plescnr lose: ed call that prosrcss

Inroducroryphrases: I'd like to kno$'; appdmrlyRneroricalquestions: Are lou seriously susgesriig . . . power again?

do I'ou really thirk . . - progress?

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/ LtNn

UNIT 7

Classroom treatment

I The teacher could so though the tust exercise with the cla$ as a whole to makeslre they all understud whar thcy havc ro do.

2 Exercises 2, 3 dd 4 could be done in groups.3 Report back on exercises 2 4.N.B. It is ,or necesary fo1 students to write the composirions.

Suggested answersExpesion work: a newspaper articleSryle: this would depend on what kind of newspaper d1e joumalist was working for.

Students should make ihis polnt.Tonei approvirgj praisin$ enthusiastic-

Expesion work: a leiterSrylc: probably fomal as the Director of the school is unknown ro rhc Mirc!.Tone: ogryj disapprovingj dc.6miDed; sbockcd

Expesion wolk: interview oi dialogdeStyle: this would depend on the interviewer and on his/her newspaper Dd on M$

Hepworth. They mar choose to addless one another eithef formally or

Tonc: Mrs Hepworrh: angryj ourspokeni ficry.Interviewer: at the studenCs discretion, but in any casehe/she musr slwaysrespond appropri'te1r to the tone employed by Mrs Hepworrh and rmain polite.

Expansio! work: the miften v.islon of the oudinc of a spccchSryle: probably fomal as the audience is widowed oid ladies md rhc rcpic of rh.

speech is somewhat fomal. Howerd, the speaker colld choose a neudalrecister or even a more infoml one if he droughr ir wouid bc morcappropriarc and ctrccrivc.

Tone: this would depend on the speakerj it could be objectire md calm, ir could be

The Dircred Wridng exercise in ihe Composiriotr ?aper oito requies studenB toexpress app.oval or disapproval of particular situtions. The lasuasc plesented onpage 47 ofihe Counebook is designed to help ihem do this. The ldguasc oflpprovrl hd disapproval cb be dpr$ed in varying deglees ol fomality, whichstude s will have to be able to use appropriarely- This is why ther are asked tomark rhe spresions given in tems of rheir lcvcl of folmality.

Classroom fueatmert Thcsc acriviries could either be done iDdividuaily by eachstudet md then by a reporr back/discussion with thc whole class, or they could bedone wirh rhe cla$ as a whole ed accompDied by discussioD. It may also be usetulto ask students to try to say once again what sem ro be Lhe chractelistics ofthefomal ed informal expressions-

Answe$ Some of the expressions are defniiely folmal, some dennirely iDformland others could be eithei loml or infomal depsdins dn rhe situations in which

1F;2I t 3 I j 4 F j 5 F j 6 F j 7 F j 8 F j 9 F/ I j 10 F/ I j 11 F/ I ; 12 F/ I ; 13 F; 14 F/ I j15 Fj 16 F/ I j 1r - I i 18 f - / I

The Language of

Exercise 2 Expressions ofApproval: 2j 3j 5j 6j 8j 9j 11j 13j 16j 17; 18

Expressions ofDisapproval: \;4;7j lo; 12; 14] 15

Exelcise 3 The aim of this sccisc is Io consoLidarc .he aDDroach to vocabulan arclsVocabulary Buildiag introduccd in UniI 6.

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I INN

UNIT 7

we could btrild a nuclear plant would be by inte@tionalborowin& ed thd how could we talk of beins indcpcndenr ofmy foreign power? No! to my mind, nuclear powo mems twoL\ings only dependeDce dd danger . . .That, for me, is d example of muddlcd rhinting. For so r]fuypeople the min aseociation olthe word 'nuclcar' is, welluderstudably, bombs ed war. And peopl-" bring all these feds rody discussion of nuclcd powdJ when in fact a nuclear pldtshave ro confom to the strictest safety od seruiry mcasures, edrhey havc an dcellent record of accidenFfree operatiotr.Pedaps rhey have, but rhe sme cD't be said for the disposal olnuclea! waste, a lacror you seem nor to be considding - . .As you well know, Ihc umlost cde is tako to dispose of wastej mdonce again our record has been a good orc, which I'm afraid cm1be said of orher endgr itrdustries- We alt know olny too well howoil has pollured our scas and beaches and Klled oll marine lile.Ve've wstched coal nines scar ou! luds@pc dd pollute ou airlnor to mention the diseases mine$ !u rhe dsk of calchins. Ofcoursc, solar energy is a sdfe clee souce of ererey, but we'!e atlwell aware ofhow limited its applications s.e. In today\ day udage I see hde altemative to meeting our etre.gy needs outside

Once again you sed to be closing your eyes to s vitll issue:conservarion. To my mind, conseryation is the otre ditrg that allthosc in favour olnuclear deryy . . .

Now rewind rhe tape, listen to dE discussion again md tute thearSrmols elpiessed for dd againsr nucled dergy.

And thsCs the end of Unit 7.

Suggested answersExercise 1 1 Thc mm is in favour of rhc inrioducrion of nuclear powdj

the woman is against it.2 A.guments lol nuclear energy:

no dependence on foleign power- low rmins @sts- more ralpayeris money availabte for orhcr rhings

$.e l eor , (o,d ofa.c idenr f ree opera. ion- no more dmgerous Lh.n many othf sources of ene4tAigrments aadt,e nucled ofgy:

s^-trmely dpensive to buiid hd install, rherefore would necd to bolrow fromabroad, therefore incr€sed dependence on foreign powersdaDger of nuclerr waste

- possibility of @nseration

Exercise 2 Gloup 1r - I'm afraid thais far flom being the case.- I thilk once agaiD rou're overlooking a very importer point.

That, for me, is d exmpie of muddlcd tbinl.jns.Perhaps they have, but rhe smc cat be said fbr . . .

- Once again you sem to bc closing you. eyes to a vitll issue.Group 2: 1 to rmj 2 ro ovolookj I astronomicali ,1 to entertaint 5 ro my mindj

. 6 muddledj 7 a factor; 8 urmosr; 9 to scarj l0 to rm ihe risk oI

Exercise 3 Role phys my fom pait of the Prof,ciency Inrcfliew Paper. Hde it is imponstRole play to encoulage students to use ss much ofile lmgxage they hedd on tape as

Possible.

Exercise 4 Classloom treatmeat To rry ro osue that evelyone has somerhinc ro say duingDiscussion the discussionj you codd ask students to jor dom on ! piece ofpaper my ideas

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I llNn

UNIT 7

23

5

He was solry not to be qble to see lhern.He was alraid of havif,g to show his passport.He was angry at not being lble to solve the pioblem.It's a pity (for us) to havc had to leave so sooD.Not being able ro help him, they've sot hio ro the Tourist Ofice.He legrned nol havins beo able to go.

Coursebook p 51

Homework exercises Students musr be ocouras€d to complete the HoDewoik *ercises within thelecomended time. Fufther, at this stage, they should hmd in ples ed

Possible phiases of 'egry plorest' that students miglt 'rse:- I feel compelled to express considerable consterution at . . .

It was with the utmosr dismay that I heed . .- I find I have no choice but to register my disgu$ ar . . .- I would like to exptess my sEong disapproval of. . .

we ieolrmod you ro ser studsts to do the test in class dder e.<m likeconditions md in the re@mended time.

Answels The @mpositioff wlitten on ihis tide will vary wirh each studetrt. Makesure, however, that iheir content is always relevdt to the iirle md also includes allth€ poitrts meDtioDed itr the tide.

As Tesr for Unit 2. See pase 28 of this Teacher\ Guide.Sugeested Earkingscheme

€9

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rNn

UNIT 8

Coursebook pp 54-55

Cultural infoioationBeelholen'! FiJth: Beetlnleni Fifrh SymphonyJands rdsr the leader of a bod which plays popular musicSra'ls O!,i a wcll-kDoM British hcalT-rock group

Classloom taeatdent to give students a reason for readlnc this arricle \re suggesyou ask thm ro read n ro elplain rhe subtide 'A somd revolution?'-

Answei The subtitie is , play on the word sd"ud : a) somer,\lns you hear mdb) somd investmdt Dd soud sensej i.e. will ir be wise ro invesr in this newreclmology?

Exercise 3 Answeis S.c abovc undo rd.a ro.dDrlarrr

Exercise 4 The purposc ol dividjrg up rhe comprehenslon work in this way ('Jigsaw reading',Jigsav reading see p 30 ofTG) is to give studcnts addcd motivatio! to find the correct aDswcs, to

bring about comdicative oral wotk as Lhe studsrs wiu have ro rell one anorherrhcn mswers md ro give sludenrs practice in the kind of 'structural @Imunicatioaexercise' rhat rhey may meet in ?art Three of Lhe Inldview Paptr.

Classrcoo treatment Although this scrcisc is Dot iD preparation fo! a sl]lrmalyor composnion, make sue dat students arc taljng notcs corcctly i.c. only writingdown rhe essenrial ed chdgins dle woidinc of thc oliginal tcxl if rhis auows thcirnotes to be mo.e succinct. Wten the studots reach the stage of telling one motherthei eswers, male sue this strge is conducted as convdsatiotully as possible i.e.don't let students simply rerd one eothd's eswe* or jusr read out Lheir eswersto one dother.

AswersSruddt A questions:1 A compacl disc is one rhat is played by lasd bcam.2 Between {450-{650.3 50% classical m$ic plus sone rock, jazz dd pop.4 It is about as easf as playing a cassette,

Student B questions:1 Easy ro set up, simple, compact, durable, easy to clean, adaptrble.2 Expensive, limited raDge of music available, shows up imperfections in recordins,

sound range not fully erploitable.3 Not Lnown as yet.4 Probably heie to stay, will develop.

Grammar This section looks ai some special uses of rhc Pasive becaue studdts at this levelmult alrcrdy have mastered more basic uses aDd bequse these particuld uses couldbe tested in Section A of rhe Use of Enclish Paper. They iaill also be usctul forcomposition md comprehdsion work.

N.B. Aldrough the Plssive cd be used in ail toses with Simple foms ofveibs, itis extlemely rare, if not impo$ible, with cenain ContiDlous forms e.g. t ias Dd.ubeins utittefl Jor 3 )Jears (P resot ?erfecr Contiruous)t it ui haoe been beins buitt for6 jears next sfrifls (Fntte Perfecr Continuoutj tre tr@nsbnafl h eoiry to be pti"te.lzc" -d.ft ('soing to' Fururc Continuouti tle ,,e presil.nt uiU be beine elecred fiistine ne @eeh l''/rl' F!!$e Contiluouti t4e @or& ,dd bee, beinE dane lot a tons,tnd (Past Perfect ContiNout. such forms would rarcb bc used.

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8 INN

UNIT 8

Exercise 2GaDq Mate up a story

Obiect of tlre game To give srudents an opporrmity to use the nous torme.tftom phrasal vcrbs in speech and writing.Corduct of the game1 Divide rhc class into sroups of 4.2 Tell ech sroup ro wrire on a piece of pape. oy fou of rhe nouns Lhar sre

fomed from phrasal rerbs.3 Each goup exchmges their piece ofpaper wirh dother grcup.4 Each group makcs up md wires a story which incolporates rhe four nous on

their piece of paper. N.B. These stodes cd be as likelt or unlikely, serious oridiculous as students choosel

5 Siudars re-form soups so that each new gloup contains one oember of each of

6 In groups rhe studenrs reu one anorher rhe stories they have invenred.

This kind of trdsfomation *ercise is a regular fearure of Secrion A of the Use olEnglish Paper. When forming rhe new senteDces srudenB musr rmember ihar rhey4auaor .lter the word giveD in brackets in uy way ar all. This may nrean rhar rheocw sdtence has a completcly difereDr grmatical @Dsrrucrion flom the origiDalone. rffhat is importdr is rbat rhe m.ming of the ncw ed the oliginal sentenccmtst be exacdy the same.

clssfoom trcatreDtI Do this exeicise with th€ clas as a whole ro provide guidance. Dont alow

srudots to wire ar rhis stagc_2 Srudents writc rheir h$vers.3 ?air checkitrg of mswers.

I The boy\ upbringing cost rhcm a lot ol moncy_2 The average income in rhat country is about f1j000 a year.3 The outcomc of rhe long disdsions was rhar nothins was done at alt.4 There we.e break ins in three houses in our srreet ldst week.5 The upkeep of rhis big house is becomiDg very eapensive.6 They gavc us a derailed rudowtr olwhar had happencd.7 The rcsraDmt was such a letdom rhar we ncvq wcnr oau.8 At the ourbreak ofrhc wd many pcople lried to escape aooss the bordd.9 The tum's inirial outlay on rhe projec. was ,15,000.

r0 H.r distinctivc handwritins was hd siveaway in rhe end. OR In rhe end, rheeiveaway was her disrinctive Miring.

As stated in the Cousebook rhese ale .hc kinds of dercise fouad in Section B of' l1e Use o i Enel i .h Prper . Srudmr, mLs ledn -o adsuer r iese que.L:on. a. f l -are ly jweak eswds tfld not so much to be wrong as to supply ioo mrch info@rion, alarge percertagc of which is irrclevet to rhe quesrion. The kind of rcading lequiredby this kind of $ercise is readins for derail and it might rherfore be useful forsrudents to underline rhose parls of rhe passagc which conrain the righr mswers.

Style of text. detailed, facturlj very sligtulr sensarional

B?B B/ot er: a govermor ieader or deputmor which has too much powe! udallows no fteedom

Coursebook pp 56-57

Answerirg questioG ona passage

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8 INN

UNIT 8

Section B 3

g) I was very interested by/iD thc anicle abour dara prorecrion.h) The claims made by thc mufacturers are being challenged by thc rc@rd

i) I didn't sce ihe new compurer being demoDstated while I was rhere-j) There is a great deal to be donc bcforc we move house.

a) Iqherever she goesj she always makes her presence felt-b) Therc must be a solution to this problem.c) It's not/hardly woilh considerins the othe! theolies./Thc orher dleories den't

worth considering-d) He works ouch more carelully these days.e) Ve have no choicc bur to wait md see what happfls.f) I apologte for not writirs/having wrirre to you last moqth.s) Thde\ a po$ibility thrt they've gor tosr/of rheir having got losi.h) Our outlay on this projecr has been considerable.i r T l 'e .omed'd drd d rakc-o lT o i Lhe t r ime Mir i l r r r rn nF s-age acr .j) I would like to make a stong complaint about the play which was pcrfomed ar

your rheatre last w€ek_

N.B. The wordiog of these dswers cm vdy but the inlormarion musr be dre sde.a) Its traditional way of life gave way to a ncw one.b\ Bcquse i - (a d i : rurb"d b, no mccbanr.a l noise.c) Halds that touched dd cred for the crops.d) Because the horse was all-powdfu1.e) As far as we could so.t Noise, grcarcr travel, more visitors, the death of animals, illncs or dearh

s) Thosc who were rhe tusr victims in the namc ol chdgc.h) Because in those days he measured everything with mcasures llko ftom the only

world with which he was fmiliar-Because there were few of rhem-Because they preferred to s€lk md foud rhese serri.es dtremely expensivc.The madness of modern lifc.

- more pNprc cme and wentanimals and peopie sufered or died

the breal-up of the village and its age old war of life

Suggested martjqg SectioD Ascteme Exercise 1: S@!e 2 mdks fb! cach completely correcr sentence, siving a possible

mdimum of 20 marks.Exercise 2r Sco.e 2 malks for each completely correcr sentence, giving a possible

maximum of 20 marks.

Section Ba) k): Score a mainud of2 marks for each of these eswds Io gire a

possjble ma:imum of 22 marks.Surmalr: Score 2 marks for rhe inciusion of each of the majD points (see above) ro

sive a roral of 8 poinrs for comenr. Then give an implesion mdk our of10 for good English. This gives a possible maximum of 18 for rhesumary.

Toral possible score for thc whoie resr: 80 harks-

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Style of texc conversational, mecdoral

Focus vocabulary

,adt i Roo,r a womm's lavatory in c.s. a hotel

TapescriptrlrroRr Look at pase 61, Exercisc 3. Lisren dd answq rhe mxlriple-choice

quesrions. Ready?

woMAN: The situarion I'm goins to rell you about is one in which I coutdhave dropped tons oI bricks - ed probably didl

A few yeds ago I'd bed a rcporter on a erional magazine forabout two years, I |hink - I was invited along ro one of rhose bigparties in aid of chdiiy. You know rhe kind thc son of partywhere everyone is a celebrity) a 'fmous nde'. Wetl, I foEdmyself in conversation wi& a mm who'd been intlodlced ro he,but I hadn't listencd ro rhe !ame_ His fa.e was fmitid, bur rhe' ]de j r r woul . ln- , cone. f t ua. cxa,pe,a. inc.

Atryway, we charred micably for rwenry hinutes or so. Hescmed to kDow my name, asked how dings were on rhe magazirc,(md) erd asked after my family; alrhough how he klcw about mywork ed my fdily, I jusr coxldnt thinl ln ietun, as you do inpolite conversarioi, I ask€d him whar he didj how his .areer wasgoing, how his wife was, md so on. Ali his answds were preftyvague, I thought. I was intriglcd ro fnd ihat he travetied a lot, udasked him il he rook his wife who he rravelled. OD being rold thatrhey often fuavelled separately in Brirain, but usually favelledabroad rogether, 'as I husr know', I bege to feel somewharbafl1ed, Md also feli rhar I should know who he was. Iiqirh asomewhar uncomfo.table feeling, md a poti.cly whispered ,Ir wasvcry nice to meer you', I m@aged ro exticate myseil md made forthe Ladies' Room.

It wasnt mril after I reached rhe haven of rhe Ladies, Room mdclosed thc door on the buz of rhe pdty thar rhe realisntion dawned

I'd bccn speakins ro rhe Dtte of Edinbugh, and had actuallyasked him how his cdcer was goiqs! and how his wife (rhe euedt)was! Ald of couse he bew md I had had rhe grear forrue roinrerview him bdefly for d dricle in my first ycar on |hemagdine. I could have diedl I didn:t, of couree. Insread, Icollected my coat and slurk away, extremely flushed.

ruroR: To lisren to the anecdore again, rewind rhe rape.

I C t 2 A : 3 C t 4 D

Style of te*: conversational

to srdtelr to break suddenly inro smll piec€s; ro dmage badlyj ruin; wreckddr't r not fastcned, ed ddvcn abour by the sca or rhe windj out of con[olj looscrn steer cle : ro keep awar lromj ro svoidasal,j a wearhd condition i. which strong winds blow

TapescriptLook ai pagc 61, Exercise 5. You're going to hcar a exracrfrom a radio progl.llrme abour disasters and how people copewidr thd. ListeD md mswei rhe muitiple-choice quesdons.

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6INN

UNIT 9

roday indicrte for the firsr dme in six hon|hs that thqc ldsbeen a noticeable improvemenr in rhe countly's economrcsltuation. Speakiog ar Lhe headquarrers ofthe NariomlEconomic Coucil, a spokesmb declared thar thc ligures werevery good ncws indeed for industly and for ihe resr of rhecomtry. Whcn asked about the po$ibilirr of lowci bd* mtesto help borowing, however, he replied d1at it was far roo eariyto rcllJ alLhough he doubted whcrho lhe nglies would forceoy such changes just yet. l he spokcsme added lnlt theCoucil would be maling a fuller staremenr whcn rhe figureshad been anatrscd h derail.

If you wish ro hear the news item againJ rewind L\e tape.

Possible answersI The coutry's presenr cconomic situation. 2 Yes, it was lormal. Some ermplesarc: Fisures published roday . . - j rhere has been a Dorable impiovcmcnr in rhecounrryt economic situationj Spcaking ar L\e headqurrrers . . . a spokesmadeclared. . . jWhenaskcdabourrhepossib i l j ty . . . ja l thoughhcdoubredwhetherd1e fisures rvould lbrce mv .hdges just yerj the Council would be m6Ling a fullerstatement whcn thc ficures had been malysed in dcrail.

Exercisc 1 AnsweftSpcaking at the headquarrds offie Narional Economic Council, a spokesmandeclared fiat the figurcs were ve.y sood news indeed for industry and for rhe festof rhc countfy.'q/hs

asked abour rhe possibitiry of lower blnk Etes ro hclp boirowirg, howcvd,he replied rhar ir was far too caily ro re11, although hc doubred whether thc figxreswould forcc any such changes jusr yer.

Exercise 2 First inteaview:

Style of texe direcr, inrerview-ljkc

Register: neutlal

t-ocus vocabulary,n/,/drrdr extremely an$y

Second interview:

Style of tex-t. impe$onll, tacruai

Register: neutral

Focus vocabulary', defdrr ro (cruse to) rur otr rhe rails4.a*alrlr a person hurr in d accidenr

Third intcNiew.

Style of rexr; facrual

Registerr lcurral

Focus vocabulary,,.,1li.lrr to mcer dd stike (togcrh.i) violddyl7aAerr upser/dzltrj (especiaUy ofma.hines, apparaius, erc.) having laDtrs

Classroom treatment Instead of rhc cla$room treatmeDr indicared in theCoursebook) stldcnrs could nore dowo rhe dswers alier each inreniew, rhencompafe thm wilh a parnrer ad nnaily with rhe clas as a whole.

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6 ltNn

rdJrrsedel Eil

UNIT 9

A$wers There can be no fixed uswers for this exercise. Accept all aiswers whjch

Classrooo treatmeot It may be necessdy to play the tape a nmber of dmes tohelp studots do this exercise dd also to palse the tlpe after h dswer has bedgiven to allow them time to wlire not$.

Suggested answersFirst interview: Clitr Priestley rot leaving coutly. Ansy at accusrtion. Is going to

States on tour, not ro live so as ro avoid paying tdes. Too patriotic to do sucha rhiDg. ConccrDcd that somc pNplc feel obliged to leare cout.y but doesnlagee with them.

Second inte.view; Spokeer@ for Britieh Rail speaks of deraihnori drird on smeline in monthj cause as yet u*nom, but not r$ult of stone throwing as otheswerej no casualtiesj line closed for 12 hous dd now opo agaiD.

Third intdview: Policmm ralks of accident in which 3 cars colided; all occupantstakd to hospiral, shako bur nor badly hur! cause of accideDt untnom; nostatements taken as yetj traEc lights had been repoiied fallty carlier iD the

Classroom beatment It would be best if students wrotc thesc passages out iDReported Speech before reporths their dswe$ to the class as a whoie. In rhis wayeach srudent cd appreciare rhe problems involved.

I John asked Ma.y why they were/had been so disappoirted bd Mary said rhatwhcn thcy (had) bookcd thc tickcts thcy (had) thought ihe seats were in the fronrrow- Jobn enquired if she hadn't asked ar the box o6cc ard Mary said (that) she

2 The judge cnquired wheie .he wimess had beeD on the night ofthe i3rh. (Towhich) the witness ltated/replied/declfed that he didat know od coutdnlremember. The judge rhen dquired whethd he had rried to remmber. (Towhich) the wimess sraredireplied/declded that he had of course but that he hadno recollectioD of that Dighi.

Some othe! verbs that introduce Reported Speech are: swea\ b.g, inplarc>reconnend, inite, en.anase, den!, order. Tl,ere are mey olhcrs ud students willprobably @me up wirh a rangc of rhcm.

1 She advised me to go dd ask theithat mn.,r She advired ne (thaO I (should) go and ask thar l]m.

2 She warned the boy not to touch the hot itun.3 He thanked her very much for helping him.4 In court the mm admitted (to) committing the robbery.5 He ercouraged thdn to eat it ald toid thm rhey'd enjoy it.

Classroom treatmert1 Give studmts timc to rcad throucl the whole passage.2 Ler rhem rbink for a few minues about the meuin$ of these verbs.3 Gendal class discussion of their meming.

ra?psd implies ifitation! 6a@led implies anger ud noisej zltetud impliescomplaintj r,fr4&d implies resigned coaplaint. There are lr@y ve.bs which cushow rhe mood or artirude of speakers dd srudenrs will probably come up with armge of thm. The following are jusr a few of rhem: etMble, le , uhire, ssee\

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5INN

S9-V9 dd looqasrnoC

UNIT 9

but getrerally quite a clear dght. I was about two miles ftomthe villagc whde we live whd I spotted a hitchhiker about200 mefes ahead on my side of the road. I was goins to driveon pasl, because I never stop for hitchhike* especially atterthar rdiible mugsing case a few yeare ago. Bur when I sorclosq, I realised dut it was a me ftoh ou village in factjD acquaintance of ours: his wife was tuiendly with my wife,alrhouel- T didr I knok 5,m a a I $ell. apdn ftom \ayins'Good moming' occasionally- And I knew hi name ms Job!.But rhais all.

Anrvay, I stopped md he got in- He rold me that his carhld bloko down outside Winchesrd - he'd also been on hiswty back frcm blsiness. He'd lefr his car ar a garase and hadgot a lift the 20 miles to the point whe.e I had picked him up-Thar was all he sai4 as far as I remmber, bd I didnl press

I daopped him st the end of his road in the village, drole onhome aDd wml sraight to bed.'t he ibllowing moming, about half pasr eighr, thde was ateiephone call $'hich my wifc took. II was John3 wile thelonn I had given a lift ro. She was in a renible state hd lskedif my wife could so over md stay with hd for a few hods.She had just hcard thar her husbDd had bem klled in amulriple car crash ned Vinchestd at about 6.30 the e'dirs

I'd picked John up on the road two and a hall hours afler

Now listen again dd ch€ck you! mswe$. Rcady?(Anecdote rc?eated ar tape-)

Questions 6-15. Look ar the sratemdts dd quesiions ddlislcn ro a tcclnologr cotespondent being inrerviewed on !mdio features progrmme. But firstj read the sraremors odquesrions cdefully-*

Now listen to the interview dd complete the statements oreswel the questioff as briefly as you cd. In most cases roucan use llgures or just oDe or two words. Readyi

Good evening, dd welome again ro 'Indusffy Today'. And inthis, |hc fourth in the series, we'ie goins to look at somedringwhich mny rhink, and somc fcar, will bc thc picture of a grear. lpr l o i .ur Ddus,) i he tuue: r l -e One-Mm F h or) .Witb me in rhe siudio I have Bary King the recbnologycolrespondent lbr onc of ou! Datioul wcckly ncwspapos.Barry, welcome to the p.ogFmme.Thilk you for itrviting me.Now I sather fiat Britain,s liret tully-automated factory, inwhich robots and computers do viftually everythDg, wasopded in Colchester in 1982. Can you tell ts something about

Ycs, rhaCs quire rishl lr was the firsr facrory in Brilain tointroduce a fiexible Danufactudnc system. IMS fo! short.Thar s rhe Iaren ja-BoD i r - thr tu l l ) aurona,ed i r . ro, ) )oJmenrioned- The imporrmt thing is that most of rhe work isdone by robo6, wirh jusi a fcw whirc-collar opcrators Io, youknor. . {hch urnss on od Lncck c\$ l rnDg , ruming

And how efficient 6 rhe factory?Well, the factorr makes vdiou engire parts, md it meaN thatd finihed component can be ploduced in three dlys and withoniy three md rming the production line . . .Whereas befoie, it took how lonc?Um, before, it took three moDths to p.oduce lilishedcomponentn with thirry men. So you can see the.e B a vasrimprovemetrt in productivity.

01 Sttml'.q uor pto no ..s @r .t( €ussJrdJp ,ft.^ s,rl'pau.ddlq s.?urlpou IEs p@ tuosEJro,iuEu os uo ssBd-Iqa.! E p.sruord u..q ari.a rerP rrEJ aqr sr au $zeuE rsqr[

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6 INN

UN]T 9

suffd badiy from the lra6c that ploushs dEough here everydaj . Bur i l , pue exa.poar ioo Da, \ led u. rodar ro proresL inthe way we have done. ,{r4 by the way, itt the Comcil thattled the protest this time. All of usl Againsr rhe Govemorlso the people of Oakton have made their feelings felt. Ics nowup to the GovEnment. Joln Jones. oakton.

Now listen again dd check your mswers. Ready?(Ne@s ;teu repeated an tdpe.)

ADd that's the end of Unil 9 Test.

AnswersP a r I 1 : l D : 2 A : 3 B ; 4 C t 5 DPart 2: 6 rcbots and computersi 7 3 daysi 8 3; 9 3 months; 10 30 men; 1l 100

robotsj i2 one llm! 13 {3 milLionj 14 about/apprcximately 160 millioni15 2g',k

Par J: 16 Di r7 Bt 18 C

Sugeested Earkils Parr 1: S@!e 2 malks for each conect mswer to givc a possible mdimw score ofscheoe 10 marks.

Part 2: Scole I mark fo! each corect answd ro give a po$ible mdimu of 10meks.

Pan 3: Score 2 marks for each cotrect dswer to give a possible maximu of 6marks.

Possible total hdimm for the whole test: 26 mrl.l-

7A

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UNIT 10

Jigsaw reading

to ,rdsej to totrch or pEh €Frtly especially with on€'s elbow, e3pe.ially in order tocall a pe$otr's attention oi give a sisDal

mtapp.dj not used or dram ftoma ,fadi a l.jnd or class of eimal (or pianD usually developed uder d]e infludce of

Clsstoom laeatmdt Prio. to the fis@sslon studots @uld be asked io do assuggested in the passage i.e.I cl$e iheii eyes dd repeat , . ,j2 close their eyes md imagirc how they dmselves would feel if thde were no

This activiry prcvides fintlEr hantring in oral sl]llmdy wo.k, rportiag dd practicefoi rhe rhird pan of the Iltwiw Paper. Encorage studots to look up itr adicrioney wods which are essential to their comprehosion of their exEacts, butonly after lhey have tried to work out rheir meaning from the contett. (See page 30of TG fo o explmtiotr of Jigsaw reading.)

Style of texe factual, deciprive, decdot l

Register. neutral, slightly mediclt

ro -6rerj to gain as a sl.jll,dElatrej a severe and repeated headache, usu.lly with pain orly on one side of the

head or face, dd rypicall] wirh disords of |ne eyesighihmeb: sinple, rct sa[dh Jeed back: b prclide lDlotulian abour the i€suit of a set of acrions, passed back

to the pe$on (oi mchine) in chare€, so that chdges cm be @d€ if D€cessarybecoh. arttud to: b..@e used to or ready foid gltt?ri a sMU Dcedlelike piece broken off smethnlg

Extract b)

a .le"iei an insrrmmt, specially otre that is cleve.ly ihought out

a /arelr a thichess of some mldial laid over a sdfacea Jaith hedlet: ^ pd6 w}:.o teats drsease by prayq oi religious faithro ddrd.r: to fild out, to notice

to l,e4lj to (cause to) beome healrhydeter which someone Ms bom withro 4rdzej to brqt the surface of (especiany rhe skid) by rubbing a8ainst s@eihine,

by ecidot or oD puposero ,@?j to strike or l ock with force oi violmceto .r,sre6a; to de?il out, give our

Extract d)dj@i one of the two bony prrts of the face in which the teeth are seterelr a diseased growth iD the bodyto back uP: to srpponto oreftah.: ro reach snddeDly dd uaAectedlyf drdri snongly etrecrive

Cl*room treatment

I Di\ride studdrs into groups of four.2 Make slre each studor knows which extEct he/she should read.

80

t.9

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'1nJ'sn

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OL LINN

UNIT 10

Exercise 2Gamq Read that!

Coursebook pp 74-75

obiect of the game Sftddrs must read aloud, with conet slre$ mdpronuciation, senroces mitlen by other studmts.

Corduct of the samei Divide the class into sroups of 3 or 4.2 Each group writes on a piccc of paper e.g. 6 eentences, each containins 3 o! 4 of

thc nous md ve.bs given or page 73. The ssroces should not be too lois, butthey should make setrse, however loosely.

3 The groups exchmge their pieces of paper ud try to lead sloud th€ sdtsces*aiftm on the piece of papd they reccive.

N.B. This game coxld also be played between paN.

In the second pdt of the Interview Paper srudors will !o longe! have to read @dtract aloud but $ey wilt be sivcn a mark on their pronuciatior! sfess ddioronadon in the inreFiew as a whoic, so prcnunciation practice is still relevml.Thcy will be given d extract to lead silendy dd asked to lirute' it, i.e. rell rheexaminer what kind of publication or speech situadon ir probably comes fiom, whomight have witten or said it ud to whom-

Classroom treathentI Elplain to studsts what is involved in \ituarins' the extract.2 Studdts rdd rhe ex act silenrly to 'situate' ir.3 Stldents repon back on extract's situation and erst.

Possible dswer This dnact is defnirely Miftd English. The elaborate ssroceconsrucrion shows rhis. Ir is also folm| Ir probably comes from a lcader artclc ina serious Dewspaper e.g. fte TMrs or a serio'rs magazine. It is too uscientific in irsldguase to com€ lrom a scieqtific publication.

Exercise r Classloom taeardent Studdts co!1d wo.k on rhe phoro initially itr pais. Onesrudent co!1d cover rhe questions dd jusr look aI thc pholo while the other looks atihe questions od rhe phoro, aDd asks the questions as ifhe/she were the exoiner.After approximately half rhe quesrions have bem asked, the students could thdchoge roles. Aftd this pai! wolk the studeD$ coxld answer the quesrions as a clt$.This will give each student an idea of the ralge and fullne$ ofpossible msw€rs.

Exelcise 2 Sussested AnswersPassase a)r Neutral to slightly infofmal, probably mitten ldguaee, may be dexceryt from a magazine dticle or a letter to a newsp^per at nagtzine. Cannentard da.rie,,j opinions on the vahe of dierj giqing further idormaiion abolt dier;personal expeliences of the etrect of dier.Passase b): Informl spokd ldslase ($e of rl^ dred.lful rincins: a &eadtuldnging, introductory lrrtudr . . . , nd i, the erd she .hde.l up), prcbably ai etldt lfrom a conversadon or disessi,an- Canneht and d &sDrr opiniors on the efrqcyof faith heaiersj other possible elpldarions of the disappearmce of the ringing inher edsj recounting my simil& dpeflences.Passage c): Foimal lmguage, probably written, although could be spokcn if palt ota formal debate or something similar. Probably o cxccrpt from a tett€r to a scliousnewspapet. Connenr and d d$@a; opinions on wisdom of sovemmentintervention in such mattersj describing situation of such pmctirioners incbdidate's own countryj pelsonal opmrors.

82

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t6Elerr soorssEtr)d€Id.IotI

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uNIr 11 Television, Films and

Coursebook pp 76-77

Photography

Style Sohe of the mulriple choice questions iD Sccdon B oI rhe Reading ComprehosionPaper may focus nor so much on what a passagc says bur how n says it i.e. srylc.This is why much of this Unir concenbates or style-

Exercise 1 Background information Text A is an exriacr lroh the novel I'he Fout Gat.dCtr by Doris Lessing- Doris Lcsing, born in 1919, has writto many noveis. Hermain thme is ! study of lifc in Sourh Africa md Britain scs from a left-witrg,fmidst viewroint. Text B is from Anthony Burgest book 7985. Amhony Bulgcssis a British author, bor in 1917, who has also wfitten mey novels, rhe best knoMof which is probably I Clrck@orh OranEe.

Questions 1-6 are conce.ned wirh aurhor\ aftirude, tone, pupose and inrendedaudience as well as wirh sist reading Quesrion 7 contdins more detailed work ona hor's style.

Text A

Style of texs persistent, hishly lht'rlmed

Register: neuhal

Focus vocabularydfictef: an unsteady movemst backwdds and foNdds (ofa light or flme),lard: (of food) not hurtiDe rhc sromach dd witholt much rasrc

Text B

Style of tex* descriptivc, haish

Resister: mosdy ncul1al, but colloquial in parrs

Focus vocabulary,d rnallr (ofan animal) ro mrke a low agiy soud while showing the tccrh; (ofa

person) Io speal or say in u Dg1y bad rmpered way

PAPER 1: READING COMPRIHINSION

Aims of the Unit I To prepare studors for questions on author\ stylc, arrirude, puJpose mdinrended audience as may occu ln Section B ofthe Readins ComprehensionPap6 and Secrion B ol the Usc of English Papd.

2 'l'o focus srudenn' artention oq comoradons ed dleil contdbution to rhcde*ae" o l khat .omLone $r i r . : . - sJ\ .

3 To consolidate fie approaches ro vocabxldy int.oduced in Unirs 1 &d 6 i.c.suessing dre meaniDg of words rhrough contert, vocabuldy alcas md collocdtion.

4 To provide studeDts wirh pracdcal tips lnd advicc on how ro iackle rheProfi.iency Readins Comprehension Plper.

5 To expdd srudcnrs' lnowledge ofvocabuley comecred io dle ropic of'l ele!^ion, Fil^ and Phrtastu?hr-

84

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LL ]]NN

UNIT 11

Exercise 3 3

'|he Loqtuan DXtionar! aJ Canenpatury, E sl h de6\es a comoration as follows: smeming or idea suggested by a word or rhiry in addiiion ro ihe folmal hesning o!mtute of the word o! thins: Th. baLl .onnotdtioa of the uard'sKlNNr' arc qitediferert Jtot" the eaod .onnotdtians of the tuad'.LrM'. Cledly the undelsrandins ofcomotations thereforc foms d importbt pdt in udesrdding rhe me$asc of apiece of writins. Comoralions my ibnudce Dswers in Sections A and B of rheRcadins Comprehmsion Paper and also Section B of the Use ofEnglish Paper.

Suggesred ansversI news : nertralj propagarda = rcgarive (biased news used ro win peopie over ro

2 a jouoaiisr : neutral a newsmotrger : ncsarivc Gomeone who deals in scddalor does antthins to ger news)

3 to edir : positive (careful work) azd negative (cdsure)j to write : neutral; rosoibbie : resative (carelcss)

4 to s oll : positive (lazy md easy) ard ncgarive (ainles, slorhful)! ro prowl :ncgative (suspiciousj dishoDest); to wmdd = neural

5 a scdt : positive (nice smclt); a siench : nesadve (awful snell)j a smell :

6 a bureauclat = necative (ldElpful, urlfriddly penon)i a tecbnoclat : posirive(emcieqt) ad nceative Goo efEcient dd machinelike)j a civil senanr : ncurala,d negative (someone who\ lazy and lives ofl rhe state)

7 to cducare : neutalj to enlighteD : positivc Go rake our of a sure of darkignorace)j ro indocfinate : negative (to brainwash)

Coursebook pp 7a-79

Geneaal discussion The aim hde is to pfompr discusion on what could well be a topic lbr acomposition in the Composirion Papd or a discussion in the Interview I,aper, mdto show students tl1c vdiery of sryies that caD occur itr witins; this pa$age is mdchmore imparrial rhd rhose on pages 76 and 77. A fnal aim is ro show students thatcomotarons de not only thinss which aurhos work wid! bur something which wedl ca!ry aroud in ou heads ard which colou! our view of rhings. To fir in withthe aime of the pagc dd rhe Unit, the tasks set on the passagc focus on sruddrs'rcacdons to the passase mlch more r,hd on detailed readine comprehensio!. Forthis reason we recommod you Dor ro do my fErhd work on the pasage than rharsugsested in the Cou.sebook.

Discussion oD a text Style of textr rhoughtful, splmatory

Registe!: neutral

FocB vocabulry: none

Classaoom treatmertI The General Discu$ion could be done with the wholc class.2 The disossion o! rhe relr could be dorc in small groups bcfolc answes de

compaled with thc cla$ as a whole.

Answers1 Someone comected with liLn cosoring.3 See above Sry/d

"/ rdrr. 'fhe passagc makcs no use of comoradon in keeping with

ns style, as thc aurhoi is rying ro provide a factual and clcd-minded accounr ofhis work that does not ufairly colour Dybody\ opinions.

4 Perhaps from an autobiography or m arricle in a serious magazine.

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LL l]NN

I8-08 dd IooqesrnoS

UNIT 1 I

fomats, testing techniqles and answedng procedues used by rhe erm in order toapploach it with conlidoce.

Section A Classioom treatmentr Eiplain to students why this section is inclded in the Cousebook alons the lines

indicarcd abovc.2 Do the Section A test in clas within the time limit slgsested on pase 80, making

sde studdts do not look at the uswe.s on page 8113 Strddts check eswe$ in pdi$ ot o"l loo|jng ar page 81.4 Studdts give their rqsons for answeritrg as they did.5 Studdts rerd over the dswers ud s^?ldaiio$ of hswds on page 8r, or you

read the mswes md explMtions with them.6 Read rhough the 10 Golden Rules for Reading Comprchosion Scctio. A on

pages 80 81 with the clas as a whole.7 Answd dy queries studetrt! may have on this part of Paper t, pointing out to

srudents that Rules r 7 are purelr proceduml nles, so that they realise theimporidce of conect pmcedure in the e{am.

Coursebook pp 82-83

Section B Classroom tr€alnent As fo1 Section A or bdoie srep 6, see if srudors cmplovide the 'Golden RuleJ for rhis Section of the Paper before they lead them. Inthis way siuddts will read the advice siven nore attentively dd be moie involvedin thinlins out exd Drocedue-

88

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UNIT 12

Style of text: intirate, detaile4 personal, poctic iD pads

Reersterr fairly fomal

Cultural informationZ,n,rysozj ALfred Lord Temysor! (1809-92)i English poet.

Exercise 1 Classroom treatment This *ercise would be sood lor discussion rith the classas a whole as this will reveal various interpreiations of the passage @d opinions

Possible zswersEx€rcis€ I 2 Each pdagnph n s a ditrermr foos; rhe first is mainly a physical desoiption,

rhe second a chdacter desc.iption, ed the third a desdiption of lhe i.flucncc hisnother had oD the author.

E:ercise 2 Features presdt in the passage:

I Use of contrast (contrasting tnits of morher's chdactc!)2 A climax (ihe sirong and valuable influence his hother had on him)3 Variery of smimcc logth Ghort sentences for the desdipdon ofhis morhc!'s

ndvous dergy, longer ssrences for th€ desciption of his mothd3 innuence onhim)

4 Plecise descriptive vocabulaly5 Personal revelations8 A coDclusioD (the last sentence)9 Quickly moving senteDces (see above: variety of sotence io$h)

lO TnAEes (a eradnt sil batn to silh, the edEe oJ Eold, a jtu.lled bitd, the eles aJarchi^, I absatbe.l the @hole eauh Ihroueh h.r jamtr spirit)

Features sot prcsot in lhe passage:

6 A switch from narrative to dialogue7 A stliking opoing sentdce

Coursebook pp 86-87

Choosing appropaiate The purpose of page 86 is as irs dtle indicatcs: a focus on wetl-chosen vocabulary.vocabulary The pa$age in Exercise 3 wiU not necessdily contaitr better vocabulary Dd phrases

thss those p.oduced by the students itr Exercise 2j its puryose is to spdcomparisoD, discussioD dd vocabulary study.

Styl. of text: daami1c

Regisrer: neutral

Focus vocabularyrd s'2r to rake a very tisht hold oftD la6en .frcm nmtifles : rn releale from attrchhdtsrd d/am dztj to (cause to) flow otr gradually or completelya e,tli a lery fast movment rodd md roudr. ./oaft : to speak with a lough voice as if one has a sore throatdluDl:li without spealin& stupi.[ytD leap aut: to furnp out

CultuEl informationKeairEton Hieh Steet: this is a main shopping sheet in London'vau

JeelinE ill ladt?'t (: Ate you feeling i1l, Madm?) The phase is meur torcflect ftal working-class London speech-

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ZL TINN

UNIT 12

pda- 3 liom iine r8 to nto nils (li,De 23)tpda. 4 from line 23 to the end.Anorher possibility is to combine paragraphs 2 lDd 3 above.

I Line 1 Subject q€eded for rad.Lines 1-2 Contdts ofblackets need ro be incoiponred inro the rq1.Lines 7 13 This series of short sormces would led .ombiDing iDro longer

Lines 13 14 Contenrs of b.ackets wodd have to be incorpoFted ino rhe rext-LiDe 16 etc. would treed fleshing out.Liae 20 Contots of brackers would need bcorpoFting into thc tqt.L^e 23 Contents of brackers would need incorpomting inro the t*t.Liae 25 t.,. would prcbably have to be chesed. Depending on the choice

of sryle the referdces to l might also be omitted ed rhe smeiDfo@tion incoiporared into ihe ter-t ir ditrerent mys.

The chaiges mdtioned above de rhe minimm neesry-

4 a?ta itis, pabikg Jofth, a nsr tiat, neafl, tu;nkle, spl.endi.], rory, a glinps., feryserpents oJ red hot afld uhie-hot, et .

Exercise 2 Cldsaoom beatmdt lge sugset you move roud rhe class checl.jng students'Mino rcrk duiry steF 2 od 3 Dd advisins where neessry.

Coursebook p 88

The Exan swiduce h6. ajms to p.ovide studots with tips bd advice as to qamprccedure ievision of languge, plaming dd compositiotr rrles; od familiarisationwi.h the exm folmt. The four compositiotr tides ia the Composirion Papd on ihispage ee woiked on succ$sively and h ditrerot ways otr pages 89-91.

Classroom tr€atmert As these pages contaiq important exm advice, it isrecol]moded that they shoxld be handled in class rather thm set as homewoikleading. This is ro make sue thar al1 studdts have the opportuity to rqd mduderstod lhem thorcusl y as we as to voice ed have dplained any doubrs rheymay have. N.B. Do not ask studmts to Mire rhe @mposirions sivd in lhe dd

I 2; 2 2 hoursj 3a) approximtely 5 minutesj b) approx- l0 mitrutesj c) approx.35 minures; d) approx. t0 mitutesj e) approx. I0 minutesj f) approx. 35 mitrutesjg) approx- 10 minutes. 4 No, ed with cddul pl,ming dd checkins it isn'tnecessdyj 5c) Srudenn may ofrs be rmpred to choose appealing titles wirhoutihinkins wherher lhey en actually hmdle lhm from the linsuisric point of view.Encouace dred ro eraluate titles for both their lineristic ud their informarioD

N.B. Noticc thc relatively shoit momr of dme givd over to actual comp$itioDwriiDg. Studcnts must spend time on cdeful plming md checking. In this wayrhey wi1] Dor requiie more miting time and will produce better qulity work. Thisshould be pointed out to studots.

'".

o*, n* -*u , ,* otutb. arb tuoliradtxl toflEa) '.paapq atadLq ]. spropwts

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tnoqb tubtdtuo. tnot sbuo6 arbuadra rhon w{ paI dBu noI 'r.^eaoH -..I rosr@tlerh ,sr.uolsD srt .ms@ 01 lro8?r/?Jr{ sj esop s,("al! srl I@duo. Bo

1?rF dEs I drs 'o.r^Ds mo Jo ,{rll!nb.qr rnoq8 pIBs ao{ llga supn8atlol pbBar

aw ,ts$hrD lo is$ltltst{ :.uo d9 .uo srqod hoI qrJA t,ap or qII prnoa r'brr.Ie1116e:..4r

or sn roj Art$nrstp lsoE ,Jopra{1 sRA rr p@ srmlduo s3 6t.r dlee d@duorno r.u.I mo.^p! or sea I p.sgatns ,b^ do{ d"s ot a4I pt@@ | 1o !o

lsrrJ $q6.d.S prg Jo srleI non loJ (q.M traa) "ot

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68 d )IooqosJnoC

UNIT 12

i.atuwtio4l st@dd^, and tue ha.e @n be.a atuat.let1 Piza in this ar.a.TrftCny, 6 Jor tour t@rks ftsudine on MJ9U ?t..dui^, I can o4l! sme

thdt the .Mpa ! obsefles ieidlr thale laid. dow br intematiakal la@s rcsadinq air

( Ald) Jina lll8tbltast oJ allr as fa! 6 ou piices are cmceme.t, 7'n aftaid w.have no ontrol over rh6e as they are tued by in@ational agiemoL

To coDposate you for the in aflrdiekce y@ may bave qpaicce4 we wouldbe edy trawy to oter tal d hee fistu rt tu the oatk of {,200. Plase contact ne

terenollr wiih detaits tuhen Mn;J lou decide to take up uhat @e feel is d tuote thM

sdercB ofrer oJ co1iae$Lrto".Ve look Jotutud to h.anne JrM Jou.

(Signarue)Public Relations Offer

Pm. l: thaDk and erTre$ surpdsePan. 2: how intod to deat with poinrs raised in lefter, defd@ of compdy's

seflicer regreis as to oy exceprimal bad servicePea. l: defse ot @mpdj \ euddds of bygloe F$rioding e.g prizes

r@ived, obligEtion to keep to iatqnation l studdds, reelilt idspection?da. 4: defoce of company's safety pre@utions?da. 5: deface ofcompanyt pries, intelEtional agtemotsPda. 6: ftee flisht up to sm of d)OO(

ask to cotrtact with details

I would like . . . how supnsed I was . . . such a lefteri I would like to deal . . .one by one; ,3 rega..lsj my I sayj done it! uimosrj besr to @sdq dd ihis Ivery mucb regrri l m alraid we . . .i you dav bave qpdisced . . .secoDdly (ndt, seond); thirdty (third)i fn ny (fouthiy, lasdy, last oi au)

Fffial lelte$

Begin: D@ SirMadamrc lMrs I_,_ I i slJ].llmerMr$ Iu rJ

Mm/Morhtr/Dad, etc

GraDdpa/Gtmd@

Regards,

N.B. These infodlal endingsG listed rn desmding oiddof formality.

Etrd: Yo1j]s faltbflllyInitiar(s) + s'lllree + (M! etc)(If besu Dq. Sir/Madam)

Yours sincerely(Tide) + initialG) otfir3t nme + sumame(ifbesn with other fotrns)

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sr uEd @E r.rFo .rIJ .rnig IErIro$q .l! Jo uolldbs:p .qr sI ued qeu .uO t

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I$easuv

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rueulre.rEoorsselc t.slrrexg

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or ,lE or p..u IaqI iualra .^.Ie!p )tDrp Iaqr *qa ]nq 6nttu .^,&rf reqarou pE.r or puer [.rP (suqJeqr u.r{a tB ]ioa @nrra n.rp Jo tuH]lrp lts.r€r :qr

d srtuler p..u s1u:pnrs s.)Ieu,{IEIn8.r .qs/.rl srlErslu rRrIA 6sIIEar ruapnrs qJ!.dleq plnoqs r.qJE.r .qI rJ.uFI IEnpr^pur or rErrnJed .rE sFrFo r.d r.ru.r.ts1Et

an6uor €rpoE or .np .E p@ .duor Dqtou JEInJIlrd B rllra traureli Jo Ie.IdAeE s.rFo ag rt .s]rr.xg r{ p.uo]ru.u .so!p 3 5 qsl?ug Jo sI:dR.I IIe Jo lbtdA de

.@os !.)Brsru Jo s.ro3.rr. snoFE^ .e .r.qJ @qr SuDIlu dors m^. IIPnlu.^.pc oiersrEJo spltPi es.qr rot l..rp dIIlErq @r I.rP rPrp os qeu dlpnsn

I.qr s.IBrsIu lo pu{ .{r Jo ss.u.reaE u? dn ptmq or slut€ osp 1I ',tIInJ:*. I!^

Iroa rI.rF suITJaqJ lo .r@uodu+ .qr sro.prus or rno lmod or surp uoD..s stql

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16 d looqasrno3

uNtr 13 ,."r".uation and Conservation

Coursebook pp 92-93

Cla$room treatmdt Here ee some stra dis@ssion prompis which mighr beusetut for this wam-up *€.cise:

Ifhich shodd be pieserved in preldence - the Colisem iD Rome oi the RomaDruhs of a town in Tipua, Algelia?Should the Amzon rain forests be cut doM od rQlaced by cderts, or shouldthey be ldt 6 lhey ae?

- Should we presqve whales ed seals? Should we conse.ve oil?, etc.

Besid$ providine practice iD ieading for detail aDd rcte-takitrg for smmdy work,this activity also prepdes studen$ for the thild part of the IDt@iew Papo thorghJissaw reading. See page 30 of the TG for a expluarioD of Jigsaw reading.

Style of texe fact@l, disNsive

a raserodrj (h€re) a laise supplyto sp@ri ro produ.e. especially m ldse bmbenItbl,-me (adj.): (of buildings, especially, blocks of flars with several floors) builr verJ

hich,tsrdrs: a child o. chil.lrd,o ,reed. to produce youga rto.nj a group of mimls used fol breeding

T*t b)

Style of tex$ factul

Register: teduical, forDal

rd/e-havinc no shder, beiiA the only oneto ratl.dtsj to fiIl @mpletely so rh.t no mor can be heldto aMrls j to brea.k itrto vdy smll pieces,10 d€@yj cooe to ruin

Jissaw readias

PAPER 3: USE OF ENCTISH

Aims of the Udt r To @Dtinue prepding studots foi sllr]rmry Eaiting.2 To prepare $udors ro haldle the bldk-flling dercises in SectioD A of rhe Use

otEngtish Paper.3 To provide studqts wirh praclical rips dd advice oo how to ta.lde the

Proficiocy Use of Enelish Pap€r.4 To exped srudents' vocabnlaiv comecred to the rooic ot prcsetuatioh tud

Co6eruaNion.

96

Ioqu.{s asnF.q:r::t5 01 .nIE^ r!.l3

Jo rnq €ullquu. rsnBr.q rm.snu 01 DJs@tr or rlnrslp azrr{ sdorrrS'@.snu llFqm

r.,{ sB orq oA pFoqs 'r sEld p@ .Ds€td ul pJDrrord aou \pqt&ql'.roJ.q $^. :sI. suqr^@ @q] sft..(

0z u .5l]@p .rou.uop sErI uotnlod l"rlu.ql dl3q roJ plroa or P.ddR.roJ.FLp t@.u >p.rc puoI.q I[€r4!u.Irs p@ ,\lBJuqr.r :II.IeIP.@I

pr@ss. .@!ps uoge^r.suot rsE^ rBl| p?q os aou uorllpdelo'!roJ.q ! a @!P uoBezll$I. IEJrrsnpu ,{q .iou pau.l?iqr si sqodolv (q 1x I

T.D.ds p.$8cpc uo dn iuDtJols Iq oslB

p@ sooz ur qsut@ Jo 6qp..rq .I! q6noq1 'uolrE^rasuo. q dl.q G. sooz'l.@td srp

.rqs n $ relp u.qr pr{u:r 01 sooz .^eq trluo rqaru s:r1p u p.sler.Ido.d'l@ljodu{ ,tleollE np. .$ sooz

'p.Proi.r pc pilpnrs IIia sr sIr{rJI e1tp lo srol aphord @r sooz'sooz m ,{Iuo ro dlrs!. .rod p.lp.rs .q @J {Solorq pul@ Jo

snadsB ulelr.l uonl@oJ4 Suns€ur? rol s.PlI.eJ .nbrm r.go @r sooz (e rxr.[

:saoIIoJ sE rrBnD qr.. Jo slqod BEE aqr uo p.s!q .q pinorls uod.r :q-L I .sltr.xg

sreasuE elqFsod

a,alll@l8ord !o!red.s.rd/!oDE^risDo:), z 5 eq or s. l.su.Lpao[? s.tDuno. ]ood @) :.q pinor rr{od uossDsrP r.qrbl v ra$EI. lrlFuotl€o

p.{u ur ,qFF.d.: 'uoFsmstp ssEIJ sErs.rrur G.q oslE Plnor uossn slpsqr t: :aoH p.sErrt?u.q ptnoa sr@pnrs zI Jo sdno$.qr p@ iulxodr aqr

uo{ f Ernreu uo aoIIoJ plnoa uossnrqp rrll fta srp uI I .q.!xE sE .uo .@s3qr rE srmpn$ .q1 01 parnPorlu .q Plnor uolssmslP sqtr rEeure.rr Eoorsselc z .sltFxg

'€ .sr.Dx. jroa:uoH.rP roJ uoDErEd.rd u! s! sqJ xnl..I "

r" s.1ou suDFraraa {.ro l! s€ llluo srulod !r@ .qr Jo s.1ou tlBr sqn.rsll srGpnrs .rP rBql osle

p@ (sr:.1 Futalro .rp or .tru.r.l.r L{1IA rou p@ dllo ssrou uo{ auoP s! 6ul od.!

.ro .rns .IEW -.{rn!J! snor^:rd .rF ul srFr .rEEd.s 1e p.Iool rpE. oqa sdno$r.tTE@s ..q1.qr zI Jo sdnod r.arel orrq !rp.3or urol lt.ul€arr @oorsselc I esprtxg

S6-t6 dd IooqasrnoC

Tar@r!.s linJ suol rou pw s:ros p..Pur

iE s.rou .srtripnrs leqr .ms .)I!ni uosrr rsBI B s! dluo p:{nsuo. [rEuorl.Jp € p@

lxJruoJ elF uo{ 1no pqroa .q rs4 plnoqs sproa oaoqm IUE Jo iur@.u .riIrrr?nx. aqr Jo uosuJqard@or roj F'ru.ssr 3sorF .{Iuo 'd.1! .{PInqE.o^ uaoDlm&raa or Dogu.11a i?d or rou p@ qdo slulod wu .ql rrerur ol sr@Pnrs 1.nIrssl

'.tdo:d nol @rp .rou ou uttluor pFoqs dnof q.ea ru.Er€5rr uoorssl]

rbrl Jo 8ulp?:rds.qr r@r.rd 1np srr3rF pllos p@ :Iglsul?ft D.rord letp s.qrolt orq speu p@

pmol8 aWJo rno 8np st reql (spe.qrJo ssBu ! all) pFrrEu,f.I? rlos R isors,{DqrIA p.rJamo. iq or lf?d d' P"] ''? ol

uoss.rd.p a i{t orry

?iElnqe.o^ sntoc

IP.rEI..r (l?llnru :rerslaau

.^Frmslp (JenrJel :rxer Jo tlfls

tL ]|Nn

(r rxsr

UNIT 13

Tqt c) Air pollurion less sdious thm 100 ye?rs agor bur Eay ger \rorse because ofombusrior in cars, modem nan's 1egs.Also eDd$gered by itrdushiat ed agrielt@l at poltutioD.Chief @uses r@i+ @r md goe.atiotr of etectriciry. Elctricity goerationbased largeb on fossil tuels ed Ukely to t€ble by 1990, still based onfossil tuels-

Use ofEasfsh: This type of exercise oc(:N reeddly in Secrion A ofrhe Pioficiency Use ofEluk-filli{s Eng]ish ?apo. Vhile it is esssrtially a test of gr:l!md, to sd usws righr

Exercises r ud 2 students ned io read the whole sentflce caletully so as to pick up clues for rheaDswer from all possible sources. StudeDB tetrd Dot to lead beyoDd the blanl mdfor this rqso! they musr be ocouaged ro read the whole seDtoce.

ClasrooD treatmentr Read through with rhe srudots the advice given in the CoNebook to make sue

ihey see rhe lelevmce of aI rhe poims made and ro glve the.a the opporruity tovoice &y doubts they my have.

2 Each studdt shorild wite the dswe$ to these exetcise3 befo.e they ar€ checkedwiih the class as a whole, so 6 to give €veryoDe the oppoitmiry to folow rhetrecessary rbintjng process. N.B. The structues tested in thcsc dercises de allDomts studied in Drevious Units of the Cousebook.

Possible answersExercise 1 1 pleased/sur"dsed/delighted I ms

2 of being; of the fact thar he ms3 though she was! ar she wc4 to be seen/foud

6 The soond7 it Dor bm foi; there nor bed; we not gol caught in8 aryry/frustEted/exaspqated ms he/did he feel9 did I knodlealise

l0 they woulaln't have had ro; they wouLla'r have beo forced/obliged to

Exercise 2 I better go; be (well) adeised to go2 have bea doiDg/goins/drivinsI CoograrularioDs oD se(ing/pssins4 be g..tetul/pleased if you5 there must have beo; rhoe wasj there mighr have bed

Coursebook pp 96-97

Exam guidmce The fou *trcises included in the tesr, rrdrough shonei, foilow the sue style mdSection A order as the *€rcises in Secrion A of rhe Proficidcy Use of English Paper.

Clssroom laearmentI Ask students to covd page 97.2 Studdts do the fou *dcises in Secdon A in rhe recomended time.3 Students check ahei! asswe$ with one ooth€r dDd give leasons foi rheir dswe$.4 Students look at rhe a$wers ald expldatioDs ofanswtrs on page 97.5 Disossion of any doubts o! quqies.

98

66

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'v uoF..s toJ .^oqs sv rGure.4 doorsselc'slqod ulEur rFIA

usqr .pt^od or uo$u5q.tduo IEF@8 IePIEI rPqr uo X.?q lIEl uer LrF dJEr[ms

.qr or qqsrrs oa dtlr JI ss.r.qM 1ler5p Eoq srulod @E qsmtqrsrP or uaqr

roj rFrglp eroE rt :Im ^ru rr {?tltms 5{r SuloP 5DJ.q lrer+ uo suous$b

uors@q.rduoJ r.as@ sr@Pnrs JI ,{4lrlrns e ?u-:+h u.qa au@.u IEDD6Jo s@er u supJu-rqr .q or sr@pn]s roJ r@uodutl sI rI rBrp I3.J.a esNr..I sr sqJ

Tuo4slnb uoFcrPdum .qr arrclt\suE ,ropq drREims 5qr oP or p.p@@o3rr

.I! srubpnrs g uog..s roJ @ 16 ati^pe .{r u rel'l !1os nb nol ,l[r,Es o3{5

suoD.n4sr{ aqr tuIAoIIoJ Jo Ddld.rTr FoqSnNqr srnsrrodu {r.sq?ar osle pG

DdBJ qstEoa Jo esn rq Jo V trotrr.S ut uorsqrJd@or €qps5J Jo ssRuodo JIr

.srF{ lsnu sru.Pus o} .DtlpE rsd s}Dprus rEtp slulod l@uodutl su.Bruor 66.Aed lo @Na 4@po worg.{I J.ded rlsnaua Jo .sn I'@Dgord aqr Jo g UoTFS

Jo fbldIr eE P:ru3s.td ee,(.qr tp:qa r{ J.Pro.tp p@ suossnbJo.Idrs 'rIJ g soTrt'S

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66-86 dd {ooqesrno3

uNr 14 ,"iruru and Health

Coursebook p 100

Exercise 3

The aim of this exelcise is ro lead inro ihe topic of Leisure ed Healrh and atso tofamilieise studq.s with woiking with a chart o! grid.

Classroom treatment These dercises could be done in eithd of the fottowine

1 Srudois fild out about one dothert pastimes by asHDg oDe dother quBtionsin pairs as iDdieted in rhe Courseb@k. Resdts could rhen be compiled on aahart oD the blackboard.

2 Studflts cordd all move roud the class ar the sme rime @ch intesiewing arieast five people, md then th$e fiDdiDgs could be pooled in gmeEl ctass .epolt

Style of text. .onvmational

lE TapescriptUnit 14. L€isue md Healrh. Look at page 100, Exercise 3.L@k at the questioroaire ed Lisid. Yodl henr a md edlion ! beiog intsiewed in the stleet. As you lisro to rheitmswe$, 6l in the qu€srio@irc with 'M' for the ru'seswers, V' for the moo's mwers. Ready?

INI:IRVTESER: Excue me,

I wonder il you md you wife woxld 4swd a questioMire. for m opinion poll that wc'ie doing on pastiEes fld teisue.

Well, I donl know, G@.ge. Itt seitn4 vdy late, 44 you

Well, ifyou'd €tho nor . . .No, no, it's fiDe. You go ah@d.

PAPER 4: LISTENINC COMPREHENSION

Aims of the Ulit I To give $udols p.acrie in lisrming for mooq ardrudes dd feelings inpteparatioD fb. fhe Lisroing ComprehdBion Paper.

2 To er"tdd students' acquinraDe widr fomal dd infoEul spokfl lansuee iDprepdation for ihe List€DiDg Compiehesion Paper.

3 To itr.roduce studots to ihe @D@pt of resisrers of lmguge in prepuatiotr forthe Listonu Compiehdsion Pape!.

4 To prcvide srudors wirh practical tips ed advi@ on how ro hckle thePrcficiency Listening Complehmion Paper-

5 To expmd studdts' krowledgE of vocabulary omected to ihe topic of Zdr.Md Heabh.

100

L0t'

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A@uru$ttl E ,{BId nod Jo r.Wa oP 'aoN 'dlr@ roNascolr .nb tou drl@ aoH iaqrmrl s! sIqJ

ia.aqd s]trosnE or 3u!o3 dq@ I qrcou e -@ rnoqe 'qo

a.r. rmasNr rIFIIea rE @ or o:)

'usqrjo dcv ie,r.D 'oN'€^.s 'oN ilnl il5lle8

ar.llBq ro ebdo r.Jre3rp .tp or oo

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asdeqr.d suoplab 5{r qsFg fi]]Fb 5a PIn@ 'I.r(

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'L ]INN

UNIT 14

Uh-huh- Do eithd of you sing iD a choir?No.Do yoa ever go to the bsch oi a Lake?'Well,

once a yeai really. We always b|e a seaside holiday.Fine. How about going fishing or hmting?No.Ob I love fshiDg- I co lhiDk of nothing bettq thar siftingor a river balk in the pouing rain . . .Georye! Dd1 rake dy norie of him.No- Do you go cycling, climbiDg or m'.thiDg?No-Do efthq ofyou p.idt?No. ADd how muy more questions?Only one or two. Do you anend a club of ey kiDd?Yes, a social club twi@ a week.I go to an aDtiques club once a month.And ihe last question . . .

Do you heb othd p@ple? You krcw, lhe eldetly, ihed i s a b l e d . . . ?Ivell, neirher of us does at rhe moment, bur I've jusr put myl]me dom to help at an Old People's Club . . .I didnl kno$/ ant'thing abour that! You might hav€ toLi me!Anymy, let's get ro rhat chdisr" md ger someihilg . . .Er, thank you voy much!

To lisro ro tbe i.rsviry a8.in, rRind tbe .ape.

Play outdoor I

Play iadoor gamesPlay video games

EvEy day

Every day Once or twice a wek

galery,

Play an instn]ment

SinCGo to the beach, etc.Go fishilg, etc.

Help othtr people I N**

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I0I d {ooqesrnoc

UNIT -14

Opera? Ob. I /dr. opffa. I cm r ger oougb of i'.

Now check your eswers with the rest of the class. r youned io listd again, rewind rhe rape.

r su4'.ise; 2 enthuiasm; 3 pain; 4 dissustj 5 apprehosion/woffyj 6 boiedomj7 dser/moydce/diepprcva! 8 irony/srqs

E TapescriptI-ook at page 101, Extrise 2.Listen to these brief qtrers from ihe iotefliew with the Ir@ mdwoDe aeain dd mwer the four multipte-choice quesrions.Ready?One.

vtoMiN: On, we e€tch relevision evely evoing, doD,t we, ceorge? I(€ toveitlIt\ aU iight if you like every-thine rhey put on. But radio. NowthaCs differetrt I sdll rhink itt grear and I listfl m ir every day inthe m.

Two.woMAN: Oh, tro! If,t me have a took.

pheew!woM,rN: Yes, rhoe is a stins rhde- I @ see ir.rnroR: Tlliee.rNrrR.: Fine. How abour going tuhing or huting?woMAN: No.

Ob I love fishine. I cd ftiDk of noihing bettq rhm sifting on ariver banl in r.he pouinS raiD . . .

woMAN: c€olgel

For.rNr!R.: Do eiiher ofyou painr?

No. And how Doy more quetions?Oily one or two.

Now rewind rhe rape, lisro again and ch€ck you arsweE.

r C j ? B ; 3 D ; 4 B

Coursebook p 102

Resister: for@l odtnforEal

Register is a tem which is used in linsuistics ro idd to two differor ldgugephooEfla Ir @ be used tusrly ro refer to the degaee of fo@ality of luguage,dd \trondb ro rds lo tnal lusuase wbicn is dsriDclive ofr paJtioLar use. Fore:mple, qany vocabdaiy nems m peculid to sciotifc English. Scifltidc EDgtishalso has a paticule sryle ard makes a high dre of rlF passive voice. Advenisirglaaguage otr the orher haDd rEk6 g1at !3e ol imperarives altd supqlatives. Onrhese tm pases of the C-urseboot sftdenrs will meet boih ules of the rem /ss,srefa the! Deed ro bolh rrcosni,e ed produr dfltrdr levelr of iormaliry ir spokoldguage ed to be able to associate palticular lineuistic terms wirh pericddspeaters dd senings.

Style oftext. diiecr, bdsk

144

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tL lNn

UNIT 14

- sho.tercd fons: doav"; rrar'r- simple verb cotrstiuctiotrs: ub) etercise helps tau bse @eieht the netobolisn

lpee^ up- phnsal vdbs: ,ooA @; /aMd dttt spee^ pt buffi tp; looh into- info@l vocabulary: tlats eood Jor rou

eeteral eocabilary: w*ed\ eoodsimple sentences: ihese are ured thftughout

- sinple conjn iots: butt the4 because

Coursebook p 103

Register:'prof€ssioml 1,€rtedes'

Exercise 1 Possible mswersr Sone wmd de taking pdt iD some kid of ellr@stics class. Beeuse dey're all

dressed for spon and are in some kitrd of gyD.2 That ihe woman in the foregroud is the iGtflcto. of the class, md rhar rlle

womo de ihere to lose weight. Pouds m@s moDey (d) ro Cindy dd weighr(1bs) m rhe p@ple in the clas.

Exercise 2 Style oftext This vdies liith the difierent speale$.

E Tapescript

Register This .oo vdies from one speaker io the nqt.

Look ar paee 103, Erdise 2. You're going to hed peoplefrom diffeEqt professioDs tail.jtrg abour rhe boom in rhe'Keep-Fi.' iadustry. As you listfl, put the Dubd of thespeaker against the prof€ssion. Ready?ODe.

I s$pecr that it's already fai.ly cor$rnon p*ctice forpople going aldg to adobics dd keep-fit cla$es ardsu.blike to sien somethiDg saying that the orgDisds wilnol be liable for ddage fo! permoflt hjury, etc. Butwherher sui:h docmeits are legdly binding on either palryhas yet to be seo. The.e is already oDe case going rbrouehthe @urts aow of a Didde-aged Ir@ who etrolled iD sucha @use ed ir$ered e l'earr ar'acl duing tbe EFr sesiob.He didtr't die. bul h.s bq ili since. sd he md his wifeare claimiDg agaiDst the sch@l . . .

Vhat I fnd so interesting ie this sudde suge ir the pastfew yers for p@ple m people of all ases, from . . . wel1, ImeM, aftd school-l@ving age . , . ftom 20 to 80 to keepfit. Mole md mole people de going joggin& swiming.egularly, taking up tmis, aDd so or Aad u rcwhde isthis more notlceable than in the trwbqs of maidy womflgoing io k€ep-fit or adobics classes- Ciady Gilben'sclasss, foi Mple, grw ftom one small class of twelve toa staggdnrs 7,000 pdticipDts id 70-odd halls iD md _around LondoD. This is a cled esmple of a majoi chmseii society itsef, ed is worthy of srudy to try ro mwerquestions like ft society coming to te.rN wilh increasedlebu!€ tiDe? Oi is ahis perhaps onty a stege tmporary

Three.

106

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'radEd

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tL ltNn

UNIT 14

2 Discuss wirh rhe class as s whole the facilitics already available in rheir town, andwho world benefit flom such a club, md whar inconvdiencesj if my, ir couldbring. You may evo wei ro plopose an *act site where rhc Leisure Complexwould be builr.

3 Explain ro sludols who the four participanrs iD each sroup are.4 Studflts prepalc rhcii esmenrs individually or in groups of parricular

businesMmj sports tem rcplesorarivesr erc.5 Rcvise r,\e ldguage of asreeing, disagrccing, giving opinions, interruprns, eG.6 Put studente into groups cach conraining rhe four difierent roles.7 The role play takes placc_8 Repon brck qch group rells rhe class rhe conclusions they have reachcd.

Coursebook pp 10ut-105

Exam guidance Classroom trearEentI Srudenrs cover the answen and explanarioDs ofanswers for ?an 1.2 Srudenrs do Pln I ofrhe rest.3 Students compde and discus rheir mswes.4 Students rcad the mswen and Expl@rions of mswers-5 Follow the sme procedure for Pdt 2 of the t€st.

LE TapescriptUnit 14. Exu guidmce-Look at page 104. Qucstions 1-10- You're going ro hedpart of a talk aqd will have to tick wherhei rhc sraremdrsde lrue or false. Bur first, read drough the rm True/Falscstareoors -Now listen to the talk dd tick whether the starflenrs arenuc or false, according to what you hed. Rady?

WOMAN VIOLINLadies and gcDd@o, and pedculdly children: welcohe.I'm thrilled to see so mmy of you hde this aftemoon, andsiDcerely hopc that, when I've rold you abour the classesmd the m€thod, mmy of you childis will wdt ro begin assoon ,r you can.

As you are aware, we at this school teach ihe violinthrough thc sysrem made famous by Dr Suuki. It's asystd based on a belief that there is no such thiDg asinbom talmt, blt that inst€d every child is capable ofbecoming d accomplished violinist and nusicim. DrSuhki believes that talent is a matter of trainins - udtraining ftom as early a aee as possible. (A ]itde late!you'U acrually hear some ofour 5 dd 6 yer olds playingfor you. I rbint< yor'll be more thd a lirde suryrised.)

It daMcd or Dr Suzlti mdy ycars ago thal childreneveryavhere ledn to speal by the most lltural mdinstincrive of methods nmely by lisrening to othds,listoing ro rhe same words md *prsions over dd overasai& all day, evdy day, from birrh, mril they besin toacquile aDd use the luguage thmsclves. Hc reasoacd rhatby applyins this natuial 'leamins method' to other subjects,lny child\ potential colld bc developed to a high standardof ability. Ard he begu by applyinc it to leai Dg ro playthe violin, d insrmenr at which he himsell is a master.

Bul mough of the 'historr' lesson- You wer to knowwhat we do. Very youns children besiD by joiniag in gamcsin which they're giveq toy violins md sticks for bows. Wharis important here is that they lea.n the colrect violin-

601

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'L INN

UNIT 14

Hoserer, shat about sports?\vell, again, few surprises, I think. Outdoor spofis are themost populd wirh 52olo of men in tuI1-time employmenttaking pan in some outdoor spori or orhei.Whar abour orher men?Tbe figlrc is Lowci lhcrcr onb 3591.Over 159i, loqer, jn lact. Now, you've used the phrase'men in fuil dme employmenf a nmbei of dmes. Howsignificdr is this whcn talking about leisure?Well, it\ b economic rhing. While mey ofthe oders mayonly be in pet tlme mpio_\rmeni or be unemployed, andtherefore have more leisurc iimc ro flil, n's ofte! a questionofmoney. You see, 389,0 ofmen in iull-limc cmploymentdo some sort olindoor sp(rt compared with only 121r; ofoiher men- You've sot to remember t\at a lot of rndoorCamcs - badminton and so on cosr moncy: kitr hiring thecourtj and so lorth . . .Yes, I can scc !hat. But !o iinish rhis pa.t,I'ou said rherewas a third category of leisure a.tivities.Yes, just ftose activities other rhan home based or sporrs.And the most popular thefe is . . . ?Oh, by a long way, going out for a meal or a drlnk.And is there this sort of diflerence again? I mean, Lhediilerence *€ were talking rbout r moment ago?Cerrainly. Wheras for those in futl time employment rhef,gures arc 78% mcn dd ?41,o \comen, rhe fisuies for

1 suppose rhe diference is probably md going out for adaink alone or with their mates?I donl know, but I sDspeci so. Oh, by the way, I alsosuspect that the figures (nen dd women) mlght be closernow th& who L\is surley was done.Jusr one lasr quesrion. Did dything surprisc you about

'Well, yes, ed it also saddened me. The nmbei of peoplcgoiDg oD 'Visirs ro rhe countrrsjdc' was surprisingly low, Ithoughl. Only 8-109i of all peoplc saring that thev went ona r hr t to t i ( Loun.r l . i . tc . l - . a .hame, don ! joJ . l in t .when we have such beautiful countrvside in Britain?Ye. . I do. BJ. perhap, our nexr suc,r u i l l add h icommen.s ro rhose we've already made . . .

Now rewind the tape, listen again and .heck your answers.

Coursebook pp 106-107

Classloom treatment

I Students cove! the answcs od E:planations of answels fo. Pa.t L2 Students do the test.3 Srudents .ompdre md disdss their dswes.4 Siudents rcad the dswers dd Erpldations ofhswers.

lEl TapescriptParr I Quesrions 25-29. Read the five multiple-choice itemscarefully and then listen to a telephone conversation betweda ma dd a wome.But lirt read the itcms,*

Now lisro and mswd ihe muldplc-choicc itcms. Readr?

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NL INN

uNr 1 5 *pect, of Education

Coursebook pp 108-109

Exeicisc I As in pre{ious Uni6, this should be regdded as a warm-up phase md shouldtherefore not take up roo much time. Students wiil apprcciarc however thdt this is alopic which is likely to come up in thc Ploficiency Intertiew ed that thndiscussion phase could provide ihcm with valuable pracdce.

Exercise 2 Follow Lhe proccdu.es susgested for similar acrivities h Units 5 dd l0 of theCourscbook.

Dealing SuggestedAnswerswith Passage a) (Slishtly) forml, probably witten languaee, lo$iblv an extract from

passages a book or article. Co,1fu t ard dtru\i.n: opinions on the three distincrive featuicsof rhe Biiiish cducarional systemj desdibing the school system ln owD countryidiscussins thc ideal school sysrem.Passage b): Neutraljinfonnal language, vcrr prcbably spoken lanclase (use ofshorr foims ..lrr',j aralt, and probably spoken b! a studenr duriog convesatnnwlrh fticnds/re1'tives. Conment a|.l dtscusi.n: oplnlons on wbat rhe siudent saidjcxllaining why students mighr feel likc rhisi discusslng how.his kind of attitudecu bc ovcrcome or atoided-Passase c): Fomai, writien languase, probably an exrract from a newspapei articLcor from a letrei to a scrious newspaper. Cdrlrert a"l d?t.,sto,r ialNiog about one sown expericocc of CALLj discu$ine ihe value of compures in lcaDing andq'herhei they co or should replace Ll1e teacher.

PAPIR 5: INTERVIEW

Aims of the Uait 1 l o lamiliarise studdts turths widl rhc stylc of questions md photos t'\ar appcarin the InteFiew Paper.

2 To provide furL\ei praclicc in dcaling rvidl passages.3 To familiarisc students with the contdt, lmglage aDd procedures comected with

the rhild parr of the lnteniew Paper, i.e. ropics, discusslons, .ole play, etc-4 l_o provide studdts wirh practicai dps and advice on hos to rackle L\e

Prcfi ciency Intertlew Paper.5 'lo expand students'knowledge of vocabulary couected to Lhe topic ofl$r./s o/

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III-0II dd looqesrno]

UNIT 1 i

appreclate the situation o! position involved in ihat role. If, fo. dmple, soneoncwere asked ro argue otr thc cuff tiom ! vegetarian\ point of view, thel mighr havedifliculty, but after three or four mimies prcpariDg their dgmors cy \touldfind rhis task much easier. Advise students ihcrcfo.e to do their preparation ascaiefully as posiblc. Practice makes perfect in L\is i<ind of task as in others.

Classioom areatmentI Divide the studcnts into groufs offou or filc. (lf necessary, leave our one of thc

roles ro march thc numbe! of students io your class.)2 Srudcnis make briefnotes on thei argmcnts.I Siudors studr tbe laneuage of tgmenr.4 Each srudent in the goup takes ir in tuo briefly to state his poinr ofvicw.5 Discussion ofthe topic wirh each sNdcnt arsuins from t\e poinr ofview ofhis

6 Srudenrs could then ieport back to the orher groups in the class on nhatdccisiols had been reached in rheir groups.

7 Studcnts could .e-group ed be asicncd diferent roles to L\ose dEy'd playcd inIhe prcvious discussion lnd ihen rhe same rask could begin again. This wouldhelp students see rhc rcquirements of.ole play more clcariy.

Coursebook pp ll2-ll4

Exam suidance Classrooh treatdent Follo$ the pioceduie susgcsrcd in tbe Exd"t suiddnc'secrions of Unirs 11 14 i.e.t Ask students to do this pdrr oI|he resr.2 Ask siudenrs lvhar advice rhey rhink rhct' lvould give anrone for this prrt of the

3 Read throush wi|h ihe students the ErdD dd". gi!.n in rhc Counebook on thispafi of the test.

Exercise 2 Suggested answe$

a) Tlis te'i is lldosr cenainly spoken English, taLen perhaps from a conversationwith a friend or colleague. Ii could of course be fom a leisonal leiier.

b) This iext is almos! ccrtainlr writtd English (nore d1c usc, for example, ofpfesen. pariciple constructiont, and sounds ve.y much as if it mighr be d

extract fi)m d scidce ficdon sroir_.c) This text is defidtely wrirren English, and almost certanny e enry in a seneral

dictionarr. It is not technical or sclentific enough to be d enfy in a medical

rextbooL of dictionar,v.

Exercise 3a Classroom treatment Choose whether to conduct rhis sirucrurcd communicationexercise as a ralk or a discu$ion .lepending on individual srudents' needs md\rcakncscs.

Exercise 3b Possible answers Thc notcs madc ibr cach ofthe roles mentioned in L\is ereicisccould be as foLlows:

A nednd rcpdr.hd: Ov task to nnd cuies for illncses and diseases. Don\ like

using animals, but sometimes esseDtial. Question of balaDcjng the life of an animalaganN d1e good for drousands ofhlmes. $'hencvcr possible' of coune, weexperimenr on humans, as i! Common Cold Cdtres.

,,1 dr.7ol: I am an aiimal iovc4 but I am first and formosr a docror - conccrncdwilh making sick paricnrs wcll and healtby. I prescribe the best medicincs availabl!.

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2 After the minure, rell rhe students thar you are going ro phy the text straighrthrouch- Duing this first listeqins, rhey cm begin to answer rhc quesrions.

3 Aiicr the ll t listening, givc rhem dodter minute in which ro check what they

4 l'hen plar the t*t for a second rimc, so rhar rhey cd finish answeling rhequestions or chcct whar they did when rhcr lisroed rhe first time.

IM?ORTANT NOTE

Thc recordings of the Lisicning Comprehension Paper 4 maroial include allrepetitionq so you si1lrct need to run L\e cassette back- I'lease norc rhai whd youhed a BLEEP, rhis indicaies where rou $'ill need ro pause the trpe to givc sruddrsrime ro .ead the qlesrions-

All you need do foi the Listdins Complehension ?ape1 is ro instruct studcDrs rolook at pages 128-131 of the Counebookj ro makc sure rhey have pens or pencilsdd pdperi to rcad the insttuctn ns (for rhc Papf) wii,l |hemj to swirch on rhccassette plaJci at t\e beginnins of rhc recording dd to let it !un, exccpr fol pausingit when you hear a BLEEP.

Alrhough the Papcr 5 Oral Intervieq matcrial provided ar |he end of the Exm isprobablr besr used as classroom pnctice mate.ial (iD lhc sme way as the m,terialprovidcd in the Cou$ebook), ir can ofcolrse also be used as 'mock' inreNiewmatelial by rhose teachers who thd rhar Lhey cd devote 5 10 minurcs ro individurlstudents aI the end ofthe course. Ildme cm be found, students lird such minterview invaluable preparation for rhe real rhing- The procedurc will be verymuch as cla$room prepararion using such material. (See rhis TG page 115-)

You wiu notice tbar rheie aie rhree activities proposed on page 133 for the lhirdpart of the Interview Paper. In rhe Proficien.y Euminarion rhe oral exminer atsohas a Engc of acdvities t.r choose from for :ach .ddi.late (as explained on page r13of the TG). Select from dd ordc! rhese acdviries as you think bcsr in rems ofexam securiry md exposing difieienr srudems to diilerent activiries.

You will also nodce dEt the acriviries proposed on psge 133 involve $oupinteNiews. The Cambddse Examinarion Syndiclte provides cxuinarion centreswith matoials for both one-to-one and goup inteNielvs, so smdenrs should betrained to handle both kinds olinrewicw. (See rhis TG pase r15.)

You could adapr rhe gtuup activirics on page 133 to one-ro-one inrcFiews byrurnirs Excrcises 3a) dd 3b) into discussions on 'The increase iD crime' md'Animll lighls' respecdvely, ud i! Exercise 4 by simply asking a srudem ro rerdthe newspaper arricle dd thcn ro comenr on it.

No scoing procedurc has bed prcvided for Paper 5 Oral Interview sincc ir is felrdar rhe emphasis hcrc should be more on encouracemmr for indivituat srudcnrsthan on siring srades or ascssments.

One fnai note. V&ile studmrs may write their lnswfs ro cenain Papers on thcPracdce Exh pases (as rhcy will do in rhe Prcficieocy proper)r drey rvill hare ro beprovidcd wirh ordinary wridng paper for the Composirion and Use of EnglihPapers (ed pdhaps for ccrrain orher Papers at thc icacheri discretion). Ar rhc endof a 'mock' exd Paper, rcsr pape* should be rakc! in and marked as quickl,\' aspo$ible in order to ensurc rhc speediest feedback for srudenls.

N.B. In the Proficiency Exam sudenrs are given u Alswer Sheer for Paper t.They wrjic on paper prcvided by rhe Examinarion Cdtre for Papei 2. And forlapea t Jad 4 rhc\ re.ord fiFi rn\wer. on rhe queLinn paler.

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a) In spite of the westher/wearher\ not beingilnspire of rhc facr rhat the weather wasn't veryprodising, we siill woi Io thc bcach.

b) Her sccident stopped/prevotcd hci (ilom)

lidjns for six months.c) On headng dE news, she broke doM.d) No sooner had I left the house than I heard the

e) Strcng as/thoush he is/may be, he still cm't lift

f) H. nLr hrvc bem havine a baLh wben I called.g) I'd $thd you didnl ask hei to the parry.

h) There isn'r a more dedicated singer thm Johnin the choi./in the choir thm Joba.

a) she/heiltheylyou/we had soft/stayedb) ought toishould have had/eotc) (tust) ner hin/was (fiNt) introduced to hind) I lhink so/I do/I tlink we shoulde) would have donc/solved/approached iti did it

a) The concert di.h1 come up to/neet ou

b) His advice ro ne was ro resi for a nofihirhar Ishould/olght to rest for a monlh.

c) He mmaged to get the job finished rharAs ro hissecrerdyls efficie,acy.OR Thanks to his secretary\ eficidcy hemanaged to get the job finished.

d) After the book, thc film was terribly

e) Somehow he had his hand cnshed in the car

0 He is practically blind without slases.s) I'd qther you didnl go/weien'r going on rhar

h) She is bclicved to have beq born in Australia.

SECTION BAnsrers to questions a)-n) day well be wordeddifierody ro the following suggesred mswers, butthe infomarioD and ideas they contain should bc rhe

t To c i \c rhc idea tar L l 'e ,earemmv o.a.urc-hunters, that they opcratc where they don.tbelong and rhar lhey are assressive.

b) That of an dmy teavins its cmp.c) The nbber of fueasure-hmte* is rapidly

d) Inirially ro repolt on metdl-detectors ddarchaeologJ, and in the longer rcm ro try Ddlegisiate on the activities of ffeasure-hunrcls.

c) 'whose acriviries are far from being purelynegative' Dd 'they pur folward two techDicalarglrents which seem lclevdt'.

t22

0 To investigaie LlIe use ofmetal-dcrcctors in

s) Placcs which are oD an oficial list thatacknowiedges lnat rhcy d€ of alchaeological

h) Because they kecp for rh@selves plrts or ahcritage ihat belon$ to evdyone.

i) This refeB to the fact rhat archaeological nndings(Jr be nade rery c lo.e ,o or even on -hr sJr laLe

j) They would lack nmbers to do all rhe workrequiied if lieasure-hutcn handed their inds

1) They argue noisily or loudly.n They claim ,o be lc, inrercied rn makrns money

thd in archaeologr-n) Because they de d1e only people who havc

definite permission to hur for afchaeologicat

o) The argmenrs by trcasure-huniers in defen.e of

- Their iighr to etercise a healthy dd nonviolenl activity.

- The importece of certain discoveries they have

The fact that offcial dchaeologists alsosomerimes usc metal-detecto.s.

- That they are not motivated mainly by filancial

- That archaeology shouldnl bc reserved forofficial archaeologists.Thar they iecord isolated finds.Thdr Lhcy,are me.a oo)ed! t rom de.rL. r ion.

Suggested marking scheme

SECTION A

1; 20 jtems, I mark each2: 8 sentences, 2 mdks each3i 6 sentences, 2 malks each4: 8 senrence\ 2 marks each

Possible total maimu:

SECTION B

14 questions (questions a n), I m.ks

Smary (question o)

Posible total maximd:

Possible mdimum rotalfor the whole Paper:

2Q

t 2

64

4224

130

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Yes, could you do L\ar?Of course. If you let me havc yournme and addressJ I'11 sci ii in rhe postto you today. Bur don't forget ihat termstarF in two wccksr dme, so you'll havcro mate up you mind fairly quickly.Oh, I should have said: if you wet rocome iD and see usr come iq any timc.Thank you. I mishr do that.I(/e11, now, can I have your name,

Yes, it's Mary Mills- And my add.ess

Now listen to the convcrsaiion againand check your mswers. Rcady?

(Co@asation repeated on tape)

That's dre dd of the filsr parr of rhe

concmed about rhe welfare of theiown and has jusr beeq elecrcd to fietown coucil. And the lasr mmber ofthe pdel is Ciaire Coo\ jornalist ddagory col'fu wliter for rhe 'Daily

News'. Wirh rhe introducdons ovef,may we havc our fi t quesrion, pleasejfrom Ms Stella Jobnson?In view oI recent legislation allowilgeven larger trmsport vehicles (namcly'jusgenauts') to trrvel the roads ofthis @unrry, what de the pdel'sviews on thc subjecr, bearing in mildthat mlny old buildings are alrcadybegiming to sufler badly from trafrc

Thank you, Ms Johnson. 'In view of

recent legislation allowing even largerttesport vehicl$ ('<juseerDauts") rotravel the rcads of this courry,' MsJohnson asks for the peel's views onthe subject, bdring in mind, shc says,thar many old buildings are dlreadybceiming Io sutrer badly flom tmlncvibratioa.' Jmes Snith?Well, it\ {luite clear to me that MsJohnson is as .oncerned as I m abourthe mosr recent legishtion which hasindeascd thc malimum size fortldsport vehicles ir this cour.y.Now while I d in sympathy withgoods hauhge fins who wish to catyas much as they co by road as cheaplyas possible - thar is with largejuggernaut lories, ofrcn with masivet.ailers - they caMdt be allowcd iotuvel inrough many of our smalidroMs which were just not designedfor large amomls of heavy rhrcugh-raffc. I would like ro say that Iposonauy vored against this proposalin parlimsr ed shall continue tofight to have the legislation revokedor at least mmded Ler us by al1mens havc thcsc mssive vehicles onou motoM,ys: ,lier allj they havebed designed to trhe hedvy loads. tsutwe musr fighr ro preseNe our historrjod hedtage &d the peace and quiet ofmdy small toms and villages. Aldone thing we cd do is to bd thesejugsemarts from road, other tho

Thank yo!, Janes. Joan Huntd.It\ reffibly sad, you know, butthousaDds of uimals arc killed on our

SECOND PAR'I'Second psrt. Look ar page 129. You'llher pan of a radio plog1alme. Readd1e insliucrions and quesriorscdefuliy. For each of rhc quesrionsI lo . ynu l t be a.k-o ro r i . I o ic ot IAMrs:

the bores Aj B, C or D. You'll hea!fie piece twice.(PAUSE)Now listen and answer Lhe questions.Ready?

AN'NouNcER: Iis just comins up to cighr o'clock,dd time fbr this week\ edition of'Ask l he Puel'! rhe progrhme rnwhich you the listocrs cu quiz apmel of distinguished glcsrs on rheirviews ofissucs of L\e day. And here'syou host, Daniel Jmes.Good ercnins md welcome again to'Ask Thc Panel'. Aad this week wc'vccomc Io Hishlom Polytechnic. Ourteu corsists ofthe Riglt HonourablcJanes Smidr, Mmbd of PrrliamentiO. Hightom. P$haps husually forM?s nowrddys, M! Smirh was acruallybo md broughr up in this area- Wearc also plcased ro welcoqe Mrs Jodqunrc, who is a housewife ud aacdve member of both the HmtuRights md Animal Rights movmems.On my right is Mr Jeremy Slade, bestknoq 'o mr\ o i )or Js 'he lcaLguitaist in the 'Blue Monday' popgroup. He wls bom dd raised inHightown, dd has recddy become

124

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Dracon public housc, dd ToddyBemish was conducting rheopposidon by a honotonols bltefiective 'So

tyo, say', that drove MrForheringay to the vcry limit of his

There were presdt, besides these two,a very dusty cyclis! landlord Cox, MdMiss Maybridge, rh€ pclfectlyrespectable ed rathe! large bmaid ofthe Dragon. Miss Mayblids. wasstanding with her back to MrForherinsay, washing glassesj theolhels were watching him, more orless amued by the presertinefectivdess of the aNeltive method.Somewhat annoyed by the tactics ofMr Bemish, Mr Foth€rhgayderermincd to makc e uusualrhetorical efort. 'Look here, MrBemish,' said Mr Fothdingay. 'Let

us ci€triy understand whar a miraclcis. lt's something contrariwise ro rl1ecoulse of nature done by power of\vill, something that couldnl happenwithout beins specially willcd.''Sold say,'said Mr Bemish. MrFothdingay appealed to thc cyclisl,who had util now befl a silentlistder, dd received his agreemdtgivs with a hesnadns cough md aglmce ar Mi Bedish. The lddlordwould express no opinion, md MrFotheingay, retuhing to MrBemish, received the uqpectedconcessior of ! qu!1i6ed aNent to hisdefinirion of a miracle. 'For instmce,'said Mr Fotheringay, seadyen@ulaged. iHere wouid be a miracie.That oil lmp, in the natural couse ofuturej couldn't burn like thar upsidc-down, could it, Beuish?''Y4 say it couldn't,' said Bedish.'And you?' said Fotheringay- 'You

don,t mean to say - eh?''No,' said Beamish leluctandy. 'No, it

'Very well,' said Mr Fothedngay.'Then here omes someone, as it mightbe me, dong heE, hd studs as itmight be here, dd says to the ldp, as

I misht do, coltectilg all mr wjll"Tlm upside-down without bleakingjaDd go on buning steadily," Dd -

Hullol'It was enough to makc anyone say'Hullol'- The impossible, theiicredible, was visible to thcm all. Thelup hmg inveired in the air, bluingquietly wirh irs flamc pointing down-It was as solid, as indispltable as evera lmp das, rhe @lrmon lmp of theLong Drason bar. Mr Foiheringaystood with e erleided fgrennger aDdrhe knitted brow of onc oriciparing acatastrophic dash. Thc cyclist, whowas sitting n*r to the lamp, duckedand jmped acoss the bar. Everybodyjumped, more or ]ess. Miss Maybridgeturned and soemed- For Dearlr threes€conds the lmp lmained stilt. Afaint cry of mental distres cec tiomMr Fotheingay. 'I cm1 keep it up,'he said, 'my longer.' He staggeredback, md rhe invelted iMp suddenlyflared, fell against the comd of thcbsr, bouced aside, smashed upon the

Now iistd lgain md check you

('Baok dt Bedtine' refedted an tape.)

And that's the end of rhe test,

FIRST PARTI Monday, r6th Mayj 2 12 weeks; 3 May l6th toFriday, 5th Augustj 4 5; 5 Yesj 6 d,100j 7 Yesj 8 wirha familyj 9 ,15 j20 per week; 10 d25 per week

SECOND ?ART11 C;12 B; 13 Aj 14 Bj 15 Dj 16 D

THIRD PARTiTAj 18 Cj 19 Dj 20 A; 21 Dj 22 D

Suggest€d markins scheme

22 iicms, l mark each 22

Possibte rolal mdimum for the whoie Paper: 22