upstream c1 engl 11 14.pdf

7/27/2019 upstream c1 engl 11 14.pdf

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Liveand Learn

WListen to three people talking about what theyused to likeand dislikeabout school and putthe correct letters in the spaces provided.

b. Whichof the following phrases did you hear inthe recording?a WhatI hatedmost...b Whatusedto makemeangrywas...c Thedepressinghingaboutit was...d Theworstthingabout....e Myfavouritewas...f IknewIwasinfora treatwhen...f Sometimesgot reallyed upwith ...h Iwasat myhappiestwhen...

c. Inpairsdiscusswhat youusedto likeanddislikeabout your early schooling. Use phrases fromEX.3b.

4 ... Paraphrase the following quotations. Doyou agree with them? Why (not)? Discuss in pairs.'Education is a progressivediscovery of our ownignorance~ WillDurant (U.S.historian)

'Education makes a people easy to lead, but difficultto drive; easy to govern but impossible to enslave:HenryPeter Scottisholitician)

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Lead-in. a. Look at the photographs and.discussin pairs: Whatkindofthingsmightthepeopleineachphotographbelearning?Forwhatpurpose? Whatdifficultiesmighteachof themfacewith theirstudies?Whatmightbethe thingsthat givethemenjoyment?

b. Look at the title of the unit. Do you think it isimportant for learning to continue throughoutlife? Why/Why not? Tellyour partner.

.. a. Which of the following aims of education aremost important? Rank them in order ofimportance, then compare with your partner. to develop understanding of other people/cultures to learn social skills to prepare for life in the workplace to become aware of how the past has affectedthe present to develop critical thinking

b. Which of the following school subjects/activitieshelp with achieving the above aims? Discuss inpairs. sociology history mathematics geography readingandwriting computer studies languages music/art

A: Tome,sociologyhelpsusunderstandothercultures.B: / agree./t teachesus how human societiesdevelop

accordingtotheirenvironmentandhistory.

a too muchhomework d games in classb notenoughsport e dedicated teachersc schoolunderfunded f dramaclasses..-illSanders [C]Sarahord @C]ClaireSharpe IIT:J


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ThePhDstudentwho spoketothewriterA exaggeratedheneedto workhard.B thoughtthe writerwouldgeta First.( succeedednscaringhewriter.D was uncertainhow to help

the writer.

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How I Got MyFirst-ClassDegree

Whatdoest taketograduaterom universitywith a First-MarkMcArdle,first-classdegreeholderfrom theUnivers:,-of Lancaster,tellshowhedid it."Don't spendtoomuchtimeatthe studentlounge,do turnup formostlecturesa.;:tutorials and do submit all coursework- eventually."That, I wastold by a ~...:studentduring freshers'week,wasall I neededto do to get a 2:2.For a 2:1.:-requireabetter attendancerecordandhaveto workharder,but not at theexpec.5 of beingcut off from civilisation.And for aFirst,I wouldhavetobecomesomesc-of socialoutcast,go to everylectureand tutorial (scribblingnotesmadly), spet!everywakingmomentimmersedin academicbooks,andbe amongthe lasttc -.thrownout of theuniversitylibrary at lOpmclosingtime.Well, I did notgiveupmy life for study.I didn't attendeverylectureandtutoria...

10 didn'twrite downeverywordspokenin lectures.I didn't get 80%or morein everessay,project,testor exam.I wasusuallybehindwith myreadingandoccasionG...mystifiedby the syllabus.Sometimes couldn'tbebotheredto goto universitya:stayedat homeinstead.But I alwaysknewwhereI was,what I hadto do,andwI:...not to bother with. And I alwaysworked hard on the things that count~

15 assignmentsndexams.Getting a degreeis aboutlearning,but it isn't just aboutlearningbiology,hista-Englishor whatever.It's aboutunderstandingwhatyou needto succeed whaLfact, the universitywantsfrom you andwhat you will get in return. You havehavea feelfor theeducationmarketandreallysellyourinspirations.Whatdoes;;-

20 lecturerwant?What is the essaymarkersearchingfor? Somestudentstry to oe.somethingnotwanted.Otherswant to giveverylittle - they stealthe thoughtsothersandsubmitthemastheir own.But theyall want to be rewarded.Excha.ng'but don't steal,andyou'll geta degree.I sawlecturersascustomerswhofell into twobroadcategories.Therewerethose~

25 whomlecturingwasanunwelcomenterruptionto their researchwork.After all ~werestudentsandwhat didwe know?I would deliberatelypitchmy essayso ;.;:.,kindof academicothatmyopinionsappearedmoreasevidencehatI hadread;;::understoodthe keycontributionsto thedebate,rather than asan attempt to r...downmonuments.heothertypeof academicerethosewhoenjoyedeaching;;::

2 Accordingto thewriter, an importantfactor in successat universityisA the abilityto understandhemarket.B acquaintancewith lecturersandmarkers.( cleveruseofotherpeople'sdeas.D anunderstandingfwhatwasrequired.

3 Inthe third paragraph,hewriter warnsagainstA tryingto second-guessecturers.B expectingo berewarded.( plagiarismn essaysndexams.D offeringmoneyo academictaff.

"Reading Part31 a. Youwill readanarticlebyastudentwho graduated

from universitywith a first-classdegree. BeforeyouJ,'ead,discuss in pairs:Whatpartdo the followingplayin motivatingpeopleo excelneducation?. desireorprofessionalsuccess. desireorpersonalachievement. pressurefrom family/friends!

employers2 Witha partner,rankthe followingaccordingto how necessaryou

think theyarein orderto dowellat university.D disciplineD competit ivespiritD understandingwhat is

expectedof youD organisationalskillsD perseveranceD intelligenceD moraleReadthe passagequickly.Which of the above does thewriter mention? What otherthings helped him tosucceed?Checkwith yourpartner.

b. Now readthe passage-thoroughly. Forquestions1-7,choosethe answer (A, B,CorD)which you think fits bestaccordingto the text.


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~niversity degreeclassifications in the UK:Firstclass:Jpper second (2:1)~wer second (2:2):bird class (3)'"

discussing new ideas.They wanted more. Theywanted something different,inspirational, iconoclastic.I would present my

, arguments to showthat Ihad done myreading andunderstood the key concepts,but I would also try to add something more tothe issue rather than rake over familiar ground. Essentially,it was a case ofworkingout what was wanted and then delivering it. I can't state exactly how successfulthistacticwas, except to saythat I soldmore essaysthan I had returned asfaulty.I could guarantee every book on my reading list was out on long loan from theuniversity library within five seconds of the list being issued. This was worrying atfirst, but I quickly learned that it was impossible to read all of the books on an

-5 average reading list anyway.I sought shortcuts. Collections of selected readings orjournal articleswere excellent sources that often savedme the bother of reading the()l\~\1\\\ \ te;~t~. Re.\e;(e.1\ce~ \1\ \:>aa~ u.\\~,&eu me \ \\\ ave. tne ~\ace \:>ut, "\N\tn a\ \ tnecourses I had to do, there wasn't enough time to be dragged too far. I would flickthrough the book, read the introduction, note any summaries, look at diagrams,

50 skimthe index, and read any conclusions. I plucked out what was needed and mademy escape.I revised by discarding subject areas I could not face revising; reading; compilingnotes; and then condensing them onto one or two sheets ofA4 for each subject area.Leading up to the exam, I would concentrate on just the condensed notes and rely

55 on my memory to drag out the detail behind them when the time came. I didn'tpractise writing exam questions, although it was recommended. I prefer to bespontaneous and open-minded. I don't want pre-formed conclusions fillingmymind.And nor should you; there is no secret to getting a First - this isjust an account ofhow I got my First. Be a happy student by striking the right balance between

60 working and enjoying yourself. Take what you do seriously and do your best. And,no matter what you do, don't forget to appreciate every day of your universitystudies: it isone of the greatest periods ofyour life.

4 Inhis relationshipwith his lecturers, the writer tried toA showthemthat hewouldmakea goodsalesman.B do hiswork ina stylewhichmatched their expectations.( alwayshavesome new ideasto impressthem with.D neverupset them bysubmittingground-breakingwork.

S Howdid the writer copewith long lists of required reading?A Heignoredthem. ( Hewas selective.B Hewrote hisown. D Hesummarisedthem.

,

6 Why did the writer not practisewriting exam questions?A Hewas advisednot to.B He thought the practice wasrather boring.( He wanted to answerexamquestions critically.

D He thought it might prejudicestaff against him.

7 The writer concludes by advisingstudents toA follow his recipefor success.B make the most of being astudent.

( concentrate on passingexams.D aimfora Firstat allcosts.

~2 Vocabulary Practicea. Match the highlighted wordsinthe passage with theirsynonyms below. crucial search quickly rejecting general bewildered absorbed understandingf discussion

b. Inpairs, find words in thearticlewhicharesimilarinyour language.

Text AnalysisThe writer uses the followingphrases. Explain them in yourown words.1 being cut off from civilisation(I. 5)2 pull down monuments (II.28-29)3 I plucked out what was needed

(I. 50)4 drag out th~ detail (I. 55)~

4Discussion_ Inpairs,discussthefollowing:Howsimilar/different isyour methodof studyto that of the writer?

2 Are there things about the wayyoustudy which you would like tochange or improve? Think about: being organised. being more focused. managing your time. 167


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:) School Days :) In the Classroom a1 a. Usinga dictionary if necessary, 2 a. Lookat the cartoon. Which classdoes it show? In pairs think


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t>. In pairs,discusshe following.Which of the stated study methods do you use?

2 What do you usually use them for?3 What other methods do you use?4 How much time do you spend studying?5 Do you usually study alone or with a classmate? Why?6 AreexCUJls fair means ofassessment? Ifnot, what would

be a better way to assess students?

. Tothe head master's .................................................delight each and every one of his pupils wasaccepted into Oxford University. Althoughhe paida(n)...............................................amount of money for his daughter's education, shehas never held down a steady job.Inthe past,manyhistory bookswere ........................towards those countriesthat had lostwars.You may well have a PhD in philosophy, but to mymind you are both and racist.My grandfather is very opinionated about certainthings, but at least he is ............................................of co-educational schooling.. His attitudes towardsprogressiveeducationwon him a positionat theprestigiouscollege.

= Build up your Word Power.1 "11eadjectivesbelowhavebeengroupedinorderof

;'1creasingntensity.Usethemto completethe setsof sentenceswhich follow. Useeachadjectiveonlyonce.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .

rhaic


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language Focus

Have Do------.- goodmarksanexamone'shomeworkfor one'sfinalsexpelled/suspendedan Easterbreaka biologyprojectextracurricularactivities

170b. Canyouthink of onemorephraseor expression

to go undereachheading?In pairs,usethemtomakesentences.

.c. Sketcha picturefor anotheroneof the idioms

from Ex.8a.Showit to the classandseeif th~icanguesswhichidiomyou havedrawn.


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:) FixedPhrases(phraseswith by)9 Replacehe underlinedwordsandexpressionswithoneof the fixedphrasesbelow.Then,in pairs,use

the fixedphraseso makeupsentencesof yourown. byar'ldlarge byandby (fall)bythewayside bychancebytheway bythebook bylaw bywordofmouth

Herplansto becomea teachercameto nothingwhenshewasforcedto dropout of schoolto lookafter heryoungersiblings.

2 Incidentally.didyouknowthatSusaninishedat thetopof hergraduatingclass?

3 Coincidentally. found myoid schooluniformwhile Iwascleaningout theattic.

4 We heardabout the privateschoolthrough variousconversationsith friendsandcolleagues.

5 Ifwe'regoingto dothisright,we'll haveto doit exactlyaswewereinstructed.6 Don't worryif youdon't understandhe theorybehindit, you'llcatchoneventually.

7 Generallypeaking.henumber~f peopleeavingschoolwithout obtainingaqualificationson therise.

8 Legally,all institutesof learningmustbeequippedwithsmokedetectorsandsprinklersystems.~ PhrasalVerbs ~

Appendix 110 a. Matchthe phrasalverbs(1-8)with theirmeanings(a-h).[[] You'vehadall the advantagesn the world.Why

wouldyouget involvedwith that manwhenhe'jlonlydragyoudown?Keepto yourstudyplanthroughoutthe academicyearandyou'resureto dowell.Inorderto keepupwith yourclassmatesuringyourrecoveryou'llhaveo doa lotof revisingat home.Theteachermanagedo draga confessionout ofthenaughtypupil.I keepback 10%of mypayeachweekfor whenTommyattendsuniversity.Why did you drag in the factthat you hadnevergraduatednfront of yournewboss?Thelecturedraggedonwell intothe afternoon.Thecollegekept theelderlygardeneron evenafterhewastoooldto domuchwork.

!ill[illrn!ill!ill[[][ill

.b. Nowusesomeof the phrasalverbs,in theircorrectform,to completethe sentences.The arrogantyoung man managedto .....................

the informationthat hehadthreepost-graduatedegrees.

2 Asthe longwinter the poorstudentporedoverhertext booksnightafternight.

3 Evenhoughheworkedafull timejobwhilegettinghisdiploma,Sammanagedo hisstudies.

4 A goodlecturerwill the syllabusinordernot to confusestudents.5 Justadmityouplagiarisedouressay,he'll it

yousooneror lateranyway.

Communication: DescribingSimilarities/Differences11 a. Thephrasesn the languageboxbelow,canallbeusedwhenmakingcomparisons.n pairs,

decidewhichof themareappropriatefor formalwriting andwhicharemoresuitableforconversation.

DescribingSimilaritiesisratherlikeappearssimilaroseemsikeresemblessharescharacteristicsithremindsmeofhasa lot incommonwithisprettymuchthesameasiscomparableo

DescribingDifferences isnothing like istotally different from variesgreatlyfrom hasverylittle incommonwith isquiteunlike bearslittle resemblanceto

differsdramaticallyrom

WListento two peoplediscussinghe issueofpublicvsstateschooling.Whataretheysayingabout: cost,qualityofeducation,increasedifechances?Who do you agree with most? Discuss in pairs.

c. Inpairs,discusshe similaritiesanddifferencesbetween:theeducationystemnyourcountry/theeducationystemintheUKortheUS

2 wearingschooluniform/wearingwhatyoulike3 state-wideexams/continualssessmentA: I thinkoureducationsystemsratherliketheUSsystem.B: Iagree.t'snothingliketheUKsystem. 171

a adhere e manageto elicitb reserve f continue to employc inappropriately 9 stay levelwithmention h continued ruin, lessensb unnecessarily


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(Listening-Part 11 Youwill hearthreedifferentextractsaboutthreeunrelated topics. Forquestions 1-6, choose the

answer (A, Bor C)which fits best according to whatyou hear.Thereare two questions for eachextract..~

~art of an interviewaboutstorytelling.Accordingto Tim,why dosomepeoplefind it difficultto performin public?A becauseheybecomelockedB becauseheyarenotverycreativee becauseheyfearheirperformanceill notbegood

enough2 Howcanastorytellerovercomehe fearof performing?

A byexperimentingwith thestoryandtheaudienceB bystickingto awell-craftedplane bysuppressinganic~ part of a radio programmeabout traditional

kitchen gardens.3 Why were traditional gardens in monasteries laid out

in the shape of a cross?A inorderto irrigatethegardenbetterB for religiouseasonse to createasymmetricalattern

4 What is the advantage of planting a variety ofdif ferent plants, vegetables and flowers?A It ismoreefficientthanmodernmethods.B Youcanadaptit easily.e It createsanaturalsystemof pestcontrol.~ p'rt of , d;"",,;oo

etiquette inVictoriantimes.5 Why does Anthea make a comparison between

Victorian and modern manners?A to highlighttheVictorians'obsessionwith etiquetteB to showthat commonpolitenesswasencouragedboththenandnowe to showhowmannersavechangedverime

about manners and

6 What does Anthea say about manners in nineteenthcentury America?A allclassesf peopleobservedhebasiculesofetiquetteB onlythewealthyobservedhebasicrulesof etiquettee certainprofessionalsid not observehe basicrules

of etiquette

5 BilingualchildrenA mayhavea better commandof one of the ~;languages.

B usuallyspeakbothlanguagesquallywell.e speakboth languageso boththeirparents.D understandmoreof eachlanguagehan they ::

produce.6 Whoshouldparentsconsultif theirchildhasa langua;-

problem?A aninterpreterB amedicalexpertwhospeaksboth languagese someonewhospeaksbothlanguagesD agrammareacher

::

(ListeningPart3 --2 a. Youwill hearpart of a radio interviewwith the *'universitylecturer,DrHarryGrey,about children

and languagelearning.Beforeyou listen,discuss ......in pairsthe following. 3Isit possibleor veryyoungchildrento learna secorclanguage?Howeasy/difficultsthis?2 Do you think that learningtwo languagesmight bEconfusingor difficultfor veryyoungchildren?

@ Now listen to the recording. For questions 1-6,choose the answer (A, B, C or D)which fits bestaccording to what you hear.In thepast,howdidimmigrantfamiliesviewtheiroWr'mothertongue?A It wasasourceof pride.B Itwaslessmportantthanthe mainlanguageof tE'

hostcountry.e Itwasameansof retainingheircustomsandculturD It helpedhemto adjustto theirhostcountry.2 What often happenswhenchildrenarelearningtwc

languagessimultaneously?A Theyget theirwordsmixedup.B Theycannotdistinguishbetweenhe two language:e Theirvocabulary-rangeaybesmall.D Theyintermixwordsfromboth languages.3 When do bilingual children use eachof their tw:

languages?A Theyonlyuseoneof the languageswith theirfarrB Theyuseboth languageswith theirfamily.e Theyuseeachlanguagenspecificsituations.D Theyusethe formalvocabularyof eachlanguageformalsituations.4 When might children havea problem with sec


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".. """Speaking- Part3:Discuss,Hypothesise&Sele~t

:> Learning For Life ---("G!udentsA -& B3 Lookat these pictures showing variousskillsand abilities.Talkto each other about the situations where the skillsandabilities shown might be necessary. Then decide which two skills/abilities are most important a~d should be emphasised

in educational systems..t1..)"-

-=

c

Inwhich situationsdo you think the skillsand abilitiesshown might be necessary?Which two skillsor abilities are most important andshouldbe emphasisedin educationalsystems?

'CSpeakingPart4 (~dents A-& B

4 Discussthe followingquestions together.Apartfrom beingessentialor certaincareers,whatistheimportanceof goodeducation?2 Howcangovernmentsmakesurethat everyoneasaccessto goodeducation?

3 Whatmakesagoodteacher?4 Towhatextentshouldartbepartof education?5 Howmuchof asayshouldparentshaveintheirchildren's

education?

_

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5 0 Listento two candidates doingthe speaking tasksin Exs. 3 and 4 and compare their performance tothat of your classmates. Assess your classmatesintermsof: grammarand vocabulary discourse management pronunciation interactive communication

] Usefulanguage:Hypothesising Forexample.if you ... then you would needto ... Shouldyoufindyourselfnasituationwhere...thenyouwouldhaveto ... Supposingou ...thenyoumust... Without... youwouldn't beableto copein a situation where... Imaginef youhadto ... ; thenyouwouldalmostcertainlyneedto .... Whatif... ?Theonlywayto dealwith thatwouldbe... Itwouldbeespeciallysefulinsituationswhereyouarecalleduponto ...

~ EverydayEnglishExpressingDisbelief6 Inpairs, decidewhat the other speaker has said anduse the expressions below in response.

a Youcan't be serious!b No way!c Youdidn't!d You must b e joking!e You're havingmeon!f Isthis a joke?A: Haveyouheard?MikeandSylviaaregettingmarried.B: Youcan'tbeserious!

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Reading Part2Youwill readanarticlewritten bya motherwhosechildstartedreadinglaterthan others.Beforeyou read,ingroupsdiscusshe following.Howimportantdoyouthinkit isfor childreno startreadingearly?Generally~peaking,t whatagedochildrennyourcountrylearnto read?Whatshouldbethe roleof the parentsna child'searlyeducation?The following words and phrasesappear in the passage.look at the tit le, then in pairs discusshow they mightbe connected with the subject of children learning to read. coaxed, pressed and, if required, bribed consequences .coaching .cooperatewith others . pleasure -

c. Readthe first and the last sentenceof each paragraph. Canyou guesswhat eachparagraph isabout? Discussinpairs. Now, read quickly and check.

YeM c.a., ",a~ 1't8Ao tt,1-t ,eM c.a.,'t",a(e 1't8(t~. (,.Weforce children into readingfar too early. Today Einstein,who learnt to read at 10, would be in remedial class,argues

Anne KarpfA good news story about education? It sounds like anoxymoron, but blazoned on Monday's front pageswas thefindingofa major newinternational surveythat 'UK pupilsmove close to top of world class', especially in reading.This willhave been gratifyingto a government for whom'education, education, education' increasinglyseems to bea euphemism for 'reading, reading, reading'. But such~\l\~emmdednessnas nad o\net, \ll\adffiow\edgedconsequences.

Traditionalists, however, maintain t'hat you're never tooyoung to learn to read: on the contrary, the earlier thebetter. Reading, and especiallyearly reading, isconsideredso self-evidentlygood that children are coaxed, pressedand, if required, bribed into submission.2 IMy own position has changed radically between my firstand second child.The first taught herself to read at the ageof four. Thereafter she secreted books around her bed likecontraband, and had to be physicallyprised from them atthe dinner table. When her younger sister started schoollast year, I expecteda repeat performance..3 IShould I be vacuuming awayher words, and pumping insomeone else's? Should I have been coercing her to try toread when shewasplainlyunwilling?I can coercewhen it'snecessary,but the thought of becoming a dictator in the

matter ofwhen she learned to read seemed so awfulthat Idecided to stop meddlingaltogether..4But in other schools there's no shortage of horror stories,like the parents of four-year-olds paying for coaching tohelp them keep up with the fast readers. The mother of afouI-and-a-half-year-oldwas told that her sonhad to applyhimself to reading because the schoo\ didn't W(\l\thim t..end up at the bottom of the pile. Einstein may h..learned to read only at 10,but today he'd be stigmatlSl::and in remedial class.5 IOther parents are more successful in their efforts, yechildren get there in the end. What counts, surely, is .;they do so, since this is paramount for future pleasure '.can, just about, drill children into learning to read, bffical}.'t compel them to enjoy it. In a culture increas:_obsessed with what is measurable, what a pity reo-pleasure can't be tested......6I think my own now almost-six-year-old wouldpreferred this approach. However, somethinghas ra.-.clicked in the reading part of her brain, and she is~-way to becoming a voracious reader. It's probabI:coincidence that this transformation was over exac'_sameperiod that she started learningthe violin.

..

1 a.123b.


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..

......Like other reception class mothers, I peeked ather friends' bookbags to see if the books they_were reading were more advanced. Invariablytheywere. Mygrowinganxietywasassuaged byawise fellowmother remarking that myexuberantchildwasbusilyengagedin things,likepretendgames and drawing, which delighted her more.She als~ loves books, but often pleads for theright to be able to make up her own stories tothe pictures (frequently more exciting thanthose by the author).Those who consider such reservations a middle-class luxuryshould look at Europe. We're alonein bullying children to read so young. The~orwegians don't start until they're seven,whenit's usuallypainless. SylviaHopland, beadteacherof the Norwegian School in London, says: 'Weknowthat we could teach children to read at four,but we want them to spend those years playing.We want to teach them to solve problems,cooperate with Qthers and cope with life. 'Imagine the blow that might have dealt to hiscreative genius. Also, one problem with exertingsuch pressure on pre-school children is that it canmake children resistant to reading. Once affectingextravagant interest in my second daughter's newbook-title, I was rewarded with: 'You're just tryingto get me to read it and I won't.'

When I asked her to tell me what she thought ofher classes, she was unabashedly sincere: 'I likebooks with pictures, but books with too manywords are boring.' My immediate urge was toforceher, threaten her or coaxher nose into herbooks. Until it suddenly occurred to me: at whatage did I start reading?For the best part ofa year I luggedher wretchedbookbag to and from school without opening it,and resolved as far as possible to followher ownreading timetable. Her reception teacheradopted what today is a rare, daring stance:thereisn'tmuchyoucando tomakea childreadbeforethey'reready.Being against it, is like being against vitamins orbank holidays- completely perverse. Among theover half-million web pages devoted to teachingchildren to read, none of those I browsed are onlearning to read too soon.The obsession with reading has led to a majordecline in the time and energy given over tomusic, art and drama. And the heresy that darenot speak its name is that children are beingpressurised to learn to read too early. ~

} 2 a. Readthe article. Sixparagraphs have been removed.Choose from the paragraphs A-Gthe one which fits eachgap (1-6).Thereis one extra paragraph you do not needto use.

b. Underline the words which helped you do the task.Comparewith your partner.

Vocabulary Practice3 Match the highlighted words in the article with thedefinitions below, then use them inyour own sentences.

Youmay change the formof the verbs ifyou wish.1 pretendingaffecting;2 livelyandexcitable;3 a phrasewheretwocontradictoryterms appeartogether;4 most important;5 carriedsomethingheavywith difficulty;6 persuadeomeoneo do somethingagainstheirwill;7 peoplewhoresistchangeandfavourestablisheddeas;8 hid;9 unacceptablynconventionalndunreasonable;0verykeenAffectingshyness,henormallyboldchildrefusedosayaword.

oJ' TextAnalysis4 a. Explainthe meaning of the following phrases taken fromthearticle.

1 ... Iexpecteda repeatperformance.beforegap3)2 ... the thought of becominga dictator ...(before gap 4)3 ...to endupatthe bottomof the pile.(beforegap5)4 ...somethinghasrecentlyclicked.. (aftergap6)5 Andtheheresyhat darenot speaktsname... (paragraphG)

b. Act out a dialogue between mother and childbased onpara Copposite.

~ Discussion5 ... What isthe value of learningto read early?Whatare the pleasures of reading? Should children be left alone tobegin reading when they are ready or should they be forcedinto it? Discuss in pairs. 175


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1RelativeClauses ~GrammarReferenceFillthe gapswith the correctrelativepronounoradverb.Indicatewherethe relativescanbeomittedby placingthem in brackets.

Theman(wholwhom)ouwerespeakingo earliersMike,wlidisanexpertonnetworkshat/whichunonUnix.2 Thepupils sangin theconcertgavea

wonderfulperformance was praisedbytheirmusiceacher.

3 Myaunt, visitedmelastweek,hasahousen France shegoeseverysummer.

4 Themostinterestingilm I'veseenina longtimeis theoneabouttheartist...........................went to liveinSpain.

5 OurlocalMPpromisedo doeverything.......................he couldto help those houseshadbeendamagednthe earthquake.

6 Thisisa film will beverypopularwithteenagers enjoyrockmusic.

7 Laurence, had been havinglessonsfor months,took histest whenhewasoffereda job

requiredadritlinglicence.8 Thefirsttime I visitedPortugalIwent

to avillagen therehadbeena famousbattle.9 Dan, fatherisGreek,boughta holiday

cottagein thevillage hisgrandfatherlived.10 Isabelle,o Peterwasengaged,applied

for a job wouldentailhermovingtoHolland, the newcompanywasbased.

2 Join the sentences using relativeclauses. Indicatewhere relatives can be omitted byplacing them inbrackets. There maybe more than one way to jointhe sentences. Add commaswhere necessary.

STeve and Lynn are An?ericans. They own the fittferestauranton BridgeStreet.Steveand Lynn are the Americanswho own the littlerestaurantonBridgeStreet.

2 Propertypricesare rising. Thismeansmany youngcouplescannotaffordto buytheirown home.

3 Someeacherswanta payrise.Theymayorganiseastrike.4 Alexhasjustmarrieda teacher.Shelecturesn Politics.5 Jennyhasno brothersor sisters.Herparentsspoiltherwhenshewasachild.6 Damascussa fascinatingcity.It istheoldestcapitalcityintheworld.7 IgaveMarkapaperweightasa birthdaypresent.Heisawriter.

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8 Pamreadanovel.Themaincharactern itwasshipwreckeconadesertsland.9 Davidwentto Prague.Heattendedaconferencehere10 Harrysanengineer.Hiswifehasustgivenbirthto twins. 5

3 Chain story: Continue the story.Usean appropriaterelative pronoun or adverb inyour sentence.LastMonday,Mr Smith, who is the schoolprincipal,askedJohnto hisoffice.

4 Fiveout of the seven sentences below contain arunnecessary word. Findthe unnecessary words a.~.:underline them.Pele,isalsoknownas 'the BlackPearl',is regardecthegreatestfootballerof alltime.

2 Becausethe teacherswho were on strike, the pupils- tno lessonsordays.,3 TheUniversitymadethestudentshatpay tuitionfee. . .

4 Theplaceto whichthe reportrefersison the outskirtsof London.5 The storywhich it takes placein Italy is about the

relationshipbetweenafatherandhisyoungson.6 Thosewhoseessayshichhavenotyet beenreturnedare

to checkwiththedepartmentalecretarynMonday.7 Mr Johnson,who is well known for his insistenceon

punctuality,wouldnotallowthepupilsthat arrivedateto sitthe examination.

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( UseofEng/~h- Part25 Forquestions1-15,think ofthewordwhichbestfits each gap. Use only one word in each gap.

On 5 September 1977,the American spacecraft VoyagerOne blasted 0) off on its historicmissionto Jupiter and beyond.1) board, the scientists,who knew that Voyager 2) .........one day spin through distant star systems,3) installed arecorded greeting from the people of the planet Earth.Preceding a brief message in 55 4) languages for thepeople of outer space, the gold-plated disc plays a statementfrom the Secretary-General of the United Nations, speakingon5) of 147member states - inEnglish.

The rise of English is a remarkable success 6) .When Julius Caesar landed in Britain over two thousand years7) , English did not exist. Five hundred years later,English, incomprehensible to modem ears, 8) probablyspoken by about as few people 9) currently speakCherokee. Nearly a thousand years later, at the end of thesixteenthcentury,whenWilliamShakespearewas 10) hisprime, Englishwasthe nativespeechof 11) 5 and7 millionEnglishmen.

Four hundred years later, the contrast is extraordinary.Between 1600and the present, in armies,navies,companies andexpeditions,the speakersof English- including Scots, Irish,Welsh, American and many more - travelled 12) everycomer of the globe, carrying their language and culture 13) ... .. .. .them. Today, English 14) used by at least 750 millionpeople. Some estimates have put the total at 1billion. Whateverthe total, English at the beginning of the twenty-first century ismore widely scattered, more widely spoken and written,15) any other language has ever been. It has become thelanguage of the planet, the first truly global language.

~ Gappedsentences6 Choose one word from the box to complete all

three sentences.I near narrow shortThisissucha roadthat youhaveto driveveryslowly.Thatwas a escape - that red car nearlyhit us!JerryBrownwon the electionbya margin.

2 I problem . inability . failure IThe stock broker's.. ......... to act on the information he hadbeengiven,leadto hugefinancialossesforthe company.Unfortunately,Mike'sbusinessventurewasa(n) .A(n) in the computer systeml ed to all the databeing lost.

3 I.smooth good . rough IA trackledthroughthewoodsto thehouse.Ihavea ideaofwherethe musicschoolis,butI'm not entirely sure.Hishandswere fromworkingonthe farm.

( Useof En~/~h - Part 47 Forquestions 1-5,think of one word which can beused appropriately in all three sentences.

o Please write your name and address on this slipof paper.Did Isay 'wash the breakfast fishes'? It must have been aslipof the tongue.The police officer chased the thieves but they managedto give him the slip.I know he was having a sleepless night because I couldhearhimpacing andforthinhisroom.I'llget ......to youassoonasIhearanynews.Let'sgoand sit further - beingsoc loseto thescreen ishurting my eyes.

2 Kimpulledonher coat and outof thehouse.Thelittleboatwas againsttherocks.I off a letterto let himknowthat weweren'tcoming after all.

3 You'vedone a marvellous with the house; itreally looks fantastic.Katehasdecidedto takea in the localfactoryuntil she can find something else.Petercertainlymadea good offixinghistable- it doesn't wobble at all now.

4 Wheredoesthislittlepath to?Thelatestclues the policeto believehat themurderer was known to the victim.The book describes the breakdown of a marriage and theeventswhich upto it.

S You'vegota dirtymarkonthe ofyournose.Ican't rememberhisnamebut i t'sonthe of mytongue.Thewaiterwasverypolitesowelefthima .


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~ Word formation8 Completethe followingsentencesusingwordsformed from the words in bold.

attract. Usif1gthis polish on your car will give its surface anattractive shine.. Apart from the rock concert, there were severalother at the festival.2 pass. The escaped prisoner took a hostage and demanded

safe out ofthe country.. After the heavy snow. the mountain roads were.

3 beauty Flowerarrangementshelp to ahouse.. The talented decidedto openher own salon.4 sign Thischequeis .so I'mafraidthe

bank cannot cash it.. The anti-hunting group collected over 5,000on its petition. It is hopedthat the of the agreement

willtake place tomorrow.5 like. The restaurant was too sophisticatedfor my.. Mariannabearsa strong to herfather.

6 terror. Blowing up the ambassador's car was an act ofcondemnedbythe government.

. I'vejustheardthe newsabout the ..............................traincrash.

7 stop. Once Ruth starts talking about her cats. she's.. Factoryworkers have voted for daily 3-hourin protest at the planned paycuts.

8 head Thearticlehad a rather uninspiring . Shetrippedand fell downthestairs.9 understand I said 'eight o'clock'. not 'nine o'clock'; you musthave ............................. When I told him my daughter was ill h e was very

and let me leave work early.

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( UseofEng/~h- Part39 Forquestions 1-10, use the words inbold to formwordsthat fit inthe numberedspacesinthe text.

Child prodigies are the circus animals of our age,an 0) endlesssource of1) to usall;whethertheyare infact worthy of admiration or of pity is2) however.t ismorethantwodecadessincethe 3) RuthLawrence, at the age of thirteen, obtained a Firstin Mathematics at Oxford Uhiversity.becoming anational 4) . More5) six-year-old JustinChapman enrolled at the Universityof Rochester,to study ancient world history. These children'sintellectual 6) are obviouslyimpressive. but surely such children are too7) to cope with university?Some psychologists point out that while it isentirely8) that parentsofsuch exceptionally gifted children should9) themto succeed,it i~important that they are not put under10) pressure.andalsothattheir emotional and social development aschildren is not neglected.

ENDFASCINATE

DEBATEREMARK

CURIOUSRECENT

ACHIEVEMATURE

UNDERSTAND

COURAGEEXCESS

'I

~o


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~ Keyword transformations10 Complete the gaps with a short word or phrase tomake two sentences which mean the same as the

first sentence.

Thepolicesuspecthat AndyDovercommittedhecrime.a Anay Doveris suspicion....................havingcommittedthe crime.

b AndyDoverssuspected committedthecrime.2 Leah'spsychologicalroblemsobackto herchildhood.

a Leah'spsychologicalproblems in herchildhood.b The origin Leah's psychological

problemssin herchildhood.3 Tonywasintenton reachinghesummitof themountain.

a Tonywasdetermined the summitof themountain.b Tonyhad made his toreachthesummitof themountain.

4 Extratuitionin MathsandSciencewillbe of greatbenefitto thechildren. .a Extratuition in MathsandSciencewill ....................

the children.b Extratuition in MathsandSciencewill be beneficial

the children.5 Theresnoaccesso thebuildingromthisroad.

a Thebuildingisnot fromthisroad.b Youcannot the buildingfromthisroad.

6 Iwouldhavenohesitationngivingyoumysupport.a I would give you my support amoment's .b Iwouldn't youmysupport.

7 Iamnotobligedto revealhe truth.a I obligationto revealhetruth.b Nobody to revealhetruth.

8 Hefoundthebeautyof naturenspiring.a He bythe beautyof nature.b His wasthebeautyof nature.

(Use ofEng/~h Part511 Forquestions 1-8,complete the second sentence sothat it has a similarmeaning to the first sentence,

using the word given. Do not change the wordgiven. Youmust use between three and sixwords.o Simonsn'tcapableof cookingor himself.

abilitySimondoesn'thaveheabilityocookorhimself.Themainpointof hisspeechwasthat wehaveto makecut-backs.boiledWhathis thatwehaveto makecut-backs.

2 Hehasaverygoodknowledgeof scientificmatters.aboutHeis scientificmatters.

3 Wearealoneinthehousesowe canhavea party!ourselvesWehavethe. sowe canhaveaparty!

4 Emilystronglyresemblesermother'ssideof thefamily.bearsEmily... hermother'ssideof thefamily.

5 ManypeoplebelievehatPavarottiwastheworld'sfinesttenor.widelyPavarotti theworld'sfinesttenor.

6 I understandhat it'sdifficultto workfull-timewhenyouhaveyoungchildren.beI know to work full-timewhenyouhaveyoungchildren.

7 It seemedpointlesso staythereanylonger.littleThere thereanylonger.

8 I couldn'thavesolvedmyproblemwithoutyourhelp.beenIf , I couldn't havesolvedmyproblem.

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Writing: Information SheetsInformationsheetsarewritten inbothformalandinformalsituations,dependingonthe targetreader.Likearticles,heyoftenhavec

mainheadingbut theyareusuallydividednto sectionswith subheadings,n thesamewayasreportsandproposals.Moreformaltasksshouldfocuson providingactualinformation,but youmayneedto usetactfulor diplomaticanguage.e.g.Wri.c

aninformationheetannouncingomemajorchangeshatarebeingplannedorthecomingearnyourcompany.ouhouldeassurehepubliche-theywillbeinconveniencedslittleaspossible.

Forlessormaltasks,aswell asprovidingnformation,morelight-heartedor persuasiveanguagemaybeneeded.e.g.Youhavehelpectoorganisemportingrculturaleventnyourarea.Writeaninformationheetwhichwillencourageoungpeopleoattend..Informationsheetsshouldinclude:. a titlewhichattractstheattentionof thereaderandstateshe content anintroductionwhichmakeshe readerwant to continue. amainbodydividedintoheadedsections,ocusingonthe relevantnformationin the rubric a briefconclusionwheremainpointsaresummarisedLayoutis important- useclearheadingsandmakesureyourwriting iswell spacedout on the page.Bulletpointscanbe usedtcseparateyourpoints.

:) LanguageFeatures1 Lookat the list of featuresandtickthe onesyouwould usein aninformationsheetto informaccountholdersaboutthe servicesofferedbya bank.

:) Understandinghe Rubric(1)2 Readthe rubricbelowanddiscusshe questionswhichfollow.Someoreignlecturersaredueto visityouruniversityora seriesof seminarsbut knowverylittle aboutthe area.~ YouarePresidentf theStudents'Unionandhavebeen: askedto write an informationsheetto besentto the. visitorsin advanceof their arrival.Youshouldincludedetailsaboutthe university,he area,andthe activitiesthat areavailableo themduringtheirstay.Writeyourinformationsheetin 220-280words.

1 Whoarethetargetreaders?2 Howformaldoesyourwritingneedto be?3 Howmanysectionswouldyouwrite?4 Whichof the languageeaturesn Ex.1wouldyouuse?5 Whatkindof informationdoyouthinkyourtarget readers

would liketo begiven?Shouldyou includedetailsabouttheseminars?Why(not)?

6 Whichtypeof writing (discursive,arrativeor descriptivelwillyouusemost?

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. descriptiveanguage -. financialerms. shortsentences. persuasiveanguage. imperatives. veryormalanguage. rhetoricalquestions. longsentences. colloquialanguage. hyperbole. longparagraphs. light-heartedeadings. idiomaticexpressions

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