Guy Brook-Hart and Simon Haines
Includes an official CAE exam paper from Cambridge ESOL
k with answe
Guy Brook-Hart and Simon Haines
~ CAMBRIDGE
;:;
UNIVERSITY PRESS
CAMBRIDGE UNIVERSLTY PRESS
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Sao Paulo, Delhi, Dubai, Tokyo, Mexico City
Cambridge University Press
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lnformation on this title: www.cambridge.org/9780521698436
©
Cambridge University Press 2009
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2009
3rd printing 2010
Printed in Dnbai by Oriental Press
A catalogue record {ar this publicatían is auailable {mm the British Library
ISBN
ISBN
ISBN
ISBN
ISBN
ISBN
ISBN
978-0-521-69843-6
978-0-521-69842-9
978-0-521-69845-0
978-0-521-69847-4
978-0-521-69844-3
978-0-521-69849-8
978-0-521-69848-1
Student's Book with answers with CD-ROM
Student's Book without answers with CD-ROM
Teacher's Book
Class Audio CDs (3)
Student's Book Pack (Stndent's Book with answers, CD-ROM and Class Audio CDs(3))
Workboak with answers with Audio CD
Workboak without answers with Audio CD
Cambridge University Press has no respansibility for the persistence or
accuracy of URLs for external or third-party Internet websites referred to in
this publication, and does not guarantee that any cantent on su eh websites is,
or will remain, accurate or appropriate. Informatian regarding prices, travel
timetables and other factual information given in this work are correct at
the time of tirst printing but Cambridge University Press does not guarantee
the accuracy af such informatian thereafter.
,
Contents
Map oi the units
Introduction
CAE content and overview
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Our people
Mastering languages
Vocabulary and grammar review
AII in the mind
Office space
Vocabulary and grammar review
Dramatic events
Picture yourself
Vocabulary and grammar review
Leisure and entertainment
Don't blame the media
Vocabulary and grammar review
At top speed
A lifelong process
Vocabulary and grammar review
Being somewhere else
The living world
Vocabulary and grammar review
Health and lifestyle
Moving abroad
Vocabulary and grammar review
4
6
7
Units 1 and 2
Units 3 and 4
Units 5 and 6
8
17
26
28
37
46
48
57
66
68
77
Units 7 and 8
Units 9 and 10
Units 11 and 12
Units 13 and 14
86
88
97
106
108
117
126
128
137
146
Grammar reference
Writing reference
Speaking reference
CAE model paper from Cambridge ESOL
Answer key
148
164
175
179
207
Acknowledgements
263
~
Contents r 3
'
I
I
Use u r [ 1'YII!ih
Wr lUng
1 Our people
Read lng Part 1: The subject of a book, Wnting Part 1: A letter
Startlng a conversatl on, My choice
of career
Use of English Part 4
2 Mastering languages
Readlng Part 2 Kenneth Hale, Master
UngUlst
Use of Enghsh Part3 : The namlng af products
3 AII in the mind
Readlng Part 3 The next step In brain
evolution
4 Oflice space
Readlng Pan 4: Is the re an architect In Wntlng Part 1 A repon
the house?
5 Dramatic events
Reading Part l . A nlght of fear. An
unpleasant night. A nlght among the
teees
Wntlng Pan 2: A competl1ion entry
Use of Engllsh Part 5
6 Picture yourself
Reading Par! 3: Teenage self-portralls
Wrlting Part 2: A revlew
Use of Eng lish Part 2 Art tor offlces
7 leisure and
Reading Part 2: How to gel the IIfe you Wriling Pan 2: An informalletter
reallywant
Use af Engllsh Part 1 The chang.ng face of
Bollywood
Reading Part 3: The ethlcs of re811ty
Use of English Part 3 Broadcasters must fin d
ways to rega ln publlc trust
Wntlng Part 2: A report
Vocabu/ary and grammar reVlew Units ¡
an.~_
Writing Part 1 An artlcle
Use of Engllsh Part 2 : Nature vs Nurture
Use of Enghsh Pan 1_ Friends benefit firms
Vocabulary 8nd grammar"review Unils 3 a!!.r1. 4
Vocabulary and urammar revlew Units 5 and ti
entertainment
e Don't blame the
media
Itelevision prod ucers
~~.bufary
Wnting Part 1: A proposal
and grammar review Unils 7 and 8
9 At top speed
Readmg Part 2: Bugattl Veyron
10 A lifelong process
Reading Pan 4: What our students say Wnting Pan 1: A report
aboutus
11 Being somewhere
else
12 The living world
Wnting Pa rt 2: A n essay
Use af Engllsh Part 4
Use of Enghsh Pan 1 Why do we need lifelong
learning?
Vocabufary and grammar review Unirs 9 and 10
- - - - - ---------r
-':--'----..,..,--:-::-:-~
Readin g Part 3: Disappearing Into
Wrltm g Part 2: A contribution to a
Use of Eng llsh Part 2: Island wanted
Africa
lon ger plece
¡
Read ing Part 2: A lex (he Afrl can
G~·riting Part 2: An informatlon sheet IUse of En glish Part 3. Species loss accelerating
Vocabulary and grammar review Units 11 and 12
13 Health and lifestyle
Reading Pan 4: Unusual nalJonal
sports
Writing Part 1: A letter
Use of Engllsh Part 4
14 Moving abroad
Readlng Part 1: Th e AUanuc passage,
When tal ent 90es abroad , Getting a
student visa or permit
Wflting Pa rt 2: An artlc le
Use of English Part 5
Vo cabulary and grammar review Units la and 14
4)
Map 01 (he uníls
Llstening Part 4: Unusual occupations
Two students doing
Speakmg Pan 1
Speaklng Pa rt 1
Collocations with give, do and make
Verb forms to talk about the past
u 'tenlna Part 1: Khalkha. Spelhng
reform, Job mtervlews
Opinioos about language
A uONerslty student talklng about two
photos
Speaklng Part 2
CoHocatlons with maKe. getand do
Expressi ng purpose. reason and
result
Spe aking Part 3
Formal or informal?
• No, none. not
-_
.. . . ....,---,-..,
Listening Part 2: A psychological
eondltion
Two people dlseussmg photographs
• The passive
Listening Part 2: A skills shortage
Two people glving opinions
Speakmg Part 4
Adjectlve/noun collocallOns (1 )
Expressing posslbility, probability
and eertamty
Listenlng Part 1: Dramatle past
experiences
A student speaking about the phOlOS
Speakmg Part 2
Idlomatlc language
Verbs followed by lo
the - mg farm
Ll stenlog Part 3: An mtervlew wlth
artist Liam Carolao
Talking about self- portralts
Two palrs of students doing Speaking
Part 3
Speakmg Pan 3
Adlectlve/noun callocatlons (2)
Avoiding repetltian
Listenm g Pan 4: Talking about mus lc
Two people dOlng Speaking Part 2
Speaklng Part 2
Listening Part 3: An Intervlew wlth
journalist Harry Cameron
Two people dOlng Speaking Part 3
Speaklng Part 3
._... _.- -- .
Prepos lt.Janal phrases
Money verbs
'Talklng' verbs
_~-
_
..
Ways of linking
+ Infinitive or
Ideas
Tr-ansitlVe verbs
Reported speech
~-
Llsten mg Part 1: Rall travel, Olympic
records, Spaceshlps
A stude nt doing Speaking Part 2
Speaklng Part 2
Action, acriviry, evem and programme
lIstening Part 2 : Studying Arabie in
Speaklng Part 3
Chance, occasion, opportumty and pOSSlblfity Modal veros expresSl ng ability,
Egypt
Tenses m t ime clauses and time
adverblals
possl bility and obligation
Two people doi ng Speaklng Part 3
Uste-nlllg Part 1: Travelling on a flver, A
Speaklng Part i
sponsored walk. A n lotervlew w ith a traveller
Three people domg Speakmg Part 1
Listelllng Par! 2: Chmate change and
the Inuit
Two people dOlng Speaking Parl3
Speakmg Part 3
Speaking Pan 2
lIstemng Part 4: M lgratian
M ig rants taíkmg about thelr
experiences
Two people doing Speaklng Pan 4
Speaking Part 4
Ar. m and on to express lacatlOn
Word formatlon
Prepasltians following verbs
CondltlOnals
Nou ns and anlcles
PreposltlOns after adjectives
Ways of contrasting Ideas
The language af
compenson
Leam. lind out and know
Comment adverbials
Emphasis
Provide. offer and g/Ve
Map 01 Ihe unil. { 5
Introduction
Who
h·~ lOO
Speaki ng a nd Writíng reference section s. These
explain the possible tasks you may have 10 do in
the Spea king and Writing papers, and t hey give you
examples toget her with add itional exereises an d adv iee
on how b es t to approaeh th ese two CAE papers .
·S U
•
A co mplete CAE exa m su pplied by Ca mbridge ESaL lar
you to practise w ith .
•
A CD-ROM whi eh provides you with ma ny interac tive
exercises, incl udi ng fu rt he r lis te n ing prac tice exclusive
to the CD-ROM. All these ext ra exereises a re linked to
lhe tapies in the Stu dent 's Book.
Complete CAE is a s tim ul ating and thoroug h prepara tion
caurse fo r students who wish to take the Certificat e
in Adva nced Engli sh exam from Cam bridge ESOL. \t
teaches you t he read ing, w rit ing, lis te n ing and s peaking
skill s wh ieh are neeessa ry fo r the exam a s weJl a s the
grammar a nd voeabu la r y wh ieh , fro m resea reh into the
Ca mbrid ge Lea roe r Co rp us, a re known te be essent ia l fo r
exam sneeess. For th ose of yo n who are not planning to
take th e exa m in the near fu tur e, th e b ook provides you
with skills and language h ighly re levant te an advaneed
level oí English (Common European Framew ork (CEF)
AIso available are :
Th ree a ud io CDs cantaining liste n ing material lar lhe
14 unit s of the Student"s Book pl us the Listening Test
supplied by Cambr idge ESa L. The listening material is
ind iea ted by dillerent colo ured icons in the Student's
Book as follows: ( ) CDI, ( ) COl, ( ) cm.
A Teacher 's Book cantaining:
level CI).
o
What the boo contains
o
In th e St udent's Book th e re a re :
•
14 units tor clas sroom study. Each u nir contains:
one part of each of the ñve papers iu the CAE exam.
The units provide language input and skills prac tice
to help you deal sueeesslully with th e tas ks in eaeh
parto
• essential information on what eac h part of th e exam
involves, and the best way to approaeh eaeh task.
o
a wide range 01 enjoyab le and stimu lating speak ing
activities designed to increase your flueucy and yo ur
abilit y ta express yo urself.
o
a step-by-step a pproach to doing CAE Writin g tasks_
• grarnma r activities and exercises io r the grammar
you need to kn ow fo r the exam . When you a re doing
grammar exercises you w ill sometimes see this
symbol: @ . These exercises are b ased on research
from the Cambridge Learner Cor pu s and th ey de al
with the afeas which are kn own to cause problems
for students in the exam.
o
voeabu lary necessary lar CAE. W hen you see t his
sy mbol 0 by a voeab ula ry exe reise, the exereise
foeu ses on word s whi ch CA E cand idates oflen
can fuse or use wrongly in the exam.
• a un it review. These co ntain exercises wh ich rev ise
the gra m mar and voeabu lary that you have st udied
in eaeh un i\.
A Gramma r refer ence section which clearly explains
all the main areas 01 grammar whieh you will need to
k now for th e CAE exa m.
o
o
o
Introduct ion
•
o
o
step-by-ste p guidan ce fo r handli ng all the ae tivi ties
in the Stude nt's Book .
a la rge nu mber 01 suggesl ions lor a lte rna tive
l reatme nts Di activ ities in lhe Studen t's Book a nd
suggestions fa r exte ns ion acti v ities.
ex tra photocopiable mate ri a ls lor eaeh unit of t he
Student 's Book to praetise a nd extend lauguage
abil ities ou tside th e requirements of the CAE exa m .
complete a nswer k eys including reco rding scripts
lor all the listening material.
fo ur ph otoco piab le progress tes ts at regular
intervals throu ghout the book.
14 photocopiable word lists (one for eaeh unir)
eontai ning voeabu la ry lo un d in the uni!s. Eaeh
voea bu lary item in the word li st is aeco mpa n ied by a
deñni tion supplied by a eorpus-informed Cambrid ge
d ie tion a ry.
A Studen t's Workbook co ntainin g:
o
o
•
•
o
14 units fo r homework an d self-stud y. Eaeh uuit
eo ntains lull exam p ractiee in one part 01 the CA E
Readi ng Pap er or in two parts 01 th e CAE Use 01
English Pa per
fu ll exam practice in one pa rt of the CAE Liste ni ng
Pa per in each unit.
fu rthe r practice in lhe g rarnmar and vocabu la r y
taught iu the Studen t's Book .
exercises for l he de ve lopme nt oi essenti al writ in g
skills su eh as paragraph orga nisation, self
correetion, spelling and punc tuation ba sed on the
results Irom the Ca m bri dge Leam er Cor pu s 0 .
an au di o CD eontailling all t he listening materia l for
the Workb ook.
CAE content and overview
1
Part 1 Three tex ts on one theme from a range 01 so urces. Each text
READING
has two multiple-cho ice quest ia ns.
Part 2 A text from w hich six paragraph s ha ve been removed and
Candidates a re expeeted
to show und erstand ing of
attitude, detail, implication,
placed in a jurnbled arder, togethe r with an add itional paragraph, a lter
th e text.
Pan 3 A text lollowed by seven multiple -choiee queslians.
Part 4 A text or several shart texts preceded by 15 multiple-matching
ma in idea, apinion, purpose,
specific information, te xt
orga nisat io n features, ton e
and te xt stru cture.
1 haur 15
minutes
f
2
WRITlNG
1 hour 30
-j
quesl1ons .
Candidates are expected
Part 1 One compulsory question.
Part 2 Cand idates choose one task from a cho ice of five question s
to be able to write non
(including the set text aptions) .
speeiali sed tex t ty pes sueh
as an artide, a co ntribution
to a longer piece, an essay,
in format ion sheets,
a propasal, a repart,
a rev iew, or a compel ition
e ntr y, with a focus on
adv ising, compa ri ng,
evalu ating, expressing
minutes
opinions, hypoth esisiug,
, justifying. and persuading.
3
USEOF
ENGLISH
1 ho ur
Part 1 A modified cloze test containiug 12 gaps and lollowed by 12
multiple-choice items.
Pan 2 A modified cloze test co ntaining 15 gaps.
Pan 3 A lext contai ni ng la gaps. Each gap eonesponds to a word.
The stems of the miss ing words are given beside the text and must be
changed to form th e missing word .
Par t 4 Five questions, each arre containing three discrete sentences.
Cand idates are expected
lO demonstrate the ability
10 app ly their knowledge
ol the Ja nguage system by
completing a number 01
tasks.
Each sentence cantain s ane gap, which must be completed with e ne
word wh ich 1S approp riate in a1l three sentences.
Part S Eight separate ques tions, ea eh with alead-in sentence and a
gapped second sentence to be eompleted in three lo six words, one 01
~_ _ _ _ _ _-,-w:.:h.:.:i"eh=-ci.:.:sc:a-,g"i"v"en
,,---':.:
key wotd:..:'._ _ _ __
4
LISTENING
Approximately
40 minutes
Part 1 Three short extrac ts, fram exchanges between in teracting
spea kers. There are tWQ multiple-choice qnestions for each extract.
Pan 2 A monologue with a sente nee eompletion tas k which has eight
nndetstanding 01 agreement ,
items.
Part 3 A text involving inte ract ing speakers, w il h six multiple·choice
questions.
atlit ude, course of act ian ,
deta il. fee ling, functian , g ist,
interpreling con text, main
Part 4 Five shon the rned monologues, w it h l a multiple-matching
poiuts, opinion, purpose,
qu es ti ons.
5
SPEAKING
14 minutes
Candidates are expec ted
to be able to show
_ _ _ _--t_s-'p_e_e_ifi_·c info~[~mation, etc.
Pan 1 A conversa tion between the interlocutor and each cand idate
(spoken qu estion s).
Part 2 An individual 'long turn ' la r each candidate wi th a briel
Ca ndidates are expec ted
response trom the second candidate (vi sual and written stimuli , w ith
spoken in struc tion s).
Part 3 A two-way conversabon between the ca ndidates (v isual and
w ritte n stimuli, with spoken interaction).
conversational English.
lO be able to respond to
queslions a nd to interaet in
Par! 4 A discussion on tapie s re lated to Part 3 (spoken questions).
CAE content and overview
0
Our people
o
Starting off
O Work in small groups. How do you think these
things reflect our persona lity? (Give examples.)
•
•
•
•
•
•
&
the job we choose
the subjecl(s) we choose lO study
our free-time interesls
lhe clothes we wear
the friend s we choose
the place where we choose to live
Work alone. Choose one of the things aboye and
spend a few minutes preparing a two-minute talk
on how it reflects ~our personality.
€ ) Work in small groups and take turns to give your
talks. While you are listening to your partners,
think of one or two questions to ask them when
they nnish.
Listening Part 4
o Work in pairs . The photos show people with
interesting or unusual occupations.
1 Look at the list of occupations (A - H) in Task One
on the right and match each occupation with one
of lhe photos.
2 What do you think attraclS people lo these
occupations?
3 Which do you lhink is easiesl
and which is lhe most
difficnll lO learn'
e
o
Unit,
6
You will hear five short extraets in wh ieh people
are talking about a member of thei r family who
they admi re. Before you listen, work in pairs.
Whieh of these phrases would you associa te with
each job? (You ca n associate sorne of the phrases
with more than one job.)
•
•
•
•
•
•
•
•
a few of his/her recordin gs
complete dedication to his/her craft
perform a new trick
his/het und erwater adventures
out in a H weathers
the lirsl person to set foot in a place
what it wou ld be like tomorrow
digging at sorne excavation or other
Now think of one more phrase you might
associate with each jobo
e Look at the list of qualities (A-H) in Task Two
and explain what each of Ihem means in your
own words. Whieh quality would you associate
with each ¡ob?
Task One
For questions 1-5, choose from the list A-H the
person who each speaker is talking abou!.
A a deep·sea diver
Speaker 1
I
I
1
¡
Speaker 2
I
I
2
I
Speaker 3
I
I
3
I
Speaker 4
I
I
4
I
Speaker 5
I
I
5
I
B a lisherman/ lisherwoman
e
a glass-blower
D a magician
E a musician
F a weather forecaster
G a n archaeologist
H an explorer
Task Two
For questions 6- 10, choose from the list A-H the
qna lity the speaker admires about the persono
A a positive outlook on life
Spea ker 1
I
I
6
I
Spea ker 2
I
I
7
I
Speaker 3
I
I
8
I
Speaker 4
I
I
9
I
Speaker 5
I
I 10 I
B ability to anticipate
problems
e
an enquiring mind
D attention to detai l
E ca lmness nnder pressure
F readiness to explain things
G kindness to childre n
H originality and
inventiveness
o (2) Now listen to the five speakers and do the two
tasks.
Exam information
In Listening Part 4,
you hear five short monologues and you have to do
listening tasks.
tWQ
in each task yo u have to choose cne answer fo r each
speaker from a list of eight options.
you hear each speaker twice.
o Work in pairs. Tell each other about someone
interesting or unusual in your fam ily.
• What do th ey do?
• What are they like?
• What is your relationship with Ihem like'
Our people
0
Grammar
€ ) Put the verbs in brackets in the following
Verb forms lo talk about the pasl
O Look at these extraets from Listening Par t 4.
Match the underlined verb forms with their
names (a-h).
a past si mple
b past continuous
present perfec t simple
í present perfect
contínuous
e past perfec t simple
g used to + infin itive
d past perfect continuou s h would + infinitive
e
1 We loved his staries of ... the strange creatures
h e'~.
e
2 lt was a rea l eye·opener to see her at work. 1 mean,
she wa s doing what many people think is a man's
jobo
sentences into the simple or continuous forms of
the pas!, past perfect or present perfeet. (In sorne
cases more than one answer is possible.)
1 Chen .M'sP'l~~.. WOr)(i11~ . (work) in Singapore
since he
. . .......... .......... (leave) university
two years ago, but next yea r he expec ts lo be
tran sferred ta Hon g Kong.
2 Sven takes university life very seriously. He
(study) here for six months
and he still .
.. (not gol ta a single
party!
3 Maria.
. (come) round to dinner
last night; she.
. (slart) telling
me her life story while 1 ..
(make) the salad and .
(contiuue) tell ing it during dinner.
3 She invited me to come out on one of her trips ...
We've lis tened ta them so many times ...
S He'll.QrQ¡;¡ whatever he was doing ...
6 She never used to ganic ...
7 ... even if he was tired because he 'd been working
aH day.
8 He's been getting dÚs uew show ready receutly.
4
6
Which of the verb forms in Exercise 1 is used to
do the following1
1 . refer to somethiug that happened at a spec ific time
in the pas!:
p"st..si",p.i.~
refer to a re peat ed action or habit in the past
which doesn't happen now:
and
3 refer to an activity which started before and
(possibly) continued after au event in the pas!:
2
4 indicate that we are talking about something
which happe ued before another activity or
situation iu the past which is described in the past
simple: .
S indicate th at we are talki ug aboUl something
which happened before another aetivity or
situation in the past simple, but focu sing on the
leugth of time:
6 refer to something that started in the past and is
sti ll happening now and emphasises the activity
rather than the result: .
7 refe r to something that sta rted in the past and
still happens now and often says how many times
something has been repeated: .
O
page' 48 Grammar reference: Verb forms to talk about Ihe
pasl
4 Ivan.
(have) a splitting
headache yesterd ay evening because he
..... (work) in Ihe sun all day and
............... (not wear) a hat.
he.
S l .
(grow) up in a house which
. (belong) to my great·great·
grandfather. We . .
........... (seH) it now
because it is too big for our sma ll fami ly.
() Cirele Ihe eorrect alternative in i(alíes in each of
the following senlenees.
a M teachers 1 were oflen gelling /
oflen used lo gel a uuoyed with me when 1 was
at school because [ (2) never used lo bring / had
never brougltt a peu with me and I (3) would
always ask / /tave always asked someone il J eonld
borrow theirs.
b The villa ge (4) used to be / would be very quiet
and remote nntil they (5) buill/ /tad buill the
motorway two yea rs ago. lu those days everybody
(6) would know / used 10 know everyone else,
but sinee then, a lot of new people (7) carne /
/tave come to live in the area a nd the old social
strue tnres (8) gradually c/tanged / /tave gradually
been cltanging.
e When J was a ehild, both my parents (9) used 10 go
/ were going out to work, so when they (10) would
be / were out, my grandmother (11) was looking /
would look after me.
@
Uní! 1
41)
e
CAE cand idates often make m istakes with
present perfect, past and past pe rfect tenses. In
the sentences below, circle the correct a lternative
jn itaties.
1
2
3
4
5
6
7
S
In recen t times people had / (íUWe7Wd)more
contact with lheir friends through email and
mobile phones than they did in the past.
The feedback we received from on r clients meant
we have been / were able to provide excellent
advice to the people developing the product which
th ey then acted on.
The part y was great and the best bit for me has
been / was the jazz bando
We should have had a really good holiday for what
we paid, but unfortunately we discovered that they
didn'¡ organise / hadn'¡ organised anyth ing very
mueh so it was rather a disappointment.
While I wa s studying in England, I haven'¡ raken
/ didn'l take a n examination because it was no t
offered to me or 10 any of my fellow students
eith er.
Are you going to the dinner on Saturday? A lO! of
my ot her friends were invi¡ed / have been i nvi¡ed
and I know they'd·love 10 meet you.
I have on[y [ived / have only been living in Geneva
for th e pasl few month s, though Madeleine, who
yo n met yesterday, lived / has [ived here a H her life.
. Pet ra looks after my ehildren very well . 1 haven'l
noliced / didn'l norice any weaknesses in her
eharaeter, so J'm sure you'lI be happy to offer her
a jobo
Reading Part 1
O Work in pajrs. You are gojng to read three shor!
texts about people, their activities and their
relationships. Before you read, discuss t his
question:
If you were going 10 write a short text about one of
your acriv ities or rela tionships, what or wh o would
you write about? Why?
@ Read the three texts quite quick ly. Which text
comes from:
a a novel?
b a biography?
c an autobiography?
€ ) Now read each text again and answer the two
questions which follow each one in your own
words.
The subject of a book
1 spent hou rs li sten ing to the bookse lle r 's
sto ries about his battles against the different
r egimes an d their cen sors. How he launched
his personal fig ht, hiding books from the
5 police, lending them out to others and fina lly
going to prison for it . He was aman who
had tried to save t he art a nd literatu re of his
count ry, while a string of dictators did their
best to destroy ¡hem. 1 realised that he was
10 himself a living piece of hi s cou ntry's cultural
hi stor y: a hislOry book on two feet.
One day h e invited me home for an evenin g
m eal. His family - o ne of his wives, his sons,
sisters, brother, mother and a few cousins
15 was seated o n the floor roun d a s umptuous
feast. Sultan recounted stories, the so ns
laughed and joked. Th e atlnosphere was
un restrained and a huge contrast to the sim ple
mea ls l'd shared w ith t he people in the
lO mountai os.
When 1 left l said to myself: ' How interesting
it wo uld be to w rite a book abo ut th is family:
The next day 1 cal!ed on Su ltan in his bookshop
and told him my idea.
". 'Thank you: was al! h e said.
' But this means that I wo uld have to come and
live w ith you:
' You are welcom e:
From The Bookscller of KabuJ by Ás ne Seierstad
1 In line 11, wh at does the writer want 10 show by
using the phrase Q history baak on tUJa feet?
2 What do we undersland from Ihe writ er's use of
Ihe word unrestrained in Une 18?
OUt' people
®
e
my choice
of career
Starting a conversation
'Have I missed something here7'
It was an ordinary Thursday evening in January - at
least I thought so. I was round at my girlfriend Mel's
nat and it was to her that I'd aimed my question, as for
so me unknown reason she'd just turned off the TV even
though I'd quite clearlybeen watching il What really
wound me up, however: was the fact that she'd used the
remote control to do it, adding insult to injury. It was an
unoflidal rule al ours that I looked after all TV channel
changing duties - in the same way that Mel got f1rst
grazing rights on the top layer of any box of chocolates
that came into our possession. We'd arrived at these
and other rules through a process of trial and error
over the course of our four-year relationship. These
rules made me happy. I always knew where I stood. But
when you abandon rules there's bound to be chaos, and
right now what I had on my hands was a serious case of
anarchy.
My obviously deranged beloved pursed her perfect
fulllips together and blew into the end 01 the remote
haughtily as if she'd just battled the TV lor my attention
and won. There's no need far you to be quite so pleased
with yourself, I thought. Alter all, it was only a repeat 01
Star Trek.
' So what is it7 ' I asked carefully.
'It's us .'
1 am a woman. ram a fisherman. Neither abused
nor neglected, 1am the product of a blissful and
unique childhood, arare claim these days. Like
all young children, [believed wholeheartedly in
the words of rny mother and father. Tt was only
natural that 1 tcok seriously the assertions of
my parents that [cou ld do whatever [liked with
my life, become anything [ wanted. Although
the advice they gave was well intentioned, rny
parents never drearned that it might come back
to haunt them when [ decided that what [ liked
and wanted to become was a fisherman.
One day, when [ was just t2, my sister asked,
'Aren't you going to play in the woods today"
'No.' 1smiled. 'Taday ['m going to sea.'
And go to sea [ did, every chance [ got for
the next twenty years. Rarely did a day leave me
ashore. Fishing rn y way through college, r made
rny first deep-sea trip at the age of nineteen
aboard the Wa lter Leeman. My primary job
was cooking, and although r disliked the ga Hey
chores) 1liked the rnoney. Ir wasn)1 until a
feHow crew member hit the bunk wit h a back
iojury that 1was aUowed to work 00 deck, work
[ enjoyed for years. By the time [ gradnated
from college [ had outlasted the original crew
members 1had started with ) most ofwhom
moved on to boats of their own, and beca me
captain of the boat by at tritioo. Prornising my
parents that [would postpone law school for jnst
one year, r became a full-time fi sherman.
Adapted from The Hungry Ocean
by Linda Greenlaw
'Us?'
'Us: she said calmly. 'Le!'s talk about us:
From Hr Commitment by Mike Gayle
5 How did the writer's parents feel about her
becoming a fi sherm an?
6 How did she become captain of the Walrer
Leemanl
3 Wha t particularly upset the writer?
4 Wh at impression do we have of the wri ter trom
readi ng lhis text?
@
Uni.l
Text 2
3 The writer was particularly upset because his
girlfriend had
A eaten all the chocolates.
B interrupted his favourite TV programme.
C scared a victary aver him.
D lIsed something tha( narmally only he used.
4
What impres sion do we have of the wr iter fram
reading this text?
A He di slikes talking about relationships.
B He's dominaled by hi s girIfriend.
C He likes clearly defined relationships.
D He's highly sensitive lo insu lts.
Text 3
5 How did the writer 's parents feel about her
be coming a fi sherman'
A They encouraged her to join Ihe profession.
B They thought that it was a normal thing far her
to do.
C They hadn't expected her to make (his choice.
D They felt that her education had been wasted.
6
How did she become captain 01 the Walter Leeman,
instead 01 the other crew members?
A She studied harde r.
B She wo rked harder.
C She stayed on the boat for longer.
D She found the wo rk more enjoyable.
Exam information
o Now, for questions 1-6 below, ehoose the answer
(A, B,
e or D)
which you think fits best aecording
to the tex!.
Text 1
1 In line 11, the writer uses the phrase a history book
on two feet to show that
A the bookseller was working to conserve his
conntry's cultu ral heritage.
B the culturallife 01 the country was very Iragi le .
e the bookseller had 10 move lram place to pl ace
Irequently.
D the bookseller could teach her a lot about the
country.
In Reading Par! 1, you
read three short texts on th e same theme.
answer two multiple-choice questions, each with four
opti ons, about each text.
In the exam you have approxímately 18 minutes forthis parto
o Work in smal! groups. Diseuss these questions.
• Which 01 the people in th e texts would you be
most interested to mee!?
• Wh at questions would you ask that person?
2 What do we understa nd fram the writer's use of
the word unrestrained in line 18'
A Other people the wr iter had eaten with had
been more rese rved with her.
B The lamily was mare relaxed when they were
with the writer.
e Family members were always ready 10 express
t hemselves openly.
D The family was keen to feature in the writer's
book.
Our people
®
Voc~blllar
Collocations with give, do and make
O
Look at this sentenee fram Reading Part 1, Text 3.
Write the correet verb A-D in the gap.
Although the advice they
........................ was
well intentioned, my parents never dreamed that it
might come back to haunt them ..
A made
B gave
e said
Use of English Part 4
O Many words have severa l difierent meanings.
Look at this sentence iram Reading Part 1, Text
2. Which oi the iour definitions (a-d) from the
Cambridge Advanced Leamer's Dictionary (CALD)
do you think the word missed matches?
'Have 1 m;ssed something here?'
D expressed
6 0
CAE candidates oflen use the wrang verb
when they should use give, do or make. In most
of the sentences below, the underlined verb is
wrong. Replace the underlined verb with e ither
give, do or make, or write correct if you think
there is no m istake.
1 When you print the anicle, we also expeet you to
gWe an apology.
..."re
2 Ca rla a lways gives her best, even if she does nol
a lways manage to get ver y high marks.
3 Her repon on the trip did not show aeeurate
information so we were quite eonfused.
4 1 have sorne suggest ions lO give before the
fonheoming trip.'
5 I hope you r eompany wi ll ~ me at least a panial
refundo
6 I'm so gratefu l thal you have made me the ehance
to attend the co urse,
7 In my boss's absence, I give telephone ea ll s lO
euslOmers, elea n desks, and write emails,
8 Insta lling modern teehnology will give a good
impression of the eollege,
9 Gur evening leetures were mad e by 'experts' who
knew nothing aboul the subjecL
10 There is anolher reeom mendation 1 would like to
give coneerni ng Ihe elub,
~ What meanings does missed have in the three
sentences below? Match the sentences with the
definitions in Exercise 1.
1 Dani oversJept and missed (he bus, so she arrived
rea lly late for elass.
I enjoyed going on holiday with my fr iends though
I missed my family to Slarl with.
3 The ball missed the goal mouth eompletely and
flew harmlessly into the crowd.
2
€ ) Look at the groups oi three sentenees below.
What sort of word is needed for each group
(noun, verb or adjective)?
1 My friends gave me a really "
weIcome when 1 got baek from holiday,
Take a"
"" eoat if yo u're going oul
lOnight because it's absolutely freezing oulside.
Ci ndy decided lO decora te the hallway using
". "". """. """"". colours to make it feel
friendlier.
2
€ ) Words which are oflen used together (e.g. make
an apology) are caHed collocations. Which verb
oflen forms a collocation with these nouns? Wr ite
give, do or make in each gap.
4
5
6
7
8
9
................. someone an impressiotl
3
~
"" oi~e
a speech, leelure, laJk or performance
"". someone inform alion, details, adviee 01'
instructions
"""" "" . a reeommendation, eomment, apology,
suggestion
someone a chanee, opportunity
someone a refuud, their money back
""". "". ". your best, Ihe best you can
".""" "" "". a lelephone call
............ an impressioll OU someone
1
2
Unit 1
It's a good
" " the poliee didn't see
you driving so fasl!
Paola's desperale lO work, but unfortunately she
never manages to hold down a .
101' long,
They didn't make a very good "
01 printing out the lea flet, did they?
3 The new trallie regulations will come into
... on 1 January,
He's persuaded the Couneil to adopt his ideas b y
sheer..
01 personality.
Magda is thinking 01 joining the poliee
........ after she graduates.
4 Sofia has been in the same eompany all her
working
.. , so it's quite
surprisiug thal she's leaviug,
You would expeet the ocean floor to be dead, but
in laet it's lull of ..
Ca refu l use will prolong the .
.. 01
yo ur machi ne.
o For questions 1-4 in Exercise 3 on page 14, which
word from the box will lit all three gaps?
bright career elleet
job
life thick time
force
friendly
wa rm
work
Speaking Part 1
Exam information
heavy
Exam information
You do the Speaking Paper in pairs. In Part 1, the examiner
asks each of you question s about your lives, your interests, your
activiti es, your experiences. your background, etc. You discuss
these things w ith the examiner an d the other candidate.
Thi s part of the exam la sts three minutes.
In Use of English Part 4, there are five questions. Each question
con sists of three sentences, each with a gap. You have to think
of ene word which fits the gaps in all three sentences.
o Work in pairs. Read the questions below Irom
Speaking Part 1. Which questions are:
The word will:
a mainly about the presentl b mainly about the past?
be the same type of word, 8.9. noun, verb, etc., and have the
same form in all three gaps
How would you answer each question?
have a different meaning in each sentenee.
1 What do yo u most enjoy doing with yo ur friendsl
Have you ever had the opportunit y to really help a
friend? How?
3 Would you preler to spend your holidays with your
lamily or your Iriends'
4 What is the best way for people visiting your
country to make lriends'
5 Who do you think has had the most influence on
your life so far? Why?
G What's your happiest childhood memory'
7 Who is the best teacher you 've ever had?
8 TeIl me about a friend 01 yours aud how you got to
know him or her.
o For questions 1-5, think 01 one word only which
2
can be used appropriately in all three sentences.
1 1 entirely agree with the government's
................ on free mediciue for
pensioners.
I'm feeling very stiff beeause I slept in a really
uncomfortable ..
las! night.
Najib has applied for the ..
............. in our
company lhat was advertised in the papeL
2
Stella has been
............ the business
almost single-handed sinee her assistant left.
1 never knew you were interested in polities
and now 1 see yon're ..
..... lor
parliament l
We'd better stop at a filling station soon as we're
....... ... ........................... out 01 petral.
E) (3) Listen to two students, Nagwa and Carlos.
Which question does each 01 them answer?
Nagwa
Carlos.
3 If yon think you need a bit more exereise, why
don't you ....... .... ......
up tennis?
If you find the gadget doesn't suit your needs,
it back to the shop.
1.
it you'll be at the meeting
tomorrow - it's really vital that you are.
4 The place where 1 study has a ver y
............ policy towards time-keeping
and you can't be late lor class.
Candela is a ..
.. ............... vegeta rían a nd
refuses to eat meat Or poultry.
We need a very .
........ translation 01
the report so as to avo id any misunderstaudi ngs.
5
1 wasn't
enjoying stndying law at university, so 1
.... to history at the end of the ñrst
yeaL
1 found his speech very boring so I'm afraid I
................... off befare the end .
The weather has been so mild that we haven 't
the heating on yet this winter.
o {4\ Now listen to them again, with lhe examiner's
questions, and say if the lollowing slatements are
true (T) or lalse (F).
1 They both give very brief answers.
2
3
4
They give a lew details to support their answers.
They use a variet y of tenses appropriately.
They speak in a relaxed, n atural way.
o Work alone, Think about how you could answer
e
each of the questions in Exercise 1. Then work
in pairs and take turns to ask and answer the
questions.
page 175 Speak¡(¡g reference: Speaking Pan I
Our people
®
Writing Part 1 A letter
Dear Elena ,
Exam information
Thanks for your letter asking about coming to
Millwall College . I think it's a really good idea
because you'II learn so much English. And don't
worry about loneliness at all beca use yo u'll make
plenty of friends .
In Writing Part 1 lhere is one task you must do.
The task may be an artide, leUer, report or propasa!.
You are given some input material (e.9. a letter, an
advertisement, an artide, etc.) and notes you have made
about it. Vou must dea) with al! the points in the notes.
Vou will also have la exp ress opinions, evaluate opti ons and
One really good friend (1) I made 1(fVemacJe) is
Martyna, who I (2) actual/y m e t / hove actual/y
met befo re leven arrived! It was quite a
coincidence beca use we (3) sot / were sitting next
to each other on the bus and we got chatting
and discovered we (4) hove been / had been on
the same plane co ming he re and were going lo
the same college! Anyway, she's really good fun
and (5) we've been doing / we did lots of Ihings
together.
persuade the reader.
Vo u have abo ut 45 minutes and you should write between
180
and
220
word s.
o Work in pairs. Read Ihe writing task below and
answe r the queslions which follow.
You are studying at an international eollege for a few
months. Your friend , Elena, is thinking of studying at
the sa me eollege this s ummer and has written to yo u
aski ng about il. Read the extraet from he r e ma il and
you r notes. Then w rite her a letter saying whether you
Ihink s he should study al the eollege or nol and giving
you r reasons.
It would be ve ry good for
c..o.....e
me to improve my English,
be-c...'!Ase. ...
but nI be livi ng abroad for
the first time. I'm worried
about feeling lonely and
wonder how easy inl be to
make friends. Also, I'd be
O'!Ay
doing this in my summer
te. ..cl>I.e.y
holiday, so 1 want to have
is ;rYe...t
time off to enjoy myself as
be.",,'lAse. ...
well. It's quite expensive:
---------- are the teachers good?
Best wishes,
That brin gs me to free tim e. We get plenty of it ,
by the way, and (6) I've already visited / I olready
visited quile a few places round about. La st week
Marlyna and I (7) hove joined / joined a local
s ports club and (8) we've ployed / we've been
playing tenni s Ih ere severa l limes. I know it's you r
s ummer holiday, b ut , speaking for myself, (9) I've
been having / I've had a really good lime!
íe.!l MY .. bO'lAt
tM ,t'rie..,.o :r
.....de. tM .j';yst
d..~
As for your last worry: ves, the college is
expensive, but my teacher, Jackie, is excellent.
(10) She'staught / She's been teaching in several
different co u ntries, so she's pretl y ex perienced
and inte resting. Apparently, her first teaching job
(11) has been / was in Thailand, where s he
(12) actually used to teach / has actually taught
some members of the royal family'
"I'lAst .........tia1'l
0'lA y ,t're.e.- ti......
Mtivitie.s
Do come if you can - you won't regret it!
Elena
Best wishes,
Toni
1 Who will read your letter'
2 So should you write in a for mal or informal style?
3 What things must you deal with in your letter'
4
Underline them in the task aboye.
What things can you say to persuade Elena 10
come to the college? Make sorne notes.
a Read Toni's letler on Ihe righl and an swer Ihe
question s.
1 Has he dealt w ith all the pOints in the task?
2 Has he written in a formal or an informal style ?
3 What has he said to persuade Elena to come to the
college ?
@
Uni! 1
€ ) Read Ihe letler again and cirele Ihe correcl verb
form from Ihe aIternatives in italics.
O Read the letler again and wrile in your nolebooks
any words or phrases you Ihink ma y be usefllllo
use in yonr writing.
o Work alone and write your own answer lo Ihe
Writing task in Exercise 1.
O
page 173 Writing reference: Leiters
Mastering languages
Starting off
O Work in pairs. Read Ihe following remarks and
Living in the cou ntry, you
just (6)
the language naturally and
that's just about the best
way to lea rn il.
wrile a word or phrase from Ihe box in each gap.
an excellenl command
l3il iA~~al
a bil rusly accurately
fashionable loanwords
molher longue
persuasion
pick up
switch
fl uency
highly articulate
aim 10 achieve
(7)
of English, which means
becoming
I
People tend lo be
(l) ..b,I'""01i~L ... - they
speak the region al and the
.national language and they
(8)
(2)
and being able to
use the language
(9) .. .......... .................... .
between langu ages wilh ease.
of (3) .
are coming into the language.
oa rticularly from English. so my
(4)
...... is nol
al all the same as it was. sayo
'ifty years ago.
LOlS
I wouldn't consider accuracy
to be as important as
(10) ....
when learning a foreign
language.
We should be teaching young
people to use language for
My English has gOl
(5) ................... .
(11)
rather th an self- expression.
""""--, because I don't use it very often.
a (s\ Check your an swers by lislening lo Ihe speakers.
~ Work in pairs. Which opinions do you agree wilh?
Which do you disagree with? Why?
Maslering lao guages
@
Reading Part 2
O Work in small groups. You wiII read an artiele
about a linguist called Kenneth Hale. Befare you
read: what do you think is the best way to go
about learning a new language?
6
Read the main part of the artiele quite quickly.
(There are six missing paragraphs.) What advice
did Kenneth Hale give about learning new
languages?
_.
SummaryoL
1st para :
Kenneth Hale, Master Linguist
50MITIMES Kenneth Hale was asked how long it would take him to leam a new language. He thought
ten or fifteen minutes would be enough to pick up the essentials if he were listening to a native speaker.
After that he could probably converse; obviously not flu ently, but enough to make himself understood. To
those whose education, however admirable in other respects, had provided only rudimentary language
skilis, he seemed a marvel.
11
2nd para:
As many of these languages had no written grammar or vocabulary, and indeed were spoken by few
people, Kenneth picked them up orally. His tip for anyone who pressed him for advice on leaming a
language was to talk to a native speaker. 5tart with parts of the body, he said, then common objects. After
leaming the nouns, you can start to make sentences and get attuned to the sounds.
12
3rd para:
This is all the more eonfusing as language is much more complex than, say, simple arithmetic, which
often takes years to master. It is often hypothesised lhat language is an innate human faeulty, with its own
specialised system in Qur brain.
4th para:
He spent his childhood on a ranch in Arizona and started his education in a one-roomed schoal in the
deserto Many years later, lecturing at MIT, he stiU felt most comfortable in cowboy boots. On his belt was
a buckle he had won at a rodeo by riding bulls, and he had the slightly bowed legs of a horseman. His
students were impressed that he could hght a match with his thumbnail.
5th para:
One lndian language at its last gasp was spoken by the Wopanaak, the tribe lhat greeted the Pilgrim
Fathers in 1620. It is now spoken again by several thousand people around Cape Cod. A Wopanaak who
studied under Kenneth is preparing a dictionary of her language. 'Ken was a voice for the voiceless; said
Noam Chomsky. And he worked tirelessly to leam endangered languages.
15
6th para:
Despite lhese setbacks, Ken did contribute to an understanding of the apparently innate human eapaeity
for speech. He made a number of what he called 'nea!' discoveries aboul lhe strueture of language, and
had an instinctive sense of what alllanguages had in common. After his retiremenl from MIT, he said he
would 'reaUy get down lO work', an ambition he was unable to aehieve, though his other achievements
were considerable.
7th para:
And these people are often particularly upset by a scholarly argument which surfaces from time lo time
about the desirability of keeping alive languages that have httle chance of survival. Occasionally lhe
argument tums nationalistic. For example, is what Kenneth called the 'revitalisation' of Welsh merely a
nuisance in Britain where, obviously, English is the working language? Kenneth Hale had an indignant
answer to that question. 'When you lose a language; he told a reporter, 'you lose a culture, intellectual
wealth, a work of arto The damage thars done is irreparable. It's Iike dropping a bomb on a museum, the
Louvre.'
Adapted from The Economist
@
Unil2
@) Read the
article again and match the paragraph
summaries from the box below with each
paragraph.
A A language Ken helped save
B l,eA's abilily te leam la,l§ua§es ~uiel<l)
e How Ken learnt languages
o Ken's origins
E Reasons lar protecting languages under threat
F Ken's involvement in language theory
G The biological basis 01 language
o Now choose from the paragraphs
A-G the one
which fits each gap in the texto There is one
paragraph which you do not need to use.
Exam information
In Reading Part 2, you read a text with six gaps where
paragraphs have been removed and placed after the text.
You have to decide which paragraph goes in each gap.
There is one extra paragraph which you do not need.
eJ Work in smal! groups.
•
•
•
•
In yonr conntry, how many languages do most
people leam 2 Wlúcll are the most useful and why'
Do you think leaming to speak one loreign
language helps you to learn another?
Are any languages in your country undel' threat?
(Why'J Do you think it's important to protect
endangered languages?
Should there be a world language wbicb everyone
speaks? Why (not)?
A And he had discovered his talent for language when playing with Indian friends who taught him
Hopi and Navajo, Leaming languages became an obsession. In Spain he picked up Basque, in
Ireland he leamt Gaelíc, and he mastered Dutch within a week. He sought to rescue languages that
were dying out.
B And so he was, He had a gift, But he was also an academíc, a teacher oflinguistics at the Massachusetts
Institute of Technology (MIT). He was aware that many otherwise elever people find leaming a
second language extremely hard, He sought to find laws and structures that could be applied to
all languages and the search took him into many linguistic byways, to the languages of native
Americans and Australian aborigines and the Celtic fringes of Europe.
e
However, for Kenneth bilingual dictionaries were an anathema and banned in his classes. He
held that meanings were too fluid to be captured and readily translated word-for-word from one
language to another, He always told his students that meaning was intuitive: you either grasped it,
or you didn't,
o
In addition to his feat of learning so many languages, he is likely to be remembered by The Green
Book of Language Revitalisation, which he helped to edit. It was warmly welcomed, especially by
those who may be a touch aggrieved by the spread of English, whích ís blamed for brutally sweeping
other languages aside.
E Kenneth could converse in about 50 languages, perhaps a world record. He was the last person on
earth to speak some languages. Hundreds are disappearing, he said. They beca me extinct, and I had
no one to speak them with:
F Some students of linguistics believe that such an ability, if it exists, is normally lost at the age of 12.
But for Kenneth it was around this age that his interest in language was just starting.
G 5till, there is much more to language than that. Noam Chomsky, like Kenneth a teacher of línguistics
at MIT, wrote: 'Language is really weird, There is nothing else in the natural world that even
approaches its complexity. Although children receive no instruction in learning their native language,
they are able to fully master it in less than five years:
Mastering languages
®
Vocabulary
Colloca tions with make, get and do
O Form collocations with
the words in bold by
writing make, gel or do in the correct form in
the gaps in these sentences from Reading Part
2. Then copy the complete colloca tion into your
notebook.
After thal he could probably converse; obviously
no t f1uently, bu l enough to (1) ..... m..~Ke . himself
understood .
After lea ming the noun s, you can slart to
(Z)
........ sentences and (3)
..... a ttuned
to the sonnds.
... ... a number of what he ca lled 'neat '
He (4) .
discoveries about the Slfuctuce 01 language ...
The damage tha t's (5)
is irrepa rable.
4:} CAE candidates often use the wrong verb with
the words a nd phrases in the box . Copy the table
below into your· notebook and write each word or
phrase in the correct column. Two words/phrases
can be written in more than one column.
7 We'd be ve ry gratefu l if you'd make your best to
solve this problem.
8 You can spend lots of time at t his holiday eamp
praetising exereise and havin g a great time !
listeni 9 Part 1
Exam information
In Listen ing Part 1:
yo u hea r three short conversations on different th emes
you have to answer tWQ multiple-cho ice questions w ith
three options about each conve rsation.
O You will h ear three difierent extracts. Before you
listen, work in pairs. Read questions 1-6 below
and on page 21 a nd discuss the following.
a
b
e
d
What do you think Khalkha is1
Whieh answer won ld yo u give to qnestion 2?
What do you thi nk is meant by 'spelli ng reform"
In queslion 4 , how a re options A, B a nd C related
to spelling reform?
e How wou ld you answer question 51
f In queslion 6, wh ieh oplion, A, B or C, wou ld be
most helplul lor non-nati ve spea kers looking foc
jobs 1
!eHlemmeAt
a c~urs~ a deelsio;;- ';; mistake 8 j ~¡;-~
, an effOrl
a point a propasal a qualification
a suggestion actlvities an apology business
, complaints changes exerelse friends
I fUrlher information
harm money back one's best
some shopping sport household chores the cooking
"the right choice use 01 something an improvement _ _
€)
e
Each of the sentences below contains
a mistake made by CAE candidates with a
collocation of make, do or gel. Correet the
mistakes.
1 Before working in ouc shop you ti rst ffii!ke a one
week eourse in developing photos.
2
do
A lot of my time was wasted, so 1 do th ink I should
reeeive sorne of my money back.
1 have sorne suggestions lo give before we start the
trip.
4 She did everything possible 10 tum the trip more
pleasa nt.
5 We were made lO work very hard at school and
th at eertainly didn't make me any harm.
6 We need lO reduce the time take n to ac hieve all
the tasks mentioned aboye.
3
@
Unit2
ExtraelOne
You hear an interview on a travel programme with a
writer who has been lo Mongolia .
1 How did Colin ti rst start learning Khalkha?
A He tau ght him self belore starting his journey.
B He took lessons with a teacher in London.
e He learnt il while he was in the countr y.
2 Colin thi n ks that adulls wantin g to learn a new
la ng uage must
A have a talent for la ngu age learning .
B be prepared to work ha rd .
e be ready to take ri sks.
through
thorough
plough
though
rough
Use of English Part 3
O Work in small groups. How many wards can yo u
lorm lram each al Ihese base wards?
[\Ct rael Two
govern
"'ou hear two teaehers, Raji v and Susa n, diseussing the
need for English spelling reformo
3 Rajiv beca me interested in spell ing reform
A when he was lea rning the langnage him self.
B when he sta rted teaehin g the la ngnage.
C wh en he read abo ut the subject.
4 Wh at do Rajiv and Susan agree about?
A Children would have fewer problems learni ng
to read and wrile.
B Foreign lea rners would know how 10 prononnee
force
care
deep
child
fnend
critic
fragile
break
occasion
Example :
aOYe.r-11. - aove.r-aI1l..e.11-1"¡ (10VeY11""" e.1...JC\i, Oove·,1-ttAble¡
"""aover",,,bh I ""->ta over",,bl'/J' (l"0VU->tI->t(l"¡ (l"over"or¡
Oover""bl1.d·'/J
a Look at your answers 10 Exercise
1. Which 01
these sulftxes did yo u use?
-ion, -ment, ·less, -ise, -al/y, -haad, -able, ·ly, -fui, -en,
-ity, -ship
new wo rd s.
C lt wOllld lead 10 considerable eco nomic savi ngs.
Which al Ihe sulftxes above are used lO form:
1 verbs'
g
2 nouns?
3 adjeetives?
4 adverbs?
Can you think al olher su lftxes which are used
in eaeh al the categories 1-4 in Exercise 2? For
each suffix, write one word as an example, e.g.
nauns: -ness: kindness.
O Which al Ihe words in the box are spelled
eorreclly? Correct the word s which are spelled
ineorreclly.
Extract Th ree
','ou hear an interview wit h Peggy, a researeher who has
5tudied job interviews eonducted in English.
5 What does she eonsider the main problem for non
native speakers?
A Their Eng li sh is not good enongh.
B Their body language gives the wrong message.
C Their answers are llnsuitable.
6 She sllggests improv ing lhe reem itment proeess by
A re plaeing interviews wilh practical tests.
B training interviewers to ask cJearer questions.
C ehanging interviewers' expectations.
(s) Now li sten, and lor questions
1-6, choose Ihe
a n swer CA, B or Cl which ftls best accord ing lO
what yo u hear. There are two queslions lor each
extrae!.
€) Work in pairs.
• What are the main difficu lties for people wanting
10 lea rn yOllr language?
• What, for you, are the main difftculties of doin g an
interview lar an exa m or for a job in English?
. occurrence
happenning
developement statement
. referrence opening
realy factually beautifuly
trulhfull
disa ppointed
disa tisfied iregularrity
reliable
undenyable useable
refuseing
basicaly arguemenl
o page
151 Grammar reference: SpellJi1g rules far affixes and
inflect/Ons
(;) @ Find and correcl Ihe spelling mislakes in the
sentences below, made by CAE candidates in Ihe
exa m .
1 As yOll ca n see in the ae,e flísffleftl, the holiday is
quite cheap. ",dve.d'ise....e->tt
2 People are begining lO get tired al being promised
things it 's imp oss ible ta give ihem.
3 I'm sure yo u're going to be as succesflll as yOllr
predecessor was.
4 He was sent 10 prison for expressing his
disagreement wit h the goverment.
5 By implementing th ese proposals we wiJl be doing
more to protect the enviroment.
6 The family 1 stayed with was realy kind and
helpful.
Mastering [anguages
®
(i) Work in pairs. You are going to read a text about
names fo r new products. Befare you read:
• Are lhere any prodncts produ ced by international
compa nies whose names sonnd strange or funny
in yo nr langnage l
• What do you think each of the following prodncts
are?
--_._---- . - _.- , - --:-;Gold Blend
Lego
Ka
Macíntosh Brut
• How much does a prodnct·s name inflnence yo u
when deciding whether to buy or not?
O Read the lexl below quile quickly lo find out:
1 how campanies name products
what problems they have when naming prodncts.
Ka or ca/"'
2
International companies are find ing it (O) ..... ..i.->\C,re..t\S.i->\1J"~V...... important to develop brand
na mes that can be used in a w ide range al conntríes. A product with a single, nniversally
........ ............. in production and promotion
recognised name ca n lead to major (1) .
costs - especially now lhat worId adverti sing is a (2) .
...... in snch contexts as
major sporting events.
INCREA5E
5AVE
RE AL
lt is said that more time is (3) .
spent deciding the na me ol a prodnct than ACTUAL
on its (4)
Thonsands of poss ible names may need lo be investigated to DEVELOP
find one that is internationally (5) .
ACCEPT
An indication al the scope of the problem can be seen from the experience of Dnnlop, who
spent over lwo years (6)
. researching a name for a new tyre. They then
launched an internationa l (7) .
. ..... amongst their employees, receiving over
10,000 entries. Aronnd 30 names were selected lrom the enormous number
(8) .
.............. - bnt not one wa s lound to be legally available in more than a small
number 01 countries. Olten companies end up with a na me that is (9) .
for legal or linguistic reasons. For example, a word may be nnprononnceable in sorne
languages; and lhere is always the danger of the na me being the same as a word which is
either (10)
......... ............ or taboo.
SUCCEED
COMPETE
SUBMlT
USE
RELEVA NT
Adapted from The Cambridge Encyclopaedia o{ La.nguage by Dav id Crystal
(l) For questions 1-10, read the text again. Use the
word given in capitals at the end 01 sorne oí the
lines lo lorm a word that fils in lhe gap in the
same lineo There is an example at the
beginning (O).
Exam information
In Use of English Part 3, there is a text with ten gaps. Yo u have
lo wrile Ihe eorreel lorm 01 Ihe word given IN CAPITALS at Ihe
end 01 the line in th e gap.
@ Unit2
o Work in pa irs.
• How do people in your country choose names lor
their children?
• Are fashions in children's names changing'
• In Britain, people also na me their pets and
sometimes their houses. What things do people
in yo nr countr y nam e, and what sorts of name do
they choose'
Grammar
Express ing purpose, reason and result
o Match the beginnings oi the iollowing sentences
Exam information
(1-8) with their endings (a-h).
In Speaking Part 2 you are each given three photos and are
asked lo choose two of the photos lo speak about
1 I thought 1 should pick the language up while I
was there, so c.
2 Ir might be beller to set up a simulation of the job
in q uestion so as
3 The eandidate often lacks the sort oí cultural
background lhal wo uld stand ¡Ilem in good stead
in Ihese situations with lhe resuh thal
4 They used lO give us dictations in elass to make
sure
5 I always write new vocabu lary down in my
nOlebook in case
6 Pavla is studying languages at universily with the
i ntent ion oi
7 We found Ihe leeturer difficull to hear due lO
8 You'lI need lO use a microphone, otherwise
You must speak on your own tor one minute. You have to:
a
b
e
d
e
i
g
even lually working as an interpreter.
1 forget ir.
1 immersed myself in the neighbourhood .
the people al the back won'¡ hear you.
the poor aco usties in the hall.
lheir respon ses lake lhe interviewer by surprise.
lO see whether lhe candidate ha s the skills and
altitude Ihey're looking for.
h we knew things like putting a double 'p' in
'approve' ...
6
Speaking Part 2
compare the tWQ photos
answer a question connected with both photos.
When the other candidate is speaking, you listen and th en
answer a brief question about the photos.
o Work in pairs. Follow lhe examiner's instructions
below.
Now in this part of the tesl I'm going to give eaeh of
you three pietures. I'd like you to talk abou t Ihem on
yo ur own for about a minute.
Here are your pietures. They show people explaining
things. l'd like you te compare two of lhe pielures and
say whal they might be explaini ng and whieh situation
is the most diffieult for the speaker.
Answer Ihe iollowing questions.
1 Which of the bold phrases in Exereise 1 ex press:
a a purpose?
b a reason?
e a resull?
2 Which of the words/ ph rases are followed by :
b a noun / verb + ·lngl
a an infinitive'
e a sentence?
O page 150 Grommar reference. Expressrng purpose, reason
and resu/t
g @ CAE candidates oflen make mistakes with
words and phrases to express rea son, purpose
and resu)\. Circle the correct alternative in itulles
in each oi the foUowing senlences.
1 My ltalian is exeellent @aüSe) / due to llived in
Italy fo r four years.
2 By / For technical reasons, lhe flig ht was delayed
for several hours.
3 Over lhe last decade, our lives have changed a lot
beeause o{ / by comp uters.
4 Cou ld you please send us a brochure SO as / so thal
we can see exactly what you are offering?
5 [hope the organisation's efficien cy will improve
{or nor lO / in arder nol lO wasle people's lime and
money.
Mas tering languages
@
a (7\ Liste n lo Bethia, a university s ludenl, lalking
aboul Iwo of Ihe photos on page 23.
Writing Part 2 A report
Exam information
Oid she answer all par!s of lhe examiner's
in sl ructions?
2 What ideas did she express? (Take notes.)
I
In Writing Part 2 there are tour question s numbered 2-5, from
w hich you choose ene to answer.
Questions 2-4 may ask you to w rite an article. a competition
entry, a contrib ution 10 a longer piece (such as a brochure),
a ¡etter, an information sheet, a report, an essay, a propasal
or a review.
€) A Listen again. Which of Ihe adverbs in lhe box
did she u se?
I~~tu a lly
I.p'erh aps
almost certainly cleal'ly obviously
possibly
probably
really
Question 5 is base d on a set book (reading the sel book is
opli ona!).
--~.
Work in pairs. Make your own senlences about
the photos u sing sorne of Ihe a dverbs in the box.
O The examiner u sed Ihe word difficult in his
question. Which Iwo words m eaning difficult d id
Bethia u se in her a nswer?
o Change parlners and lake turns lo talk for a
minule aboul the photos using your ideas. FolJow
the instruc tions in Exercise 2. Try lo u se word s
from Exercise 4 and try lo avoid repeating the
words from the question loo oflen.
(!) Work in pairs. Look al the pholos below and read
You must w rite between 220 and 260 words and you have
about 45 minutes to do this.
o Work in p a irs. Read Ihe fo llowing writing lask
and answer the questions below.
An international media company is investigating
Ihe influence that television programm es imported
from English-speaking countries have on different
countries around the wortd. You have been asked to
wrile a reporl on Englis h- Ianguage TV programmes
in your country. In your report you shou ld address the
following:
how popula r Ihese progra mmes a re an d wh y.
the examiner's inslructions.
t'd like you to ta lk on yo ur own for about a minute.
Here are yo ur pictures. They show adults a nd children
talking to eaeh other. I'd like yo u lo compare two 01
the piclures and say why Ihey mighl be talking to each
other and how they might be feeli ng.
Sludenl A: Follow the examin er's in slruc tions above.
Sludenl B: Whe n Student A has fi nished , foll ow the
exa miner's in struclious above using the photo
Student A didn 't use and one of the others.
O page 176 Speaking reference' Speakmg Parl 2
@
Unit2
Ih e effect Ihey are having on loca l culture.
any cha nges you wou ld recommend.
Wrile your repor!.
I Who is expecled to read this reportl
2 Shou ld you use a form al or informal style 1
3 What are Ihe four main point s you should dea l
4
with?
In what order would yo u deal with them?
6
Read Ihe sample report on the right and write
one word/ phras e lrom t he box in each gap.
- -- - - _ .. --,
accounted fo r tlle aim. as a consequence
due to means
meant
resu_l_t_ed_ _
_ ___
the eflect
the result
so :~
g
J
Work in pairs. Read Ihe reporl again and answer
Ihese questions.
1 How is the layout 01a rep or! different lrom other
types 01 writ ing?
2 Has the writ er incJuded al! the points in the
writing task? Where are they dealt with in the
repor!?
3 Is the style approp ri ate lar the target readers?
Work in pairs. Read the lollowing writing lask
and:
1
2
3
4
underline the points you must deaI with
ide ntily who wiII read the report
decide what style you wi l! need to use
decide what title to give your re por! and what
seclions and secrio n headings you wil! need.
A lead ing educational publisher is interested in
lang uage learnin g in different countries. You have
been as ked to write a report on foreign langu ag e
lea rning in yo ur country. In your report you should
deal with
the languages people learn, who learns them and
where th ey leam them.
recommendations for improving langu ag e-Iearning
in yo ur country.
Write your reporto
(1) Work alone and write the reporto Use the sample
report in Exercise 2 as a model.
o page 171 Writing re;erence: Reports
English-language TV
prograrnrnes in rny country
Introduction
(1) .. ...1"",. "".i",,
01 t his repart is t o comment
on t he popularity oí imported English-language
tele vision programmes in my country, t o explain
how t hey are affecting local culture and to
re commend changes that could be made in the way
these programmes are shown.
Popularity of irnported prograrnrnes
Approximately fiíty percent of the programmes
shown on TV in this country have been made in an
English-speaking country and were originaUy in
En glish. The popularity of these programme s can
be (2) ......
by their large r budget s,
whic h (3) ....
... ...... .. they a re generaUy
more spectacular than 10caUy made progra mmes
and may inelude int ernationaUy famous st ars in
t heir casts. On most ch annels, viewers can choose
which language t hey wish to watch the progra mme
in, with (4)
that people with a
goo d command oí English tend to watch programmes
in t heir original versions.
Effects on local culture
The popularity 01 English-lang uage programmes
has (5) ................................ .... .. that it is hard fOI local
programme-makers to compete, given t heir limited
budgets. (6) .................................. , local culture has
been heavily influenced by American values of
consumerism. Moreover, expos ure to mistranslations
of Enghsh-languag e film s has (7) .
in words in our languages being used with new or
wrong meanings . However, a positive effect has
been that people have become mo re open and ready
t o change (8)
.... . t he fact t hat t hey see
other ways of living and thinking.
Recornrnended changes
1 would recommend t he government to subsidise
national television companies (9) ..
to encourage them to make mo re quality programmes.
This would have (10)
of reducing
our rehance on import ed prog rammes while at the
same time promoting local values and culture.
Mastering language s
@
Unit 1 Vocabulary and grammar review
Vocabulary
O Complete each oí the sentences below by writing
the correet íorm oí give, do or make in eaeh gap.
~tht~~:~i~t~~ the~~~?;::~~ ·
a rousing spee ch
1
2 Carrie sat through the entire meeting without
......... a single suggestion 10 salve the
problem.
3 Although she's been .
.. her best, J
know she's find ing it hard to cope.
4 Fergus
a pretty bad
impression in Sat urday's match, so the manager
is .
him just one last chanee ar
he'll be dropped from the team.
S Jf yo u'd just..
..... . me the deta ils, J'I!
take a note of them and pass them to the person
respon sible.
6 I ne ver expected to see you at the concert because
the last time we met, yo u ..
. ..... .. me
the impressiou that you didn 't like c1assic al mu sic.
7 Jf you're uot co mpletely satisfied with the result,
we'll .
............ you a fuI! refundo
8 Patsy is just .
. a phoue call at the
moment, so she'll be with Il S in a sec.
6
For questions 1-5, think oi one word only which
can be used appropriately in all three sentences.
1 Where do you
.................. ou the issue of
student loans lO pay for un iversity educatiou ?
I cau'I. .
. ....... the souud of her voice
- J find it so irritating '
You don't ..
...... a chane e of passing
the exam if you don't work harder.
2 Jvan .
..... ........... what he was doing and
ran lO help the accident victims.
He's been playiug so badly lately that they've
........ him from the team.
Se rgei was disappointed with his course, so he
. ont of university and fouud a
job iustead.
3 JI's only ..
far young people to
wanl to leave home and become independent
!t's a delicious, h ealthy drink made entirely from
....... i ngredients.
There's little that can be done to prevent
..... ... ........ disasters such as earthquakes
and hnrricanes.
@ Unit 1 Vocabulary and grammar review
4 If you're ..
...... ... , could I see you in
my office in about ten minutes?
Please feel ..
.. to ask me any
questions during my talk.
We've managed to enrol on the course completely
...... ..... .. of charge.
S I'm going to need a holiday at home after all thi s
travelling - it 's..
me out.
I expect everyone will be
something formal to go to the Parkinsons' party.
These boots are ..
out, so J'11
have to buy some new ones.
Grammar
e Cirele the best alternative in italics in the
sentences below.
1 We got 10 the park quite soou after lunch and
fortunately the rai n stopped /(fúíiS-wpjjeJJ by then.
2 We'd stood / We'd been standing in the rain for
at least twellty miuutes before the bus arri ve d,
by which time we were (ee/ing / had been (eeling
pretly cold aud wet, as you can imagiue.
3 I've driven / ['ve been d riving aloug this road a
thollsand times - I eonld alm ost do it with my eyes
shut'
4 You'd expeet Fran to be looking tired because she's
studied / she's been studying for her final exams far
Ihe las t three weeks.
S Maisie ate / had been eating sweets al! evening so
it was not surprising she didn't want a ny supper!
6 1 think people used ro work / would work mllch
harder in the past than they do nowadays.
7 So mnch noise had come / had been coming
from our flat al! afternoon that eventnally the
neighbours complained a nd we had to explain that
we repaired / were repairing the heater and that
we'd be fiui shing SOOn.
8 We always nsed to go to the Mediterranean for
our holiday s whe n J was a ehild . I think we went /
used ro go 10 Ibiza at least five times.
Unit 2
Vocabulary and grammar review
3 How long have yon been ................................... yo ur
curreut job ?
4 It was a difficuh decision, but 1 think yo u
.............................. the right choice.
S l dou'l uudersland yo u. What point are you trying
to ....................................... ?
......................... you any har m to
6 It wouldn't .
take a bit more exercise!
ocabulary
o Complete this crossword using words related to
language.
r;¡
1
1
'3
1
1
1
€ ) Each of the sentences below contains one or two
I
I I I
¡-
7
1
~
¡-
5
1
¡-
6
'1
¡-
1
-
~
1
1
1
i-
-
1-
spelling mistakes, Find and correel them.
1
1 Carol played the piano bestltiftll, at the openning
¡-
-
1-
2
-
1-
3
-
'-
8
1
1
1
1
4
•
-
Across
5 You've got to be able lO write ..
for this jobo We can'! aflord to have people making
mistakes . (10 letters)
6 Amina expresses her ideas very clearly - but then
young woma n.
she's a highly ..
S
6
concert of th e festival. UI\1Ati-t1Afi.')'¡
Brenda had a highly sueeessfull carlfer as editor 01
a Londou daíly.
There are st rong arguements in favour of giving
permission 10 the company to proeeed with the
new housing develapemenL
Basically, [just feh embarras sed at the begining af
the leelure beeause 1 thought peapie were laughing
al me.
Pat ricia has been studing really hard aud she's
beeoming extremely knowledgable on the subjeet
as a resull.
Gaby and Jean felt extremely dissapointed about
the flight cancelation because they thought they
were going to miss their honeymoon.
(lO)
Having lived in Chile lar seven years, Ph ilippe ha s a
perfeet .
al Spa ni sh . (7)
8 It takes a great dea l of praclice lO achieve
.................... in a langnage. (7)
7
Down
1 I'm not
keen on going 10 classes. l prefer to just
..................... lhe language while I'm in the
country. (4, 2)
2 Maria's En gli sh is virtuaUy perfect although her
................................... is Greek. (6, 6)
3 With a Japanese father a nd a French mother,
Motoko grew up completely .................................... (9)
4 Tattoo is a..
in English . It was
originallya Polynesia n term o (8)
100
a Complete each of these sentences by writing the
correct form of make, get or do in Ihe gaps.
1 Lee has been working ha rd becan se he needs
better professional
to ............... 3~t.. .
qnalifieations.
2 The new principal is plan ning on ..
quite a few cha nges to the way this college is run o
Grarnmar
o Complete each oí the sentences below by writing
a word or phrase írom Ihe box in each oí Ihe gaps.
Ivvittl
~v~t~t~ in case otherwise
the iAteAtioFl of
so as
so that
1 1 eaught an earlier train this morning
w it0,tf:.&i1',t"c1',ti91',.9f .... fini shing the rep ort
befare my boss arrived in the affice.
2 Natalie delivered the parcel herself
......................................... to make sure it arrived sa fely.
3 If 1 were you, I'd take yo ur bank ca rd
....................................... yo ur money runs out.
4 Yo u really should write new voca bulary in yo nr
notebook, ..
.... yo u'U forget il.
S Services on North-Easl Trains were cancelled
today ........................................ a tra in dri vers' strike.
6 Amin covered his face as he left the building
no one wo uld recognise him .
Vocabulary and grammar review Unil 2
@
AII in the mind
Starting off
a Now consider what type 01 a thinker you are.
o Work in pairs.
• Do you believe it is possible to measure a person's
in telli gence fairly and accurately? Why (not)?
• Even if you beJieve it is possible, do you think we
should measure intelli gence?
Read through the nine types 01 thinker below
and choose which type describes you bes!.
Give yourself a score between Oand 5 lor each
statement. (O ~ completely untrue for me / 5
ahsolutely true lor me)
Compare yourself with other students. How
similar or different are you?
, .
I~
L
You like lo undersland patterns and relalionships belween objecls or aclions.
Logicalf
Malhematical
You are good al Ihinking crilically, and solving problems crealively.
.. ... J
,
_ _ o
I
You think in words and like to use language lo express complex ideas.
Linguislic
You are sensilive lo Ihe sounds and rhythms 01 words as well as Iheir meanings.
- -------, .. -
-
You like lo think aboul and Iry to understand people.
Inlerpersonal
You make an efforl lo cullivale good relalionships wilh lamily, Iriends and colleagues.
- _.--<
You spend a lot 01 lime thinking aboul and Irying lo undersland yourself.
Inlrapersonal
You understand how your behaviour affects your relalionship with olhers.
You like lo undersland Ihe nalural world, and Ihe living beings Ihal inhabil il.
Naluralislic
You have an aptilude lor communicating wilh animals.
- ~ tI You like lo Ihink about philosophical queslions such as 'What is the meaning 01 lile?'
I
Exislenlial
You Iry lo see beyond Ihe 'here and now' and understand deeper meanings.
You lend lo think in sounds, and may also Ihink in rhylhms and melodies.
Musical
You are sensitive to Ihe sounds and rhythms 01 words as well as their meanings.
.- -"' [ You 'tend lo Ihink in pictures and can develop good menlal models 01 Ihe"~hys-al--ic- world .
Spalial
You think well in Ihree dimensions and have a Ilair lor working wilh objects.
Kinaesthelic
_ __
@
Unit3
_
__
You Ihink in movements and like lo use your body in skillul and expressive ways.
You have an aplilude lor working with your hands .
...L._
._
-
"J
- - - - - ' ' - - _ ..... _
What type of thinkers do you think these famou s
people a re/ were? (Focus on their occupations.)
Listening Part 2
Exam infonnation
In Listen ing Part 2 you listen lo a ta lk or lectu re and you have lO
complete eight sentences with a word or short phras e you hear
on the recording.
_:c :5e Bou
The re will be no more th an three word s missing from each
semence.
Th e sentenceS on the question paper are nat exactly what
you will hear on the recording .
o Work in pairs. How good a re you al recognising
people you have only mel once or tw ice before?
Charles Darwin, scientist, Britain
a Now look al Ihis painling by the surrealisl
artist René Magrilte. Do yo u find il amusing,
disturbing, interesting, mystifying or jusI
pointless? Compare your reaction wilh a parlner.
Achebe, novelist, Nigeria
Judit Polgár,
chess
grandmaster,
Hungary
philosopher, Russia
:viaria Callas,
.\ n toni Gaudi, a c'!:~~:::'.;~!!!.!::!:...:;!!;
What is your opinion of attempts like thi s lo
categorise people?
Al! in (h e mind
@
€ ) (s)
You are going lo listen to part of a radio
programme about a psychological condition
known as prosopagnosia. What is Ihe more
eommon na me for Ihis condition? LisIen lo Ihe
ñrst part of the programme lO find Ihe answer.
f) Discuss Ihese queslions.
1 How good are yo u al re membe ring people's
na mes? What about their phone numbers l
2 How ea sily do you recog nise places you have been
to before?
3 Have yo u ever experienced déja vu? How do you
explain thi s phenomenon?
0 (8) lisIen lo lhe whole programme and say if Ihe
lollowing slatemenls are true (T) or fa lse (F).
1 The speaker compa res face- blindness lO the
inability lO hear.
2 Sc ienti sts do nol understand how norm a l people
remember faces.
3 The face-blind subjecls could nol disti ng uish
bet ween Ihe faces or the o bjects.
Grammar
No, none, not
O Complete Ihese exlraets from the reeording with
no, fione or noto
1 The subjects were show n images of ... houses and
landscapes, and also black-and-white pictures of
faces w ith . .. ..... hair on their heads.
2
of the face -blind subjects could recognise
the fac es in t he series wel!.
3 It is sti U .
kn own what proso pagnosia
sufferers are missing.
4 This is
. to say that prosopagnosia has ..
advantages.
o Read the senlences below. How man y 01 the gaps
can you a lready fill?
According lO Ihe speaker, Ihe painling by René Magri tte
pe.r:te..c,H")j#1!$.trl!-te.s Ihe idea of face- blindness.
(1) ..
Peo ple with face-blindness have no memory of a person's
... their sigh!.
lace once lhe person (2) ........... ......... .
Some people wilh Ihis condition are so (3) .
that Ihey ca nnot recognise members of Ihe ir own lamily.
It wou ld help scie nlis ts to undersland (4) ....
il Ihey knew more about face-blindness.
Scien lists do nOI yel know whethe r the ability to recognise
. ............ .. 01 its own or whether it
laces has a (5) ...... ...
is part 01 an individua l's genera l ability,
In an experiment, a nu mber 01 (6)
were shown images 01 people, places and objects.
The expe riment proved that the human brain processes
(7)... ............ ... .........
. . differently from faces.
other experime nts have shown that people with this
.. .... ............ .
condition can improve their (8) .
·.. .- ·--------4
(l)(8) lisIen lO Ihe whole programme again and
complete gaps 2-8 with Ihe informalion you hear.
@
Unit3
O page 151 Grammar reference: No, none, not
6
e
Correet Ihe seven sentences whieh eontain
negation errors 01 Ihe types made by CAE
candidates, (One sentence is correet.)
1 It was di ffic ul t to ge l a round last weekend as Ihe re
was Re-¡ public transport. 1<\0
2 Mos! student s were no satisfied wilh lhe s tandard
of lood in Ihe school canteen.
3 We've had hard ly no communica tion from
m a nagement for over a week.
4 As far as 1 can see, lhere's nOI mllch diffe rence
between Ihe grammar 01 Spanish and Italia n .
S I'm afraid 1 don't kllOw not hin g abou l human
psychology.
6 1 uS llally have nOI prob lems whell I ta lk 10
so meone in Engli sh on Ihe phone.
7 AIJ lhe stllde nts did nol ha nd Iheir homework ill
on time.
8 We couldn'! get trealed for two hours because
none doctors were available.
Grarnrnar
The passive
o Underline the passive verbs in these extracts trom
the recording.
a The subjecls we re shown im ages of ears, lools,
guns, houses and landseapes, and also blaek-and
white piclures offaees w ith no ha ir on lheir heads.
b The subjeels were asked to indieale, as quiek ly as
possible, whether eaeh image they saw was new or
rep eated.
e ... faces are handl ed differently by lhe brain from
olher objeets.
d lt has been shown in expe riments that people with
face -blindness ca n be taught to improve their lace
recogn ition ski lis, ...
6
(1) Rew rite this artiele u sing passive verbs to replace
the underlined active verbs. Only inelude the
agent if it is impor tant. 5tart at least one sentence
with 1t ....
Example:
Work in pa irs to discuss these questions.
1 In whieh ol lhese kinds ol writing would you be
more likely to find passive verbs nsed?
• an academic essay
• the description of a seientifie process
• a n emaillo a close friend
• a job applieatioÍl
• a magazi ne story
• a personal aneedote
• a report for a eommittee
2 The passive is frequently used to bring known
information 10 the beginning of a sentence. In
which ol the ex.traets a-d in Exercise l is thi s true'
9
Answer these questions about the agent in the
passive.
1 In which extraet, a-d, is the doer of the ae tion (th e
'agent') mentioned'
2 Who or what could be the agents in t he other
extracts?
3 Why is the agent not rnemioned in these extraels?
(There are severa l possible reasons .)
O In formal
writing we often begin sentences
with l t + passive, especially if we want to focus
attention on ideas and arguments, e .g. lt has
been sholUn in extract d above. Work in pairs to
complete these beginnings with your own ideas.
Choose any subject you find interesting.
1
2
3
It is eommonly belteved lhal .
lt has been reported in lhe lasl few days lhal
lt has been proved beyond doubt th at ...
O page 152 Grammar reference: The passlVe
The eoneept that we (1) eould lest intelligenee began with
a nineteenth-century British seien tist, Sir Franeis Galton.
People (2) knew Galton as a man with many interests,
including biology and psychology. Alter publíshers
(3) oublíshed Darwin's The Origin ol Speeies, in 1859,
Ga lto n (4) ~ most 01 hi s time trying to diseover the link
between heredity and human ability. People (5) thought at
that time that the human race had a lew geniuses and a lew
idiots, while the majority we re eQ uali y inteliigent people.
Whatever a person ac hieved in their lile was the result
01 hard work and willpower. This idea did not (6) satisly
Galton. He believed that physical lac tors (7) dete rmined
mental charaete risties.
Reading Part 3
Exam information
In Reading Part 3 you have to answer seven multiple- choice
questions, each w ith four option s, on a lex t of 550- 850 words.
The answers to the questions appear in the text in the sa me
arder as in the questions.
You have about 18 minutes for thi s part.
o You are going to read an article about how digital
technology is affecting people's lives. Before you
read: how does it affect yo ur life? Make a list of
dig ital technology that you use, then compare
your ideas with a partner and discuss how
important it is in your lives.
Example:
e,,,,,-i!., dow1-\io"di1-\(J" ,,,-1.\Sic, ·F;i...s or podwsts,
cre"ti1-\(} " webs ite ...
AH in lhe mind
@
6
Read The next step in brain evolution quickly and
decide whether you are more like Emily Feld or
her mother, Christine.
Emily Feld is a native af a new planee. While the 20-year
old university student may appear to live in London, she
ac tu a11y spends much ofher time in auother galaxy - iu
the digital universe ofwebsites, e-mails, text messages
and mobile phone calls. The behavionr of Feld and
her generation, say experts, is being shaped by digital
technology as never before. 1t may even be the uext step
in evolution, transforming our brains and the way we
think.
'First thing every morning I check my mobile for
messages, have a cup of tea aud then check my e-mail s,'
says Feld. ' 1look at Facebook.eom, a social networking
website, to see if anything has been written ou my"wall".
I'm eonnected to about 80 people on tha!. 1'11 then browse
around the Internet, and if a news article on Ya hoo
eatehes my eye, 1'11 read it.'
'The other day, I went to meet a friend in tow n, and
realised I'd left my mobile phone at home. I fell so lost
without it that I panicked and went baek to eolleet it.
I need to have it on me at al] times. Teehnology is an
essential part of my everyday life. I don't know where I'd
be without it.'
That's what makes Emily a 'digital native', someone wllo
has never known a world without instant communication.
Her mother, Christine, on the other hand, is a 'digital
immigrant', still coming to terms with a culture ruled
by the ring of a mobile and the zip of e-mails. Though
55 -year-old Christine happily shops online and e-ma il s
friends, at hearl she's still in the old world. 'Children
today are permanently multitasking - downloading
traeks, uploading photos, sending e-mails. I('s non-stop,'
she says. 'They find sitting down and readiug, even
watching TV, too slow and boring.'
Are digital natives like Emily cbarting a uew course for
human intelligenee? Many parents fear that children who
spend hours glued lO eomputer screens wi ll eud up as
zombies wit h the attention span of an insec!. Cyberspace
is full of junk , they worry, and eomputer games are
paeked with mindless violenee. BUl it need no! be like
that, say sorne experts. and increasingly it isn't, as users
exert more control and discrimin ation.
The sheer mass of information in the modern world is
foreing digital natives lo make choiees thal those who
- -----_
@
Unil3
.. _....
_._....
(
grew up with only books and television did not have
to make. 'Younger people sift more and filter more,'
says Helen Petrie, a professor of human- computer
interaction. 'We have more information to deal with , and
we pay less attentiou to particular bits of information, so
it may appear that attention spans are shorter.'
The question, then, is how do digital natives learn
to discriminate, and what determines the things that
interest them? Parents who hope that ski lis, values and
Iimits are instilled at school may be fighting a losing
battle. According to sorne educationaJists, the reason
why many children today do not pay attention in school
is that they find teaching methods dull eompared
with their dig ital experiences. Instead, parameters
are increasingly set by 'w iki-thinking', peer groups
exchanging ideas through digital networks. Just as the
online encyelopaedia Wikipedia has been built from
the collective knowledge ofthousands of eonlrihutors,
so digital nat ives draw on the experienee and adviee of
on line communities to shape their interests.
Where is this allleading? Only one thing seems
elear: changes propelled by Ihe digital world are
just beginning. Indeed, apart from age, one ofthe
differences between the natives and the immigrants
is the intuitive acceplance of rapid digital ehange.
Parents may use !he Internet as mueh as their ehildren,
but what they are nol used to doing is upgrading. The
younger generation are much more used to replaeing old
technology. Faster broadband speeds, smaller hardware
- innovation is happening at such a pace that what was
science fiction a few years ago will soon be faet.
Anecdotally, it seems, a lot of natives in this digital
culture are adept at multitasking, doing several things
simultaneously. But nobody knows exaetly what the
effeet will be. 'In a sen se, we are running a grand-scale
experime nt. We're bringing up a whole generation
in this totally new environme nt - wilhout any firm
evidenee of how they will be affeeted.'
Adapted from Tile Times online
e Read the article again and for questions 1-7,
choose the answer CA, B, C or O) which you think
fits best according to !he article.
1
2
Why are the firs¡ three parag raphs of the anicle
devoted to Emil y Feld'
A She is pa rticularly interested in tech nology.
B She is a typieal university student.
C She is a re presentative of people oi her age .
D She is studying the effects oi digital technology
on students.
How would you su m up Emily's relationship with
digital techn ologyl
A She is completely dependent on it.
B She uses it mainly to suppart her academic
stndies.
C lt prov ides her with a meauingful sociallife.
D It 's useiul but she could live without it.
3 The term 'digita l nat ive' is used to refer to someone
who
A is inexperienced in using digital technology.
B has always inhabited a digital environment.
C is imerested in using digital technology
whenever possible.
D has yet 10 come to terms with digital
technology.
4
How is Emily's mother diffe rent fram her danghter?
A She is very uncomfortable using digital
technology.
B She rarely uses digital technology.
C She is still adjusting to digital tech nology.
D She prefers reading or watching TV.
S Sorne parems wo rr y that continned exposure to
digital technology will result in children
A becoming uncontrallable and violent .
B having lower life expectanc y.
C being unable to discriminate between right and
wrong.
D losing the ability to pay attention for more than
a few seconds.
6
Edncationali sts believe that digital natives may be
developing their ideas and interests Irom
A old er family members.
B onlme encyclopedias Iike Wikipedia.
C Internet contacts 01 their own age.
O schools a nd teachers.
7 What, according to the wriler, is the onl y certainty
with regard to the luture 01 digita l technology?
A Ch ild ren will a lways be happier wilh digital
technology tha n their parenls.
B Ever ybody will need to become acc ustomed to
mu ltitasking.
C The world is at the start 01 the digital age.
D People will accept that digital tec hnology is
ehanging their world.
() Discuss these questions in smal! groups.
1
How do you leel about th e idea expressed in the
lollowing extrae!'
The behaviour ofFeld and her generation. 1S
being shaped by digital tec hnology. lt may even
be the next step in evolution, transforming our
brains and the way we think.
Do you find sitting down a nd reading or watching
TV too slow and boring?
3 The writer says Many parents fear that children who
spend hours glued lo computer screens will end up as
zombies. Are parents right to be worriedl
4 The artide condudes wirh thi s se ntenee: We're
bringing up a whole generation in this totally new
envimnment - without any firm evidence of how they
will be affected. How do you think this generation
will be affected'
2
Vocabulary
Formal or informa!?
O Work in pairs. Which of the following examples
would you be more Iikely to find in formal writing
and which in informal writing? Pay particular
altention to the words in bold type,
• asap
o
They've phoned to say they're eoming tomOITOw.
o
What on earth are you doing?
o
We will be leaving as soon as the fog has lifted.
o
We have never contemplated residing in any other
neighbourhood.
o 1 can't put up with this siruation lar much longer.
o
'Community ' can be defin ed as any individnal or
arganisation with whom we interaet.
o A tee nager is believed to have started the fir e.
o Grub's up. Come and get ir .
o
That's the girll go to sehool with .
AII in
the mind
@
6
Look at the afticle in Reading Part 3 again and
answer these questions.
1 Which language features in ¡he lis¡ in Exercise 1
can you find '
2 ls the la nguage formal, informal 0 1' a com bination?
3 How would you expla in the style used in lhe
article?
Use of English Part 2
o Vou are going to read an article whieh eon siders
the extent to whieh we inherit OUT personalities
as well as OUf physieal charaelefisties from our
parents.
1 Whal is your opinion on this issue? Are we
boru wilh a readl'-m ade personalily, or do es our
personality develop from our exper ienees 1 Think
abo ul yourself and people you know.
2 Read Nature us Nurture quickly, ignoring Ihe
mi ssing words. What conclusion does lhe article
come to?
Exam information
In Use 01 English Part 2 there is a text with 15 gaps. You have to
write one wo rd in each gap. Mast mi ssing word s are 'g rammar
words', e.g.
articl es (tl1e. a)
auxiliary verbs (are, ¡s, can)
pronou ns (I1e. us)
conjunctions (buc, allhough).
Nature
Nurture
You got your blue eyes from your mother, and yo ur ears
from your father. But (O) .. ",h~.r~ . did you get your
adventurous personality or your talent (1) ..
singing? Did you lea en these from (2) ........
parents or were they predetermined (3) .
your
genes? While it's clear that physical characteristics are
hereditary, things are a little (4) .
. clear when it
comes to an individua!'s behaviou r, intelligence
(5)
.. .. ... . personality. Ultimately, the old argument of
nature vs nurture (6)
never really be en won.
We (7) .. .... .. .... not yet know exactly how much
(8) ..
what we are is determined by our DNA
and how much by our life experience. But we do know
that both (9) . ..
.. .. a part.
Sorne scientists Ihink that people behave (10) ..
they do according to genetic predispositions or even
'animal instincts'. This (11)
..... known as the
'natu re' theory of human behaviour. (12) ..
scientists believe that people think and act in certain
ways (13)
.. ............ they are taught to do so. This is the
'nu rture' theory.
Qu r growing understanding (14)
...... .... Ihe human
geno me has recently made it clear that both sides are
partly righ!. Nature endows us (15) ..
.... inboen
abilities and traits; nurtu re takes Ihese natural tendencies
and moulds the m as we leaen and mature.
A few may be 'meaning' words. for example nouns, verbs,
adjectives. You must spell your answers correc tly.
6
Before completing Ihe article, lry lo work out
what kind s of word are miss ing, for example:
• Is Ihe word a no un or verb?
• Should it be singu lar or plural1
Read Ih e senlences wilh gaps earefully, looking
especia ll y al Ihe words before and afler eaeh gap.
~ Now do lhe exam !ask. For queslions 1-15 read
lhe lex! and think of Ihe word which best fils
eaeh gap. Use on ly one w ord for each gap . There
is an example al lhe beginning (O).
O Di seu ss Ihese queslions in pairs.
1 Whal physica l characteristics have you inherited
from your parents?
2 Where do your likes, di slikes, tastes and interests
come from - your genes or your experience'
@ Unit3
peaking Part 3
There are many causes of irrilation and sires s in
loday's society. Do Ihe following lasks.
1 Make a lis! o[ everyday irri!ation s - things people
complain aboul , for example, noisy neighbours,
barkíng dog s, nagging parents, traffic jams.
2 Compare lists with a partner. How many irritating
situations are in both your Ii S!s? Which of these
situations can lead to stress?
E) ~ Listen to two people discussing these
six photographs. How do they answer these
questions?
1 How can stress affec r people in these situations?
2 Which of these situat ions is the most s¡ ressful for
most people, i n your opinion?
€)
~ Listen again . How do the speakers use the
wo rds and phrases in itali.cs in these extracts
fr om Iheir conversalion? Malch a word or phrase
with one of !he uses below.
1 Stress can affect people in ma ny ways.
2 The first one looks like a n exa m situation. / lt looks
like they can't communicate .
3 The second one, someone in hospital - could be a
4
relative ..
.. traffie jams bec an se they're so eommonplace,
whereas p erhaps personal illness or something
does n't happ en so often.
a so as nor to sound too certain
b 10 describe how something appears
e 10 express a general possibilit y
d 10 suggest a possibilit y
O Now discuss Ihe questions in Exercise 2 in pairs.
Try lo use words and phrases from Exercise 3
aboye as well as other expressions of opinion.
o Work in pairs. Is life more stressfnl today Ihan
it was in the past? What are the best ways of
dealing with stress? Can it ever be u seful?
O page 177 Speakmg reference' Speakmg Part 3
Writing Part 1 An article
Exam informat ion
Vou may be asked 10 write an article in Part 1 or Part 2 of the
Writing PaperoYou will be told to write an article for a magazine
or newspaper whose readers are assumed to llave lhe same
interests as you. lhe main purpose of this is to interest and
engage th e reader, so yo u should ¡nelude you r own opinions.
Yo u may also in elude deseriplions and aneedotes.
o Work in pairs.
1 What is an aTlicle? Which of rhe follow ing would
you be mos! likely to find in a typical anicle?
• an eye·catching tit le
• informative sub-headings
• factually accurate detai led inform ation
• a first parag raph lhal arauses your in lerest
• a form allanguage slyle
Sxam information
In Speaking Part 3, you have lo work with a partn er lo try lo
answer a question. The examiner will :
show yo u a se t of pietu res on a camman lheme
as k yo u a questi on connected to th at th eme.
You th en have about three minutes lO discuss th e ques ti on wi th
your partn er and de cide togeth er wh at th e bes t answer ¡s.
•
•
interesting content
the w riter's opinions or ideas
• content aimed al a specialist readership
2 Do you often read anicles in yonr ow n la nguage or
in Engli sh' Do you prefer reading anicles in print
DI
online?
3 What kinds of anicle do you enjoy read ing' What
makes a go od anicle?
O page 166 Wntlng reference: Artlcles
AH in lhe mind
€
O Read the Part 1 writing task on the right, and
answer these questions in pairs.
1
2
€)
Who will read the artiele you write?
What is the mai n purpose of the art icle?
Work in pairs.
1 Choose o ne o f these titles for your a rticIe or th ink
of one of yo ur ow n . Yo u need to ara use readers'
interes t.
• Proven techuiques fo r overcoming stress and
An Internatlonal Engllsh-Ianguage magazine has asked
readers to submil artieles on ways 01 preparing for importan! .
exams. Read the extraet from a letter that the magazine
.
reeeived from a student as klng lar adviee an d the notes
you made In response to lhis. Think 01 you r own Ideas as
well. Then wnte your anicle, making suggestlons and g iving
general adviee. You may Inelude pe rsonal expe rrenee.
/o-j"Ke. " ti...e.t"bfe. "",d Ke.e.p to it.
I
passing exams
•
•
Rev ision without stress
Don't let nerV8S rui n your chances of exam
success
•
Exa m s and meuta l healt h
2 Jf yo u were a reader, which of these beginnings
wou ld most ma ke yo u want to co ntinue read ing a n
an icle about exam s? Discuss lhe reasons for yo ur
choice.
a To tel! you the truth, 1 don't care whether
I pass the end- of-year exa ms or noto Th at 's
what 1 always try to co nvince mysell as exams
approach '
b I'l! never [drget t he fi rst exa m 1 ever d id. I was
eigh t yea rs old and nobody had told me I o ught
to revise. No body had told me 1 ough t to be
ner vous, eit her. Of co urse, 1 passed!
e Are you one o[ t he millions of p eople a ll ove r
the world who consider exams to be a kind of
torture dr eamed up by bored academ ics inlenl
ou causing as m ueh me ntal anguish as possible
to their poten Ua l st udents?
:... '11
::
. . ...
So, with hHportant exams coming up in the next few
months, 1 need practicaL tips to help me revise. I know
from experience that as the time gets nearer, I will get
tltore a nd more nerVD'US, so fa be particuLa rl.y gra.teful. far
advice an dealing with stress.
1
--.......;::..<:----------_.,
Do",'t ...iss M<¡¡ sfe.e.p.
Do pv..¡¡Sic.o.f e.xe.rc.ise..
(;) Plan your artiele.
1
Note down a s many ideas as you can under these
headings.
Pro.c.tic.o.f t ips
M"Ke. " t i...e.t"bfe.
"",d Ke.ep to it.
De"fi",* witv.. stress
Do.,.'t ...iss ""'-¡Y sfeep.
Do ph-¡YSIC.o.f exerc.ise. .
2 Plan your artide paragraph by pa ra g raph. Here is
a possibl e plan.
Paragraph 1
Grab your readers' altenlion.
Look baek at lhe three
beg innings a- e in Exe reise 3
for ideas.
Paragraph s 2 & 3
Practica l tips 1 a nd 2: Adviee
and example(s)
Paragraphs 4 & 5
Dealing with stress 1 and 2:
Suggestion s
Pa ragraph 6
Concludiu g paragraph. End
on an optim istic uote.
For pa rag raphs 2-5, choose the best ideas fra m t he
table a boye.
@ Write
e Think about Ihe style that would b e appropr iate
for an artiele like this. Look back a t th e artiele in
Readin g Part 3.
1
2
@
Which part(s) co uld be w ritten in a n informa l
style?
W hich part es) would be beller in a form a l st yle?
Unit3
yo ur article in 180-220 wor ds. Use the title
you chose in Exercise 3 or think of a new one.
Remember to include features of both formal and
informal s tyles.
Office space
Starting off
Work in pairs. Match these work environments
with the photos.
a
b
c
d
e
6
open-pla n olfice wit h individua l workstations
office overlook ing ware house or facrory
officejstudio oulside lhe city
individual oflice in a high-r ise oflice block
room converted into an office lar work in g from home
Which of the work environments are good for
the follow ing?
working under press ure
being creative
impressing clients
saving money
working in leams
working independently
providing quality of life
supervismg slaff
__ _ _
..J
€) Which work environment would suit you? Why?
Offiee spaee
@
Reading Part 4
O Work in pairs. Whal lhings conlribute lo abad
working environmenl, e.g. poor lighting?
E) Work in pairs. You are going to read an article
about problems of offiee design and lheir
solutions. Before you read lhe article, read lhe
slatements 1-15 in Exereise 3 below. Which do
you think refer to .. .
a
b
e
d
problems? 2., 8, .. .
solution s?
either problems or solutions?
neither problems no r salutíans'
seetion (A-F) in the article opposite. The seelions
may be ehosen more tban once.
1
lhe proble ms of this office do not provide
enough challe nge for the architect.
2
Employees in thi s offic~ are prepared to
accept poor working conditions.
3
lhis office requires an area where informal
disc ussians can take place.
4
Some prabl ems in this office can be so lved
by changing the way work is argani sed.
5
We would like our s taff to benefit fram a
more varied routine.
6
lhe atmas phere of this offi ce could be
improved by repainting it.
7
lhe directo rs do not want the affice to be
pe rceived as very formal.
8
lhis office would work better if each
department was clearly la belled.
9
lhe situatian in this office is likely to
get worse.
10
lhere's a limit to what is acceptable in this
affi ce.
11
lhis offi ce has been given a different title
fram othe r s imilar affices.
12
lhis office anly needs one big architectural
modification.
13
lhi s arganisation cannat affard better
premises .
14
lhese affices may give visitors a false
impression wh en they firs! arrive.
15
@ Unil4
We took three offices, each in dire need of
improvement, and paired them with three
workplace design experts. Tom Dyckhoff
watched their theories put to the test.
The multimedia company
€ ) Now, for questions 1-15, ehoose lhe appropriale
Changing the lighting will give this office
a more spacious appea ranee.
Is there an architect
in the house?
A The p roblem : The reception at ChannelAy.com
is crammed with 'new oflice' design [eatures: the
bashed-up sofas, the t able footbaU , the spike
ha ired sta ff, Daft Punk on the stereo. But it's aU
fron!. Behind , it's crowded a nd confusing, with
strip lighting, hotch-potch furniture and thirsty
spider plants. Not exactly the image of a young
multimedia music com pany.
'We get top musicians Iike Cerys from Catatonia
coming here,' says the Ma naging Director, Jeremy
Ledlin . 'We don't wanl it lO look like an oflice.' But
it juSllooks ugly. 'Well, we don't wanl il to look like
that either.' The company has lo ng working hours
and a wide range of activities, so it's hard to keep
coord ina led. The claustrophobic, labyrinthine
layout doesn't help either.
B Th" soluUon: Ar chitect Ralph Buschow says,
'The office sho uld be like a city. You need ugly
a reas too. Wha t they need right now is som ewhere
to talk, not just lhe street 0 1' the photocopier.
Olherw ise, people only talk lO the same people
aUlhe time. There was ano ther oflice we went
to where we put a ba r next to the lift and it
immediately becam e a hotbed o f idea-swapping.
And they need signp osts . People want easy clues
aboul how everything connects, or they go crazy.'
I
The charity
The call centre
e Th .. problem: Dreariness, cramped space,
E The problem : Account ma nager Sally Stapleton
insists lhis isn't a ca l] centre. In fact, she calls
where she works in Edinburgh a contact centre .
'Compared with other contact centres it's lighl and
airy, with plants, fresh decor.' But a call centre's a
call centre, even when ¡t's a contact centre - with
similar problems, such as noise, and mundanity.
'We need to a lleviate lhe repetitive tasks of lhe
agents, so they can enjoy what they're selling. We
don't mind a more casual space. But we' d draw lhe
line at lots oE fluffy animal s c1uttering up the desks.'
stifling ventilation, nasty lighting, carpet tiles,
utilitarian furniture - Jim Devereux has it all
and the deep di ssatisfaction that goes with i1. The
trouble is money: 'In a charity, it's light.' His office,
a housing aid centre combined from two , hops in
Fleetwood, Lancashire, is threadbare, with only a
dock, dutter, posters o n benefit rates a nd the like
for decor. 'Bul O UT biggest bother is there's nowhere
to go for a brea k, so everyone has lunch at their
desks, and we've got six new staff starting SOOn.
Mind you, you shouJd have seen where we used to
\Vork.'
D The solution: 'Hmm: s ighs architect Mervyn
HilJ. 'Sometimes the answer isn't design, but
rethinking how you work, like how to work flexibJy
in the space you have: think of computers as
workstalions, do different jobs in different part s
of the oflice, and keep mobile: not one person tied
to a desk all day.' But,what about the ambience?
'The people here are so committed, they'd work in
a cellar with two candles, A charity shouldn't be
luxurious, but it needs to be wann. This is sp a rtan.
The bare fluorescent strip lights have to go. Up
lights willlift the ceiling, make it sparkle.'
F The solutlon: Tve seen a lot worse: says J ulian
Frostwick. He sounds disappointed. 'But lhere's
lots to get my teelh into. They need to humanise
lhe space, Jt's very bland and anonymous. They
can kill a few birds with one stone by putting in a
beautiful new ceiling, a big wave, maybe, and this
would break up tbe space into delined areas. Keep
the rest cosme tic, treating th e windows for glare,
a few colours. A bit of bright red will make il more
exciting.'
Adapted from The GUal'dian
Exam information
In Reading Part 4, you have to match 15 questions or
statements with parts of a texl or a number of short texts. In
the exam you will have about 18 minutes to do this.
o Work in pairs, Discuss this question,
Some people believe that companies are more
successful if their staff enjoy their work. Other people
don'l lhink this is so imponanl. What is your view'
ü[fiee 'pace
@
Vocabulary
Adjective/ noun co ll ocations (1 )
o Look at these two sentenees from Reading Part
4. Whieh 01 the words in italics form correct
collocations with the words in bold that foIlow
them?
1 The compa ny has many / long working hours and
a wide / long range of activities.
2 Jim Devereux has il al! and lhe deep / big
dissatislaction thal goes with ir.
a @ CAE candidates olten make mistakes fo rming
collocations with lhe words in bold in the
lollowing sentences. Which adjective from each
set 01 three is incorrect?
1 Karl has tttide / extensive / vast experience 01
repairing compulers.
2 Gustav's report made a(n) huge / extreme /
powerful impact on lhe Board oi Directors.
3 Our slaff enjoya Itigh / big / great degree of
f1exibilil y in lheir worki ng hours.
4 PeapIe working he re ha ve lo work under heavy /
constant / high ptessure.
5 The compa ny I work far has a(n) excellent / big /
unrivalled repulalion for quality.
6 There ha s been high / fieree / intense competition
for the manager"s jobo
7 We ha ve had a Itigh / large / great number of
appliea nl s for lhis jobo
8 There's be en a strong / huge / considerable
increase in lhe number of job appliea nls.
9 Wilh her expert / high / specialisl skilis, Suzy is
bound lo gel lhe jobo
JO With Marianne's vast / eXlensive / slrong
knowledge of statisliea l theory, ['m sure she'll gel
the jobo
•D
@ Unit4
o
Listening Part 2
O Work in small groups. You will hear an
economist talking about a skills shortage (when
there are not enough skilled workers for the
jobs available). Match these things happening in
modern workplaces with the photos.
a offices relocating 10 lhe co untryside
b perks such as ca leer breaks and sabbatiea ls for key
staff
e teleeommuting - wOlking from home
d people from difierenl parts of the world
eollaborati ng on lhe same projeets
e
working on past re tirement age
f
longer working hours
a Which oi these things would help companies to
attraet and retain skiJled workers? Which would
skilled workers find unattractive?
o
O
9
Work in pairs. What sort of information do you
think you wil! need 10 fill each of the gaps in the
notes below?
Exa mple: (¡) ki3 k J'")1" ~1A"J'i.f¡e.d
é}r¿\d~j;\te.s
OY"
s+-"U or
s 1Acce.ss-t1Af
SO\'*l..efkll1(}" sl\'1\.iiAr
Grammar
Expressing possibility, probability and certainty
O Read these pairs of sentences. Which senlence in
each pair expresses a stronger possibilityl
1 a
b
The Ski\\s Shortage
In order t o w rnpete 5uGGe55fully. wrnpanie5 in rnany
5ect or5 try t o attract worker5 (i)
!he w rnpetition t o recruit good worker5 i5 5tronge5t
-!l in (2) . ..
... wrnpame5.
-!l
.. and
Thi5 is a feature of both (3) .
~
-!l
-!l
~
~
-
•
~
~
~
2 a
3 a
b
Western ewnornles.
By one estirnat e, B angalore is expected to nave a
snorl'age of 200,000 (q)
O paga 152 Grammar reference: Expressing possibility,
Many [uropean cauntries nave srnaller
(5) .. ..... .. .... ......... ... t nan in t he pa5t.
f.} What do you think you will be doing in five
Abo, t oo rnany university student5 are tending t o study
tne (t»
Th b'
.
¡ .
es\' snorl'age in international organisations is
............ skills
pe:pl~~ith (7) . . .. ... ....
.
S orne carnpanies nave been CQnsidering
(6) .. ... .................. . to attract staff, butth\s leads
-•
b
·1
... soon Ihere may well be vaca ncies lar
Ihonsa nds of soft wa re engineers.
... soon Ihere may be vaca ncies lar Ihonsands
01 software engineers.
In lact, many 01 ns could easily find ourselves
working on well imo our 70s.
In lacI, many 01 ns could find onrselves
warking on well imo oul' 70s.
Raising salaries could possibly be an oplion for
sorne employers .
Rai sing salaries could be an option for sorne
employers ...
t o other problerns.
-
._ - - - - -
...
probabili/y and cer/amly
years' time? Write five sentences about yourself,
using Ihe words and phrases in italíes from
Exercise 1.
Example: :r:", .f¡ve. 11e."rs' ti...e. :r ""'(1 we.lf be.
worJ<:i"'3 .for "... i...t e.r",,,tio_ L cO"'P""'(1'
When you have finished, compare and discuss
your sentences in pairs. Give reasons for your
slalements.
~0
{1i\ Now listen and for questions 1- 8, complete
the senlences.
Exam advice
Before you liSIen, look allhe gaps lo check:
what type of information you need
whallypes of word will f;llhe gaps.
Then, when you listen :
write words you actually hear
make sure you spel! Ihem correctly.
Work in sma 11 groups.
• 15 Ihere a skills shon age in you r counll'yl
• Sorne pea pie believe Ihal il is nol necessa ry 10
have a universily qualification in arder 10 gel
highly paid work. Whal is your view1
• Which subjecIs would you recommend universit y
slUdenls lO sludy in your couulr y in arder lO gel
inleresling or well-paid jobs 1 Which would you
l'ecommend sludents lO avoid1
The sentences below a 11 conta in mislakes
made by CAE candidates. Find and correct Ihe
mistakes.
1 By reaching an advanced level of English, [ am
more ¡l,ebably to sncceed in business. L*e.f')t
2 If you come here for your holiday in Jnly, yO'n
bound lo enjoy il.
3 lf you also walch lelevision and film s, Ihen you're
mas! likely lO lea m Ihe language fa ster.
4 ['ve sludied the Ihree posible options to try lO
salve Ihe problem.
5 I'd like lO recommend Grey's Academy as one al
Ihe possibly best schools in Bamsley.
6 Probably you will wanl lO go lO anolher country to
lea m anolher language.
7 Thi s wa s the worsl trip I probably have ever
experienced.
8 That mal' be Ihe possible reason why you're
having such problems.
Offiee spaee
e
Use of English Part 1
O Work in pairs. How far do
you a gree with e ach 01 the
lollowing sta teme nts?
1 My best fri ends are tbe ones
I've met th ro ugh my work/
studies.
2 l'd never con sider going on
holiday with someone 1 work/
study w ith .
3 What 1 find most motivating
about my work/ studi es a re my
colleagues.
4 My fr iendsbips w ith
colleagues help me to cope
with my work/ studies.
E} Quickly r ead tbe lext on the
rigbt. Which of the idea s in the
slatemen ls aboye are refle cled
in the lext?
49 For questions l-lt , read the
lext a gain and decide which
a nswer (A, B, e or D) besl fjts
each gap. The re is a n exa mple
al lhe beginning (O).
•
•
Use the cl ues to help you (in
the exam th ere are no clues) .
Sorne of tbe words a re
collocations (see tb e
vocabu la ry exercise on
pa ge 40)
Exam information
Use of English Part 1 is a text w ith 12
gap s.
Friends benefit firms
We have all he ard ta les about difficult people at work, usually managers, but
th e offi ce is also where many peop le make friends, and friends
(O) ..
C- .. . us to feel that bit more enthusiasti c about the jOb we do.
Research has found that mo re than hall 01 British workers (1) .
their
best friends in the olfice and more than a third say that they go on holiday
with (2)..
...... .. workers.
The changing nature of work - more fiexibility, more multi-tasking - means
.... ... sta bility from their workmates. Friendships bring
tha! people (3) .
(4)..
. in a changing world. A collab orative working environment
(5) ........... .. .... . the way to make job-sharing and expansion 01 roles more 01 an
(6) .....
.. for employers and employees .
So fun wo rkplaces, where friendships fiourish, (71..
. workers who
can handle changing job roles. This is not (8) ....
.. surprising although
it may have been when Elton Mayo (91 ..
.. experiments in human
behavio ur with workers at the Western Electric Compa ny in Chicago in the
1920s. 8y fi ddling with the factory lighting levels, Mayo found th at produc tivity
an d moral e were (l01.. . .. ... ...... mo re by co hesion levels amo ng staft than
by physical (U )
........ . The conclusion he (l 2) .
.from these
experiments was th at work is a social affair.
From The Times
o A enliven
B infl uence
D stimulate
e in spire
D know
B make
e find
Clue: this word means 'to see and speak to someone for the {irst tim e'.
1 A meet
2 A peer
B colleague
e companion
D fellow
Clue: this word can be used as an adjective to describe someone who has the
same Job or inierests as you, or is in tile same situation as you.
3 A desire
B search
e seek
D wish
Clue: a word which means 'look fo r' and is not follo wed by a preposition.
4 A bas is
B suppart
e assistance
D backing
Clue: a word which rneans 'agreemen t wich' or 'encouragem ent'.
5 A leads
6
You have to c hoose th e be st aption,
A . B, or D, fo r eaeh gap.
e
In t he exam you w ill have about te n
minutes fo rthis.
o Work in pairs.
•
•
@
How importa nt to you are tb e
people you work/study witb ?
Wbyl
Do you th ink people fi n d it
ea sier or mo re diffic u lt to
make friends th an they did in
the past' Why?
7
8
9
10
B fi nds
e shaws
D paves
e lue: If something .. rhe way forlto something else, it makes the other thing
possible.
A aption
B a pportunity
e openi ng
D occa sion
Clue: a word which m eans 'one thing which can be chosen fram a set of
possibilities'.
A appeal
B altract
e lure
D engage
Clue: these workplaces are pleasant and enjoyable, so people want to work
rhere.
A ex tremely
B thoro ughly
e entirely
D utte rly
Clue: this word fo rms pan of a phrase which m eans 'not complere/y' and is
often used with 'surprising'.
A praeti sed
B condu cted
eran
D ad ministe red
Clue: this verb col/acates with 'experiments'.
A a lrered
B adapted
e va ri ed
D a ffected
Clue: this word means 'in flu enced, causing them to change'.
11 A slates
B condi tions
e situation s
D requ irem ents
Clu e: the correct answer refers lo the physical environment surrounding slaff
12 A a rr ived
B jumped
e leap t
D d rew
Clue: 10 .. ... ... a con elusion mean s 'to consider the faers of a situarion and
make a decision about what is true, correct, likely to happen, etc'.
Unit4
You mighl need more self·motivation lo
... .......... ..... do Ihings and not ju st go to
the kitchen every five minutes and gel
something.
4 Sorne Ihings, yes, beeause some very basic manual
work is going lo be .................. ............. boring .
but then .
you're losing 10ls of
your workforce and creating more unemploymenl,
but ..
it would b e grea!.
5
the opposite of my boss now.
l'd look for somebody who's a good communicalor,
thal lells you wha!'s goi ng on , that doesn't
yeH at yo u, Ihat doesn't smell, that has, seIs
like boundaries, that helps yo u prioritise your
work load and doe5n'I give you half Iheir workload
without giving you any 5Up pOrt. Tha!'s all
........... negative,
3
Speaking Part 4
Exam information
n Speaking Part 4:
the interviewer asks both ca ndid ates qu estions lo find out
their opinions on tapi es related to Part 3 (see page 35)
yo u have to give your opinion s and al50 react lo your
partner's ideas.
lí2\ Lisien lo Iwo people, Franees and Sally, being
asked Iheir opinions aboul issues eonnecled wilh
work. Wrile down Ihe Ihree queslions you Ihink
Ihey have been asked.
O Work in pairs. How do Ihe adverbs affeel Ihe
meanings oí Ihe senlences abo ve?
Example:
I 'N~ce.ss~rifJj'
t~Hs '!AS tk~t
(j01A ¿o",'t
kv.v~
to worK
with i1't-ii-)'te. colfe.v..o-ues ;"11. e.ve.r¿¡ .s¡t1Af}..tio~1 or i1't
e.ve1J
"
Now look al Exercise 5 below and compare your
queslions with the queslions Ihere.
€)
Work alone. Think aboul your answers lo Ihe
queslions below. How could you use some oí Ihe
adverbs in Exercise 3 in your answers?
1 The world we live in is chang ing fas ter than ever
lí2\ lisien again . Say if Ihe íollowing slalemenls
are Ime (T) or false (F).
Sally and Frances:
1 suggest several d ifferenl ideas lO answer each
question T
2 help each other w ith ideas a nd encouraging
cornmems
3 treat each question ver y seriously
4 answer sorne questions by talking about their
persona l sit uation
S speak ¡u quite a formal style.
2
3
4
o lí2\ Complele Ihese exlraels íram Speaking Parl 4
S
by writing an adverb íram Ihe box in each space.
Then listen again lo check your answers.
6
actua lly complelely
fa irly
generally
ho rrifically
sor! 01 neeess8Fily obviously
qu ile _ _ __
ct\se.
befare. How do you think our working lives will
be different in the future?
Many people dream of being able to work from
home. What do yo u ¡hink are the advantages and
disadvantages of work ing from home?
Sorne people believe lhat we should aH continue
workin g as long as we are able to, while olher
people believe that we should a H retire al 60 or 65.
W hat is yo ur view?
In the future, ma ny jobs we do nowadays may be
done by robots or machines. Do you think this is a
good thing? Why (not)?
How have computers changed the way people
work'
Many people compla in about their bosses. What
qualities wou ld yo u look for in a perfeet boss, and
why'
.!~;>t
@ Work in pairs, Take turns lo ask and answer Ihe
queslions in Exercise 5.
1 You don't
. ""~SSWi~:¡r...... h ave 10 deal wi th in·
line work colleagues.
2 The disadvantages are that it might be
............... difficult to separate work a nd
home life, because you can..
see
your office as you walk past and think, oh, l'll just
check rny emails agaiu.
O page 178 Speaking reference: Speaking P8I1 4
Office space
@
Writing Part 1 A report
O Work in pair s. Read the exam task below and
a Read the sample report below. Compare the
contents of the report with yonr plan.
answer the questions which follow.
Yo u have been working for an international
compa ny. Your manager has told yo u that there is
a sum of money availabl e for making improvements
to the offi ce. He has asked you to write a report
sayi ng how your work colleagu es feel about working
conditions in the office and recommending changes.
You have carried out a survey of your co lleagues'
opinion s. Here are some of their comments:
'Th e furniture's fine but
we need more space for
relaxatio n - not just two hard
chairs by the water coo ler "
'Yes, somewhe re
to talk over ideas:
'The office is too hot in
the winter and too cold
in the su mmer - what
. about global warming?'
'Quite!'
d
'I'm suffering
I from_eye strain:
Wri te yo ur repor!. Write between 180
and 220 wo rds.
1 Shonld you write the report in a form al or an
informal style? Why?
2 When you write the report, SllOUld you use
lhe same struclures and vocabulary as in the
comments' Why (nol)?
3 What sections do yon think your report should
include, and whal secUon headings?
4 What changes should you recomrnend in your
report? What reasons will you give fo r your
recornrnendalions?
S Write a pla n for your repart: note down what yo u
will put in each section.
Unit4
lntroduction
The aim of this report is to (1) sum up / (Oütliñe)
em ployees' attitudes to wo rking conditions in th e
offi ce and to (2) make recom mendations / give ideas
for improvements.
The office environment
A number of peo ple (3) talked about / mentioned the
temperature in the office. Th ey feel th at th e heating
syste m should not be kept so hig h in th e winter and
that the air conditio ning could be turned dow n in
th e su mmer. Th ey suggested that a po licy change
here could (4) playa part in / contribute towards
protecting the environme nt.
So me people also complained of eye strain which
they feel could easily be due to the lightin g. 1
wou ld suggest that we (5) ask / consult an expe rt
to (6) ensure / make sure that every employee works
with comfortab le, healthy lighting.
Office furniture
li ghting?'
@
Report on office working
conditions
The furniture is generally con sidered to be
(7) fine / satisfactory. However, the relaxation area
could be (8) improved / made better with mo re
comfortable seating such as sofas. This wo uld
(9) create / lead to a space for informa l discussions
and (10) exchanges / swapping of ideas which mig ht
well be (11) helpful/ beneficial to the company.
Condusion
1 wo uld recommend (12) implementing / making all
th e cha nges outlined a bove as they wi ll help to
retain staff and improve their productivity.
..
o page 17 1
Wfltmg reference. ReporlS
¡
,,~
Read the repor! again and
choose the more formal
alternatives fram the options
1-12 in italics,
Work in pairs, Writing Parl 1
airen asks students 10 persuade
¡he reader aboul something,
Why is using a suitable style
essential 10 persuading lhe
reader1
1 Underline words and phrases
in lhe sample repon wh ich a re
used lo persuade Ihe ma nage r.
' \"ork in pairs. Read Ihe
writing task on the right.
Who w ill read yo ur report?
Whal would be a suilable
style?
3 Write a plan for yo ur report.
-! Whal words, phrases a nd
structures tro m the sample
[epart above could<you use in
your answer?
i
\\'ork alone and write your
reporto
.=:. ;;.;m advice
Yo u a nd a number 01 sludenls Irom different countries have been workin g
in an inlernalional company for a month as par! of a work experi e nce
prog ra mme. Th e human resources manager of the company has as ked
yo u 10 wrile a re par! saying how useful the programme has been for Ihe
pa rlicipanls a nd in cluding recommendations for future progra mm es.
Wri te a re port on Ih e prog ramme using Ihe commenls below wh ich you
collected fro m th e stud ents' feedb ac k forms.
Team work:
Great international mix.
Some of the . tudent. need more language training.
Pity we couldn't fini. h the project!
Not enough time.
1didn't alway. under<tand everything,
Worki ng in different department.:
Very inte¡,e.ting. Staff very helpful and friendly.
Would like mo¡'e time in fewer department•.
Ilearnt a lot about ofRee work.
In general :
Well organi.ed.
Not enough time for u. to compare ideas and experiences.
Made some really good fl'iend•.
Write your report. Write betwee n 180 and 220 words.
M ake sure that you cover all the
main points in the writing task. You
',','ill lose marks if you don't.
Identify your target reader(s) and
think of him/her/them while you are
w riting. Choose a style ofwriting
','/hich is suitable for the reader(s)
and the task.
Writing Part 1 often asks you
to persuade the reader about
something. Make sure you do so
effective ly.
Office space
@
Unit 3
Vocabulary and grammar review
o Rewrite these short texts replacing active verbs
Vocabulary
o Match these formal words with their more
informal equivalents.
1
2
3
4
S
6
7
adept
contemplate
food
generation
neighbourhood
rapid
reside
8 tolerate
6
a
b
c
d
e
grub
to refer to ~ p~rti~f or
afea
II-u; ten.. '" .... ."esi''' is
c0"'Pute foss of ....e....or¡;- A....."esi"
put up with
quick
f think about
g age group
h elever
re~l\i'vele §seEl FeI8\i 8As~ i~s
exert control -
run an experiment wi" an argument
1 One of the main ínnction s of offi ce ma nagers is to
...c,1Aft.iYli\t e 1\004. reht i01'\.s0,ips .. bet ween members
of their staft.
2 I really enjoy
....... but it doesn't
matter much to me whether 1 ..
Or not.
3 One of t he mast difficult jobs an army offieer has
to do is
..... .. . over hi s men when
mora le is low.
4 Researchers are ...
..... to find out
how children learn and use new vocabula ry.
Grarnrnar
€ ) Tbe words no, not, none are used incorreetly in
sorne of these sentenees. Correet the mistakes.
1 I"ve sea rched everywhere for my passport bUI there
is ft6t sign of it. .,,0
2 Most of my fa mily love aJl kinds of sport, bUl no
my sister - she thinks aH sport is a waste of time.
3 The exam was so difficult that l didn't get non e of
my answers ri gh\.
4 Huma ns are basicaJly no di fferent from a ny other
an im al.
S 1 thought we had plenty of coffee but J've just
looked in the cupboa rd and there's no left.
6 Not one of Patrick's fri ends re membered his
birthday.
7 Our ra te of pay is no the poi nt - it's the actual
working condi tions that are so awfu l.
8 The gro up left for the North Pole three weeks ago
and, so far, we've had none news of th eir progre ss.
@
Example:
live
Complete these sentences with the correct form of
the expressions in the box.
express ideas
with passive verbs where possible. You do not
always need to include the agent in your answer.
Unit 3 Vocabulary and gramma r re lJiew
1ASed
C~." ...
1 We use the ter m 'am nesia' to refer to a par tial or
complete loss of memory. It is us uaJly a temporary
condition wh ieh on ly affects a certa in pa rt of a
person's expel'ience. Speciflc med ical cond itions
can cause am nesia.
2 We aJl know very weH t hat our real experie nces
form our memory. Bu t could someone put a fa lse
memory into ou r head s? Cou ld they persuade us
t hat we had experienced somet hi ng that never
act ua Ily took place?
3 We use ou r semantie memol'y to store ou r
knowledge ofthe world . Everyone has th is
knowledge base, a nd normally we can access
it q u ickly and easily. Ou r semantie mem ory
ineludes t he mea n ings of words a nd the na mes of
p eople a nd places .
4 Our worki ng memory is a very importa nt part
of our memory system, which we need in arder
to survive in the world . Vou ca n th in k of it as t he
a bility to re member and use a limited a mount
of information for a short amount oftime . Ou r
working memory can help us to perform a task,
like following a sel of in structions . However, th is
information is erratic. If someone d ist racts you,
you ca n lose the infor mation and yo u have to start
the task aga in.
5 Although we may fl nd it a n noyi ng, forgetting
is a part of how nor mal memor y functions.
Rese a rchers a re now studying forgetting and
thin k of it not as a failure of memory, b ut as a
more ac tive process. They even believe t hat a
specific biolog ica l mecha n ism may d rive it .
€ ) Complete these sentences wilh your own ideas.
1 It used to be thought that ...
2 As a child, [ was led to believe that .
3 Within the next few years, it is expecled that
nit 4 Vocabulary and grammar review
cabulary
Complete each oi the sentences below by writing
an adjective from the box in the gap to iorm a
noun/adjective collocation. In sorne cases more
(han one answer is possible, and you can use the
same adjective more than once.
constan¡
::l{)werful
2
3
~
5
6
7
S
excellent
speeialist
--
_. _
extensive
._--
fieree
-
-
huge
vast
Malik's positive attitude and..
..... YI/,s.L
experience make him the best man lor the jobo
Almodóva r's film has made a ..
impact on a ud iences throughout the country.
This is a highly stresslul job and we're uuder
.............. pressure lo meet our targets.
The Parad ise Hotel has a(n) .
reputation in this town.
1 want lO join the fóotball team bUl there's
extremely
........... competitiou for
places.
The
................... in crease in hou se prices
has made it very difficult lor young people to buy a
first home.
Ivan's
.......................... knowledge of th e market
is invaluable to our operations.
We need someane with ............................. ..... .
language skills to work as part ol our experl tea m.
Choose the best option, A, B, C or D, lo complele
each oi tbe senlences below.
1 Jan is under huge pressure lrom people in his
............ group to dress differeutly.
A peer
B colleague
C companion
D lellow
2 Belore taking your lawyers 10 court, you oughl lO
lega l advice.
A desire
B sea reh
e seek
D wish
3 He got the job on the
ol his excelle nt
qualifications.
B supporl
A basis
e assistance
D backiug
~
S You' lI have plent y of .
to travel when you've
been working he re for a while.
A options
B opportunities
C openings
D oeeasions
6 \t's dilfieult to ............ to working in a different
cu ltural environment from the one you're used lo.
B adapt
A a lter
C vary
D a(fect
. a series ol experiments
7 Seientists have been..
lO see how efleetive the new drug is.
A practising
B admin is tering
C making
D conducting
8 The news 01 Magda 's lailure was not ..
unexpected , considering how iIl she had been.
A extremely
B thoroughl y
C eutirely
D utterl y
Grarnrnar and vocabulary
€ ) Cirele lhe correct alternative in
italies in each oi
lhe senlences below.
1 lt's by lar the best film ol the les tival so lar. 1 think
it must /(COííid) easily win first prize.
2 The weather foreeast isu't to o gaod so the outing
might not / could not take place lomorrow.
3 Jay had a sprained ankle so he mighln'l have /
couldn't have run very lar!
4 !t's just about probable / passible that the traiu has
been delayed.
S We're highly / slrongly likely 10 see Fran at the
calicert touight.
6 You 're looking exhau sted ' You mustn'l/ can'l have
had a very rela xing holiday.
7 Why dou't you caH Marcos ? He's bound lO / can
have the information yo u need.
8 There's a slight / little possibility that you' lI receive
the mouey IOmorrow.
9 J don't know where they are. I suppose they could
probably / conceivably be waitiug by the post
office.
This job won't..
. to you uuless you're a highly
arganised persono
A appeal
B altraet
e lure
D engage
Vocabulary and grammar reuiew Unit 4
@
Dramatic
events
Starting off
O Yon reeeive a lelter telling yon that yon have
won an adventure holiday eompetition. Whieh oí
these three holidays would yon ehoose? (Yon can
reíuse them aH, bnt there is no alternative money
prize!)
6
Compare and diseuss your choice of holidays
with other students.
6) Work in pairs.
• Do yau th ink dangerous activities Jike these can
be good for you 1 Why (not)?
• What is the' attraction ot these kinds of
experience?
Ready lo skydive!! We offer
skydíving, parachuting and
freefalling at York Skydiving Centre. Cóme and experience the
exhilaration of jumping from an aeroplane at 4,000 metres at the
closest full-time Parachute Centre to York.
Interested? e ;ck ket »
El
W'Iaer"ess
NuSk.y safari
Quite simply, we love
this and, iudging by the
feedback, so do our
clients.
You will be provided with
all the necessary equipment, includ ing thermal clothing, and
then taken to meet the dogs. You will be taught how to handle
your team and the sled, and then you depart into Pallas·
Ounas National Park in Western Lapland, one 01 Europe's few
remaining wilde rne ss areas.
Interested?
Listening Part 1
Exam advice
Befare you listen to the recording , read the questlons and
options, and infer as much information as possible from
them abo ut the tapic. Thls should help you to understand the
record ing w hen you hear it for the (¡rst time.
O Yon will hear three extraets in which people are
Hydrospeeding in Morzine, Switzerland, is not
for everyo ne but the more extreme willlove
it. Equipped with a float, helmet, flippers and
wetsuit you will float, plunge and scream your
way down the River Dranse l
Interested?
@
Unit5
Click here »>
talking abont dramatic past experienees. Before yon
listen, choose one oí Ihe topies below and tel! yonr
parlner a true story abonl yourself.
1 A drarnatic event that took place while you were
travelJ ing, e.g. you got lost 01' were canght in a
storm .
2 A rnysterious experience yo n could not explain,
e.g. se eing a UFO or experiencing telepathy.
3 A situation when a rnachine or technological
device went wrong, e.g . a cal' yo u were in broke
dow n.
o (¡3~ Now listen and for ques tions 1-6, ehoose the
answer (A, B or C) which fils the besl according
lo whal you hear.
Extraet One
You hear two peapie, Harry and Jasm ine, talking
about an incident at a gym.
1 What conditíon is Harry in now?
A His leg is still very painful.
B He sometimes relives the experience .
e He has recovered completely.
2 What is Harry planning to do ín relation to lhe
incident?
A He is trying to forget the whole thing.
B He is taking legal action again st the gym
company.
e He hasn't made his mind up ye!.
Extraet Two
You hea r part of an interview between a police olficer
and a motorist who has been involved in a driving
inciden!.
Whieh al the expressions írom the box might be
associated with eaeh al the tapies 1-3 in Exereise
l? (Sorne may be assoeiated with more Ihan o ne
tapie.)
I was sea red to death I lelt as il I wasn't alone
a strange whirring noise
it all happened so quickly
l"ve always been very eynical about the supe rnatural
it didn't stop lar nearly six hou rs
there was an explosion and all the Ilghts went out
\he englne was ftooded
-------------------------
Think oí anolher phrase that eould be associaled
wilh ea eh of Ihe three lopies.
Befare you lisIen, read Ihe questions and options
in Exercise 4. Al Ihis slage, Ihink aboul whal you
ean work out from Ihe question and answers. Ask
yourself questions like these.
In Extract One, what are we told about Harr y? For
example, where has he been? What has happened
to him ? Whose fanl! might it have been?
2 In Extract Two, what do we know about what
happened 10 the motoris!' Why do yo u th ink the
police were involved?
3 In Extraet Three. why might the person have 10
leave her home and why might moving back be a
pro blem?
3 How wel! can the dr iver remember the incident?
A He can remember every detail.
B He ca n remember certain pa rts of the incident
c1early.
e His memor y of the whole incident is vague.
4 What was the driver's state 01 mind after he was
hit by the stone'
A He was convinced he was going to die.
B He wa s eonfused but st ill able to steer t he caL
e He was optimistic that the trees would slow the
car down.
Extraet Three
You hear a radio reporter interviewi ng someone who
has had to lea ve her home.
5 How do the interviewee and her neighbours feel
about being out of their homes?
A They resent having 10 sleep in lhe school hall.
B They're tr ying 10 sta y positive.
e They're expeeting 10 move back quite soon.
6 How does she feel about the whole incid ent?
A She realises that it con Id have been much
worse.
B She call't stop thinking about the problems she
faces.
e She is afraid she'll ne ver be able 10 move back.
Dramatic events
@
o Discuss Ihese questions aboul wor ds and phrases
6
from Ihe conversalions. You may wanl lo check
your ideas in a dictiona ry.
1 Are flashbacks pleasa nl or u upleasant' What kinds
of event cau se flashback s?
2 How do people use a lreadmill al lhe gym? How
do es a treadm ill wo rk' Wha t is the m ore uegative
meaning of the word here: TheTe ¡veTe days when
child-rearing seemed like an endless tTeadmill of
feed in.g and washing?
3 What would normally happen if you put yauT fao t
on th e accelerator? Whal other controls are there in
a car?
4 Whal might cau se a memory lo be a blur?
S Whal does the speaker mean by 1 ¡vas SUTe we'd
had it'
Vo
Are the verbs in the box íollowed b y the to
infinitive or Ihe -ing form? Make Iwo Iists oí
verbs then check your answers in the Grammar
reíer enee,
I
e6",i! affeffi ag ree avoid can' th el p choose' deny
' enjoy expect finish hope involve keep on mind offerl
IL pretend
promise pul off refuse _resent
ris k suggest
. _.
_ _ _ ..... ,._
V~ I ¡" 101l0we(1 by ro
+ mfimll"" Ivurbs folluwetl llV
II1g :
bulary
Idíomatíc lan guage
Discuss the meaning of these idioms, which alI
inelude parts of the body,
1 The spea ker on the out-of-control treadmi ll said,
'In Lhe end aJl 1 could do was jump off and keep my
fingeTs crossed.' Why do people keep thejT fingers
crossed?
2 ['m rea Jly scared of heights but if you t¡vist my aTm, I
suppose l'll go climbing wil h you.
3 It rea ll y makes my blood boil w hen I see people
drivi ng too fasto
4 James may see m fri endly, but he's likely to stab you
in the back when he has somelhiu g lO gain.
S Lots of people use their work computers for personal
reaso us, but m a nagers usua lly turn a blind eye 10 it.
6 He told me l'd won the lottery but [ knew he was just
pulling my lego
o
la 1 remember wa kin g up on the grass verge.
lb RemembeT lO wa ke me up ea rl y tomorrow
morning.
2a 1 tried putting my foot on the brake, bnt the car
simply wenl fa ster.
2b [ tTied to hold on to the steering wheel, but it
sl ipped out 01 m y ha ud.
3a While we were driving along the motorway, we
saw planes ta king off.
3b When we went to the a irport to meet my brather,
we got there in ti me to see his plane land.
+ ínfínitive or the -ing form
Look at Ihese exlracls from Ihe eonversations you
have heard, Cirele the verb form Ihe speakers
used in each exlraet, then compare your choices
4a 1 regret saying anything now.
4b I TegTet to say that I won' t be able to come to your
wedding.
in pairs.
1 Then 1 decided (!?ñill) / running fas t for ten
minutes.
2 l'm considering 10 lake / taking lhe company Ihal
runs the gy m lo com!.
3 1 keep ro think / th inking how disas trous it could
have bee n .
4 1 was frantically tryi ng to stop / s10pping it by
digging ditches.
5 lu the end, I ju st gave up 10 dig / digging and go t
o ut as qu ickly as possible.
@) Unit5
+ -Ing
forms (Part 1)
~ Sorne verbs h ave different meanings depending
on whether Ihey are íollowed by the -ing form or
Ihe infinilive, Diseuss the differenees in meaning
b etween Ihe verbs in italies in these pairs oí
senle nces.
nrammi:lr
Verbs followed by to
page 153 Grammar reference: Infim!ives and verb
5a Being a carelnl dr iver means pay ing attention to
other road users.
5b I'm sorry. 1 didn't m ean to offend you.
O
page 153 Grammar reference: InfinitlVes and verb
forms (Par! 2)
+ -ing
e
The following sentences each contain one
or two mistakes made by candidates in the CAE
exam. One of the mistakes can be corrected in
two different ways. Correct Ihe mistakes.
1 Firsl of a1l, I suggesl l&-ttI-ke the overnighl train lO
2
3
.¡
5
6
Vie nna. t"Ki"'il"
Part of my job is lO help maintaining the
mac hinery in good worki n g order.
I would strongly recom mend lo sail rather Iha n
going by planeo
I hope you won't need phoning me, bul if you do,
yo u needn't 10 worry about lhe COSI. l'll pay
I never considered to do anythin g except being a
teacher.
I told my deparlment man ager Ihal I objecled lo
work al weekends.
\York in smal! groups. Discuss sorne of Ihese
topics.
•
•
•
•
•
•
•
wha t l'm looking forward lo
Ihings l'd like to give up
Ihings 1 pul off doing
jobs I'd refu se lO do
somelhing l've tried lo do w ilhout success
somelhiug dram atic 1 saw happ en recently
something J regret hav ing done
se of English Part S
~xa m
information
.~.a of Eng li sh Part 5 con sists af eight items. For each ítem:
you are given two sentences and cne key word
you have to fill a gap in the second sentence using between
three and six wo rd s
6
Now read these lead-in sentences and discuss
the cInes under each one. (Vou do no! have c1ues
in the CAE exam.) Then complete Ihe second
sentence wilh between three and six words, using
lhe word given.
NB contractions
~
two words
1 1 have absolutely no inlerest whatever in ad vent ure
holidays.
APPEAL
Advent ure holidays .
in Ihe least.
Clue: Wh at preposition do you need after th e verb
'appeal'?
2 They had offered hi m a .38 guu lar his ow n
protection.
PROTECT
They h ad offered him a .38 gu n so
............. ......... himself.
Cluf: Which word can follow 'so' to mean '{or th e
purpose of"
3 Having an unlicensed gun in yom possession is
illegal.
LAW
!l.
have an unlicensed gun iu yO Ul possession.
Clue: Which phrase which inc/udes 'law' means
'illegal?
4
People geuerally lhink al tennis as a safe sport.
CONSIDERED
Tennis .
a safe sport.
Clue: How daes starting with 'Tennis' affect the
grarnmar of the second sentence?
yo u must ¡nelude th e key word , unchan ged
t he completed sentence must have a simil ar rn eaning to the
first sentence and be g rarnmatic ally correcto
\\Iork in p a irs. In this sample task, the second
senlence has to be completed to mean the same
as !he first senlence, using !he word given
and between three and six words. Discuss !he
questions.
Sentence I
Key word
5enlence 2
We only felt safe when we were on dry
land again.
UNTIL
Jt .. w!!'S o",f¡¡ "H"Lw,,~J .fi"''Iff]1 1ft
on dry la nd' aga in thal we felt sa fe.
1 Does the completed second seu lene e have a similar
meaning to the first'
2 [s it grammatica lly correct'
3 Would lhis answer be correct in the exam
'
-1 If uot, whal should the ans wer be?
5 Our surroundings beca me more primitive as we
tra velled [urther inland.
THE
The Imther we travelled ..
our snrronndings beca me.
Clu e: What comparative structures lnc/111i.e the word
'the' twice?
6 It is advisable not to climb mountains after a
heavy snow fa ll .
AVOID
Yo n .
mouutains alter a h eavy snowfalL
Clue: Which modal verb is normally associated with
advice'
Dramatic events
<.:!!'
7 You can't control the weather; all you can do is
keep yo ur o ngers crossed.
HOPE
You can't control the weather; the only thing to do
the best.
Clue: What preposition follows 'hope'?
a Read the texts again and lar questions 1-6,
choose the answer CA, B, e Or D) which you think
lits best according to the tex!.
o
8 At the last minute her courage íailed her, and she
pulled out oí the competition.
NERVE
At lhe lasl miuute she .
.... and pulled out oí the competition.
Clue: Which uerb could be used with 'nerve ', which
means courage here?
@) Use oí English Part 5 tests how accurately you are
able to use a wide range oí words and phrases.
Some questions test your knowledge of idiomatic
expressions and phrasal verbs, such as those in
italies below. Match each al the expressions in
1-8 to a phrase with a similar meaning, a-h.
1 Th e malch took place
2
3
4
5
6
7
8
yesterday.
After the mea l we setlled
up a nd left.
!t·s a wo nder thal yo u gol
here al all.
1 can't wait for the
weekend
Keep an eye on the
weat her
I'm tied up until this
afteruoon .
Thank goodness, she's
on the mend.
He's always trying l O
pick a fight.
a very busy
b look íorward to
Cal turned over to go
to sleep. But it was to o
quie!. Now and again
he raised his head off
5 the pillow and lis tened.
Once a dog barked
in the distance. Then
another and another,
from different farms.
JO ¡ust as suddenly they
stopped and the silence
returned. He Iistened so hard there was a kind of static .ÍJ
his ears - like listening to the sea in a shell. He expected
whispering voices> the squeak of a rubber-soled shoe on
15 concrete path. He lay on his back and lis tened to the eCD
waiting for his window to explode.
c begin an argumen l
d gel better
e happeu
f
20
surprising
g watch caref ully
h pay whal you owe
A night of fear
25
The Jirst threat had been posted the same way and writt<
in the same crude felt-tip printing. His father had be en
worried and angry and had lold sorne of his workmates
abo ut it>including Crilly. The very sa me night Crilly hae
arri ved at the house with a friend ofhis. Cal had been '"
at the time but later heard the story fram his father. Th",
had offered him a .38 for his own pratection and he haG
accepted il. H e was happy lO know that in the ha use he :
the means to frighten off a mob that sorne night he kne
wo uld march up to his dooL Or to get a doorstep killer
befa re the killer got him.
From Cal by Bernard MacL
(¡) Write senlences of your own using these eight
expressions.
Reading Part 1
O You are going lo read three texts about
potentially dangerous situations. Read the texts
(on pages 52 and 53) very quickly. Which text ...
a describes a locatiou which feels threatening?
b descri bes a situation where someone kuows that
lhey are in danger?
e describes a situation which caused ex lreme
discomlort?
@ Unit5
1 The writer us es the phrase Then anocher and
anocher in lines 7- 8 to
A indicate lhat there are a lot al dogs in lhe area.
B suggest that someone could be moving araund
outside.
e emphasise the silence al the night once the
dogs stop.
D suggest that it will
5000
be morning.
2 How did Cal receive the orst threateni ng mes sage'
A The postman delivered it t hrough his letterbox.
B A schoolchild delivered a note lO the honse by
hand .
e His lalher heard it fram one al his work
colleagues .
D lt carne throngh lhe window> tied to somethin g
heavy.
o A night among the trees
Woods are not like other spaces. Their trees surround
you, 100m over you, press in from aU sides. Woods
choke off views, and leave you muddled and without
bearings. They make you feel smaU and confused
and vulnerable, like a small child lost in a crowd of
strange legs. Stand in a desert or prairie and you
know you are in a big space. Stand in a wood and you
only sense il. They are a vast, featureless nowhere.
And they are alive. So woods are spooky. Quite apart
from the thought that they may harbour wild beasts
and armed, genetically challenged feUows named
Zeke and Festus, there is something innately sinister
about them - some indescribable thing that makes
you sense an atmosphere of pregnant doom with every
step and leaves you profoundly aware that you are out
of your element and ought 10 keep your ears pricked .
Though you teU yourself it's preposterous, you can't
quite shake the feeling that you are being watched.
You order yourself to be serene - it's just a wood for
goodness' sake - but really you are feeling jumpy.
Every sudden noise - the crack of a falling limb, the
crash of a bolting deer - makes you spin in alarm and
stifle a plea for merey. Whatever mechanism within
you is responsible for adrenalin, it has never been so
sleek and polished - so keenly poised to pump out a
warming squin of adrenal fluid. Even asleep you are a
coiled spring.
From A Walk in the Woods by Bill BrysoIl
3 What made the night particularly uneomfortable
for the writer'
A He found it difficult to breathe normally.
B He was continually thirsty.
C He found it impossible to fal! asleep.
D The noise of the dogs and objeets in the wind.
4 Why did the group decide not to move to Base
Campl
A They needed to get used to the weather
conditions firs!.
B The wind was getting stronger.
C Everyone was feeling stressed.
D Everyone in the group was feeling ill.
.:.. ..:m adllice
- en read ing Part 1 texts, it is important to be able to read
. ::1 for general understanding and for detail. You should :
"ead the texts quickly first lo gel a general idea about the
3ubject matter;
•
ook al the questions and options provided , and read the
releva nt part of the text more carefully.
::e that there may not be actua l words in the text that support
- =-
oorrect option.
5 What is the writer describingl
A The memory of a past experience which
frigbtened him .
B A past sit uation in which he was attacked by a
wild animal.
C Feelings anyone might experience in a
particular situation.
D A childhood experie nce which made a great
impression on him.
6 How does the writer react to the kind of feeling he
describes?
A He persuades himself there is nothing to fear.
B He thinks of a logical explanation for his
reactions.
C He succeeds in staying completely calm o
D He rea lises that hi s feelings are irrational.
€) Work in smal! groups. Discuss these questions.
1 In Text 1, why might someone be threatening Ca l
and hi s father'
2 In Text 2, why do you think the writer forced
hi mself lo siay awake and breathe slow and deep?
3 Text 3 describes a situation which makes people
feel jumpy. What other situations can have the
same errect on people?
Dramatic events
®
Speaking Part 2
a ~ lisIen lo a studeul speakíng abont the photos.
1 Which two is he comparing'
2 Why does he use these words and phrases?
- - _._ - - - -- _ ... ._ .
almost certainly obviously I don't know It must be
i he seems to be
probably l' d say perhaps
O Read the examiner's instruction s and look at the
three photos below.
Here are yo ur pictures. They show dangerous
occupation s. l'd like yo u to compare two of the
pictures and say what makes each occupation
dangerous and why people choo se to do them.
__
-
g
-
- -- _
...
_ - - _.__ ...'---
Now read these examiner's ínslructions and look
al another set of Ihree photos.
Here are your pictures. They show people doi ng
dangero us activities. l'd like you to compare two
of the pictures and say what different skills each
activity involves, and how these activities make
people fee!.
Continue working in paírs.
Work in pairs. Take turns to compare only two of
the three photos. You should each lalk for about
a minute. Time your parlner, but don't interrupt
them while they are speaking.
@ UnitS
Student A: Choose photos 1 and 2.
Student B: Choose photo 1 or 2 and photo 3.
Now prepare whal you are going to say about
your two photos.
:eXam advice
Listen very ca refully to the instructions you are given by the
exa miner, so th at you answer the specific question you are
asked rather than talking va guely or generally about t he
pictures.
The question may have two separate parts - make sure yo u
answer both of them.
You shouldn't try to describe the photos in detail.
If you have time befare starti ng l O spea k, spend a few
seconds planning what you wa nt 10 sayo
Take lurns 10 speak lor one minute about yOllr
pholos . Incorporale sorne 01 Ihe words and
phrases Irom Exercise 2 above.
After your partner has spoken, ask him/ her a
question relaled lO his/ her phOlos.
riting Part 2
_"- competition entry
:exam advice
., Pa n 2 of lhe Writing paperoyou may be asked to write a
-nm petiti on e01ry. This is written far a judge or a panel of
_dges who will expecl you to nominate some one or propase
•tl urse lf far se le ction far so mething.
'-ou shou\ d use pe rsuas ive language and give reaso ns far your
: oice. Formal la nguage is ap propriate far this t ask.
Work in pairs. Read the announcemenl on Ihe
righl from an international sludenl magazine .
Who would you nominate?
You could choose:
• a person you know or have h eard of
• a well-k nown example [mm history
• a fi ction al ch a racter fram a play a r novel.
Make noles abaul Ihe person and the evenl Ihey
were involved in. Give at least two reasons for
your nominatian.
Take lurns lo teH your partner aboullhe
person you have chosen. Answer your parlner's
queslions aboul your nomination.
We are planning a series 01 proliles
01 ord inary members 01 the public who have
selllessly ris ked Iheir own lives to successlully
rescue others l rom danger.
Do you know anyone who you t hink should be
included in thi s series'
Wrile lo us desc ribing t he dramatic event and
l he person's part in il, and give reasons why
you believe t his person shou ld be one 01 our
' Heroes like you and me'.
Dramatic eve nts
®
€ ) Read this entry to the competition. How does this
oe
Most of the following sentences contain one
or more mistakes made by candidates in the CAE
exam. Correct all the mistakes you can lindo
person compare with the people you and your
partner talked ahout?
To whom it may concern
I am writing in response to your '\-Ieroes like you and
me' competition announcement. The person I wish to
nominate is from my town. I do not know her per50nally.
but I have known about her for six months.
My nominee is 32-year-old \-Ielen Keane. who. until one
friday last August. was an ordinary working mother. That
afternoon. \-Ielen was driving home from work along
the motorway.looking forward to a relaxing weekend.
Suddenly, a lorry ahead of her swerved and crashed into
a bridge. Withoutthinking, \-Ielen pulled over and wentto
help. When she reached the lorry, fiames were coming
from the engine, but without a thought for herself, \-Ielen
opened the cab door and struggled to free the driver.
After several minutes, she succeeded in dragging the
unconsclous man out of his smoke-fUled cab and onto the
grass verge. \-Ielen hersflf suffered serious burns which
kept her in hospital for several weeks.
e
1 We think we can solve this problem by opening
the museum to the public and efrarge them an
entrance fee.
~k"r(JÍ'Jot~
2 In addition to keep up witn their studies,
university students often have to cope Oil very low
budgets.
3 Within the next few weeks a new sports centre
will be opening in the north al the city.
4 A hardwork committee has recently put forward
a set 01 interested proposals lor improve the lood
and service be offered in the college canteen.
5 To bring in new health and safetl' regulations. the
government has shown that it is concerned with
impraving the wellbeing 01 the whole popnlation.
6 I knew ml' decision to work abraad would mean to
leave ml' Iriends aud lamill'.
page l54 Grammar reference: Inf;mtives and verb
forms (Part 3)
+ -mg
(i) Write a competition entry in response to the
announcement below which appeared in another
international student magazine. Write 220-260
words.
My main reason for nominating \-Ielen is that she was
an ordinary person going about her daily life. She could
easily have driven home, leaving the emergency serv¡ces
to deal with the accldent. .out she stopped and helped,
saving a man's life in the process.
• Use the example letter above as a mode!.
• Try to inelude -ing forms to link ideas in your
lettef.
• You can write about a real person ar yonr entry
can be fictional.
My second reason for choosing \-Ielen is that she is an
example to people who think thattraining is needed to
deal with eventslike this. \-Ielen showed us that anyone
can make a difference.
I hope you will agree that \-Ielen Keane deserves to be
included in your series of profUes.
We are planning a series of profiles of
people who have shown great bravery
at work. Who would you nominate to
be included in the series? Write to us,
describing this person's achievements, and
give two reasons why you believe he or she
should be included in our series.
Yours faithfully,
(» Underline the -ing forms in the competition entry,
then work in pairs to discuss how the -ing forms
are used. Choose from this list:
a
b
e
d
e
f
@
as an adjective
as part of a participle phrase
as part of a main verb
after a preposition
instead al a relative dause (with who, which, etc.)
as a noun
Unit5
o
page 168 Wn tll7g reference. Competltion entnes
Picture yourself
arting off
\York in pairs. The Times newspaper and the Tate
Gallery in London held a drawing challenge recently.
They asked 11 to 18 year olds to submit a sell-portrait.
Look at the results.
• Which do you Iike best'
• What ca n yo u tell about the personality 01 each artist?
o
/
"5\ Vou will hear three oí the artists speaking. Which
do you think are their self-portraits? Why?
Speaker A:
Speaker B:
Speaker C: ....
Work in pairs. lf an artist were to paint a portrait oí
you, how would you like to be painted? Talk about:
•
•
•
•
yonr pose (standing, sitting etc .)
the clothes yo u wonld wear
the expression on your face and your mood
the background.
Picture yourself
®
Reading Part 3
O You will read an anicle about the Tate Times
Drawing Challenge. Read the article quite quickly
and note down the different phrases the writer
uses to describe the entrants and theír drawings
e.g. ruthless honesty, ways of deceiving (lines 16
and 17).
Teenage self-portraits
When The Times invited anyone aged 11 to
18 to submit a self-portrait, the response \Vas
phenomenal.
You we re interested in how your face and hair
looked . V-le weTe interested in hanesty, courage
and lack of self-consciousness. And on Monday
our mutual concerns meto A panel of judges that
included a professor of drawing, Steph en Farthing;
t he Turner prize-\\'inning artist Grayson Perry;
JO and myself, an art critic, assembled to assess th e
entries for the Tate Times Drawing Challenge. The
competition invited anyone from 11 to 18 10 pick up
their pencils and submit a self-portrait, the best of
which would be displayed in the Tate. There were
15 more than 1,000 entries.
A self-portrait can be about ruthless hones ty, But,
equally, it can be all abou! ways of deceiving. Artisrs
can rival ac tors whcn it comes to obscuring ar
making themselves look better. Thi n k of the
21l difference between that public face that you practise
in the mirror and that embarrassing g rimace in the
camera snap. The con struction of an imagc involves
dozen s of decisions. To stud y a self-portrait is ro
understand how an arti st wants ro be seen. In tbe
25 case of young people it would seem that fay e veT )'
pretty-faced ree nager who would like ro imagine
themselves as sorne soft-focus fashi on model there
is another who is keen for the world to know rhat
they are lurking alone and misunderstood in their
30 rooms, Despite al! rhe wo rst intentions, a self·
por trait r eveals how its sitter sees the \vorld.
The judges \Ve re looking for a vision that
seemed enlivening or truthful, courageous or
unselfconsciously I'resh. Sometimes lhe panel burst
35 out laughing at tbe sbeer exuberance - lhough that
was mostly in lhe work of tbe younger entrants
before the toothy grins gave way to grimacing
teenage angs t. There weTe piclures of young people
doing anything from brushing their tee th, ro
-1 0 donning funny hats to listcning to ¡Pa ds. But the
most interesting images were less self·con sciously
presented: ir was as if the sitters had been caught
unprepar ed.
@
Unit6
The judges tended lo prefer the pictures in whieh
" the artist had really tried to look in a mirror
rather than copy rhe surface of a phorograph. 'The
best images,' says Stephen Farthing, professor of
drawing al Unive rsity of the Arts , LondaD, lare
those done by someone who has spent time
.iO drawing from life, not jus t trying to make pictures
that look as if they are fini shed.' Most of the most
obviousl)' pe rfee t images wer e passed over by the
paneL 'The di stonions and quirks ar e where lhe
subeonscious leaks out,' Grayson Perr y says .
:'>5 It \Vas notable ha\\! ma n)' entrants mapped out the
spOlS on their faces . Clearly this matters a lot to
a tee nager. Hair was anot her obsession, though
several got so eaught up lhat their images were
more like adve rtisements foy L'Oréa l. Thcy vveren't
60 worth it, Most judges preferred the bad-hair days
of entrants such as l 3-year-old Daniel Adkins , in
whose self-portrait the hair took on a charac ler all
of its
QWD.
Drawing may be unfashionable - and not least in
OUT art collcges - hut it wa s heartening to sce not
only how naturally talented so man y of the entrants
wer e, but also how naturally drawing could be
taught. Three of the self-portraits were by pupils of
tbe Engli sh Mart)'rs Sixtb Form College, Hartlepool.
'o Wher e sOme schools submitted work that arrived
in cloned clumps, heTe, H seems, is a teacher who
knows how to tease out and develop innate talent.
And thar marters.
Drawing is a mcans of expression as much as
,. writing and mathcmatics. [t's a tool to be sbarpened
so tbat you can take it ou t wben you need it and do
whatever you vvant. But what does th is compctition
loll us about the entrants? It offer ed a portrait of
)'oung people who are engaged, enthusiastie and
so eager. Once, young people aspired to be bunkers
and d oetors and lawyers. But who wants to go to
the offi ee when they could be an artist1
(i:)
From Tl1e Tim es
S How do es the writer feel about Ihe way
competilars drew Ihei r ha ir?
A lt was beller when it was untidy.
B It deserved more attentian from the artists.
e It was more attractive Ihan their spols.
O It laak up too much li me fo r sorne artists.
Read lhe lexl again and underline where it
answers questions 1-7 below. Then work in pairs
and summarise your answers in your own words.
1 What d id the panel al judges di scaver when they
met?
2 Acco rding to the writer, what do aJl self-pon ra ils
have in comman'
3 How did the children's work generaJly differ Iram
that al Ihe adalescents?
.. Which sell-partraits interested Ih e judges least?
5 How did the judges generally feel about the way
the camp etitars drew their hai r?
6 Accarding lO the writer, what is Ihe Engl ish
Martyrs Sixth Form Callege an example al?
7 Accardi ng to the writer, what do we lea m aba ut
contemporary young people lrom the ca mpetitian?
6 The En glish Mart yrs Sixth Fa rm eollege is an
example 01
A haw schoals can help pupil s to develap their
natural abilities.
B why schools shauld leach unlashianable
subjects.
e haw sorne schaals teach aJl their pupils 10 draw
in the sa me sty le.
O why anly naturally gifted pupil s should be
taught haw lo draw.
7 What impressian does the writer have al those
who taok part in the competition?
A They suller from th e typica l a nxieties al
teenagers.
B They are extremely interesled in what they are
doing.
e They generally preler drawing to writing ar
math ematics.
O They are more artistica lly ta lented than
:-iow, for queslions 1-7, choose lhe a nswer CA, B,
e or D) which you think tils hest according lo the
texto
1 When Ihe panel 01 judges met, they discovered
that
A they sha red the same objectives as the
competitars.
B bath entra nts and jndges we re eqnall y sati sft ed
with the result s.
e tbe entrants ' and the judges' differing
objectives were achieved.
o the winning entries combined gaad looks with
oth er positive qualities.
previou s generations.
Exam advice
First read the text quickly lo gel a general idea of what it is
about.
2 According 10 th e writer, what do all self-portrait s
have in common!
A They refl ect exactly what the artist sees.
B They are nsed 10 lmprove the artist's image.
e They deceive both the artist and the viewer.
o They refle ct the arlist's altitudes and conceros.
3 How did the children's work gene rally differ fram
that al the adalescents?
A lt was livelier.
B lt was more ha nes!.
e Jt was more hnmaro us.
O Jt showed more self-awareness.
-t The judges were least interested in tlle
sell-portraits which
A showed spont aneity.
B concentrated on excellent drawing tech nique.
e produced unintended results.
O were incomplete.
Read the first question, find where it is answered in the
text and und erline the words in th e text which answer the
question.
Read each of the option s. A. B, e or O, carefully and choose
the one which match es what the text says.
"
Work in sma)) groups. Discuss lhe questions.
But who wants to go to the office whe n
they could be an arlist? (Jines 81- 82)
1 What are the attractions of a creative or art istic
career?
2 What are the drawbacks?
3 In what ways are yon arti stic ar crealive?
Pic!ure youIself
@
Grarnmar
Avoi din g repetition
o Look at these senten ces from the text an d write
one word in each gap. Then check your a n sw ers
by looking back at the tex to
1 The competition invited anyone fram 11 10
18 ... to submit a sell·portrait, the best 01
........... w"-!.<2"-............ would be displayed in
the Tate. (Iines 11-14)
2 In the case 01 young people it wou ld seem th at
lar every pretty-Iaced teenager who would like
to imagine
as so rne soft·
locus las hion model there is .
who is keen lar the world to know that
are lurki ng alone a nd
misunderstood in their rooms. (li nes 24- 30)
3 'The best images ... are ..
...... done
by someone who has spent time d rawi ng Irom
lile, not just trying to make pictures thal loo k as if
...................................... are finished.' (l ines 46- 51)
4 lt was notable how ma ny entra nt s mapped out lhe
spots on their laces. Clea rly .
matters a lO! to a teenageL (l ines SS - 57)
S Most judges prelerred the bad-hair days 01
ent rants snch as 13-year-old Dan iel Adkins, in
self-portrait the hair took on a
character all 01 its own. (lines 60 - 63)
6 Here, it seems, is a teacher who knows how
to tease out and develop innate talent And
matters. (lines 71 - 73)
O page ' 54 Grammar reference: AvoidmQ repetltton
6
e
CAE candidates often make mistakes when
us ing pronouns and determiners to avoid
rep etition. Each 01 the lollowing sentences
conta ins one wrong word. Delete the wrong word
and write the correct one. In sorne cases there is
more than one possible correct word.
1 The heati ng was n't working and 1 said it to the
manager but not hing was done about it so
2 There are several umbrellas in the stand in the
hall . I'd advise yo u to take it il you're going lor a
wa lk.
3 1 wasn't happy abo ut the size 01 the classes. 1 sa id
it to the director bnt nothing was done about il.
4 ['d always wanted a portable DVD player a nd when
[ was given it as a birthday present, 1 tho ught it
was wonderfu!.
S Sorne 01 the machines broke down quite olten, but
when things like these happened we just called a
technician .
@ Uni16
6 The lecturers will give you a detailed expla nation
01 the subjecL You may not be able to understa nd
all, but you should be able to get a general idea.
7 There were hundreds of CDs on sa le in the shop
and most 01 the children wanted il.
8 We're looking lar a new accountant and it is why
I'm writing to you.
9 You should aim 10 arrive at any time that 's
convenient lar yourselL
€ ) Rewrite the following to reduce the number 01
words and phrases and avoid repetition.
1 ['ve been to two exhibitio ns at the National
Gallery thi s yeaL The two exhibitions focus on
17th-century painters.
:r'ye. bUl1 to two e.Xkibitiol1S "t tke. .,¡"ti011"f
&"ffe.r(j tkis l\e."r. Botk .toe/lAs 011 rttk
Ce1'tt'(1) plitl1'trers.
2 Fewer and lewer people listen to classical musir.
The lact that lewer and lewer people listen to
classical music means that less classical music is
being recorded.
3 1 have to read lots 01 books lar my Business
St udies course. The books [ enjoy most are the
books on management theory.
4 l'm hoping to be given a pay rise. Being given a
pay rise wiU mean 1 can buy a better caL
S 1 want Karl , Pau, Ludmila and Mar to come to the
meeting. ['ve told Kar!. Can you teH Pau, Ludmila
and Mar?
6 Marina doesn' t Iike spending a lot 01 money on
books, so she tends to buy second-hand books.
7 My mo ther as ked yon to help her and she'd have
been so happy il you'd helped heL
8 When Raul leels strongly about something, he
says he feels strongly about something.
9 She didn't do the shopping because no one asked
her to do the shopping.
10 Someone lelt a message on the answering machine
bul th e person didn't leave the person's name.
listening Part
3
O You wiU hear an inter view with the artist, Liam
Carolan. Before yo u listen, work in pa irs.
1 Do yo u have a ny pictures at home? Did you choose
them? What do yo u like about them?
2 Look at Lia m's two paintings on page 61. What do
you lhink 01 them? What do they reveal about the
sitters' persona lities?
4 Why does Liam preler painting portraits with the
sitler in lront al him'
A He thinks the final result is more interesting
and alive.
B He enjoys working with other people in the
room.
e He find s the work more chalIenging.
D He receives instant feedback lrom his sitters.
S According to Liam, the sitler's persona lit y is
revea led in portraits as a result oC
A good artistic technique.
B a rtislic interpretation.
e the artist's acute observation.
D the way people look at porlraits.
6 Wh at problem does Liam have when he is painting
a self-portrait?
A He lacks time to praetise painting self-portraits.
B He has difficulty staying in th e sa me position
while painti ng.
e He ca nnot make himself look as relaxed or as
hand some as he would like.
D He cannot get c10se enough to the image he is
pa inting.
Liam Caroian: Self-portrail
a Work in pairs. Before you listen, read multiple
choice questions 1-6 b elow and answer these
questions.
a For Ques tiou 2, which comment do you think
people would make abont his paintings '
b How would you answer Question 3?
e For Ques tion 4, what do yon think is the main
adva nt age of paiutiug with the sitter'
d For Questiou S, what do you think reveal s the
sitter's personality?
e For Qnestion 6, what problem do you think a rti sts
have when painting a self-portrait?
1 What does Liam say abont his fath er's ca reer?
A He taught portrait paiuting.
B He didn't pa iut portraits professionally.
e His portraits were influenced by abstraet
a rtists.
D He exhibited his portraits together with other
famous artists.
2 Wh at comment do people sometimes ma ke about
Li am's paiutiug?
A It's old-fashioned.
B lt lacks formal trainiug.
e lt's too intellectual.
D Jt Iacks individuality.
Liam Carola.n:
Portrail of
Ca.f.herine Bonser
€)
~ Now listen to the interview. For questions 1-6,
choose the answer (A, B, e or D) which fits best
according to what you hear.
Exam information
Listening Part 3:
is a conversatian betwee n two or more speakers
lasts about four minutes
has six multiple- ch oice qu esti ons, each with four option s.
3 Aceording to Liam, people genera lIy prefer to have
paintings iu their home to photos beeanse
A pa intings Iook more pleasant tha n photos.
B they suit the design ol most houses.
e they are not produeed by machiue.
D they don't look as modern as photos.
o Work in pairs.
• Would you prefer 10 have a painted portrait or a
photograph ol yourself in your house? W h yl
• How big would it be a nd where would you put it?
Picture yo urself
®
Vocabulary
Speaking Part 3
Adjective/noun collocations (2)
O Work in pairs.
O Look at this sentence from Listening Par!
3.
What does eaeh of these pictures
show?
He had a fair number of exhibitions in London before
the war .
One 01 the adjectives below cannot be used with
number to lorm a collocation. Which one?
..
fa ir .. large huge big smal! limited
I
6 @ CAE candidates often make Ihe mistake 01
using big with the nouns in bold in the sentences
below. Which 01 the adjectives in the box can be
used with each noun lo form collocations? (In all
cases several adjectives are possible.)
considerable endless good great
high huge large loud satisfactory
.___ _ valuable wide
ILte_r_rib_le_ _tremendous
lamazing
¡heavy
a
1 Pascual is very busy: he spends a ... .JP,r e l ...
. ().Q1\siderCl,P.le I hUo ej tre.M1'\dQUs ..
amount of time st udying.
2 Our loca l supermarket sells a (n)
range of coffees, so yo u should
find what yo u're looking for.
3 1 lou nd it diffic ult to concentrate on the
conversation be cause of the .
noise com ing from the neighbours' television.
4 Your decision about whether to go to art school
or study econom ics is of ..
importance, so think it over earefu lly.
5 Magda was very late for the meeting because of
the
traffie on the motorway.
6 Seeing elephant s in the wild was a (n)
experienee and qu ite
unforgetta ble.
7 Quite a(n)
........... pereentage of our
students go on to become professional artists - in
the region of 60 % .
8 I think Jaroslaw has made
progress with his drawi ng and is showing rea l
talen!.
9 eolin is a teaeher witb .
experienee of teachi ng both adu lt s alld chi ld ren.
10 The pai ntings in this gallery show a(n)
........ variety of differen! styles.
e Work in pairs. Where there was more than
one possibility in Exereise 2, do the diflerent
alternatives ehange the meaning 01 the sentence?
lf so, how?
• How do these pietures show the role books play in
OUT
lives?
• Which aetivity is the most demandingl
@ Unit6
6
~ LiSIen lO exlraels (rom reeordings al lwo pairs
oi sludenls doing Speaking Pan 3 and ta lking
about t h e photos a boye. Write Pair A, Pair B or
Both pairs lo an swer thes e queslions.
Which pair:
1 doesn'¡ stan working on the task immedialely?
2 deals with each photo in arder?
3 deals with the photos in a random arder?
4 gives a short description o[ each photo'
S relates photos to themselves personally?
6 shows most inlerest in their pa rlners' reaction s to
the photos'
7 follows lh e instructions mosl closely?
8 uses synonyms to avoid repeating the word
demanding [rom the quest ion?
Work in pairs.
Which pai r do yo u think dea ls with the task
better? Why'
2 What synony ms did Pair B use in stead of the word
demanding?
~ In each sentence below lhe students are using
phrases to refer to a 'pltoto / photos or lO ayoid
repea ting something alread y said. Write one word
or phrase from tite box in each gap. Then check
by listening lo the candidates again.
eRe Aefe that would be the one lhls one
Nas doing thal which which others
2
3
4
5
6
7
Thi s ..........Q1!!'..I".H<\...
¡ooks qu ite demanding
lhere's a librarian putting books back on lhe
shelves.
.., l'd probably [eel a
1 lhink if l.
bi! fru strated.
And there·s . ........... ..................... with someone jusI
relaxi ng and reading a novel probably.
Bul agai n, you'd have to be very methodica l,
you say you aren't .. .
so 1 im agi ne for you
....... pretty
demanding.
1 think this one with the diary would probably be
...... I'd find the hardest.
And
............. do you think are rea lly
challenging?
o"
Work in pairs. Which of the aetivities in the
ph010S do you lhink is most demanding?
Work in p a ies. Do lhe task below in about lhree
minutes.
Exam adulce
When you discuss th e first part of the task:
talk about each af the things shown in the pictures
make suggestions. ask your partner's apinion and respond
lo your partner's ideas.
When you discuss th e second part of th e task:
discuss several of the options and give reasans for your
opinions
try to reach a decision.
• How can young people benefit trom doing the
artistic activities in the pictures on the right?
• Which of the activities do you thi nk wou ld be
most popular with young people?
Picture yourself
@)
Use of English Part 2
O You will read a text aboul art in offices. Before you read, work in
pairs. [s it important for work or study places
walls? Why (not)?
6
10
have art on the
Read Ihe text quite quickly without paying attenlion
10
the gaps.
1 What are the benefits of having art in the workplace?
2 How has the role 01 art in the workplace ch anged'
€ ) For questions
1-15, read the text again and think oí lhe word which
best fits each gap. Use only one word in each gap.
Exam advice
Read the text quite quickly to get a general idea of what it is about.
Look at the words befare and after the space and decide what type of wo rd you
need Can article, pronoun, preposition, etc.).
Look to see whether the word you need refers to sorne other part of the text.
Words may be part of fi xed phrases or phrasal verbs. e.g. instead 0(. go a/ong
with, etc.
Art for offlces
• •• • •• ••• • •• • ••• •• • ••••
(O)
As. ...... a professional photographer and environ mental
psychologist, Wayne Hill knows (1) .. ... .......... needs lO be
(2) .
........ with bland-coloured offices and windowless
conference rooms: hang art on the walls. It (3) ..
. . down
on stress and raises productivity and creative thinlUng. 'Our
vivid experience of a place (4) .
usually be a wonderful
memory, a magic moment at (5) ..
.... of the sweet Spots of
the world, Realistic landscape phorographs help us reconnect
with (6) .
, '''''' places.'
When questioned, most employees say good original art is more
(7) """""".""", ro 'stimulate and inspire' them than an encUess
supply of the finest coffee, Fully 98 per cent of workers want
(8)
'" form of art at work. More su rprisingly, perhaps,
nearly two-thi rds of office workers say they have never been
consulted about the décor in (9) .
office,
Peter H arris, (10) . " ".."". "... has been taking art into workplaces
for more than 20 years, has seen a great change (11) ,
companyattitudes: 'The lUnd of image companies rry ro project
through art is no (12) ..
just aimed at visitors and
customers, Now art is spread (13)
....... , the building and
the image (14) .",,, ......... projects is related ro employees.' H e
believes art fulfils an important need in offices, People spend
(15)
'''' much time worlUng in rl1em that they need ro fee!
cared foro
Adap ted fro m Tbe ObJel"l'e1'
@
Unit6
o Work in small groups. Imagine
you work together in the same
bland-coloured office. Your
office manager has asked you
how you would like to see the
oífice made a more pleasant
place lO work. Below are some
oí her suggestions. Discuss
each of the suggestions.
• How wou Id lhey improve the
olfice atmosphere?
• Which 1wo would be most
suitable?
iting Part 2 A review
Work in pairs. Read the writing task below, then
discuss your answers to the questions which
ioIlow.
An intern atio nal magazine for learners 01 English
has asked its rea ders to submit a revi ew 01 a novel
!hey've particularly enjoyed and which they think
Olher learners would also enjoyo Write a review for
the magazi ne including :
the nam e of the novel
a briel sum mary 01 the plot and main characters
what you particularly enjoyed aboul it
what other readers may find interesting abo ut il.
,\'rite your review.
--------------------~
Should you do the lollowing? Why (not)?
a explain the whole plot inelud ing how the story
ends
b give detailed eharaeter descriptions
c inelude a eomment on the writing style
d make a general,recommendation to your
readers
e make sorne eriticisms of the book
I say what you most enjoyed about the book
g say why you deeided to read the book
h inelude a general synopsis 01 the plot and
eharaeters
1 In what order wonld you mention each 01 the
elements yo u chose?
3 [s there anything else you should inelude?
Read the review on the righ!. Which oí the
elements Iisted aboye are included?
Read the review again. Which paragraphs deal
with:
a
b
e
d
the plon
the main eharacters?
what the writer enjoyed about it?
what oth er readers may find inte resti ngl
Find words and phrases in the review which
•how the writer 's reaclion to the novel, e.g. drew
1 was fas cinated by the vivid descriptions of American
rurallife at the time. During his journey, Inman comes
aeross a series of people scratching an insecure living
in wild, isolated places in extraordinar y ways. 1 was
spellbound by the detail and at the same time horrified
and ca ught up in the susp en se from the dangers he and
Ada have to survive.
The novel contains a whole gallery of unusual characters:
Inman, the thoughtful and observan t hero who is
des perate to escape the war and survive, and who is
moti vated by love yet capable of extreme violen ce; Ada,
the heroine, who deve lops from a well-off, sheltered
ba ckg round, incapable of surviving in the harsh conditions
of a lost war, to someone who becomes self-suffici ent and
decisive, with t he help of Ruby, the brash but lovable
country girl.
You will really love this book with its detai led observations
and descriptions of life in ninetee nth-century America and
its wonderful ear for styles of speech in a rural backwater.
You will be tra nsported into a contrasting wo rld of love,
kindness and horror which is unlike any nove l you ha ve
rea d before.
@ Work in pairs . Which novel(s) could each of you
write about? Tell each other about:
• the plot
• the characters
• what you enjoyed about Ihe novel.
Say why you think your parlner would find the
novel interesting.
Wrile your OW11 answer to Ihe task in Exercise 1
aboye.
Exam advice
Find adjectives and phrases in the review which
describe:
When you write a review:
Where necessary, check their meanings in a
dictionary.
by Charles Frazier
Cald Mountain is set in North Carolina during t he American
Civil War, What drew me into the novel from the outset was
the main character, ¡nman, who makes a hazardous journey
across a war-torn country to join Ada, t he woman he loves ,
As an army deserter, he is pursued by armed groups sent
to kilI traitors. Meanwhile, after her fath er's death, Ada
struggles to survive on her farm.
me inta.
• characters, e,g. Inman: army deserter
• places, e.g. war-torn.
J
Cold Mountain
identify who your readers will be and wha t sty le wíll be
suitable for them
co nsider w hat information will be of ¡nterest to your readers
ex press yo ur opínion s of the different elements you decide
to ¡nelude in your review so that your readers have a
clear idea wh eth er you are recomm ending what you are
review ing or nal.
¡lage 169 Wnting reference: Revlews
Pielu,e yoursell
e
Unit 5 Vocabulary and grammar review
Vocabulary
o Find ten words ior parts oi the body in thi s
wordsearch puzzle.
6
B
L
O
O
O M
U
F
1
N
T
K
e
B
N
E
F
L
U
G
E R
S
D
H
E
S
T
F
N
Y
E
I
I
O
L
R E A O
B
e
p
O
E
A U
T
G
R M
A
E
E
S W A
X
A
E
E
e
R
I
N
F
K H E
A
A
o
Complete these idioms with six oi the body
words you found in !he wordsearch , lhen malch
each idiom with lbe correct meaning a-i below.
1 keep yonr ..
.. ....... ....... erossed
turn a blind ....
to somelhíng
pull someone's .
make someone's
boíl
5 twi st someone's ..
6 slab someone in the ..
2
3
4
a
b
c
d
make someone angr y
persuade someone lo do somet h i ng
be di sloya l to someone
hope for good luck espeeíally if you a re doing
somel hí ng díffieult
e pretend not to notiee somelhí ng / ignore
somelhing you would prefer nol lo know about
tease or make fun of someone
@) Write senlences using lhese seis oi words.
1 drea m / f1ash baek / aeeídent
2 gym / fit / tread mill
3 windsereen / break / stone
Grammar
e Complete these senlences with !he correel iorm
(infinitive or -ing íorm) oi the verbs in brackels.
One verb is in Ihe passive.
1 1 considered
.. JOi-r\il"li' .......... (join) 1he
políee or the fire serviee, becan se I wanled
... ....... ........... .. (help) ot her people in sorne
way. In the end 1 deeided .
(train)
(be) a para medi e.
@ Unit 5 Vocabulary and grammar review
2 Three of the people trapped on the third f100r
(eli mb) out on to the
ma naged .
roof of th e hotel, where th ey jumped to sarety. Th;
olller lWO refused ....
(Ieave) lhejr
room and waited
............. (reseue).
3 The manager admitted ..
(wail)
for 20 minutes before .............. ..... ............... (phone)
tll e fire brigade. He claimed tllat he had attemplee
. (pul out) the fire him self
before .
. .......... (realise) the seriousne;.
of the situation. He apologised to h is eolJeag ues
for ..
(pUl) lheir lives at risk.
4 The c1imbers refu sed
.................. (lake)
the weat her foreeasl seriously a nd ended up
. (gel) lost when it starte d
.. (s now). Despite th is,
the y went on .
.......... (climbl. but
\Vere eventuall y foreed
(admit) defea!. It was then that thev tried
(telephone) mounlain reseue
(ask) for help. Beeause
there was no phone signal on the mounta in,
they could not
(contaet)
the lea m and spem the ni ght on the mountain,
(regret) their deci sion
(ignore) th e foreeas!.
o Complete the seeond senlence so that it has a
similar meaning to Ihe fírsl senlence, using the
word given. Do not change lhis word. Use three
lo six words including lhe word given.
1 I can'l wait to start my new jo bo
FORWARD
really iOQ!<:i.l"a f:9.!':W/?'r4jp .st/?rti.-r\(J' my new
jobo
2 Thank goodness we avoided the floods.
['m
LUCKY
We ........ ........................................................ the
floods.
3 I wish I hadn' t phoned my sister.
REGRET
L
............. that phone
eall to my sister.
4 We ean't buy a new ea r - we don'l have enough
money.
AFFORD
We
.......................................... a ne\v
caL
5 He says he's never seen her befare .
DEN lES
He
........................ .... her
belare .
Unit 6
Vocabulary and grammar review
ocabulary
In each oí the sentences below, eross out the
adjective in italies whieh does not eolloeate with
the no un in bold.
1 A high / ~ / significant pereentage of accident
victims coming to hospital have been doing DIY at
home.
2 For me, visiting Paris is always a great / wide /
tremendous experience - it reall)' is my favourite
city.
3 Giovanni attaehes considerable / great / large
importance to the way he dresses, so he always
gets up extra early.
4 If you want to do a gap year before going to
uni versity, there is a(n) endless / huge / deep
range of possibilities for you to choose from.
5 Ma rtina i s showing a 101 of promise and she's
made high / considerable / satisfactory progress
with her Engli sh this termo
6 My brother ha s spent a huge / heavy / considerable
amonnt of money reuovating an old farmhouse
1 don' t know ho w he eao afford it.
7 They're doing road works iu the streel aud the
noise is so IDud / terrible / big that 1 can hardl y
hear myself think!
8 Dne of the attractions of this job is the endless /
high / wide variety of different ta sks I have to
perform.
arnrnar
Rewrite the íollowing sentences in order to avoÍd
repetition of words a nd phrases.
1
yo u think you'll get a holiday in July?' 'J hope 1
get a holiday in Jul y"
'00
:Do 001.< tki...~
:L kOp~
so!'
W 1A'H o~t (), k ofiOO
O i...
S1Af ?'
O
2 When a child feels unhappy, the child w ill ask far
the child's mother more often than the child will
ask for the child's father.
3 Gu stav bought a large house by the sea about teu
years ago. Buy ing a large house by the sea turned
out to be a good investment.
4 Leonardo li ved in Canada as a child. The fae t that
he ¡i ved in Canada is the reason why he speaks
such fiu ent Euglish .
5 Svetlana speut several months tryi ng to decide
which ca r to buy and she fin ally bought a car las t
week.
6 Three ruoners entered the race, but only ooe
runner nnished because one runner twisted her
ankle and one runner stopped to talk lo her friend s
amoog the spectators.
7 Matthew likes rea ding novels . Matthew espeeially
likes reading romantic novels.
8 Violeta bought apples in the market. Violet a put
sorne of the apples in the fruit bow!. Violeta used
the otber apples to make an apple pie.
9 Narayan has had two jobs. The two jobs were in
a ba n k. Un fortunately the two jobs were not well
pa id .
10 Tllere are five officia llaog uages in Spa in . Manolo
speaks all of the fi ve officia l languages of Spain.
11 Pete had never spoken to Ann aIthough Pete had
olleu wanted to speak to Ann .
12 Maria often invites me to go with Mari a on Maria's
bu siness trips to New York. 1 have n eve r been witb
Maria on Maria's business trips to New York.
~ Using expressions from the text in Reading Pa rt
3, complete the second sentence so that it has a
s imilar meaning to the first sentence, using the
word given. Do not change the word given. You
must u se between three and six words, including
the word given.
1 To me, he looks exaetly the sa me in the photo as
he does in l he portrait.
DIFFERENCE
:O~kn/i~et~~;:~~od~~!~::~:~:~t:~~ ... way he
2 The judges were generally les s keen ao portraits
painted from photos tha n portraits painted from
life.
TENDED
Thejudges ..
00 portraits painted [ram !ife than portraits
painted fram photos.
3 This painting do es not appea r to be fini shed .
LOOK
This painti ng ..
is finished .
4 Several af the applic ants were not con side red
beca use of their age.
PASSED
Sev eral of the appliea uts ..
to lheir age.
5 For many teenagers, their looks are their highest
priority.
MATTERS
Ap pearaoce is .
many teenagers.
Vocabulary and grammar review Unit 6
@
leisure and entertainment
Starting off
O How do you spend your leisure time? Which 01
the folJowing activities do you do or have you
done? Tick or cross the boxes.
D
D
D
D
D
watch TV (What are your favourite programmes?)
sud the Internet (Whal are your favourite websites!)
play computer games (00 you play olone or wlih o/her people!)
listen to music (Howdo you lisien - radio, Internet, MP3 player')
playa musical instrument (What kind ofmusic / what instrument do
you play!)
O read (What da yau read - books, magazJiles, newspapers?)
D chat 10 fri ends (00 you speak on thephoneor in a chat room!)
D spend time in a virtual world, like Second Lile?
dlwal,l
1'''0'111; IfI,olll!le
D go to the cinema (Howol/en do you gol Whal is your lavourite type
01film?)
D go to the theatre (What was/he last playor show you sow!)
D go to live muslC events (Whot kinds of music do you enjoy most?)
Dwatch or play sports (Whot are your fovourite sports - to watch or play?)
D other outdoor activities (What do you like most obout being outside?)
O meet friends (Where do you meet?Whot do you do together?)
Other activities
Make a list of olher things you do in your leisure time.
6
®
Work in pairs.
üstening Part 4
1 Compare your leisure-time activities theo discuss
the questions in brackets in the Iist above.
2 Are there any other leisure-time activities yo u
would like to do io the future'
3 Discnss tbe best and/ or worst ways for the
followiog groups of people to spend time together:
• ten university students
• a family of four (for example, two parents and
two children)
• a cla ss o[ 30 nine-year- old children.
O ~ You are going to hear ten snippets 01 music.
Unit7
Listen and match each with one of the types 01
music in the box. Which 01 these types 01 music
do you enjoy Iistening to ?
dassical disco folk jazz
pop rack soul world
Latin
opera
Exam advice
Task One
Befare you listen,
FOl ques tions 1-5, ehoose from the li st A-H the person
w ho is sp ea king.
read both tasks, und erlining the key id eas in each option .
While you listen,
listen for word s and phrases whi ch mean the same as the
key idea you have underlined
listen for the answers to both tasks . Vo u may hear the
answer to Task Two befa re the answer to Task One.
Yon will hear five short extraets in which people
are talking abont an aspect oi musie which is or
has been imporlanl lo them.
1 First look at the fiv e ph otos and disen ss with a
par tner w hat the p eople a re doing in eaeh olle.
2 Read throu gh the ten questions you will have to
answer for Tasks Dne a nd Two. Ca n you match the
people listed in Ta sk Dne (A-H) wi th any 01 the
photos you've been discussing?
Fs\ Now listen 10 Ihe five speakers and do the two
A a composer
Speaker 1
1
1
Speaker 2
1
2
E a ke en listener
Spea ker 3
1
3
F a rack musicia n
Speaker 41
B a fes ti val-goer
e
a n orehestra m ember
D a you ng folk musieian
4
G a jazz trombone pIayer
H a nov ice dancer
Speaker S
1
5
Task Two
For questions 6-10, ehoose ¡rom the li st A-H the
feelings or ideas ex pressed by the sp eakers.
A an admission oí a near
Speaker 1
add ietion
lasks.
IL-----'-_6::.......J1
B disappointment at a failur e
e
planning an ambi tio us
projeet
Speaker 2 1_
1 7
D grat itude to musician s
E sati sfaetion from
Speaker 3
1
8
involvement with music
F relie f that a projeet has
suceeeded
Spea ker
41
9
G surpr íse at a new
enthusiasm
H pride in a family tradition
Speaker S
1
10
e Work in pairs.
1 What do the phrases in italies in these extraets
fram the record ings mean?
a He sang at family gmherings .. .
b ... was in a band that perfo rmed at weddings
an d other local túnctions.
c [love my iPod and quite frankly /'d be lost
without it.
d So at the moment it's just a dream.
2 No w fini sh these sentences with your own ideas.
a My favou rite fa mily gmherings are.
b Local functi ons ['ve been to recently include .
c I'd be completely lost WilhoUl my ...
d l'd really like to ... , bu! at the m om ent it's just
a dream.
Leisure and ent ertai oment
@
Vocabulary
HO\Ntoget
the life you
really \Nant
Preposilional phrases
o Sometimes prepositional phrases have three
parts. Look al Ihese examples from Ihe recording.
['ve travelled al! over the world and played in ¡'ron! o{
audienees of thousa nds.
As well as having normal tango instruments ...
I'll he listening to them (mm nou; on .
6
Complete Ihe phrases in Ihese sentences with
sorne of the words from the box.
iaccount addition eieI
¡means pains start
anticipation
keeping
I
_1
1 Last night's concert was performed iu
..1;.,;6..
of a eharitable trust.
2 These remarkable sounds were produced by
.. of magnet ic waves.
3 His gra ndfather played mu sie very mueh in
..... with lolk traditions.
.... to reproducing high-quality
4 In
digital sounds, portable MP3 players can store vas!
amounts 01 information.
5 1 rea lly didn't like The Killers to .............
wilh but now aetually they've kjnd of grown on
me.
Reading Part 2
Exam advice
First, read the main body of the text ca refully to familiarise
yourself with the conte nts of each parag raph and how the
text is structured.
Then read each of the missing paragraphs one by one. Pay
c lose attention to th e content and place each paragraph in
a gap afte r you have read it
Work in pajrs. You are going to read a11 arlicle
about Ihe online virtual world, Second Life.
Befare you read, discuss these questio11s.
1 What do you kuow about virtual worlds?
2 Why do you thin k people ereate avatars in
virtual worlds? CAn avatar is an image or virtual
representation ol a person.)
6
Read the main par t 01 the anicle (but not the
missing paragraphs A-G).
1 What kinds ol real-Jife entertainment are
mention ed as being available to Second Li{e
'residents'l
2 How can people whose virtual charaeters
misbehave be punished 2
@ Unit7
In a 10ft in New York (ily the singer Regina Spektor is performing
songs from her new album. People wander in, sit down and discuss
music Everythingseems normal. But then so did life for people in the
film The Motflx.
1
This is Second Lite, an internet-based virtual world 'inhabited' by
ordinary people from all Over the world, as well as politicians and
other celebrities, and rivalling MySpace for worldwide popularity. By
2007,20 mili ion people had registered accounts with Second Lite,
thousands of neW members joining every day.
I
2
I
These different activities are played out in a sprawling virtual country,
with ils own simulated cities, streets and open spaces. Participants
choose their avatar's identity - potentiallychanging sex and ethnicity
- then guide it wherever they choose: down streets, into nightclubs,
gatecrashing weddings. When they meet another avatar, they can start
a conversation. And so fri endships, love affairs and entire subcultures
develop.
I
3
I
Second Lite, however, is not a game. It is an internet community,
people can flirt, do business, or go off and build their own virtual
Women rnake up 43 per cent of the residents, and the average age
-: ;ccording to Justin Bovington, 'It's thebes! combination 01
l etworking, chatrooms and a3D experience.'
<Spektor's album was the lirst virtual record release by a
_- :ompany. ABritish radio station 'rented' a tropical island
- Second LIte lor ayear, where the world's biggest virtual
. 'estival was staged in parallel with a real-life event. While
eattended the real concert, the music by Franz Ferdinand,
·~d others was streamed live into Second Lite, where 6,000
;-s crowded around avirtual stage, hosted by an avatar of a
"Iown DJ.
5
I
.: -:J Lite is built from user-generated canten!: its software
Jesthe tools to design a dress, construct a buildi ng or carry
, range 01other real-world activities. Its population includes
- manufacturer, a nightclub owner, a car maker, a lashion
;ler, an archiiect, a tour guide, and a property speculator.
- t is a detective agency, which can be hired to check whether
, rtual spouse is cheating - such cases are reported to have
.~ marital rows over whether online cheating counts as real
. . - eating.
6
I
~ al
commercial activities such as these are an acceptable part
svirtual world, but Linden Lab, the San FranCISCO company
-~ launched Second Life in 2003, has rules against overtly
~- sive behaviour in public, such as racial slurs. Its punishment
_-"lue. 'If someone is regularly abusive, we have a prison: said
.~-Jresident Dave Fleck. 'They are put in a cornfield and made
'(ch black-and-white public servicetelevision announcements
- ¡he 1950sin aconstant loop.'
Ada pted from The Observer
Read the paragraphs that have been removed
from the article, and note down a word or phra se
thal summarises Ihe purpose of eaeh paragraph.
Example: Po.yo.~Y"p¡", A - s1A~~ested
"'ppeo.l o.f SeC-01<d L.¡.fe
reo.S01<S
.fOY t¡"'e
Now ehoose from the paragraphs A-G Ihe one
which fits eaeh gap in Ihe texL There is one
paragraph which yon do nol need to use,
A
The chiel executive 01 RiversRun Red, a branding agency which
has helped to shape Second Lile, conlinues, 'It's such an immersive
experience that people get into it quicker than anything else. We'd
been looking for the broadband killer application, and Second Lite is
¡t.'
B
II any serious 'Iirst lile' politicians are consideringcrossing over into
Second Lite, they may lind that they are not the lirst to take poritics
seriously.Take avatar Smoke Wijaya, the lou nder and leader 01 a
virtual communist party which is committed to kicking lascism and
racism out 01Second Life.
C
From these and other services, an entire economy has developed,
based around Second Lifes currency, Linden Dollars. This is not so
virtual, as Linden Dollars can be converted into US dollars and back
again at fluctuating exchange rates. Just as thousands 01 people now
ea rn a living Irom online auction sites, many are doing the same by
buying and selling virtual goods and services on Second Life. Anshe
Chung, theavatar 01 aChinese-born language teacher in Germany,
has a virtualland development business with holdings worth an
estimated fI35,000.
J
D
In asimilar way, the premiere of X-Men 3. The Last Stand at the
Cannes Film Festival was also strea med intoSecond Life. And it
ha s been rumoured that asenior USpolitician is planning to set up
a campaign office within Second Life, using a virtual town hall to
address vote rs.
E
Likethe world insi de th e Hollywood hit, the lolt is a 3D-computer
animation - but in this case it exists only on the Internet. The
audience is made up 01virtual representations 01 real people. The
real people sit at their computer screens arou nd the world, living thei"
livesthrough avatars, their screen characters. Regina Spektor and her
music are real people selling themselves in a virtual world.
I
j
~ome 01these demonstratetheir talents in designingvirtual buildings
or lashions Some lorm mutual support groups because in the real
world they have a disability. Some run businesses and convert the
prolits into money in the real world, and some do the same lar
charity. They do this chatting and trading under an assumed identity
- their second lile
G
Virtual worlds, in which relationships like this can Ilourish, are not
new. Games, in wh ich thousands 01 people play simultaneously, are
known in the industry as Massively Multiplayer Online Role-Playing
Games. The most popular is a lantasy of swords and so rcery.
Leisure and entertainm ent
®
I
o Work in pairs. Whal do you Ihink Ihe words a nd
phrases in italics from Ihe arliele mea n? Whal
eJues did you use lo guess Ihe meanings?
1 Pa rti cipa nts choose th eir avatar's identi ry ... rhe n
guide il wherever Ihey choose: dow n slreels ..
galecrashing weddings. And so fr ie nd shi ps, love
affa irs a nd enlire subcullures develop.
2 Second Life is buill fro m user-generaled conle n!.
3 We 'd been looking for Ihe broadba nd killer
applicatio n, .
@ Diseuss
€)
Work in pairs. Find other sentences in the arlieJe
which link ideas in these w ays.
a Combine Ihe ideas in these short texts using Ihe
linking ideas in Exercise 2.
1 The novel Snow Crash was written in 1992. The
novel foresaw a fuluri slic v irtu a l world. This
world was ca lled Ihe melave rse. In the melave rse,
cha rac lers conlrolled digilal representatio ns of
th ernselves. These representalio ns were know n a s
avatars.
Players can convert their 'play money' into US
dollars. To do Ihis, Ihey use lheir credit card at
online currency excha nges.
3 A player's rea l-wo rld personal repnta lion may
be affected by rheir virlu a l representation in Ihe
virtual social world. For Ihis reason, th ey a re even
more likely lO spend rea l money on Iheir avalars.
4 Second Life participanl s pa y 'Linden dolla rs'.
'Linden dollars' are Ihe ga me's cu rrency. They
use this currency lo renl or buy apartments from
Chung. Chung is Ihe propert y developer. They buy
apartrnenls so Ihey llave a place lO bui ld and show
off lheir erealions.
2
Ihese questions.
1 If yo n could bui ld a vi rtu a l cit y, w hal would it be
Iike? List it s main features.
2 Do you think online cheating is the sa me as rea l
Iife cheating?
3 Wou ld you be impressed by a politician who
tal ked to yo u in a virtual wo rld?
r mmar
Ways of linking ideas
O These exlracls frolI} Reading Parl 2 have words
or phrases missing. Fill Ihe gaps wilh Ihe correel
missing words and phrases a-e below.
1
2
3
4
5
Use of English Part 1
people attended Ihe real concerl, Ihe
mu sic by Franz Ferdinand, Piuk and ol hers was
strea med li ve inlo Second Life.
Anshe Ch uug , ......... , has a virtualland
developmenl bnsiness.
The rea l people sil al Iheir compuler screens
around Ihe world , . .. .... lhrough avalars, ...
Virtual wo rlds, ............. , are not new.
Liud en Lab, .
... has rules against overt ly
offens ive behaviour in public.
.1'-...
Exam advice
Firsl rea d the whole lexl quickly lo gel a general idea ofwhal il
i5 about.
When choosing options, thi nk about the meanings of th e
options and look for clues in the text including:
co!loca tions
dependent prepositions.
Narrow your choice by eliminating options which are obviously
incorrect.
a in whic h re lat io nships li ke lhis can flonrish
b li ving their lives
c the avata r of a Ch illese-bo rn lang uage teacher in
Ge rm any
d lh e San Fra ucisco company which lannched
Seco nd Life in 2003,
e while
6
1 W hat is yonr fa vou rit e Iype of film?
2 Whal is lhe bes l film you've seen in the last twelve
mon lh s?
3 How is goi ng 10 lh e ci nema different fro m
wa tchiu g a film o n DVD at home'
4 What do yo u know abo u! Boll ywood films? Ho w
a re they diffe renl from Holl ywood films?
Choose grammatical descriplions lo fit the
missing words or phrases a-e above.
•
•
•
•
a relati ve clause
a pa rticiple elause
a co njuu ctiou
a descripr ive noun o r no un phra se (somerimes
ca lled apposilion)
O page 155 Grammar reference. Ways of linkmg Ideas
(ñ)
O Work in paiIs. Di sc u ss Ihese queslions.
Un;! 7
6
Quickly read Ihis arliele about Bollywood films.
Does il coniirm OI conlradicl any 01 the ideas you
have jusI discussed ?
€)
For ques lions 1-12, read Ihe altide a gain and
decide which answer (A, B, C OI D) besl tils eaeb
gap. Thele is an example al Ihe beg inning (O).
feo eAaltlJilt1J laeo 01 B088ywood
.. ood is the informal name (O) ....
c.... to
__ ce Mumbai-based Indian films in the Hindi
~.
sge. Bollywood films are generally musicals
o'e expected to contain catchy music in the
..... of song-and-dance numbers woven
_:--9 script A fllm's success often depends on
- ~ __ality of such musical numbers. Indeed, a
- T usic is often (2).
... befo re the movie
e - as this is an effective way of (3)
, -l : e publicity.
_; ' audiences expect full (4) ............. for their
,=y from their films, which must include
- ~o u s actor in the (5) ............... songs and
~ % , romance and daredevil thrills - all are
< up in a three-hour-Iong extravaganza with
, :ermission.
of Bollywood films have tended
melodramatic. They Jrequently employ
--,;, aic ingredients such as star-crossed lovers
~ 3.~ gry parents, love triangles, family
..... , corrupt politicians, kidnappers, long
- -9iatives and siblings (8) ............. by fate, and
2nient coincidences.
e ,,) .
: e
these often (9) ._ ...... at the box office to movies with more mass
(10) .............. Bollywood conventions are changing, however Large
Indian (11) ........... in many English-speaking countries, and increased
Western influence at home, have nudged Bollywood films closer to
Hollywood films. Plots now tend to feature westernised urbanites
dating and dancing in discos rather than the more traditional
(12)
marriages.
=-e. have always been Indian films with more
. ': c aims and more sophisticated stories,
~ 9 and outside the Bollywood tradition, but
DA
1A
2A
3A
-lA
5A
6A
lA
8A
9A
10 A
!l A
12 A
assigned
way
published
growing
worth
crew
accounts
feuds
divided
leIl
popularity
people
ananged
B
B
B
B
B
B
B
B
B
B
B
B
B
donated
form
issued
generating
value
staff
plots
wars
separated
failed
appeal
residents
organised
e
e
e
e
e
e
e
e
e
e
e
e
e
given
look
released
constructing
price
team
scenes
hostilities
lost
missed out
attractiou
populations
planned
D
D
D
D
D
D
D
D
D
D
D
D
D
contened
shape
emitted
developing
appear
cast
plays
complaints
detached
10st out
lure
inhabitants
set up
Leisure aud entertainment
®
Vocabulary
Money verbs
o Complete these sentenees with the eorreet 'money
verbs' lrom the box.
1 A British rad io station .r~:;<t"d
2
3
4
5
6
a tropica l island
withi n Second Life far a yea r
There is a detective age ncy, which ca n be
. to check w hether yonr virtual spouse is
cheating .
JuS! as thousands 01 people now
a liv ing
from online a uclion siles, many are doing the
same by ..
and ..
virtna l goods
a nd serviees on Second Life.
Regina Spektor and her musie a re rea l people
the mselves in a virtu al world.
Alayne Wartell met her rea l-lile husb a nd in Second
Life a nd now works full-tim e w ithin it, m a king a
living lmm the mo ney other characters
in her virtual shoe and flo wer shop.
Speaking Part 2
O Look at the three photog raphs and discuss these
questions in pairs.
Do yo u kn ow people who reg ularly spend sorn e of
their free time doing these acti vities ? Maybe yo u
do them yo urselL
2 What a bilities do people need to do these activities
s uccess[ully'
3 Why do people e njoy do ing these thi ngs?
1
Complete lhe queStions b elow wit h sorne 01 the
verbs in the box, then discuss them in pairs.
r:-;;'- - ..- - - - - - .
aflord
borrow
buy
cost
cover
make
pay raise
selI
s hop
I---- -
:
1 If yo u we nt for a job inter view, how wo uld you
........ $eff ...... yourself1
2 W hat would you do if yo u wanted to
a quick buck'
3 Do you believe that money can.
h appiness ?
4 When you go shopping, for example for clothes,
how do yon
...... . ?
5 Is there any thing yon can't
because il .
a fortun e?
~ @ Correct these sentenees, whieh eontain errors
made by CAE eandidates.
a 63\ You are going to h ea r two people talking
about the photographs.
1 First, read the examiner's in structions.
Here are yo ur pictures. They s how diflere nt
indoor leisure activities. I'd like you to compa re
two of the pictures a nd say what s kills and
abiliti es each activity re quires a nd w hat
partici pants e njoy about e ach activity.
1 I'm sure yo n 'll enjoy the job - and don't lorget,
2
3
4
5
6
7
®
you'll be gaifl;¡¡g good money.
"",r""¡""1r
As yo u w ill be using your own ear an d staying in
hotels, the company w ill afford all yo ur ex penses
a nd spend you a da ily meal a ll owa nce.
You ca n pay your ticke t hefe or on the bus.
We went a long with hundreds o[ other people to
buy at the market.
You ca n rent all the books you need from the
college Iibrary - at no cos!.
Save time and money il yon buy more tha n $200.
In th e last month we have ea rned over nO DO for
eharit y - most al il from public donatio ns.
Un;17
2
Now listen to two people talking separately aboul
two of tbese photos.
a Which two photos are they comparing'
b Whic h speaker gives a better res ponse to the
inst rnctions? How?
e Wha t is the problem wi th the other speaker's
respollse?
S) Listen eareíully to the seeond speaker again.
Complete sorne oí the thi ngs she says.
Whal does the speaker say
~ Iart her answer?
.~ troduce
what she says
I Rf1Ish her anSWEn;
I'm going to
To play chess
,ut chess'
,hange lhe subject [ram IAs
. ~s to cookery?
fa;'~s'
. ... .... , 1 think
\Vork in pairs. Think of sorne appropriate
replaeements for the adjectives in italics in these
phrases fram the seeond speaker's talk.
1 To play chess yo u need a very Iogical mind , .
... you need endless patience.
3 Being a successfu l cook is prabably more to do
w ith creative inslinc t lhan jusI praclical skill s.
~ Chess players Iike solv ing complex problem s.
l
~.il m
advice
: s more important to show that you can speak f1uemly than
: Je 'correet' about th e content of the photos. This may mean
:: '11 ing up with different ínterpretations of what you can see. If
: _ cha nge yo ur mind about a previous idea, tell th e exa min er
:. _r new id ea.
'Iow look at another set oí lhree photos and read
lhe examiner's instruetions.
Here a re your pictures. They show places people
visit in the ir leisure time. I'd like yo u to compa re two
01 the pictures a nd say what peo ple ca n see and do
al each place a nd w hy these places allract so ma ny
visitors.
a Continne working w ith a partner.
Student A: Wo rk wit h photo s 1 a nd 2.
Student B: Choose photo 1 ar 2 and photo 3.
Prepare w hat you a re going to say aboul your two
photos.
b Take turn s to speak for one minute about your
photos. Try to inelude sorne of lh e phrases the
second speaker used to intro duce differen! parts 01
yo ur answer.
c After your partn er has spoken, ask them a n extra
question related lO th eir photos, lar example:
• Do you think lhese leisure ac tivities are aimed
at particular groups 01 people?
• Why do you lhink certain people wo uld not
enjoy tbese ac tiv ities ?
Writmg Part 2 An informal letter
O Answer these questions individually. Then
compare your answers with a partner.
1 How olten do you w rite letters (not includi ng
emai ls) ?
2 Why would yo u write a lelter rather than an ema iF
3 Who wou ld you wrile an informal letter to? And a
formalletter
'
Leisure and entertainment
@
{} Read the extraet s A-E fram five lette rs. Number
them 1-5 aeeording to how formal Ihey are.
(1 ~ very informal, S ~ very formal)
Exam advice
When yo u write an informalletter. think ca refully befare you
start about lhe foll owing:
1 What is the purpose of the letter eaeh extrael ís
lhe purpose of lhe letter - this wi ll be stated in the question
fram ?
2 Whal can you deduce about Ihe w riters and
recipient s of eaeh letter?
3 What features 01 ínformal language do es ea eh
extraet inelude'
A
". so am 100King for a family of ma50chists to put me up for
a few days. As you seemed sorry we didn·t manage to meet
up lasttime I was over.1 thoughtl'd give you nrstoption this
t ime. 1'11 be around from 7-11 November. Don't worry ¡f¡t 's
¡nc.onvenient. there are loads of other people I can ask. but
it'd be good to see you all.
B
We ca n now confirm t hat we have taken 1,490 euros
trom your' eredit eard ,aeeoun!, that being the tot al
eost of your for theoming vaeation. Any agreed
deductions for extras, breakages, cleaning, etc. will be
debited trom your eredit eard the week following your
departure.
¡tself
w ho the rea der will be; what this person wi ll expect to hear
from you
what exactly the question asks you to include in yo ur letter
how informal the language can be. (This will depend on
you r relationship with the reader.)
9
Rewrite these forma l expressions fram the
extraets in more in for mal English.
We can now confirm tbat
your fort heoming vaeation
will be debited from your eredit ca rd
the week following yo ur departure
5 Please accept my apologies for Ihis
6 We do make every e!fOIt
1
2
3
4
O page 173 Wrrting reference: Letters
Work in p a irs. Read the following writing lask,
then diseuss and lisl sorne indoor a nd ouldoor
aetivities in yo u r lown Ihal you eould su gge st in
your reply to the le lter.
An Australia n penfrie nd is a tte nding a language
course in yo ur town next month . Read this extract
from the email yo ur friend has sent you a nd write a
rep ly maki ng useful s uggestions.
e
Secondly, we would like t o try to get everyone togethe,' befare
they start thej¡· summer break - we're asking alI the t¡'ainees
and course tutors ove, for a barbeeue in Junko's garden on 15
June.lt's a Friday evening, so hopefulIy people should n't be
going to work or doing anything too serious the next day.
My elasses are on weekday mornings. so my
afternoons and weekend s are free . I'd be really grateful
il you could suggest how I could spend my free time.
I canl rely on good weather, so could you suggest
indoor and outdoor activities. please? Don't forget. l'm
not keen on any kind of sport!
_..._--- - -
D
Jvst ti sl1ortnote to tl1t1nl:. yov rO! tl1e mvSic on
Stltvfl1t1y. fveryone seemet1 to I1dVe tln excellent time tlnil
we l1t1ve Mil some nice emtlil.s tinO notes btlcl:.. fvetyQne
!etl/Iy /¡}:.et1 tl1e iltlncinq tlS we// - / tl1ovql1t it set tl1e
eveninq vp very nice/y.
@ Oi scuss the beginning a nd end of your letter.
Which of these ideas would you include al the
beginning and which at the end l
•
•
E
Pie ase accept my apologies for this. We do make every
eflort to pack the CDs well and always use the best
available courier compa ny. Unforlunately, t he CD case s
themselves are quite fragi le and it only needs one
employee in any of the va rious depots across the eountry
to drop one of the boxes or to throw it into the back of a
van and the whole batch can be damaged.
@
Uní! 7
J
•
•
•
say yo u're looking for ward to seeing your
penfriend
comment on the taet that your Iriend is planning
10 leam yo ur la nguage
give sorne gen eral inform al¡on about your town
suggest meeting during the friend's 5tay
ask abo ut Ih e language eo urse you r friend is
attending
(¡, Write your answer to the task in 220-260 words.
Remember lo use informal language,
Don't blame the media
arting off
Work in pairs. How many of the followin g sourees
of information do you use regularly?
•
•
•
•
•
•
local and national newspapers
loca l and national radio
loca l, national and satellite television
public and educational libraries
the Internet
news bu lletins and sport s results direct to a mobi le
phone
How has your nse of these sources of infor m ation
ehanged in recent years? How do you think it will
ehange in t he future?
Where would you ¡ook for information about
the folJowing if you did not have access to the
Internet?
2
3
4
:;
6
7
8
9
a breaking news story about a serions fire in your
local area
the resu lt of an important sporting event
the economic situation, far example the inflatio n
rate in your country
technica l information abo ut your computer
biographical information about your favourite
actor or singer
in for mation about the side effect s of medicine you
are taking
today's main national and international news
the hi slOry of yonr langnage
the depa rture and arrival times of flights at an
airport
Rt;;
In~
Part 3
o Discuss these questious in pairs.
1 Which reality TV shows do you watch or have
you watched in the past? Which are the best and
worst reality TV shows you have seen' Give yonr
reasons.
2 What do you think about reality TV shows in
general' Choose one of these statements.
a "] don't watch them, bnt ] don't have any moral
objections to them ."
b ") watch them and 1 don'r have any moral
objections to them. "
c "] don't watch them because ¡ am worried by
the ethic s of sorne shows."
d "1 watch them, but the ethics of some shows
worry me."
e "] don't know / don't ca re. "
3 Sorne people object to realit y TV for ethical or
moral reasons. Why is this? Discuss these ideas:
• the way in which people are chosen for reality
TV programmes
• the way contestants are treated on t he show
• the way in which programmes are edited
• the short- and long-term effects on contestants
of being in the media spotlight.
Don't bla me the media
®
6
Read Ihe ar Ucle on Ih e righl aboul Ih e ethics oí
realily IV quickly, and answ er these questions .
1 What is the source of most of the Ideas in this
a rti d e ?
2 What general conc\ usion does the wri ter come to
about IV companies' motives for putting On rea lity
I V shows?
3 15 th is text writren in Eritish or Amer ican English'
How do you know?
Exam advice
Oon 't ass ume that a word or phrase fro m th e text th at is also
used in one of th e options is pro of that th is aption is correct.
,
The final question may ask about the w hole text. It may, tor
example, focus on th e w riter 's attitude or the purpose of t he
text.
g
2 What does the case 01 the 1997 Swedish reality I V
show contestant demonstrate?
A that reality I V shows should be banned
B that reali ty IV show contes tants don' t like
being voted ofí
e that contestaOls shou ld have psychological tes ts
before being accepted
O that rea lity IV program mes need tighter control
3 Qne 01 the ma iu tasks of the executive producer
iuterviewed was to
A select compatible contestants far the show.
B help contestants to cope with rejectio n by the
public.
e tape and edit th e show acc urately.
O advise contestants during the show.
4 According lO television uetwork representatives,
audiences enjoy
A shows in which there are personalit y clashes.
B a w ide va riety of personalities involved in the
shows.
e seeiug contestants who have consumed lOO
m uch alcohol.
O watchi ng a well·directed dra ma.
@
Unit8
- .~
I
Now read lhe article. For queslions 1-7, choose
Ihe a nswer CA, B, e or D} w h ich you Ihink besI
ftls according lo Ihe lext.
1 Who did the writer inter view for his research iOlo
reality television'
A a random sel€c tion of television company
employees
B the production team of a particular reality I V
show
e a nu mb er 01 people who had once wmked fm
him
D the top executives of a I V network
• I
s
If a show is not dra matic enough, producers are
expected to
A replace less interesti ng contestants.
B provoke tension between contes tants.
e ask contestan ts to improve their performauce .
O arrange 1m cen a in contestan ts to be voted off.
6 Prod ucers can use technology to show ho w
contestants really feel by
A showing interviews which have had words
removed.
B showing face·to·face interviews w ith them.
e film ing them secretl y withollt their knowledge.
O mixing private conversations with sepa rately
fi lmed material.
7 I he writer conc\udes that the uneth ical treatment
01 rea lity I V contesta nts is
A unforrunate but accidenta l.
B standa rd policy oí IV networks.
e a result of the drive for high audie uce fi gures .
O someth iug audiences waOl to see.
O Work in pairs.
1 Why do you think reality IV program mes have
become so popular in recent years?
2 What effects do you thin k these programmes can
have on participa nt s'
The Ethics of Reality Television Producers
- Richard Crew
- " producing television documentaries for 14 years, I
,,:l my production company to begin doctoral studies.
" yea r later, Survivor was broadcast. As the 'reality
='¡sion' fad snowbalIed, I beca me curious about the
"",1 principies producers apply when they create 'reality'
:~·is ion.
: decided to examine 'reality' shows for two reasons.
I was intrigued by this new generation of programs
. falI at the 'fíction' end of a fact/fíction continuum for
ers. And second, several of my former employees have
..:I; working on these shows, providing a cooperative
, :andid sample of reality television production
n nel. I interviewed four producers at va rious levels
.".,Iity television production - an executive producer,
=.~.d prod ucer, a supervising producer, and a story
·or. They were not working on the same rea lity show
" fl interviewed, so the picture formed here is not
,,~sentative of a specifíc show.
.~
.' Iv questions were framed by two ethical concerns.
,. ~hat non-professional actors be treated in a fair
.:! responsible manner, and secand, that program
..crs present the stories of ordinary people and their
~riences in an ethical manner.
¡:ailing to treat non-professional actors fairly can
.., serious consequences, especialIy for psychologically
.;uited participants. In 1997 the fírst contestant bani shed
·.TI a Swedish reality show threw himself under a train.
..:::.ard Levak, a consulting psychologist, believes th at
ny reality 1V shows would not be allowed to take place
'_cey were overseen by the same regulations that guard
un teers' rights in psychological experiments.
This was a priority, however, for the executive producer
: I interviewed. An important part of his job was to
':>are participants for what would happen to them, as
' .1 as to help them dea l with the situation if they were
-'cd off the show. Furthermore, he elaimed, he makes it
.~.' elear to his employees rhar cast members should be
:..:mately portrayed, both in raping and editing. When
'-i.~ed with production personnel below rhe execurive
..ducer level, however, 1 heard a different story.
The supervising producer and the story ed itor I
'"rviewed both told me that ethical direction had never
'Ill given to them by their executive producers. Rather,
'!' were directed to 'create entertaining stories'. According
:!te supervising producer, this direction comes from
. • TV networks. SpecifícalIy, network representatives
,~; ;r that reality shows be 'cast' with characters that,
:.en put together, will create conAict. This leads to
:" pelling drama, they say, and the resulting drama
. ....
.. ...... .....
......, .. _. .-
._ --_ _
_
should deliver the escape and entertainment that viewers
seek. Some ex·rea lity show participants informed me that
producers made alcohol freely available during the tapings,
significantly affecting their behavior.
Jt appears that the 'create entertainment' directives
from the networks carry messages that contribute to show
producers' ethical behavior. For example, since 'conflict' is
a network requirement, producers accordingly cast their
shows with a volatile mix of characters. But if the casting
doesn't produce the desired conflict and drama, producers
know they may have to manipulate the conditio ns under
which the caSt members perform. Producers ca n va ry
the tasks and games required of show participanrs to
build friction, or they ca n simply open rhe bar during
record ings.
AIso, producers can always heighten drama during
the ed iting process. This 'cheating footage, according to
the story editor, is necessary beca use cast members don't
always demonst rate on camera how they realIy feel.
They can, however, usually verbalize their feelings when
interviewed one-on-one by producers. So producers can
manufacture scenes out of surveillance footage to visually
portray the feelings discussed in the interviews.
One of the tools used for 'cheating footage' is an ed iting
technique termed the 'Franken bite'. This is production
jargon for 'Frankenstein bite', something which all the
producers I interviewed admitted having used. To them,
this practice is acceptable if it depiets the character's point
of view. A female east member from a well-known show
c1aimed that she was vietimized by this technique, through
the creative editing of her words, whieh were taken frorn
the many different days on which she was taped, and then
cut into a single embarrassing scene. The field producer I
interviewed was aetually present during this taping and
confirmed that the event did not ha ppen as shown.
My interviews suggest thar ethical standards to proteCt
non-professional casr members' psychological well-being
are in place. BU! sinee producers are required to make
myriads of decisions during the producrion precess,
they mostly operate without ethical direction from thei r
superiors. The networks wa nt entertainment on these
programs, so the opportunity exists for an individual's
ethical standards to be crowded out by pragmatic
considerations for audience stimulation and successful
ratings. The ultimate portrayal of cast members on a
reality show appears to be left to the discretion of different
production personnel going about their work to 'create
interesting stories.'
Adaplcd from Media, Ethics
Don't blarne lh e media
®
Vocabulary
Grarnrnar
'Talking ' verbs
Tran sitive verbs
o Students often confuse the different 'talking'
O lt is important to include the objeet alter
transitive verbs. Underline the transitive verbs
and their objects in these extracts from the tex!.
Verbs may have two objects.
verbs. Complete the gaps in this summary with
the verbs in the box in the correet formo In some
cases more than one answer is possible.
eomment
Elisettss
say
speak
talk
In thi s article, Richard Crew (1) ..... .. .disc.'Usses .. .
the eth ies of reality TV shows . He explains that he
(2) .
. ............... ......... to an exeeutive producer of
him
realily TV sbows, who (3)
that adequate ethical guidelines concerning the
treatment o[ participants were in place. Ho wever,
when Richard (4) .
................... ........ to those ac tuall y
making the programmes, they [5) .
thal the most important factor in these shows is to
produce exeiling TV. Richard (6) .
at Ihe end of the arlicle that the ethies are rea1ly
down to the discrelion of people trying to produce
'i nteresting stories'. ~
E)
e
CAE candidates sometimes make mistakes
when using 'talking' verbs. Choose the correct
verbs in these sentences.
1 Many people believe thal the mass media do not
always say / @IDth e truth.
2 When ['m in China, 1 can understand what peo ple
are speaking / saying lO me, but 1 can hardl y speak
/ talk any Chinese myself.
3 This morning's news paper doesn't even say /
mention the economic c risis.
4 The spokesperson fo r the authorities expressed /
spoke his thallks for people's understanding.
5 There's an article in my newspaper which says /
writes that peopie absorb informalion mo re quickly
from the Internet than from printed material.
6 When asked aboul lhe latest rumours, the minister
refnsed to comment / sayo
7 After Ben had used Wikipedia he said / told
everyo ne how great it was. He didll't mention / tell
the faet lhat it had taken him a n hour 10 find what
he wanted.
8 If you feel strongly a bout something, yo u should
express / speak your mind.
§¡ Unit8
1 The super vising produeer a nd the story editor
both told me that their exeeuti ve produeers had
never given them ethicaJ direc tion.
2 Sorne ex-reality show participants informed me
that .
te ll
E)
e
CAE eandidates often miss out objeets after
transitive verbs, especially in the case of verbs
with a complex stencture. Correcl Ihe mistakes in
the sentences below.
1 1 can assure that we will do ever ylhing to resolve
2
3
4
S
6
7
8
your case as quiekl y as we can.
I M1>t "SS1<re :)¡QJ; t¡",,,t w~ ...
I'd be very grale'fui if you could tell where lO look
for the information 1 need.
Do you like my new painling' Maria gave to me.
We have been lau ght special teehniques Ihat will
allow to do well in our exams.
1 didn't know anyone at Jo's party, so she
introduced to sorne o[ her friend s.
1 don't know why Helen called a liar. I've always
been very honest with her.
Your new job sta rt s on Monday, do esn't it? We a1l
wish the best of luek.
It's two years sinee 1 had a pay rise. 1 rea1ly think
my employer should give more money for the work
1 do.
L S ening Part 3
O You are going lo listen to an interview. During
the interview you will hear the phrases in italics
in these questions. Diseuss the questions in pairs.
1 When eould you watch al' listen to a rolling news
programme?
2 Would an up-market newspaper be more likely to
be read by people who are rieh or poor? (What is
the opposite o[ up-market'l
3 If you read an in-depth analysis of a news story,
would yo u expeet a detailed or a superficial study'
4 lf people lap something up, do they enjoy it or nol'
5 How do you think citizen jouTnalism differs from
traditi on al journalism?
:.::am advice
Before you listen, first re ad through the questions (but not
t he options A-O) and underline the main idea so that while
you are listening, you can quickly remember what it's about.
If you have time, read the aptians (A- D) for the first
question.
When you liste n, wait until the speaker has finished talking
about an idea befare you choose your answer.
Listen for the same id ea to be expressed, not the same
words.
:':'=:"';:-:'"~"::;:;::
;:;:;:.-:-':: ~::;.--:.:::,::::"-:::,
::::::':~;;'-::-.: :.::;:¿~ =::~.~-:.:-:'~-::=.... .. _»
f~I;,l~ _
iI _
'::
!w ·,,=- _··
.
:::" .: ':""'::::;:-~
~ .':;.':""""'- " "'
3 How have the more serious newspapers adapted to
the new situation?
A They concentrate on evaluating news stories.
B They cover slOries abont the rieh and lamons.
C They accompany news stories with
pholOgraphs .
D They keep readers up to date with the latest
sports news.
4 What is Harry's view 01 citizen jonrnalism?
A He feels sorry for the people involved in it.
B He resents il for prolessional reasons.
C He doesn't consider it to be real jonrnalism.
D He is broad ly in (avonr 01 it.
5 Harry beJieves that Internet blogs
A are nol as democratic as newspapers.
B are likely to be politically biased.
C are as trustworthy as reports written by
professionals.
D a re Inndamentally nnreliable.
6 According to Harry, what is the most attraclive
option lor a jonrnalist today'
A becoming a citízen journalist and writing abaut
loca l iss nes
B interpretíng and writing abont current is sues
C wriling a regular blog
D reporting on eelebrity lileslyles
€ ) Discuss these questions with a parlner.
From the NowPublic.com Environ.ment page
(z) Now listen to the interview, in which Ihe
journalist Harry Cameron talks aboul how news
reporting has developed over the lasl 50 years.
For questions 1-6, choose the answer (A, B, C or
D) which fits besl according lo what you hear.
1 How did Harry Ca meron leel when he started
wark as a ja nrnalist?
A self-important
B superior
C privileged
D respec table
2 Why, according to Harry, has the purpose of
newspapers changed?
A ather news samces are cheaper than
newspapers.
B People don't have time to read newspapers.
C People pre(er to see film ed news reports.
D There are other more immed iate sources 01
news.
1 What is the genie and what is the bottle in this
extract fram the radio interv iew?
Interviewer: So, this [citizen journalism) is not
something you thi nk should be
controlled in any way?
Cameron:
Absolutely not' Anyway, yo n
couldn't control it eve n if you
wanted too The genie's out of the
bottle.
2 What other modern sitnations cou ld thi s
expression be used lo describe?
Don't blame the media
@
Grarnrnar
Reported speech
o The following are reports oí what was said during
Ihe radio inlerview. Whal were Ihe speakers'
aclual words?
1 Harry said hi s main memory of those far- off days
wa s the sense of pride he had felt .
'1}t 1,,~ i1<
",e",oYIl o-t t"'-ose
-t~y-o-t-t o~}ts
is ...
2 He' sa id he thougnt they did that very w€1l.
3 The interviewer asked if th at [citizen journali sm)
was a ter m he was famili ar with .
4 Harry replied that it was somethi ng he had some
sympathy with.
5 The interviewer as ked how reJiable bloggers and
citi zen journalists were as SQurces of informatia n.
6 Ha rry said that if he were starling Qnt agai n no w,
that was the kind 01 journa li sm he would get into.
Use of English Part 3
O Work in pairs. Add prefixes to these adjectives to
make them negative.
1 ... ....¡"'.accurate 2 .. ...... j mportant 3
.. .legal
4 .. ..........possible 5 ........... Jegular 6
.. .. tolerant
Now change each negative adjeclive into a noun.
I t"i'\.O\.cc1Ar!i\te- - 11'tIi\Cc.:tArM(t
@ Add prefixes to tllese verbs so that Ihey llave lile
meanings given.
@ A Now lisIen lo parls oí Ihe recording again and
check your answers.
appear
2
elairn
claim back
3
inform
give the wrong
informatia n
4
judge
in advance
5
react
reacl more than is
necessar y
€) Work in pairs. What íeatures of reported speech
can you find in Ihe senlences in Exercise l?
,
(i) Whal is lile difference in meaning between tllese
Iwo reported speech senlences?
a He said he'd w ritlen a n article w hich was going to
be in the paper Ihe following day.
b He said he'd written an a rlide which is going to be
in the pa per tomorrow.
O Page 156 Grammar reference: Reparted speech
o (4) Work in pairs. Vou are going lo lisIen to a
conversation belween Ben and Tom.
Sludent A: Li sten and note dow n what ram says
about Nam ibia.
Sludenl B: Listen a nd note dow n what Ben find s out
Irom Tom.
~ Write your noles oí what Ben and Tom said, using
reported speech. Include some oí tIle verbs in
lhe box. Tllen compare your sentences witll your
parlner.
; ask explain
mai ntain
reply tell want to know
!wonder
Example :
Be-1<
~s~o
~lx>ut \¡Ji Kipeoi~.
To",
,-t "'-e-
K"1-\e-w ~'A-¡¡t"'-,""O
I become
1
- _
.., -
6
stabili se
7
state
lo rnake something
Iunstable
~
1 o ¡s"'ppe~Y
-
1
o is~ppe-"'YlA11Le
€ ) Add prefixes lo these nouns so tIlal they have lhe
meanings given.
1
biography when a person writes
about him/ herself
i--~---+-:--,--
2
Qwner
a joint owner
3
politician
someone who was a
politicia n in ¡he past
-~----+.:....
4
trust
leeling of being
unable to trust
someone
5
cirele
hali a cirele
Now make your
answers inlo
adjectives. (One
noun does not have
a related adjective.)
I ~1Atobioor",pf,.}t
Unit8
i
Now make your answers into nouns.
w1AtobiOOY~p"'-iC.~'í
@
-.-t---.-
desc rib e something lO
m a ke it less important
~1At';bi"OYlAp"'-()
Look back at the Reading
¡ext on page 79 and find the
iollowing words.
1 oouos related lO lhese verbs:
consider, contest, direct,
employ, enterca in , produce
(x 2), view
adjec tives relaled to lhese
verbs: accept, coopera te, crea te,
2
represent, succeed
adjectives relaled 10 lhese
nouns: doctor, ethics
-l verbs relaled to these nouns:
3
height, verb, vicrim
Read this lelter lo a newspaper
about media a ltitudes lo Ihe
truth, and try lo an swer Ihese
questions. (Don ' t Iry lo fUI Ihe
gaps yet.)
1 Does Ihe letter writer th ink
that television is basically
honest or nOI al lhe mamen!'
2 Who do es he blam\' lar lhe
curre ut sit uation'
Read the text again. For
ques tions 1-10 use the word
given in capitals at the end
of sorne of the lines to form a
word that fits in the gap in the
same line oThere is an example
a t the b egiuning (O).
::xam advice
~e ad
the whole text quic kly first.
en loo king at the gaps, decide :
what type 01 word you need (noun ,
adjective, etc.)
ir the wo rd needs a negative prefix
(un- . in- oetc.)
if ¡t's a noun, shoul d it be plural?
if ¡t's a verb , is it in the correet form
(- ed, - ing, etc.)?
Broadcasters must find ways
to regain publiC trust
The current problems Qver t he t rut h and
(O) ........... k011E-st}l: .......... oftelevision program mes are
sympto matic of a ~ee p ( 1) .......... ........................... malaise
over how 5uch va lues are judged . In universities, several
generations of st udents in media, cultural studies and even
(2) .... ............................. have been tau ght the theory t hat
there is no such thing as truth o r (3) ..
in television products. These are a11 rnerely a
(4) .... ................... .... ...... , a 'spectade', produced for
audiences wh o decode and consume them according to
their own tastes and pleasures. There is little
(5).
. .. ............. between an episode of a hospital
drama and th e main eveni ng news bulletin . We have
argued agai nst thi s approach to understanding medí a. Yet
the depl h of lhe prohlem fo r t he T V ca mpan ie, is
(6) ..
in t hat there are now eve n voices
call in g fo r lhe (7)..
of the t rad ilio nal
pri ncipie of (8)..
- becanse it is thou ght
impossible to give an acc urate and fair account of a ran ge
of posit ions in a political (9) .
. .. . ........... .... .. . T V
companies should u nderstand t hat pri ncipies snc h as
balance and fairness are crucial to the
(lO)
HONEST
INT ELLECT
¡OU RNAL
ACCU RAIE
CONSTRUCT
DIFFER
APPEAR
ABAN DON
PARTl AL
ARG UE
I
I
..... ............ ...._.. _... _...,,_._.. _Of_P_ll_b_li_c _tr...;u,-'t_. _ _ _ _ _ _ _ _ MAIN TAIN
Adapted from Th e Guardian
~
{) Di scu ss these questions in pairs.
1 Do yon agree with the view that , from lh e audi ence's perspective,
there may be little di{{erence between a hospita l drama and a news
bulletin'
2 How lar do you trust I V networks in your country to teH you the
tr uth ?
Don't blame t he med ia
@
Speaking Part 3
O Look at the six photog ra phs a nd discuss these
6
You are going to hea r two people discussing these
photos. First , read the examiner's instructions.
Here a re sorne pietu res showing sorn e of the
powerfu l influe nees whieh have an impaet on
our da ily lives. First. ta/k to eaeh other about how
eaeh of these influenees affeet people today. Then
decide whie h has the most powerfu l influenee on
th e greatest number of people.
questions briefly.
1 How much do yo u think you are affected by each
01 these inlluences illustrated'
2 Which two would yo u find it dilficult or impossible
to live without'
3 Which one cou ld yo u happily li ve witho ut? Why'
e (5) As you listen to the conversation, think about
these questions.
1 Do the speaker s answer both parts 01 the question
equally well?
2 Do they spend too much or too little tim e talking
about any 01 the photos '
3 Do the two spea ker s participate equally in the
conversation?
e (s) Listen again. Which oí these examples
oí impreci se language do the speakers use?
(Imprecise lan guage is u sed when being accurate
is impossible, unnecessary, over-íormal or too
direct.)
• some kind, sort 0(, stuff, things like that
• abaut, twa ar three, a bit, several, (quite) a few,
(quite) a lat, lots
• nearly, fairly, pretty, quile, almast, probabiy
o the sulfix -ish: -ish can be added to words ro make
them less precise, e.g. green -7 greenish (a shade
somewhere bet ween blue and green or grey and
gree n), thirty -7 thirtyish (about 30, between 27
and 33).
Exam advice
The opinions and id eas yo u and your partner express in t his
part of th e Speaking exam are less important than your abílity
to demonstrate goo d com municatíon ski lis. This involves th e
following :
Keepi ng th e
conversatian going. Try to avoid long pauses.
Effective turn - taking. The exam iner w llI w ant to see t hat you
allow your partner time lo speak, if necessary inviting their
opini ons.
Lis tening an d responding lo what your partner says, rather
lhan simply saying w hat you t hink.
o Work in pairs. Answer the question tha t the two
spea kers on the recording answered. Remember
the following points .
•
o
o
@ Unit8
Allaw enough time to answer both parts al the
question lully.
Make sure each al you speaks lar rough ly the
sa me length of time.
Use imprecise words and phrases lram the li st
above where appropriate.
a Read this sample an swe r to the task and discuss:
riting Part 1 A proposal
~xam
advice
~ Writing Part 1, yau may be asked to wnte a propasa!. This is
:;)mething written for a superior, e.g. a boss or a teacher, or for
-= :leer group, e.9. club members or work colleagues.
·ou will be expected to make suggestions supported by factual
-formation lo persuade a reader of a course of action.
- propasa l should be dearly organised and may include
-~a d ing s.
Work in pairs. Read this Part 1 writing task.
How would you propose using the four 3D-minute
programmes about your area?
A national radio s tation is planning a serie s of
doeume ntaries about aspeets of your region and is
asking for proposals from inte reste d listeners.
Read the adverlisement that appea red in a loca l
newspaper and the notes you made when you
read il. Then write your proposal for the series of
programmes. Write 180-220 words.
WAnTED - IDEAS - nOW!
Radio PDH is plonnlng o senes of
,our 3D-minute programmes obout
ospeets of yo ur reglon. We're
looking for ideos. Progrommes
must:
· be up to dote ond iníormotive.
• be oí interest to odu lts oí 011 oges.
· inelude the voiees oí local people.
lí you hove ideos, send in you r
proposol os soon os posslble. You
(ould win o eosh prize.
RADIO PDH
YDUR LOCAL STATIO n
YOUR nEWS
1 Has the wriler followed lhe inslru etions fully'
How could he/she h ave sounded more persuasive'
(Look al lhe use of modal verbs.)
3 1s the style sufficie ntl y formal'
2
over~o~~ !;+e +ro",
o;++ere"t po;1<ts 0+
vie-w e.~.
- st'tAoe1<t
- +~"';!~
0+
I.¡.
- t01Arist
¡..,.,.-Por..,."",t¡o..,.,.
o+'¡;cer
"ow read this writing task and write your
proposal, u sing sorne of (he ideas from the notes.
A national TV c ha nne l is plann ing a series 01
doeume ntaries about unusual hobbies and is looking
lor people to le ature in the programmes. Read the
Internet a nd the notes you made in response to
il. Then write your proposal lor the series. Write
180-220 wo rds.
If you as k me, Radio PDX's plan for a series of
programmes on our region will be warmly weleomed by
listeners. 1 suggest that the programmes look at the
region today from t he point s of view of different groups
of people.
A famUy
The tirst programme might foeus on an 'ordi nary' fam ily
- a eouple with ehildren . This would highlight aspeets of
everyday life wit h whieh many listeners would identify :
sehoo!, getting about, shopping, leisure activities eould
aH be covered.
Students
This programme eould provide the perspeetive of you ng
people who have grown up in our region. Partieipants
would talk about the pros and eons of living he re and
say whether they intended to stay or move away after
their studies.
Tourist information ofticer
A programme eentred on the local tourist informabon
oftiee would inform listeners about historie al and
cultu ral features of the region - and events. Anyone
listening on the Internet might be persuaded to visit
the region.
These programme suggestions would probably be
of interest to people in our region and beyond. If
suecessfu!, they could weH mark the beginning of a
regular magazine programrne.
o page 170
Wntiog reference . Propasals
Do yo u or does anyo ne yo u know have an unusual hobby?
Perhaps you eolleel ehewing gum wrappers or e njoy playing
the bagpipes ...
Whatever il is, we wa nl lo know aboul il lor a new series 01
programmes we're making aboul unusual·hobbies.
Why nol send us some suggestions lor a pilo! series 01 lour
programmes?
G.,e,1 Ióe,ll'opular , llh . 11 i'jpe. ol people.
•
l-Iobbie'5 need 10 be vi~~uo\i'f in1ere":lting_
Mi nobble.?? - T.ngo 0.n<I09 / Loll«\IOg (0••¡h?17
frlenM hobb,e. - M".hroom 9, 0, ln9 / fhoiograpn1
Don't blame the media
@
Unit 7 Vocabulary and grammar review
€)
Vocabulary
O Complete these sentences with the correct 'money
Find ten different kinds of music in this
wordsearch.
verbs' from the box.
l'ftIfure
rent
b~'y -"'c ost ~arn
spend
sel!
hire
ma ke
pay
1 I'd lave lo own a sporls ca r, but al Ihe mo me nl I
ca n'l ........ .. ,,-I'--I'-o,d ........... one.
2 I'II be working in Ca iro for two yea rs. HopefnlIy,
we'l!
a fl at near the city
centre. If we decide to stay longer, maybe we'lI
........... a h ou se of OUT ow n .
3 My b ro ther w orks in a last-food restaura nt. He only
,U2 0 a week.
m y motorbike
4 rve decided to ..
and gel a cal'.
S La st Sunday a fterno on we .
bikes a nd cycled round the lake.
6 Do you know what police officers
when they fi nish lheir
training?
7 Those ¡eans
...... . a fortune, but it's
real!y the designer label yo u're .
fOL
8 JI 's amazing how much people .
on birthday present s for their b oyfriend s or
girlfriends.
a Think of one word which can be used
appropriately in a11 tbree sentences.
1 My lootbal! tea m was on top
at
the w eekend . They won 3-0.
The application ..
..... was so
complicate d that it too k me over an hour to fill it
in.
As with an y .
... 01 exercise, it 's
im porta nt to start slowly and build up gradual1y.
2 My grandmother took the..
.. ..... .. that
children should help with the hou sework.
There's a lantastic ..
01 the
surro unding countr yside from the top of the cas tle.
In ..
...... of w hat she said , l think it
would be best to re think our holiday plans.
3 The eastern par t al the country is very
.... ............... , There are hard ly any hilI s.
Alter su ch an exciting holiday, ever yda y Iife seems
very
....... .. now.
Everyone pa ys the same (or d riving lessons. We
charge a ..
...... rate of .00 per lesson.
@
Unit 7 Vocabulary and grammar review
o
O
D
K
W
P
O
P
C
U
F
O
L
K
E
R
S
L
T
L
C
H
E
S
O
F
A
B
A
E
Y
E
1
C
O
S
R
T
A
O
B
e
K
p
S
J
l
S
O
U
L
U
E
1
A
N
E
E
C
A
R
R
C
Z
W
O
R
L
D
E
A
A
Z
D
[
S
C
O
M
L
L
Grammar
o Combine these seIs of senlences from film reviews
using one oí lhese ways of linking in each case,
•
•
re lative clauses
conjunctions
•
•
participle clauses
apposition
1 Libero
A boy tries to unders tand his family He tr ies to stop
it from brea ki ng apart. At the same time he has to
deal with his mother's absence. He find s a lI this ver y
d ifficult. The boy is on ly eleven yea rs old.
Wkif~ d~"f;"'(J witk kis ,,-atk~r 's ¡),bs~",c.e., ..'"
d~v~"''1~"r-ofd bOI5 tr;~s ta 1A",d~rst¡),,,,d !".;s
-I'-",,-&~
...
2 Be kind rewind
A ma n unintentionally destroys ever y lape in a video
store. The man's name is Black. His bra in becomes
magnetised. The slore is owned by Black's best
friendo B1ack and his friend feel sorry for the store's
mo st loya l cu stomeL This cnstomer is an elderly
woman. She is lo sing her memory. The t\Vo men set
out lo remake lhe lost films. These film s include The
Líon King and Robocop.
3 I amLegend
A military scien ti st is left completely alo ne in New
York. The city is deserted . A virus ha s w iped out
lh e hu man race . The scientist is played by Will
Smith. The fi lm is base d on a sci· fi novel by Richard
Matheson .
Unit 8
Vocabulary and grammar review
o Rewrite Ihe following as direct quoles.
cabulary
1 The police offi eer wanted to kn ow what r was
doing out so late.
Complete these words to match the dictionary
definitions.
1
2
3
~
,
6
7
S
(n) someone who used to
.1.. "',,11\1<...
ex- pon'
wark io polities.
.... (v) have doubts about
mis...
someooe's hooesty
... (adj) agaiust the law
il
(v) become iovisible
dis ..
auto..
........ ..... . (n) story of a p erson's Iife
written by the person himj herself
............... (o) the ae t of claim ing
re...
somethiog bae k
(v) have ao opioioo befare
pre...
koowiog al! the fac ts
de...
...... (v) ma ke uostable
Complete the gaps related to these words.
1 ethics (o)
2 eutertain (v)
'adjective
.......lét¡,.i""'i
ooun ..
adjective ..
3 cooperate (v)
noun
~
productiou (o)
.5 consider (v)
6
creative (adiJ
adjective
verb .... ............. .
adjective
noun ..
adjective ..
verb
n Ollll .
ammar
'WVeo.t "re ')101.\ dOi,,(J' 01.\t so lo.te?'
2
3
4
S
6
"
Complete each second sentence so Ihal it has a
similar meaning to Ihe first sentence, using the
word given. Don't change Ihis word, Use belween
three and six words, incJuding the word given.
1 '1'11 never do that again: (Maria)
PROMlSED
Maria .p.r.o,~ ¡se..4. 1'eyq..t.o.. do that again.
2
'You mu slo't tell aoyo ne what you've seeu.'
(Rola ud to Joaooa)
Roi~",,:i
toúl Soo.",,~ tVe~t sVe" ",1.\st,,'t/wl>.S,,'t
to t"H 0."')10" " wVe~t SVee\:! su ".
2 'H was a re'ál surprise seeiog Tom las t week. I
hado't seeu him siuce we were at school together.'
(Ciare)
3 'Shall I do the shoppiog this week?' (Beo to Jerry)
~ 'You should have IOld me what you were planlliog
10 do. r could have helped yo u.' (Becky to Ja mie)
5 'You must stop smoking if y Oll want to get rid of
yonr cough: (Doctor to me)
6 ' 11 aoyooe asks far me, 1'11 be warkiug from home
this Friday.' (Nick on the Mooday befare)
7 'How ma oy laog uages can yOll speak?' (Bogdan to
me)
'1 think you sho uld apply for th is job.' (Alexei to
me)
ADVISED
Alexei
.. .. jobo
3 ' Have yOll ever thought of starting y Ollf own
business? ' (Simon to me)
ASKED
Simoo.
ever thought 01 starting my owo business.
4
Re wrile the follow ing quoles in reported speech.
1
She asked irr had a ny pl a ns for the follow iog
eveoiog .
My doctor adv ised me to eat regular meals aod do
more exercise.
r said that was the worst programme I'd ever seeo.
I promised I'd phooe her as soon as I got home .
Jerry said he hop ed he'd be going there the
following day.
S
'Let's meet tomorrow: (Svetlaoa)
SUGGESTED
Svetlana
day.
'000'1 drink if yo u're driviog: (police officer to the
mOlOrist)
WARNED
The police officer .
if he was driviog.
6 'We're gettíng ma rried in May.' (Tom and Alexis)
ANNOUNCED
Tom and Alexis .
. . in May.
Vocabulary and grammar review Unit 8
@
At top speed
Starting off
Work in pairs . Discuss Ihese queslions.
1 Each 01 these pilotos shows a situation wilere
speed is importanr. Why is speed important in
each case'
2 Whe n is it importan! not to hurry' If you
had to choose photos 01 five situations
where it 's important not to hurry,
which would you choose'
3 Do you enjoy speed?
Why (not)?
6
(6) Now listen lo Exlrael On e. For questions 1
and 2 choose Ihe a ns wer CA, B or C) which fjts
best according lo what yo u hear.
Exam advice
Listening Part 1
O Work in pairs. You will hear three extracts where
people talk abont speed. Exlraet One is abonl
Irains in Ihe 19th cenlnry. Before you listen: how
do you think Ih e invention of Irains eh anged the
way people lived?
Read both qu estjons carefully, underlining the main ideas
before you listen.
Listen lo the whole piece befare choosing your answer.
Listen ca refully the second time lo check you r answer.
Extraet One
You will hear pan al a n inlerview with a historian
caHed Tom Melton.
1 What concern s did people in the ea rly 19th
century have abonl Ihe eflects of rail travel'
A it s impact on the la ndscape
B ils effecI on the human body
e ils Ihreal ro wildUle
2 How did railway travel allect people's attitude lO
the natural world?
A They believed Ihal they had the power ro
change H.
B They unders tood their need to be part al it.
e They beca me more interested in painting ir.
@ Unil9
9
Work in pairs to diseuss the question.
Tom says '1 doubt if an y olher invention has had such
a profound influence on the hum an psyche.' Do you
agree ?
O In Extraet Two you will hear aman and a woman
diseussing the limils to human ability in OIympic
sports. Before you listen: do you think athletes
will eonlinue to break reeords or is there a limit
to their improvement?
o (7) Now listen lo Extraet Two. For questions 3 and
4 ehoose the answer CA, B or C) whieh Iits best
aeeording to whal you hear.
@ Work in small groups.
Do you lh ink people should devole so much eHort 10
breaki ng world records' Why (not) ?
O In Extraet Three you will hear a scientist talking
about travelling in spaeeships to other stars.
Before you listen:
• would yo u like to go on a journey like lhis?
• what problems do you think this sort of jouruey
would pose for the spaceship's crew?
()) {ii'j Now listen to Extraet Three. For questions 5
and 6 ehoose the answer CA, B or C) which Iits
best aeeording to what you hear.
Exlraet Two
Extraet Three
You will hea r lwo people discussing the future of
Olympic sports.
3 What does the mau say aboul Olympic records in
the future?
A They wi ll ouly represent slight improvements
ou previous performances.
B They will become increasingly frequenl as
athleles improve.
e They will altract les s attention from lh e news
med ia.
You will hear an interview with a spaee scientist, Dr
Ananda Desa i, talki ng aboul travelling lo other slars.
5 Whal does she say is the main problem of usiog
nuclear propulsion fo r spaceships'
A the danger
B ao inlernational agreemen l
e the te eh uology
4 What do the two speakers agree about'
A t he d fect of prolessionalism on sporting
ac hievement
B lhe need for more specialised sport s equipment
e the prospeets for geoetie engioeering iu sport s
6 How does she leel abo ut the po ssibility of using a
generational spaceship?
A Few people will want to travel in it.
B Conflicts may arise amongst the crew.
e lt will be diffieull to determine a destinatiou .
o Work in pairs. Diseuss this question.
Many people thio k that money speot 00 space
exploration is money wasted. Do you agree?
At top , peed
@
Reading Part 2
O Work in pa irs. You are going to read a n a r ticle
a bout a ve ry fa st car. Before you r ead:
1 What things dojwould you consider when
deciding to buy a car'
2 Some people thi nk manufacturers should limit the
speed a nd power of ca rs. What do you think?
Q Six pa ragraph s have bee n
removed from the
article below. Read th e a rticle (but not the
paragraph s which have b een removed) and:
• note down in a few words what each parag raph in
lhe a rt ide is about (see page 19).
• underline any words and phrases thal li nk ¡he text
together, which will help you 10 place th e missing
paragra phs when you read them. (See Exa m
advice on page 91).
Bugatti veyron
by Jeremy Clarkson
His engineers were horri fied. But they set to work
mating two Audi V8s to create an 8-litre W16 engine
with lour turbochargers. Needless to say, the end result
produced about as much power as the Earth's core,
which is line. Then things got tricky beca use the power
had to be harnessed.
Utterly, stunningly, jaw-droppingly brilliant
When you push a car past 300kph, the wo rld actually
beco mes blurred, like an early Queen pop video. The
speed causes a terrilying vibrallOn that rattles your optic
nerves, causing double visionoThis is not good when
you're covering 90 metres a second. Happily, stopping
distances become irrelevant because you won't see the
obstacle in the lirst place. By the time you know it was
there, you'll have gone through the windscreen.
I
1
I
When this had been done, the Veyron was shipped
to Sauber's Fl wind tunnel where it quickly beca me
apparen t that while the magic 1000bhp* l igure had bee"
achieved, they were miles off the target top speed of
400kph. The body 01 the car just wasn't aerodynamic
enough. The bods at Sauber threw up their hands,
they only had experience 01 aerodynamics up to maybe
360kph, whlch is the effective top speed in Formula One
Beyond this point Bugatti was on its own.
But once vou go Rast 320kph ¡he biggest problem is the
illr At 160kph it's relaxed. At 240kph it's a breeze But at
320kph it has sufficient power to lilt a jumbo jet ofl the
ground. so getting a car to behave itsell in co nditions like
these is tough.
I
2
Alter some pUblic failures, l ires and accidents, they hit
on the idea 01 a car that automatically changes shape
depending on what speed you're go ing And that mea ns
you can top 400kph That's 113m a second.
I
You might poin t ou t at this junctu re that the Mel aren
Formula One car can top 390kph, but at that speed it is
pretty much out of control. And anyway the Bugatti is
way, way faster than anything else the roads have seen,
but when you look at the history 01 its development you'lI
discover it's rather more than just a caL
3
I didn't careoOn a recent drive across Europe I
desperately wanted to reach the top speed but I ran out
of road when the needle hit 386kph. Where, astonish ingl
it felt totally and utterly rock steady. It lelt sublime. From
behind the wheel of a Veyron, France is the size of asma
coconut I cannot tell you how good this car is. I just
have the vocabula ry.
• Brake horsepower - a measure of the power of a vehlcle's eng
@
Uni l9
Exam advice
Pay att ention to wards and phrases that link the tex t together,
for example:
pron ouns, e.g. he - who does he refer lo?
adverbs, e.g. However - this will introduce a contrast to
something in t he previous sentence.
ideas repeated usin g synonyms, e.g. ene sentence says le
created a number of problems. The following sentence says
The main dífficulty was ...
D It all started when Ferdinand Piéch, the former
boss 01 Volkswagen, bought Bugatti and had someone
design a concept car. 'This: he said, 'is what the next
Bugattl will look like. And it will have an engine that
develops 1000 horsepower and it will be capable 01
400kph'
J
Choose írom Ihe paragraphs A-G Ihe one whi ch
fil s each gap (1-6) . Th ere is one exlra pa ragra ph
which you do nol need lo use.
A At those speeds the front 01the car sta rts to lift. AS
a resu lt you 51art to lose your stee ring, so you can't
even steer round whatever It is you can't see beca use
of the vibrations. Make no mistake, 320kph is at the
limit 01 what man can do right now. Which ISwhy
the new Bugatti veyron is speclal. Because it can do
406kph
B For this, volkswagen went to Ricardo, a British
company that makes gearboxes for various Formula
One teams. 'It was hard: said one 01the engineers.
'The gearbox in an F1 car only has to la st a few hou rs,
but the veyron's has to last 10 or 20 years.'
-_.-
-
- - -_ .. _- ,- --- - -- - --- -----
e It has always been thus. When Louis Rigolly broke
the 160kph barrier in 1904, the vibration would have
been terrilying. And 1 dare say that driving a Jaguar
E-type at 240kph in 1966 must have been a bit sporty
aswell.
--
E Somehow they had to l ind an extra 30kph, but each
extra 1kph increase in speed requires an extra 8bhp
l rom the power plant. An extra 30kph then would need
an extra 240bhp. That was not possible.
,.....-- _ _------_._----..
-,-;--,-- --,
F This car cannot be judged in the same way that
we judge other cars. It meets noise and emission
regulations and it can be driven by someone whose
only qualilication is an ability to reverse round corners
and do an emergency stop. So technically it is a car.
And yet it just isn't.
~,#-_..
- -
~----
G You might want to ponder that lor a moment.
Covering the length 01a footba ll pitch, in a second, in
a car. If you stamp on the middle pedal hard, you will
, pull up lrom 400kph in just 10 seco Sounds good, but in
those 10 sec you' ll have covered a th ird 01 a mile. That's
live lootball pitehes to stop.
o Work in pairs.
1 Wo uld you Iike 10 d rive a car Iike this' Why (not)?
2 Do you enjoy danger and risk? Why (not)?
At tap sp eed
@
Grammar
Tenses in time clauses and tim e adverbia ls
O Work in pairs. Read Ihese senlences from
Reading Parl 2 and look al Ihe verbs in italics. In
sorne senlences, bolh alternatives are correel bul
in others only one is eorreet.
•
•
~ @ CAE candidates often confuse when, while,
during and meanwhile in lime adverbials. Wrile
the correct word in the s paces in the sentences
below. (In sorne cases more ¡han one answer is
possible.)
1 Thanks 10 this course, 1 n ow feel much more
.. ...wh~"'. .
1 a m speaking with
confident ..
our loreign customers.
2 !t's a pity to visir the cast le fo r on ly an hour
the journey there takes three
honrs.
3 Irs essential th at yo u a re involved in the project
at every stage : ............................ ..... negotiations,
reachin g agreements and sign in g contracts. You
should also be present ............................. ........ the
equipme nt is delivered a nd in stalled.
4 Cou rse pa rticipa nts will be able lo get lo know
each other ................................. they're being given
a guided tour of the lown on the tirst day.
5 ]t 's really hard to dri ve in a stra nge cit y. You h ave
to find your way a round in heavy traffic and tind
somewhere to pa rk.
..., you're
struggling with Ihe controls of a rented car which
you've never dr iven belore - wh at a nightmare I
CircJe the alternatives in each sentence. Where
bo th a re correct, is there a difference in mea ning?
Which alternative was used in Reading Par! 2?
1 When yon (íJu5h)/(hávejlUshed) a ca r past
300kph, the world actnally b ecomes blnrred .
Botv" "n ~orrutl b1<t '1,>Jv"e.1< ')\' 01< p1<sv" ... 1 S,,')\'S
t v"e.se. t v"i1<¡}S v,,"ppe.1< "t tv"e. 'S"",e. ti ",e. wv"e.r!i"s
'1,>Jv"e.'!< ')\'01A ve. p1<sv"e.d ... 1 S"iJS t v""t tv"e. worfd
be.~o"",~ bf1<rre.d "·He.rw,,rds .
Tv"e. "rtiele. 1<se.s p1<sv".
2 Th e speed causes a terrifying vibration .... This
is not good when you're covering / you cover 90
metres a second .
3 When you look / willlook at the history of its
development yo u'll discover it's rat her more tha n
jus t a caL
4 When this was done / had been done, the Veyro n
was shipp ed to Sauber's F1 wind !un ne l ...
5 When Louis Rigolly broke / had broken the 160kph
ba rri er in 1904, the vibration would have be en
terrilyi n g.
6 lt all started when Ferdinand Piech, th e former
boss of Volk swagen, bought / had bought
Bugatti .
I
O page 157 Grammar reference: Tenses in lime elauses and
time adverbials
6
Put the verbs in brackels inlo lile eorreel lense,
aelive or passive.
1 When Fayed ........ .. J.e.tire.s........ ...... (retire) next yea r,
he' JI h ave been working for this company fo r fo rty
yea rs.
2 We felt very lrustrated because the projec t was
ca ncelled when we ......................... ....... (work) on
it fo r almost three years.
3 In ma ny co untries it's illegal to answer yo ur
mobile phone while you ..
(d ri ve).
4 Lots 01 my Irieuds
(wa it) for
me when I got back lrom my trip.
5 1 won't ta ke my driv ing tes t untill ..
(be) sure [ can pass.
6 She ollered the book to several publishers befo re it
(accept) .
()
page 158 Grammar reference: Time adverblals
O@
CAE candidates oflen make mislakes wilh
prepositions in lime expressions. Eighl of tlle
following sentences conlain mislakes. Two of the
senlenees are corree!. Correel lile mislakes.
1 Mariano likes to wa tch lootba ll ftI Friday night,
but he doesn't olten get the cha nceo 01<
2 Could you give us so rne advice a bout where to go
01' what to do a t the evening?
3 1 was a ble to visit Ihe United Sta tes for the tirst
time of my lile.
4 1 would recommend going on that tour in the
beginning of sum mer.
5 The other event 01 May was a swimming gala.
6 There were sorne problems at the beginning 01 the
strike.
7 They've mel in m any occasions but they've never
become fr iends.
8 Un lortunalely, we a re overloaded with printing
jobs in busy times 01 the day, so yo u ca nnot count
on yo ur order being dealt with immediately.
9 We have sorne suggestions a bo ut what to do il the
weather is bad in the day 01 the boat trip.
10 You' lI have to sit a n exa m at the end 01 this
CGurse.
O page 158 Grammar leferenee. Pleposltions m time
express!Ons
@ Unit9
e For questions 1-12, write aetion, event,
ocabulary
~ction,
programme or aetivity in each gap. Most of the
activity, event and programme
sentences are from CALD.
@ CAE candidates often confuse action, activity,
event and programme. Each word has two or
a
tbree meanings. Match the four words with their
definitions (a-k) from CALD.
2
1 aelion
3
a broadcas t
2
0 0
aelivil y
evenl
3
televisio n oc radio
4
programme
pYO(} yt\...."'-"
------")
4
S
b anything that happens, especiall y somerhing importa nt or
unusna]
e
lhe process of dojog something, especiaJJy w hen deaHng w ith a
problem or difficu1ty
.._ .. _ _ .-1
d when a lot ofthings are happening oc p eople a re m oving
___ J
around
e a physicaJ movement
9
a thin book Of piece of pap e r giving information abolir a play
01" musical oc sporrs evcm, u sually bought ar che cheatre or
place where the event happe ns
h
one 01' a set of races oc c ompctition s
something that 1s done fo r enjoyment, especiaHy an o rga nisec\
event
something that )'OU do
___ _ __
6
,
)
f a plan of activities ro be don,e 0 1" things to be achie ve d
k
.. Mtivit:~ ... , Ihe job
was fin ally finished.
I looked in the
. lO fi nd oul Ihe
aetor's name.
It onl y needs a sma ll wrisl
.. lO
start Ihe proeess.
Our spee ial guest on the ..
lonighl is Roben de Niro.
She wrole a strong letter lOIhe paper eomplaining
about the eouneil 's
in closing
Ihe lown een lre lO Iraene duri ng Ihe feslival.
Susa nnah's part y was Ihe social .. .
of Ih e yea r.
1 After weeks of frenet ic
,
J
)
I
)
)
the work of a gro up or orga nisation to achle"'e an alm
..... .. .. .. ... . ...
.......
_-----------}
~ Complete these sentences from Listening Part 1
with action, event, programme or activity in the
correct form in each gap. Then decide which
definition (a-k) from Exercise 1 corresponds with
the word in each sentence.
1 They began to think they eould dom inate the
natura l wo rld by their .
(Exlrael One)
2 Will there ever come a time when alhletes al
Olympic..
....... just aren't breaking
records a ny more? (Exlraet 1\vo)
3 Building sneh a erafl is eena inly not on anyone's
spaee ................................. yet. (Extract Three)
4 Whal
would ihe erew find LO
do during all Ihis time? (Extrael Three)
7 Tennis is a very relaxing spare·time
8 The sehool offers an exciting and varied
........ of social events.
9 The women's 200-metre
will be
followed by Ihe men's 100 metres.
10 There was a sudden flurr y of .
when the director walked in.
n This problem calls for swift
fram the government.
12 We had expected to arrive an hour late, but in the
.......... we were early.
(i) Look back at Exercise 3 and note any collocations
you can find with aetion, event, programme or
activity, for example, frenetic activity.
Al IOp speed
@
Use of English Part 4
O Look al the groups of Ihree sentences below.
Speaking Part 2
O Work in pair s. Look al Ihe piclures below and Ihe
examiner's ín s lructions.
What sort of \Vord is needed lo complele each
group (noun, verb, adjective or a dverb)?
1 Whieh pictures wo uld yo u ehoose tú talk about?
2 What could yo u say aboul ea eh 01 them'
1 Thi s cae ..
noise and em issions
regulations, so it's completely lega!.
Ou r social club ..
ever y
Thursday evening at seven o·clock.
OIga ..
the bu s every a fternoon
to pick up her children on their way back from
schoo!.
He re are yo ur pictures. They s how people using
different mac hine s or devices . I'd like you to
compa re two of the pie tu res and say how the
mach ines or devices help th e people to do th eir
wo rk raster.
2 Few people have such a .
influence on children's cha racters as their
teachers.
.. personality
Yo u have to have a .
to go into politics.
and with plenty
I like my tea.
of suga r.
3 People looked at the warld in a different
alter the advent of the train.
Could you pick up a loal of bread on the
.......... ....... home?
Unfortunately. a lot of people got in the
......... so I didn't see the end al the
cace.
4 Thou sand s 01 tonrists lound themselves trapped in
the counlry when the war .
....... out.
Bob Beamon ..
the record reall y
spectacula rl y at lhe 1968 Olympics.
When lhe preside nt ..
his
election promises. no one was sur prised.
5 The result of the race was ve ry .
a lthough Ka ren ma naged to win.
The company has been keeping its pla ns fo r the
new car a very
......... sec ret.
Ma rta and Jua n have been ma rried for years and
have a very ..
relationship.
6
Now. lor question s 1-5 aboye. Ihink of one word
only which can be used appropr ialely in a ll Ihree
senlences.
Exam advice
Read all three sentences and decide what typ e of word you
need (noun, adjective, etc.).
Decide what meaning might be required far each gap
(you're looking far the same word . but with a di fferent
meaning or co ll oca tion in each sen tence) .
Think of possible wards which cou ld fit in each sentence.
lry th ese wo rds in the other sentences until yo u find cne
whi ch fits in all three.
@
Unit9
• How do the machi nes and devices help these
people to do their work raster?
6
Change partners. Take \urn s lo do Ihe lask aboye.
€) (9) Listen to Ana, a student, doing lhe same
Sel B
speaking task. Which ol these does she do?
1 Although she's no t sure, she guesses what the
policewoman's de vice is. '}¡e.$
2 She explains what the devil:'e is a nd what it can be
used for.
3 She suggests just one way in wh ich lh e
policewoman could be using the device.
4 She knows exactly what to call the man in the
second picture.
5 She corrects herself when she rea li ses she hasn'(
used the best word lar samething.
6 She tries to use phrases she's not s ure abo ut in
order to express herself more e1ea rl y.
7 She only a nswers the first par! al the ta sk.
a (9) Complete each of these phrases by writing lwo
words in each space. Then check your answers by
listening again.
1 .. . using what I thi nk ......... ~jA$t be. .... a pda
2 You know, one..
.. ............ hand-h eld
devices which you can u se when you want lO ...
3 The other picture shows, .
....... yo u
caH the person, a ccíwboy or a shepherd, l'm not
sure
4 He's moving his herd, ..
... his flock
of sheep.
5 ... because she can do it in ,
.. the
word, in real time.
o
••
o In which senlence (s) in Exercise 4 does Ana
1
2
3
4
correel herself?
ex plain what sh e's lalking about'
say she's guessing whal something is l
say she's not sure what th e correct word is
Writing Part 2 An essay
O Work in pairs. Read the writing task below and
'
(l) Work in pairs.
~ Student A: Look at lhe pictures in Set A again, listen
lO the examiner's in slructions and do the speaking
task.
(Ji) Student s:
When Student A ha s fi nished, look at lhe
pictures in Set B, listen to the examiner's instructions
a nd do the spea king task.
say whether the following statements are lrue (T)
or false (F).
During a recent c lass discussion, one student
expressed the lollowing opinion:
Technological progress makes us live faster, but
it also means we have less time for the important
things in life, such as relationships.
Yaur teacher has asked you lO write an essay on
the subject, saying how lar you agree with the
statemen!.
Exam advice
If you netiee yo u've made a mistake . correel it - don't
pretend it hasn't happened!
Be ready to spe culate or guess about what th e photos
show.
If you don't know a word, don't avoid the problem . Explain
the id ea using other words .
1 An essay is a piece 01 academic writing done by
studeu ts. T
2 This essay will be read by the teac her 01 the e1ass.
3 You can write in an informal style.
4 You should make your opinians on the s ubject
cleaL
5 U's not necessary to give reasons for your opinions
or include examples.
6 There are al least two ideas you must deal with in
the writi ng ta sk above.
At top speed
@
a Work in small groups. Discu ss the se questions
and note down you r op in ions a nd ideas while you
are discussing.
1 In what ways does technological progress make us
Jive fa ster' Think of examples.
2 Do you ag ree that we have less time for tJie
importa ntthi ngs in li fe, sIleh as relationsJiips?
Why (not)?
3 Are there any importa nt things that we have more
~ Work in pairs.
1 Read the essay below wit hoIlt paying attention
to the gaps. Which ideas a Ild examples were also
mentioIled during your discussioIl'
2 Do you agree with Ihe writer's cOIlclusioIlS' Why
(not) '
Ttl.hno\o9il.a\ pro9rtSS
Mani people worq Ihal we no longer have lime for fue
imporlanl Ihings in life, sueh as relalionships and Ihin\:ing
aboul ourselv.. ano our {'la.. in Ihe universe. rhis mai be Irue
(1) .to..s.o.""" ./éxt e,.'11.L bul I lhin\: in broaa ¡erms Ihal lhe
argumenl is ftawed,
e> In mi greal- grandparonts' lime I"hnologi
was slower Ihan il is
al present, or non -o~ i ,lent reople Iravellea to wor\: on fool or
bj lrain ano mai perhap, have had lime to Ihin\: aboul thing'
whil. Ihe1 were trave\\ing. The1 did nol have Ihe di,trael ion, of
lelevision or all Ihe olher I« hnological marvel, whieh wmpete
for our al1enlion todal (1.)
. .. .. .... ...... .. ....., Ihe1
probabl1 'penl more time logelher in wnv."alion.
c..
. I doubt if Iheir relalion,hips
or Ihe qualit¡ of their lives were reall't bel1er.
(4) .
, Ihe1 had lo wor\: mueh longor
houro bolh in Iheir jobs and in rouline household la,\:s
b«ause labo ur- saving I..hnologieal devi.., did nol " ist,
('5) .
. , the1 did nol have Ihe finaneial
re,ouree, or Ihe t« hnolog1 to enj01 Iheir Ioi,ure lime li\:e we
do now, While the1 were perhap. nol .0 ,Ire"ed,
(iP) ,..
.. . ... .. ...... ... 1he1 wuld nol lGam, Iravel ano
relale to people from all over the world wilh the ease thal we
do.
(3) ,
D (1) ..
. .. ........... ..... , I do nol ag" e thal we have less
lime for the imporlanllhings in life. (B) .
I beliove we have far grealer opporlunili" lo la\:e advanlage of
the enormou. variel1 of good Ihings life has 10 offer.
@ Unit9
box in each of the gaps.
' as a result - h~-w-e-ve-r- i;;- e-on- elusion - ¡;te;:;se;jI'ljAe"eelXffiteetA'lt,!
wh at is more in eontrast to ourselves in general
on th e eontrary
o Work in pairs. Which paragraph (A-D) :
1 explains in what ways the statemeO{ is not true?
explai ns 10 what extent the statemem is true'
3 su rnma rises the writer's a rgu ment?
4 tells us what point of view the w riter is going to
a rgIle?
2
tim e fo r?
~
o Complete the e ssay by writing a phrase fram the
O page 166 Writ¡"g reference.· Essays
@ Work in pairs. Look at the writ ing task below.
How far do you agree with the slatement? Note
down your ideas and opin ions.
During a recent elass di scu ssion your teacher made
the fo llowi ng statement:
M odem technologies have given us access to vast
amounts of information. However, in general we
use information for entertainment, not for practical
purposes
Your teacher has now asked yo u lo wrile an essay
on the subjecI, sayi ng how far you ag ree wil h Ihe
stalemen\.
Wrile your essay in 220 - 260 wo rds in an
appropriate style.
o Work in pairs. Write a plan for the essay with a
similar structure to the sa mple essay in Exercise
3 above. Note down the ideas and opinions you
will express in each p arag raph .
(¡) Work alone and write your essay.
Exam advice
W hen you w rite an essa y, you'll probably have to use quite a
formal , academic sty le.
Write a cl early structured argume nt and link your ideas w ith
phrases su ch as for example, in conclusíon, in contrast.
Show th at you are aw are of co unter- arguments , even íf you
don't agree w ith them.
Make sure t hat your opinion on t he subject is cl ea rly
expres sed.
A lifelong process
nursery school
arting off
Work in pairs.
Look at Ihe photos of different educationa l es tabl ish ments.
How many of these have yo u attended '
Which did yo u enjoy most'
2 Tell each other abo ul yo ur educalion lO da te.
Whal do/ did yo u mosl Iike and
di slike about lhe process?
primary school
How far do you agree or disagree with these opinions about
educalion? Tick Ihe boxes. (1 ~ strongly agree I S ~ slrongly
disagree)
a Parenls should have lhe choice of sending children
10 school or educating them at home.
b An educatíon system which does not teach yo un g
people how to think lar themselves is a faí lure.
c My cou ntry's education systems enconrage
conlormíty and discourage originality and
crealiv ily.
d A teacher's main job is to help their pupils or
students to pass examínatíons.
e The main purpose 01 educarían is to equip yonng
people with lhe practical skills they need far
wark.
f The pu rpose of a university educaríon is to
produce future generations 01 leaders.
...
+
uniuersily
Compare ideas with you r p artner and discuss any points of
disagreement.
A lí fe long process [~
Reading Part 4
O Work in small groups. Imagine you are about
to apply for a university course. Wh ich of t hese
factors would be most important to you in
choosing which course to apply for?
•
•
•
•
•
•
•
•
•
•
lhe location of the university
the qualily of teaching
the reputation of the universiry
lhe cast of luition
the number of students in each cl ass/ lecture
lhe quality 01 student accommodation
lhe help and support provided fOI applicants
rhe atmosp here on th e university campus
the opportunilies for socialising
the facilities, e.g. sport s, enterta inment, shopping
€) Before you read about !he six students, read
ques tious 1-15 below and underline the key ideas
in each question.
Which s tude nt ..
has had more success than they had
anticipated?
already has a degree and is planning to
take a higher degree?
appreciates being able to work
cooperatively with oth er students?
carne to the univers ity because a family
member recomm ended it?
carne to the universi ty becau se of where
it was?
chose their univers ity because they had
heard people praise it?
com mented on the ca hn ness of lile on
their campus?
is not stu dying at the ir first-cho ice
university?
I
lelt at ease after only a short time at their
university?
lound communication with the uni versily
prior to their arrival ve ry easy?
loun d printed inlorm ation abo ul different
uni versilies unhelplul?
has been too busy to s pend time making
new Iriends?
made a random choice of uni versity?
wo uld like to repeat the university
experien ce?
plans to go back home alter their course
10 help improve their country?
Exam adulce
As the qu estions or statements precede the text(s) in thi s
part 01 lhe Reading paper, study lhese ca refully befare you
read the text (s).
Read the text carefully, looking tor the information referred
to in the 15 questions or statements.
o For ques tions 1-15, choose the appropriate
students (A-F). The students may be chosen more
than once.
f) Which of Lhe universities shown in the photos
most appeals to you? Why? Compare your
answers to this and Exercise 1 with other
students.
@ Uni! 10
€) Work iu small groups.
1 Discuss what measures cauld be taken to improve
educalion in your country. Think about alllevels
from nursery school to university.
2 Make a li sl of five suggesr ion s 10 present ro the
rest of lhe eJass.
A Francisco (Equatorial Guinea)
The main reason 1chose Ihis universily is
beca use my brolher so id how good il was.
Al Ihe momenl I'mlaking O foundalion
course in scieme for engineering. If 1do
well enough in my end-ol-year exams,
1'11 be able la gel on lo a degree course.
....! besl Ihings aboul my course are Ihe leaching melhods ond Ihe
. Ihol 011 Ihe leclurers are so palient. 1Ihoroughly enjoy campus life
;:Juse il is quiel and sofe, and also because everyone has been so
- and considerale. My housemales in parlicular are goad fun lo be
·1. Hopefully, nexl year 1'11 be slarling odegree in civil engineering
O·,, Ihen, alter Ihal I'mplanning lo relurn lo my counlry, lo play my
::·1in its fulure development.
B Hiromi (Japan)
Al Ihe momenl, I'm laking an English
language course before 1slarl daing a
poslgraduale degree course nexl year.
The aim of Ihis course is lo improve my
academic English wilh dasses covering
Ihe skills 1'11 need in Ihe fulure. The
--ses are suff1 cienlly flexible for every individual sludenl 's needs
abililieslo be loken inlo consideralion. The main reo son 1chose
-" universily is ils localion. The facl Ihol you con gel lo london
- i1J sI 35 minules reolly oppeoled lo me. And Ihere ore cinemos,
:pping cenlres, supermarkels, everYlhing you need in Ihe neoresl
_ n jusi a five -minule bus ride away. Anolher reo son 1come here is
-, personol ottenlion 1received before 1arrived. I always monoged lo
~ -locl Ihe universily whenever Ineeded lo - and Ihey alwoys replied
:_·ckly ond polilely lo Ihe dozens of queslions 1asked Ihem.
D Dasha (Russia)
Iknew nolhing aboullhe universily or
Ihe oreo il's in when 1decided lo come
here. The prospecluses Irom diflerenl
universities 011 daimed Ihey were Ihe
best. They 011 showed good-Iooking
sludenls wilh happy smiling laces on
every page. They didn'l look like real
sludenls lo me. AII Ihe courses sounded equolly exciling ond 011 Ihe
slaff seemed equally well quolifled. In Ihe end, 1simply pul Ihe names
of flve universities inlo a hal ond picked one out. So Ihal's why I'm
here. Bull needn'l hove worried, il's been olonloslic experieme.l've
only been here Ihree weeks, bul already 1leel 01 home. 1con speok
English o hundred per cenl better Ihon when Iarrived and I've leornl
more oboul Ihis counlry and ils culture Ihon 1had in my previousseven
years 01 leorning English al sehool.
EKulap (Thailand)
1reolly enjoy sludying here now, even
Ihough 1wosn'l so sure allhe beginning.
This wos aclually Ihe Ihird universily on
my lop flve lisl - bul now I'mreolly glad
lo be here. The universily hos olllhe
lacilities a sludenl could possibly need - a
large librory, compuler labs, pie oso ni damooms, and a brillianl sporls
cenlre. The slall I've had conlael wilh hove 011 been excellenl ollheir
subjecl and ve ry willing lo help me and olher inlernalional sludenls.
The (Iossl'mcurrenlly in is small enough lo allow genuine inleraelion
ond dynamic discussion belween sludenls. Yau hove lo work hard and
Ihere's o 10101 reading loo, bull'menjoying every minule 01 it.
FEmma (Germany)
C Chen (Taiwan)
1chose Ihis (Qurse ollhis universily
originolly becouse 1hod heord such good
Ihings oboul il from several friends in my
counlry. And 1con honeslly soy 1hoven'l
been disoppoinled. Whal has been
porlic ulorly useful lor me is Ihe Iroining
- sludy ski lis beforeIhe main porl 01 Ihe course. Ireolly opprecialed
-, sessions we had on ocodemic writing. They were well slruclured
:-J look us slep-by-slep Ihrough whol con be a daunling process.
; hod lo wrile on essay every week, which wos really hord work,
:.1 Ihe proclice il gove us hos been involuoble - and hos sload me
. good sleod lor my moin course 01 sludy, which is musir. The only
: soppoinlmenl for me is Ihol 1haven'l hod Ihe lime lo mix socially
¡Iholher sludenls.
When 1come lo Ihe universily, my
moin aim wos lo improve my spoken
Chinese beco use in my home counlry,
Germany, I'm sludying Chinese lo be a
universily longuoge leoeher. We've had
a lull schedule 01 inleresling subjecls,
everylhing has been well slruelured, elflcienlly orgonised ond Ih e
leachers hove helped us lo improve os much os possible during our
lour-week eourse. We've hod lo work very hord, bul we've hod o101 01
fun loo. So - os o result I've reoched o higher levellhon Iexpecled,
improved my speoking ond leorned a 101 oboul Chinese culture and
cusloms. AII in olll've hod olanloslic lime ond 1would love Ihe ehanee
lo do il 011 ogoin some lime in Ihe lulure.
A lifdong process
99
Grarnrnar
g
@ CAE candidates olten make mistakes with
Modal verbs expressing ability, possibility and
obligation
modal verbs. Find and correel the mistakes in the
sentences below.
O Discuss !he questions about these extracts from
1 I spent an hour on the 1nternet, but 1 couldn't
fettftf! th e informarion I needed. .{1""d
2 Yo u needn't to worry about getting here on ti me
- the lesson's caneelled.
3 We need do something to improve the long-term
eh anees of these stude nts.
4 I'm happy to tell you th at we could oHer you a
place on the degree eourse.
S If we afford the fees, OUT daughter will apply to
this college.
G The slUdents at the back of the lecture hall
became fru strated because th ey ca n't hear very
well.
Reading Part 4.
1 Whieh extraets express ability, which poss ibility
and whieh obligation?
2 Do the extraets refer to the past, the present, any
time or the future?
a If I do well enough in my end·of·year exams,
1'11 be able to get on to a degree eourse.
"biR.it~, .f1At1Are.
b The laet that you can get to London in just 35
minutes really appealed to me.
e We had to write an essay every week, whieh
was reall y hard work, .
d But 1 needn' t have worried, it's been a lantastic
experience .
Work in pairs. Tell each other abour the
following.
e I can spea k English a hundred per cent beller
than when 1 arri ved.
f I always manage d to contact the university
whene ver 1 needed too
•
f) Read these pairs of sentences and decide if both
in each pair are correcto If borh are correct,
discuss the difference in meaning between them.
1 a J ha ve to fini sh this essay, so J can't go out.
b I mnst fini sh this essay. lt's reall y importa nt for
me to do wel!.
J3otv. "re. correct o :r."" ", tv.e pre.ss1Are t o .{1""isv.
is .fro"" "'" exter"",i S01Aru] i", b, .fro"" tv.e
spe"ye.r v.i.../v.erse1.f.
2 a I didn't need to worry about getting home from
the airport. My brather sa id he'd pick me up.
b 1 needn't have warried about getting home
from the airport. My brother picked me up.
3 a Yo u don't have to go to the leeture this
afternoan. lt's eompletely optiona!.
b You mu stn't go to the lecture thi s afternoon.
It's only for first-year stude nts.
4 a After a lot of effart , 1 could fi nally sta rt the ca r
engine.
b After a lot al efforl, I finally managed to start
the car engine.
S a He can stay fo r up to 90 days with this kind al
visa il he wants to.
b He could stay for up to 90 days with this kind
of visa ii he wa nted to.
G a In the future, we might not study in classrooms
with other students.
b In the future, we could not study in classrooms
wirh other students.
O page 158 Grammar refe rence: Expressing abi/ity, posslbiltty
and ob/igat/On
@
Unit la
• Things you ca n do that you're pro ud of
• Something you co uldn't do for a long time but
eventnalIy managed to do
• Something yon'd like to be able to do
• Things yo u ha ve to / don't have to do as part of
your job or studie s
• Something yo u needn't have worried about
• Something you really mnst do in the next iew days
ocabulary
Chaneo
: 7anCe, occasion, opportunity and possibility
1 ar. oc.
f1~(In
whn:;n ¡,UO\ ,¡ ~o.--ne\ IIn~ to be donf..
~
nppartuTlII'¡
.. h J ! \}),m'{ f!ff¡' tnr. Ch8JJCe l\lleH li,'iTJ (,'w, .a wt ílAlI.'S.
GotlocatlDI1S
Read these definitions and circle the correct
alternative i n italics in the sentences below.
AOI~tl~'ej
Q(}()d. ideai. las; seroná. I.me>:pecred
'le! I~l-.c, í1e&l'VJ9, w~IC'Jme, {)!'~ Sl!mOOlle. t;¡.i..e, Mm dnwf.!
li1y s.~c:t/' :": 1~'c:dcr:'lfJ W.í'S i1 t'e(j" spoc~, OCC3SI0n
T
.i.'.~ r)l"J;")Ct
CollocaUons
Adjel~tl\'r;J t()¡:r:Jt :.'~t!J¡'; "
,e'l d,t.1't,< 'lTf"I" E temo,
::i~'r.!.. ';~f
Ver b::;
to mark .3r. occasl¡},'l la rlse :c !,I,~ 'X,~Js.cVJ
V~
on O" :: L;tt"..::ao::,¡lI] !no? L}i;ra:-',
"
2
,, 1
i
w/ltm
hCjcJ ,pe [(;',1.; uf poss!blph,' U'¡Jt somethll"'1l '.... In hllOPfJn
ne,-,¡! w!J&.
.';,rf 's,:, oo[&'O'r:; ChanfJ8 11liJll'lI mn'e fo go fa Jí1(J8f1
CollocalIons
-':te 1,'1 l .. ~'l3 cltal1(e / stand iJ cha,'K1] af + -ío7l1
.,.~ cl'~~'~ DI doing SiJmatnng !heítlS"] ,ll~nr:1! that ~
,~
Opportunity -
n ~' luatlC:l F'l \' ~¡Ch it ~3 pC~"'IJ;e lo 00 $cme¡'-If¡g ,'Oí,1
wilr.l f'''Iri1 "ngt)in!lr'l'{!rlík1Sv\.,I:I¡~rr.t?r¡'-.Jfr,rf. f:.r rS:lg,'fJ:
by 811y chJnce on me off [1~a0"" No c:han::t: 1
J
I
QPpor/tJnlty
Golloostlolls
!l¡tjJOr....'tI~·9 $
t;
Verbo
fl:n'f,
l.
US~
,I)dl', e~l e,','ent, wvrJt:n pilrff.r:,1 rretr1r.r1¡J\ i.'~' ,,~ 'el. m-e
lose rwss.
Sil/le ,'jk~ ~ ('.1 ..
r.vp.,'Jm¡r;,t.l'
1JP!Jt}m.J'fT¡!~
Jr.!i!},'" Oi..Th'!
#h-' ü{J¡'JOfÍ! "~:I lo d(l sorn¡;¡UlJí,g,
a.e ."p{)Ort...',
._~
for -
'J(¡
"
PosSibJllty - o. ,::.¡tUJtllill ',,'tu?ra ~¡Jmd f1lng ma\' CA mc71y not li.lr,p;;:r[
The,!1J'S ,i d~f.o:'lIfe possibllity uf a sltik!J úy rt!!i!~~~ r.oll~:tOJ$ neA7 t1-e~
Collocallons
N.lJ ~~ctjVt;.s r.leMlt~, [l!SI~"~ct
Verils
Use
,f¡]ee. aCC6D7.
'Bil:, rvmol'-:'
_riJ,ifl O!I!
st>rl{)lJ~ ," !(JIII
rrcOfJ·'1,':;.e
-'f.r,'):ft?J...,.
S/n.'lií,'
me po$Slb./¡','tl'
,,~{JO....~'1J';¡,')
uf domg SG'ilNhmg '/lO: ptlSSii:JiHfj Id dfJj.
'M pos.c't(,'i¡ thal + ,r'io'SIJ
1 Schools try to ensure that every student has an
equa l (i5j5jJQr~ / possibility to succeed.
2 On several occasions / opportunities recently
the university has made changes to the syllabu s
without consulting students.
3 [f yo u study abroad, yo u should take every
occasion / oppoTtunity to learn the lang uage.
4 There's a s trong opportunity / possibility that yo u
will win oue af the three available schalarships.
5 Our graduatian ceremony next week will be a ver y
special opportunity / occasion.
6 According to the weather forec ast, there's a
distinct possibility / occasion 01 raiu tomorrow.
O Now read the extract on t he right and complete
the sentences below it with chanee, oceasion,
oppoTtuuity or possibility. Sometimes two answers
are possible.
1 If you don't do well in your exams, you'll have the
... ... .. .. e-:M:11c..e. .. .. .. to retake them again nex t
summer.
2 Our education system is based on the principie 01
equal.
3 Have yo u ever considered the .
of training to be a teacher?
4 [1 you go on working hard, yo u stand a good
of getting to Har vard.
5 Your exams start on Monday, so this weekend is
the last ..
.. .. you'lI have to revise.
.. . .. ...... .. .. that 1'11
6 1think there's a real ..
get the grades J need.
7 We're having a party to celebrate the end 01 our
exa ms - it'U be a great ..
8 Is there any
. that yo u could
help me with my ho mework?
€) Complete these sentences with yonr own words,
then compare ideas with a partner.
1
2
3
4
1 hop e one day 1'11 have the opp ortunity 01 .
Next year there's a possibility that 1'11 ...
Unlortunate)y, 1 have ve ry little chance 01 ever .
1 hope the occasion never arises, when [
listening Part 2
O Work in pairs to discuss these qnestions.
1
2
3
4
Would you like to study abroad? Why (not)?
Which country/countries would you choose! Why!
What difficulties might yo u experience?
What difficulties might a loreign st ude nt
experience in your country?
5 How do you th ink a period of study abroad wauld
change yo u'
Chanee cau mean possibility or opportunity, but is
generally used less formally than these word s.
A lifelong process
@
a You are going 10 lisIen lo lhe experiences 01 Amy,
a British student who is spending ayear studying
in Egypt. Whal diflerences between Britain and
Egypt do you think she noticed?
0 @1 Listen lo lhe recording again and complele
senlences 1-8 in Exercise 4 with words or
phrases you hear.
@ Work in pairs.
Imagine you had the cha nce to sludy any language
in the world:
• wh ieh language would yo u choose?
• where wou ld you ellOose to learn it'
2 Do yo u think single-sex groups learn belter than
mixed-sex groups?
3 How influenl ial do yo u think teachers are in
students' choice 01 subjeets?
1
€ ) @I Listen lo the recording lo find OUl if any 01
Use of English Part 1
O You are going lo read a short article describing
lhe importance of training in the workplace.
Before you read, answer the questions in Ihe
Exam round-up box.
your ideas are menlioned.
Exam advice
Remember:
Exam round-up
Read the gapped sentences befare you listen lo get
information about t h~ tapie of the record ing an d a c\e ar
idea of what yau are listening for.
You w iU hear th e actual words you need to fill the gaps.
How much do you remember about Use of Engli sh Part l ?
Cirele the correet alternative in ¡tafies in eaeh of th ese
se ntences.
In Use of English Part 1, there is a tex t with
Check that you r an swer is grammatically correet after ya u
have written i1.
(¡) Now read senlences 1-8. Can you guess which
wor ds or phrases are missing Irom eaeh sentence?
The number oí missing words is in brackets.
1 The speaker chose to study Arabie beeause OIle 01
lhe leelm ers had a re.l\tff'ssio1'< .for .. lh e subject.
(3)
2 The
............ spoken in Alexandria is
commonly understood all aeross the Ara b world.
(3)
3 The sludents were nOl allowed to sIal' al Ihe lir st
hOlel beeause lh ey were an
group. (2)
4 One of th e speaker's friends went baek home
so ou after a rri ving because he was suffering from
(2)
5 The Alexaudri a Centre for Languages is localed
near..
where people sit drinking
tea. (3)
6 In lhe role plays they do wilh their leacher Iugy,
Ihe students learn how lO.
taxi
drivers. (2)
7 One 01 lhe difliculties of learni ng Arabie for the
speaker is that it has lwo
- one
spoken and the other wrinen. (2)
8 The spea ker and her frieuds spend their weekends
at a.
where they ca u swim aud
lie by lhe pooL (2)
@
Unil lO
(tWéíVe) / fifteen
ga ps.
2
For each gap yo u are given a choice of three I four pos sible
answers.
3
You have about ten I (jfteen minut es for this pan of the
4
You should read the text befare I arter reading the options.
papero
a Write your own definitions for these phrases,
which appear in the article .
ilifelon9 learning
relralning
to upgrade (your) skills
--1
€ ) Work in pairs. Compare your definitions, then
discuss Ihese questions.
Why do sorne ad ulls want to leam somelhiug
new?
2 How is learning as an adult differe nt fra m learning
1
as a yOllllger perso n ?
3
Why do yo u think the idea of lifelong learning has
become so popu lar iu recenl yea rs?
O Read Ihe article opposile. Does Ibe writer
mention any of lhe ideas you discussed?
€ ) Read Ihe article again. For questions 1-12, decide
whicb answer CA, B, C Or D) besl fits eacb gap.
There is an example at the beginning (O).
Speaking Part 3
O Look al the six pholographs oí
ncentives play an important (O)
C.
in our decisions to leafn. As we
get older. the outcomes 01 (1)
in learning may not be the same as
dhen we were younger. For example. we are less likely to be (2)
as a resul! ol training. The type 01 work-related training or learning we do
also changes as we get older. Workers over 45 years old are more likely to
participate in learning (3) ................. that relate directly to their lunction.
So they may choose to (4) ................. those technical skills directly related to
their work. By contrasto young workers are more (5) ................. to participate
in training ¡hat is an investment in their luture careers.
Organ isations also want to continually (6) .............. their skills base.
Recently. business has (7)
this largely through a steady inllow
01 newly-(8).. .......... young people onto the labour (9)
Traditionally. we have had a mix 01 those young people who bring new lormal
skills to the workplace. and a small proportion 01 older workers who
(10) . ............ their experience.
Vhat we are seeing now is a decreasing proportion 01 young people entering
¡he worklorce and an increase in the proportion 01 older people. So. unless
IVe change ¡he (11) ................... 01 our education an d learning across lile, IVe
will see a (12).. .. ......... in formal skills in the IVorking population.
OA
1A
2A
3A
4A
SA
6A
7A
8A
9A
lOA
llA
12 A
focus
participation
raised
ac tions
relea rn
probable
restan
affecled
educated
worklorce
donate
way
decline
B game
B contribution
B promoled
B activities
B promole
B Iikely
B reno va te
B fulfilled
B taught
B employment
B supply
B melhod
B cutback
e
e
e
e
e
e
e
e
e
e
e
e
e
role
attendance
advanced
acts
res tore
possible
resto re
ac hieved
qualified
stall
contribute
means
fall
D
D
D
D
D
D
D
D
D
D
D
D
D
different tearning situations.
and discuss these questions in
pairs or smatl groups.
1 Which 01 these situations have
you personally experieuced 1
What did you like or dislike
about the silualions'
2 How is the teacher-Iearuer
relationship different iu the six
situ ations?
a You are going lo hear two
pe opte discussing the
pholographs. Firsl read wha!
they were asked lo talk about.
Here are sorne pictures showing
differe nt approaches to learning.
First. talk about the approaches
shown in these pictures. then
decide which approach is the
most suitable for st udents
learning a foreign language.
leature
activity
upgraded
modules
upgrade
Iiable
renew
succeeded
g raduated
ma rket
sell
nature
lessening
A lifelong process
@
€ ) {l3'¡ As yo u listen to the conversatíon, thínk about
these queslÍons.
1 How weH do the speakers meet these CAE crítería
for Spea kíng Pan 31
• kee píng the conversatíon fl owi ng
• exchangíng ideas
• expressi ng and .iustifying opínions
• agreeí ug aud/ ar disagreeing
• makíng suggestions
• speculating
• reachi ng a decision tbrough discussion
2 Do both speakers llse 'a range of vocabulary to
meet the task reqnirements'?
The sentences below are quite precise ways of
describ ing the photos. If you don't know t he exact
words lo say something, you can use vaguer, less
precise language (see page 84). Replace the words
and phrases in ira/ies with vaguer alternalÍves.
... lhe next picture is of a student and inslruelOr in
a son of one-lO -o ne lea roing session which wo uld
probably be suitable for lea ruing eertain skWs.
... t v.,e ."ext pic.t1Are is o-F " stwJe."t ".""
SO\1t.e011e} '14.ot S1AYe. wko, ;11 ~ " ..
2 the next one's a studen l ou a computer - probably
learni ng {acls and in{ormaUon off the uet, whieh
again probably wou ldn' t be a suitable mechod of
learning a [a nguage .
3 M Interacting wiih people, perha ps.
W Yes, that'd probably be a good way to lea fll a
lauguage,
Writing Part 1 A report
Exam advice
Read the instructions ca refully to id entify:
w ho will read the repart
the purpase af the report.
You should:
deal with all the information in the input material
give factual informati on and make recommendations
organise your repart clearly into section s with heading s.
o Work in pairs. Read the writing task below and
answer t hese questions.
1 What sections would be appropriate for lhis
repon? What headings co uld you give these
sections ?
Z Are there a ny point s in the notes that eould be
combined'
1
You are part of a stud ent committee looking into
ways of improving (he facilities in yo ur place of
study. You have been asked (o write a report
summarising some of the s uggestions made
by people you have interviewed as part of your
research. You have made a note of comments
made by three groups of people.
M Having conversaciolls wilh chem ...
€ ) {l3'¡ Listen to !he conversatíon again and check
your answers.
(i) Work in pairs. Answer the same questíon as the
two speakers on the recording. Make sure yOll:
•
keep the co nversation f1 0wing (it should be
co ntillIlou s)
• exchange ideas, express and jnstify opin ions
• agree or di sagree
• make suggestious aud specnlate
• use a wide range of vocabulary.
Exam advice
Although the examiner w ill ask you lo try lo reach an
agreement with you r partner or lo make a joi nt decision, it
IS more important that you use appropriate language and
conve rsation strategies to negotiate and discuss w ith each
other than that you come to agreement.
If you do nol ag ree or reach a jaint decisian, yo u shou ld
express polite disagreement.
S
Uni! 10
Write your report. Write 180-220 words.
6
€) Read
th e report aga in and dis c u ss these
ques tions.
As you read this sample report, t h ink al suitable
he a diugs lar the sections.
1 What structures are used with the verbs
Tecommend a ud suggest'
2 Ma ke a note 01 the reporting verbs used i ns tead al
Report on improving college fa cilities
(1) .
:L1't:tfoJ~¡:.:/:i91't
said,
What ve rb s aud phrases are used to mean would
3
The purpose of this rep ort is to suggest ways in which
college fac ilities could be improved for student s, staff
a nd visitors. The re port is based on co mm e nts from
th ese three groups.
like?
O page 171
Wríting reference: Reporrs
Work in pairs. Read the writing task below.
1 W ho w ill read the report you write'
2 Will you qu ote directl y lrom the ema ils? W hy
(nor)?
3 How many sections will you include in your
report? What headings will you give these
sections?
(2)
80th students and staff commented on the need for
increased provision of computers. Students wou ld
welcome more study a reas eq uipped with computers,
while staff felt stro ngly that they would work more
efficiently if they had their own computers.
Your college principal has established a com mittee
al students to write a report recommending how
more students can be attracted to the co llege
in t he future. You r eomm ittee has ema iled
p rospeeti ve and e urrent s tudents. Below are
ex traets fro m some 01 th e e ma il re plies from the
t wo groups.
(3) .
Staff expressed the view that the cost of food in the
ca ntee n was unn ecessa ri ly high a nd recommended a
reduction. Students dia not me ntion price, but would
apprec ia te a wider choi ce of food.
Prospective students
(4)
•
Dissatisfaction with ca r parking facilities was
expressed by staff and visitors. Staff would like
reserved spaces away from other parking areas, while
visitors would be grateful for extra spaces to be made
available to them,
•
'You need to give new students an incentive
that's better for us than the othe r colleges. Give
them a freebie of some kind.'
'Get students a lready there to visit sehools
to tell us what it 's like, l!\Ie don't know at the
moment:
(5) ..
Stud ents suggested that th e gy m and othe r sports
fa ci lities be e nla rged to take account of this yea r's
Current students
•
increase in student numbers.
'You co uld offer new s tudents a free laptop
computer.'
Visitors would like important places, like the main
reception, to be more dearly signposted.
•
'Sh ow how sucees sf ul the eollege is - publis h
our exam resu lts.'
•
(6) .... """"""",.".
1 would recommend implementing all the suggestions
listed above with the exce ption of providing more
'
car par king spaces, It is dear from pa st expen ence
that demand In th,s area is neve r satisfi ed. 1 wo uld
sugges t that drivers should make alte rnative tra ve"l.. .
arrangements.
jo
--
'l!\Ihy don't you or ganise an open week when we
can sample eollege activi ties?'
'l!\Ie could make a TV eommercial showing what
a great place it is.'
Write yo ur report. Write 180-220 words.
Write yo u r report, making use oí the íollowing:
•
•
•
the verbs suggest an d Tecommend
a va riet y al reporti ng ve rbs
a va riety al wo rd s a nd phrases meaning the same
as would like.
A lilelong process
@
Unit 9 Vocabulary and grammar review
Vocabulary
o Complete Ihe senlences below by writing Ihe
correcl word, action, actiuity, euent or programme,
in Ihe gaps.
1 Tlle sladium is a hive al ...... Mtivitlr .... wilh
2
3
4
S
6
7
8
workers hurrying to get it finished be'íare the
games.
The aulhorities have asked the políce to take
, ...............
against anyone caught
scraw hng graffili on the lown hall.
The sporting ..
[ mosl enjoy
doing is sa iling.
Ca n yo u [ook ou lhe.
to see
when the interval isi
For me, oue of the mosl exciting and hisloric
..... of Ihe lasl centur y was the la ll
of Ihe Berlín Wall.
The tinal ..................................... 01 Ihis weekend's
lestival of Iri sh culture will be a Iradilional lolk
dance.
Thauks lo prompl..
by the
tire service, the school tire was prevented from
spreading to the neighbouring houses .
The goverument plans to unveil it s lates t
................. of tax relarm laler tod ay.
a For queslions 1-5, think 01 one word only which
can be used approprialely in all three sentences.
1 By cycling hard we actually managed to
.................................. aboul 100 kilometres in jnst
under three hours.
The second volume 01 the series will
......... .......... the period lrom lhe Freuch Revolul ion
in 1789 lo the Battle of Waterloo in 1815.
Belare placing lhe tish in the oveu, .................. it
..................... wilh a sheet of aluminium foil.
2 My car broke down yesterday, bUI Ih eu il wasn't
very relíable in Ihe firsl .
Igar carne in sh ivering lrom cold, so we gave him
a .................................... by the tire.
Tauya lives in rather an old
behiud Ihe painl laclory.
@
Unit 9 Vocabulary and grammar review
3 They ad milled Ihe assignment was
..... ...............
..... , but they managed to do it
nevertheless.
I think that meat is ralher
............ so
you'd probably do better to buy something more
lender.
Chri s must be pretty ..................................... if he
wanls lO pursue a career in the army.
4 Marcia is oue 01 those teachers who enjoys
out her students' mislakes.
They c1early think you're the culprit because
lhey're a ll ..................................... al yo u'
Once you've gol lhe guu ..
........................... in
Ihe righl direc lion, all you have lo do is pulllhe
Irigger.
S The fisher man held the boat o.
while we all climbed aboard.
Toni and Paola have had a
relatiouship lar more Iha n tive years.
Look' My ha ud is completely .
- it's nol shakiug at all.
Grarnrnar
€ ) Cirele Ihe correct allernalive in italics in each oí
Ihe íollowing senlences.
1 Souia will call you as soon as she will fin.ish /
(íWSfinished) lunch.
2 1'11 do Ihe cooking tonight when everyone el se
works / is working.
3 It wasu't uutil Ihe malch was / had been over Ihat
he realised he'd strained a muscle .
4 l haven't seen him al all siuce he is working / has
been working Ihere.
S [n fulure, plea se dou'l ca ll me while 1 have / I'm
hauing my supper.
6 Rory lea rnl 10 speak Arabic perfeclly wheu he was
working / had worked iu Cairo.
7 As soon as the teacher has arrived / had arrived,
we slarted work.
8 Tracey aud Pierre performed together iu pedect
harmony and while she played / was playing the
piano, he sang in a high leuor voice.
Unit 10 Vocabulary and grammar review
Vocabulary
o Cirele the correct words in these sentences .
6
1 The system aims to give everyone (áJUe--p;;ii) / a
same opportun ity at the beginning oí their Jives.
2 Thursday is the last / late chance we'll have lO
euter the competilion.
3 The sweariug·in 01 the first womau president was a
historie / historieal occasion .
4 There's a slight / little possibility that I won't be
back in time fa r tomorrow's meeting.
S Don't lose / miss this gold / golden opportuuit y to
w in a two -wee k holiday iu the south of France.
6 There seems to be a factual/real possibilit y that
the party willlose at the next election .
7 The fun eral of the fi refighters who died in the
blaze was a very depressed / solemn occasion.
8 In my opinion everyone deserves a next / second
chance in life.
,
Think oí one word which can be used
appropriately in al! three sentences .
1 We tried to wake her, but she was
asleep.
Our village is .
becom ing a
dormitory town lar London.
When I was a child 1 got my head stuck
in sorne railings.
2 Could you
............. the cheese, please?
Everyone expects me to
..... allmy
exams, but ['m not so confident.
lf you
..... a supermarket, could
you gel me some bread, please?
3 Eveutually, we'd Jike to ..
down
a nd have a fa mily 01 our own.
['ve had a lelter írammy phone company asking
me to ....................................... my account immediately.
I'd rea lly like a praper mea l, but we' re shor! oí
time, so I suppose ['11 have to
lar a sa nd wich.
Grammar
€ ) Complete these sentences with lhe correcl lorm 01
one 01 the modal verbs must, need or have (to). In
sorne cases more than one answer is possible.
1 My new ¡ob starts next Monday. Hopefully, I
...w.o:"d.. h~w .. t.Q...... work such long hours as I do
now.
2 I ..................................... make sure I wake up in time
for my tirst lecture. Yesterday, I didu't have any
lectu res, so I
get u p at all .
3 Our lecturers have told us that we ..
send them OUT assig nmeuts by ema il . otherwise
they wo n't mark (hem. This means we
. ................. ha ve our ow n e mail.
4 Take i( easy ' Today's lecture's been cancelled, so
you .............................. hurr y.
S You
........................ smoke in here. Didn't
yo u see the sign? If you want a cigarette, yo u
...................................... go outside.
6
....................... ......... get some cash out before the
weekend - otherwise I'm goiug to mn out.
O Correct any oí these sentences with mistakes in
the modal verbs.
1 !t's a complicated raute - I hope 1 ee\iltI tind my
way back. c."",
2 You can find al! the inlormation you·" ever ueed
on Wikipedia.
3 We're delighted to infarm you that we could oifer
you the post 01 manager.
4 At the lourth attempt I could pass my driving test.
The tirst three times, [ fa iled spectacu larl y.
5 If you were a fast reader, you could be able to
tinish that novel in one evening.
Vocabulary and grammar review Unit 10
@
Being somewhere else
Starting off
O Work in pairs. The photos here and on page 109 show
diflerent types of journey. Choose two 01 the photos
and think of voeabulary, phrases, expressions and
topies whieh are relevant to the photos.
Example:
Pic.t·w" ¡ - ¡",wdSkip, pyov¡"'7r t""'....sdv"s, " vO')t{;\O" i.,.,ta t k"
1A",y",aw"" y"p,ds, w"t&y.p"fP.s, ...asB1Aita&S, "xpfoy{;\f,a1<, Ck,H{J'
y"...at" wi fde Y1<&ss, i",kaspit{;\bfe C.01A1<tr]sid" .
a Write two questions asking people their opinions
on topies arising from the photos you chose.
Example:
So..." p"apf" tki",Y {J01A Ct\.,., f"{;\y,,, " fat "bo1At
ryS"t.p ha... " j a1AY"'''{J ¡",vafv¡.,.,o Mydskip. Do {Ja1A
"oYI'I'?
e Ask several different people in the class the
questions you have written.
e When you have finished, work with your original
pa rtner and compare your answers.
@
Uni! 11
o
Listening Part 1
Extraet Two
O Before yon do Listening Part 1, do the exereise in
Yon hea r two yo ung men plann in g a sponsored walk .
3 How wonld bad weather affec t their plans'
A They'd postpone the jonmey.
E They'd ca ncel the journey.
e They'd take extra equipment.
the Exam round-up box.
Exam round-up
Cirele th e co rreet alternative in ¡tafies far each of the
4 Wha t wi ll happen if they da n't reach their
a bjecti ve!
A They won't ma ke so mnch money.
B Their reputation will suffer.
e They'lI have to try again Jater.
statements below.
In Listening Part 1:
yo u hear
(íhffi€) / five different extracts
2
th e ex tracts are on the same (he me I differenllhemes
3
yOll mus t choose A, B or e / A, B, e or o and yo u hea r each
piece once / twice
Extract Three
4
befare you listen. you should read the questions I read the
You hea r a n intervie w with a wo man who has
questions and underfme the key ideas
returned fro m a jonrney.
you should listen to the whole extrae! befare making your
choices I make your choices as y ou listen.
5 What ¡te m oi cJothing does she consider essential?
A a sweater
B boots
e a hat
5
@ You will hear three different extraets. Before
you listen, read the questions a nd the options for
Listening Part 1. Guess which of the words and
phrases in the box you would expeet to hear with
eaeh extrae!.
call off dull if I were you
miserable
. pay up
put off quite unpleasa nt otherwise
walklng over rough ground
wrap up
Ex traet Dne
You hea r a conversatian between aman and a wo man
who a re travelling on a r iver.
1 How does the man feeI about the journey?
A It's dangero us.
B It's disappointing.
e !t's unusn aL
6 How does she feel abont her jonrney now?
A relieved that it's over
B surprised by the conditions she encountered
e grateful to her travelling compa nions
€)
jÍ4j Now listen and check which words/phrases
yon heard with each extrae!.
O jÍ4j Listen again. For qnestions 1-6, choose lhe
answer CA, B or
what yon hear.
el
which ti!s best aeeording lo
o Work in pairs, What's the hardest journey you've
ever made?
2 How does the woman react to what the ma n says!
A She gives him advice.
B She ag rees with him.
e She consoles him .
Being somewhere else
S
Grammar
Conditionals
o Work in pairs. Look at the ten sentences below
from Lis tening Pa rt 1 and orga nise them into
categories according to whal lhe senlences
mean. Senlences can be put iolo more lhan one
category.
Examples:
- 1 ",~d 9 "re botk 3rd c.o1'Cditio",,,i.
- 1) 3
"",d
t¡.
".e.e express "
c.o"'-pi" i1'C t.
When you have finished, work wilh anolher pair
of sludenls and explain your decisions.
1 If J'd known about the mosquitoes, J'd never have
come.
2 If l we re you, I'd pul sorne inseet repellent on rig hl
away.
3 lf you'd ju st stop gri ping for a wh ile, perhaps we'd
sta rt enjoying ourselves a bil.
4 If we'd stayed al home, l'd be resting in [ront al
the lelly righl now inslead al pad dlin g up this
m iserable ri ver. '
5 So, whal wiU we do if Ihe wealher tums bad ?
6 ¡mea n, if things look really bad we ca n always
put Ihings off far a few days and start a bit late r.
7 51i1 1, 1 imagine they'd pay up any way even if we
didn't get the re, don 'l you?
8 l never wem out witho ul something to cover my
head or J'd ha ve got quite su nb nrnt.
9 It co uld all have been qu ile un plea sant ot herwise,
you know .
10 You know, lhey'd make con ve rsation, invite me
lo colfee an d really help me 10 gel lo know the
countr y.
o
page 159 Grammar refelence: CondlifOnals
E) Pul Ihe ver bs in brackels inlo lhe correcl formo
Yon will need lo decide on Ihe correcl condilional
form and whelher Ihe verb should be s imple or
continuous.
k-H .... (nol leave) the map
at home, we .\\i.ojAid1'.'t J:,?\\i"1'l:leri1'o (no t
wander) around th is larest right now, looking far
somewhere to spend the ni ghl.
2 ]t 's a lovely city and if I .
(not
rush) 10 cal eh a trai11, I
...... (be)
ha ppy to sho w you aro und a bit.
3 Kamal always thi nks he knows besl, a nd if he
... (not be) so obstina te, we
(probably reach) the hotel by
now in stead al being sluck in thi s jam o
1 If yo u"""º1'C't
@
Unit 11
4 'What do you do when you faJl íll on holiday"
' Well, it ha sn'l happened to me yel, bull guess I
(Iry) lo fi nd a local doctor who
spoke sorne English. If 1
(be)
seriou sly ill , I .
(ha ve) lO get
help from the consu lale.'
5 lf I
(be) you , 1.
(carry) my money in a money belt.
G lt was your own fa ull. The aecident .
(not happ eu) if you
(conee ntrate) properly at the lime.
7 Kare n is an intrepi d traveller a nd 1 don 't imagine
she..
(ever aba ndon) a joumey
unless she .
(Iravel) somewhere
which tumed out to be really unpleasant or
dangerou s.
8 If you
(Ji ke) lo come with me,
. (show) you to your room.
L
€ ) @ The foJlowing sentences aJl contain mistakes
made by candidates in the CAE exam. Corre ct the
mistakes.
1 lf you eat your chocolate now, you " etllct,:t enjoy
the delicious cake which your granny made.
W01't
l
t
2 1 would be gratefu I ir you send me a reply a t your
earlies t convenience.
3 lf yo u will nol give me a relun d, 1 am obliged to
write lO the local counei !.
4 lf you had folJowed all my inslrnctions, you would
now stand in fro nt al Ihe calhedra!.
5 In my country few people smoke, so il 1 were you,
I won'l smoke at al!.
6 1'11 join a gym so Ihat early-morniug joggers would
uot have to sta re at me if Ihey see me doing my
exercises in the park .
7 Although 1 a m reserved in certain situ ations, r will
not describe myself as shy.
8 lf I was able 10 travel back in history and 1 had
Ihe chance lo choose where exaclly lo go, Ihen 1
would have travelled lour cent ur ies iota the past.
O Work in small groups. If you could Iravel
backwards or forwards in time, where would you
choose lo go firs!? Discuss your ideas with your
pa rlne rs.
Speaking Part 1
6
(¡5¡ Listen to t hree people, Thea, Archie and Nina,
answering questions fram the list 1-10 abo ve.
Exam advice
1 Which question is each of them an sweri ng?
2 Which people use condilional verb forms io their
Befare going to the Speaking tes t, make sure you can speak
about:
answers?
3 Do they use conditional verb form s al! the time'
Why (notF
4 Who sound s most enthusia stic in their answer'
What words does the person use which show
enthusiasm' What other ways do they have of
show in g enthu siasm'
5 Do they repea t the words of the quest ions, or do
they Express the ideas using their ow n vocabu la ry'
Why is thi s a good idea in lhe exa m?
your work or studies
yo ur fa mily and the af ea where yo u li ve
your free-time interests.
When you answer questions, give reasons and exa mples w here
possible.
Work in pairs. Which questions below could you
answer using conditional verb forms?
1 If you could travel anywhere in the world. where
would you choose to gol Why?
2 If sorne friends from abroad were visiting your
region, which place s would yo u take them to see?
Why?
3 Whaúhings do you most eojoy doing when
travelling ou holiday? Why?
4 Do yo u find it's usefu l that yo u ca n speak English
wheu yo u travel1 Why?
5 What's the best timE> of yea r for people to visi t yo ur
countr y? Why'
6 Would you enjoy going on an adventurous,
possibly dangerous journey' Why (not)?
7 Where is the most interesting place you have ever
travelled lo? Why?
8 If you co uld choose something completely different
from your usua l type 01 holiday, what would yo u
choo se' Why?
9 Would you enjoy workiug with tour ists' Why'
10 Would you prefer to speo d a year lravelling or to
spend ayea r working? Why'
o Take turns to ask each other the questions.
Student A: Ask your partner quest ions 1, 3, 5, 7 and 9.
Stud ent B: Ask your partner ques tions 2, 4, 6, 8
and JO.
Reading Part 3
O Before doing Reading Part 3 on pages 112-3,
a nswer the questions in the Exam round-up box.
Exam round-up
Say if th e following statem ents are true (T) or fa lse (F). If a
state ment is false, rewrite it to make it true.
In Rea ding Part 3:
1
th ere are six questions; you have to choose the best option
or D F - tke.Ye. l>re. se.ve.1\ B'lAe.sti01\S.
A. B.
e
2
yo u have about 30 minutes tor this part
3
yo u should read the text quickly befo re reading the
questions
4
you should read the options after read ing the section of text
w here a question is answered
5
there needn 't be w ords in th e tex t wh ich support the option
you've chosen.
Being somewh ere el se
@
6
Work in pairs. You will read an extraet from a
book by Paul Theroux about a journey he made
Ihrough Afriea. Before you read, look at the
pholos here and on the next page.
1 Whieh aspects of your daily life and routi ne wou ld
you like lo escape from by making a journey?
2 What thi ngs do you think a man in his 60s would
want to escape from? Why' Do you think they are
lhe same or diffe rent from the thi ngs you ng people
want la escape trom when they travel?
€ ) Read the text quickly. Why did Ihe wriler ehoose
to travel in Africa again?
Disappearing into
15
The Swahili v..'ord sajm'i means 'journey', it has
nothi ng to do with an im als, someone ;on 5afari' isjust
away and 11l1obtainable and out oC tauch , Out of LOuch
in Africa was where 1 wan te d to be, The wish LO
d isappear sends many travellers away, If you are
30
at work, travel is p e rfect: let o th er people wait for a
cha nge. Travel is a son of revenge for having bee-n put
on ho ld , 0 1' having LO leave messagcs on answering
machines, not kn owing you r pan y's extensio n, being
tharoughly sick of bei ng kept waiting at home or
•
kept waiting all yo ur working life - rhe homebound
wríter's irritants, But also be ing kept \vaitin g is (he
human condition,
35
I wan ted lhe pleasure o f being in Africa again.
Feeling thal lhe place was so large it contained
many u Olold tales and same hape and comedy and
.1)
sweetness too, 1 aimed to rein sert rnyselfin rh e
b undu, as we used to ca H lhe bush, and to wa nder
40
Travel in lh e African bush ca n al50 be a sort of
revenge on mobile phones and fax machines, on
telephones and the daily pape r, o n the creepie r
aspects of globalisa tion that all o\'l" anyone who chooses
lo get their insinn ating hands 011 you , 1 desired LO be
unobtainable. I was goin g LO Afríca for lh e best o f
reasons in a spirit oC discovery; and for the pettiest
simply to disappear, lO li ght out, with a suggestion oí 1
dare you ro try to find me .
lhe amigue hinterland. There J had lived and
worked , happily, almosl forry years ago, in rhe
".
hearl of lhe greenest continent.
..
In rhase ald undramatic days af my schaol
lO
teacbing in [he bundu, folks lived th ejr lives o n
bush parhs ar rhe end af unpaved roads af red clay,
in villages of g rass~roo[ed hUlS. T hey had a n e l\!
n ati onal flag, they hadjust ganen rhe vote, sorn e
15
had bikes, many talked abaul buying rheir first
pair af shoes. The}" were hapcful , and so was J, a
schoolteache r living near a settle me nt of rnud hu ts
among dusry trees and parched fields - children
shrieking at play; and \Vomen bent double - most
20
@
with infants slung on their backs - hoein g the
and beans; and lhe men sitüng in the shade,
(o rll
Uni! 11
--
::;--,-=--=
--
--,
-
o For questions 1-7, choose !he answer (A, B, e or O)
which you think lits best according to the te xt.
1 W ha t did Paul expee! lra m his journey?
A to have a va riet y 01 enjoyabIe experiences
B to see how A[lIea had cha nged
e to meel sorne old Iriend s
D to see impressive scenery
2 Forly years ago, how did PauI fee I .bout the future
01 the eountry where h e lived?
A Little was likely to ehange,
B PeopIe's aspirations were too limited.
e Women would do most 01 the work.
D Things were Iikely to imprave,
H
.5U
55
Home had become a routinc, and routines make
lime pass quic~ly. 1 was a sitting duck in lhis
prediclable rouline: peopIe knewwhen to caH me,
lhcy knew whcn 1 wouId be at my desk. I was in such
regular LOuch it was like having a job, a mode of ¡ife I
hated. 1 was sick ofbeing called up and importuned,
asked for fayors, hit up for money. Vou stick around
LOO long and people begin LO impose lheir own
deadlines on you.
Everyone ahvays available al a ny time in lhe lotaIly
accessible world seemed to me p ure horror. It made
me v..'an t ro find a place that \\'as not aeccssiblc at
a ll ... no phones, no fax machines, not even mai l
clel ivery, the wo nderfu l oId \';'Orld ofheing out of
I.ouch; in shott, ofbeing fal' a:\vay.
AH 1 had to do was re move myself. lloved not ha ving
tO ask permission , and in faet Ín rny domcsti c Jife
60 thin gs had begun to ge t a ¡ittle predictable, too - MI'
Paul at ho me eve ry eve nin g when Mrs Pau l ca rn e
home from wo rk, '1 made spaghetti sauce ... I sea red
some tuna ... I'm scrubbing sorne pmatoes .. .' The
wri ter in his apl'on, perspiring ove r his béchame l
65 sauce, always with in earshot of the teIephone. Vou
have lO pick il up because it is ringing in you r caro
¡ ",amed lO d rop Out. People said, 'Ge t a mobile
phone ... Use FedEx ... Sign up for H otmai l ... Stop in
at i ntcrnct <..:afés ... Visit my website ...'
70
75
/lU
1 sa id n o than ks. The \Vhole point of my leaving was
to escape th is stuff - ro be o u t oi" touch. The grea lesl
juslificalion for u'avel was no t sdf-improvemenl bUl
rath er performing a van ishing act, disappearing
wit hout a traCe. Africa is one ofthe las l great places
00 Eart h a persan ca n van ish into, 1 'wa11led thalo
Le LLh em waiL 1 ha,'e been kept waiting far lOO many
times for far lOO long.
1 am Outta hece, 1 thought. Thc next website 1 \'isit
will be that of the poisonous Cen(ral African bird
catin g spider.
Fl'om
l)ad~
Sta¡- Safari
b~'
Pall} Theroux
3
One reason PauI wanted to traveI to Africa was that
A he wanted peopIe to be unabIe to contact him .
B he wanted other peopIe to suller in the same way
as he hado
e his heaIth was suffering from staying at home.
O he had been wait ing to retnrn to Africa lar many
years .
4
What aspect of gIobalisation did PauI wish to escap e
lrom?
A peopIe's ability aIways to manipnIate him
B the internationa I m edia
e eom mnnication techn ologies
D organisation s spying on him
5
Whal does Pan I mean by '1 was a sitting duck' in
line 44'
A He was bored.
B He was easy to find.
e He had a fixed Iiles !yIe.
D He was no! well.
6 PauI mention s hi s cooki ng activit ies
A to show he ca n Iook after him seIf.
B to expIain why the phone was w ithin earshot.
e to show how he was a good husband.
O to show why he leIt trapped.
7 PauI mention s a spider in the Iast paragraph to show
A h is interes t in wi ld lile.
B hi s ab iIit y to manage modern technoIogy.
Chis intent ion to escape lram modern tee hnology.
D how dangerous hi s jonrney will be.
€ ) Work in smal] groups.
1 Wou Id you be happy to be out 01 toueh on a journey?
2 What aspects 01 modern lile wouId you like to leave
behind when you traveI '
3 'The greatest justi fi cation lor travel was not self
improvement but rather performing a vanishing aet,
d isappearing withont a trace.' (lines 71- 74) Do you
agreel
Being somewhere else
@
Vocabulary
Use of English Part 2
O Before doing Use of English Part 2, answer the
At, in and on to express location
O Complete the sentences below with at, in or on in
each gap. Then check your answers by looking at
Reading Part 3 again.
1 1 wanted the pleasure 01 being ... I~. ... Alriea agaiu.
2 Ihere l had lived aud worked,..
. the heart 01
the greenest eontinent.
3 ... lolks lived thei r lives .
bush paths
the end oí unpaved roads oí red clay,
villages oi grass-rooled huls.
4 If you are thoroughly siek 01 being kept waiting
work, travel is perleet.
home or ..
5 .. . people knew when to eall me, they knew when
1 would be .... ........ my desk.
6 Everyo ne always available at any time
... the
totally aecessible world seemed to me pure horror.
7 Alriea is one 01 the last great places ......... ... Earth a
person ca n vanish into .
f) Work in pairs. Which preposition,
questions in the Exam round-up box.
Exam round-up
How much do you remember about Use of English Part 2?
Complete the following information with the words and phra ses
in itafics.
+5 12 befare and after
'grammar' makes sense
There are (1) .... ........ .... J.~.. .
and you have about (2)
it.
Firsl read Ih e texl quickly lo gel a (4)
of wh at it's about.
Read lhe words (5) ..
decide what type of word you need.
. lhe gaps lo
Answe r (6)
...... .. ............. ........ ... with on e word only,
...................... it co rrectly.
making su re you have (7)
used to talk about the following? Find examples
for each rule in Exercise l.
O page 160 Grammar reference: At. in and on io express
questions in th is part
minutes to do
The wo rds you need are mainly (3) ..
words: articles , pronouns, auxiliary verbs. etc. , and parts of
expressions, 8.g. take part in, or phrasal verbs, 8. g. gel over.
at, in or on, is
a a position whieh is thought 01 as a point, not an
a rea
"t, :> ~ S
b a position in contaet wit h a surlace
e a position along a bord er or boundary (e.g. the
eoa st, the ocean) or along something which
eouueets two place s (e.g. a road, a river)
d a position within a large r afea or space
every question general idea
spelled (he completed lexl
Read (8) .
... ............. ...... wh e n you have fini s hed lo
check lhal il (9) .
f) Work in pairs. Sorne people suggest that in the
future virtual travel usi ng computer and internet
technology may replace real travel.
What adva ntages would virtual travelllave over
real travel?
2 Would you preler iti
1
focatJOn
€)
e
e
€ ) You will read a short artide about two people
Each oí the sentences below contains
a mistake with prepositions made by CAE
candidates. Correct the mistakes.
who were searching for an island. Read the
artide quickly without paying atlention to the
gaps to find out:
1 1 come fram Mendoza, a town ef Argentina. i-11
2 l'd like to introduce yon to my boss, whose olfiee
is at the 5th floor.
3 Portugal is one 01 the most beautilul eountries 01
the world.
4 Publie phones are available at almost every large
squa re.
5 She spends lar too long talking at her mobile
phone.
6 Ihere's a garage at the left and 1 live just two
doors along lrom il.
7 We waited at a queue for more than twenty
minutes.
8 Yo n w ill find a youth hostel in almost eve ry island.
9 You' lI find a large shopping centre at the outskirts
01 the city.
iO She deeided lo go and live lor a yea r to Ita ly.
1 how they lound the isla nd
2 why the island's owners were willing to lel them
use it.
Uni! 11
o For questions 1-15, read the artide again and
think of the word which bes t fits each gap. Use
only one word in each gap. There is an example
at the beginning (O) .
o Work in pairs.
1 Wou ld you be interesled in spending time on a
small Pacific island ' Why (not)'
2 What do you think is meant by eco- tourism aud
why is it important'
Writing Part 2 A contribution to a
longer piece
Exam advice
You may be asked to contribute to a longer piece of writing,
for exa mple, part of a brochure, a guidebook or a piece of
research.
You wi ll have to supp ly informat ion and opinions.
Choo se a style depending on the punpose 01 the piece and
who your readers are.
M ake sure that yau CDver all the poin ts outlined in t he
question.
Decide what would be a suitable format for t he piece and
use t itles and sections if appropriate, 8.g. for a guidebook or
One year ago Ben Keene and Mark James
launched Tribewanted (O) .......1"'.. . a
torrent 01 media coverage. It was a simple
idea with potentíally enormous consequences
(1) ..................... tourism, the creation 01 an
eco-Iriendly sustainable community existing
simultaneously in the virtual world 01 the Internet
and (2) .
. an actual desert island.
How do you (3) .............. about linding an
island? Where (4) . ..... . ..... but the Internet?
Just Google it. Ben and Mark looked at islands
(5)
over the world (6) ............... . typical
starting price was one miliion dollars. Th ey didn't
have much luck (7) ................... their searches led
them to a specialist island broker (8) .
pointed them towards Vorovoro, 011 the wild
north coast 01 Fiji. With just (9) ................ money
on Ben's credit card lar two return tickets, they
decided to go and (10) .................. a look, As
(11) ..... .. .. .......... as they saw it, they knew it was
right. It was sma ll, just two hundred acres, but it
had a beach, blue sea, hills and land lor planting,
The lirst hurdle was getting the agreement 01 the
owner 01 the land, the loca l chiel, Tui Mali.
(12) ............. ....... 01 his advisers was his nephew
Ulai, who (13) .
a degree in law and was
a specialist in aboriginalland rights, The men
had seen (14) ... ................. had happened to other
idyllic Fijian islands, and did not want 10 lose
Iheir ancestrallands to a large hotel complex
or a marina. Finally, however, on the bas is 01
(15) ..
.. .... handshake and the presentation
01 a tambua - the tooth 01 a sperm wha le, the
historica l contractual device 01 the Fijians - the
agreemenl was made.
brochure.
o Work in pairs, Look at this writing lask and
answer Ihe queslions below.
Your college is producing a short informalion
booklel for slude nls from other countries,
Th e booklet will include seclions on co llege
facililies, sludy melhods, local food and cusloms,
enlertainmenl and sporls. You have been asked lo
wrile the seclion headed 'Local places of inleres\'.
You have been asked lo cover:
• Iypes of places and whal lo see Ihere
• Ihings lo lake wilh you, e.g. special clothing
• advice aboul Ihe besl lime lo visi\, ele.
You sho uld wrile about two or three places.
Write your contribution to the booklet. Write
between 220 and 260 words,
1 Do you have 10 write the whole bookletl
What do you have to write about and what points
must yau cover?
3 Who is the booklet for'
4 What style would be suitable'
2
o page
173 Wn!mg reference: A contnbul1on fa a longer plece
a Work alone. Think oí Iwo or Ihree places in Ihe
area where you live which would be interesting lo
visilors íram olher countries. Make noles aboul:
• the types 01 places and what to see
• things to take with you, e,g, special c10thing
• the best time to visit.
@) Work in small groups. Take turns to present the
information in your notes.
From The Guardian
Being somew here else ~íiJ>
O Read the coñtribution below. Which place would
yo u find most imeresting?
Local places of interest
You'lI find Salisbury itsel! is steeped in history, but there are two other places
just nearby which are well worth a day's visit.
Old Sarum
Old Sarum is where Salisbury used to be situated till
about 1,500 years ago when the locals moved lrom this
dry hilltop spot to its present spectacular site by the river.
At Old Sarum you can visit the ruins 01 a prehistoric hill
lort, a medieval castle, a cathedral and town . The site is
set out with' inlormation panels explaining the history
01this unusual and atmospheric place. It's best to pick
a clear su nny day lor your visit, when you'lI have a
great walk with superb views across many miles 01 the
surrounding area, so it's a good idea to take a pair 01
binoculars and a warm jacket as it can be quite windy on
the hilltop.
Wílton House
No stay in Salisbury would be complete without a visit to
splendid Wilton House, the seventeenth-century home
01 the Earl 01 Pembroke. You'lI see two 01 the grandest
rooms 01 the period, the Single and Double Cube Rooms,
in a house that's lull 01amazing paintings and furniture.
It's set in altractive gardens with fountains and a river.
And don't miss the world-famous carpet factory in the
same village!
Wilton House is open to the public lrom April to
September and it's a great place to take a picnic.
Otherwise you can eat in the excellent restau rant or
more reasonably priced caleteria.
41) Work in pairs.
1 Does the co ntrib ution cover al! the point s in Ule
writing task? WIlere is each point covered ?
2 What things to take do es the writer include'
Would you include any others'
3 What do yo u notice abou! the layout?
4 Is it written in an impersonal style, or is the reader
addressed?
S Identify featu res of an informa l style of writ ing in
the contribution.
6 The writer uses a number of adjectives 10
encourage you to visit the places. Underline the
ad jecli ves.
06
(l) Now write your own answer to the task with two
or three places of interest from Ule area where
you live.
Unit 11
-----=
1
The living world
Starting off
o Work in pairs. Look at the newspaper headlines and
photographs, and discuss these questions.
1 Which headlines do lhe two photographs illu strate'
2 What environmenlal issues do the headlines relate to'
3 Which headlines suggest an optimi stic view al the
future?
o China to Build Wind
Power Coinplex
-
-
,
,
_
-
-
-
-
J
c..-J.. - ' ....-
_ _ _ _o
o U.S. Fish and Wildlife
Service toConsider
Black-footed Albatross for
Protection
'.
Reading Part 2
G Pollutant linked to
O Before doing Reading Part 2, answer the
bronchitis in toddlers
G) Britons top table of carbon
emissions from planes
o 18 the bio fue!. dream
.' over?
o Arctic Melt Opens
Northwest Passage
questions in the Exam raund-up bax.
Exam ro und-up
Circle the correet alternative in italics for each of th e
statements below.
In Rea ding Part 2:
1 th e text has (ive I @ gaps
2
there;5 one I are two extra paragraph (s) that you do not
need to use
3
ideas may be repeated from paragraph to parag raph by the
use of synonyms / antonyms
4
you should star! this task by re ading the gapped leXI /
missing paragraphs.
a You are going to read an article about a speaking
parrol. Befare yau read, discuss these questions.
a Write a headline 10 draw attenlion to the
environmental issue which you consider lo be
the most important at the present time - in your
country or internationall y.
1 How do you think parrols learn to 'speak'?
2 When a parrot spea ks, do yo u think ir unde rsla nds
what it is saying?
3 What other animals could be taught to speak, do
you th in k?
The Ji ving worlct ~
9
Read tbe main part of tbe anide (but not tbe
missing paragraphs A-G).
1 How does tbe arlicle ans wer the lhree quest ions
you have been discussing?
2 What do the photographs show?
Alcx the African Grey
Science's best-known parrot dies, aged 31
THE last tim e Irene Pepperberg saw Alex, she said
goodnight as usual. 'You be good ,' said Alex. '1 love you.'
1I love you, too.' 'You'lI be in tomorrow?' 'Yes, J'II be in
tomorrow.' But Alex died in his cage that night, bringing
to an end a lile spent learning complex tasks that, it had
originally been thought, only primates could master.
1
By the end 01 this process, Alex had the ¡ntelligence 01 a
fi ve-year-old child and had not reached his lull potential.
He had a vocabulary 01 150 words. He knew the names
of 50 objects and could describe their colours and
Eve n then, the researchers remained
human ~ce ntric.
shapes. He eould answer questions about objects'
lheir aS5umption was that chimpanzees might be able
properties, even when he had not seen that particular
to understand and use human sign language because
they are humanity's.nnearest living relatives. It took a
brilliant insight to turn this human-centricity on its head
and look at the capabilities 01 a species only distantly
combination of properties before. He cou!d ask for
related to humanity, but which can, nevertheJess, speak
the words people speak: the parrot.
I
2
I
Dr Pepperberg and Alex last shared a common ancestor
more than 300 million years ago. But Alex, unlike a
chimpanzee, learned to speak wo rds easily. The question
was, was Alex merely parroting Dr Pepperberg? Or
would that pejorative ter m have to be redefined? Do
parrots actually understand w hat they are saying?
I
3
The reason why primates have evolved intelJigence,
according to Dr Humphrey, is that they gene rally live in
groups. And: just as group living promotes intelligence,
so intellig ence allows larger groups to function , providing
a spur lor the evolution 01 yet more intelligence. II Dr
Humphrey is right, only social animals can be intelligent
- and so far this has been borne out.
I
4
I
An additional relevant factor is that, like primates,
parrots live long enough to make the time-consuming
proce ss 01 learning worthwhile. Alex lived to the age
0131 . Combined with his ability to speak, or at least
'vocalise' words, Alex looked a promising experimental
subject.
@
Unit 12
things, and would reject a prollered item and ask again
il it was not what he wanted. He understood, and could
discuss, the concepts of 'bigger', 'sma!!er', 'same' and
'dilleren\'. And he could count up to six, including the
number zero. He even knew when and how to apo!ogis e
il he annoyed Dr Pepperberg or her colleagues.
I
6
I
There are still a few researchers who think Alex's skills
were the result of rote learning rather than abstraet
thought. Alex, though, convinced most in the field that
birds as we ll as mammals can evolve complex and
sophistieated cognition, and communicate the results to
others.
Adapted from The Economísl
o Now choose from the paragraphs A-G the one
F The dictionary dennition of to parrot is to repeat exactly
which fits each gap in the tex!. There is one
extra paragraph which you do not need to use.
what someone says without understanding it. It is used
A And so it proved. Using a training technique now
employed on children with learning difficulties, in which
two adults handle and discuss an object, sometimes
making deliberate mistakes, Dr Pepperberg and her
about politicians who simply repeat the party line, or
schoolchildren who learn facts by heart. Dr Pepperberg's
experiments with Alex have helped to demonstrate the
validity of this usage.
--
G This rather novel approach came to Dr Pepperberg, a
theoretical chemist, in 1977. To follow it up, s he went
to a pet shop and bought an African Grey parrot, which
was then just a year old. Thus began one of the best
known double acts in the neld of animal-behaviour
collaborators at the Uni versity of Arizona began
teaching Alex how to describe things . how to make
his desires known , and even how to ask questions.
--~ ---~----~.-._ _. _ .- '
-----------------"
.#
B And the fact that there were a lot of collaborators,
sci ence.
-_.--"" .
even strangers, ¡nvolved in the project was crucial.
Researchers in this area live in perpetual fear of
the '(Iever Hans' effect. This is named after a horse
that seemed to count, but was actually reacting to
"
Discuss these questions .
1 Do you think th at teachi ng a parro t to speak has
any prac tical scientinc purpose, or is it just a n
interesting exp eriment'
2 Do you think experiments involving a nimals are
necessary? Wh y (not)?
unconscio us cues from his trainer. Alex would talk to
and perform for anyone, not just Dr Pepperberg.
,. ____ ._---....f _ , _ i
e Dr Pepperberg's reason for suspecting that they might
- and thus her second reason for picking a parrot
- was that in the mid-1970s evolutionary explanatio ns
Vocabulary
for behaviour were coming back into vague. A British
Word formation
researcher called Nicholas Humphrey had proposed
O What are the noun iorms ior each oi these verbs
that intelligence evolves in response to the social
from the article?
environment rather than the natural one. The more
apologise
comm unicate
conclude
perform
prosper sus pecl
complex the society an animal lives in , the more
_ .- .._
intelligence it needs to prospero
_ _ _, - . - _ -_____.1; _ _---'
J€
o Early studies of linguistic ability in apes had concluded
it was virtually non-existent. But researchers had made
the elementary error of trying to teach their anthropoid
subjects to speak. Chimpanzee vocal cords are simpl y
not up to this, and it was not until someone had the
describe
-
What are the verbs related to these nouns from
the artiele?
assumptlon
ex pla nation
behaviour
response
combination
evolution
€) Sorne words, like progress and sllspect, can be
idea of teaching chimps sign language that any progress
nouns or verbs:
was made.
• Jf the y are u sed as verbs, the stres s is on the
second syllable: Some researchers sus'pect that
Alex's 'abilities' are no more than a circus trick.
• Ií they a re nsed as nonns, t he stress is on the !irst
syllable: Investigating the case of the stcange phone
message, police consider a parrot io be the prime
's u.spect.
-
_ _- I_ _ _ _ _ _ ..
....J _ _--o,..
E However, not all animals w hich live in groups are
social animals. Flocks of, say, starlings or herds of
wildebeest do not count as real societies, just protective
groupings. But parrots such as Alex live in societies
in the wild, in the way that monkeys and apes do, and
thus, Dr Pepperberg reasoned , Alex might have evolved
_
__
advanced cognitive abilities.
~.~
.....
~
..
_.
.
Make pairs oi sentences using these words as
verbs and nouns: increase, export, progress, rebel.
Then say or read your sentences to a partner,
putting the stress in the right place.
The living world
@
Grarnmar
Nouns and articles
o Work in pairs. Find lhe
íollowing in the shor!
articIe below.
•
•
•
•
two singular conntable noun s
three plural counta ble nouu s
three uncountable nouns
lwo 01 these three u ncouutable nou ns l hal
could be countable in ot her con texts
• lwo proper no uns (na mes) , apan lram Baobab
Baobab trees, which are lound in Aírica, are
írequently compared w ith elephants because
their bark resembles t he skin oí an elephant.
They consist oí t he most bulky, twis ted tissue
oí any plant on Earth . The most ancie nt are
believed to be 1,000 years old.
E) Many word s have different meanings depending
on whether they are countable or nncountable.
What is the djffe~ence in meaning between these
pairs oí sentences?
1 a
2
3
4
S
Would you like so me chocolate'
Would you like a chocolate?
llave chicken. b llave chickens.
J like coffee. b I'd li ke a coffee.
I can't see - my hair is in my eyes .
I've gol a hair in my eye.
Mosl English cheese is hard .
b There are more than 1,000 Br itish cheeses.
b
a
a
a
b
a
O page 160 Grammar reference: Nouns
€ ) CircIe the correct articIes in these sentences,
w ithout looking at Reading Part 2 (0 ~ no
articIe). Then check yonr answers in the tex!.
1 A j(Jíie) last ti me Irene Pepperberg saw Alex, she
said goodnight as usu al.
2 It look a j the brilliant insight to turn this hum an
centricity on it s head .
3 This rather novel appraach came lO Dr Pepperberg,
a j 0 2B-year-old theoretical chemisl, in 1977.
4 But Alex, unlike a j 0 chimpanzee, learned to
speak words easily.
5 0 j The birds as well as 0 j the mammals ca n
evolve 0 j a complex and sophistic aled cognitíon.
6 Dr Pepperb erg and her collabo rators at a j the
Uni versity of Arizona began teaching Alex.
7 She went to a pet shop and bought an African Grey
parro t, which was then ju sI a j the year old .
8 ... a species only distantly related to hum ani ty, .
a / the pa rrol.
@
Unít 12
o Now match each use oí al an , the and 0 in
Exercise 3 with one oí these rules lar the use oí
anides.
1 Use the defin ite article, the :
a when Ihere is onl y one 01 something/someone
b with superlative adjec lives, including {irst, last,
anly, same
c to reler to something/ someone that has been
mentioned befare or that the reader already
knows abolit
d to refer lo aU the members al a group or
species.
2 Use the indebnite arlicle, a jan:
a to reler lO somethingjsomeone íor the tirst time
b in place 01 the nu mber ane
e to reler to somethingjsomeone which is not
specitic (i.e. jt does n't malter which one)
d lO refe r lO someone's jobo
3 Use no anicle, 0:
a with uncountable uouns wh ich reíer to
something gene ra l
b with plural countable noun s which reler to
something genera 1.
o Complete this text with the correct articJe:
ajllJl,
the or no arlicIe (0). For some gaps, more than
one answer is possible.
(1) . A... single South Chino
tiger hos been cought on
cornero by (2) ..
hunterturned-Iormer, (3)
.. flrst
conflrmed sighting for 30 yeors
01 (4) . .........sub-species thot
(5) ............ experts hod leored
wos extincl, (6) .............. Xinhuo
news ogency soid on Fridoy. Zhou
Zhenglong look over 70 snops 01
(7) . ........ young tiger Iying in
(8) ......... gross neor (9)
cliff in (lO)
mountoinous
porl 01 Chino. (11) ............. .experts
conflrmed (12) .... ......... imoges showed one 01 (13)
elusive cots.
Curiously, (14) .............villogers lrom (15). ...... former's home
oreo hod reported (16) ...........sightings 01 (17) ..
ligers,
ond pow-prints, but opporently none hod been conftrmed for
(18)
decodes.
'There hos been no record of (19)..
wild South Chino tiger
in more¡hon 30 yeors, ond it wos only (20)
..... estimote thot
Chino still hod 20 to 30 such wild Iigers: Xinhuo Quoted reseorrh
scientisl Lu Xirong.
(l)
e
The following senlences contain mistakes
wilh articles made hy CAE candidates. There may
be more than one mistake in each sentence. Find
and correcl lhe mistakes.
1 Ma ke sure you wear ~ suit and tie if it's ~ formal
occasion. 0..) t\
2 You shonld get job even lhough you haven't got lhe
degree in marketing.
3 Thi s repo rt aims to describe adva ntages and
disadvantages 01 green taxes.
4 Students can access Internet in thei r classro ams
and eallege library.
5 Society needs to provid e affordable
aecommodation lor homeless.
6 A most important thing is to get people talking
about lhe issues.
7 Tokyo is a capit al of Japan.
8 Nowadays the technology is everywhere.
O page 161 Grammar referenee: Artte/es
Listening Part 2
O Befare doing Listenitlg Parl 2, answer the
questions in the Exam round-up box.
Exam round-up
Say il lhe following statements are true (T) or false (F). II a
state ment is false, rewrite it to make it true.
In Listening Pa rt 2:
1
yo u have to co mplete six senten ces F -
co""ple.te el¡jkt
[j01A
kcwe.
ta
se"!>tte"!>tMS .
2
no more tha n two words will be missing from each sentence
3
the sentences are not identical to sentences on the
recording
4
you should compl ete the sentences with wards from the
recordin g.
6
You are going lo listen to a radio talk about the
effects of climale ehange on lhe Inuit people
01 the Arelie. Belore you listen, diseuss these
questions.
1 What do you know abont lhe Inuit?
2 Whal natural resourees does the Inuit lifestyle
depend on?
3 How do yon lhink climate change is affecting the
Inuit?
€ ) {lB} Listen to this hrief introduction to the Inuit.
Does lhe speaker eonfirm any of the Ihings you
talked about in answer to Exereise 21
() ~ Now listen to the main recording. Does il
inelude any of the ideas you had in answer to
question 3 in Exercise 2 above?
The living world
@
(;) M LisIen lO the main recording again and
V cabulary
complete the sentences with words or phrases you
hear.
..¡;-.~
.,..!'S
~
>~
~
=--<1!
-~
~
~
~
~
~
,~
.,..!'S
~
~'4!
-'-~
-!!!
~
~
~
~
~
...!!
-•
Prepositions following verbs
Circle the correct prepositions in italics in Ihese
sentences.
1 The daily weather markers @ / for which they
have relied lor lhousands 01 years a re becomi ng
less predictable.
2 The Inuit elders and hunters who depend of / on
the land are al so disturbed ..
3 These leeli ngs are not simply based on / 10 Inuil
superstition.
4 ... scientisls have begun paying attemion to what
the Inuit are reporting, and even incorporating it
into ! Oil their research into climate change.
S They have adap ted for ! to the cold climate ".
6 ... nor daes she try to blame anyone for ! on the
change in her environment .
ofessor Moore be\le,es that Ihe rnajority of .'
.
arernore li~ely lo be farnlhar wlth
Ihe coneept of global warrnlng.
' nu rnber of
The Inuit are aware of an alarrnlng
h
to their en,ironrnent sue as
~~ .~ci'!A~"t~ci¡;tci:l'~t$.
(2.) . . . .
..
rnelt\ng icebergs .
. around the rnoon was one ofme
Arlng
.. whieh me Inuit people used to rely
(3) ......... .
on.
Beeause of global warrning. birds sueh as the ;ti
......... ha,e appeared In the Are; e.
~
..
.
.
The belief ofthe Inuit people thatthe Aret\e is thawlng IS
now supported by (5) ..
. slgns
.
. Iude t"e
erosion of
WarnIng
Ine
'1
fI ~
and the disappearanee o a es·
(b)..
e
€)
CAE candidates sometimes use the wrong
prepositions after verbs . Correct the mistakes in
these senlences.
•
1 Many people firmly believe te the trad itional
wlsdom oí thei r ancestors. .'"
2 lt is difficult to concenlrale in yo ur work i[ Ihere is
loud music playi ng.
3 I recen tly participated on a charily event at my
college .
4 The company is insisti ng in the use 01 low .. energy
light bu lbs in thei r alfices.
5 The govern ment will double lhe amount it sp end s
in the environment.
6 Every flight you take contributes with global
warming.
7 Many TV documentaries are now locusing in
environmental issues.
8 The new energy.. saving laws apply [or aH lactories
a nd olfices.
The Western world use4 lo reje d t he
d thatlt
Inult
on
t
he
groun
s
of
me
(7) ." .... ' .' ..... ...........
was aneedotal and not reliable.
Iderly Inuit wornan belie,es that her people rnay be
Th e e
.... to whatls ha ppef\lng to
unable to (B) ... ...... ..' .. ' .
me en,ironrnent.
'--'-"'~---
@ Work in pairs lo discuss these questions.
I
1 What other examples do you know of gro ups o[
people, like the Inuit, who are suffering directly
[rom climate change? Are there any su eh groups
in your country' What can be done to help groups
like this?
2 What 'traditional knowled ge' is associated wit h
yo ur culture' How do people view this k nowledge
in the 21st century?
I
S ~aking Part 3
O Before doing Speaking Par! 3, answer the
questions in the Exam round.. up box.
Exam round .. up
Circl e lhe correet alternative in itafies for eaeh of th e
statements below.
In Speaking Part 3:
1
@
Uni! 12
you speak toGóüf
-¡;;;;t;;e;) / the examiner
2
you will be given a p;c(ure I set DI pietures to taJk about
3
yo u wilJ be expeeted to taJk for one minute I three minutes
4
co mmuni eation ski lis are more / fess important than
expressing co rreet opinions
5
you must / need IJat ag re e with your partner.
€} Look at the six photographs illustrating different
o Work in pairs. Discuss the same questions (above
the photos).
environmental problems, and discuss these
questions in pairs or smaIl groups.
o
1 What does each photograph show 1 Choose a word
from List A and another fram List B to form a
compound noun which describes each problem.
A
air
droug bt
flood
forest
fossil fuel
ra inforest
2
o
B
o
tires
consumption
cleara nce
conditions
damage
pollution
Try to describe more clearly than the people you
have been listening to how the th reats ca n affect
people's lives.
Try to reach agreement about which threat poses
the greatest risk.
Inc1ude sorne of the compound noun s in the list
below in your discussions.
Forest fi re: tire risk, tire damage, insuranee casts
Drough¡ conditions: desert regian, water
shartage(s), erap {ailure
Flood da mage: (lood water(s), {load de{ences, river
banks
Air pollution: exhaust fum es, lIehicle emissions ,
faetory ehimneys, breathing dif{iculties
Rainforest clearance: rainforest, {arm land, cash
crops
Fossil fuel consumption: oil rig, fo ssil fuel, fuel
consumption, fuel shortage
In what way can human activity be said to be
responsible for each problem'
€) ~ You are going to hear two people answering
the Part 3 questions. Read the questions, then
listen and discuss the following.
1 Do the two ca ndidates say how the threats in the
2
o
photographs can affect people's lives?
Do they reach a final agreement about which
threat will pose the"greatest risk to ¡he largesl
number of pea pie?
How can each 01 th ese th reats affect people 's lives?
o
Which threat will pose the greatest risk to the
largest number 01 people in the futme?
I
---.--J
o
The living world
@l
o Discuss these questions in
Use of English Part 3
O Belore doing Use 01 English Pa r! 3, a nswer lhe ques t ions in the
Exam round-up box.
Exam rollnd-llp
Say if tl1 e fDIIDwin g statements are true (T) or false (F) . If a stateme nt is false, rew rite it
to make it true.
In Use Df Englisl1 Part 3:
tl1 e tex t ha s 12 gaps F -
tke. te.xt lM.s
10
O"ps.
2
this part of th e exam mainly tests your knowl edg e af gramm ar
3
yo u may have to add a prefix and a suffix to th e wards in ca pitals
4
th e spelling of th e ori ginal word doesn't ch ange wheUler yo u add a pre fi x or a
suffi x.
E) Make as many wor ds as you can lmm the 'r oo!' wor ds in lhe box.
help
kn ow
move
€ ) Read !his tex!. For questions 1-10 use the word given in c a pitals at
the end al sorne al the lines to lorm a word lhat fits in the gap in !he
same lineo There is an example at the beginning (O).
-_._ -,
¡-S-pecies loss accelerating
international report has shown that human
1(O) ......... o.cJiyit.i.es...... . are wipi ng out an average 01 t hree ACT
animal or plant species every hour. This is equal t o 150
species a day, and bet ween 18,000 and 55,000 species a
year. The main (1) .
. . 01 t he re por( is
that we must slow down t he worst spat e 01 (2)
sinee t he (3) .. ....... ............. . .....
01 t he di nosa urs 65
millio n years ago.
Scient ists and (4)
.. have identified a
range 01 threats to (5)
............. and plant s
as dive rse as right whales, Iberian ly nxes, wild potatoes
l and peanuts. Global warming is adding to existi ng t hreat s
such as land (6) ........................................ la r larms or cities,
I pollution, and rising human populations. I n arder t o deal
with these challenges, we need to move more rap id ly, and
with more (7)
' .
. ............. at all levels - global,
(8)
.................... and local.
I
I Ma ny ex perts believe that the wo rld will lai l t o meet t he
¡ goal, set by politiealleaders in 2002, of a maj ar
i (9) .....
.. ......... m the rate of loss by t he year
2015. Rates 01 species loss are (10) ................................
I risin~y more than .~~o~sa n.~ ti.".'~~~tural rates .
1
I
@
Uní! 12
What specíes a l pla nts oc
an imals are in danger of
beeo ming extine t in yo ur
count ry or regian?
Z W hat can internation al
orga nisation s, naUonal
gove rnments and individuals
do lO slow down the rate at
wh ich species are becorning
extinct?
Writing Part 2
An information sheet
writing task, then answer the
questions below.
nation
Example: "biMI1/i"""bi.l.it l1¡ dis"bi.MI1¡ e"""b.l.e./ diSo.b.l.e.¡ "b.l.e./ 1A",,,b.l.e,
dis"bl ed, "b111
! An
1
O Work in pairs. Read this Part 2
The firs! word is given as an example.
Iable
small groups.
FINO
EXTINCT
APPEAR
ENVIRONMENT
CREATE
CLE AR
DETERMINE
NATIDN
REDUCE
CURRENT
As pa rt of a gove rn me nt
enviro nmen ta l awa ren ess
ca mpa ig n, yo u have been as ked
by a s enior mem ber of staff at
your college or place of work
to produ c e a n inform a tion
s heet for your co ll e agu es. You
s hould s ta rt by presenting s ome
fa ctual information abo ut th e
org a nis ation's curre nt waste of
resources, and go on to give
a dvice a bout w ha t individuals
c an do to re duce this was te.
1 What kind a l resources ís
your organ isation currentl y
wasting 1 Th ink a l material s,
su eh as paper, a nd less visible
resourees such as electrieity.
2 Ma ke a list of things that
individu als ca n do to reduce
this waste. Sta rt w ith sim ple
things that eve [yo ne ca n do,
like print on bot h sides 01 a
piece 01 paper; the n go on
lo more radica l actious like
working lrom home on oue
day a week.
E) Read this sample answer lo the task above and discuss Ihese points.
o What do the words and phrases
1 Has the writer dealt full)' with all parts of the task? ls the re factual
in italics refer to?
infor mati on a nd advic e?
2 ls the informa tion sheet c1ea d y organised l
1 This is despite the fact that .
(Iine 4)
2 ". we also store info rmation
on ou r computers and back it
Informa~ion
sheet for colieagues: Environment awareness
up on disks. (line 6)
,., adding to Que consumption
of electricit y. (l ine 18)
4 This adds to our total energ)'
consumption. (line 22)
5 Only prin r documents wllen
there is a particular reason fo r
doing so. (line 3)
6 .. , turn off a11 lights a nd
electrical equipment when
rhey are no t in use. (Hne 13)
3
: KEYFACTS
: ADVICE
: Paper
~ Our caliege currently uses four times as
: Only print documents when there is a
: much computer paper as it did two years : particular reason for doing so. Student s
: ago . This 15 despite the faet t hat we al50
5 ~ store information on our computers
: and back it up on disks. Unneces sary
: use of paper affects the environment
~ in tWQ ways : firstly
by using up natural
~ re SQurces, and secondly by posing a
10 ~ waste disposal problem.
~
can submit assignments as emall
: attachments. Staff can mark these online
~ and email t hem back to students.
: If you print out documents , use both
; sides ofthe paper and make sure you use
: recycled papero
: Electricity
~ Lights, heater s and computers are
: Remember to turn off alllight s and
~
routinely left on in the cq!lege when no
: electrical equipment when they are not in
~
one is in the building. Televisions and
: use.
15 : other pieces of electrical equipment are
: left on stand-by.
~ Open windows allo w heat to escape,
: Close all windows w hen the heating is on.
: .~.~~i~~. ~?_ ?~.r. ~.~~.~~~p.ti.~~. ?f ~l. ~~.:~i.ci~~: .. :
: Travel
20 : Some staff and students are making
: Do not come to the college unless you
: unnecessa ry journeys to and from the
: need t oo When you come, use public
: college by car and motorbike. This adds
~
~ to our total energy consumption.
~ Consider working from home on at least
transport, cycle orwalk.
) one day a week, using the telephone or
: emaH to contact staff Or otherstudents.
25 :
e Now discuss these questions.
1 What verb forms do es the wriler mainly use in Ihe Key facts pan of
2
t he sheet'
What verb form s a re mainly used in the Advice colum n?
Why are reference words like
these used?
o page
172 Wntmg reference, Al)
information sheet
o Now read this writing task and
write your information sheet.
Your local coun cil is organis ing
a campaign to ma ke yo ur
ne ighbourhood more 'g ree n',
You have been asked to produce
an informat ion s heet for your
neighbou rs. Start by presenting
sorne factu al information about
¡he area , pointing out some of
the environmental issues, then
give advice about practica l
meas ures individuals and
families can ta ke to make th e
area more green,
Write your information sheet
in 220-260 words,
Exam information
In th e Writing paper Part 2 you
may have the option of writing an
'inform atian sheet'. This is writing w hieh
offers help or instruetion of sorne kind.
You should:
produce c lea r factual informati on
and/or advi ce on a tap ie
organise th e inform ation and /or
advice c1early.
The living world
@
Unit 11 Vocabulary and grammar review
Vocabulary
O Complete each sentence with the correct lorm al
one oi the phrasal verbs from the box.
eall off
l
s~
eall up
drop out
pay up
stick around
wrap up
-- --~._----_.
put off
__ ._.._
- .... - ....
1 He le n has a bit of free time and h as de cided to
.......... Si -r.1Ap
lar a cookery course.
O
2 I tr ied to ........... . ... .... .. ... ...... . . . Fra n cesca
. , but she'd got her mobile
turned off.
3 If yo u ................................... in this job fo r long
enough, yo u'lI eventually get a promotion.
4 The eon ference has been ..
becau se not enough people are interested in
attendin g.
5 Paul wa s supp osed to come travellin g wi th u s but
he had ro .
. at the la st m inute.
6 Mikh a il has h ad to
............... his holiday
till ne xt mo nth because he has too much work on
at the ma men!.
7 The lo recast says it's going to freeze tonight, so
.... wel! if you're going out!
8 They owe us a lor 01 money and unless they
.................. soon , we'U have to take them
to court.
6
Complete each oi the senlences below wilh a
phrase or expression irom the box.
7 If you can
........ a good grammar
book, il should help yo u a lot with your exam
preparation.
€ ) Complete these senlences by writing at, in ar on
in each of the gaps.
1 l'U be waiting .... .0:1" rhe newss ta nd when you
arrive.
2 Did you see Ferene ..
the con leren ce?
3 Samya is ...... . ...... her thi rd yea r ........... universit y.
4 Don't interrupt me while l'm .......... the phone!
5 We do aU our shopping ... ". that big new
shopping centre
the oUlskins a l IOw n.
6 l'd lave to spend my holidays ..
a Paeifie
island!
G arnrnar
o Complele Ihe second senlence SO Ihat it has a
similar meaning lo Ihe firsl senlence, using the
word given. Do nol change Ihe word given. You
musl use belween Ihree and six words, incJuding
Ihe ward given.
1 Dieter missed the plane because he ove rslept.
WOULD
lf Dieter had ...-r.p.tJ!Versfept,.J>ce. w01Afd ..1\9.t..~¡..ye
missed the plane.
2
,. . ._--- --_ ..
get your hands on kept wailing AeltliA § t6 de ""tR
sick and lired 01 the whole point of
without a trace
Iout of touch
1 Wh at I call rea l traveUi ng has -r.otJ>cj-r.jJodowit J>c
the holiday trips thar most tourists tend to go on.
2 With BlackBerries a nd internet cafés, there's
............ when
no excuse for being
traveUing nowadays.
3 l'm a busy ma n and [ hate being ..
by p eople w ho a re late.
4 1 am
...................... people phon ing me to seU
me things a nd interrup ti ng my work.
5 If you travel w ith a grou p, you miss .
travel!ing, which is to have completely new
ex periences a nd meet completely new people.
6 He di sa ppeared ..
........ somewhere in
the Pacific, some weeks a lter setting off in a small
boat 10 sail rou nd the world.
@ Unit 11 Vocabulary and. grammar I'evíew
Nelson didn't ge t the job becau se when he ca me to
his job interview, he arrived late.
TIME
If Nelson .
hi s job interview, he would have go t the jobo
3 Veron ique couldn't apply lar the job in IT be cause
sh e know s tha! her computer skills aren 't yet good
enough.
BETTER
Veronique knows that if her computer skills
................ .. for th e job in lT.
4
Could you please refund my money as soon as
possible ?
GRATEFUL
1
would refund my money as soon as possible .
5 We wo uld have gane swimming if Bruno hadn't
advised us not to.
FOR
If it
we wou Id h ave gan e sw imming.
Unit 12 Vocabulary and grammar review
Grammar
ocabulary
Use the words in capitals at the end 01 these
sentences to íorm a word that fíts in the gap in
the sentence.
I
1 don't know why everyone's being so
2
3
Global warming is one of
the world's most serious
................ problems.
FRIENO
ENVIRONMENT
It can be difficult for people with
certain .. . ............. ................. to find a
jobo
4 She has an extensive
................... . ...... of French history.
5 You can teH from his
.....,that he spends a
lot of money on clothes.
6 In Ihis job you have to be original
and to think ..
. ....................... .
7 1 hope my solieitor wiH be able to
... my legal
situation.
8 Yesterday there was a sudden
downward ................................. in
share priees.
6
ABLE
KNOW
2
3
4
S
6
7
8
North Polar ice cap is melting at (2) an I
o a larming rate due to (3) the I 0 global warming,
NASA scientists said today, with sateBite images
showing (4) an I the ice cap contin uin g to shrink.
'(5) The I 0 part of (6) the I 0 Aretie Ocean that
remains frozen all year round h as been shrinking at
(7) the I 0 rate of 10 per eent (8) a I the decade sinee
1980,' NASA researeher Josefino Comiso said.
_ _ _ __ _ _ _ _ _ __ _.__.____._.---1
o Complete the second paragraph oí the same report
with the most appropriate article in each gap.
APPEAR
'(1) .. 0
CREATE
CLEAR
MOVE
Most 01 the prepositions íollowing verbs in these
sentences are wrong. Replace them with the
correct prepositions.
I
(he fírst paragraph oí this reporto
(1) A I @
.......1«""'.f:6?c:"d.~tJ.. . towards me. ['ve
done nothing w rong.
€ ) Circle the most appropriate articles in ilalics in
Over a hundred thousand people participated with
yesterday's marathon. ,')1
Whethe r we go skiing or nol depends 10 the
weather and the state af the snow.
Do you have anything useful to contribute in our
diseussion?
This morning's leeture will foeus on Pieasso's early
work.
You needn't fill in that seetion of the form - it
doesn't apply for you.
lf the CD doesn't play properly, I'd take it back to
the shop and insist far a refuud.
Ca n you turu the TV down? l can't eoneentrate 10
what you're sayiug.
Do you believe in supernatural phenomeua?
snow and sea-ice are highly re/lective
because they are white,' Comiso said. 'Most of
(2) ... ........ sun's energy is simply re/lected baek to
(3) ........... space. With (4)
... retraetion of
(5) ............. ice cover, that means that less of (6) .
surface is covered by this highly reflective snow and
sea-ice, and so more energy has been absorbed and
(7) ........... climate warms.'
Seientists reported in (8) ..
September that
(9)
.. largest ice shelf in (10) .............. Arctie off
Canada's coast has broken up due to (11) ..
elimate change and eould endanger (12) .............. ships
and drilling platforms in (13) ............. Beaufort Sea.
Vocabulary and grammar review Unit 12
@;
Health and lifestyle
Starting off
Work in pairs. Discuss these questions.
1 What are lhe heallh adva nlages a nd disadvantages 01 the lollow ing'
• doing sporl or olher physica l activities
• having childho od vacc inalions
• living in a rura l afea
• living in a cily
2 Which do you think has a greater influence on someone's
health, lheir lifestyle or their genes?
3 What do you do to make sure yo u slay healthy and tit?
Listening Part 3
O Before doing Listening Part 3, answer the
questions in the Exarn round-up box.
Exam round-up
Circle t he corree! alternative in ita/ies tor each of the
statements below.
In Listening Part 3:
you will hear a talk /
2
~~
the recording lasts approximately two I tour minutes
3
you will have to answer six I eight multiple-choice qu estions
4
there will be
que stion
5
yo u should listen far the 5ame ideas I words as are used in
three / tour alternative
answers far each
the qu esti ons.
6
Vou are going to hear a radio phone-in
programme on lhe subjecl of allergies. Before
you listen, discuss wilh a parlner what you
understand by !hese words and phrases: allergen ,
asthma, immune system, pallen.
@
Uni! 13
9
What do you know about aIlergies? Work in pairs,
u s ing the words from Exercise 2.
Do more people snffer
fram a llergies now
than in the past'
2 Whal pereenlage 01
tbe popu lalion has an
allergy?
3 What aspecls 01
modern lile can
increase the chance al
people snffe ring fram
allergies '
o ~ Li sten to the recording and check your
answers to the questions in Exercise 3.
"
Now read these questions. How many can you
already answer?
1 Which 01 these possible explanations for the
increase in allergies do es the pragramme presenter
mention in her introduction?
A People a re expos ed lo mo re dangerolls
substances than in the past.
B People's resistance 10 allerge ns is lower than in
the pas!.
C More new allergens a re being released into tbe
environment.
O Higher levels of stress have made people more
prone to a llergies.
2
Wbieh 01 the questions does the tir st ca ller, Tim.
want to know the answer to?
A What is the mos t li kely canse of his a llergy'
B Why is he allergic to grass and pa lIen?
e Will he ever be free of lhe a llergy'
D How can he improve hi s eondition?
3 According to Dr Egerton, allergies
A affec t the very old or the very young.
B often start between the ages of 30 and 40.
e can start al any age.
D are most likely to develop after the age 0160.
4
ArabeUa, the caller !rom Am sterda m,
A thinks she may have passed on her allergy 10
her childre n.
B asks how she ea n mini mise the ri sk 01 her
ehildren having allergies.
C wants to know whet her her peannt al!ergy wiU
5 If both a child's pa rents have a particu la r a llergy,
that child
A is more than likely to have the same allergy.
B h as a less than fi fty per cent chance of getting
lhe same allergy.
e w ill probably develop a diffe re nt allergy.
D is at no grealer risk al developing the a l!ergy
than any ot her child.
6 According to Dr Bawaldi , sorne people believe lhal
the increase in asthma among yonng children may
result Irom
A living in centrally heated or air-condilioned
bnild ings.
B being in area s wil h ver y high levels 01 exhau st
lumes.
e spending too much time in hygienic
environments.
D receiving medical treatment for other types 01
iUness.
o ~ Listen to the record ing a second time. For
questions 1-6 choose the a nswer CA, B, e or D)
which fits best according to what y ou hear.
O Work in pairs to disc uss these quest ions.
1 Would yon be prepared to do withoul air
conditioning and cenlral heating if you were Sure
lhat th is would lead to a rednction in allergies?
Do you agree that our modern culture is obsessive
about clea nliness?
3 Sorne people say that food allergies a re more
common now tha n in the pas!. Why do you thin k
thi s might be?
2
Vocabulary
Prepositions after adjectives
O Complete these extracts from the recording with
the correct prepositions_
1 These days we're all too familia r with...
2
3
4
5
continue in the future.
D asks how probable it is that her children wil!
have allergies.
6
the word 'allergy' .
... and phrases like Tm allergic
..... pollen or
eggs or cat s.'
Are we really becoming less resistant .
allergens'
We are getting better .......... .. diagnosing and
treating sorne a llergies.
Exhau st fumes a re widely regarded as being
responsible..
the inerease in asthma.
Sorne experts blame our modero cullure fo r being
obsessed
cJeanliness.
Heallh and Jifestyte
@
a0
CAE candidates olten make mistakes with
prepositions alter adjectives. Five of the following
sentences eonta in preposition mistakes and one
of the sentenees is corree!. Correct the mistakes.
1
2
3
4
5
6
We sincerely apologise and hope thi s 10 %
discount w ill be aeceptable by yo n. t o
Drivers exeeeding the speed limit are responsible
[or 90 % of accidents in the eity.
She ha s been inlerested for mu sie since she was
abo nt three years old.
Living on the outskirts al the city is very
convenient to the matorway system.
I eaehers should try to be sensitive for the needs of
their stndents.
Ihat pa rt of the stadiu m is closed for visitors - it's
for athletes only.
Grarnrnar
Ways of contrasting ideas
O Look at these extraets lram the recording and
underline words and phrases used to point out a
contrast between Jwo faets or ideas,
1 Someone who was allergie lo eggs wo uld fin d it
2
3
4
5
fairly eas y lo avoid eat ing anything eontaini ng
eggs, whereas you would find it imposs ible to
avoid all eontact with grass and pollen ...
l've got to be rea lly carefnl abo nt foads which
contain even small traces of peanuts, bul what l'd
like 10 know is ...
In your case, this wo uld rise to a 20 % risk.
However, il the child's father also had a n allerg y of
sorne kind, th is risk would inerease 10 40 %.
Even though we are getting beuer at diagnosing
and treatin g sorne allergies, Ihere is a year-on-yea r
in crease in the number of palients ...
Sorne experts blame onr modern cultnre for
being obsessed wilh cJeanliness, while olhers
believe lhat vaeeination s 10 protect our child ren
from certain diseases may actually weaken lh eir
immune system .
a Discuss these questions in paírs or gronps.
2
3
4
5
Which unde rlined words or phra ses contrast faets
or ideas in a single sentence?
Of these, whieh words or phrases mu st be plaeed
between the two clauses?
Which word is an adve rb which contrasts facts or
idea s in separate sentences?
What olher contrasting words and phra ses do yo u
know?
Which words or phrases conId replace whereas
and euen though in extraets 1 and 4 above?
O page 161 Grammarreference ' Ways ofeonlraslmg ideas
@ Unil13
6) Complete the lollowing sentences using words
Irom the box.
elthoegh
bul
even though
how;;-~;---w¡'er~!
1 I recognised yo u as soon as I saw yo u .. P,~t¡.,.p.1I'0kc
we'd never met before.
Sorne people seem 10 enjoy cold, rainy wealher,
['m not one of them .
3 AdnIts can be slow 10 lea rn new skill s, .
ehildren pick things up very quiekly.
4 We thought the case was over. .
new ev idence has just come to light.
I've been here tw ice befare, rd
5
fargottel1 where the post offi ce was.
2
o We can also use despite I in spite of (the faet
that) to express contras!. Which two sentences
in Exereise 3 can you ehange to use one 01 these,
and what other changes would you have to make?
"0
CAE candidates sometimes make mistakes
in theír u se of contrasting link words. Find and
correct the mislakes in each of these sentences.
(There are often severa l ways 01 correeting these
senlences,)
1
Desj3ite you are not a mechanie, you should leam
to nndersta nd how ca rs work. Mtko1AO"'- I
De.spite tke t:Mt tk~t
2 Ihere are several kinds of snacks you ca n have
between 9.00 am a nd 6.00 pm, however hot meals
a re li mited to lunchtime.
3 l would like to point out that however he was
llsllallya very efficient teac her, he wasn't available
when I needed thi s informat ion.
4 [ appreciate bein g asked lO give lhis talk again.
Iho ugh I would like to suggest ways 01 improving
lhis yea r's evento
5 [n the pa st we u sed to have only a few TV
channels, where nowadays we have many more
choices.
6 While he left school at th e age 01 16, he went on to
beeome one of the mo st famou s politieian s of his
generation.
@ Complete Ihese sentences with your own endings.
1 [don 't mind going lo th e
2
dentist, but ...
I reali se thal it's very
important to keep fit.
However,
3 Wherea s most people I
know go 10 the gy m at least
twice a week, I .
4 Even though many people
eat better food than they
did a hundred yea rs ago, .
Speaking Part 2
O Before doing Speaking Part 2, answer the
questions in the Exam round-up box .
Exam round-up
Say ir the rollowing statements are true (TJ or false (FJ . Ir a
state ment is false, rewrite ;t lO make
jt
true.
In Speaking Part 2:
1
you have to speak about three photos F
sp",<tJ(
",bo1At two
-lJ0'\A kcwe
to
pkotos.
2
each candidate has lo speak for on e minute
3
if yo u noti ce that you've made a mistake, don't correet ;t
l¡
showing that you ca n co mmunicate effe ctively is more
important than expressing parti cu lar id eas.
6
Work in pairs. Look at the six photographs on
this page and discu ss these questions.
1 What do all six photographs have in common'
2 Which 01 these activities are popular with people
in your country' How wou ld you explain this?
e Work in pairs: Stu4ent A and Student B. Read this
exam task related lo Set A of (he phOIOS.
Here are your pictures. They show people involved
in physica l activities. rd like yo u to compare two of
the activities , and say how effective they are as a
mean s 01 keeping lit, and why they are so popular.
Set A
Student A: Prepare to lalk ior one minut e abo ut these
photos, then talk aboul your two photos, with
Student B listening.
Student B: You then answer this question: which
groups o{ people get ¡he most benefit {ram activities
like these'
O Now read this exa m task related to Set B of the
photos.
Here are you r pictures . They show people involved
in demanding physical activities. I'd like you to
compa re two of the activities, and say what qualities
a person needs to succeed in them, and why people
want lO participate in them.
Student B: Prepa re to talk for one minute about these
photos, then talk about your two photo s, with
Student A listening.
Student A: You then answer this question: how aTe
activities like these di{{erent {ram sports like (ootball
OT basketball?
€ ) ~ Listen to two p eople answering the Par t
2
tasks that you have been doing. Discuss these
questions in pairs.
Which candidate do you think daes the task more
successfully, the woman or the man ?
2 What advice would yo u give each candidate to
help them do better next time'
1
Health and lifestyle
@
Reading Part 4
€) Read the questions below and underline the key
idea in each one.
Which sport.
all ows players to hit a ball with
egu ipment and parts 01 their body?
1
originally involved the use 01 an anima l?
2
is based on a traditional native sport?
o Belore doing Reading Part 4, answer the
questions in the Exam round-up box.
I
3
allows players to use their bodies to
obstruct their opponents?
4
makes the wearing 01 protective
eq uipment optional?
5
involves a total 01 eig ht playe rs?
I
disapproves 01 playe rs loo king at what
they are doing?
[7I
olten recei ves lunding Irom business?
8
is rapidly increasing in popul arity in a
particular country?
9
6
is not played a ll the year round?
10
has games that last lor approximately
three quarters 01 an hour?
11
is played mainly lar pleasure and
relaxation?
12
has a ball which is designed to be
picked up easily?
13
involves the throwing 01 Ilat circu lar
objects?
14
Exam round-up
Gircle the co rreet alternative in ¡tafies for each of the
statements below.
Part 4:
there are twelve / §eefl} questions or statements
In Reading
,
2
you sometimes / a/ways have to match th e questions or
statements with a num ber of short texts
3
you have approx im ate ly eight I eighceen minutes fo r this
4
you should read the text(s) / questions Qr statements first.
task
6
Look at the photographs al sports and discuss
these questions in pairs.
1 Do you kuow the names 01 these sport s? What
similar sports do you kuow'
2 What kinds al sports are they' Indoor or outdoor'
For teams or individuals? For men, wamen or
both? Where are they played?
3 What is the nationa! sport of your couulry? Who
plays it' Is it m ainly amateur or professiona!?
@
Uni! 13
in vo lves contesta nts holding on to part
01 each other's clothi ng?
I
15
I
o Now read the article about national sports
quickly. Are any al the five sports described
s imilar to the sports in the photographs yon
discussed?
o Read the article again. For questions 1-15, choose
the appropriate sport (A-E). Sports may be
chosen more !han once.
A
Glíma is the oldest lorm 01 wrestling in Iceland. lhe most
widespread version 01 the sport is Byxtagsglíma in which
two wrestlers attempt to trip and throw each other by
grasping a belt worn around their opponent's waist and
thighs . lo win, a wres tler must make his opponent touch
the ground with a part 01 his body between the elbow
and the knee. Wrestlers have to stand straight and are not
allowed to fall on their opponents or to push them down
by lorce. When they are fighting, they should always look
over each other's shoulders, beca use it is considered more
gentlemanly to wrestle by touch and feel than by sigh!. lhis
lorm 01 glíma has always been a Iriendly recreational sport,
but there are other, much more violent versions.
B
Hurling is an outdoor sport played mainly in Irela nd . Players
use an axe-shaped wooden stick, called a hurley, to hit a
small ball between the otheF team's goalposts, either over or
under the crossbar. Fewer points are scored if the ball goes
over the crossbar_ lhe ball can be caught in the hand and
carried for no more than lour steps, or hit in the air or on
the ground with the stick. It can also be kicked or slapped
with an open hand. A player who wants to carry the ball
further than three steps has to bounce or balance the ball
on the end 01 the stick. No special clothing or padding is
worn by players, but a plastic helmet with a faceguard is
recommended.
players: three attackers, three midlielders, three delenders
and one goaltender. In men's lacrosse, players wear
protective equipment on their heads, shoulders, arms and
hands, as body-checking is an integral part 01 the game, and
stick-checks to the arms and hands are considered lega l.
E
lejo is a Colombian sport in which players hurl a metallic
plate weighing around two kilograms through the air to try
to hit a clay-filled box with gunpowder in the middle. When
the disc hits this targel, there is a loud explosion. Whichever
team causes more explosions wins. lurmeque, a more
ancient version 01 the sport, has been played for over 500
years by the indigenous groups living in the diflerent parts
01 Colombia. Originally, players used a golden disc which
evolved into a stone disc and is now a metal disco Nowadays
in Colombia it is very common to find professional tejo
teams in the major cities and towns. Most teams are
sponsored by local companies.
.--------'. . .--.-----'--.__
. _--_._~' ~----_
@ Work in pairs. Which of the five sports you have
read abo ut would you Iike to try? Are there any
you would refuse to play? Give your reasons.
Grarnmar
e
The language of comparison
lhe olficial national sport 01 Argentina is Pato, a game which
is played on horseback and combines elements 01 polo and
basketball. l wo lour-member teams light lor possession 01a
ball which has six conveniently sized handles, and score by
throwing the ball through vertically positioned rings, located
at the top 01 three-metre-high poles. A closed net, extending
downwards, holds the ball after goals are scored. lhe winner
is the team with the most goals scored alter six periods of
eight minutes. lhe word pato is Spanish lor duck, as in the
past, instead 01 the ball, a live duck was used inside a basket.
O Read carefully through the article again to find
examples of comparison language and note down
each example you find.
Examples:
Mí".. is t/M. ol dest -Fon" o-F wresH i"'lJ' i", :rce&",d .
... it is co",sidered "ore IJ'e",t1e'''Mti~ to wresH.e b~
tc>«ch ..",d -Feel t/.w.", b~ siO...t.
Now group your examples by type. For example:
•
1)
Lacrosse is an outdoor team sport in which players use
netted sticks to pass and catch a hard rubber ball. lhe aim
is to score goals by propelling the ball into the opponent's
goal. lhe team which scores more goals wins. Lacrosse is
Canada's national summer sport and is one 01 the lastest
growing sports in the USA. Each team is composed 01 ten
Comparative adject ives and adverbs: more
gentleman1y ... than, .
• Superlative adjectives and adverb s: ¡he oldest
(orm, ...
• Comparative;Superlative form + noun: the most
goals, ...
~.".,--_.
Health and lifestyle
@
..
_...,.........
6
Answer these questions about comparison
language from lhe examples you lound in the
article.
1 What kinds o[ \Vord s can [ollow more and mose?
2 M ore has two Opposiles: less and fewer? How are
¡hese words used differemly? What kinds of words
can [oll ow each'
3 Did yo u fin d th e negative compa rison in Tex¡
B? Can you Ihink of a way o[ rephra sing th at
compa rative'
O page 162 Grammar re{erenee: The language of companson
O Rewrite these sentences, using th e words in
Use of English Part 4
O Before doiog Use of Engli sh Part 4, an swer the
questioos in the Exam round-up box.
Exam ro und-up
How much do you rememb er about Use of En glish Part 4?
Circ! e th e correet al ternative in ¡tafies in each of th ese
sentences.
In Use of Engli sh Part 4:
th ere are
-hve. ""'S "(jo.
2 Ftnd g a new job was easier Ihan I expened it to
be. (difficult)
3 There aren't as many nnemployed people tod ay as
there were ten years ago. (fewer)
4 Working eonditi@ns are worse than ¡hey used (O
be. (good)
S Increa sing nu mbers of people are going abroad to
find work. (more)
o@
CAE candidates sometimes make mistakes in
their use 01 comparative words. Find and correct
the mista kes in these sentences.
1 Previous models \Vere mueh ~ lha n whal is
available now. bi(j~e.,
2 Aetn ally, eating junK food is even worst [or yo ur
healt h lhan smok ing.
3 Doing the exa m was mueh more stressful that I
had expee ted il would be.
4 I notieed thal rhere were less angry people Iha n
Ihere had been a year ago.
S Easily Ihe harder Ihing abonl foolball for me is the
trainiug 1 have to do.
6 Unemployment was lower in sorne of Ihe eo untries
less induslria lísed.
7 lf yo u lravel at night, you'lI fiud Ihere is fewer
tra ffie on lhe roads.
8 This wíll make the problem 01 obesily di ffieult
even mor e.
o Work in pairs. Compare the two mosl popular
sports in your country. Think about the following
a spects 01 the sports: the r ules, the players, the
spectators and the media interes!.
@
Uní! 13
(five) questions
there are three l four gapp ed sentences in each question
3
the mi ssing word wi\\ a/ways / usually be th e sam e type of
wo rd (e.g . a nou n)
4
th e word can / can 't be in a differen t form , e.g. singular or
plural, in the different sentences.
brackets.
1 Many people don 't ea ro as mueh money as they
did fi ve years ago. (less)
"",,",,~pe-Opfe. ....,"" fe.ss ....a...e.(J t iA"",, tiAe.(J ,lid
tour /
2
6
Many words in English have severaJ different
meanings. How many m eanings can you think of
for these word s?
Adjeetives: brighl , fa ir
No uns: eha raeter, cla ss
Verbs: cateh, presenl
Compare your answers with a partner, then
check in a dictionary.
O Here are three dictionary definition s for the word
plot. Match each meaning to the use of the word
in sentences a- c beJow.
prot ( t) (he sto ry of a book, film or play
plot (2) a sec ret plan malle by severa l p eop le tO do something
{hat is w rong , harm ruI or nOl legal, especialIy to do damage
tO a pe rson Or go vernment
plot (3) a smaU piece of lanll thal has beeo marked o r measured
for a pa rticular p urpose
a We're going to tnm pa rt of our ga rdeu into a
vegetable plor.
b The eritics feIt that the tortuous piat made Ih e
slory difficult lO [ollow.
c The paliee have foiled a piat to assassinate the
president.
I
~
o In Pa rl 4 a l the Use al English paper, you have
to lh ink al words with three different meanings
which will fi t into three sentences. For questions
1- 5, think oí one word only which can be used
appropr ia tely in a H three sentences.
1 There is growi n g concer n ayer the ..
01 our ch ildren·s heaith and die\.
oí
He's been go vernor 01 th e
California lor just over three years.
After gaining independence in 1957, t he nation
quickly translo rmed itsell in to a modern
democratic .
an
2 Scientists a re going to..
ex periment into the elfects 01 slee p depri va tion .
All kinds 01 me ta l .
................. elect ricity
ver y wel l.
He's re tired now, but he used to
one 01 Enrope's top orchestras.
Writing Part 1 A letter
O Answ er the ques lions in the Exam round-up box.
Exam. round-up
,?
How much do you remember abou t Writin g Part
Complete
the fo llowing se ntences by writing cne word or figure from the
li st be low in each space. (rhere are tw o word s th at you do not
need lo use.)
input no notes persuade (eader report review 220 260
,
You have """ ........ .~q.
2
The ta sk may be an article, a letter, a .................................... .
choice of task.
or a proposal.
3 The task is always accompanied by ..
material and .
on thi s.
4
You should w rite 180 .................................... words for this
5
You should identify the target ...................................... in your
writing. You will oHen have to express opinions, evaluate
opti ons and ..................................... the rea der.
parto
f:) Work in pairs. Read th is writing task.
You be long to a small neighbourhood sports c lub
a nd have bee n as ked by other members to wri te
a letter of compla int to the club manag e r, Ma ndy
Dawso n, outlining reasons lor your dissatislaction
with t he c lub and the way it is currently runo
Base your letter on the points made in these text
message s and emails you have received fr om othe r
members.
Now write your letter in 180- 220 words.
3 Did you get the..
.... I left, a skin g
yon to phone m e'
J'm rie h' J've just lound a twenty·pound
in my poeket.
The pia n is t played a wrong ..
but nobody notieed .
Club's hardly ever
busy - if we can't
get more peo ple te
¡oin. we'lI go busto
4 The priee 01 grain is rising as more and more
fa rmers a re ehoosing to ..
livestoek fo r food .
Cou ld you a ll please sta nd a nd .
your glasses to the bride and groom.
J'd s ta ft my ow n business if 1 eo uld .
the money fo r the equ ipme nt 1 need .
Sorne 01 our people
are leaving us and
going to eheaper
places.
5 You shou ld keep a
. of
ever ything you spend a nd eam in a mont h .
The m an a rres ted last nig ht by poliee has a long
criminal.
She h as just set a new world
for runn ing the 1,000 metres.
... asked for
squas h courts and
s hower room s 2
years ago .
Could make things
cheaper for older
people and families
with kids.
Really got to
resurface tennis
court s - incredibly
dangerous at the
momen to
-
Hea lth and lifestyle
@
El Read this sample letter written in answer to the
above task. Has the wriler answered al! parts of
the question and included all information
pravided by the input material?
Oear Ms Oawson,
I'm writing on behalf of a number of club members who
have (1) been worried /(íúi[c~ about the elub and
(2) the way it's being run / its orgonisation.
(3) For a stort, / Firstly, it has been elear to us far (4) quite
a while / sorne time th at we have a membership probLem.
The club, which I visit reguLarLy, has been (5) noticeably
less busy / pretty ernpty recentLy.
In our view, there are two possibLe expLanations for this
decline. FirstLy, we think that sorne members are joining
other clubs with more up-to-date (6) facilities / stuff.
Secondly, the cost of membership at our club may be high
compared wi th other clubs (7) in the orea / round here.
As to what action can !:te taken, our main suggestion is for
the club to (8) change / rethink the cast of members hip. We
could (9) bring in / introduce reduced charges for (10) old
people / the elderly, and also have a family rate to
encourage parents to come with their children.
We aLso beLieve that we shouLd resurface the tennis courls,
which are currentLy in a dangerous candition. Sorne time
ago, we aLso asked for squash caurts and shower rooms to
be provided.
We trust that you will (11) think about / consider our
ideas and suggestions and we look fo rward to receivi ng a
response from you (12) at your earliest convenience / as soon
as possible.
(l) Whal phrases does the writer of the letter use to
introduce:
•
•
explanations for the decline in membership?
suggestions far solving the problem?
() Read the fol!owing writing task, then before you
write your letter, discuss questions 1-3 below.
It has recently been announced tha! your area
will receive funding for a range of new sports and
fitness faci lities for yo ung people. Read the story
from a local newspaper a nd the notes yo u w rote
on the story, then w rite a le tte r to the newspaper
saying why you think this funding is needed and
suggesting ways in which the money could be
spent.
Now write your letter in 180-220 words.
NEWCASHFOR
YOUTHSPORT
The Sports M inister announced
yeste rday that town s and cities
in our area wiH be eligibJe for
funding for new sport s facilitie s.
These will be aimed specitieally al
increasing titness [evels in ehildren
and teenagers. Concerns have been
expressed recently that young
people aH over the eountry are not !
as lit as they were twent y yea rs
ago. It will be up to local couneils
to decide exaetly how the money
should be spent.
Not be..f'on ti",e. 1
De.spe.mte. ."ud .f'e>
...ore. 'lAp-to-de.te.
.f'MI1itie.~ - """"
...ore. o.f' tiAe.,.)
~c.iAoois
iA"ve. c.'lAt
bM~ o." ~port
~ids
do
wO'IAid r"tiA....
tiAl"'O~ i.,,~ide
."ud sports
c.e.."tre.s i", "li
tow.,,~
¡Y0'IAtiA ie."O'IAe.s
be. set 'lA?
.f'or ...ost pop1Ai"r
~1i.o1Aid
~ports
Yours faithfuLLy,
o Work in pairs. A Jelter Jike this should be written
in formal Janguage. CireJe Ihe more for mal words
and phrases (1-12) from Ihe two alternatives
given. (You may want to refer back lo lhe Iist of
formal and informallanguage features on page 33
in Unit 3.)
o Whal is Ihe difference in meaning between Ihese
groups of words?
•
•
@
m ember / membership (Can you think 01 other
pairs of words like this ?)
cost / (ee / charge / price / (are / raee
Unir 13
1 What are the implications al the note 'desperate
need for more up-to-date facilities - and more of
them'?
2 Why do you think schools have 'cut back on
sport'?
3 How wilJ setting up 'youth le agues' in the most
'popular sport s' help 10 increase le veIs of titness?
@ Write your lelter. Remember lo use formal
language. You may be able to use s orne of Ihe
explanation and suggestion Janguage fram Ihe
sample.
•~ page 173 Wnttrlg reference: Letters
Moving abroad
Starting off
O Work in pairs. Why do people migrate? Think oi
as many reasons as you can.
f) (2ijYou a re going to hear six people who have
migrated talking about their experiences. Li sten
and m atch each person with the aspect of
migration (A- H) the y mention. (There a re two
a spects you do not need .)
Speaker l
Speaker 2
Spea ker 3
ISp ea keJ~ 4
Spea ker 5
Speaker 6
A l migrated to ful fi l my ambitions.
B l encountered sorne negative attitudes to start
e
D
E
F
G
H
w it h.
I've felt homesick sinee J Jelt .
l find it diffie ult to stay in one plaee far long.
l moved beeause al a relationship.
l wa nted a better environment lar my ehildren.
1 was led up wit b tbe weather.
,' m surprised how well my life ha s turned out.
€ ) Work in s mall groups.
1 Do you know anyone whose rea sons la r
emigra ting 0 1 experiences oCerni grating are
similar to the ones you've just heard?
2
How ca n emigration benefit
•
•
the country people emigrate from?
lhe connlry people immigrate to?
Moving abroad
@
o The AtlantlC. Passage
There is a sentence th at has stirred the imagination of
Euro pe as powerfully as an y caH to arms. I've seeo it writtell
a hundred times, aod have always felt a pang of envy for its
lucky authar. Tt is so jaunty, so unreasonably larger than
5 life. It promises l O deliver th e unexpec ted - sorne fantastic
reversa] offortune, sorne miraculous transfiguration in th e
character of the wTiter. It deserves a paragraph lo itself, and
should be printed in ceremonious itaEes.
Having arrived in Liverpool, ] took ,hip for the N ew World.
10 Behind the sente nce crowd the emigra nts themselves - a
crew of people ding y enough lo take th e shine out of
the words. They stand in line: the long-out-of work, the
illiterate, th e hapless optimis ts, the bankrupt adventurers.
Sorne are d ignified by t he involu ntary heroism tb at attaches
15 itselfto any persecuted people; but most of the single men
and famil ies on tbe dock are not - were not - refu gees. Tf
· Part' 1
Readtng
O Work in pairs. You are going to read three
extracts which are al! concerned in sorne way
with emigration. Before doing Reading Part 1, do
the exercise in Ihe Exam round-up box.
Exam round-up
How mu ch do you remember ab out Reading Part 1? Cirele the
correet alternative in ¡talies in eac h of these senten ces.
tb ey were on the run, they were more likely to be fieeing
tallymen and ereditors than cruel kings and des pots. Very
few of th em couId seriously claim to earn the sentimental
20 welcome which wouId meet th em on the far side of the
oeean as their ship passed the Statue of Liberty on its way
in to dock at EUis ¡sland. Few of them would be able to read
(or understand) th e words ofEmma Lazarus's poem on
Libert y's plinth, that grandiloquent adva nce advertising of
25 America as the sanctuary of freedom and dem ocracy. To
most of the irnmtgrants America was simply a tantal ising
rum our of easy m oney - of jobs, clotb es, food .
In Reading Pa rt 1:
Ghfe;) /
(¡j;)/
1
there are
tour texts and
eight questions; you
have to choose th e best alternative, A , B, or
2
you have about fifteen I eíghteen minutes tar this part
3
you should read the texls quickly befare reading (he
questions / th e questions quíckly befare reading the tex ts
4
you should read the alternatives befare / afterreading the
section of text wh ere a question is answered
5
th ere willl needn '( be w ards in the text whi ch support the
alternative you've ch osen.
6
From Hu nting A1isrer Heartbreak by Jonath an Raban
e o
Read Ihe lexts quite quickly. Where might you
read eaeh of them?
€ ) For questions 1-6, choose the answer (A, B,
e
or O) which you think fits best aecording lo the
texto (Note: there are two questions about eaeh
extract.)
Extraet Dne
1 How does the writer leel about the person who
wrote the sentence in hne 91
A He wishes he was in the writer's situation.
B He worries thal the writer will have an
unpleasa nt surprise.
e He is delighted that the writer wiU benefit lrom
the journey.
D He thinks the writer de serves sorne good luck.
2
According to the write r, why did most migrants
want to lea ve their own count r y?
A to escape from oppression
B to ¡ive in a free society
e
to escape povert y
O to escape lamily ties
@
Uni! 14
e
When talent goes abroad
Getting a Student Visa or Permit
[n general, when immigrants send money home, this
has the greatest impact in country districts, which tend
to send the unskilled, not the skilled, abroad. And
because the most educated are more Iikely to emigrate
with their families and to integrate quickly into their
new homeland, they seem less likely to send money
back. One of the few attempts to estimate whether
remittances by the skilled offset the loss of intellectual
capital to the sending country concluded that they
did not.
On the other hand, emigration may bring other
benefits to the sending country. The possibility of
leaving and the higher income to be earned abroad
may encourage more people to go into higher
education. As not everyone will leave, the result will be
a bigger pool of skills than would otherwise be
the case.
What rich countries should do is make migration
simple, but temporary. The tougher it is for migrants
to en ter a country, the more relucta nt they will be
to risk leaving to go home. However, the longer they
stay abroad, the more Iikely their stay is to become
permanent. The old contacts go, and it becomes harder
to fit in. Mobility, which fits in comfortably with
today's employment patterns, is more Iikely to benefit
both sending and receiving countries than the old idea
of migrating for good.
You must provide all the relevant evidence listed on the checklist
on the Iront pages 01 th e App/ícatian to Study in New Ze%nd
(NZIS 1012). II you do not provide all 01 the necessary documents,
your application may be returned to yOU. All applicants under
Student policy must be bona fide applicants, be 01 good character
and 01 an acceptable standard 01 health.
Charaeter requirements
II you are aged 17 yea rs or over and inte nd being in New Zealand
far 24 manths or /onger, or are required by a speeilie policy or a
visa or immigration offieer lo provide evidenee of your eharaeler,
you must provide poliee eertifieales from your country of eitizenship
(unless yo u can provide satisfaetory evidenee that you have never
lived there) and from any eountry in which you have lived for five
or more years sinee attaining the age of 17 years. Note: All poliee
eertificates must be less than six months old when you make your
applieation.
The Economist
From Cuide fOl Studying in NelV lea/and
From
Extraet Two
3 What point do es the writer make in the first
paragraphl
A r eople in rura l areas benefit trom emigration
more than urban dwellers.
B Sending countries do not benefit fina ncially
lrom the emigration 01 skil led workers.
e Emigration places an enormOllS strain ou the
education system s 01 sendillg countries .
D SkUled workers are more likely to emigrate
than unskiJJed workers.
4 Aecording to the writer, rieh eouutries should ease
immigralio n res (rictions iu arder
lO
A help immigrants to integrate.
B a!traet skilled immigrants inlO key industrie s.
e give immigrants the ehanee of permanent jobs.
D make it eas ier lar immigrants ro return to their
home couutry.
Abona lide applicant is a person who can show they genuinely
intend a temporary stay in New Zealand for a lawful purpose.
Evidenee 01 genuine intent and lawlul purpose may inelude, but is
not limited to, the lollowing:
• any inlormation or submissions showing you have a legitimate
need to spend time in New Zealand for a speeilic period; and
• any doeuments or submissions showing you meet the Studenl
poliey provisions.
Extraet Three
5 Abona fide applicant is someone WllO
A behaves well and meets health requirements.
B wishes to make New Zeala nd their permanent
home.
e intends to stay in New Zea land for a limited
periodo
D has never been in troubl e with the police.
6 Appl ieauts sllould provide police certifieates il they
A h a ve never lived in thei r eOllnlry al eil izenship.
B are over a eerlain age and wish lO spend long
periods in the count ry.
e have lived far long periods in coulllries where
I hey are not eitizeus.
D have reeelltly been couvieted al a criminal
aetivity.
o Work in small groups. Imagine someone your age
was t hinking oí coming to live in your country.
• What opportunities might Ihere be lar tllem?
• What problems might Ihey lacel
Mov ing abroad
@
Grammar
Listening Part 4
Comment adverbial s
o Work in pairs. You will hear five short extracts
o Look at these sentences from Starting off. Which
in which people are talking about migrants and
m igratio n . Before yo u listen, do the task in the
Exam ro und -up box.
word o r phrase in each sentence shows the
speaker's atti tude or opinion about what he says?
You see, unfortunately ['m one of those typical
expatriates who spend s two years working in this
co untry a nd th ree yea rs working in that. [ don't think
I conld ever go bac k 10 my home country because
quite hon estly r just wouldn't tit in.
Exam round-up
Say if the following statem ents are tru e (T) or false (F). If a
statement is fal se, rewrite it to rnake it true.
In listening Part 4:
O page 163 Grammal reference: Cammen¡ adverblals
1
you have to do two tasks í
2
6
you hear five different speakers a nd you have lO choose
from seven options
3
you hea r the piece tw ice. Vou should do the first task the
first time you listen and the second task the second time
you listen
4
you may he ar the answe r l o th e secon d l as k before the
answer t o the first ta sk.
Rew rite each sentence below, replacing the
underlined words with a commenl ad verbia l from
the box in each gap.
¡appa re~ily F B Ft~ABtely gene rally speaking kindly
lobviously personalIy to be ho nest undoubtedly
,___
__
_-1
1 It's lucky Ihal she comes fram a very snpport ive
fa mily,
2
3
4
5
6
7
8
e
.... FQr.t:t1:>t"tef(J' , she comes [rom a ver y
sup portive famlly,
¡'m absolutelv (ertain that he's the bes t player.
He's
... the bes t pI ayer.
Mos t of the time the weather here is pleasa n!.
, the weather here is pleasan!.
I'm telling vou the tmth when ¡ sav t hat 1 fo und
the journey very uncomfortable,
.................... , 1 found lhe journey ver y
uncomfortable,
From what I've heard, Bill is thinking of
emi gratin g 10 Canada .
... .. ... , Bill is thin king of emigratin g
10 Ca nada.
Anaya's pa rents have invited me to stay with them,
which is very kind of them,
Anaya's parents have ..
. invited
me to stay with them,
!t's clear that he wasn't happy with the way he was
treated,
.. ............. , he was n' t ha ppy with the way
he was treated.
r o give vou mv oRini on, ¡ wo uldn't buy that car.
, 1 would n't buy that ca r.
Unit 14
6
Vocabulary
{22j Now listen and complete the two tasks.
While you listen yo u must complete both tasks.
Leam, find out and know; provide, offe,. and give
Task One
O CAE eandidates often confuse leam,
find out and
know. Which verb, leamt, found out or knew, is
possible in the sen!ence below?
For questions 1-5, choose from the list A-H the as pect
of migration that each spea ker is relerring to.
A loss 01 local culture
Speaker 1
1
Speaker 2
2
.. that she's working here as a nurse to
Anyway, l..
support her lamily back home ... (Speaker 2)
B integratian in schools
e
changing eating habits
D find ing accommodation
E mi xed marriages
F communieat ion pro blems
Speaker 3
I
3
Speaker 4
I
4
Speaker 5
I
5
G sending money home
H starting a business
6
Match the words with their definitions trom
CALD. (Two of the words have two meanings,)
1 know
a
2
find ont
3 leam
t O ger in fo rmacio n abo nt som ething because
you w ant to know
more abom it. o c to lea rn a fa ct o r piece o f info rmatio n fo r (he
first time
b
10 gel know1edge oc skill in a llew subject oc aCtiVitY._~
Task Two
For questions 6-10, choos e from the list A-H the thing
which has impressed each speaker the mosl.
A Employment is created.
B Famil ies are divided.
e
The quality 01 life
improves.
d
Speaker 1
I
6
Speaker 2
I
7
Speaker 3
I
8
F Local people lose their
jobs.
G Local people lea m
Speaker 4
I
9
to make yourse1f remembe r a piece of w riting by read ing it o r
repe::uing it many times
e
D The cos t of living rises.
E Sta ndards are raised.
C_to_
_ h_
a\~~.~e_I·nfo~~
__ , ._atj
__o___yotl
n jn ______
r mjnd_ _ _ _ _ _ _ _.....)
(.O
....
H Attitudes are more diverse. Speaker 5
_ .....)
provide*, Complete these extraets from Listening
Part 4 by writing offer, give or provide in the
correct form in the spaces.
* pro vide somebody with something / provide somethíng
for somebody
I
I 10 I
~ Work in smal! groups. Take turn s lO summarise
what one of the speakers said. Eaeh student
should ehoose a different speaker.
o
......
~ CAE candidates oflen confuse offer, give and
something new.
o
be ce nain
---------_ _._
Before you speak, spend a minute or two thinking
about what you're going to sayo
Tr y to use sorne 01 the comment adverbia ls from
Gramma r Exercise 2 on page 140 when you speak.
The ot her day she was rea lly looki ng dead tired so
1
............. to get her a coffee afterwards.
2 Her salary here's enough to .
thei r schooling, their clothin g a nd a1l sorts olother
things back horne.
3 They're already doing so well th a! they've even
been able to .
.. .... jobs to a couple 01
loca ls as welL
(¡) Provide, offer and give afien have very similar
meanings. However, sometimes their meanings
are slightly different. When their meanings are
different, which word, provide or offer, means:
1
2
give sorneone sornething the y need?
ask someone il they would like 10 have
something or if they would like yon to do
something 2
10
10
Moving abroad
®
o@
Each of the sentences below c ontains a
mistake made b y CAE candidates with learn, find
out, knaw; provide, atter and give. Correet the
mistakes.
1 1 phoned a taxi eompany to lfflew the average rate
from the airport to t he eity centre. -I'í",d o1At
2 You should go to the inform ation desk to know
where to pick up your luggage.
3 While studyi ng Engli sh , yo u al so know abou t their
eustoms and trad ition s.
4 J've eheeked the timetable to learn the time of the
next train to l ódZ.
S Com fy Ca teri ng Services a ims 10 give good foad
for students at low eos!.
6 We feel that the authorities should be prepa red to
give a solution 10 those pa rents who wish to ta ke
il.
7 Studying at the Aee Sehool in London will offer
you the opportunity 10 ma ke new friends and meet
people.
8 I'm writing to complain about the service you
offered during our sta y in your hote L
Speaking Part 4
O Belore doing Speaking Part 4, do the task in the
Exam round-up box below.
Circle the correct alternative in italícs in the followin g
sentences.
Speaking Palt 4 lasts about two minutes / €r~,
2
You are asked to give your opinions on subjects connecred
with !he sarne theme as Speaking Part 3 / a new theme.
3
You and your partner are asked differen t questions I are
expected lo discuss yaur ideas about the same questions.
6
You should give a brief answer / quite a long answer.
Work in pairs. Whieh 01 the phrase s in the box
below eou ld you use when answering each
01 these questions? (You can use sorne 01 the
phrases with more than one answer.)
1 Wh at are the benefits of a multieultural society'
2 Should people who go to live in another country
adopt the culture 01 that eou ntr yl Why (not)'
3 Ho w ean gove rn ments help immigra nts?
-
--,-:-.,.--,--
-
- -- -- ".__..---,--
, cover peo ple's basic needs ereate cultural diversity
. ma ke society a richer place open up people's minds
¡encourage tole rance towards other ways 01 lile
. make the transition into a new society
peopl e fro m different backgrounds, different outlooks
provide housing help them integrate to live SIde by side
e
Uni! 14
the questions. Note down the ir answers to eaeh
question.
o {24'¡ Comple te these extracts Irom J a mes' and
Sara's answers by writing a modal verb (can,
may, slwuld, etc.) in each gap. Then check your
answ ers by listening to the ext raets.
1 I lhi n k it .
""'"
.... open up
people 's minds to other exp erieuces that they
........ not be able to have otherwise.
2 I p ersona lly thin k il
....................... ma ke
society itself rieher by having di versity within ir.
3 1 think people ..
be a llowed 10
have sorne 01 the element s 01 their ow n culture as
long as they're not detrimental to the good o/ the
majority.
4 What they ..
..... ... 10 do is provide
lots o/ information at th e beginning so that people
............ m a ke th e transition into the
new society.
5 Housing is something 1 th ink they
be providing.
o Work in pairs. Discu ss yo ur answers to the three
questions in Exercise 2 . Try to u se sorne 01 the
phrases lrom the box in Exercise 2 when you
speak.
@ Work in pairs to discuss the questions.
Exam round-up
4
€ ) {23¡ Now listen to James and Sara answering
1 Many companies ex pect their employees to be
ready to move to dilferent place s and countries to
work. Do you think everyone should be ready 10
move far their job l Why (not)?
2 Ho w has your eountry changed in reeent years as
a result of irnmígration or em igratia n ?
3 Sorne people suggest that immigra nts shou ld be
obliged to leam the la nguage of the country they
go too Do you agree l
Use of nglish Part S
€)
o Do the exercise in the Exam round-up box below,
Exam round-up
How much do yau remember about Use of English Part 5?
Complete the following sentences by writing one word from the
IiSl below in each space.
word contractions change same number given six eight
There are (1) ............ ~;OG.L
Do questions 1-4, using the cIues given to help
yOli,
1 Could you remind me to phone Charlie on Friday'
GRATEFUL
I'd ..................................................................... me to phone
Charlie on Friday.
Clue.· There are two parts to this answer.· a request
and an indirect question.
2
. questions.
You have to write between three and
(2)
.......................... words in each space, using
the (3)..
given.
(4) ..................................... count as lwo words.
You must not (5).
.. the word given.
Read the queslion and decide what grammar and vocabulary
yau need. When yau have finished, read your answer and
check:
il it means the (6)
3 You won't get into the national team unless you try
much harder.
MAKE
You'U have.
il you're going to get into the national team.
Clue: What no un can we use with 'make' to mean
'try hard"
as the original
sentence
if yau have used the correet (7) .
words
01
you haven't changed the word (8)
6
Mario wasn't given any help completing the
projecL
ALL
Mario completed
himself.
Clue: Use an expression which means 'alone' .
Complete the second sentence so that it has a
similar meaning to the first sentence, using the
word given, Do not change the word given, You
mnst use between three and six words, incIuding
the word given, Work in pairs, For the question
below, which would be the correct answer: a, b, c
or d? Why are the other answers incorrect?
Boris should have contacted us the moment he
arrived.
TOUCH
Boris was supposed.
as soon as he arrived.
a Boris was supposed getting in touch with us as
soon as he arrived.
b Boris was supposed to get in touch with us as soon
as he arrived.
c Boris was supposed to have got in touch with us as
soon as he arrived.
d Boris was supposed to have made contact with us
as soon as he arrived.
4
Fatima still hasn't decided il she']] study in New
Zealand next year.
MIND
Fatima hasn't .
to study in New Zealand next year.
Clue: What expression with 'mind' means 'to
decide'?
o Now do these questions without clues (as in the
exam),
1 !t's possible that Katya has been delayed by the
heavy traffie.
HELD
Katya may.
by the heavy traffie.
2
1 wasn't sure who was to blame lor the accidenL
FAULT
1 couldn't te]] .
was.
3 Alter Ranjit had discovered the truth, he reported
the lacts to the police.
OUT
Having.
. ................................... ,
Ranjit reported the lacts to the police.
4 Franz said he had tried as hard as he could to
make Sonia happy.
BEST
'1 have.
make you happy, Sonia; said Franz.
Moving abroad
e
Grammar
Writing Part 2 An articIe
Emphasis
o Work in pairs. Answer quest ion 1 or 2_
O Read the Grammar reference on page 163, then
loo k at sentences 1-7 below. Match them with
the ways oí adding emphasis a-d. (Sorne oí the
sentences have more than one way oí adding
emphasis.)
o page 163 Gtammar reference: Emphas/s
a
b
c
d
Fronting
Cleft sentences
Using adverbs lar emphasis
Using reflexive pronouns
1 Behind lhe sentence crowd lhe emigranl s
lhemselves. 1>,
2 To most oí the immigrants America was simply a
tantalising rumour oí easy money ...
3 And because the mosl educated are mo re Ii kely
lO emigrate with their íamilies and to integrate
quick ly inlo rheir new homela nd, they seem less
Iikely to send money back.
4 What rich count¡ies should do is make migration
simple, bnt temporary.
5 Whal struck me mOSl was seeing t heir mums-in
law being taught how to cook new dishes.
G I thought it was quite rem arkable actua lly
because we give the impression 01 being rather a
nationalistic lot bnl lhat doesn't seem 10 be the
case al all in fac l.
7 I personally think it can make society ilself richer
by havi ng di versily withi n it .
1 Have you ever wo rked abroad 1 Whal did you lea rn
from the experience?
2 Would you Ii ke to work ab road? What would you
expect to ga in from the experience?
a Do the exercise in the Exam round-up box below.
Exam round-up
How much do you remember about how to approac h Writing
Part 2? Put the fo ll owing advice in the correct arder by writing
a number 1-8 by each.
a
Check what you have written looking tor
specific mistakes you know you make.
b
Organise your notes into a parag raph
by- paragraph plan inciuding sorne of the
voea bulary you 'd like to use.
c
Read all the questions and ehoose the one
you think you ca n do best.
d
Brainstorm idea s and make rough notes.
e
Identify w ho the reader is, decid e what would
be a suitable styl e and wha t effec t you want
to produce on the reader.
o
a Express lhe ideas in the sentences below in a
more emphatic way. (There may be several ways
of doiug this.)
1 I believe lhat yo nng people benefit from living and
working abroad.
- :r: pe.rso1<I>H/\ bdie.ve. t¡".{).t n01A."it pe.opf.e.
-
be.1<"-.fit (}re.KH(1 .fro"" f.,vi1<~ ".,,6' wor~ i1<(}
"brol>o.
:r: ",/\se.N be.f.ie.ve. t¡"."t ~ 1.iVi1<(} {).1<O wor~i1<(}
I>broKd (1ol'1<(} pe.opf.e. b&1<e..fit (}re.I>tf.IJ·
2 Many people move ove rsea s because they don't
Iike 1he climate in their own country.
3 Living in a mu lticnltural soc iety enriches ou r
Ii ves.
4 She feels lonely living away from her fami ly.
5 He find s it impossible to save money although he
has a well-paid jobo
6 Fran z learnt lo spea k the la nguage perfectly by
living in the country_
7 The director oí slUdies laught us when our teacher
was ill.
S A good education teaches people tolerance.
@
Unit14
A nalyse the question, underlini ng the things
you must deal with in your answer and
id enti fying your objectives in writing .
9
Write your answe r (220-260 words) foliowing
your plan.
h
Take about 45 minutes to do the whole task.
8
€) Look al Ihe writing task below.
1 \Vho wUI read the anicle?
2 What style would be sn itable?
3 In what ways wonld you have to use yonr
im agination to do Ihe lask? Work together and
invent the detail s you need .
You spem last summer doi ng a temporary job
in another country. An internalion al magazine
has asked you to write a n article describing your
experience, saying what you learnt fro m il and
saying whether yo u would recommend it lo other
readers.
Write your article.
o Read lhe answer opposite.
1 [s the style formal or informal'
2 Find examples of each of the l'ollow ing ways of
add ing emphasis:
• fronting
• using adverbs
• a cleft sen ten ce.
3 Which pa ragraph dea ls with each part of the task'
4 Underline words and phrases you might be able to
use in ath er wri ting tasks.
o Work in pajrs. Look at the wriling task below.
1 Who w ill read the anicle and what style would be
suitable?
2 Make a pl an for yo ur anicle: decide how many
paragraphs you need and what yo u shauld pul in
each paragraph.
3 Think ol' a title for your article.
Last year you decid ed to s pend a few months
living in an English-speaking country and slaying
wilh an English-s peaking family there. An
international magazine has asked you to write an
ar ticl e describing your experience, saying what
you learnt Irom it and saying wheth er you would
recommend il to other readers.
Write your article.
o Work alone and write your acticle.
O page 166 Wni¡ng reference: ArUcles
Two months in an
office in Adelaide
Last year, feeling the need for a break in my
norma l routine, 1 spent two months working in OUI
Adelaide oftlee as part of the compa ny 's exchange
prograrnme.
What 1 discovered from the experience was a
completely different office environment. This
gav e me the opportunity to compa re OUI working
metho d s with those oí Australia.
Surprisingly - at least fer me at the beginning
relationships in the office both between cOlleagues
and between 5taft and management were very
informal although gene rally quite friendly.
Participants in meetings, 1 fo und, were quic k to
get to the point and re ady to express their view s
directly regardless o f hurting other people's
feelings.
1 carne away with a number of extrernely positive
impressions from my experience. Firstly and very
impo rtantly, everyone said what they thought
without fear of, for example , upsetting the
managers . What this mea nt was that new ideas
w ere generat e d and exchang e d easiJy, leading
to a far more c reative and motivated workplace
atmosphere. A lso, people were ver y direct, which
made m e etings and work discussions highLy
efficient though not always comfortable . Gn
the o ther hand, this meant that unfortunately
c onsideration of the human dimension wa s
occasionally missing from relationships and that we
were not always treated with great respecto
Despite this minor drawbac k, I'd strongly
recommend working in Australia to anyone who
wants ataste of working life on the other s ide of the
w orld. 1 found 1 made a good nurnber of new friends
and returned w ith ideas whi ch 1 hope will transfo rm
rny workplace and rny professiona l1ife.
Moving abroad
e
Unit 1
Vocabulary and grammar review
Gr mOlar
Vocabulary
Complete the puzzle, using these cines.
1 phys ical reaction to various substances, for
example grass, dust
2 powder produced by f1ow ers, trees and grass
3 green or blac k substance that grows on old food or
wet surfaces
4
........... ........ .. . fumes come from a car engine
and pollute the a ir
5 hay ....
. ..... .. ... is a distinctive type of 1
6 grass and dust are types of this
7 the noun rel ated to clean
8 medica! procedure which involves giving someone
an injeetion to make them immune to a particul ar
di sease
9 adjective related to 1 and 6
9
10__ _ __ _
2' _ _ 0 _ _ _
3 _ _ _ 0_
40_ ___ _ _
0
6 _ _ _ _ _ 0 __
7 _ _ _ _ _ _ 0 ___ _
8 _ _ _ 0 ______ _
Rewrite Ihese senlences, correcting any errors in
Ihe use oí contrasting words or phrases.
1 He thought he had sorne terrible disease. however
"',,¿
2
3
4
5
Complele the second senlence so thal il has a
similar meaning 10 Ihe firsl senlence, using Ihe
word given. Don'l change Ihis word. Use three to
six words including Ihe word given.
1 The pnblic health service is worse than il was ten
years ago.
GOOD
The public health service is .1<Pt ." S..~QQ(). i',s.it.w" s.
ten years ago.
5 _ _ __
,e) Complete Ihese senlences with the correct
2
We ....... .... __ .. __ .. ...__
2 As the manager of the department, you are
responsible..
recrniting new staff.
3 There are more and more virn ses which are
resistant .
..... traditional antibiotics.
4 Are you famili ar .......... .. the mnsic of Jan Gabarek'
5 [f yon want to be better .............. playing the guitar,
you' lI have to practise more.
6 1 can't eat omelettes because ['m allergic ...
eggs.
7 J like the house it self, but it isn't very convenient
. .. the supermarket or the station.
8 Please let us know if our ofier is acceptable.
y OU.
(Í 46 Unit 13 Vocabulary an.d grarnmar review
we need.
3 My new job is not as easy as 1 expected.
DlFFICULT
My new job
1 expected.
Be ca reful what yo u say to him. He's very seusitive
.....tQ .... critkisID.
We don't have as many qualified nurses as we
need.
FEWER
prepositions.
1
it was just a bad case of flu.
He- t "-01All'iAJ keso",-e- te-rribh ¿ise-"se-¡ b1At it
wt\s j 1Asf " bt\¿ ~t\se- o-F -tf1A.
My si ster seems to cateh every cold going although
1 am rarely ill .
Despite he didn't feel well, he went to work as
usuaL
Bnt 1 exercise every day, ['m still overweight.
He refu sed to see his doctor. Although everyone he
knew advised him too
4
['m really tired. 1 shall be very glad when we get
home.
SOONER
['m really tired. The __
better.
5 1 eamed less maney Ihan 1 thought 1 would last
week.
MUCR
1..
Ihought 1 wonld last week.
. ..... .......... .. .............. as I
6 Your di el is jusI as bad as mine.
BETTER
Yaur diet ..
......... mine.
Unit 14 Vocabulary and grammar review
Vocabulary
Complete the sentences below by writing leam,
find out, know, provide, otter or give in the corree!
form in th e gaps. You can use any verb more than
once.
1 How old were you when you .............hl1,r1'tt
you r multiplication lables'
2 l've been Irying lo .
. whal [ need
to do lO gel a working visa for New Zealand.
3 1 th ink it's the governme nl's duty lo
........... education for a11 young people free
up 10 th e age of 2 l.
4 Now w here are my keys' [
they're in my bag somew here!
5 Rebecca has been ........................................ the cha nce
to improve her Spanish by studying in Argentina
for a yea L
6 My sis ter has been ........................................ a job in the
company and she's considering it at th e moment.
7 [don't think the police wi11 ever manage to
.... .. .............................. who slole Ihe money.
8 You'l1 never ........................................ lo drive properly
unless you go to a proper driving schoo!.
Gra
6
mar
Complete the second sentence so tha! i! has a
similar meaning to the first sentence, using Ihe
word given. Do not change the word given. You
mus! use between three and six words, including
the word given.
1 We didn't have as much time as we wa nted lO
understand a11 this informatio n .
TAKE
W hat we wanted ............Wf\s. ..\,,~~.. t l.!Mf. ..t9... tr..l~.
in all this information.
2
.
Everybody agreed Ihat the music at Lenka 's
presentation was ve ry annoying.
OBJECTED
It was the mus ic ....
at Lenka's presentation.
3 Firsl, you complete this form a nd then you post ir
to Ihe embassy.
FILL
What you have .
Ihis form and then send it to the embassy.
4 Audrey is not prepared to leave her currenl jobo
LAST
'G etting a new job is .
do!' cri ed Audrey.
5 Alfredo wanted nothing more than to relax when
he gol home.
TAKE
Al! Alfredo wanled lO .
easy when he got home.
€) Complete the leller below by writing one of the
adverbs or adverbial pIrrases from the box in each
of the spaces. Use each adverb/ adverbial phrase
once only. In sorne cases more than one answer is
possible.
..
..
actually almost certal nly appa rently hopefully
obvious ly quite su rprisingly thoughtfully to be honest
Oear Odile,
Thank you so much for so (l)t0covo0ct.fjA~~rr ..
lnV1tlng me to stay with you and your family for a few
months later this year. 1 will (2) ............. .... ... ....... .
take you up on your offer as I've been thinking for same
t1m e of doing a gap year befare 1 go to university
(3) .. ... . :.. .... ............... , 1 need a break fram st udying
and 1 thlnk a spell of living abroad would suit me
perfectly.
(4) . .
........ , because I'm rather tired of
school llfe, 1 haven't been working particularly hard this
term, bul (5) .. ........ .. . .. .......... , I've managed to pass
all my exams wil h quite good grades.
(6) .............. ,............ , when 1 go to university (after
my gap year), 1 II have to work quite a lot harder. 1
already know several people on th e course 1 want to do
and
.
8 (7) ....................... .. 1't'S very demandlng.
So
( ) ............................ a fe w months abraad will
refresh me enough lo really gel dow n to work when 1 get
back.
nl be in louch when I've gol my plans a tittle elearer.
Very besl wishes,
(andice
~
Vocabulary and grammar review Unit 14 147
Grammar reference
Unít 1
Contents
Unill
Uml2
Verb form s to talk about
the past
Ex press in g purpose, reason
and res ult
Spellin g rules for affi xes a nd
inflections (-ed, -ing)
Verb forms to talk about the past
148
•
something that happened at a specific time in the past: I
fírst met Greg in 7997. Susie left líve minutes ago.
150
•
a state at a speeifie time in th e past: Yesterday I felt so
tired lhall didn'l go lO work.
151
•
things which happened over a period 01 tim e in the past,
but not now: I studied al Che Sorbonne in Paris for four
years from 2007 lO 2005.
•
aetions or events w hich happened one alter the other:
She opened lhe fridge, look oullhe milk, gave some lo
the cat and put some in her coffee.
•
habitual aetions or events over specifie periods 01 time in
the past: While he was away on holiday, he le/ephoned his
mOlher every day lo see how she was.
Unit 3
No, none, no!
The passive
151
152
Ullit I¡
Expressin g p ossibilit y,
probabilit y and cert aint y
152
Unil 5
Infinit ives a nd verb + -ing forms
153
Unit 6
Avoid in g repe tition
154
Unil 7
Ways of li nking ideas
155
Unit 8
Reported speech
156
Unil 9
Tenses in time clauses a nd
time adverbial s
Time adverbials : when, while,
during or meanwhile?
Preposition s in time expressions
158
158
Expr essing ability, possibility
and obligation
158
Conditionals
At, in and on 10 express location
159
160
Un!' 12
Nou ns
ArlicJes
160
161
Uni. 13
Ways of contrasting ideas
The la nguage oi comparison
161
162
Uni' 14
Comme nt adverbia ls
Emp hasis
163
163
Unill0
Uni' 11
e
Complete CAE
The pasl simple lense is used lo describe:
157
The past continuous tense is used lo describe:
•
an aetivity wh ich starte d belore and continued until
an event in the past: She was driving lo work when she
was slopped by the police. (The activity 01 driving was
interru pt ed by the police stopping her.)
•
an activity which started belore and continued alter an
event in the past: I was cooking lunch when I heard lhe
news. (And I continued to cook lunch alterwards.)
•
situations which were temporary at a tim e in th e past: I
remember lhe evenes of that summer well. I was slaying
with my aune at the time, just while my flal was being
redecora ted
Noles:
Use the past si mple il the si tu alion in the past was more
perm anent: Ilived in Bnghton when I was a child. (not I
was living)
Continuous tenses are not norm ally used with verbs
which describ e states: Samt/i has (j'p'Pf¡¡'t1fj <9 hBtJse in
f,,1ay f8JÍ.
•
something that Irequently happened with always or
forever, olten to express amusement, strangeness or
irritation: My dad was a/ways dressing up in funny hals
and making jokes. We moved beca use we gOl fed up with
the neighbours, who were forever arguing.
State verbs
•
We do not usually use th e continuous w ith state verbs.
Th ese are common ly:
•
ve rbs whi ch express opinions, fee lings or knowledge ,
e.g. agree, assume, believe, disagree, hate, hope, kno w,
like, lave, prefer. reaNse, regret.
•
verbs whi ch describe appearance , e.g. appear. look,
seem, resemble.
•
verbs wh ich describe senses e.g. feel, sme/!, taste.
•
the se other verbs: belong, consist, contain, cost, have,
Would + infinitive and used lO + infinitive are used to
talk about thin gs which happen ed repe atedly in the past,
but don't happen now: When I was smal/, my mother would
read to me in bed and she'd sing me a song ro put me to
sleep. While she was reading to me, my father used to wash
up the dinner things.
•
own.
•
Me,e N()W
•
Used lo only exists in th e pas t It has no other tenses.
(Note: The negative is didn't use lO: He didn't use lo be
so shorl- tempered. The question form is Oid he (she/you)
use to ... ?: Oid you use to enjoy school when you were a
kld, because I hated it?)
Compare this with : When Maria g ot home, theyale
dinner [Thi s indica tes that they ate dinner when she
arri ved.)
•
Use the pa st simple when you say how many tim es you
did something: Charlie used to be a very successful tennis
player He won the junior championship three times.
typica lly with time expressions like: when, as soon as,
after. before, it was the first time, etc. : He went home as
soon as he'd finished his work.
The presenl perfect lenses:
to indicate th at we are ta lking about an action which
took place, or a state which ex isted , before another
activi ty or situation in th e past, which is described in th e
past si mple: When Maria got home, they had eaten dinner
The past perfeet continuous tense is used :
•
Use used lO not would to talk abo ut past states which no
longer exist: !he, e "()b/ti be 8 !Jf()ee, 's fJ{JfJ()site M&-btfg
s/8liM, bbl lIle,c's 8 SbpefJJl 8, kel
The past perfect simple tense is used:
•
to say how long somethin g happened up to a poi nt in
th e past : It was two months before any of the teach ers
noticed that Mike hadn't been coming to school.
to locus on the length of time : Myeyes were rea//y tired
because l'd been reading for two or th lee hours in bad
light.
We use the presen t perlect with time adverbs th at conn ect
the past to present, e.9. Just, already, lately, since, so far. up
lO now, yet, today (when it is still the sa me day), this morning
(when it is still th e sa me morn ing) : Have you seen any good
films lately? Britain has only won the World Cup once so far
Have you had any interesting phone cal/s this morning?
Compare: Oid you have any interesling phone cal/s Ihis
morning? (11's now t he alternoon.)
The prese nt perleet simple and continuous are olten
inte rcha ngeable. However, note the diffe renees in the ehart
below.
li le
the presan! perfccl simple
emphasises t he result: ['ve phoned all
my friends and they're coming
part)',
done my homework).
-t
says how much we have done: rve
cooked three pizzas.
- -
says how l ong we 've been doing som et hi ng: fve been cooking 011 afternoon.
~--
-
may gi ve t he idea th at something is temporary (and may b e accompanied
by a time expression w hich show s th i s): J've been working here for the lasl
(wo rrwnths unlil J go 10 un ive rsity~ We'ue been eating dinner in the garden
while the weather has been so warm.
is more perm anent (and may be
accompanied by a tim e exp res sion
which shows th is): He's worked in lhis
shop all his life. rue always lived here.
~
emphasises the ac tivity: ['ve been phoning my frie nds (tilaCs wily J Iwven'l
ro the
m ay give t he idea t hal something
pmsenl porleel conunuous'¡ _
I
i s used when we wa nt to say how
is used w hen we want to emphasise the process of change over a peri ad
many times something has been
repeated: J'ue invited her two or three
01 ti me and that t hese changes are not fin i shed: You r Englislz has been
improuing tremendollsly since you started doing your Izomework l
times but she always says she's busy.
The present per fec t continuo us in t h i s case w ill often u se phrases li ke more
I
and more, over the last few days/months, etc., and com para ti ve adjectives:
My Englisll has been getting berrer and belter over the last few months.
Gra mmar reference C!.49
ni 2
Expressing purpose, reason and result
FoHowed by : Pósítío
••
between clauses
I Example(s)
so (that)
a clause
He always dresses smartly so (thal) people
notice him.
with the
purpose o{
/ with the
intention of
verb + -ing
so as / in
order
infinit ive
Carla came home early so as not to have an
argument with her parents.
infinitive
Dieter goes to the gym every day to keep {ir.
Teresa got up early wilh the intention of
studying befare gaing in to university.
aiter the main c1au se
at th e beginning 01
the sentence (more
emph atic) or between
clauses
because /
since / as
a c1ause
in case
,
afler the main c1ause
otherwise
We'd better postpone lhe meeting till a{ler
lunch beca use / sinee / as Fatima has been
delayed.
Because / As / Since he was {eeling ill, he
spent che day in bec!:.
Take your mobile with you in case you need
call me.
ro
Candice always writes things down otherwise
(- because il she do esn't) she forgets them .
because o{
/ dueto /
owing 10
noun ! verb
+ -ing
at (he beginning 01
(he sen ten ce or afrer
the main c1ause
All {lights have been caneelled because o{/
due ro / owing to tlze bad weather.
For this
reason
a sentence
at the begin ning of a
Someone called me unexpectedly. Fo r this
sentence and referring reason 1 was late for the meeting.
lo (he prev ious one
Consequently
/ as a
consequence /
as a resulto
a sentence
al (he beginning 01 a
sentence and relerring
10 the prev ious one.
As a consequence and
as a result can also be
used al the end oi the
Ranjit injured himself in training yesterday.
As a consequence, he won'! be taking part in
the match today.
Keiko didn't write a very good letter of
application. She was rejeeted as a result.
sentence.
llsing conditional senlences (see page 159)
If clzildren slart leaming foreign languages when they're young, they leam them e{fortlessly. (I{ clzildren
start leaming (oreign languages when they're young - possible action; they leam them effortlessly
....._ _ _ _ the result.)
150¡
Compl ete CAE
Spelling ru les far affixes and inflectians
(-ed, -ing)
Affixes are either prefixes (syllables added before the
word: dispose, propose) or suffixes (syllables added after
the word: expectant, expectancy, expectation). In th e
CAE exam spellings must be correct for the answer lO be
considered corree!. Below are some spe lling rul es w hen
add ing affi xes.
Double the final consonant when you add -ed, -ing,
-er, and -es! lo:
•
•
Adding prefixes
When a prefix is added (before the word), the spe lling does
not change, e.g. w ith dis-, un- and ir-: appoint - dísappoínt,
satisfied - díssatisfied, truthful - untruthful, necessary
unnecessary, relevant - ¡rrelevant.
Note: Use il-, ím- and ir- (not in-) befare words beginning
with 1, m, p or r: íllegible, immodest, impractícal, Irresponsíble.
U °t 3
a one-syllable word which ends in consonant-vowel
No, none, not
consonant: run - runner, clap - clappíng (but bend
No
bendíng, strange - stranger, bad - badly, etc.). But final w,
x and y are never do ubl ed: flowed, taxíng.
means not any or not even one and can be used with
le or uncountable nouns: {'ve no idea what you're
countab
verbs of two or more syllables which end in consona nt
talking
about.
There were no cars on the road at that time
vowel-consonant and the final syllable is stressed : occur
of
the
morning.
- occurrence, forget - forgetting, admit - admíttance (but
forgetful, developíng).
is used with compara tive words and difrerent: The traffic
is no worse than it was at the same time yesterday, l had
verbs which end in '1' after one vowel in British English
10 work late every evening last week, and so rar thls week
(in American English they may not double) : travel
has been no different.
travel/er, cancel - cancellatíon.
Don't double the final consonant when:
None
is a pronoun and means not one, not any or no par( of It
there are two final comonants: correspond
can be used with countable nouns, uncountable nouns
correspondence.
and other pronouns. It is most commonly followed by of:
• there are two vowels befare the final consonant:
None of my friends knowlknows it's my bírthday today,
dísappear - dísappearance.
None of the milk In the fridge is fresh.
• the verb ends in a vowe l: ínterfere - ínterference.
can also be used without a noun : 'How much coffee do
• the stress is not on the fin al syllable: deepen
we have?' 'None (at al/). We finíshed it yesterday,' We
deepeníng.
need 10 buy som e more bananas - there are none left.
Change y to í:
Note: In formal written English none is considered to be
in words w hich end in y after a co nsonant, the y becomes í
a singular word and is followed by a singular verb: None
when a suffix is added : happy - happíness, try - trial I tríes,
of my col/eagues speaks Japanese, However, in everyday
study - studious, famíly - familiar, rely - reliance.
speech plural verbs are more common ly used: None of this
morníng's flights have been delayed
But note these exceptions:
•
•
í becomes ywith -ing: Jie - Iying, díe - dyíng
N ot
is mainly used to make verbs negative and is often
dry - drier I drily but dryness; shy - shyness I shyly; day
contrac ted to n'/: You have not I haven't answered my
daily
question. She told me not 10 phone her after ten o'ciock in
Drop the final -e:
the evening.
• if there is a consonant befare it and th e suffix begins
can also make a word or a phrase negative: Not many
w ith a vowel (- er, -ed, -ing, -an ce, -atíon, etc.): nonsense
voted in yesterday's election. Not everyone can wín
people
- nonsensica/, amaze - amazing, sane - sanity.
the lottery,
Note these exceptions: words ending in -ce, -ge and
-ee : noticeable, knowledgeable, disagreeable.
•
•
th e final - e is not dropped w hen the suffix begins with a
con sonant: safe - safety, arrange - arrangement, disgrace
- dísgraceful (exception: argue - argument),
Grarnmar reference
@
The passive
!rorm
The passive is formed wi th the verb to be + the past
participle of a main verb, e,g, A large new shopping complex
is be¡ng buill on the outskirts of the city.
Unit 4
Expressing possibility, probability and certainty
Possibilily
Modal verbs may, might, could
If we wa nt to mention w ho or w hat did the action in a
passive sentence, we can introduce it w ith the preposition
by: A large new shopping complex is being buill by: a small
local firm
•
Note : Intransitive verbs (e,g, appear. come, gol cannot
be used in the passive lorm beca use they do not have an
object.
•
Use could to emphasise th at th ere are other possibilities in
addition to th e one you are mentioning: Bjom could arrive
some time Ihis aflemoon. (or this evening or tomorrow)
Uses
•
We use th e passive to l ocus attention on the persa n or thing
th at is affected by th e acti on of the verb:
Use mighl 10 emphasise Ihal th e opposil e is also possible:
mighl go 10 Ihe parly. (or I might nol)
•
Use may, mighl, could + wellleasily to say somelhing is
a stro ng possibility: The wealher may well improve by Ihe
weekend l'd better wrile it down olherwise I could easily
forget
•
Use may, mighl, could + possiblylconceivably or JUSI mighl
to say something is a remote possibility: My boss could
conceivably change her m¡nd and decide to give me a pay
¡ncrease, I just might have time to finish that report Ihis
week,
or w ill happen, bu t we don't know: The pholOcopier isn'l
working - Ihere may be some paper sluck inside,
w hen the person or thin g that does the ac tion is
unknown : My office was broken ¡nto lasl night
•
when it is unnecessary to say who or what did lhe
act ion beca use It is obvious: My brolher was stopped for
dangerous driving, (Only the police can stop dangerous
drivers,)
•
when the person or, thin g that does the aelion is
unimportant or irrelevan!: Tonighl's foolball malch has
been cancelled due to snow.
•
when the identity 01 the person or t hin g thal does lhe
action is secret or cannot be revea led, e,g, for lega l
reasons: A senior government minister has been seen
socia/isíng with known crimina/s.
Olh er words and phrases lo express possibility:
•
It 's (just about) possible thal + sentence: II's JUSI aboul
possible that we'lI have finished Ihe projecl by Ihe end of
March.
•
There's a/some/a slight/little possibility that + sentence:
There's a Sl¡ght possibility that Ihe whole projecl will be
abandoned
We also use the passive to crea te a '1Iow ' in tex!:
•
to put 'known information ' at t he beg inning 01 a
sentence: The olice have slarled to take a tougher I¡ne
wilh pelly criminals, M any of Ihem are now being given
Olher words and phrases lo express slronger possibility:
•
It's quite/very possible thal + sentence: It's quite possible
Ihat none of our clienls willlike Ihe new product
•
There's a good/strong/serious possibility thal + sen tence :
There's a slrong possibilily Ihal our offices are going lo be
moved from Ihe city centre lO Ihe oulskirls,
custodia! sentences ..
to place a subject that wou ld be very long in the active
alter the verb in th e passive : The player who has won
'foolballer of the year' most times addressed Ihe club
management ---7 The club management was addressed
by the player who has won 'foolballer of Ihe year ' most
times.
Use may, may nOI, mighl, mighl nOI or could (buI not could
noO lo say irs possible I hat something is tru e, happens,
P. ollability
Moda l verbs
The passive is olten also used to descri be technica l or
scient ilic processes: Water was added and the mixture was
healed to a lemperature of 85°c'
•
We can use th e passive lorm 01 verbs like believe, think,
report + an infinitive to convey inform ation when we are
not sure w heth er it is eorreet or no!. This is ol ten used
in reporting : Bill Gales is thought to be one of Ihe richest
people in Ihe world Twenty people are reporled 10 have been
injured in Ihe recenl storms,
Other words and phrases
@
Compl et e CAE
Use should lO say that you expeel someth ing is or w ill be
Irue: You've gOl such a good level of English Ihal you should
have no difficully in landing Ihe job,
•
(very/quile/highly) likely + infinitive: He's nollikely lo make
the same mislake again
•
There 's lillle/some/every/a slrong likelihood of + verb +
-ing/ nou n: /'d say Ihere's a slrong /¡kelihood of h¡(n gelling a
tirst c/ass degree,
•
There's little/some/every/a slrong likelihood Ihal +
senlenee: There 's lillle likelihood Ihal we 'lI manage to meet
our deadline,
Certainty
Mod al verb s
o
Use must (affirmative) and can't/couldn't (nega tive) to
exp ress things you fee l certain abou t beca use you have
evidence: They must be making a lot of money with so
many customers. He didn't know what we were talking
about, so he can't ha ve read our letter
Note: Don't use can or mustn't to express possibility,
probab ility or certa inty (see Expressing ability on page 158
and Expressing ob ligation and prohibition on page 159) .
Other words and phrases
o bound + infinitive: Their machines are notoriously
unreliable and they're bound 10 break down befare long.
Notes on modal verbs:
o To tafk about things happening now, in progress, or
arranged for th e future use a continuous lorm, Le. maYo
might, must, etc. + be doing: You must all be wondering
why l have called this meeting.
o We also use the contin uous w ith modals of possibility
(may, might, could) in cont ra st to the simple form to
express a weaker possibility. We might be going out later
(weaker possibility)
o To talk about things in (he pas t use maYo might, must,
etc.+ have + pas t pa rti ciple [done, been, eaten, etc.):
You must have been very tired after your tnp.
o To ta lk about actions which took pl ace over a period of
ti me in the past, use maYo might, must, etc. + have been
doing : Ufrike wasn't in when I called - she may have been
doing the shopping, I suppose.
Note: After the verb help the to ca n be omitted before the
infi nitive: She helped me re vise for my exam I helped her to
complete the job application form
The -ing form 01 the verb is used afler:
o so me verbs w hich exp ress likes and dislikes, e.g. dislike,
enjoYo loathe, (don't) mind, (can't) stand: She can't stand
getting stuck in a traffic jam. But note the foll owing
exceptions :
- hate/like/love/prefer are usually followed by the
-ing form but are sometim es lollowed by th e to infinitive
(see below).
- would + hate/like/love/prefer is always followed by the to
infinitive: /'d hate to get up early every morning.
o certain verb s. e.g. admit, appreciate, avoid, can't help,
consid,~r, delay, deny, finish, imagine, involve, keep, mind,
miss, postpone, prevent, report, resist, risk, suggest: The
prime minister has just finished speaking.
2 Verbs flJ llowed by the infinitive and the -ing form
A small numbe r of ve rbs can be followed either by the
infinitive or by the -ing formo
With no difference in meaning
begin, can't bear, cease, commence, cont¡{we, hate, intend, like,
lave, propase, start: /'ve just started to leam /Ieaming to ski. He
had ¡jnended to leave /Ieaving the party befare midnight.
Note: With the verbs like, lave, ha te there can be thi s sli ght
difference in meaning:
Unit 5
Infinitives and verb
o cer tain verbs + objec t, e.g. advise, allow, ask, enable,
encourage, forbid, force, get, instruct, invite, arder,
persuade, recommend, remind, teach, tell, train, want, wam,
wish: You can't force people to believe something. My father
taught me to swim
+ -ing forms
1 Verbs followed by ro + infinitive or th e -ing fo rm
The infinitive without ro is used afler:
o mos t modal verb s: We must hurry or we'll be late. You
needn't ' worry - there's plenty of time.
I/¡ke te clean my car every week. (= focus on the resu lt 01 the
activity)
Ilike cleaning my car every week. (= focus on the activity
itself, Le. I enjoy cleaning it)
With different meanings
•
verbs expressing perception (infinitive w ithout to)
We saw the plane take off (= We saw the wh ole action
or process.)
The ro infinitive is used afler:
o some verb s w hich are modal in meaning: l have 10 go to
work tomorrow You ought to get more sleep. You need 10
think again / You don't need to' worry.
, Note: In the affi rmative need is followed by te + infinitive.
There are two nega tive fo rms: don't need + to infinitive and
needn't + inlinitive w ithout to.
o certain verbs, e.g. afford, agree, arrange, appear, attempt,
choose, decide, expect, hope, intend, leam, manage, offer,
pretend, promise, refuse, seem: We can't afford to go on
holiday this year
2
•
We saw the plane taking off (= We saw only part 01 the
process.)
forget
1 I forgot to phone my brother. (= I didn't phone him.)
2
•
/'11 never torget phoning my sister that night. [= I phoned
her and I reca ll it we ll .)
remember
Tom remembered to close the windows befare he left.
[= He did so methin g he had to do; he didn't lorget.)
2
Tom remembered closing the windows befare he left.
[= He reca lled do ing it.)
Grammar reference
@
Use ie, ehis, Ihal, these, those to refer to the things last
mentioned: Artists now f),1I/e a vaS! t<lllge of maleflills al
Iheir disposal, nllS means ehae ehey can be much more
versa lile Ihan in Che pasl.
go on
1 He won his firsl race when he was seven and went
on 10 break Ihe wor/d record (= Breaking the world
record was somethin g he did later.)
2
He wenl on walking even though he was exhausted
(= He didn' t stop walking.)
mean
1 I'm sorry, I didn't mean to be rude. (= intend)
•
One, anolher, Ihe ones, Ihe olher, ehe olhers, bOlh, neither,
alf, none:
Use one to refer to singul ar counta bl e nouns from a
group. Use A(n) . .. one w ith an adj ective: There are
s~v&ral ~xcellen! e.\h¡bllion on in London at the momento
I strongly recommend tlle one ae ehe National Gallery. /'ve
boughl a lot of new shir/s recently, bul for gardening I
prefer lo wear 811 uld <iIJe.
2 If we want to catch the ear/y train, it'lI mean getting up
at 5.00. (= involve)
regret
1 I regret to inform you that you have nol passed Che test
this time. (= be sorry about somethin g you are about
to say - olten beca use it is bad news)
Use anolher to refer to the second, third, etc. singular
cou ntable noun from a group: One pir.wre showed a gir/
combing her hair. Ano/ller was of Ihe same gir/ dancing.
2 He nowregrets taking the dayoffwork. (= He wishes
he hadn't taken the day off work.)
•
stop
1 We'd better stop to look at the map. (= stop wh at you
are doing in arder to do someth ing else)
2 There's nothing you can do about it, so stop worry¡ng.
(= finish worrying)
Iry
1
I've been Irying lO repair my compuler all morning.
(= attempt something difficult)
2 Have you Iried kick¡ng il? (= do somethin g which
might salve a problem)
3 Other uses of the -ing form
Thal is olten used w hen giving reasons: The anist's my
cousill and ¡Ilo¡ 's why I'm here.
o
Use ones to avoid repeating a plural noun: I enjoy
romdnlic films, especially sad olles.
Use the otherwhen referri ng t o the second of two
th ings/peo ple already men ti oned : Pablo has (W(l houses.
One is in Sao Paulo and the (l/her is in Singapore.
Use Che others when referring to the rest of a number
of things/ people already mentioned: Most oi lhe aclOrs
wenl lo a parly. The olhers went home lo bed
Use bolh and neilherto refer to two thin gs/ people:
He's written (wQ novels. Bolh became beslsellers almosl
immediately. Nelther is aulobiographicai.
Use all and none to re fer to more than two thin gs/
people: He's written !went)'-three no\'els and I've read al/
01 th~m. Mariella invieed al! hel friellas to a party but none
of ihem carne.
•
as an adjecti ve: Thal was a really interesting film.
o
as a noun (the subject or object of a verb): Oriving can
be ve;y liring, especially lale al nighl.
•
as part of a participle clause or phrase (see page 155)
Who, which, whose - see Relative Glauses below.
•
after a preposition: Thank you all for being here. What's
wrong wilh lending him my car?
Using lIuxiliary I moda l verbs
ni
6
Avo iding repetition
Usi ng pro nouns
Derek Fosler worked in adverlising after the war. H became
a professional painter in Che ear/y 60s.
Use Ihey/them for people in th e singular when you are
talking in gene ral about males and fe males: If you ask an
arlisl how ehey seareed painting, Ihey'lI frequently say Iheir
grandfather or grandmo lher laughl Ihem.
Use himself, hersel" Ihemselves, etc. wh en the object is
the same as t he subject : H~ poured himself a glass of
waler. (Compare w ith : He poured him a glass ofwaler,
where him refers to a different person).
r~
Complete CAE
We ca n avoid repeatin g words by using an auxiliary verb:
Ayear ago I couJo'n'l speak any lurkisll, but now I can.
Nol many people hHve r~ad 'TIle Dungeon' and /'m one of
the few that hOve.
Use a form of do to replace a verb in th e present or past
simpl e: I really el/joy gooo' comedy IíIms, but ehen I eh¡nk
eve;yone o'oes. In contrasl, not everyone likes seienee
flcUon fllms, allhough I have lo admie that I rlI).
Using so
Use so to avoid repeating a sentence: Do you Ihink Real
Madrid wJlI win lile champlOnship again ? - I guess so.
(= I guess they will win the championship again.)
Use do so to avoid repeating a verb + the words which
foll ow: I told my students lo hallrl in ¡he wflring task on
Monday and nearly all ofthem dio' so. (= handed in the
w riting task on M on day)
Omitting words
•
Unit 7
Ways of linking ideas
Relative clauses
Relative clauses contain a main verb and begin wi th a
relative pronoun Uhat, which, who/whom, whose) or a
relative adverb (when, where, why) ,
•
Notes :
Irs sometim es possible to use to instead 01 a phrase
with an inlinitive beginning with 10 and to omit the rest:
Katie suggested gomg lo Ihe ballet, but I didn't want to,
Do call me if you're able lO, /'d like to be able lo so/.'e your
prob/ems but I just don 't know how lo,
Use that, who, whom, whose to refer to peop le: Max
is the boy whose father is a firefighter. A firefighter is
someone who puts out fires and rescues people, The
firefighter that rescued me was only 79 years old.
- In w riting, non-identilying relative clauses are
separated from th e main clause by commas: My car,
which is seven years old, has aiready done 200,000
kilometres. In speech, slight pauses are used to show
that a relative clause is non-identify ing.
- The pronoun !hat cannot be used instead of who or
which to introduce a non-identifying relati ve clause.
Relative pronouns can be the subject or th e object of th e
relative clause.
•
Subject: The people who know me best are my familyand
close friends.
•
Object: The people who I know best are my fami/yand
close fríends.
•
Object relative pronouns can be left out of an identifying
relative clause: The people (who) I know best are my
family and clase friends. The CD (thal) you gave me for
my birthday is fantastic.
When and why can also be left out 01 identilying relative
clauses: 7997 was the year (when) Ileft university That 's
the reason (why) /'m so disappointed.
Note: Whom is lormal and is used mainly with
prepositions: The person to whom this letter is addressed
lives in Madrid.
Use that and which to refer to things: The tree that was
blown down in the storm was over a hundred years old.
The book which won the prize was written byan 78-year
old girl.
Use when to refer to tim es: The weekend is a time when
many people relax.
•
Use where to refer 10 places: The place where they live is
in the middle of nowhere.
•
Use why to reler to reasons: The reason why /'m late is
that my fligh t was cancelled.
II where is left out of an identilying relative clause, other
cha nges need to be made: That's the house where I grew
up. That's the house I grew up in.
Participle clauses
Participle clauses ca n begin w ith a present participle
(Concentrating on what I was doing, I didn't realise how late
il was.) , w ith a past pa rticiple (Seen from a distance, !he
Pyramids look quite small.) or a perfect parti ciple (Having
finished his speech, he left the room.):
In each case the subject 01 th e participle clause is the
sa me as th e subject 01 the main part 01 th e sentence.
Relative clauses can be at the end of a sentence or can be
embedded in another clause: Madrid is the city where I grew
up. Madrid, where I grew up, is the capital of Spain.
Participle clau ses which precede the main part 01 a
sentence are followed by a comma .
Th ere are two main types of relative clause: identifying (or
defining) and non-identifying (or non-defining).
Participle clauses are most Irequently used in lormal
written English, and on ly rarely in speec h.
The rel ative pronoun in an identifying relative clause
defines the noun which immediately precedes it, and is
th erefo re esse ntial to the meaning of a sentence: The
couple who brought me up were not my real parents. (The
relative clause tells us which couple.)
Non-identifying relative clauses add additional
inform ati on, bu t are not essential to the meaning 01 a
sentence: The hotel, which has a hundred bedrooms, is
on the outskirts of the city
Another type of non-identifying clause is a comment
clause. In these, we use which to introduce a comment
on a previous clause or phrase: It had been raining non
stop for the 24 hours, which is why I didn't go out. We
were stuck in the tratric jam for three hours, which I found
real/y frustrating.
Use participl e clauses for the lollowing reaso ns:
to lin k two events in time: Opening the door, I sa w
someone I hadn't seen for over ten years. (= when I
opened the door, I saw __ .)
•
to provide a reason: Having left our map at home, we
couldn't find our way back to the mo1Orway (= because
we had left our map at home, we cou ldn 't ... )
instead of a condi ti onal co nstruction: Eaten in smal/
quantities, chocolate is good for you. (= II it is eaten in
small quantiti es, chocola te __ .)
Note: having + past participle is th e eq uivalent in meaning
to a past perlect verb: Having worked hard al/ day, we spent
the evening relaxing. = Because we had worked hard al/ day,
we spent the evening relaxing.
Grarnmar reference 155,
Participle clauses often follow conjun ct ions and
pre positions: After seeing that film, 1m too scared lo go to
bed
Note: In sentences like th ese, th e participle clause can
lollow th e main cla use, but is not normally preceded by a
comm a: /'m too scared to go to bed after seeing that film.
Participle clauses can also be used instead of identifying
rel ative clauses: Anyone (who is) caught shopliftíng will be
prosecuted. Who are those people (who are) climbing over
the wall? The se clauses are sometimes called redu ced
relative clauses.
The verb tense does not need to chang e:
•
if we want to make it cl ear thal what th e speaker sa id is
still true now or remains releva n!: '1love black co lfee.' --7
He said he laves black coffee.
o
if th e re porting verb is in the present: 'I'm lookin g
l orward to my holiday.' --7 She says she is looking
forward 10 her holiday
•
w ith th e l ollowing verbs and verb fo rms:
I Repolled speech
Dlrcct speech
Past perree!: 'l'd never
spoken 10 he r before.'
Noun phrases occurring together (appositionl
He sa id he 'd never spoken
. ~h er befare.
Pas! perleet conti nuous:
A co mm on, economical way, of linkin g two or more facts
about the same pers on, thing or place, is l O put them next
l O each oth er in a se nt ence: Her friend Klaus is a computer
engineer /'m going 10 see my tutor, Bev Jackson.
She said she'd been
'I'd bee n thinking of
thinking of changing jobs
ch a ngin g jobs for several
for several months.
months'
Note : As w it h relative clauses, th e second noun or noun
ph rase in sentences like these can be identifying or non
identifying.
M odal verbs would, could,
should:
•
If it t ells us w ho or w hat no commas are used: Her friend
Klaus is a computer engineer
'1 \Nouldn'! go skiing
He said he wouldn't go
aga i n .'
skiing again.
•
II it provides additi onal descriptive inlormati on, comma s
are used: /'m gomg 10 see my tutor, Bev Jackson.
station.'
' 1 eoul d
drive you 10 lhe
me 10 the stalion .
' You should have wa rne d
They said we should have
us ab out the traffie.'
wamed ¡hem about the
Unit 8
traffjc.
Unrea l past expressions
Reported speech
'I i I were startin g out
Verb tense c hanges
II th e reporting verb is in the past, e.g. said, the tense 01
the verb th at follows is olten 'fu rth er bac k' in time t han th e
direct speech verb:
o Tm l eel ing exhausted.' --7 He said he was fee/ing
exhausted.
•
'We drove lor six hou rs non-stop.' --7 They said they had
driven for six hours non-stop.
•
We'lI see you t omorrow.' --7 They said they'd see us the
following day
@
Complete CAE
She said she could drive
He said if he were starting
again now, l'd choose a
di ffer ent care er.'
out again now, he'd
___c_h_o_ose a different ~areer...__
Pronoun and adverb changes
•
Pro nouns change when the reporter is different Irom th e
ori ginal speaker: '1love you: Dan sa id. --7 Dan said he
lo ved/laves me. But th e pronoun does not change il the
reporter is t he original speaker: Tve lost my phone' --7 I
said /'d lost my phone.
•
Time and pl ace adverbs chang e il the tim e or pl ace
is dilferent lrom in th e direct speech: '1'11 see you
tomorrow.' --7 Jackie said she'd see me the next/
fo llowing day 'We've live d here lar six years.' --7 They
said they'd lived there for six years. But the adverb does
not change il the t im e/place rema ins th e same: " came
here yesterd ay.' --7 (reported the same day) He says he
came here yesterday.
o Th ese are some 01 the time relerenee ehanges :
Time claus es are olten introdueed by words and phrases
like when, as soon as, until, after, etc.: 1'/1 give you a ca/! as
soon as I arrive. Chen didn't leam to drive until he was thirty
Tenses in time clauses
la st week/ month/ year
earlier
In present and past time cl auses, use :
the previous week/month/
o
year; the week/month/year
before
nex t week/month/ year
bear people interrupting while sh e's talking,
o
a past te nse to tal k abou t the past: Fydor refused to
respond when he was interrogated by the poliee.
o
either simple or perleet tense s to ta lk about an aeti on
whieh is linished belore another aeti on in th e main
elause: Passengers are always eager to leave the plane
as soon as it stops / has stopped. When he finished / had
finished the raee, he was given a medal. However, use the
simple in th e tim e cla use w hen you want 10 emphasise
both aetions equally and use th e perlee t w hen you want
to put mo re emphasis on the acti on in the main elause.
•
a perfeet tense in the tim e adverbial to talk about an
aetion happening lor some time before the tim e in the
ma in elause: He sat down to write the report when he 'd
co/!ected enough data. [Compare: He sat do wn to write
the report when his secretary arrived Colleeting the data
took some tim e; his seeretary arrived in a moment.)
•
a sim ple tense [not a perfeet tense) il th e aeti ons take
place at the same time: I did my homework while I waited
the following week/mo nth/
year; t he week/ month/year
-------+-after
now
at that time/immediately/
then
------t-"
thi s wee_
k ______
today
_ -+~la=s2
t/that week
__ _ _ __
that day / yesterdoy / on
Monday, Tuesdoy, etc.
tomorrow
the next day / the doy arter /
lhe following day
yes terday
the day befare / the
previous dov
.
~
Reporting questions
•
We also ehange the ori gi nal question into a statement
and do not use auxiliary do, does, did in the present and
past simple: 'Where do you live?' ---7 She asked me where
Ilived/live.
•
Wh en we report Yes/No questions, we add if or whether:
'Do you speak Ita lian?' ---7 He asked me if/whether I
spoke/sp eak Italian.
Reporting command s and oth er functions
•
Command/ order: 'Phone me later! ' ---7 He told her 10
phone him later
•
Request: 'Could you answer the phone please?' ---7 She
asked him to answer the phone.
•
Adviee: 'You reall y should get more sleep.' ---7 He advised
her to get more sleep.
•
Warning: '1 1you do that aga in, 1'11 .. .' ---7 He wamed her
not to do that again,
o Suggestion: 'Let's try the new Japanese restaurant.' ---7
He suggesled (that) we (should) try the new Japanese
restaurant / He suggested trying the new Japanese
restaurant.
Unit 9
Tenses in time clauses and time adverbials
a present tense to tal k about the present: Martina ean't
for the train.
o a eontinuous tense wh en you want to describe
somethin g whieh is/was in prog ress wh en something
happens/happe ned: I twisted my ankle while I was
jogging last Saturday
[See also Partieiple elauses on page 155.)
In time clauses whieh refe r to future time, use :
•
a present tense (not a futu re tense): /'11 call you when I
get home.
C"hetl l "iNgel heme)
o the present sim ple in time adverbials for things w hieh
will happen at a particular moment in th e future, e.g, A s
soon as I get 10 Milan, 1'11 baok into a hotel.
o the present simp le for things whieh wi ll happen in the
sam e tim e period as something el se mentianed in the
future, e.g. 1'11 do th e shopping while M arina cleans the
h ause,
o the present eontinuous to talk about something whi eh
will be in progress at a tim e in th e fu ture, e.g, 1'11 eal! yau
when my train is arriving at the station.
o the present perfeet for things w hich have finished belore
a tim e in the fut ure, e.g. /'11 eall you when {'ve finished
my homework. Compare this wi th /'11 call you when I
finish my homework. O.e, immediately alter fini shing my
hom ework)
Time ad verb ials are words or phrases whi eh say whe n
somethin g happens/happened: I wentjogging after /'d
finished lunch. Terry is playing hockey tomorrow aftemoon.
Marisa gets up at six o'clock every moming 10 go 10 work.
Gramma r reference
§
Use in:
Time adverbials : when, while, during or
meanwhile?
•
l or peri ods 01 time : in 2006, in March, in the autumn.
Use when, not while:
lor parts 01 the day: Sam always goes shopping in Ihe
morning. (but Sam always goes shopping on Saturday
morning. See below.)
il the action in the main clause happens over a longer
time: / was studying at university when I mel my wife.
(But: I mel my wife when/ whi/e I was studying al
universily - here the action in the main clause happens
over th e shorter time, so while is also possible.)
wh en you talk about one thing which hap pens
immediately alter another, olten as a result, but not at
the same time: When he scored Ihe winn/ng goal, Ihe
crowd went wild.
to describe what happened at a period 01tim e in the
pasteNo one worried aboul global warming when I was
a chi/d.
•
Note: we use al nighl when talking about nights in
ge neral (see aboye) and in Ihe n/ghl to mean dur/ng
a particular nighl: The pavemenl was wet th/s morn/ng
because il had rained in /during Ihe night.
•
for particular dates, days or parts of days : {'m going on
holiday on Juiy 22nd. We 're having a parly on Salurday if
you'd like to come. We always go bowling on Friday nighls.
With occasion: Tatiana has visiled us on severaloccasions
in Ihe pasl.
Use during:
-
•
+
u
"t O
(or ,n) to talk about someth ing which happened wi thin
part of the time mentioned: I'm hoping lo visil Prague
during/in the summer
Abilily
not in, to talk about something which happen ed within
part of an activity or event: Three players were given a
red card during Ihe malch.
Use can and couldto reler to ski lis and abilities: Cals can see
in Ihe dark. My sister could walk when she was nine months
old.
Use meanwhile to tal k about somethin g which hap pens/
happened when another eventiactivity takes or took
place. Thi s activity is mentioned in th e previous sentence.
Mean while starts a new sentence: Paz spenl several hours
yeslerday afternoon surf/ng Ihe Inlernel. Meanwhile, /he
resl of the fami/y wenl for a long walk.
Preposltions in tim e expressions
Use al:
•
,n
Use on:
Use while, not when, to ta lk about two longer actions
which happen at the sa me tim e: While Kalya slept, I
cooked lunch.
belore a noun /noun phrase (but not belore a verb
-ing w hen there is an alternative, e.g. not During
walking, we... but During our walk, we.. .).
to say the period 01 time before something happens or
how long something takes: /'11 call you back 20 minutes.
In six monlhs' time /'11 have finished university. Clara
managed to do all her homework in jusI 20 minutes.
with points of tim e: al four o'clock, at dawn, al midday
with short period s which we think 01 as points: I'm always
shon of money al Ihe end of Ihe monlh.
with mea ltimes: We can discuss it al lunch tomorrow.
(Note: We can also say: We can discuss it over/during
lunch tomorrow.)
Expressing ability, possibility and obligation
•
Use can/can 't fo r general or specilic present abilities : I
can/can '1 drive.
•
Use couldto refer to general past abilities but not speci fic
past abil ities: When I was younger, I could run very fasl. For
specific past abilities use be able to, manage lo or succeed
in + -ing form: We couldn 'l open Ihe door using Ihe key.
Evenlual/y we managed lo gel in / succeeded in gelling in /
were able lo get in by breaking a window.
Use couldn'l for a general abi lity or a specilic fail ed
attempt: I couldn'l walk unti/I was neariy Iwo years old.
Whe n I Iried lo walk, I fell down and cou ldn'l gel up again.
Can and could are olten used w ith verb s describing
mental states: lean quile be/ieve Ihat you 're Ihinking of
mov/ng oul of the cily. I can'l imagine living on an island.
with Ihe weekend, Chrislmas and Easler Whal are you
doing al the weekend? (Note : in American English: Whal
are you doing on Ihe weekend? is also possible.)
To refer t o conditional ability use could/would be able lo
or could have + past participle / would have been able
lo: If we hadn'l broken the window. we couldn'l have got /
wouldn't have been able lO gel into /he house.
with nighl when tal king about nights in general, not a
particular night: The tramc no/se makes il difficull for me
lo s/eep at n/ght. (See in the nighl below, under 'parts of
the day'.)
Be able/unable 10 is olten used instead of can/couldto
express the futu re and other forms where there is no
opt ion with can or wh ere can/couldwoul d be incorrect: Id
I/ke to be able to see betler
Unab/e lo is often used in formal writing : Unfonuna lely, I
will be unable 10 attend Ihe commitlee meeting nexl Friday.
.,
150 Complete CAE
Possibility
•
Use could to refer to future possibilities: Accordlng to the
weather forecast, it could be very windy this evening. But
we do not use couldn't for future possibilities; use may
not or might not instead: It may not rain this weekend.
•
Use can't + infinitive for logical impossibility in the
present, and couldn't have + past participle for past
impossibility: It can't be Paul at the door He's in Japan. He
can't have finished his work already He's only been doing
it for half an hour
M ay or might can also be used to refer to future
possibilities: We may go to Spain for our holidays. I might
see Becky next week.
Use could have / may have / might have to refer 10 past
possibilities: Paul should be here by now, but I suppose
he couldlmaylmight have been held up on the motorway
Obl igation and prohibition
Personal obligation, i.e. obligation you agree w ith : I must
phone my sister today I mustn't forget.
•
Duty/obligation from an external source: I have to be at a
meeting at 8.30 tomormw moming.
Note: There is a subtle difference in meaning between
must and have to:
I must rinish this report by tomorrow (The speaker
believes this.)
You must drive carefully in future. (This is a law the
speaker accepts.)
I have to finish this report by tomorrow. (This is something
someone else is insisting on.)
I have to drive more carefully in future. (This is what the
police officer said.)
•
•
Use need or have to : To get to the airport in time, we need lo
catch the 4.30 train.
Use canlcould to refer to present and past possibilities:
You can drive to London in less than an hour Where we
used to live, you could get there by train In just over an
hour
•
•
Necesslty
There are two negative forms of need: We have plenty of
time, so we needn't hurry 1 don't need to hurry
•
In the past these two forms have different meanings: We
didn't need 10 hurry (We didn't hurry beca use there was no
need .) We needn 't have hurried. (We hurried but it wasn 't
necessary.)
U
1
Conditiona ls
1sI conditional
Form
Iflunless + present simple/continuous tense
willl mayl must, etc. + infinitive
Use
To talk about very possible or probable situations in the
present or future: Ifyou miss the last train home, you can always
stay at my place.
2nd co nditional
Form
Iflunless + past simple/continuous tense
wouldlcouldlmight + infinitive
Use
To talk about less possible or improbable situ ations in the
present or future: If I got the job, J'd have to move 10 Bristal.
To talk about imaginary situations or events in th e presente
If I had more money, J'd travel first class on the train. (I'm
imagining having more money, contrary to the facts: I don't
have much money I don't travel first class on the train.)
Prohibition : You mustn't smoke in public bUlldings.
3rd c onditional
Note: The negative forms mustn't and don't have to
have different meanings: You mustn't smoke in public
buildings. (I!'s against the law.) You don't have to go to
the party ifyou don't want to. It's your choice. (Lack of
obligation or necessity.)
Form
Mustlmustn't is rarely used in speec h when talking to
other people. We are more likely to use shouldlshouldn't.
ought to or other expressions such as You'd better (not),
I wouldn't (do thaO if I were you. 1I don't think It's a good
idea to .
To tal k about imaginary situations or events in the pas!: Ifyou
had been bom in the 79th century, you would have travelled to
work by horse. (Imaginary, co ntrary to the facts: you weren't
born in the 19th century; you're im agining a journey to work in
the 19th century.)
However, must 1 mustn't is olten used when we are
talking about or to ourselves: I mustn't forg et to phone
the dentist. I must get some coffee wh en I go out.
In all types 01 conditional sentence the conditiona l clause
(starting with if/unless) is understood and therefore olten
omitted: How would you communica te with someone whose
language you couldn't speak? - J'd use slgn language.
If/unless + past perfect simple or continuous tense
would have / could have / might have + past participle (been,
done, eaten, etc.)
Use
Grarn mar reference 1:J
If one part of the sentenee speaks about the presentlfuture
and the other part about the past, 2nd and 3rd eonditionals
can be 'mixed':
If I hadn't mel Julia when I was travel/ing in Bulgaria lasl
year (3rd eonditional) we wouldn'l be married now (2nd
eonditional) .
Anastasia would never have bought sueh an expensive book
(3rd eonditional), if she wasn't studying the subjeet for her
PhO (2nd conditiona l) .
Other conditional structures
If it weren't I wasn't I hadn'l been for + noun : If it weren't
for Karo/'s sense of adventure, we wouldn't have mounted
this expedition.
If + noun/pronoun + were to + infinitive (formal): If the
company were 10 lower the fares, we'd have more money
for olher thlngs.
Using oll1erwise, or and even if
•
Use in:
•
when a place is thought of as somewhere with an area
or spaee: Gary lives in a smal/ flal allhe top of a IOwer
block.
•
lor ears and ta xis: Lel's talk in the car
•
normally with in class, In hospital, in prison, in court: He
studied for a law degree while he was in prison.
•
with people or things whieh form lines: Wait in the
queue l
•
lor th e world : It's the tal/est bUilding in the world.
Use on:
o to talk about a position in eontaet with a surlace: We've
hung that pieture you gave us on the wal/ above the
fireplaee. She lay on the beaeh soaking up the warm
spring sunshine.
o
Otherwise can be used 10 introduce a eonditional idea:
Arsenal were really lueky. Otherwise they would have lost
the match. (i.e. If Arsenal hadn 't been lucky ... )
to talk about a position on something thought 01 as a
line, e.g. a coast, a road , th e outskirts, the edge, etc:
Keyhaven is a smal/ vil/age on the south eoast. There were
huge traffie jams on the motorway yesterday evening.
• with means 01 transport apart from ears and taxis (see
above): Hi Karen - /'m on a train and /'1/ be getting to you
In spoken English orean be used instead of olherwise,
but it joins the two s~nt e n ces: Arsenal were real/y lucky, or
about six. OK?
they wouldn't have won the match.
• for technology: /'ve seen him on television. /'m afraid she',
Use even if to emphasise the eonditional elause: With the
on the phone at the momento
tramc like it is today Ferran would stil/ have been late even
o with left and right: You 'I! find the post offiee on your left
if he'd left half an hour ear/ier
just past the supermarket.
Other uses of conditionals
• with lists: /'11 put 'sausages' On the shopping list.
•
You can:
•
give advice using if I were you + I would + infinitive: If I
were you, /'d take that laplOp as hand luggage.
make eritieisms or strong requests using:
Ifyou would + infinitive - would + infinitive
Iryou'd stop making so mueh noise, perhaps we 'd al/ be
able 10 enjoy the programme.
•
make polite form al requests using the following (Iisted
from quite forma l to very formal):
/'d appreciate it íf you would/could: /'d appreciate it if
you eould hand in the report by Thursday. (Note: this
form can also be used lar making polite eomp laints or
eritieisms: /'d appreeiate it ifyou'd make less nolse/)
o
Unit 12
Nouns
Countable and un countable nouns
Countable nouns :
•
can be singular or plural and are used lar individual
thing s w hich we can eounl. In our fami/y we have a cal
and Iwo dogs.
o
in the singular form can be preceded by the indefinite
artiele alan, one, thislthat, eaeh, every, etc.: A human
being has two hands. Eaeh hand has a thumb and four
fingers.
•
in the plural form can be preceded by numbers or
determiners sueh as any, many, (a) few. some, no, these/
those: Last night there were no ehildren in Ihe audienee
and only a few teenagers.
ifyou'd be so kind as to + infinitive (- wil/ + infinitive):
If you'd be so kind as 10 elose ~he window.
At, in and on to express location
Use al:
when a place is thought 01 as a point, not an area
(including at home, at sehool, at work, at university):
/'11 meet you at the airporl when you arrive.
•
to tal k about an event involving a number of people:
Tina met Joe at Gharlie's wedding.
•
for add re sses: She lives al Number 71, Abbey Road.
@
Complete CAE
with premises, farm, floor and island: It's on the fiflh floor
Uneountable nouns:
Prop er no uns
•
are neither singular nor plural and are used for t hings
th at are not normally divided into separate items: In
our apartment we use gas for eooking and eleetrieity for
heating.
•
are used w ith singu lar verbs and can be preceded by
determiners such as some, no, much, any, a little, thisl
that: 'Is there any water left? ' 'No, but there's some apple
fU/ce.
Proper nouns are the names of people, places, things, ideas
which are unique in sorne way. They are written with capital
initials: The Bealles, Roberl Redford, C8/ro, the New York
Times, Everest, Ihe PaClfie Gcean, Harvard University, the
Amazon. (Sorn e proper nouns are preceded by the definite
arliele; oth er are used with no artiele - see below.)
Note: alan, one, each and every cannot be used with
uncountable nouns.
o To reler to particular quantities 01 an uncountable noun,
use a phrase which includes a count able noun and of: a
jug of waler, IwO cups of tea, a loa f of bread, three slices
of toasl, Iwenly lilres of oil.
Many nouns ca n be co untable or uncountable:
Typo
EXllmplos
mass noun
'Do you like chocolate" ( ~ the substa nce
ind ividua l
I chocol ate)
' Ves, 1 love a chocolate or two in the
evening. ' (~ ind iv idual chocola tes)
substance
French people love wine and cheese. (~
types
France has so many different wines and
these snbstances in gen eral)
cheeses. (~ types 01 wine and cheese)
subs tance
1 can't stand lamb or ch icken. (~ meat)
individua l
1 love lambs and chickens.
drinks
(~
animal s)
Tea and coffee is expensive in Iceland. (~
the subst ances)
Can 1 have two teas and three coffees,
Artic/es
Th e indefinite artiele alan
Alan is used for something general or non-specific, or when
we refer to something for the first tim e: Ha ve you gOl a
bicycle? (= any kind of bicycle) He's a good gymnast. (= one
of ma ny) There's a tennis club in our town.
Other uses:
•
to refer to someone's job or luncti on: She used 10 be a
hotel receptionist.
•
to mean one: I have a sister and two brolhers, My
grandfalher lived lo a hundred
The definite artiele che
The is used when we know w hat is being discussed, e.g,
it may be something specific, it may have been mentioned
before, or there may be only one of it: When is the fumiture
arriving? (= th e furniture we ordered last week) There's a
lenms club in our lown. It's Ihe club where Ileamt lO play.
She's al Ihe col/eg e. (= th e local eollege, the only one)
We also use Ihe with pl ural countable nouns to refer 10
something known, 10 somethin g specific or to something
th at has been mentioned befo re: Grades are given accarding
/O accuracy and creativity. Th e grades range from A-F
No article
• with plura l counta ble nouns and unco untable no un s with
_ _!-,
p_
lease.
_
(~ cups of t ea and cofie~__ _ _ _
a general meaning: Cats chase mice, Pol/ulion is ruining
general
/'m not vel)' good at painting. (general
our towns and cilíes.
action or
act ion)
idea
PeOple are crazy about sport. (genera l
specific
This is one of my paintings. (specific)
idea)
~ pl e
Football is a sport (speci fic).
•
in certain phrases which relate to places, inst ituti ons
or situati ons: Did you go /O university. (= Were you a
stud ent?) What did you do in elass today? (= What did
you learn ?)
Oth er similar phrases: be in I go 10 church, caurl,
hospilal, prison; be al I go lO sea, school, universily, work;
be al I go home,
Note : Sorne nouns which are uncountable in English may be
countable in other languages, e.g. advice, applause, bread,
damage, equipment, fruit, fumiture, homework, housework,
information, kno wledge, luggage, money, news, rubbish,
shopping, traffic, trave!.
Uni 13
Nouns tormed trom adjeetives
Ways of contrasting ideas
Nouns for groups oi people can be formed from adjectives.
They are usually preceded by the delinite article and
fo llowed by a plural verb: There is a growing divide belween
the rich and the poor. Other adjectives that can be used like
this: Ihe living, Ihe dead, the blind, the deaf, the unemployed
Conjunctlons
But can contrast words, ph rases and clauses: The
work was tinng but worlhwhile, Bul is not used at t he
beginning 01 a sentence in formal writi ng. However, it
may be used to start a sentence in inform al writing: The
work was tiring, But at leasl il was well paid.
~
Grarnm ar reference 161
•
Whereas and while are used to contrast different, but not
contradictory, ideas: He can eat anything he likes withoul
putting on weighl whereas most peop/e have lO be more
carefu/. Whi/e / accept Ihe fact that she 's not perfecl, / am
actual/y very fond of her
Note : The whi/e clause usually comes before the main
clause.
The language of comparison
Adjectives and adverbs
•
To compare two thin gs or actions we use comparative
adjectives or adverbs: Glima is less violent than olher
forms of Icelandic wrestling. She works more efficiently
than most of her colleagues.
•
To co mpare more than two things or ac tions we use
superlative adjectives or adverbs: Glima is /he oldest
form of wrestling in Iceland. Thal was Ihe leas t interestinq
film /'ve ever seen. She works Ihe most efficiently of al/
our staff.
•
No + comparative adjective: Running is no better for yo/"
than walking fasto
Though / a/lhough / even though introduce an idea
th at contrad icts the one in th e main cla use: He failed
his driving les l a/lhough / even /hough he had praclised
every day for /he previous Iwo weeks.
Note: even /hough is more em phatic than /hough/
a/lhough.
the + superlati ve + of + pl ura l noun : It was the simplest
of ideas He was the kindesl of teachers.
Even ifis similar to even /hough, but adds a condi tional
meaning: /'m going /O New Zea/and for my ho/¡day nexl
year even if / have lo save al/ year
the + superlative + noun + imaginable/possible: We hae
the worsl weather imaginable.
Note: Bul must come between the two clauses it joins.
Unlike the other words and phrases in this section, it cannot
start a sentence: I fell perfectly OK bU11 didn 't go lO work.
We ca nnot say: BtilI fell perfectly OK, I didn't go lO work.
as/so ... as point out si milarities or differences between
thin gs or people: My /ittle brother is nearly as lal/ as me.
/'m nol as/so hard- working as my sister
the + co mparative word/phrase + the: The longer you
work, the more you gel paid. The faster we walk the
sooner we'l/ gellhere.
Prepositions
Oespite and in spi/e of are prepositions that express
contrast, and therefore they are fo llowed by a nou n or an
- ing form : The jo urney was very quiek despile / in spi/e of Ihe
heavy Irame. Despile / In spile of feeling il/ / Ihe faet tha t /
fe lt il/, I thoroughly enjoyed the party.
comparative adjective + comparative ad jecti ve: He
walked fas ter and faster until he was almost running.
•
Adverbs
We can use the following adverbs and adverb phrases to
contrast ideas betwe en sentences.
•
Nou ns
Use more/most to express a greater number/a mount:
However: This is one possible solution 10 the prob/em.
However, there are others. / There are others, however /
There are, however, olhers.
More/ M osl + plural countable noun : There were more
people allhe cancert than there were /asl year Most (of
the) people were in their Iwenties.
Note: Howevercannot be used between two clauses in
the same sen tence.
More + uncountable noun: / wish I cauld spend more
time with my friends.
Neverlhe/ess : Thls is a real/y difficult decision.
Nevertheless, it 's one that we have /O make.
Mosl ofthe + uncountable noun : After the aceident,
mosl of Ihe oil leaked out of the lanker into Ihe sea.
Note: Nevertheless is only used in f orm al speec h or
writin g.
The use 01 commas
II a sentence starts wi th a clause introduced by whereas,
while, Ihough, although, even though, even if , despite,
etc. a comma is used to separate the first clause
from the rest 01 the sentence: Even Ihough I felt ill, I
Use less/fewerto express a smaller num ber/amount:
•
Less + uncountable noun: /'m getting less money now
Ihan in my /ast jobo
Fewer + plural countable noun : There were fewer
people at /Onight 's match - probably because of Ihe cald
weather
Ihoroughly enjoyed the party.
Qualífying comparative la nguage
No comma is used if these clauses come after the main
clause: I thoroughly enjoyed the party even though I felt
Use a lot / slightly / (quite) a bit / a great deal / even / still
/ yet / by far to qua lify comparative language: My sister's a
lot / a greal deal more intel/igent than me, but my younger
brother is even e/everer Ihan her
iII.
•
in some expressions with better no verb is needed: 'Wh,,·
time shal/ I ring you' 'The sooner Ihe better'
However and nevertheless are l ollowed byand
so metimes also preceded by commas: I enjoy going to
Ihe gym. Howe ver, I ean't stand running. I enjoy going /O
Ihe gym. John, however, can't stand il.
~
1631 Complete CAE
Unit 1
•
Comm ent adverbials
•
express how certain the speaker is about something.
•
Some common adverbs: certainly definirely possibly
probably undoubtedly: She's defínitely happier now than
she was when she first arrived in the country
•
Placing preposition and adverb phrases that are not part
01 another phrase belore the subject 01 the sentence:
Despite its high cost of living, Switzerland attracts a lot
of foreign visitors.
Some common adverbial phrases: wirhout a doubt, in
theory in al/likelihood: In al/likelihood, there are more
advantages to relaxing controls on immigration than
disadvantages.
•
express the speaker's attitude or opinion about what
they say
Cleft sentences
Some common adverbs: frankly personal/y unfortunately
surprisingly: 1, personal/y would only emigra te if I was sure
ir would improve my standard of living.
Some common adverbial phrases: in my opinion, quite
honestly generally speaking, to my surprise: Quite
honestly, I don't think you should have given him so much
money
•
Placing the subordinate clause belore the main clause:
Because he was feeling depressed, Pierre stayed In
bed al/ day
express the speaker's opinion 01 their or someone else's
actions: cleverly kindly, mistakenly strangely, foolishly,
etc. (These adverbs depend on the action taken and
therelore it is not possible to provide a list 01 the most
common ones.): The government has mistakenly I think,
put restrictions on ímmigratíon from certain countr;es. (Le.
I think the government's action is a mistake); Strangely, I
haven't heard anything from her since she moved house.
(;'e. I think her lailure to communicate is strange.)
The verb can come belore the subject 01 the sentence
il it comes alter a linking word lar sequence (e.g. fírst,
then, next, later): First carne the wind and then carne
the rain
•
What + subject + auxiliary verb + is/was + inlinitive
with/without to: They advertised on televisioll. ---7 What
they did was (to) advertJse on televisioll.
•
What + subject + main verb + is/was + to inlinitive:
I really want to fínd a Job in New Zealand. ---7 What I really
want is to fínd a Job in New Zealand.
It + is/was + (that): llike visiting other countries, but I
don't enjoy flying. ---7 llike vis/ting other countries, but it's
flying (that) I don't enioy
Al/ / The last thing + subject + verb + is/was: My house
needs a swimming pool to make it perfect. ---7 Al/ my
house needs is a swimming pool to make it perfect Carrie
definitely doesn't want to have to leave the town where
she grew up. ---7 The last thing Carrie wants is to leave the
town where she grew up.
Using adverbs
Comment adverbials are olten placed at the beginning 01
the sentence: Frankly if I could choose, /'d leave Manchester
and migrate back to the country
A large number 01 adverbs can be used 10 add emphasis.
Note how the adverbs in bold in the sentences below add
emphasis:
However, they can also be placed:
I personally always fly on scheduled airlines.
•
in the middle position in the sentence (between the
subject and the verb): She was unfortunately extremely
late for the appointment.
•
or at the end 01 the sentence: Dimetrio is thinking of
emlgrating lo Australia, apparently.
Note: In writing, comment adverbials are usually separated
Irom the rest 01 the sentence by a comma when used at the
beginning or end 01 a sentence.
Emphasis
Emphasis is showing or stating that something is particularly
important or worth giving attention to. Some common ways
of adding emphasis are:
When I first arrived in the country couldn't speak the
language. I couldn't even say 'good morning' and 'thank you'.
Ranexive pmn ouns
We can use reflexive pronouns (myself, himself, itself,
themselves, etc.) to emphasise nouns or pronouns: I phoned
my bank and the phone was answered by the manager
hlmself (1 was expecting someone less senior to answer the
phone.)
Note: We olten use rellexive pronouns to emphasise that
someone did something alone and without help: He's sai/ing
round the world in a boat he built himself We emphasise the
surprising ability to also build boats - compare this with:
He's sailing round the world in a boat he built.
Fronting
Fronting involves placing inlormation at or near the
beginning 01 a sentence.
•
Placing the complement or direct object 01 a verb belore
the subject: I met Sasha and Natalia five years ago. Oiga I
didn't meet til/last montiJ
Grarnmar reference ~
Writing reference
t
o e pec
t
P r 2
The writing paper is Paper 2. It lasts 1 hour 30 minutes.
In Part 2 you must choo se to do one of four writing tasks.
You do two tasks:
Note: The last task is a choice of questions on the set texts.
If you wish to read a set tex\, you can visit th e Cambridge
ESO L website at www.cambridgeesol,org/exams/
general-english/ cae.html to find which are the set texts for
this year Thi s boa k doesn't deal with set texts beca use lhey
change every year. If you haven' t read a sel tex\, you cho ose
from three tasks.
•
In Part 1, there is one task which you must do.
•
In Part 2, you choose one of four tasks.
a
You are asked to write an article, a proposal, a report or a
letter based on material that you given to read. Thi s may be,
e.g. an adve rt, part of a letter or email, an article, notes,
diaries. In this part you must follow the instructions exacliy.
Length: 180-220 words
Tim e: approximately 45 minutes (the Writing Paper lasts
1 hour 30 minutes, so if you spend more time on this part,
you will have less time for the other part)o
This part tests your abjlity to:
identify w ho will read what you are writing and the
reason(s) for writing
The tasks may be an article, an essay, a competilion entry,
a review, a proposal , a repor\, an information sheet, a
contribution to a long er piece or a letter.
For each of these tasks, th e instructions and reading
material are much shorter than in Part 1 (a maximum of 80
words). You answer the lask with your own ideas.
Length: 220-260 wo rds
Tim e: approximately 45 minutes (remember: the Writing
Paper lasts 1 hour 30 minutes, so if you spend more tim e on
this par\, you will have less time for the other part).
This part te sts your ability to:
write in a style appropriate for your reader(s)
organise and structure your writing
inform, describe, evaluate, recommend, express opinions,
discuss possibilities and persuade
use an appropriate range of vocabulary and grammatical
structures
•
organise you r answer in a logical way
use an appropriate style
•
write accurate English.
compare, give advice, express opinions, justify your point
of view, persuade, etc. depending on the ta sk.
This part will always expect you to persuade the reader to a
point of view or a course of acti on.
How to do Part 1
Read th e instructions and the materi al, notes, etc. that
you're given carefully. (2-3 minutes)
2
Find and underline the points which explain why you're
writing and th e information which tells you what you
must write about. Remember: if it's not clear why you
are writing and you don't include all the key information
asked for in the ta sk, you 'lI lose marks. (2-3 minutes)
3 Identify who will read what you write and decide what
would be a suitable style.
4 Make notes on what you'lI put in your answer and
orga nise your notes into a plan. When writing your plan ,
decide how many paragraphs you need and what you 'lI
say in each paragraph. (5 minutes)
5 Check that you have includ ed all the information
necessary.
6 Write your answer, following your plan. (25-30 minutes)
\164\ Complete First Certificate
How to do Part 2
Read the questions and choose the task you think is
easieSl for you. (1-2 minutes)
2 Read the ta sk you choose ca refully and underline:
•
the points you must deal with
•
w ho will re ad what you writ e
•
anything else you think is importanl. (2-3 minutes)
3 Decide what style is appropriate.
4 Think of ideas you can use to deal with the question
and w rite a plan. When writing it, decide how many
paragraphs you need and wh at to say in each one. (5-7
minutes)
5 Think of useful vocabulary you can include in your
answer and note it down in you r plan . (2-3 minutes)
6 Write your answer, following your plan. (25- 30 minutes)
7 When you've finished, check your answer for mistakes.
(5 minutes)
r paring for thr
ritinc pa e
Belore you do a writing task as homework or exam
preparation:
Set asid e the time you need
In the exam you'lI have about 45 minutes to do the task. At
the beginning 01 your course, spend longer doing the task
and working on the writing skills needed to produce a good
answer. Nearer the exam, practise answering the question
within the time allowed.
Before writing
Brainstorm your ideas, make notes and write a plan.
Your plan should have a clear structure, divided into
paragraphs or sections.
2 Study the model answers in the units and in this Writing
relerence. Pay attention to the structure and layout 01
the answers, underline language you can use and read
the suggestions and advice accompanying the answers.
3 Compare your plan with the model(s). II your plan is
different, do you have good reasons lor answering the
question in a different way?
4 Use the resources at your disposal:
Try to use some 01 the words/phrases you have
underlined in the unit, or copied into your notebook
or Irom your photocopiable word lists. Take the
opportunity to use new language in your answers: il
you use it correctly, then you've learnt something and
made progress; il you make a mistake, your teacher
will give you leedback so that you use it correctly
next time.
Alter writing
Check what you've written: ask yoursell, 'Have I
expressed mysell clearly?'
2 Check lor mistakes, particularly mistakes you've made in
previous writing tasks, and correct them (see below).
When your teacher hands back your written work
1 Go through it carelully, checking your mistakes and your
teacher's suggestions. Keep a section 01 your notebook
lar noting down your mistakes and the corrections. Look
at this extract Iram a studen!'s work and the section in
her notebook where she notes her mistakes:
'.flt~d(l1(ic~,
The canceliing of our opening speech because our actor
¡)1C lir-;I b~¡{ 11l1~("l'-i,á~t'\ /lI ..,...dr .1'1 Ortr J¡tC,tU
couldn't come was !he firg bad ilnpression our guests hado
1 think
it would be a good idea during our next activity day to
¡.'.Vltt
~ Golin Briggs, the famous footballer. This would please
clÜt,{~I\.
the kids and many oftheir parents as well.
\ \\ \\\\\\
Mistake
5
Include vocabulary and grammatical structures you want
to use in your plan.
6 Read and incorporate your teacher's advice and
suggestions on other pieces 01 writing you've done.
Should use the
noun when it exists,
not verb +-ing
cancellation
the first bad
lmpres5wn
The collocation
is 'make abad
impression on sb'.
the first bad
tmpreS5lon
our guests
had
your corrections are clear. In the exam you won't have
time to copy out your answer again.
guests
'\-\ost' means 'to
introduce guests
or performers on a
radio or television
show or programme'.
invite
kids
'Kids' is informal.
children
Follow your plan so that when you write, you concentrate
on producing language to express ideas you've already
generated.
3 II you need to correct something, cross out the mistake
and continue writing - you won't lose marks as long as
made on our
to host
When writing
2 Avoid repeating the same words too olten - use
synonyms where possible (a good learner's dictionary
will help you).
Correction
cancelling
Use a good learner's dictionary to check spellings,
meanings and usage.
Try to include grammatical structures you've studied
recently. This will reinlorce your learning.
Details
.2 Update your list alter every writing task. When a mistake
disappears lrom your writing, remove it Irom the list
When you do the writing paper in the CAE exam itsell,
check lor the mistakes you know are on your list: in the
exam you're more likely to repeat mistakes you've made
belore than make new ones.
Writing reference Q6~
Articles and essays
Exercise 2
Articles are written for a newspaper
or magazine, while essays are usually
written for a teaeher. However, in both
you have to develop an idea or point
of view, eomment and express your
personal op inion s.
2 Find two aneedotes that th e writer tells. What point does eaeh aneedote
make?
Read the sample answer below. Has th e writer dealt w ith all parts of th e task?
In which paragraph is eaeh part dealt with?
The Internet and language-Iearníng: creatíng
Article
the need and supplyíng a sol utíon
You may be asked to write an artiele
for an English - Ianguage magazine or
newspaper. You must try to captu re
the reader's interest, so you should
express your opin ions or eomment
as well, perhaps, as including
deseriptions and aneedotes.
Just reeently 1wanted to book a fiíght 1eould have
done ítthe old-fashioned way by ríngíng my travel
agent. \\owever, 1wanted to wmpare priees and
check times myself, :;o 1found myself surnng the
Make the readers
leel involved by using
yau and yau!; or we
and aue
netin seareh ofthe best dea! Needless:,o sa!: w~~
:;ome sites were available in my native lt~ .
~------_/
majority were in English. Glearly. ifwe're going to live
and work using the Internet for
any things from
reat help.
shopping to researeh. English will be
You sludied how to write articles
in Units 3 (Writing Part 1) and 14
(Writing Part 2)
Exercise 1
Before the Internet':; arrival, a qualifkatio .n
[nglish was a desirable addition to our GVs.
We attended elasses, we read book:; and we
oeea:;íonally watehed televisíon in Englí:;h. Now,
however, ít's something that has ínvaded almo:;t
all areas of our lives 50 that we píek up lot:; ofthe
language by immersion. In faet. toe Internet ha:;
meantthatweare50surroun~,
e
that going t o elass, though neeessary. is only one of
the many ways we learn.
Read the task below and underline the
areas you must deal wi th .
You have se en the follow ing
announcement in an international
magazine.
We in vire readas
lO
i-fl
selld in anicles
011 the fullowing subjecl.
The Internet and language
{eaTIl illg
yOl{
You want to re late
to the reader, so use
a more informal and
conversationa l style.
Use adverbials
su eh as e/ear/y. in faet,
etc. to help readers
lollow your argument.
Some people suggest that the future of learning i:;
online wurses. In faet. a eouple of years ago I tried
using one to learn Portuguese. The problem wa:; that
I found myself a bit isolated because I was studying
alone. Languages are for wmmunieating with eaeh
other and for this reason c1asses are vital.
• Has (he Internet mude learning
GamIter languagC! mure ur les!>
necessary?
• How has the Internet chal/¿;ed ¡he
lila)'
\
Start with a
heading whieh
eatehes a\tention. )
¡earn languagn" !
• Huw do )'OU Ihink ir wil! affect
language iearning in rhefwure?
In the future. I believe the Internet will become
better at delivering language-Iearning materia\:;.
While I don't believe it will entirely replaee the
elassroom. it will supplement our learning
experienee and allow us to learn the language more
quickly and thoroughly.
Wríte your article.
Essay
An essay is usually a piece 01 academic writing in whieh you diseuss issues
eon neeted with a topic. You may previously have diseussed this topie in class.
You should express your opinions on the topie and th e reasons fo r them. The
reader is normally your teacher.
You studied how to write essays in Unit 9.
@
Complete CAE
-
- -
- -==-==----=
,
Exercise 1
Look al lhe writing task below.
1
Do you agree w ith th e statement? Why (no t)?
2 What arguments lor and against the statement ca n you think ol? Make a list.
3 Wh o will read your essay? What style would be suitable?
FolJowing a cJ ass discussion y our teacher has asked you to write an essay
Sentences which introduce
paragraphs
It olten helps the read er il you start a
paragra ph w ith a short introductory
senten ce w hich sta tes w hat you a re
going to deal with in the paragraph.
Here are some examples :
giving your view s on thi s topie:
For individual students, there are two
problems. Firstly, .
Mo st students go into higher educalion too soon. They would do bett er to
work for a few years beforehand. Then they would m.ake better use of higher
education when they come to it.
In my apinion, although these
arguments sound attractive, theyare
general/y impractical for twa reasons.
There are three reasans why students
delay going into higher educatian.
Write your essay.
Exercise 2
There are a number of arguments
against this point of view
Read th e sample answer below
Introducing your opinions
1
How many arguments l or the statement does the w riter use?
(Personal/y,) I believe/think/feel that
2
And how many against?
In my point of view ..
3
Where does the writer express his/ her opini on ? Does he / she give reasons?
In my apinion ..
Introducing other people's opinions
Write a short
introductory
paragraph .
really what they wa nt t o d o. Thi slack of commitm ent means
It is olten a good idea to show the
reader how your own ideas contrast
lrom the opi nions 01 other people (e.g.
Sorne p eople say the Internet has
ruined our lives but in rny opinion, the
Internet has transfarm ed the world far
the better.) .
many ofthem are unmotiva ted and likely t o cha nge courses or
Some people suggest/believe/ say that
The maj or ity of students in my cou n'try go into higher
f-- educ.at ion as soon as t hey have ftnis hed school and t his can
give r iseto a num ber of pr oblems.
For st udents themselves ther e are o fte n t wo pr oblems.
Give reasons
lar and against
to provi de
a balanced
disc ussion and
show you are
awa re 01 bo th
sides 01 the
argum ent.
Use words
and phra ses like
firstly, secondly,
the other
(reason) 10 he lp
th e reader loll ow
the argument.
Firstly, many start Courses with out being su re whether it is
drop out of full-time education altogether. Secondly, many are
not sufficient ly mature to make best use of university lif e.
These problems cause corres pondíng difficulties for
It is often/sometimes said/argued/
suggested that .
educational instrtutions. Firstly, universit ies often s t r uggle
It can be argued that .
to t each unmotivated or immat.ure s t uden t s . Secondly,
A ccording to many/some people .
con siderable economi c resources ar e wast ed when st udents
Adverbs to say something is
obvious
abandon or change cour5eS. lt (s the refore sometímes argued
t hat school leavers shou ld first work for a few yea rs. When
t hey dec ide to study agaín. t hey wi ll have t he experience and
mat ur it y to take advantage of th eir cour SeS. Mo reover, t hey
will know what they want to study and how t his will help t hem
to ac hieve t heir ambit ions.
In my opinion. although t hes6 arguments saund attractive,
~t hey are generally impracti ca[ for two rea sons. The nrst is
that you express
t hat people who have been wor king often lose t heir study
you r opinion
habits ana are unable to lea rn as quickly Or efficiently as
clearly and give
befare. The other n~aso n i5 t.ha t their liv6so ften change a~ver
reasons lor it.
they leave educat !on. If t hey settle down and have children.
Make sure
Sometimes you need to express an
obvious point as part 01 an argument
and you need to point out to readers
th at you're not saying anything
unusual :
obviously clearly undoubtedly
of course needless to say
it goes withoUl saying that
without a doubt
thelr fa mily r esponsibilities ll1ay prevent t hem from retu rn ing
to f ull-time study. For t hese reasons. despit e t he prob lems
¡nvolved, J believe that it i5 be5t to att:e nd university soon
after leaving school.
Writing reference
§
Competition entries
nrt eviews
Exercise 2
In a compelilion enlry you will have
lO nominale someone for a prize or
award and supporl you r nominalion
by explaining your rea sons or givi ng
a des criplion. A review will also
require some descriplion lead ing lo a
recommendation.
3 How do th e wriler's answers t o the points compare with yaurs?
Competition entry
When you wrile a comp elilion enlry,
your re aders will be a jud ge or panel
of judges. You will usually have l o
nom inale somebod y for so melhin g
or propose yourself for seleclion for
somelhing (e.g. a granl lO sludy). You
will have lo Iry lO persuade Ihe judges
an d give reason(s) why your choice is
best.
You sludied how lo wrile a competilion
enlry in Unit 5.
Exercise 1
Read the wriling l ask bel ow. There
are four areas you musl cover. Whal
could you sa y aboul eac h of these lo
persuade Ihe judges?
You have seen the followin g
announcement on your college
notice board:
Cambridge Study
Competition
We are ollering a prize to
studenls of a Iwo -week English
course in Cambridge next
summer. Entrants should exp lain
why Ihey shou ld be chosen and
say:
• what th ey find most enjoyable
about sludying English
• what things they do oulside
class lO improve th eir English
and
Find where the writer has dealt wilh each of the poinls in th e task.
2 What impression does the w riter give 01 his persanality?
4 What aspects of the campetition entry convey the w riter's enthusiasm?
5tuAyi,,".3 E"'3Lisk is , kl'lUe"'3 i"'3 I'IM O«I'IsiO MLLy
frustrl'lÚ"'3. Its , 0M,pLex .3rl'l""''''''I'Ir I'I>tá eM r"",ous
vO'I'IbuLl'lry ""'I'Ik.e Lel'lr>ti"'3 it 1'1 ál'lu>tú"'3 ~",á
possibLy u~",ái"'3 tl'lsk. !3ut I t~ke pLe~sure i",
worás ~>tá tke pOwex of worás, I k"ve ",Lwl'lys
e>tjoyeá bei"'3 ~bLe to ,koose worás to express
,ert~i", feeLi"'3s or ,o",vey pl'lrÚ,uLl'lr MeI'!",i"'3s
i>t ""'y ow", LI'I"'3u"3e ~>tá MW I wouLá Like tke
opportu,,"ity to be ~bLe to áo tkis i,," E"'3Lisk, My
sao",á L""'3u"3e, Tkis is wky I wo,,-Lá Like to p,,-t
""'yseif forw"rá for tkis ,ompeútio>t.
Aftex d"ss, I spe>tá forty mi~tes Or "",ore .30i"'3
over my Mtes, 100k.''''3 up worás i", tke áidioMry
",M ,kuki"'3 ""'Y.3rl'l""'J1.1."r Mtes "3"il1-St wk"t J1.1.y
.3"'J1.1."",,,r S"YS. Ap"rt from tkis, 1 re~á extel1-SiveLy
i>t E"'3lisk - I've just fi"úkeá 1'1 MVeL by tke
re,e~ NobeL Pr,u wi",~r Dorés Lessi"'3 - "M
wke~ver pOJSibLe 1.30 to tke ú~m" to w"t,k
fil ms '>t E"'3LisM.. 1300b " ,,"á fiLMS i,," tkei r origiML
L""'3u"3e ",re i>tft>úteLy better tk",," i", tr"'I1-SL",Úo>t.
Tkis bei",.3s me to J1.1.y re",sO", for wiski"'3 ta
stuáy i,," !3ritl'li",. MY.3re"t "mbiúo,," is to joi",
tke áipLom"ú, serviu, for wki<k 1'1"" "áv"l1Leá
kMwLedJe of otker L'I"'3u"3es is re'lUy esse~ i", /..
1f 1 ",kieve tkis witk E"'3Lisk, it wiLL keLp my
,k'll1Les of p,,-rsui"'3 " ,,,reer I'fj '1 áipLoml'lt.
AU i,," "U, 1 be.Lieve 1 sko,,-Lá be ,kose", for tke
re..titsOI1J ex:p resse.d orbove..' 1 ~ Wt O( ,ó\1.JúeI1..Úous,
kl'lrá-worki"'3 ",,"á e~k"-",,,sÚ, st,,-áe~ botk i",
d"ss ",M i,," My free time. Moreover, tke better
my E"'3Lisk, tke mOre su«ess 1 '1m LikeLy to eVljoy
íJ1. Wty jlA..tJA.re C-.orrur.
• how they expecI to use En glish
in the fut ure.
Write your compelition enlry.
@I Complete CAE
----
-
-
-
-
~~
Avoid re peating
the sa me vocabulal)
- look al the other
ways th e writer has
used 01 expressing
the idea 'enjoy.'
To wi n a
competiti on, you
must always sou nd
enthusiasti c and
have good reasons
lor persuading the
Jud ges.
Review
In a review, usually for an international
magazine or newspaper, you're
expected to express your opini on
about something which reade rs may
be thinking of seeing, doing or buying,
e.g. a film, a concert or an exhibition.
You ca n assume that the readers
are people with similar interests to
you rs. You usually have to make a
recommend ation about the thing you
are review ing.
You studi ed how to write a review in
Unit 6.
Exereise 1
Read the writing task below.
1 What th in gs should you deal with in
your review?
2 Who will read it and wh at style
would be suitab le?
You have seel1 this announcement
in an international magazjne:
Where lo buy c10lhes
Qur readers are interested in clothes
shops to visil when on holiday or
travelling. Can you write a review
for visitors to your town comparing
two clothes shops, saving what sort
of clothes they sell, commenting on
the quality of the service, value lor
money, how fashionable they are and
giving recommendations7
Write you r review.
Exereis.2
Read the sa mple answer below.
1 Does the writer cover all the poi nts mentioned in the Writing task?
2 How does th e writer start the review?
3 What adjectives does the write r use to describe:
a the elothes?
b the sta ff?
4 Does the writer use a formal or an inform al style?
5 What do you notice about the layout?
6 Exp lain the writer's recom mend at ions in your own words.
Make you r
'5hoppiog io LiOz.
review sound
BU1in9 dotne, mignt not be tne (ir,t thing10u tnin~ of when
vi,iting LinL, but in (ad there are ,ame altradive boutique,
in tne old town and 10U ean wme awa1 100King fa,hionable
and ,t1li, h. Here are mi favourite,.
Melanie's
Melani., ,ell, doth e5 for women and while it i' quite a ,mall
, hop it ha, a wide range o( the late5t ,t1Ie,. If 10U want to
100K reall1 fa,nionable, ir, eertainl1 worth a vi'il. The ,nop
ha, a ,eledion o( (ormal and ea50al dothe, (rom some o(
the world', top a&'igner5, so the1're not eheap However,10u
ean oaa'ionall1 pieK up a bargain. The ,taff are attentive and
ean 'pea~ f.ngli,h and the1'll help 10u to wmbine dothe, and
aae"orie, 'o that 1ou'lI leave the ,hop 100King liKe a mili ion
dolla", even though it will <o,t jau quite a lot in the pro«551
The Yarallel
If JOU don't fed liKe 'pending 'o mueh, The 1'arallel i, a good
alternative. Thi, ,nop belong' to ,ome loeal de'ignero and
..11, their unique range o( dothe, and ,hoe, (or women at
quite <ompetitive pri«'. The dothe, tend to be in di,tindive
bright wlour" but the qualitj i' generallj good, 'o the , hop
"pre,ent, good value for moneí- You'lI have to 100K after
jour5elf a" apa rt fro m the ,ewrit1 guard, the onlj ,taff
jou'lI (ind are on the ea,h de5K. While the1're polite and
(riendl1, the1 don't have time to give mueh help.
as authentic as
possible: add ress
the reader, give an
introduction and
mention the town.
Think about the
details the reader
will want to know
and inelude th em.
You ca n use
a little humou r
to maintain you r
reader's interest.
You ca n divide
the review into
s8ctions as here,
but it's not always
necessary.
Mi ruommendalions
To ,um up. (or ,omething reallj ' peGial, go to Melanie'" but
be eareful or 10ur eredit eard will ,u((er. For bright dothe,
at a rea,onable priee The 1'aralle! i' a better bel.
Surnmarising
To summarise, .
Al/ in a/l, .
Tasum up, .
In summary, .
Writing reference
@
&
Proposals and
epor s
You are a memb er o[ the Students' Council al lhe college where you study.
Th e principal 01 your coll ege wants to make it easi er for new loreign students
lO inl egra te into college lile and has w ritten you an email asking [or your
In bolh proposals and rep ons,
you're expecled to wrile in clearly
organised sections and inelude factu al
information lead ing lo a suggestion,
re commendation or conclusi on.
suggestion s. Read the emai l from t he Principal and the notes you made.
Then w rite a proposa l w il h your suggestions and l he reasons [or them .
- - -- - - - - -- - - -- - - -I know you're friendly wilh a lot of sludenls from olher countries. Whal problems do Ihey have?
¡
! Here are some ideas for making lheir lives easier - could you say whal you Ihink of Ihem?
Proposal
Wh en you wrile a proposal you're
trying 10 persuade readers to foll ow
a course of aetion. Your readers may
be a boss or teaeher (in which case
you will need quite a form al style) , or
eolieagues or members of your club
(in whieh case the style will be a liule
less form al - you can address your
re aders more personally, perhap s
use co ntractions). In both cases th e
form at should be the same. You 'lI have
lo make a suggestion or sugges ti ons
based on some factual information.
You studied how to wrjte a proposal in
Unit 8.
Exereise 1
¡
Improved sludenl guidebook - ",eeds ",ew se~tio", o", "~,,de.... i~ s(Yste.... k ere
Social club - hardl y anybody uses il - ",eeds p1Abfi~isi",~
Weekend activities - "'''(YU¡ wk"t do otkey st1Ade",ts tki",K?
Studenl advi sors - ~ood Ide,, 1 FoY eMk ",ew st1AÜ",t¡ "'" expeyie",~ed
I st1Ad..",t wko ~' V"S k ..ip "",d "dvice.
_._ _
' ---
Wril e your propasa!.
Exereise 2
Read the sample answer below.
1 Has lhe writer dealt with all parts of the ta sk?
2
Find examples of where the writer has avoided repeating vocabul ary from
the question by using synonyms (e.g. improved - revised). Why is lhis a good
approach?
3
Underline phrases used to introduce suggestions and recommendalion s,
e.g. I would suggest .
Look at the Part 1 ta sk on the right.
1 Underline the thin gs you must deal
with in your answer.
2 Who is going to read the proposal?
So, what would be a suilable style?
Propasal for integrating new students
Introductlo n
Tee purpose of this proposal is to suggestways offaólitating overóeas stud ents'
lntegration ¡roto this c.ollege.
Overseas stude nts' problems
Answe r
using your own
vocabulary, not
lhe vocabulary
of the question
where possible.
Planning before
you write will
help with this.
If you have to
w rile a proposa l,
use the format of a
proposal, i.e. a title,
sections, headings,
al1 inlroduction and a
co nclusio n.
There are two diffiwltieo whic.h newly-arrived students have. ftrstiy, they are " nfamil iar
wit h our aGademiGsystem. Sewndly. t hey often find it hard to integrate on a sOGial !e'el
wit h people here.
Revised student guidebook
The existing guidebook is extremely helpful. Itowe'er, I would suggest induding a
sec:non
0("\
how our academic system work5 as this ¡s often confusing for st",dents fro m
other eclt..\cational backgrounds.
Don't spe nd a
long time eounting
word s, bul keep
wit hin the word limil:
if you w rite loo
liule, you are
probably missing
imporlant points.
•
if you write too
much, you risk
being irrelevan\.
Social activítíes
judging by attendance figures, me eollege social dub wuld hardly be desGribed
as thriving aod it s ac..t{viiies should be advertised more wíd ely. furthermore. l would
recommend asking students for t heir ideas on how to irwolve new overseas student s in
weekend ac.t\vities.
5tudent ad"íso rs
lt wOl..lld also be a good idea to ir\Stiga te a mentoring sy5tem. Thi::" more tha('\ aflything,
would Qvercome students' problems with both the academic. system ar.d their sociallife. A
more experienced mentor would be responsible for helping them understand toe system
by gi"ing them guidance and adl'ice wh¡le also introducing them to other students and
helping toem to make friend o.
Conclusion
I suggestthatwe ask for volunteers to help with all the areas mentioned abo'e.
~ Complete CAE
-
"--
Report
Wh en you write a report yo ur rea ders
may be, e.g. your boss or a te ac her (in
w hich case you w il/ need a more formal
stylel or your col/eagues or members
of your club (in w hich case the style
wil/ be a liule less form al - you can
add ress your read ers more personally,
perh aps use contra cti ons). In both
cases the format should be lhe sa me.
You will have to give so me factu al
inform ation and make suggeslions or
reco mmendations. You must orga nise
your report carefully and it's a good
idea to use sections w ith headings.
You studi ed how to write reports in
Units 2, 4 and 10.
Exereise 1
Read the task below. Underline :
•
the points you must cover in
yo ur report and
•
wh o will rea d i!.
2 How formal should thi s report be?
3 When you write about what you like
and dislike, do you think you should
refer mainly to educational malters,
to perso nal experiences, or bOlh ?
You h ave been studying in an
Engli sh-spea king country for som e
time as par t of an edueation al
exch ange. The director of th e
exch ange prog ramme i s inleres ted
in improv ing the experience for
future sludents. He has asked you
"Pe9a;u; edu<ational eHhange pro9ramme
Introdu<ti on
The. purpo~e oí th i~ re.port ¡s 10 ou1\ine. mi re3MI15 for dOing the.
e.1-l.hangt, the. pOf>11ive ana neg31ive o5ptc.15 of the e1-periel1u and 10
maKe rewmme.ndations for improvements
'j2:.ea~ o n '&
for dOin g tll e t "f.c.nangt
\ have br,en in Nr,wLea\and as part of ine. 'Pegasus programme for tlle
\351 ni m· month5. ( part'G,pakd In th r, nc.hal1 ge in ordr,r to do an Mi\
in t-nvirornm,nt a\ '5c.¡r,na 3t tnr, UniVf,fsit'j of Auc.¡:.land. f\t tlle sorne.
tim e I had the opportunit'{ to improve mi ¿.n91lsh
1'05itive and nega ti ve tI'& pe.d'b
1Oe. Dtne-fi15 of dOl119 1nl5 t Hnangt íar outwei9h the disadvantages.
Tne main profef,$,ona\ advanbgt ¡sine oppor1uni1'1 fo e'1-(,hange ideas
with te~álers ~nd studr,nts from a wmplete.\'1 diffe.re.nt part of fne.
world (1 t:ome from 'Portusal) and with o3n entirel'1 dlfferent out\oo\:. on
e.nvironme.nto3\ prob\ems. This o3\\ows U5 to se.r, suc.n probkms from a
vari e.t'f of ang\e.5. 1 be.\levr, a5 a re5u\t I wi\\ rr,turn to mi c..ountr'1 witn
mnovatlvr, so\utl on5 to \oc..al probkms. In addition, 1 nave. ac.qUi red
improve.d lansuage. 5I:: il\$ and inc.re.a5e.d c..ultura\ a't.'are.nr,55
Thf, ne.sative. aspe.c.t from mi poi nt of vie.w i5 that 1hf, pr09ramme does
not rc.c.e.ive. c.noush financ.,a\ w pporl and 1 have fou nd it ver-¡ e"l- pensive
as a re.suh. 10is is a prob\em whic.h IS li\:::e.\'1 to di ~ourage prospec.1lve
eH.hange students from partit:ipatins in fue progro3mme.
!jZ..ec.ommendati oos
I st roog\; rr,c.ommeod that fue. progra mme orga nlsr,rs would maKf,
inte.re.st-fre.e. loa ns ava il able to pec ple wi5hiog to faKe. part in an
e"l'c.hange. Thi5 would all owc.ol1f,lderabk numbe.rs of talen1 ed $1udent$
to bwefit {rom sOlTl f,thi ng whit:h ihei would otnerWl5f, be un able to do.
Give your
report a title.
Orga nise it in
sections with
seeti on headings
including an
Introduclion and
Recom men dati ons.
Outlin e th e
purpose of th e
report o
Avoid just
repeating the
words in lhe
questi on.
Use
vocabul ary and
coll oca ti ons
apprapri ate lO
formal writing.
Explain th e
rea sans fo r
recomm end ations
you make and th e
consequ ences
01 probl ems you
mention .
Making suggestions and reeommendations
•
I would suggest + verb + -ing: 1 would suggesl including a seel io n on our
you llave been doing the exch ange,
•
I suggesl that ... : ¡ suggest th at we ask {or volunteers.
wh at you li ke and dislike about it
•
•
should: Its aetivities should be advertised more widely.
I would recommend + verb + -i ng: I would recommend canvassing
sludenls' ideas.
•
I recomI1lend lhal. : ¡ recom mend lhat we starl a social club.
•
II wou ld be a good idea + 10 infini ti ve: II would be a good idea lo
instigale a menlOríng syslem.
•
•
Why nol + infinitive without to eWhy nat phone one o{you r {riends'
Why don'l we / you + in fi nitive without to: Why don'l we JUSI send them
to write a report outlining why
and mak ing recommendations for
h ow it cou ld be improved.
Write your repor!.
academ ic system.
Exereise 2
Read th e sa mple report on the
right. Wh al l hings di d the writer like
and dislike about the programme?
2 Find exampl es of a formal style in
the sampl e report o
an email?
•
How about + verb + -ing: How aboul meeti ng up arter work t011l0rrow'
•
Let's + infinitive w i thout 10: Lel's h ave a parly.
Writing reIerence
@I
Information sheets
and contributions to
a longer plece
Exercise 2
Information sheets and contribution s
to a longer pieee require you to give an
amount of factu al information, togeth er
w ith your opinion and some advice.
2 This information shee t is written in an informal style. Find features of an
informal style in th e answer.
Read th e sample answer below.
I
What do you notiee about the layout? How is it different from the sa mpl e
information sheet on page 125?
An
Information sheet
informatian
In an inform ati on sheet you have to give
people instru eti ons and/or adviee. You
must write elear factual information
and/or advice and organise it clearl y.
sheet like thi s
should have a
short, friendly
introduction.
Information sheet for visiting students
We're looking forw ard to welcoming you to Exmouth next
month. We hope you have a thoroughly enjoyable and
productive stay here . To make SUTe your visit goes as
smoothly as possible, here are the answers to some FAQs.
You studied how to write an informalion
sheet in Unit t2.
What will the weather be like and what cLothes should [ bring?
Exercise 1
The weath er in November can be quite vari able and you
Read the Wri ting ta sk below.
1 What thin gs would you mention fo r
th e four points you must deal with ?
Use a clear,
uncomplieated
organisation .
2 Wh o will read the information sheet?
So wh at style would be suitable?
A number of students from other
countries are coming to study for
a month in your town . They w ill
be stay ing as guests with local
families. You have been asked
10 produce an information sheet
for th em giving inform ation and
advice on the follow ing areas:
Concentrate
on giving
clear, simple
inform atían
and advice
which is easily
understood .
Your aim is
to help your
readers,
How should 1 behove with my host family and should 1 bring
them a present ?
Your host family are invitl ng you beca use they're interested
in getting to know someone from your country, so spend
time with th em, join in with any excu rsions they orga nise
and be ready to help th em a bit with housework. Try to
integrate into thei r fa mily life and you'U have a great
experience! It's customary to bring th em a small present,
such as a box of chocolates or a souvenir from your country.
What should 1 do if [ hove a special diet?
If you ha ve a special diet, please let th e organisers kn ow
• c1 imate and c10thes
and t hey'U inform your hosl family.
• family cu stom s and guest s
What's the best way to get around in Exmouth'
• meals
Exmouth is a small town and most places are within a short
walking distan ce . If you wanl lo go further afield, there are
bus and train servi ce s.
• getting around
W rite y our information sheet.
@
can expect at least sorne days of co ld and rain though 11'S
unlikely to snow. Yo u shoutd bring wa rm cloth es, including
at least two jerseys and a waterproof jacket, !t's also a good
idea to bring a scarf and gloves.
Complete CAE
- - ---------.-:.-
~
--=--
--
Contribution to a longer piece
Exereise 2
When you write a eontribution to a
longer pieee, you are w ri ting par!
of something such as a broehure, a
guidebook or a pieee of researeh. (lt
is assumed th at other people will be
wri ting oth er parts.) You will have to
supply information and opinions. The
style you choose will depend on the
purpose of the longer piece and who
its readers are.
Read the sa mple answer below and say wheth er th ese statements are true (T) or
fal se (F) .
1 The eontribution has an introduetion and a eonolusion .
2 It gives an overview of th e area , two dishes and a resta urant.
3 The reader would feel interested in visi ti ng the area and trying the food.
Tast ing 'El Delta'
The Ebro Delta is a corner of Spain unlike any other on me
Med¡terranean c.oast. lt has eSGaped me bullding and tourtst
boom oF rec.ent years and ¡ts riGh agriGultural region speáalises
in t he G(..\ltivation of riGe. It's surro unded by long golden
beaGhes, sea-water lagoons, salt marshes and riGh fbhing
grounds. These Features have all rnade me¡r Gontr¡bution to ¡ts
very individual gast ronorny.
You studied how to write a contribution
to a longer pieee in Unit 11.
Exercise 1
Read the writlng task below.
1
Whieh dishes would you describe?
2
Should you list all the ingredients
and give the reeipes?
3
Sarsuela de peix
This is a dish whiGh every visitor should experienGe. It's a sort of
riGh nsh and seaFood stew Gooked in an enOfmous flat pan, with a
tasty sauce. It looks spectacular when broughtto your table and
tastes wonderM Norrnally. because mis dish is so large mere
should be at least two people in your party who w¡sh to try ir.
Whieh res taura nt would you
mention?
4 What oth er information should your
contribution contain?
5 Who will read the eontribution?
What style would be suitable?
Duck paella
The Delta is a stopping point for millions of sea birds which
¡nigrate between northern [urope and AfriGa every year. tf you
happen to visitthe area in auh..unn, you shouldn't miss one of
me dístinctive t astes of t he Delt a: duck cooked wim yellow rice.
whiGh is again an unforgettable ex.perienGe.
You have received thi s email from
a fri end :
Where to eat
One ofme best places to sarnple t hese dishes is me Estlny
restaurant. surrounded by rice nelds on me edge of a nature
reserve. The owner worKs hard at preserving the traditional
foods ofthe regio n and he's keen on int roducing thel1l to
visitors. If you go there at weekends. you'lI probably also
experienGe some t raditional musie. and dandng.
Hi,
l'm preparing an
article called JTasting
the world' for an
international magazine.
Can you contribute a
piece about toad in
your r egi on? The piece
is rea l ly tor people
thi nking of v is iting
your country and we
need :
a general i ntroduction
to the area
a desc ription of a
couple of dishes which
give ataste of your
regi o n
a t ypi ca l place t o eat
a nd why vi s itars will
enjoy i t .
Write your contribution.
Always lhink
what effeel you
want to have
on your reade rs
- do you want
to eneou rage or
diseourage them
from visit in g the
area and trying the
food?
Vary the
vooabulary you use.
When
appropriate, w rite
in sections with
headings.
Use eolloeations
you know whieh
are speeifie to the
topi c, e.g. tasty
sauce, dístínctíve
taste, unforgettable
experíence, sample
dishes - they'lI
produce a positive
effeet on the reader.
etters
You may be asked to write a letter responding to a situation deseribed in the
question. You must use a style whieh is suitab le for the person you are writing to,
for example the editor of a newspaper or magazine, the director of a eompany or
eollege. In yo ur letter, you may have to reeount some person al experienee or give
factual information.
Th e types of letter you may have to w ri te inelude:
•
a letter to the editor of a newspaper or magazine
•
a letter of applieation, or giving a referenee for someone applying for a job
•
a letter to th e direetor(s) of an organisation. or to a eollege prinoipal
•
an informal letter to a friendo
You stud ied how to w rite letters in Units 1, 7 and 13.
Writing reference
@
Exercise 2
Exercise 1
Read the Part 1 writing task below,
underlining the points yo u must
deal w ith in yo ur answer.
2 What w ould be a suitable style for
Read the sample answer below. Has the writer ineluded all the points you
underlined?
2
How would yo u describe the style of the leller?
3
Has the w rite r included any thing w hieh is not in th e instruetions? Why (no!) ?
readers of a music magazine?
3 Write a paragraph-by-paragraph
Dear Charlie,
plan for the letter. When you have
finished writing your plan, ch eck
th at you have included all the
points that you have underlined .
We read your review of the Middleton Music Festivallast month and
we're unhappy with so me of your comments because we all had a
rea!ly fantastic time. You criticísed the distance from the car parks
to!he stage bul you didn't mention that the location ehosen lor Ihe
You a nd your friends recen tly
festi val was superb - a lovely meadow beside a river - so we didn't
attended a p op festi val nea r yo ur
tow n , w hich you enjoyed ve ry
mind the wa lk. Admittedly, the aels were very short and we'd have
liked everything to go on lor mueh longer, but on the other hand,
mucho Howeve r, yo u hav e b e en
the prograrnrne featured sorne top bands and singeJs and their
performanees were absolutely brilliant. Also, the atmosphere was just
disappointed by abad review
unbelievable,
published in an international
You also eomplained Ihal there weren't enough lood stalls and cafés.
mnsic magazine. Yon have d ecided
to write
a leller to th e ed itor
However, we brought OUT own food with us and noticed that most
10
Read the extraet s from the rev iew
We do agree with you about one thing, however, and Ihal was that
lIlere weren't enough showers. When the rain (predielably) started
eoming down, we all got hopelessly muddy and needed a wash
- especially before we went to our tents far the night l
and the comment s w hieh you and
Still, that's a minor eomplaint and really all part ollhe lun. We just
yo ur friends noted down,
can't wait for next year's festival,
friends enjoyed th e festi val and
how you fee l about t-he review.
You'lI need
to add substance
to the notes in
the w riting task
I by uSll1g yo ur
'- ow n ideas.
Think of a
natural way to
fini sh th e leller.
Yours,
• fans had to walk for more than
a mile to get from lhe ear park
Starting and finishing letlers
ve')\.1Ae-!
If you know Ihe person's name:
• most of the aets were only on
stage for a few minutes - b,,1
(tv-e j).t cholet:. ~
o.,ovps
j).-xd 3yeCl.t
•
Start w ith : Dear Susana (if you wo uld use their first name when you spea k to
them), Dear Mrs Emmett (if you don't feel comfortable using their first name) .
•
Finish w ith :
Atw.ospher-e.
- 8 es/ wishes, Regards, Kind regards (if you're writing to a fri end)
• poor seleetion of p laees to buy
foad -
When you're '
doing an exam
style writing
task, you 're
really doing a
role play - here
of someone
who has had
a wond erfu l
exp erience ,
other people did too, so Ihal wasn't really a great problem.
explain how much yo u a nd yonr
lo the stage - b" t b••"ht,,1
When you
write a letter, get
straight to the
point.
- Lave or Wilh /ove (il you're writing to
your family)
I'It-ost --F(I.~ S bl'"o1l "'-t tv-elY
o
ow-¡".!
friend or a member of
- Yours sincere/y or Yours (if you're writing to someone you don't know well).
• no! enough wa shing facilities
- tr-1Ae- - "Meede.d
a very clase
l'I\. OI'"e
s(....owers.
De-ti"""lte.l:(j COW.1 101(} bo.cK "I'\e-;:t lrej).Y-
If you do n't know the person's name :
•
Start with: Dear Siror Madam
•
Finish w ith : Yours faithfully.
Got something lO say? Then w rite
to !eUers edito r Charlie Moon at
cm@worldmusiem ag.eom
Write your leuer.
Adding extra points
FiTS//y, secand/y, final/y, etc.
8esides,
In addition, mareoveT,
A/so,
fU7'lhermore, wha/ is mOTe
One /hing / Ano/ha /hing (was /ha/ .. .)
Apar/ {rom this/thal. .
@
Complete CAE
-
- ' ---=---=--
--
Speaking reference
Whc
o expect
In
the exam
The Speaking paper is Pap er 5.
o It lasts 15 minutes and has four parts .
o You do the Speaking paper in pairs.
•
How to do Part 1
Listen to the questions earefully and give clea r, direct
an swe rs. If appropriate , inelude a few extra details, or a
reason for an answer you give.
There are tw o examiners in th e room ; one gives you
2 Try to relax. Look eonfidently at the examiner and smile a
litlle when you answer the questions.
instruetions and asks you questions, the other listens but
does not join in the eonversation.
3 Take the oppor tunity 10 show how flu ently you ca n
speak.
Par
(In ervlew)
Part 1 lasts three minutes and is a conversation between
the examiner and each eandidate individually. You will be
asked questions about yourse lf, your family, sports and other
leisure aetivities , your likes and dislikes, your edueation
and where you live. Questions may also be about your past
experiences and your future plans.
You studied and praetised Part 1 in Units 1 and 11 .
4 Don', prepare answers befare you do th e exam, but do
make sure that you know the vocabulary you will need 10
talk about the tapies that are likely to co me up.
Exercise
Here are so me typical questions that you may be asked in
Part 1 of the Speaking exam. Work through so me of the
qu esti ons with a partner, taking turns to be the examiner
and the studen!. Try to use relevant vocabulary from the
Useful language boxes.
.
..
Introduetory questions
Where are you from ?
What do you do here/there'
How long h ave you been studying English 1
W hat do you most enjoy about learning English ?
born in; grow up inlnear;
be brought up in (place) by (pea pIe)
small I quite a large I extended family
I've been workinglstudying al .
sinee (+ point in time)
for (+ length 01 time)
Actually, (+ unexpected/surprising information) ['ve
only been leaming English for two years.
What 1 really lnve aboat (-ing) is .
The thing 1 like most of all is .
Leisure time
W h at are your main interests and leisure time activities 1
How important are sport and exercise in yo ur l ife?
What typ es of TV programmes do you think are worth
watching?
What kind s 01 music do you enjoy listening to?
I'm fanatical aboul .
1 ... whenever 1 can I get the chanceo
quite I nol terribly important (10 me)
I'm really keen on .
1 never miss ,
llave.
1 can't stand O'
Learning
W hat is your happies t memory 01 schoo!?
W hat were the most uselul things you learned at schoo!?
W hat do yon enjoy learning ?
If yon had the opportunit y to learn something new, w hat
would you choose?
1 can remember (evenl) very well/clearly.
Probably O' . I 1 sappose things like .
1 really like (O' I -ing).
That's an easy I a difficult questíon 10 answer.
Let me think, .
Speaking reference
@
Fulure plans
W hal do yau hope to be doing thi s ti me nex t year?
How might you use yaur Engli sh in the fut ure '
W ould you cansider living abroad permanently'
A re ya u someone w ho likes to plan [ar Ih e future, o r do
you prefer~ lel Ihings happen ? ___ _
[ hope to be (+ -ing) at (place)
[ expect /'11 be ... (+ -ing)
/'d certainly consider ... (+ -ing) / I'd have to thi nk
carefully about ... / Il's not something l'd rush into.
I'm someone who ... / I'm (not) the kind of person who .
Travel and holidays
Whal kinds al holiday appeal lO you mOSI? Why?
W hich countr ies would you mosl like lO visit2 Why ?
W hich partjs 01 your cau nt r y would you recommend to
tourisl s? W hy?
Would you like l o work in the travel indu stry? Why
(nol)?
rDaily lHe
1 (tend 10) prefer ... (mainly) because .
My main reason is that .
I've always wanted 10 . , 1 don't know / can't explain why,
/'d recommend / suggest .
Firstly, because '" and secandly, beca use .
/'ve never thought about il. / I'm not sure .
I'd have to think abo"t that .
- - - -
Which pa n 01 Ihe day do you enjoy mo st? W hy?
W hal do you like 10 do al w eekends?
W hal do you do lO relax'
Do you prefer !O lollow a routine or do you like l o do
somelhiug dilferent every day'
Part 2 (long turn)
Part 2 lasts about thre e minutes altogeth er,
Th e examiner will give you and yo ur partner a set 01
l hree pictures lO talk about. You th en take turn s to speak
individually lar a minute about two 01 the three pictures,
describing and comparing them, and speculating or
expressing opinions about them. Alter your partner has
spoken lar a minute, th e examiner will ask you to give a
briel response to questions about your partner's pictures.
I'm not very good / I'm best at/in (time of day) ,
l'm a night / early morning persono
1 try to catch up on (aclivity); 1 spend time ... -ing.
Main/y / Most of the time 1 .
My problem is 1 .
The thing about me is, 1 .
I'd a/ways rathe/' (verb) than (verb).
6 Wh en it's your partner's turn to talk about th e photos,
listen bu t don't interrupt. The examiner will ask you a
qu eslion about your partner's pictures at lhe end . You
should answer this questi on quite briefly,
Useful language
Comparing [S ee also Grammar reference Unit 13)
Here / In this phOlO, l ean see / someone is / there are ... /
.. . whereas in this photo ,
On the other hand, this picture shows ,
You stu died and practised Part 2 in Units 2, 5, 7, 9 and 13.
How lo do Part 2
The three pictures will always have a common them e,
so talk about the general ideas th ey illustrate, Don't
describe Ih em in detail.
2
3
You'lI need to choose two 01 the three pictures and then
co mpare them w ith each oth er. 1I yo u are not sure what
they show, speculate,
1I is imp ortanl lo answer the question the examiner
asks you, This will be printed on the same sheet as Ihe
pictures.
4 Whenever possible, give reasons or explanations lor the
answers you give,
5 Speak lar Ihe whole minute. Don 't SIOp until th e
exam iner says 'Thank yo u'.
@
Complete CAE
Giving reasons/explanations [See also Grammar
rel erence Un it 2)
The (main) reason tor lhis 15 that .
I think / I'd say this is because .
This can be explained quite easily - .
Speculating [See also Grammar relerence Units 4 and 11)
This p erson looks as it she's/he's .
He se ems 10 be .
Perhaps/Maybe they're , ..
They're probably . ,
He co uld be / might be .
Exercise
Work through the sa mple question with a partner. Take
turns to speak for one minute. You should each compare a
different pair of pictures.
Examiner's instructions
In this part of the test, I'm going to give each of you three
pictures. I'd like you to talk about them on your own for
about a minute, and also to answer a question briefly
about your partner's pieture.
(To Candidate A) It's your turn first. Here are your
pietures. They show people shopping.
I'd like you to compare two of the pictures and say what
different methods of shopping they show, and why people
might choose one method rather than another.
Part 3 (Collaborative task)
Part 3 lasts four minutes .
This part involves a diseussion between you and your
partner. The key skills being tested are fluency and the
ability to partieipate in and maintain a eonversation.
The examiner tells you what to do and gives you a set of
pictures to discuss. Your task will be to reach a deeision by
negotiation. During your diseussion, you will be expeeted to
exchange ideas, express and justify opinions, agree and/or
disagree, suggest, speculate and evaluate.
You studied and practised Part 3 in Units 3, 6, 8, 10 and 12.
How lo do Part 3
Li sten earefully to the instruetions and questions you are
given by the examiner. The key questions are also printed
on the page you are given.
(After A has spoken for a minute) Thank you.
(To Candidate B) Whieh pieture do you think shows the
least stressful method of shopping? Why?
•
What different methods of shopp ing do they show?
•
Why might people choose one method rather than
another?
2 The first question will ask you to diseuss what the
pietures show. This will be followed by an instruction to
make a decision related to the subjeet of the pietures.
3
If you start the conversation, make sure you don't speak
for too long. Give a brief opinion, then ask your partner
for their thoughts on the subjeet.
4 When your partner is speaking, show that you're
listening . Reaet and respond appropriately. This can
inelude nodding and smiling, as well as sp eaking.
5 Try to make what you say sound like normal co nversation.
6 Spend roughly the same length of time on each question,
but aboye all, make sure you leave plenty of time to
diseuss the second question and rea eh your deeision.
7 Try not to reach your decision too quiekly, If you do, you'II
still have to keep the diseussion going until the examiner
telis you to stop by saying 'Thank you'.
Usefullanguage
Bringing your parlner inlo Ihe conversalion
What do you think? I 00 you have any thoughts on this?
00 you agree (with me)?
/'d say ... I What aboul you?
Keeping Ihe discussion moving
Let's move on lO Ihe next picture. So, how about this
picture ? Shal/ we go on to second question ?
Agreeing and disagreeing
/ (comp/ete/y) agree.
Yes, and (another thing) .
/ (total/y) disagree,
/ can't agree (with you there).
You've got a point (fhere), but (the way / see il) .
Reaching a deeision
Now we have to decide .
oK, /el's make our decision.
So, is that agreed? I do we agree on that?
Speaking reference
@
ar 4 (Discussion)
Exercise
Work through this sample task with a partner. Make sure
you ea eh speak lor approximately the same length 01 time.
Examiner's instructions
Now I'd like you to talk about something together lor
about four minutes.
Here are some pictures showing people paying lar
things in different ways. First, talk to ea eh other about
the importance 01 money in today's society. Then
decide which picture shows the salest way 01 paying lor
something.
Part 4 lasts lour minutes.
This is a discussion between you, your partner and the
examiner. The examiner will ask you and your partner
questions related to the topic you discussed in Part 3. You
are expected to express and justily opinions and to agree or
disagree.
You studied and practised Part 4 in Units 4 and 14.
How to do Part 4
Listen carelully to the question. The question itsell may
be preceded by a statement, which you are then asked
to agree or disagree with or to express an opinion abou!.
II you don't understand the statement or the question,
ask the examiner to repeat i!.
2 Answer the question with opinions and reasons.
Follow the same guidelines as lar Part 3 with regard to
including your partner in the discussion and to keeping
the conversation moving.
Useful language
Introducing an opinion and giving a reason
Well, in my opinion.. .. .because..
I think / feel .
/'m not sure. I think ..
Introducing an explanation
I mean.
You see..
Giving an example
For example .
For instance .
... such as.
Exercise
Work through one or more 01 these typical questions
[related to the tapie 01 Part 3 above] with a partnee. Make
sure you ea eh speak lar approximately the same length 01
time.
Some pea pie say that, in the luture, traditional lorms
01 money, coins banknotes, and even cheques will
completely disappear within the next lew years and be
entirely replaced by credit cards and other mechanical
or digital methods 01 paying. What's your opinion?
•
How important is money in today's society?
•
Which photo shows the salest way 01 paying lar
something?
@
•
What are the advantages and disadvantages 01 relying
solely on credit or debit cards as your method 01 paying
for goods and services?
•
How lar do you agree that people who regularly pay
lor things online risk becoming the victims 01 Iraud or
identity theft?
•
What can be done to protect people's bank accounts at
a time when computer crime is on the increase?
Complete CAE
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CAE rnadel paper
(r0771
Canlbridge ESOL
PAPER 1: READING Part 1
Part 1
You are going to re ad three extraets whieh are all eoneerned in some way with books. For questions 1-6,
ehoose th e answer CA, B, e Or D] whieh you think fits best aeeordin g to the text.
Mark your answers on the separate answer sheet.
Literary Prizes
The panels which judge lilerary prizes are nOlOriously hard ro second guess, and lhal game is nor a
fruilfu l one anyway, unless you sel slore by an abiliry ro predicl lhe unprediclable. Bul as lhe book
market becomes increasingly uncertain, with serious resources onIy directed towards sure-tire sellers,
so lhe literary prizes beslowed on books become a key elernent in lheir successful marketing.
Unsurp risingly, lhose who express doubl al lhe 'glilzification' of lilerary prizes are roulindy ignored.
Don'l we want people to buy more books ? We do. Does the popularity of a book rule oul its artistic or
inrelleerual rnerit? It doesn't. But do we wonder if the pressures of promotion eompromise the a1ready
shak)' integrity of the Jiterary prizes? Possibly.
Mediocre writers are often spoken of as 'prornotable', whieh roughly translates as physieal1y attraetive
or possessed of an interesting personal lite, but which can easily become eonfused with ability. There
are several examples of sueh eontrived reputations eurre ntly walking around, while writers of real
innovarion, quaJity and depth battle to stay on meir publishers' lisIs.
1
What do we leam about literary eo mpetitions in the first paragraph?
A
B
e
D
2
You eannot be sure whieh way the voting will go.
They do not generate mu eh publi e interest.
It is difficult to know who the judges will be.
The outeomes are frequ ently unpopular.
According to the tex!, becoming successfu l as a writer
A
B
e
D
always requires a great deal of determ inati on.
is sometimes unrelated 10 literary skill.
is often easier for people with orig inal ideas.
usually depends on getting a lead ing publisher.
CAE model paper
@
PAPER 1: READING Part 1
Adapting Literary Classics
The present vague for filmed adaptations of the most celebrated English novels poses intriguing problems
for those, like myself, who combine a professional commitment to the study and teaching of such works,
with a practica! interest in the business of adapting them fo r the screen. In recent years the rush of film
and TV executives to plunder the library shelves for ban kable literary classics has become something of
a slampede. Jane Austen is lhe market leader. She offers, or seems to offer, what filrn-makers li ke best, a
formula; her novels defi ne an identifiable terrilory and her style, visually translated into production values
as a wo rld of lace bonnets, flowing gowns, English gardens and stately hornes, has ¡he readily marketable
appea l of a nostalgic cul1. Even that distinctive ironic voice, however edited into one-liners, diffused
among different characters, Or used to eue in sorne camic carneo, seems to nourish a hunger for wholemeal
dialogue among sereen audienees jaded with junk-food slang.
3
The writer has written the pi ece from the standpoint 01 someone
A
B
e
o
4
Acco rding to the writer, whal is lhe attracti on 01 Jane Austen lor the lilm industry?
A
B
e
o
@
assessing the range 01 nove ls available lor ada ptatio n.
w hose interest is locused on lh e literary merit of adaptations.
whose main purpose is to qu estion lhe relevan ce 01 Jane Au sten's messag e.
who has more than an academic involvement in the subject.
Complete CAE
The books she wrote appeal to all ages.
The lilms based on her work require little advertising.
The potential audience kn ows what to expecl Irom her.
The language she used requires no modification .
PAPER 1: READING Part 1
Extraet from a novel
Mary the critic
In no profession but journalism is it possible to ascend with the rapidity Mary now achieved. With Ivo's
patronage and a lively tUfn of phrase her success was almost guaranteed, but what made her notorious
was her reviews. Every critic has his or her own private agenda, which ripples through the surface of
their writlng while remaining invisible to the ordlnary newspaper reader. For sorne, it i5 the simple wish
to make their by-Hne better known. For others, it is the opportunity to put over a particular aesthetic,
religious or moral perspective. Others still wish to alert publishers that they have an uncommissioned
book on the same subject in them, or to pay back scores of an entirely professional nature.
Mary's novelty was not that she was prepared to be rude) or witty) at the author's expense) for both of
these were commonplace enough. N or was it even that she was so well-read. She had suddenly discovered
that she had a voice. It was not the voice she used when talking to peopIe) any more than the voice
columnists use refiects their conversation. On paper) it roared and raiIed and spat and hissed all the
things she had kept silent about; and when a writer discovers such a voice it is usually heard even if what
it is saying is mistaken.
5
What is said about critics in the first paragraph?
A
B
e
o
6
They
They
They
They
all
all
all
all
have personal motives for what they say in reviews.
resent being forced to do that kind of work.
express opinions that they do not genuinely hold.
feel obliged to make negative comments in reviews.
Mary differed from other critics in that
A
B
e
o
she was better educated than they were.
she was not concerned about the effect of her reviews on others.
her reviews consisted mainly of negative comments.
there was a very distinctive style to what she wrote.
CAE mode! paper
@
PAPER 1: READING Part 2
Part 2
You are going to read a newspaper article about climbing. Six paragraphs have been removed from the
arti cle. Choose from the para graphs A-G the one which fits each gap (7-12). There is one extra paragraph
which you do not need to use.
Mark your answers on the separate answer sheet.
Sea, Ice & Rock
Mounlaineer Chris 8 0nn/ng1011 is besl knm1/nfor .'icaling (he summit ofEveresl in 1985. Robín Knox-Johnston began
his sea career in the Merchant Navy. In 1968-9 he Ivas lhe fi rst lO circumna vigare the world single-handed, in his
yac/u Sunhaili. The lWD teamed up 10 saU and climb in Greenland, recording Ihe trip in their new book: SeaJ l ee
and Rack.
In 19791 was working on QuesIJiJr Advenlrtre, a study
of post-war adventllre. 1 called Rabin to ask for an
interview and he said would 1 like to join him for a
sail. 1 could show him sorne climbing techniques and
he could show m~ the rudiments of saihng.
1
7
1
The route was quite difficult and 1 was impressed al how
steady Robiu was in trieky eonditions. He just padded
quietly along. After a bit we arrived at this huge drop.
I asked Robin if he had ever climbed before. He had n't,
so 1 showed him . When 1 bad finished, Robin very
politeIy asked if he eould go down lhe way he climbed
down ropes on his boat.
1
B
1
His proposal ¡hat we should combine our ski.lls 0 0 a
joint trip to Greenland was just an ex tension, on a rather
grand seale, of our voyage 10 Skye. Robin im pressed
me immensely as a leader. Traditionally, the skipper
makes all the deeisions. Bnt Robin made a point of
consulting everyone first.
To be frank , 1 found the sailing very boring. The
moments of crisis which we had on the way back were
eas y to deal with : the ad renahne pumps and you get all
worked up. The bit 1 found difficu It was spendi ng day
after day in the middle of the sea .
@ Complete CAE
I
9
1
1 tberefore feIt a bit useless at times; 1 found lhat very
trying. The crew was also packed very clase together:
six people on a 10-metre yacht , designed lo sleep four.
At least when you're on a mountain expedition you have
a chance to get away from each other.
110 1
Robin isn't a natural climber, which made his effo rts
even more impressive. T he first time we tried to reach
the pinnacle, we were on the go for 24 hours. On the
way down we were dropping asleep on 50 degree slopes,
500 metres above lhe grou nd. Robin went to hell and
back, but he 101a11y put his confidence in me.
111 i
Yet he was all in favour of us having another go at
climbing the mountain . The only time there was a
near-crisis in our relationship was on the yacht on
the way home . We were taking it in turns to be on
watch. 1 was supposed to get up at 4 am for my shift,
bUl Robin deeided not lo wake me. He felt he eould do
it hímself.
WhiIe we enjoyed the Skye trip, we didn't reall y know
eaeh other uotil the e nd of lhe GreenIand expeditíon . 1
found that underneath his bluff ex terior, Robio was a
kind-hearted, seositive persono
PAPER 1: READING Part 2
A
The prev io us night I'd almost dropped asleep.
] felt th ar he didn't tru st me 1 felt jusecure,
E
He juSI followed . Whe n il gOl too difficult
and 1 reali sed we'd have to tmn back, he
accepled il. [also knew lhat Robin was
worried aboul the boat: whether we'd be able
to get ít through the ice, whether it was in ane
piece.
F
He was used to using his arms, 1 wanted him
lO use his legs. 1 wasn't too happy aboul it,
bul he lowered himself down guite safely. 11
was during Ihal lrip to Skye that Robin and 1
bui lt Ihe found ation of a very real friendsh ip .
G
ram a land-Iover and nOl really a do-it
yonrself type of person. Robin , in contrast, is
a natural sa ilor and seemed to enjoy tinkering
with the engine or mending the lavatory. 1
was aware that Robin didn't really need me.
and 1 said so. Rabi n irn mediately reassured
me that I'd jumped to the wrong conclusion.
B
The winds were tricky and once again it was
my tum to be on watch. 1 was aware that
itI made a mistake ¡ could take the mast
out, which i5 horribly expensive and a real
nuisance .
e
D
It was the firsl time [,d been on a yaeht. We
sailed for a while a nd then anchored. Robin's
wife a nd da~ghte r stayed o n the boal and we
paddled to lhe shore lo exe rcise Robin's skills
al chmbing.
When we reached Greenland and it was
my torn to ' Iead' the expedition, ¡ fonnd it
difficult laking responsibiJity for Robin' s ji fe,
There were many instances climbing together
when if Robin had fallen , he eonld have
pulled me off with him. 1 had lo watch for
thal constantly. [underestimaled how difficult
the CathedraJ Greenland's highesr mountain
- wou ld be.
CAE model paper
@
PAPER 1: READING Part 3
Parl3
You are going to read an extraet from a book. For questions 13-19, ehoose the answer CA, B,
whieh you think fits best aeeord ing to the tex\.
e or D)
Mark your answers on Ihe separate answer sheet.
Revolution in Time
CLocks and ,he making al,he l170dern world
'] know what time is: said Augu stine in (he siX lh century, ' bul if someone asks me , I cannor (ell him: Things have
llOl
changed very mu ch since then. The Jearned mano physicist or philosopher. is not so SUfe he knows, bu t is ready lO write
volumes 00 the subjec t of hi s conjectures. The ordinary fian co uldn'[ care less. What matters to him is thar he can measure
time. If, like the vaSl majority of the world's people, he Uves in a rural society, his tim e is rneas ured for him by natural
events: sunrise, high noon , sunset. He needs no more acc urate divi sion, fOI [hese are the events that demarcate his round
of waking, working , sleeping. City dwellers measure time by the cloek. Animals do not wake lhem; an alarm does. Their
activities are punetu aled by points on an abs[rael continuum, points designated as hours and minut es. If they have ajob or
c1ass thaL starts, say, at nine o'eloek , they try to get there 011 lime. They have appoimme11fs, and lh ese are fixed by points
on the time sca le.
Pic(Ure an immense ly complicated and unevenly but often densely tracked railway marshalling ya rd. with eomponents
shifting a nd shuntin g aboul in all directions: onl y instead of trains d irected fmm witho U! , we have people, sometimes
directed bU( mord" often self-steering. Thm is me world of social and personal inreraction which works on ly becanse ¡he
member unils have learnt a comrnon language of time measure ment. Without this language and wilhout gene ral access to
instruments acc urafe enough to provide uniform indicarions of loeatíon in time. urban life and civi lisation, as we know it,
would be imposs ible. Just about everything we do depend s in sorne way on going and coming. meet ing and parting.
Indications, of course. are not enough. Knowledge of the time must be combined with obed ience - what social scientists
like lO ca ll 'time disc ipline'. The indications are in effece co mmands, for respon siveness to these cues is imprinted on us
and we ign ore th em at om peril. Punctuality is a viflue, lateness a sin, and repeated lateness may be grounds for dismi ss al.
The sense of pun ctuality is inculcated very early. ind eed from infancy. Parents may feed their babies on demand, bul lheir
own schedules inevirably impinge on the consciousness of their children. As soon as children understand language, they
pick up such notions as mealtime and bedrime . A child whose parents live and work by the dock soon learns that time is
the mos! inexorable of disciplinarians.lt passes slowly for children; but it waits for no one. 1l compels the laggard LO hurry,
to r what one member of the famLly does with time affects the others . One of the mos! powe rful notLons to shape a child 's
consc iousness is {hal of being late or of mi ssing - missing a party or mi ss ing apla ne.
Mosl people operate within a margin of plus o r minu s several minutes. If lhey have a tra in 10 calch, they arri ve a few
minutes early; like wise for appointmeOls. For this range of toJerance, il is sufticient lO check one's timepiece by radio and
television a nno uncements given lo the neareSl minu te. On ly the most precise peo ple wi l1 want to know the time to the
neares t ten-second inlerval as given by rhe telephone 01" Internet. For sorne, howeve r, hours and minutes are not cnough .
Astron omers were the first to want to measure time in seconds and fractions of a seco nd. well before instruments existed
that co uld do so. It was not ul1til the 1970s that timers calibrated in hundredths 01' seco nds were used by officials at the
Olympic Games. But the dernands of sport are as nothing compared to those of sorne branches of science. Wh en o ne
enters the worlcl ofthe physicist assigning tim es ro subatomic events, one leaves hundredths and thousandths of seconds far
behind . This is the world of micro second s and nanoseconds - unils invenled for scientific analysis.
The invention of the mechanical dock in medieval Europe was one of the greal inventions in the history of humankind
- nOl in (he sa me c1ass as nre and the wheel, but comparable lO lhe advent of typesettjng in üs revolutionary im plications
for cuhural va lues, technological change, soc ial and polítical organisation , and personality. W hy so important? After all ,
man had long known and used olher k inds of limekeepers - sundial s, water clocks, sand clocks - sorne of which were al
least as accurale as the early mecha nical c1ocks. W herein lay the nove lty, and why was thi s device so much more influential
than ils predecessors?
The answer, briefty puL lay in its enormous technological potentia!. The mechanical d ock was seJf-contained , Hnd o nce
horologists learned to drive il by mea ns of a coiled spring, ir could be miniaturi sed so as to be portable, whether in the
@
Complete CAE
PAPER 1: READING Part 3
household or on [he persono Ir was (hi s possibility of widespread private use thal laid the basis for lim e disciplin e , as against
lim e obedience. Orre can use Pllblic c10cks to summon peopIe for one purpose or another, hut that is no! punctuality.
Punctualily comes from within , no! fro m with out. It is the mechanical d ock that has made poss ible, for better or worse, a
civilisatiou attentive lOthe passage of time, hence lo productivity and performance.
13
Wha t does the writer say about attempts to deline the meaning 01 time?
A
B
e
O
14
The writer uses the example 01 the railway marshalling yard to show that
A
B
e
O
15
e
O
e
O
e
O
The majority 01 people trust the accuracy 01 their watches.
The purpose 01 the meas urement determines the scale used.
Some instruments thal mea sure time are 01 no practical use.
Con stantly checking the time is a compulsive lorm 01 behaviour.
What does the writer say about the invention 01 the mechanical clock?
A
B
e
O
19
resent the consequences 01 being late.
lry to alter the schedules lorced on lhem.
beco me condilioned in their attitude towards time .
have a different approa ch to timekeeping lrom adults.
What overall point does the writer make about time measurem enl in the lourth paragraph ?
A
B
18
it enables them to lead less complicated lives.
lailure to do so can have severe consequences.
th ey enjoy the sense they gel 01 being organised.
it is part of human nature lo obey commands.
The writer believes il is inevitable that young people
A
B
17
lhe number of external lorces controlling people's lives has risen.
it is ess ential in today's world that transport systems operate efficiently.
the lun ctioning 01 the modern world relies on the ability to measure time.
city dwell ers have a greater understanding 01 time than people in rural areas.
In the third par?graph, the writer says that people respond to time pressures because
A
B
16
They have led to a strong sense 01 conviction in many people.
It would require an educated person to do this successlully.
There has been considerable progress made in thi s area.
It is a malter 01 speculation with liltle rel evance to most people.
It was 01 equal signilicance to that 01 th e printing press.
It had an immediale and extensive impact on other inventions.
It provided peopl e with their lirst reliable means 01 telling the time.
It led to greater technological change than the creation 01 the wheel.
According to the writer, the most important effect 01 the invention 01 the mechani ca l clock was that
A
B
e
O
it
it
it
it
could be mass-produced at an alfordable price.
eliminated the need lor cities to build public clocks.
allowed people to choose the time wh en they perlormed certain ta sks.
resulted in a popul ati on w hose individuals accepted responsibility for timekeeping.
CAE model paper
@
PAPER 1: READING Part 4
Par! 4
You are going to read an article about women in sport. For questions 20-34, choose from the
sportswomen (A-F). The sports may be chosen more than once.
Mark your answers on the separate answer sheet.
Which sportswoman says:
f~
she takes part in her sport on equal terms with meno
20
her concentration at work is affected by her sporting activities?
21
she was surprised to discover her talent for her sport?
22
she invests her earning s in her sport?
23
it is considered strange for women to take part in her sport?
24
she spends less time on other activities than she used to?
25
Ihe age al w hich women start her particular sport is sig nificant?
26
she was once under pressure to achieve her target by a certain date?
27
she has a good in come from her sport?
28
she has endured physical suffering?
29
it is difficult for women lo get good training in her sport?
30
she is sometimes afraid when taking part in her sport?
31
she doesn't want her appearance to affect her sporting reputation ?
32
her personality has changed since she started doing her sport?
33
women's achievements in her sport rece ive less publicity than men's?
34
Complete CAE
PAPER 1: READING Part 4
Women in Sport
A Jill, 27, skier
'lt's a grem feeling to fi y through the aie and land
c1eanly, but it ca n be scary. Sometimes yau don't
feel well oc ¡t 's wi ndy and yau ca n't see, bUl you just
get on with it. !t's nOl easy LO have a careee o uts ide
skiing becau se we tra in foc ten rnonths of tbe year.
You give up a lot of your social Jife and friends.
BUl it was rny choice. There are six men and three
women in the British team. We all compete 00
the same CQurses al the sa me competitions and get
treated the same - it's a yo ung sport.'
B Caroline, 22 , cyclis t
'Two years ago 1 borrowed a bike lo take pan in
a charity Jace. 1 won overall just because 1 cyeled
faster th a n everyone else, which was amazing
because rd neve r cycJed before' I'm well pa id as
a pro. and cycl i ng has lots of potentia l in tenn s of
endorseme nts. Howeyer, 1 know I'm nol ugly and
it worries me that people may think I've got where
1 am beeause of how 1 look, not becanse J'm the
best cyc1 isl. So J tend to eoneentrate on the cyc1ing
al the moment, racher than earning money. 1 do at
least four hours' training every day on the bike, plus
sorne stretching exercises, swimming and running.
My bayfriend's a eycJist as weJJ, so he know s the
time you have to pUl into ir - it wo uld be impossible
otherwi se.'
C Annabel, 26, rower
'Rowing is hard for gl rJ s to gel into because Yery fe w
gi rls' schools do it. So most don 't sta rt till they're
19 or 20 which makes it harder to succeed at a n
internationaJ level. AIso, you usually haye coaches
who only stay ayear or so. There's no con tinuity,
so the women's sguad is basieaJJy a shambles. Bnt
it's great fu n and I love being tit., plus there's a good
social Ji fe.'
D Ffyona, 24, long distance walker
'At 13 1 dreamed of walking araund the world - 1
djd n' t know just ho w big it was then! BUl Brilain was
too c1austrophobic, too safe. I was very heads tJ"ong;
1 hated a nyone having control ove r me. Now 1 a m
more laelfuL Each walk has been different . T he
walk across Australia was the worst experience I've
ever had as fal" as pain is concerned. 1 was doing 80
kilome lres and 21 hours each day with three hou rs'
sleep in high temperatures and walkin g with 15
blisters on each fool. BuL 1 got (he record ! 1 had to,
because rny sponsorship money was going lO run
out after 95 day s. Men lhink lllal wome n are more
likely ro fai l, so sponsoring them is always see n as
a higher risk.'
E Lisa, 26, saloon car racer
'So rne men have huge egos when they're driving
- you see it on motorways. When I'm doing well ,
Ihey don't tal k lo me. Being a waman ha, it,s
disadvantage!>. When 1 get to a comer, lhe men
Ihink ·'I've got lO beal her", so I've had a lot of
knocks! You have to be natura lly competitive and
agg:ressive. It's very difficult lO earn a ny money, and
what 1 do rnake goes back imo the sport. Wornen
haye been racing since the twenties and have always
been classed as eccentrics. lt's grea t lhar there are
now more and more women taking U!? racing every
yeaL For me, the appeal of salcon car racing is
ai ming for perfection - always trying to get round
wilh a perfect lap.'
F Alison, 28, triathlete
'1 get up at 5.30 three morning a week to swim. 1
need Tuesday and Thursday mornings lo eateh up
on my sleep. In the evenin g 1jusI cycle or run o Yes,
1 do faH asleep at my desk somelirnes! There is a
10 l of nervous build-up before hand and whe n you're
racing you really push yourself - you don ' t feel
good if you don' t. Several times l've asked myself
why 1 do it. The answer is a) l' m happier when 1
keep fil , b) l'm a slob al hea rt and ir [ didn't make
myself do this I'd really be one, e) racing is very
social. Men and women usually compete together
but when an event is given coverage in the press, 90
per cent of the anide will explain ¡he men's even(
and 10 per cenl will say. "Oh. by the way, so-and-so
won the wornen's eventO!. The prize money Iso't as
good eithe r, of course. But now we've fonned an
lnternational Triat hlon Women's Commission, so
we 're working on it.'
CAE model paper
@
PAPER 2: WRITING Part,
Part 1
You must answer this question. Write yo ur answer in 180-220 words in an app ropriate style on th e
opposite page.
1
You are stud ying at a co ll ege in Austra li a, which is im proving its website. Th e college prin cipal has
asked you to w rite a proposal suggesting which wo uld be the two best coll ege facilities to promote
on th e website.
Read the extract from the principal's email below and thenotesyo uhave made.Then . using the
information appropriately, wri te a proposal for the principal suggesting w hich two aspects of the
college should feature on the website and justifying your cho ices.
email
From:
prin cipal@ffe. ac.uk
Sent:
15th March 2009
Subjec t:
Website
We're puttin g more information on the college website, and I'd
like yo u to write me a proposal ab out t hi s. !t's very i mportant
we feature two aspects of the college which are very different
in order to show the vari ety we offer. Som e idea s are below.
Remember the aim is to attract new student s to the co llege.
(ollege facilitie s
~
we.ff.-e.fJ1A ippe.o
•
classroo ms
•
library
•
langu age laborator y - -- - - - -- - - _ _
•
canteen
•
sport s fi eld ________
_ -- -- - .,..se.-I'.,..f
DVDsl
&re."t l
____ 0000 -I'or SOc.i"fisi""O
-------- -1'.,.."" I
Now w rit e your proposal for the principal, as outlined above. You should use your own word s as
far as possible.
e
Complete CAE
PAPER 2: WRITING Part 2
Part 2
Write an answer to one 01 the questions 2-5 in thi s par!. Write your answer in 220-260 words in an
appropriate style.
2
A guidebook is being produeed lor visitors to your eountry. You have been as ked to w rite an entry
on the wild animals in your eountry. You should inelude speeilie inlormation on at least two
animals and give details about where visitors can see these animals in their natural surroundings.
II appropriate, you should in elude salety adviee.
Write your contribution lor the guidebook.
3
You have seen this advertisement in an international magazine.
At!ention Al! Readers!
We are looking lor peop[e to write articles about what is going on in your loca[ area that would
interest our international readership. Do you have:
a good knowledge 01 your local area
an awareness 01 issues which are important to your [oca[ community
some experience 01 writing'
II so, we wa~t to hear Irom you! Send us a [etter 01 application, telling us why you are suitab[e
and describing two or three important issues lor your [ocal community.
Write your lelter 01 applieation.
4
You see this noti ce in an in-flight magazine.
Does your home match your lifestyle?
W e are hoping to publish a series of artic1es on how satisfied people are with
their hornes.
Write us an article :
• describing your house or flat
•
•
outlining at least two changes you would like to make to it
explaining h ow t hese changes would improve your way of life.
Write your article.
5
Answer one of the following two questions based on one 01 the titles below.
[a) Kingsley Amis: Lucky Jim
You have been asked to write a review 01 Lucky Jim lor your college magazine. In your review,
explain which character you lind most unpleasant and why, and say whether you would
recommend Lucky Jim to other students.
Write your review.
lb) John Grisham: The Pelican Brief
As part 01 your course, your teacher has asked you lor suggestions lor a story to study in class.
You decide to write about lhe Pelican Brief In your report, brielly out[ine the plot, say whether the
story is likely to interest students in your class and w hether it wil! he[p them w ith their language
learning .
Write your reporto
CAE model papel'
@
PAPER 3: USE OF ENGLlSH Part 1
Part 1
For questions 1-12, read the text below and decide which answer CA , B, e or D] best lits each gap.
There is an example at the beginning (O).
M ark your answers on the separate answer sheet.
Example:
O
A arrang ed
o
B
A
B sorted
C
e
managed
D lormed
o
Picture Imperfect
A couple w ho (O) ............ a second wedding cerem ony alter photog raph s 01 the (1)
ceremony were
ruin ed are claiming eompensation Irom the photographer who ca ptured their speeia l day on lilm . The
bride, Sophie Wright. (2) ..
....... into tears when she was given the initial (3) ............
01 her 'big day'. M ost
01 the photographs were out of focus and in some her lace was aetua lly obseured.
She and her husband David are eurren tly in dispute with the eompany that took the wedding photographs.
Two days afterthe eeremony, the Wrights had to (4)
Th e final (5) .
alrea dy (7) .
(8) .
.the ceremony again with a diflerent photographer.
was perfeet. but they (6) .... ......... that the distress ruined their hon eymoo n. Th ey have
the ofler 01 a relund of three hundred pounds. The new Mrs Wright sa id , '1was absolutely
. I eouldn't beli eve that it had happened to us alter we had saved up for so long . It was supposed
to be a perfeet day, but the photographs were more like holiday snaps that had been taken by a real
(9) .
'. Her husband added , 'The second (10) .
the lalse (11)
.. .. 01 pietures is exeellent but the company gave
that everything went well the first time around . Now all those magic moments Irom
the first ce remony have va nished . They are somethi ng you can never (12)
@
Complete CAE
PAPER 3: USE OF ENGLlSH Part 1
1
A genuine
B original
e
valid
D auth entic
2
A broke
B burst
e
flooded
D fell
3
A record
B model
e
document
D description
4
A go through
B pass th rough
e
go over
D pass over
5
A effect
B product
e
output
D work
6
A persist
B resist
e
insist
D assist
7
A dismissed
B denied
e
removed
D rejected
8
A devastated
B demolished
e
overpowered
D overwhelmed
9
A newcomer
B apprentice
e
amateur
[)
10
A collection
B pile
e
set
D bunch
11
A view
B interpretation
e
impression
D opinion
12
A take back
B bring back
e
take in
D bring in
trainee
CAE made! paper
@
PAPER 3: USE OF ENGLlSH Part 2
Part 2
For questions 13-27, read the text below and think of the word w hich best fits each gap. Use only one
word in each gap. There is an example at the beginning (O).
Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Mars
Peopl e have always (O) ..
.. .... fascinated by the planet Mars. It has been the subject of countless science
fiction lilms (13) ... ........ many years and now, with recent advances (14)
a better understandin g 01 this planet. It now see ms th at (15) ..
the atmosphere on Mars is thinner
than on Earth, (16) ............ therelore unable to support lile as we know (17)
many characteristics with our own. Its surface is rocky (18) .
technology, has come
, the planet does share
ours, days are almost (19) ..
same length , and it has lour distinct seaso ns. It also has winds, clouds and high mountains with volcanoes,
one 01 (20) ..
(21) .
.... is three times as high as Everest. Hug e cracks on the planet's su rlace suggest there
.. once channels, hundreds 01 miles wide and hundreds 01 leet deep, and water (22)
thought to lie under the planet's crust.
However, there are some notable dilleren ces in (23) .
. .. Mars is smaller than Earth, much lurther from
the Sun, and as a consequence, has lar lower temperatures. Also, years are twice as long, and it has two
moons. Probably the most signifi cant difference is that (24) ............ spacesuits it is impossible to breathe,
but scientists are now developing schemes (25) ............. give the planet a breathable atmosphere.
Scientists believe that Mars was (26) ............ always like it is today. It is thoug ht that several thousand
million years ago it was warm and lush, probably with a t hick atmosphere . Today, Mars appears to be
a lileless desert with nothing (27) ..
red sa nd, rack and rubble. However, its cru st contains the six
elements essentia l to life: hydrogen, oxygen, carbon, nitrogen, phospho rous and sulphur.
@ Complete CAE
PAPER 3: USE OF ENGlISH Part 3
Part 3
I
For questions 28-37, read the text below. Use the word given in capitals at the end 01 some 01 the
lines to lorm a word that lits in the gap in the same line, There is an example at the beginning (O).
Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Are you a responsible tourist?
Responsible tourism is travel that brings (O). .. ..... benelits lor the host country
ECONOMY
and minimises negative cultural and (28) . ........ impacts.
ENVIRONMENT
There are many
ways in which you can make a difference. Eat in locally owned restaurants
and buy local products, but not souvenirs made Irom (29) .
.. .. animals
or plants. Finding out about your destination belorehand will (30).
OANGER
ABLE
you lo make inlormed decisions aboul where lo go and whal 10 see, while
learning even a lew words 01 the language shows (31)
with local people. Always ask (32) ..
don't cause (33)
to communicate
belore taking photographs and
PERMIT
by wearing clothes that might be considered
OFFENO
APPROPRIATE
(34) .
Rather than hiring a car lor shorter journeys, it's (35)
public transport.
(36) ..
WILL
to walk or use
PREFER
II you are trekking, keep to the paths to avoid causing
to lields and hillsides and il you're camping, only use designated
EROOE
sites. Finally, bear in mind that you don't have to Ily to an exotic location; there
is probably somewhere equally interesting in your own country. Don't lorget
that air travel is the most polluting lorm 01 transport and the lastest growing
contributor to the (37).
.. ...... 01 the earth's environment.
DESTROY
CAE model paper
A
PAPER 3: USE OF ENGLlSH Part 4
Part 4
For questions 38-42, think of one word only which can be used appropriately in all three sentences.
Here is an exampl e (O).
Example:
O
The company which owns the car park has the ..
display your ticket.
to issue fines il you don't
The school was plunged into darkness when a storm brought some overhead ..
ca bles down nearby.
Harry's songs are so fu ll 01 emotion al .
peopl e's songs si mply do not.
......... that they move me in ways that other
Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.
38
Zack makes a
. .... ....................... of never eating lood that contains additives.
They were now so wet that there was Jittle ...................................... in opening their umbrellas.
The trouble with Roger's anecdotes is thal it takes him ages to get to the
39
Most of the movie is being ..................................... on location in th e Alps.
As soon as the door opened, the dog ..
Th e l irst arrow he ..
40
Carla told her son to .
out and ran off across the field s.
................ missed the target completely.
................... so as not to be late fo r schooL
The M ancheste r train always used lo ... ................. ................... on tim e, but recently it has often been
late.
My fath er has always wanted to
(194 Complete CAE
....................... his own bu siness.
PAPER 3: USE OF ENGlISH Part 4
41
It is quite ......................................... to get to know new people when you move la a new city.
Let the liquid toffee cool and only eat it when it is quite
Pamela thought the teacher had been quite ..
homework.
42
......................... to the touch .
.. on her when marking her
A number 01 diseases are .. ............................... .... by insecl s such as mosquitoes and fijes.
In the seventeenth-century, cargoes 01 spices and perlumes were ..
lrom India and Indonesia in sailing ships.
. to Eurape
The instructor told the trainees that al! the information had to be ........................................ in their heads,
beca use there wouldn't be time to write anything down.
CAE mode! paper
@
PAPER 3: USE OF ENGLlSH Part 5
Parl5
For questions 43-50, complete the second sentence so th at il has a simila r mea ning lO t he lirst
se nl ence, using the wo rd give n. Do nol c hange lhe word given . Yo u musl use betwee n lhree and six
words, inclu ding the word give n. Here is an exa mpl e (O) .
Example :
O
Chri s has been late lor work so olte n that there's a ri sk he w ill lose his jobo
DANGER
his job because he's been late l ar work so olte n.
Chris is
The gap can be lilled with the wo rds 'in danger 01 losin g', so you wril e:
Example: 0
1 1N DANGER OF LOSING
Write th e missin g words IN CAPITAllETTERS on the separate answer sheet.
43
Ma king a good docume ntary lilm req ui res a lot 01 work.
DEAl
A ..
44
........... required to make a good docum entary film.
'This problem mu st be solved immediatelyl' sa id th e M anaging Di rector.
FIND
'Pl ease take immediate
Di rector.
45
to this problem !' sa id the Ma nagin g
The re are worries regarding the poor quality 01 t he w ater.
EXPRESSED
Conce rn s are ..
46
.. .................. regard to the poor qualit y 01 the wa ter.
Students wi th an ID card won't have to pay to get in.
ADMITTED
Students with an ID ca rd ..
1196) Compl ete CAE
.. ........ 01 charge.
PAPER 3: USE OF ENGlISH Part 5
47
Thank you very much for the information you sent me about voluntary jobs abroad.
GRATEFUL
I am really
abroad.
48
.... sending me the inlormation about voluntary jobs
I don't think you'lI find it difficult to learn to drive an automatic caro
MUCH
I don't think ..
49
................ ..... learning to drive an automatic caro
Th e lilt hasn'l been working lor a week.
ORDER
The lill has
50
lor a week.
Paul wasn'l surprised lo hear that Fatima had gOl married.
CAME
Fatima's marriage
................................. .......... .. 10 Paul.
CAE model paper
(,97)
."
PAPER 4: lISTENING Part 1
(2\ (3)
Part 1
You will hear three different extracls. For questions 1-6, choose lhe answer CA. B or
according to what you hea r. There are two questions fo r each extract.
el which lits best
Extraet One
You hear part 01 a radio program me in which a recent prize-winning book is being discussed.
The woman suggests that the book won the pri ze because
2
A
its subject matter was unu sua l.
B
it brought the subject to lile.
e
it was well researched.
The man mentions jellyfish in ord er to underline
A
how comm itted scientists are to their subject.
B
how an unlikely subject can be made interesti ng .
e
how time-consuming sorne research can be.
Extraet Two
You hear aman ca lled lan telling a Iriend about learning to play the piano.
3
4
What makes learning to play the piano enjoyab le for lan?
A
the satisfaction 01 acquiring a new skill
B
the opportunity to play with other musicians
e
the fact t hat it is an esca pe from the stress of his work
How does lan leel about his music teacher?
A
He respects her t heoretical knowledge.
B
He is impressed by her musical ab ility.
e
He is grateful for her patience.
Extraet Three
You hear part of a radio discussion about the work of the nineteenth-cen tury w riter, Charles Dickens.
5
6
What does Alan appreciate about the way Dickens wrote?
A
the precise way he planned his long novels
B
the courage with w hich he tried out new ideas
e
the uniform style that characterises his work
Beca use of his own experience. Alan ca n understand Dickens'
A
wish to keep hi s options open.
B
desi re to win parental support.
e
need to li nd financial security.
~
198 , Complete CAE
PAPER 4: lISTENING Part 2
Part 2
You will hear the load historian Nina Travis talking about the tradition 01 smoking lish in the Scottish
town 01 Arbroath. For questions 7-14, complete the sentences.
SMOKED FISH
Traditionally, haddock was smoked on the LI_ __ __ __ __ _ _-L-'.7-....J coast
01 Scotland, especially in the town 01 Arbroath.
An old stor y says that smoked haddoc k was lirst discovered under some
LI_ _ _ _ __ _ __ _ _ -'-..:8-.J in a ruined house.
Wh en li shermen arrived in Arbroath with Iresh haddock, aman used a
_
_ _ _ _ __
_ _ _L...:9
:.......J1to
inlorm possible buyers.
The Iresh haddock were sold in the 1
'----_ __ _ _ _ _ __ _"-'1..:
0-'1 area 01 Arbroath.
Peop le prelerred to use a hard wood like LI_ _ _ _ _ __ _ _ _ ---L1_1_1---'1when smoking th e lish.
12
Haddock is now being smoked in a modern LI_ _ _ _ __ _ __ _ _-"1--'C
=-.J1in Arbroath.
Nina suggests baking smoked haddock w ith mushrooms,
J
13
.
_
~------------~~I
~
.I
L -_ __ __ __ _ _ _ _ _ _ __ __ _
and onions.
Nina says she uses th e word IL_ _ _ __ _ _ _ _ __ -"1_1-'--"1
.:.-4 to describe some modern lood s.
CAE mode! paper (l~
PAPER 4: LlSTENING Part 3
(s)
Par! 3
You will hear a radio interview in which a composer, Sam Tilbrook, is talking about his lile and work. Far
questions 15-20, choose the answer CA , B, e or D) which lits best according 10 what you hear.
15
What lirst made Sam start composing music?
A
B
e
D
16
How does Sam describe his approach to composing ?
A
B
e
D
17
e
D
e
D
e
D
determined to co mplete the work in a given timescale.
happy to be involved in a creative process.
conlident that he will be able to linish it.
reluctant to adopt an obvious solution.
According to Sam, painting a picture is different Irom compos ing mu sic because
A
B
e
D
8
Having to learn a speaking part improved his memory.
He understood w hat kind 01 music works best in a play.
He was thrilled by stage perlormances at an ea rly age.
Performing in a team gave him a sense 01 responsibility.
Sam says tha! when he is having difficulty composing a piece 01 music, he leels
A
B
20
He was encouraged by Messiaen 's pioneering work.
M essiaen's composing techniques lascinated him.
M essiaen explained the importan ce 01 tradi tion to him.
He borrowed one 01 Messiaen's musical ideas.
What ellect did Sam's experience 01 theatre have on him?
A
B
19
He only w rites what his inner voice tells him .
He bases his work on classical music lorms .
He waits lor a sudden moment 01 inspiration.
He builds up musical sounds by analysing them.
According,.to Sam, haw was he inlluen ced by the French composer Messiaen?
A
B
18
His mother suggested he shou ld take it up.
He studied composition as part 01 his college course.
It was a natural progression alter learning to read music.
Playing the clarinet gave him the idea 01 writing music lor it.
Complete CAE
artists are more rellective than musicians.
music involves more technical details than art.
lirst impressions are more important in music than arl.
painters lind expressing their ideas harder than musicians.
~
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Part 4
primary-school teacher
H student
G museum guide
F university professor
E sports coach
O parent
e
B employer
A politician
Speaker 5
Speaker 4
Speaker 3
Speaker 2
Spea ker 1
í
I
24
23
I 25
1
1
I
I
I
I 22 I
I 21 I
ordering something
H outlining a plan
G explaining a procedu re
F describing part of a job
E apologising to somebody
O offering to do something
e
B complaining about
something
A asking someone for advice
Speaker 5
Speaker 4
Speaker 3
Speaker 2
Speaker 1
I
I 30 I
I 29 I
128J
f27l
26
For questions 26-30, choose from the list A-H wha t
each person is doing when they speak.
For questions 21-25, choose from the list A-H each
person's occupation.
While you listen you must complete both tasks.
TASKTWO
TASKONE
You will hear five sho rt extracts in which people are talking about education.
(6)
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PAPER 5: SPEAKING Part 1
Part 1
3 minutes (5 minutes for groups of three)
Interlocutor
Good morning/afternoon / evening. My name is ..
and this is my colleag ue
And your names are?
Can I have your mark sheets, please?
Thank you.
First of all , we'd like to know something abo ut you.
Se/eet one or two questions and ask eandidates in turn, as appropriate.
Where are you from?
What do you do here/there?
How long have you been studying English?
What do you enJoy most about learning English?
Se/eet one or more questions trom either ot the to//ow¡ng eategories, as appropriate.
I Personal experience I
In what ways do you hope to use your English in the future?
•
looking back in your life, what has been a memorable event for you?
Can you tell me about a pe rson who has been really important in your life?
I
The media
I
•
Do you prefer watching film s at home or in the cinema? ... ......... (Why?)
•
How important are newspapers for you? .
....... (Why do you say that?)
Do you ever go to the theatre? .............. (What kind of plays do you enjoy?)
~) Complete CAE
PAPER 5: SPEAKING Part 2
~-"' Visi-t
-
,
-
-
2 Approaches to learning
Interlocutor
Part 2
4 minutes (6 minutes tor groups of three)
In this part of th e test, I'm going to give each 01 you three pictures. I'd like you to talk
about them on your own for abo ut a minute, and also to answer a question briefly
about your partner's pictures.
(Candidate A ), it's your turn first. Here are your pictures. They show people
making different kinds of visits.
I'd like you to compa re two 01 the pictures , and say why the people might be
making these visits, and how important the visits might be for the people
involved.
AII right ?
Candidate A
C) } minute
Interlocutor
Thank you.
(Candldate B) , which visit do you think would be the most memorable?
Candidate B
(9 approximately
30 seconds
Interlocutor
Thank you. (Can I have th e booklet, pie ase?)
Now, (Candidale B), here are your pictures. They show people learning in
different situations.
I'd like you lo compare two of the pictures, and say how the atmosphere is
different in each situation, and what the benefits of each method of learning
might be.
AII right ?
Candidate B
G
1 minute
Interlocutor
Thank you.
(Candidate A) , which method 01 learning do you think is the most effective?
Candidate A
G approximately
30 seconds
Interlocutor
Thank you. (Can I have the booklet, please?)
CAE model paper
@
0 \
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m
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n
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3
'-t:
How important might the visits be for the people
involved?
Why might the people be making these visits?
What might the benefits of each method of
learning be?
How different is the atmosphere in each situation?
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PAPER 5: SPEAKING Parts 3 and 4
"
3 Contributions to society
Parts 3 and 4
8 minutes (12 minutes for groups of three)
I Part 3 I
Interlocutor
Now. I'd li ke you to talk about something together lor about three minutes.
(5 minutes for groups of three)
Here are some pictures showing people who are important to society for
different reasons.
First, talk to each other about why these people are important to society. Th en
decide which two people m ake the most valuable contributions to society as
a whole.
AII ri ght?
Candidates
<3 3minutes
(5 mínutes for
groups of three)
Interlocutor
Th ank you. (Can I have the bookl et. please?)
Se/ect any of lhe
following prompts
as appropriate:
I Part 4 I
Interlocutor
Selecl any of the following queslÍons as appropriale:
What do you think?
Do you agree?
How about you?
•
Do you think that people like these will be as
important in the future as they are today?
""" (Why? I Why not?)
•
What makes some people more successful in life than others?
•
Do you believe that success often changes people? (Why do you say
that?)
•
Do you think it's true thattoo much emphasis is placed on making money
nowadays? ...... (Why? I Why not?)
•
Some people say that the most importantthing in lite is to enjoy
ourselves. What's your opinion?
Than k you. That is th e end 01 the test.
CAE model paper 205
'-'
PAPER 5: SPEAKING Parts 3 and 4
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206) Complete CAE
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le\
,
Answer key
Note : You can u se contractions to answ er the
ques tion s, e,g, '¡ am working' -7 '¡'m wor king',
'she has done' -7 'she's done', etc,
Our people
lO
r IJ Part 4
1 A 7 B 1 e 6 o 4 E 5 F 8 G 3 H 2 2 Students'
own answers 3 Students' own answers
Suggested answers:
A his/h er under wa ter
adventures, ou t in all wea thers B out i n all
wea thers
comp lete dedication to h is/her
craft O perform a new trick, compl ete dedica t ion
to his/ h er craft E a few of his/her re cordings
F what it would be like tomorrow G digging at
sorne excavation or other, out in al! weathers, the
first person to set foot (JI a place H the first person
to se t foot in a place, out in all weathers, hi s/her
u nderwater adventures
e
l B 2G
lO A
3D
4A
Recording script
SE
6E
7F
80
9G
CDl Track 2
Speaker 1: You kn ow, it's lunny because when I was a
kid I was never really aware 01 j ust what an
extraordinary woman my Aunt Patty is. I mean,
she's always lived in the same town as us, bul
she was always away working so I didn'l really
see too much 01 her, to tell the truth. NOI lill
much later, that is, when she invited me ro
come out on one 01 her trips - I guess I musl
have been lourteen or filteen by then probably
- and it was a real eye- opener to see her al
work. I mean, she was doing what many
Ql
people Ihink is a man's jobo She'd be OUI in all
weathers even in these really mounlainous
Q6
bul you know she never used lO oanic
- she ¡usi gOl on with the ¡ob whalever the
danger. She seemed to know ¡ust what ro do
even when Ihings got really rouah. She was
jusi l ol ally in her element and she impressed
me no end.
=,
Speaker 2: For my dad nothing was too much trouble,
especially when people showed a bit 01
interest in what he was up to. You know, when
he was working - he's retired now, well more
Q2
or less anyway - he'd be digging away at some
excavation or 9ther and members 01 Ihe public,
visitors, would just come up to hlm and
Q7
start talking ro him and he'd droo w halever
he wa s doing and you know even il he was
tired because he' d been working all day he'd
probably give them a tour 01 th e site and airee
lecture on too 01 that. Personally, I wouldn't
have that sorl 01 patience. I'm more like my
mum in that way.
Speaker 3: Yeah, yeah, my brothees a real perlectionist
too. You know, he's been getting this new
Q3
show ready recently and he's been ooing to
incredible lengths to get this new trick righ!.
Yeah, right, yeah, like he's been practising and
practising in lront 01 this video camera he's got
lor weeks, it seems - it's been driving the rest
Q8
01us mad i Yeah. You see he olays it back
afterwards the camera I mean to check you
can't see how it's done fro m any angle. He
j ust wants to hoodwink absolutely everyone
in the audience even though they're usually
only j ust kids, so he goes on and on till he's got
everything absolutely perlect.
Speaker 4: Ivan was really one 01my dad's mates, but as
he was single and a really good lriend 01 Dad's,
Q9
we counted him as one 01 the lamily. And he
was incredibly generous wilh us kids - always
came back with some unusual gilt or other
Irom his trips. A nd then he' d sit down with us
and help us do our schoolwork and so on. We
Q4
loved him and we loved his stories 01his
underwater adventures and the strange
creatures he'd seen. He made it sound as
il he'd been doing something extremely
dangerous and he'd been incredibly braveoAII
tremendously exaggerated, no doubt, but we
lapped it all up.
A nswer key l207J
Speaker 5: Margo was one 01 my mother's cousins.
actua lly. Personally, I never gol lo know her
well beca use she was always lravelling here
and there - she had so many engagemenls.
Q5
I have gOL a lew 01 her recordings [rom her
younger davs though. The sound gua lity is nol
too good now because we've lisleoed to them
so maoy times but I thi nk her playing really
Q70
does rellect her optimism and ioy. You Just
wouldn't suspect that she was goiog bliod at
the time. What courage in the lace 01 such ao
affliction, doo't you thiok?
dreamtth at she would beeome a fisherman.
6 By working on the boat ior longer than any 01 the
other erew members.
I D
4 e Sh
6g
7d
2 gives do es
3 eiEl f!el sAow did oot give
4 gWe make 5 correct 6 ~ given
7 gWe make 8 correct 9 ~ giveo
10 gWe make
2 give 3 make
8 make 9 give
4 give
+ infinitive, used to + infinilive 3 pasl
eontinuou s 4 past perfeet simple S past perfeet
eootinuous 6 present perfect eontinuou s
7 present perfect simple
u
o
l a 2e
3b
I adjeetive
I warm
2 nouo
2 job
3 oouo
3 lorce
I positioo 2 runniog
5 sw itehed
a 1, 3, 4 b 2, S, 6, 7, 8
2 were
Nagwa: 2
3 was 4 hadn't organi sed S didn't take
6 have been invited 7 have only been living, ha s
lived 8 haven't noticed
ding Part 1
leH her as mueh about lhe eountry 's hi slory as
she eould learn lrom readi ng a book. 2 People
in the lamily were more relaxed and talked and
joked more openly than the people the author had
eaten w ith in the mountains. 3 Mel used the
remOle control, lhereby breaking a rule in their
relalion ship, 4 He likes walching television, he
likes elea r rules in hi s relationships, he's a little
frighten ed by his girlfriend . 5 They would have
preferred her to have beco me a lawyer although
they sa id she should do wh at she liked; they never
CAE
a i
Nagwa:
Q2
4 00uo
4 li fe
3 take
4 striet
Part 1
Carlos: 6
Recording script
Text 3: e
Suggested answers: I Thal the bookseller could
Complete
7 make
ng Ish Part 4
2 never used to bri ng 3 would always ask
4 used to be 5 bu ilt 6 used to know
7 have come 8 have gradually been changing
9 used to go 10 were 11 would look
Text 2 : a
6 do
d
I leH 2 has been "studyiog, has not gone/been
3 ca rne, sta rted, was making, continued
4 had, had been working / had worked, had not
been wea ring / was not wearing
S grew, belonged / had belonged, have so Id
El Text 1: b
5 give
8i
El 2 would
208;
4C SC 6C
B
I
Vel'b form s to talk about the past
3a
3D
Vo~ab Jla y
Collocations with give, do and make
r
2b
2A
COI Track 3
Yes, I was able to give a Iriend a roomonce
when she had to move out 01 her house quite
quickly - she' d been havlng problems with ooe
01 her flatmates, so she carne to stay with us
lor a while, just lor a lew mooths, and I th iok
that helped her quite a lo! io her situatioo.
2
Carlos: Q6 Ooe 01 the best is really lrom the summer
vacatlon which we alwavs used to soend
together as a lamily at the seaside and going
out fi shing wlth my dad in a small boa\. Yes,
lhat's a very good one, because l loved being
close to my dad and doing things with him,
you know, things I wou ldn't have done with my
mum .
€) lF
Recording script
COl Track 4
Teacher:
Nagwa , can you tell me, have you ever had the
opport unity to really help a friend?
Nag wa :
Yes, I was able to give a friend a room once
when she had to move out of her house quite
quickly - she'd been having problems wlth one
of her flatmate s, so she ca me to stay wi th us
fo r a while. just for a few months, and I think
that helped her quite a lot in her situatlon.
Tea cher:
Thank you . Carlo s, a question for you . What's
your happiest childho od memory?
Carl os:
One of th e best is really from the summer
vacation which we always used to spend
together as a family at the seaside and going
out flshi ng with my dad in a small boatoYes,
that's a very good one, because l loved belng
close to my dad and doing things wlth him,
you know, things I wouldn't have don e with my
mum.
Teacher:
And Nagwa. wha t is the best way for people
vislting your country to make fri ends?
Writing Part 1 A leUer
0 1 your fri end Elen a 2 informal
3 Swdents
should underlin e: l etter saVing whether you think
sh e should study at the coll ege .. and g i ving y our
reason s, Should come becau se ... , worried about
feeling lo nely, fri end 1 m ade t he first day, w ant
to have tim e off, our fre e-time acti v ities, are t he
teacher s go od? Our te acher i s great becaus e .
4 Suggested answers: she'lIlearn a lot 01 English,
exp en si ve but good value l a r mon ey, interestin g
people, chan ce to v i sit t he r egion, good sociallife,
excellent teacher(s), etc .
E)
1 Yes 2 infor m al 3 you'\Ilearn so much English,
you 'lI m ake pl enty o f Iriends, plenty 01 fr ee tim e,
vi sited quite a few places, playing tenni s, hav ing
a really goo d tim e, tea ch er i s excellent, she's
ex perienced and interesting, Do come il you can
- yo u won't regret it!
€) 2
Mastering languages
2
2T 3 T 4 T
actu ally m et 3 were sitting 4 h ad been
5 w e've been doing 6 [' ve already v i sited
7 joined 8 w e've playe d 9 I've been h aving
10 She's taught 11 wa s 12 ac tually use d to teach
Starting off
2
4
7
9
sw itch 3 fashi onable loan w ord s
mother ton g ue 5 a bit rust y 6 pick up
an ex cell ent comma nd 8 highly articulate
accuratel y 10 fluen cy 11 p ersuasion
Recording script
COl Track 5
Woman 1: Where Illve people tend to be bilingual - they
Ql
speak the reg ional and the nati onal language
Q2
and they switch between languages with ease.
As a resul!. th ey seem to find it easier to learn
other languages as well. At least I know qUite
a lot of people who speak several fo reign
la nguages.
Man 1:
Q3
Q4
Woman 2:
Q5
Man 2:
Q6
Woman 3:
Q7
Q8
Q9
Man 3:
Q10
People do worry a bit about how the language
is changing. I think, due to globalisati on I
sup pose, lots 01 fashionable loa nwords are
coming into the language, particularly from
English, so my mother tongue is not at all the
same as It was, say, fi fty years ago. Personally,
I don't know if that's a bad thing - I mean, if
people fin d it easier to express themselves
using loanwords, then perhaps th ey should.
I flnd it frustrating because I spent ye ars try lng
to reach an advanced level bul now my Enghsh
has got a bit rustv because I don't use it very
ol ten and that's a pity.
I spent years at school studying Spanish
and never learnt lO speak it well. I guess I
should have been sent on an exchange to a
Spanish or a Mexican school l or six months or
lhereabouts 'cause everyone knows t hat living
in the country, you just JliQSJm the language
naturally and that's just about the best way to
learn it.
I'm really dedicated to studying languages.
I aim to achieve an excellent command 01
Enghsh , which means becoming i}jg,!}!t
artl culate and being able to use the language
accuratelv and effortlessly.
Language is a tool for achievin g other thing s
and, Irankly, I wouldn 't consider accuracy to
be as important as flu encv when learning a
foreign language. I think the main thin g IS l O
make oneself understoo d.
Answer key :ro9'
Woman 4:
Q77
We live in a highly competitive world. Countries
compete with each other, employers compete
with each other and people compete.
Consequently, we should be teaching young
people to use language for Dersuasion rather
than self-expression. It's all very well being
ab le to sal' wha! you think and fee!. but you've
got to be ab le to sell yourself, se ll your producl.
achieve your aims.
n
I C
2B
Para 2: H ow Ken lea mt languages Para 3: The
biologica l basis of l an guage Para 4: Ken's ori gin s
Para 5: A l anguage Ken helped save
Para 6: Ken's involvement in l ang uage t heorl'
Para 7: Reason s for protecting langu ages under
threa t
O lB
2G
Voc
3F
4 A
S E 6D
ulary
3 get
4 made
5 done
a commenl,
ajob, a
qualification,
a job, a course,
activities,
mistake, an effort,
business,
business,
a point, a proposal,
furlher
exercise, harm,
a suggestion,
information,
one's best,
an apology,
money back
sorne shoppin g,
compl aints,
sport, househol d
changes, friends,
chores, the
the righ t choice,
cooking
Not exaetly. I'd done that for Russian and
Chinese, both of which I now speak fluently,
but far Khalkha. well, I thouah t I should Qlck
it uo while I was there, you know, learn It on
my own and In my own way, so as soon as I
arrived I settled into a flat and immersed myself
in the neighbourhood and just started talking
to people and getting to know them.
Q7
Woman:
And nowyou speakit fl uently?
Colin:
Well, I reekon I can more or less hold my own
in a conversa tion.
Woman:
A nd what do you think is the key to good
language learning? Do you have to be natura lly
gifted?
Colin :
Well, obviously for an adult it helps to have
some sort of gilt, and that's not somethlng
we've all gol. Being fairly outgoing and
uninhibited helps too. I mean, you won't get
very far if you're scared of making a fool
of yourself, but basically it's application.
It's really aettina down to it whatever the
circumstances and aettina stuck into it
because. you know, any language you learn
is going lo be more comp li cated than maths,
and you don'! learn maths ju st by being
uninhibited!
Q2
Woman:
an improvement
2 f eeei..-e get 3 give make 4 Htffi ma k e
S malte do 6 aci'tieve do 7 malte do
Rajiv:
I mean I remember the trauma as a small child
01 ...
Susan:
Complel e CA E
Eventually, while you were there you had the
amazing experience of being inviled to live with
a Mongolian lamily, didn't you? Tell us a little
about that .. .
Extraet Two
8 pf8clisillg doi ng
~
COl Track 6
Colin:
use of somelhing,
g
6A
It's aetually a remarkable book, Colin, and
particularly because, un li ke oth er trave l
writers, you've managed to get behind the
seenes, talk to ordinary Mongolians In their
own language and on their own terms. How in
faet dld you go about lea rn ing Khalkha? Did
you go to classes?
€}
a decision, a
sc
Woman:
Coll ocations wrth make, get and do
0 2 make
4A
Extract One
€} ta lk to a native spea ker; start w ith parts of the
g
3C
Recording script
Part 2
body, lilen com mon objects; after l eaming th e
no uns you can start to make sentences and get
altuned to the sou nds
Part 1
Come off it, don'! exaggerate! Trauma I
Rajiv:
I'm notl Let me flni sh! The trauma of learning
how to spell - you know, they used to give
us dictations in elass to make sure we knew
things like putting a double 'p' in 'approve' and
spelling 'righ!' with 'GHT'. I!'s frankly absurd.
Susan:
But i!'s part of the character and beau ty of the
language - not everylhing has to be red uced
to somelhing fun cuonal.
Rajiv:
Maybe nol, but as a language teacher it would
make my life a lot easier .
Susan:
I wo nder 1I lhat's true - alter all, it's not you bul
you r studenls that get inlo l roub le with bad
spelling . Anyway, nowadays w ith spelleheekers
th at's hardly their biggest handicap.
Raji v:
But they jusI don't know how 10 say new
words eorreetly!
Susan:
Then perhaps irs your leaehing methods th at
need relorming !
Rajiv:
You've re ally got il in for me today, haven't
yo u? Anyway, I gol lo thinking about all this
some lime ago whe n I eame across something
in a magazin e'quite by ehanee. One thing il
mentioned was lhat spelling reform would cut
the spa ee it lakes to w rite something byabout
fllteen pereen!. Imagine: newspapers, libraries
and bookshops with fifteen pereent more
room!
Q3
Susa n:
Q4
And think about having to reprinl every boa k
and re place every road sign. I think you're
being unrealistie, quite honestly. Mind you
¡'ve read a lot aboul dys lexia amongst English
kJds and apparently our eomplieated s~
system is a major faelor th ere .
Rajiv:
II you can eall il a sys tem.
Susan:
So yo u might have something there.
question Ilke What do you mOSl ellJOY aboll:
your prese nt job?', where the interviewer is
expeeting something ab out tll e ehallenge or
wo rking w ith fnendly eolleagues or such like,
and the interviewee is completely th rown
beeause in some cultures people don' t
necessarily equate work w ith pleasure at all.
Peg gy:
Exactly. And at th e same tim e, beeau se they 're
nervous, they may be less expresslve than
normal anyway and this may also show up in
their gestures and so on as well. In fael, for
many jobs, especially Jobs where language
skills are not absolutely essential, interviewing
isn't necess arily the be st way of selecting
th e right employee anyway. And th,s goes lar
native speakers just as mueh as for people
Q6
fro m overseas. A beller apDroach might be
to se t up a si mulation of th e job in question
so as lo see whether the eandidate has the
skills and attitud e they're lookinq for. Anyway,
Interviewers need to reallse that they ean't
always ex pect people who've reeently arrived
from abroad to deal wi th interviews in a way
thal they, th e interviewers, would find natural.
Simon:
So th e l ault IS olten more w ith th e interviewer,
not the interviewee?
Peggy:
Yes.
Suggested answers: caree ca rer, ca ring, uncar ing,
ca reful, carelull y, car eless, eareles sly, ca relree;
critie: criti cise, er itici sm, criti ca l, critieally,
uneriti ea l, uneritieally; chíld: ch ildren, ehildhood,
eh ildlike, ehildish, childishly, childishness,
ehild less; break: brok en, unbroken, breakable,
unbreakable, unbreakably, outbreak, breakdown ;
occasion : oecasio nal, oee asionally; {orce: forceful ,
for eeful1y, foreibl e, forcibl y, enloree, r einforee;
deep: deepen , depth , deeply, deep ening ; {ragile:
fragility; {riend: friendly, friendliness, unfri endly,
unfriendliness , lriendshi p, befriend, friendless
Doing a job interview in English is beeoming
a eommon experience fo r many pea pie from
overseas, Peggy, bul what ca n th ey do to avoid
coming a cropper?
Peggy: Q5 We ll, Slmon, th e problem IS lhat the eandidate
olten laeks the sorl of cultural background
that would stand them in good stead in these
situalions, with the resul! that while th eir
English is UD to scrateh th eir resp on ses take
the Inlerviewer by surprise. You know, a
It's more for making ends mee!.
Use of English Par t 3
Extract Three
Simon:
Simon:
6
1 -i se, -en 2 -ion, -men t, -hood, -it y, -ship
-abl e, -l y, -fui 4 -ally, -Iy
3 -l ess,
Answer key (m ')
9
Suggested answeTS: veTbs: -ify (intense - intensify) ;
nouns: -age (bag - baggage), -al (anive - anival) ,
-ant (pa rticipate - pa rticipa nt), -a nce/ -ence
(interfere - inte rfe re nee), -do m (free - freedom) ,
-ee (employ - e mployee), -e r/-o r (in struct
in structor), -ism (libe ra l - libe rali sm), -ist (motor
- motorist); adjectives: -a l (logie - logical) , -ial
(face - fac ia l), -ed (e mba rrass - e mbarrassed),
-en (wood - woodenJ, -ese (Japan - Japanese), -ie
(b ase - basie), -ing (emb a rrass - embarrassing),
-i sh (ehild - ehi ldish), -ive (aet - active), -ian (Mars
- Martian), -like (bns in ess - businesslike), -ly
(friend - fri end ly), -ous (mountain - mountainous),
-y (sn ow - snow y); adveTbs: -wards (back
backwa rds), -w ise (cloek - anticloekwise)
9
ae tu a Jl y, obv iously, perhaps, probably, really
Recordíng scrípt
Belhia:
o InCOTTectly spelled wOTds : happening, develop ment,
referenee, really, bea utifully, truthful, dissatislied,
irregula rity, unde niable, usable, refusing, basica lly,
a rg ument
0 2 beginning
3 suecessful
5 e nv ironme nt 6 reall y
4 governme nt
6 1T hey investiga té thousands of p ossible
na mes,
th ey run competitions amongst their e mp loyees,
¡hey check possible names far lega l an d linguistic
prob lems. 2 The na mes are not legaIly avai lable
in all co untr ies, the name is not pron ounceable, t he
n ame may be irrelevant or taboo.
El) 1 sa vin gs 2 reality 3 aetually 4 developmen t
5 aeeeptabl e 6 unsueeessfully 7 com petition
8 submitted 9 unusable 10 irreleva nt
rarnrnar
Expressing reason, purpose and result
2g
6
3f 4h
Sb
6a
7e
8d
1 a 1, 2, 4, 6 b 5, 7, 8 e 3
2 a so as b with the intention 01, due to
e so, w ith the result tha t, in case, otherwise
€ ) 2 For 3 beeause of 4 so that 5 io order not to
Spea mg Part 2
1 Yes 2 chef demonstrati ng to a gro up how to
prepare a dish, eoaeh telli ng team how to w in
m atch , tacties, b oth tou gh expla na tions, but the
coaeh has the toughest expla n ation because it's a
la rge group of people, match might b e crucial, has
to use words, not screen .
""'
'251
Complete CAE
CDl
Track 7
OK, there's one pieture of aman, he's a chef
and he's talki ng to a graup of people, could be
giving lhem a demonstration of how to cook a
meal? And lhere's a video screen, erm, and a
mrrrar aboye showing the meal being cooked
so people can see everythlng clearly. Yeah,
perhaps he's mixing lhe food and pulting il inlo
pans and descri bing how to prepare lhis dish.
And another piclure IS of a coach talking 10
his team, perhaps lelling lhem how to win the
match, giving them some lactics and things
like tha!. So both of them are orobably quite
tough explanations to give because obviously
they're talking to large groups 01 people. Well.
the coach is talking to a large graup of peopl e,
not the cooke ry teacher, and he has to explain
everything with words and lhe match might be
a crucial one while the cookery teacher can
actually show people in the mirror, so ~ r d
say the coach has got the hardest job, yeah.
o lou gh, h a rd(-est)
rlting Part 2 A r eport
1 people in an intern a tional media eompany
2 formal 3 how pop ula r, wh y, the effect on local
culture, reeommended chaoges 4 Suggested
answer: probably lhe same order as in the question
2 accouoted for 3 mea ns 4 th e resu lt 5 meant
6 As a conseque nce 7 res ulted 8 due to 9 so a s
10 the effect
€) 1 It has a tille a nd seetio ns w ith section headings.
2 Yes
3 Yes
1 lhe laog uages people lea rn, w ho learns lhem and
where, recommendations for improving language
learning 2 pea pie at ao educalional publi shing
company 3 forma l 4 Students' own answeTs
Vocabulary and grammar
.
revlew Unit
Gram lar
o 2 so as
3 in case
4 0therwise
5 due to
6 so that
Vocabulary
0 2 making 3 doing
6 gave
7 give
3
4 made, giving
8 ma king
AII in the mind
5 give
Listening Part 2
@ 1 stand 2 dropped 3 natural 4 free 5 wearing
e faee-blindness
Gramma
Recording script
e 2 We'd be en standing, were feeling
Presenter: This week's Al! in the MJild examines an
unusual condillOn you may never have heard
01 belore: prosopagnosia. Here's Prolessor
Alexander Scharma to explain.
3 I've driven
4 she's been studyi ng 5 had been eating
6 used to work 7 had been eoming, were
repairin g 8 went
Vocabulary and grammar
review
nit 2
Vocabulary
O
rz"
1
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4
o
,
o. o."'lel" t
i
IS 1'- i
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o
6
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k
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" 0. 11\ 1
'-
@ 2 making 3 doing 4 made 5 make 6 do
e l opening
11 1
---'-
~
2 sueeessful 3 arguments,
development 4 beginning 5 studying,
knowledgeable 6 disappointed, eaneellation
Professor Scharma:
Helio. Well, le!'s start with
an image some 01 you may be lamiliar
with : a painting called The Son of Man, by
the surrealist artist René Magrine. In the
picture, an apple floats in Iront 01a man's
face, coveri ng the features that would
normally allow him to be reeognised. The
painting perfectly illustrates the concept of
prosopagnosia, or fa ce-blind ness.
0 1 F He compares faee-blindnes s to tone-deafness:
"3
~
-
,
COl Track 8
that is, the inability to distingui sh between
different musical notes 2 T 3 F They eould not
distinguish between the fa ces, but they eould
distinguish between the pietures ol other things.
@ 2 leaves 3 severely affeeted 4 (human) evolution
5 private brain meehani sm 6 faee -blind volunteers
7 other objee ts 8 lace recognition skills
Recording script
COl Track 9
Presentero This week's Al! in the Mind examines an
unusual condition you may never have heard
01 before: prosopagnosia. Here's Professor
Alexander Scharma to explain.
Professor Scharma:
Helio. Well, let's start with an
image some of you may be fami liar with:
a painting called The Son of Man, by the
surrealist artist René Magriue. In the picture,
an apple floats in front of a man's face,
covering the features that would normally allow
Q6.l
him to be recognised. The painting perfectly
illustrates the concept 01 prosopagnosia, or
lace-blindness, To people with this condition,
Q6.2
as soon as someone leaves their sight the
memory of that person's lace is blank - or,
Answer key
@
Q4.7
Q6.3
Q4.2
Q64
Q6.5
Q66
Q43
Q67
Q68
at best, a set of jumbled features.
Faee -blindness is a hule like tone-deafness:
the tone can be heard. or the faee seen,
but dlstinguishing between different tones
or faces is nearly imposslble. The effeets of
prosopagnosia can be so bad that people
severelv affeeted eannot reeognise t he" own
parent s or ehildren. If we understood how the
normal braln reealls faces . we would be well on
the way te understanding this strange disorder.
It might also help us to understand human
evo lution. sinee the ability to reeognise laces
is more or less equal to the abllity te recogni se
individuals. This abllity helps to hold societies
together and has enabled humanlty 10 develop
a eomplex culture whieh IS unlque in the animal
kingdom. The question scientists need 10
answer is whether thls basle abillty has its
own private braln meehanism, or whether It
is simpty one aspeet of a generat ability to
reeognise individual members of a particular
elass of objeet s. Researchers have used
laee blind'Volunteers to explore this queslion.
The subjeels were shown images of ea rs,
tools, guns, houses and landscapes, and also
blaek-an d-whlte pictu res of faces with no
hair on their heads. Ten 01 these im ages were
repealed. The subjects were asked to Indieate,
as qUlckly as possible, whether eaeh image
lhey saw was new or repeated. The re sults
were surprlslng. None 01 th e faee -blind
subieets could recognise the laces in th e
seri es well but they could dlslinglJ ish between
the other reoeated oiclures as easily as people
without prosopagnosia coutd . That eonfirms
the idea that faces are handled differenlly
by the brain from other obieel s. 1t has been
shown in experiments lhal people wllh faee
blindness can be laught lO improve their l ace
recognil lon skills, but It is sl lll nOl known what
prosopagnosia sufferers are mlssing when
lhey recall a blu r inslead of a faee. Thi s IS nOl
to say that prosopagnosia has no advan tages.
As one person wilh lhe eo ndillon writes on her
website, 'You can wake up in the morning and
pretend you don't know your own kids. Then
you don't have to give them any poekel money.·
~I Complete CAE
Grarnrnar
No, nane, nat
l no
f.
2 None
2 Re nOl
6 ftet no
3 not
4 not, no
3 Re an y 4 correa 5 RothiRg anything
7 All lhe sHIElen !s EliEl ROl haREl None of
the stnd ents handed / No student handed / Not all
the students handed (i.e. sorne h anded in ...)
8 _no
Gnm ar
The passive
b were asked, (was) repeated e are handl ed
d ha s been shown, can be taught
l an academic essay, the description of a scientific
precess, a job application, a repor! for a comm ittee
2 a and b
€) l
c (th e brain) 2 Suggested answers: a-b
scientists, psychologists, researcher s d scientist s,
ps ychol ogists, researcher s, specia l train er s
3 Because t he agent i s unknow n, obvious, or
r el ati vel y unimporta nt in the particul ar context.
Suggested answeTS: l ft is commo nl y believed
that intelligence call be measu.red. 2 Jt has been
reported in the last few days th at the price of oil is
goillg up again. 3 11 has been proved beyond doubt
that smoking can damage your hea/th.
0 2 Galton was known
3 Darwin's The OTigin of
Species was published
4 mOSl of Galton's time
was spent 5 Jt was lhought 6 Gallon was nol
sal isfied b y lhi s idea 7 m ental characlerislics were
delermined by physical factors
eading Part 3
€) IC
2A
3B
4C
SD
6C
7C
ocabulary
Formal or informal?
o asap: inform al (an informal abbreviation for
as
as possible); They've / tiley'Te: informal
(contracted verb forms); What on 80Ttil are you
doing?: informal (colloquial language); We will/
tile fog has: formal (full, unconlracled verb forms);
contemplated residing / neighbourllOod: forma l
(form al choice of voca bulary - lo nger words); put
up with: info rmal (phrasa l ve rb - more colloquial);
SOOIl
witll wllOm: l orm al ( pre p osilion placed b efore
rel ati ve p ron oun in rel ali ve d au se); is believed :
form al (passi ve con stru c ti on); Grub's up: inform al
(sl ang); (tlle girl [ go to sclloo/) witll: i nform al
(omission of r el ati ve pron oun and pre p osilion at
th e end 01 senlence)
1 Contraclions: I 'm connec ted, J1! browse, etc.
Colloquial /ang uage: 1 don't know w h er e l'd be
w itho ut il. FuI/ verb forms: ~ rnnning , how
th ey w ill be affec ted . Formal vocabu/ary:
evolulion , tran sfor mi ng o ur brains, disc riminale,
wh at determi nes t h e thin gs that inter est th em l ,
skills, val ues and lim i t s ar e inslilled. Pllrasa/ verb:
We'r e bri n gin g UD a w h ole gen eral i on
2 A co mbin ati on 3 The chatty, p er sonal p art s oi
th e artide, th ose d esign ed to interes t and en gage
reader s, tend to u se sp ok en l an guage w hich i s m ore
informa l. T he p art s w hich provide authorit ati ve
fac tu al inform ati on ar e w ritt en in m ore form al
l an gu age.
Us
nglish 'part 2
o 1 Studen ts' own answers
2 The artide concludes
lhat a combinati on of nalure and nurture i s
resp on sibl e for our p er sonalilies. (Se e th e l as t two
senlen ces.]
€)
1 for 2 yo ur 3 b y
8 of 9 play 10 as
14 of 15 wilh
41ess 5 and 6 has 7 do
11 i s 12 Other 13 b ecau se
Wom an 1: Yeso
Woman 2: Time press ure. trying 10 get everything down
that you know, w orrying about ques tions and
l hat sorl of thing.
Wom an , : And the second one. someone In hospital
- could be a relative l ha!'s ill and you're
particularly w orried about them.
Woman 2:
Or irs yourself and you're parlicularly worried
about yourself w lth the doctor in there and
you're waiting for the diagnosis, havlng 10 have
blood tests - that would be horrible.
Woman 1:
And the third one is an airporl.
Woman 2: That is, Ilke. super-stressful in my family - I'm
not sure that would be quite so stressfu l for
anyone else.
Woman 1: I've never found airports stressfu!.
Woman 2:
I once spent. like. three days in an airport w ith
my family.
Woman 1:
Flights can get delayed a lot, can't they?
Woman 2: Yeah, if you're trying to get home for something
important, it can be quite stressful as well and
not speaking the language if you're somew here
abroad.
Woman 1:
Mmm - the fourt h picture: I'm really not
entirely sure w hat's happening.
Woman 2:
No. I'm nol. It looks like they can't
communicate very well w ith each othe r.
Woman 1: Yeso he's trying to think of w hat to sayo
Woman 2: The fifth one looks like work stress.
pe
n Part 3
6 1Stress can cau se in somnia /
not sl eeping, los s
of appe tite, ea ting m ore than y ou want to, bad
tem peredness, b eing snappy, h eadaches, tiredness.
Woman 1:
It doe s - headaches, probably from looking at
a computer screen or reading.
Woman 2:
Headaches from having to listen to you r. boss
talk too much o
Woman ,:
Tiredness from having missed lunch because
you're so dedicated to your work.
Woman 2:
Long hours. too many deadlines ...
Woman 1:
Incompetent sta ft around you .
Woman 2:
Hmm - relying on other people, not knowing
what to do.
Not being told w hat to do properly .
2 Students' own answers
Recording script
Woman ,:
CDl Track 10
Well, stress can aftecl people In many ways:
insomnia.
Woman 2:
Sally would know about that one.
Woman 1:
Not sleeping losino your 8DDe tite or ea ting
Woman ,:
more than y OIJ want to bad-temperedness
being snapov.
Woman 2: Yeah - being given the w rong information.
How about the pictures?
Woman 2: A major traffic jamo
Woman 1: OK - the fi rst one looks like an exam
situation .
Woman , : Of stationary cars.
Woman 2:
Woman 2: Very, very stressfu!.
Woman 1:
And the last one looks like a traffic jam .
Woman 2:
If irs ho!. irs usually more stressful ..
Woman ,:
Or if you 're trying to get somewhere importan!.
An swer ke y
;-..
j 2 1 5~
'.
~
Woman 2: Hmm.
V cabulary
Woman 1: To the airport perhaps - that's one stresslul
situation alter another.
Adjective/noun collocalions (1)
Wom an 2: Anyway - which is the most stresslul situation,
do you reckon?
Woman 1:
Erm, traffic jams because they're so
commonplace, whereas perhaps personal
illness or somethin g doesn't happen so olten.
Woman 2:
Yes, I think I'd agree. They just seem to happen
so olten th ese days, and it's nearlya lways
w hen you're in a hurry to get somewhere.
E) l c 2b
O 1 lo n g, wide
E) 2
4a
0 1 an eye-catching title, a first p aragraph that
a rouses your inte rest, interesting co ntent, th e
writer's opin io n s or idea s (You would expect th e
o ther feat ures in the fo llowing k inds of writing:
informative sub -headings: a rep or!; a formal
language style: a re¡rort / a propasa I / an es say
/ a fo r mal leller, etc. ; factually accurate detaiLed
information: a repor!; cantent aimed ac a specialist
readership: a report .)
2 Students' own answers 3 Students ' own an swers
O a2
people prepari n g for exams 2 to advise on
prepa r ing fo r exams and dea ling wit h stress
Expe rt:
Q7
2 parts t hat inelude import ant factual informat ion
Q2
Office space
Starting off
e4
Q3
E) Students' own answers
Reading Part 4
E) Suggesled answers: a 2, 8, 10, 14, 15 b 1, 5, 7, 13
E) lD
10
~
B
e
d 3, 11, 12
2 F 3D 4 6 5D 6 E 7F 8A
11 E 12 E 13 F 14
15 A
Complete CAE
e3
{6
attract and reta in: a, b, c,
unattrac tive: e, f
Recording script
0 1parts t h at need to interest and engage the reader
c 4, 6, 9
d4
2 technology and finan cia l
3 emergi ng (economies) 4 software engineers
5 universit y populati on s 6 wrong subject s
7 ma nagemen t 8 rai sing sa l aries
2 Students' own answers
d2
el
0 1with ta lent
Don 't let ne r ves r ui n your
ch ances of exam success or Revision w ithou t stress
c3
b5
a t ype of i ndustry or an a rea
of the wo rld 3 ano ther type of economy
4 a type of wo rker 5 A plural n oun is needed , but
it's hard to predic t furthe r. 6 a t ype of su bject
7 a t y pe of skill 8 a t ype o { action or ac tiv ity
E) 1 Suggested answer:
b5
7 greal
E) Suggested answers:
E) 1
O a1
6 ftigft
E) Suggested answers: 2
Wr ting Part 1 An artiele
4
3 6ig 4 ftigft 5 I*g
9 ftigft la stfeflg
Listemng Part 2
d
3d
elHreme
8 stfeflg
2 deep
e
96
CO l Trac k 11
As IVe be en saying, there are a lot of things
that have been changing In the world of work
over the last few years. Busmesses nowadays
are having to work hard er to recru lt people
with talen!. You see, whal people have
reali sed Can d this in fact has become a sort of
management tenel) is thal what really gives a
company an edge is its staff. In other words ,
10 gel ahead of you r competi tors you've got to
have better stafl. This seems lo be right across
the board and in almosl all fields, but the
fierces t rivalry has been amongst flfm s
in the technoloay and financial sectors. And
better staff means ben er managers , better
co mputer programmers, better receptionists
and beller drivers. Everyone. Interestingly,
you know, this ph enomenon started off in the
West, but that's been changing an d now It'S
characten stic of emeroing economies as well,
where shortages of skilled personnel are
becoming more acute. Just take the south
Indian town 01 Bangalore, wh ich for years has
been a place where a lot of computer-based
work has been outsourced lor companies
around the world. In a sense it's become a
victim of its own success and it's thought t hat
soon there may well be vaea neies lor
soltware en gineers By some estlmates as
many as 200,000. Amazing, Isn't it. but why is
it ha ppening? Well, in Bangalore the answer is
ItS booming IT Industry that attrae ts eustomers
lrom all over the world. In Europe, on the other
hand, the birth rate has been lall ing and so
university pooulations have shrunk. There are
lewer skilled people to go round - more and
more 01 lhe skilled worklo ree is made up 01
people in l heir 40s, 50s and 60s, In laet, many
of us eould easily fi nd ourselves working on
well inlO our 70 s.
Q4
Q5
Another cause 01 th e siluation is bad plan ning.
What I mean by that IS that an exeessive
nu mber 01 students are actually doing w hat
I'd eall t he wrong subjects at university - lor
example history, philosophy and lilerature,
things whlch interest them, not vocational
courses which lead to t he sorts 01 Jobs wh lch
are in demand nowadays. Also, workforees
are becoming more diverse. That's one 01 lhe
by-products él globalisallon. Increas ingly,
organisallons employ people in diflerent
countries to work together on the same
projeet, and so multinational eompanies have
dlffi eully finding people w lth the neeessary
management skills lO coordlnate sueh diverse
teams and worklorces. How to deal w llh the
proble m? Well, it's not easy to aUract good
people when there's sueh a choice 01 people
and places to work. Rai sinq salanes co uld be
an option lor some employers , but the trouble
wlth that IS that the eompany's eosts rise and
they risk pri eing themselves out or the marke t
However, to deal w ith lhis silu alion many
organisations are.
Q6
Q7
Q8
Use of English Part 1
6 ldeas reflected in the text: 1, 3,4
€) I A 20 3C 4 B
10 O 11 B 12 O
€)
6 2T
3F
probabl y w ant to go
SC
9B
4T
sF
€) 2
quite, just sort of 3 aetua ll y 4 h orri fieally,
ob v iously, genera lly S completel y, fairly
Recording script
CD1 Track 12
Frances :
Advanlages? Advantages are that you
don'! have l o commute, and thal you don't
necessarily have to deal with in-I ne work
colleagues and issues sueh as the tea run and
things like thal. The disadvantages are that it
mig hl be auite dlfficu lt to separate work and
home lile, because you can just sort 01 see
your olfice as you w alk past and think, oh, 1'11
just check my emails again,
Sally:
You might need more sell-motivalion .
Franees:
Yeso
Sally:
." to aetually do lhings and not just go to the
kilehen every five min utes and get somelhlng.
Frances :
And waleh so aps like Neighbours.
Sally:
II yo u've gOl a lamily it can be very usel ul lar
ch ild care as well, People in my offlce have
children and so they kind 01 balance it thal
way,
2
Sally:
I thlnk some lhings, yes, because some very
baslc manual work is going to be horrifreally
boring lar whoever has to do it. so having
il done eleclronieally wou ld be a lot better
lor them - bul then obviouslv yo u're losing
lots 01 yo ur workloree and crealing more
unemployment, bul qenerally it would be grea!.
Frances:
A robot wou ld be better th an my boss. Al least
il would be conSisten!.
3b
2 you bOURd te you are bou nd to 3 mos! HI,el)'
more likely 4 13esiblc possible S as ene of Ihe
jJossibly besl sehools as possibl y one 01 l h e b es l
school s 6 PFobabl)' yeu .v iII '.VaR! te ge You will
7B
Questions asked: 2, 4 , 6 (in Exer cise 5)
Expre ssi ng possibility, probability and certainty
2 a
6A
Speaking Part 4
Grammar
O la
SO
7 ! ile Nors ( (ri13 1 13Febabll'
Inwe probably t h e worst trip 1 have / Ihe w orSl lrip
1 have probabl y S That mal' be (he jJos sible rease R
Thal may possibly be the r eason
Answer key
@
3
Frances:
I'd look for completely the opposite 01 my
boss now. I'd look for somebody who's a good
communicator, that tells you what's going on.
that doesn't yell at you, that doesn't smell,
that has, sets, like, boundaries, that helps you
prioritise your workload and doesn't give you
hall their workload without giving you any
support. That's all fairly negative.
o 2 quite: fairly, i.e. it reduces the force of difficult;
just sort of: you see it by ehanee, by accide nt
3 actual/y: adds emphasis - you do things in faet
and not just partly 4 horrifically: adds a lot of
emphasis; obviously: ['m saving something you
probably know and will agree with; general/y: in
most cases S completely: adds emphas is; fafrly:
quite, Le. it rednees the force of negalive
Vocabulary and grarnrnar
review Unit 3
V cabu ary
21 3a 4 g Sb 6e 7c Sd
a 2 expressing (my) ideas, win an arg ument
Gral"lmar
2 Wl not / Re fAy sister my sister doesn't
3_
any / aiaR'! gel RORe got none 4 correct
S Wl none 6 correct (None of Patrick's friends is
no
also possible.) 7 Wl not S _
O Suggested answers : 1
(Amnesia can) be cansed
by speei fic medieal conditions. 2 It is very well
known that onr memory is formed from / by onr real
experiences. Bnt eou ld a lalse memory be pnt into
our heads? Could we be persuaded (to believe) that
we had experienced something that never aetually
took place? 3 Our semantic memary is used to
store our knowledge of the world ... narmally it
can be accessed quiekly a nd easily. The meanings
of words and the names of people and places are
included in our semantie memory.
4 lt can be thought of as the abilit y 10 remember
and use a limited amount of information for a
short amount 01 time ... If you are distracted , the
information ca n be losl and the task has 10 be
staned again.
S Forget ting is now being studied (by researchers)
and is thought of, not as a failure of memory, but
as a more active process. lt is even believed that it
may be driven by a speeific biological mechanism.
Writing Part 1 A report
1 Formal - it 's at work, for your manager.
2 Generally not, as yo u w ill want ro Express
the ideas in a more formal style. The exa miners
w ill give extra marks where yo u use your
own voeabu lary rather than just repeating the
vocabulary in the question. 3 Students' own
answers 4 Changes: more space lor relaxation
and exchange of ideas, les s extreme heating and
air conditioning, checkiug the lighting Possible
reasons: improvements lO staff morale and
comfart, increases in productivity, proleeting the
environment S Students' own answers
e 2 make recommendations
3 mentioned
4 contribute toward s S consult 6 e nsnre
7 satisfactory S improved 9 crea te
10 exehanges 11 beneficial 12 implementing
3 exert
cont rol 4 runnin g an experiment
o Students' own answers
0 1 The reader will not be persuaded if yo u
address them in an inappropriate style, i.e. too
formal or too informal for the subject or far
your relationship w ith them. 2 Students should
underline : contribute towards proteeting the
environment, ens ure that every emplo yee works
with comfarta ble, healthy lighti ng, might well be
beneficial to the compa ny, 1 would recommend .
help to retain staff and improve their produetivit y
0 1 the hu man resources mauager
Vocabulary and grarnrnar
revlew U I
Vocabulary
2 huge/ powerful 3 constant/ huge 4 excellent
S fieree 6 huge/vast 7 extensive/vast
S specialist
2 formal
3 & 4 Students' own an swers
a
@ Complete CAE
l A
2C
3A
4A
SB
6B
7D
SC
Gram ar and vocabulary
Jasmine :
That must have been terrifying. What did you
do?
~ 2 rnight not 3 couldn't have 4 possible S high l y
6 can 't 7 bound to 8 slight 9 conceivabl y
Harry:
I looked round for help, thought maybe
someone could switch the electricity off It
would have been a very sudden joll. but better
than not stopping at all. But there was no one
else in the room. In the end, all l could do was
jump off and keep my fingers crossed.
Jasmine:
And that's how you broke your leg? Are you
going to do anything about it?
Harry:
I'm not sure yet. I'm considering taking the
company tha t runs the gym to court - tha!'s
what my solicitor suggests, but I'm in two
minds about il.
5
Dramatic events
listening Part 1
6 Suggested answers: 1 1 w as sea red to death, a
strange whirring noise, it al! happened so Quickly,
it didn't stop lar nearly six hours, the engine was
f100ded 2 1 was scared to death, 1 lelt as il 1 w asn' t
alone, I'v e always been v er y cynica l about the
supernatural 3 a strange whirring noise, it al!
happened so Quickl y, there was an explosion and
al! the lights went out
€) Suggested answers: 1 To
the gyrn; He's been
involved in an accident / been injured; His own /
the gyrn cornpany's. 2 He had sorne kind 01
accident while drivirfg, perhaps h e hit sorne trees;
The rnan had been driving dangerously /
a crirne had been cornrnitted / sorn eone was
injured. 3 Because 01 darnage due to a flood / fire/
gale/explosion, etc; Becanse h er h orne i s badly
darnaged.
O IB
2C
3C
4A
Recording script
SB
COl Track 13
Police offi cer: OK, just tell me in your own words wha t
happened, Mr Philips.
Driver: Q3 1'11 do my best, but i!'s all a bit of a blur.
Police officer: Tell me as much as you can. It was about
midnight, wa sn't it?
Driver:
Are you all right now?
Harry:
Hmm, so so - some days are better than
others. I'm still having occasional fiashbacks.
I'd say it was nearer one o'clock. We were
coming home from a holiday in Germany. We'd
spent all day travelling, so I suppose we were
pretty tired.
Police officer:
Driver:
Police officer:
Jasm ine:
Had you been on that machine before?
Driver:
Harry:
Not that one, but one very like il. so I was quite
familiar with the controls, I mean, I knew how it
worked.
Jasmine :
So, then what happened?
Harry:
Well, nothing happened for a few seconds,
then the belt suddenly speeded up. I tried to
slow it down, but nothing happened. When
I tried pressing the automatic slow-down
button, it was like I was putting my foot on a
car accelerator.
What's the first thing that happened?
We were drivlng under a bridge when lhere
was a crash of breaking glass and something
hit my left armo I managed to keep my right
hand on the steering wheel but I didn't have
much control over the car. Before I knew what
was happening, we'd left t he road and were
heading for a clump oltrees. I was sure we' d
had il
What happened?
Well. I was doing my normal Thursday workout
on the treadmill. I started with a gentle jog for
ten minutes or so, then I decided to run fast for
ten minutes. So I pressed the increase button.
Q4
How far were you from home?
About half an hour. We were travelling fairly
fast - the roads were empty and we were just
looking forward to going to bed.
Police oflicer:
Driver:
Jasmine:
Jasmin e:
Harry:
Extrac t Two
6A
Extract One
Q7
Q2
What's the next thing you remember?
Well, everything happened so quickly. I
remember waking up on the grass verge with
people looking down at me.
Police oflicer: And when did you realise what had actua/ly
happened?
Driver:
When one of the paramedies showed me the
stone that had come through the windscreen.
Answer k ey
8
Extrae t Three
G ammar
Re porter:
So, what is your situation at the mome nt?
Ve rbs foll owed by lo + infinitive or the -ing form
Reside n!:
We're sleeping in lhe main hall 01 the local
seeondary sehool, with ma ny 01 our neighbours.
We're a[1in the same situation just doino our
best to look on the bri ght side.
Do you know when yo u can move baek?
Q5
Re porter:
Resident :
No, at the moment all our houses are still under
a metre 01 water - and apparently irs Slill
rising. It has n't stopped ra ining sinee Sunday.
Reporter:
What happened exactly?
Reside n!:
Well, there's a rive r at th e bottom 01 our garden
- more 01 a slugg is h stream most 01 the time,
aetually. Last weekend, wi th all the rain we'd
had, it bu rst its banks and washed over our
garden. It was very quiek once it started. 1was
Irantically trying to stop it by digging ditches to
take the water away - but there was too mueh
01 it, and in the end 1just gave up digg ing and
got out as qUlckly as possible.
Re porter:
And what's
, the da mage?
Residen!:
We l[ , everything downstairs IS ru ined. We'[1
need new furn iture and carpets, and we'lI
pro bably need 10 have the walls rep laste red.
1keep thi nking how disastrous it eo uld have
been. At one stage 1imag ined seeing the
whole bu il ding eollapse. Some ol our
neighbours are.
Q6
0 1Flashbacks can be e ither plea sa nt or unpleasant;
they are often cau sed by trau m a tic even ts.
2 They wa lk or ru n on a tread m ill . A tread mill is
a n exercise mac hine w ith a moving strip o n which
you wa lk or ru n wit ho ut m ovin g [orwa rd . Hard ,
borin g and rep etitive. 3 If you put your foot on the
acceleratar, a car goes [aster; brakes, clutch, gear
stick 4 For exa mple, if something h appened rea ll y
[ast and the events are n't deae. 5 He thou ght he
a n d his passengers w ere going to die.
Vocabulary
Idiomatic lang uage
1 hope for good luck 2 tr y har d to persua de m e (but
without force) 3 makes me angry 4 bet ray you or
b e disloyal to you whe n yo u a re not expeeting lt
5 pretend not 10 n otice somet hing 6 jok ing/teasing
@ Complete CAE
2 taking
3 th in k ing
4 to stop
aflord, ag ree, choose, ex pect,
h ope, offer, pretend, prom ise,
reluse
5 d igging
adm it, avo id, ca n't help,
deny, enjoy, finish,
in volve, keep on, mi nd,
put off, resen 1, risk,
s ugges t
€) 1 a l h ave a m emory of doing th is, b Don 't forgel
to do il.
2 a This was a n experiment - to see wha t would
happen. b 1 attempted to do this but failed.
3 a We saw part of the taking-off process.
b We saw the entire la nd ing p rocess .
4 a 1 w ish I h adn't sa id a nythi ng. b J'm sorry to
le ll yo u that .
5 a This involves doing something. b l didn' t
intend to offe nd you .
2 fi elJ'l m aiRtaiAiRg help m a intain / help to
mai nta in 3 te-sa-H sa iling 4 j7ft~ 10 phone, te
W6ffy worry 5 ttHIe doin g 6 weffi wor king
Use of English Part 5
0 1 Yes 2 Yes 3 No - it doesn 't use th e key word
(until) a nd it uses more tha n six words 10 com plete
t he sentence. 4 lt was not until we were On dry
la nd aga in tha t we fe\t safe.
(A nswers to the d ues are in brackets at t he end of
the sentences.) 1 Adventure hoJidays don't / do not
appeal ta me in lhe Jeasl. (ta) 2 They had offered
him a .38 g un so that he could p rotea himself.
(that) 3 It is against the law ta h a ve an un licensed
gun in yo u r possession. (against the law)
4 Tennis is generally co nsidered (to be) a safe sport.
(It becomes passive .) 5 The fu rthe r we travelled
inland, the more primitive OUT surround ings
beca m e. (the + compa ra ti ve adj ective, the +
com parative adjectíve) 6 You should avoid
climbing mou ntains after a heavy s nowfa lL
(sllOuld ) 7 Yo u ca n't control t he weather; the only
th ing to do is (10) hope for lhe best. (for) 8 Al the
last m inute she lost her ne1lJe and p ulled o ut of th e
competition. (lose)
€) 2h
31
4b
Sg
6a
7 d
() Suggested answers: l The footba ll World Cup takes
place every four years. 2 We couldn't take our car
away until we had settled IIp with the garage.
3 Considering how foggy it was, it's a wander that
the plane was able to take off. 41 can't wait lor
the end 01 next week - tha t 's when my holidays
start. 5 Co uld you keep an eye an the children lar
me w hile [ go s hopping? 6 Sorr y I didn't phone
you back - ['ve been tied up a H da y. 7 J' ve had a
cold lor the last two weeks, b ut a t la s t I'm on ¡he
mend. 8 I don't know why he was so rude to me
I think he was tr ying to pick a figh t.
Reading Part 1
O a3
bl
a
2D
lB
e2
3A
4B
SC
or there could be strong currents. There
could be glass or other dangerous things in
the water, and divers can get their eq uipment
tangled up somehow I sup pose police divers
lind their work quite exciting - I'm sure it's
never boring, and it's very worthwhile - thoug h
they must neve r know qU ite what they're going
to find in the water.
Se
6D
€ ) Suggested answers: l Ca l and his lather may be pa rt
a l a crimina l ga ng / involved in a feud / involved
in terroris m o 2 He may have been wo rried that he
wo uld die il he a llowed himself to sleep. 3 jumpy
means nervy, anxious, apprehensive, so could be
used to describe any sit uation where someone is
afraid of the unkn own, e.g. someone breakiug
down on a lonely road.
Teache r:
What kind 01qua lities do you th lnk are most
important for someone dOlng occupations Ilke
this?
Stude nt:
I'd say you've got to be brave, you know, not
Irightened easily - perhaps enjoy excitement
that comes fro m doing dan gerous things.
Writing Part 2 A competition
entry
() I am w riting e an ord in a ry working m other a Helen
was dri ving home e lookin g forwa rd to b a rela x ing
weeke nd a W ithout thin king d Cla mes we re
com ing e s ucceeded in draggi ng d reason fo r
nom inating d person goi ng abou t he r daily life
e leaving the emergency ser vices b stopped and
helped, saving a m an's life b reason lor choosing
Helen d training is needed f
0 2 lceep tlp keeping up
Spea ¡ng Part 2
a l The tw o photos being compa red are the fireman
3 correct 4 hardwork
hardworking, ¡Rterest int eres ting, iffijlfO'/e improving,
be being 5 Te efiRg iR Bringing iu 6 te leave leaving
and the diver. 2 The word s and phrases ex press
var y ing degrees of doubt or certaint y.
Recording script
Student:
CD l Tcack ,.
OK, well, in th,s photo there's a firefighter
putting out a fire with a hose pipe and he's
almost certainly doing it to save people's
lives and property. It's a pretty dangerous job
because obviously he could die in a nre or
get seriously burn!. And he's doing 1(, I don't
know, because someone's got to do it. Il must
be a worthwh ile occupation - you know, very
rewarding when you save someone's life.
And in this photo there's a diver - he could
be a police diver - he seems to be in a lake.
or it could be a river. This is probably qui te
dangerous because the wate r could be deep
Answer key I~
6
Picture yourself
back from halid ay and my face was pretty
tanned. I found it pretty difficull lO capture l hal
tanned look and my fair hair in a black-and
white portrai!. I'd like lo look more relaxed,
though,
S arting off
o Suggested answers:
Speaker A: 1
Speaker B : S
Speaker C: 4
Recording script
ad'ng Part 3
COl Track 15
Suggested answers:
A
M agda:
This portrait is one which I started from a
photo of myself ae tua lly, but afler a time I came
to the conclusion that photos aren't t hat good
when you're trying to be creative, You know,
I found myself sort of imitating the photo and
that wasn't very satisfying, So I switehed to
drawing in front of a mirror instead, Anyway, I
like this sell-portrait because I think it says a
few things about me, like that I'm quite nea t for
example, perhaps a little unadventurous in the
way I dress - not like most artists - but I think
I've captured quite a sincere and thoughtlul
expressi6n on my fa ee. Also, I think Ilook quite
sort of approachable, not at all threatening,
someone it's nice to be around, At least I hope
so.
B
Evelyn :
You know, I've done quite a few portraits of
fn ends and classmates and so on, normally
from photographs, and people are usually quite
eomplimentary about them, but you should
have heard some 01 the things my Iriends said
aboul this one! 'You're so serious 'We never
"
see you concentratlng like that 'You're not like
"
that at all - you're normally always joking and
laughlngl' You see, I did the drawing in front 01
a mirror as a sort of experiment to see if I could
do a self-portrait from life like Rembrandt or
someone, and I fou nd I kept having 10 move my
head, so my hair kept getting in the way and I
got quite frustrated, It took me hours! Still, I'm
quite proud of the way my eyes turned out,
sort al thoughful and sincere.
e
Lindsay:
rve looked al quite a few se~- portraits
because I was interested how this one turned
oul. which was not al all how I expected, Most
artlsts look like they're really concentrating
hard and you don't catch them smiling much,
In this one Ilook like SO[( of uptight, moody,
even a bit aggressive or angry, I'd just come
1222) Comptete CAE
(rulh less honesty, ways of
deceivin g,) pretty-faced teenager, soft-foeus fashion
m odel, alone a nd misunderstood, sheer exubera nce,
tOOlhy grin s, grimaeing teena ge angs!, young people
doi ng anyt hing from brushing th eir teeth to donning
funny hats 10 l i stening to iPods, less self-eonsciou sh'
presented , caught unprepared, mapped ou t t he SPOl~
on lheir faces, adverti sements for LOréal, bad-hair
days, cloned clumps, engaged, enthusiaslic and eager
I C
20
3A
4B
50
6A
7B
a ma
Avoiding repet ition
2 th emselves, another, they
5 w h ose 6 t hat
3 th ose, they
4 th i s
2 it one 3 it so/thi s 4 it one 5 tflese this
6 ftII everylhing / it all 7 it one 8 it that/ this
9 yO tlFselt you
Suggested answers : 2
Fewer and fewer peopl e listen to
c1a ssical musi c. This means / , w hich m eans that les5
i s bei ng r ecorded. 3 J have to r ead lots of book s for
my Business Studi es course, The ones / Those 1 enjo,'
mOSl are th e ones on m anagement theory. 4 ¡'m
hoping to be g iven a pay rise. This / That / , w hich
/ It will mean l ea n buy a bett er car. 5 ¡ wa nt Karl,
Pau, Ludmila and Mar to come to the meeting. J've
told Karl. Ca n you teH th e oth er s? 6 Marina doesn't
like spending a lot of m oney on b oo k s, so she tends
to buy second-b and ones. 7 My mother asked you teo
help her and she'd have been so happy if you'd done
so / if you had o 8 When Rau l feel s strongly about
something, he says so. 9 She didn't do the shopping
becau se no one asked her 10. / no one asked her to dl'
so/il. 10 Someone left a message on lhe answerin o
maehine but th ey dictn't leave th eir name,
o
Liste ing Part 3
€) l B l A 3 C 4 A 50
Recording script
60
CDl Trac k 16
[n terviewer: Good evening. I have in the studio with me
today the distinguished still-life and portrait
artist. Liam Carolan. Liam , when did you first
realise you had artistic ta[ent?
Liam Caro[an: Well, it was a[ways impressed upon me
when [ was young, because both my parenls
Q/
were artistic, the lamily shall we sayo My lather
taught in an art schoo[ and was a[so a very
good portrait painte" though he did them
~ust out 01 interest not to earo a liying
that way. He had a fair number 01exhibitions
in London befare the war, but with abstract
paintings, and so he was quite avant-garde lor
the time. He even had one with Picasso.
Interviewer:So did you always have it in mind to be a
professional artist?
Liam Carolan: Well, no, I wouldn't say ... I think my
experien ce in art callege made me sceptical of
that idea and I was rather disillusioned lor quite
a long time and I didn't do very much in the
way 01 art after leaving college. The training
that I had wasn't really directed towards the
sort of thing s I'm doing now. In those days
students were encouraged toward s more
Q2
cerebral attitudes to art and what I do is some
peoole would say obsolete or even oerhaps
na'íve, but ['m still painting figurative paintings
today.
Interviewer:Whywould people prefer a painted portrait to
a photograph of themselves?
Liam Carolan: I think generally most people fee[ that if you
have something made by hand rather than by a
machine and if it's a design leature in the
Q3
house then a portrait hanging on the wall is
much better to live wlth, a[though people who
like living in very modern environments might
preler to have a photograph hanging on the
wall. But whether it's a portrait or a landscape,
I think most people if you aSked, 'Do you preler
a photograph or a painting?', [ think most
peop[e wou[d saya painting.
[n terviewer: Do you tend to paint your subjects from life or
from photos?
Liam Caro[an: Well, [ used to paint Irom photos but now
[ tell people ['d prefer not to. But interestingly,
when [ have done so the reactlon has been,
'1thought that was a photograph!' In other
words the painting looks like the photo, sO
Q4
I think a oainting from lile gives life to the
painting and why that's the case is lar many
reasons to do with your contact with the
person that's in lront 01 you, lhe tension
lhat's created when you're dealing wlth an
individual one to one. There's a nervousness
and an adrenalin that goes into that painting
which is sparked off by that interaction. It's
not somelhing you lhink about when you're
in the process 01 dOlng it, but lhe lechnique
is completely different when you're painling
someone as a three-dimensional object.
Interviewer: Mmm. How do you go about capturing the
personalit y 01 your sitters?
Lia m Carolan: I think just to try and paint what you see in
front of you, which is a difficult enough task, is
sufficient And I think that if you do that, then
something about the persan will come through
Q5
without you forcing it And often I think
perceptions of the qualities 01 a sitter or a
sUQiect are thin gs that are noticed by the
observer 01 a portrait rather than things
produced by the painter, I think there's
something about a painted pOJ1rait as opposed
to a photograph which draws the viewer in and
then they see things about the subject that
they'd never noticed belore.
Interviewer: You've done a number 01 sell-portraits, haven't
you? Why did you do those?
Li am Carolan: Really just fo r practice. II I haven't got
a model around, then I'm left wi th myse[f.
Actuall y, ['ve usually been dissatisfied with the
results. Irs not necessarily more difficult than
Q6
doing other peop[e, but there is a prob[em 01
getting the scale. [ always stand almost next
to the si!ter when ['m doing an oil painting to
get it lile size and il yau're looking in a mirror
the image that you see is always smaller. ['ve
got one sell-portrait that I like and I think that
most people think that I look rather lerocious.
But lrom a technical point 01view I think that
irs good. It isn'!. I think, a particular[y fiattering
one in lact
Answer key
§
ocabulary
Hans:
And there's this one with someone just
relaxing and reading a novel probably .
M artyna:
Yes, not very demanding, but quite enjoya ble.
And this one here 01 the teacher helplng the
child to learn lO read
Hans:
Yes, that could be quite demanding because
as a child it's probably qUite hard to grasp the
concept 01 reading.
M artyn a:
And lo r th e teacher too to have the patlence .
I think 1I I was the teacher. I'd fi nd It very
satlslyin g 10 actually teach klds how to read fo
th e l irst time.
Hans:
But again, you'd have to be very methodical,
which you say yo u aren'!. so I imagine for you
that would be pretty demanding. And here's
another one with a boy studyi ng, taking notes,
which could be quite demanding. It depends
what It is, though . He could be studylng .
Adj ective/ noun co llocations (2)
big
6
Common collocations include : 2
a ma zing/ hu gel
w ide 3 l oud/terrible/tremendo us
4 consi dera ble Igreatj huge/ tremendous
S heavY/terrib le/tremendous 6 ama zing/goodl
great/ tremendous/va luable 7 hi gh / l arge
8 a ma z ing/con sid erable/good Igreat / hu gel
sat i sfac toryI tremendous 9 considerable/h ugel
trem endo us/ w ide 10 am azing/ co ll siderabl el
end 1ess/grea t/ huge/ t r emendou sI w ide
Suggested answers:
Word s li ke huge and tremendous
have a m or e extreme mea ning than great,
considerable or large. They also tend to be used
in more coll oquial situation s. Amazing con veys
surpri se at how m uch ; terrible conveys a negat ive
at titud e towards how much; good, valuable,
satisfacrory and great (in most con tex t s) convey a
positi ve attitude.
Pair B
Teacher:
Here are some pictures showing some 01 the
roles books play in our lives. First, talk 10 each
other about th e different roles which books
play in our [, ves. Then decide whi ch activity is
the most demanding.
Carlos:
Wel[, th e flrst picture shows someone writing
in t heir diary. I think t his shows how books can
be used to keep a record 01 what we do and
our li ves .
A ntonia:
Yes, and also our thoughts and our leelings.
Then in the second one there's a teacher using
a textbook - I think it is to teach something
and this shows how books can be a sto re 01
knowledge ..
Carlos:
Yes, all the things we can't carry in ou r heads
can be kept in books
An to nia:
Or on comp uters nowadays .
Carlos:
Yeso and th e third one shows a librarian,
someone working with books ... So le!'s move
on to t he next partoWhich do you think is t he
most demanding, Antoni a?
An tonia:
Well, al though Ilike t he idea 01 keeping a diary
with all the things I've done each day and the
people I've seen. I think this one with t he diary
would probably be the one I'd find the hardest
because I'm just too tired at the end 01the day.
What about you?
Carl os:
Yes, I'm the same, bu t also perhaps the one
01 the student taking notes, because he might
have to grasp some quite difficult concepts ...
:speaking Part 3
a
l Pair A 2 Pair B 3 Pair A 4 Both pa irs
S Both pai rs 6 Pai r A 7 Pair B 8 Pair B
Recording script
CDl Track 17
Pair A
Teacher:
Here are some pictures showing some 01the
roles books play in our lives. First. talk to each
other about the different roles which books
play In our lives. Then decide which activity is
the most demanding.
M artyna:
Do you read books, Hans?
Hans:
Not much, to tell you the truth.
M artyna:
Well, I do. I'm studying literature at un iverSi\y,
so I read a huge number 01 books - not lor
pleasure, thou gh I do read some books lor
pleasure as well.
Hans:
Well, the photos. Thi s one here looks quite
demanding - there's a librarian putting books
back on th e shelves, she's having to be very
methodical, she's probably having lO work
quite quietly, not make a loud noise, so as not
to disturb people in the library .
M artyna:
Yes, I think il I was doing that, I'd probably leel
a bit Irustrated, because I [ike to chat and talk
quite a lot and I'm not too organised so I'd find
t hat quite demanding.
,
1224, Complete CAE
Anton ia:
Carl os:
Ves, and when you're taking notes you're
usually reformulatíng someone else's ideas,
whích you've got to und erstand, and then
expressíng them In a lormal which you find
easy to work wíth yourself
€)
observant he ro, desperate to escape, motivated
by lave, eapable 01 extreme violence; Ada: Ihe
heroine, well-off, sheltered background , ineapable
01 sur viving, becomes self-sufficient and deeisive ;
Ruby: brash bu t lavable country girl
Places : waHorn , wild, isolated, ha rsh eondition s,
rura l backwater
And which others do yo u think are really
challenging? Thís one perhaps wíth the
teacher leaching a chíld to read?
€ ) 1 Suggested answeT: Both pairs dea l with the ta sk
well, although th e first paír doesn't immediately
dea l with the tasL The second pair is more
method icaL 2 hardest, dilficult, challenging
0 2 was doing that
5 that would be
3 thi s one 4 which
6 the one 7 which others
Use of English Part 2
CharacteTs: [nman: a rmy deserter, Ihou ghtful,
Vocabulary and grammar
revlew Unit 5
Vocabulary
O
E) 1 It reduces stress, rai ses productivity and
crealive thinking, s limulates and inspires, makes
emp loyees leel ca red lor. 2 Prev iously il was
aimed al visilors and cuslomers, now it's also
aimed al employees,
€ ) 1 whal 2 done 3 cul S 4 will 5 one
6 thosejlhese 7 likely 8 sorne 91heirjthe
10 who 11 in I2 longer 13 Ihroughoutj
throughjaround 14 itjthis 15 so
B
L
O O D M
F
L
U
F
1
N
G
E
R
S) D
T
K
e
H
E
S
i)
F
N
B
N
E
Y
Ji
1
I
O
'L
O
'B' e
p
O
E
A
U
T
U
R E
A
E
E
S W A
X
A
E
E
e (¡,.
R
~
'º
R
1
N
F
K
H
E
A
¡]
A
E) 1 fingers, d 2 eye , e 3 leg, I 4 blood , a
Writing Part 2 A review
o 1 Suggested answeTS: a No - a general overview 01
Ihe plot withont giving away the ending
b No - briel summaries al main eharacters
e No - Ihis is not as ked lar in the tas k, d Ves
e Maybe - this is not asked lar but you ca n
include sorne criticism, I Ves g Maybe - il it is
eonneeted with why you enjoyed il, h Ves
2 Students' own answeTS 3 what other readers
may find interesti ng ab out it
E) descriplions 01 the main eharaeters (h), a general
recommendation [d) , whal was most enjoyable
about the book (f) , a sy nopsis 01 the plot (h)
5 arm, b
€)
6 baek, c
Stude nts' own answers
Grarnrnar
o 1 to help, to trai n, to be
2 to clim b, to leave, to be
rescued 3 waiting, phoning, to pul out, realising,
putting 4 to take, getting, snowing j to snow,
c1imbing, to admit, telephoning, to ask, contaet,
regretting, to ignore
o 2 We weTe lucky lo avoid j
have avoided the flood s,
3 [ TegTet having made that phone ea ll to my sisteL
4 We can't a{{oTd to buy a new caL
5 He denies (f'lJeT) seeing / having seen her befare,
€ ) a paragraphs 1 a nd 2 b paragraph s 1, 2 and 3
e para graphs 1,2 and 4
d paragraph 4
0 1 was la scinated; 1 wa s spellbound ", horrified and
caught up in the suspense
Auswer key
j~
Vocabulary and grarnrnar
review U I 6
3 large
4 deep
5 high
6 heavy
7 big
Gr<Jmmar
6 Suggested answers: 2 When a child feels unhappy,
they w ill ask for their m other more often than for
their [ather. 3 Gustav bought a large honse by lhe
sea about ten years ago, which / This / lt turned
out to be a good inves tment. 4 Leonardo lived in
Ca nada as a child, which is / That's why he speaks
such fiu ent English. 5 Svetlana spent severa l
mon ths trying lo decide which car to buy and she
finally bought one last week. 6 Three runners
entered the race, but on l y one [01 them) finished
beca u se one twisted her ankle and anot h er stopped
to talk to her Iriends among the spectators.
7 Matthew likes r eadiug novels, especia lly ramantic
ones. 8 Violeta bought sorne apples in th e m arket.
She put sorne Cof them) in the fruit bowl and used
the others to make an appl e pie. 9 Narayan has
had two jobs. 80th were in a bauk bul unfortunately
neither was well paid . 10 There are fi ve officia l
languages in Spai n and Manolo spea k s all of
them . 11 Pete h ad never spoken to Ann although
he'd olten wanted to. 12 Maria olteu invites me
to go with her on business trips to New York, but [
never have / ]'ve never done so.
€) 2 The judges tended /O be keener on portraits
painted fram life than portraits painted fr om
photos. 3 This painting does not look as if/though
/ like it is finish ed. 4 Severa l 01 th e applican ts
Ivere passed over due/owing to th eir age.
5 App ea rance i s Ivhat matters (the) mas! lO many
teenagers.
7
Leisure and
entertainrnent
Listening Part 4
o
1 folk 2 opera 3 disco 4 Latín
6 classical 7 soul 8 jazz 9 rack 10 w orld
COl Track 18
S pop
Gsl Complete CAE
~
,
1E
2 A
3H
4 possibly B
€) lD
2H
3E
4 A
58
5O
6H
7G
8A
9C
lOE
Recording script
Vocabulary
2 wide
8 high
6
CDl Track 19
Spea ker 1: l've been involved in traditjonal music since I
Q7
was a kid. My father was well known rou nd
here as a singer of the old songs. He sang
at family ga th erings. and he also played
the accordion in a band thal performed at
weddings and other local functions. My
grandfather was a genuine lraditional singer
who had a whole repertoire of family songs
that had been passed down from generation to
generation . AII th e songs were handwritten in
a big book. As he got older he relied more and
more on the book. bUI his voice was strong
Q6
until he died. I'm proud to say I continue to
sing sorne of the family songs - but not just in
our village. l've travelled all over the world and
played in front of audiences of thousands. It
would have made my grandfather smile.
Speaker 2: Until a few years ago t'd thought of tango as
something that only older people did. but then
we went to a concert by the Gotan Project
when they were playing in London. and 1
Q7
couldn't believe how exciting tan go could be.
For a start the music was amazing. As well
as having normal tango instruments - th e
violin and guitar and bandoneon - they also
used electronic music - you know. samples
and beats. The rhythm was so infectious that
some people got up and bopped in front of the
stage. whether they could actually tango or
Q2
not. Since then. !'ve joined a class and learned
some of the basic moves.
Speaker 3: llave my iPod and quite franklv !' d be los t
Q8& Q3 witbout it I listen to it nearly all tbe time,
whelher I'm commuting . exercising or trying 10
drown out some noise and relax. I mainly listen
to rock music. but I quite like jazz and l even
listen to classical stuff If I'm feeling stressed - it
can be very relaxing listening 10 composers
like Mozart if you're In a crowded train or
sitting in a traffic jam somewhere. It's a brillian!
invention. !'ve got over seven thou sand songs
on mine - tha!'s nearly my whole CD collection
and of course I download stuff from time to
time - usually single tracks rather than whole
albums.
Speaker 4: I'm trying to start a jazz band with a friend - I
play percussion and Ed plays trombone, but
Q4
our main interest is composing. The band we
have in mind would have seventeen players
obviously we wouldn't be professional, at leaSI
not until we'd built up a reputation. Mosl of Ihe
musicians we're ap proaching play in various
different outfits - rack. jazz, folk and c\assical so they wouldn't be available all the time. We're
Q9
hopina to make a CD but lhe logistics are
a nighlmare. Rehearsa ls would be tricky
aetting so many people ¡nto a studio at once,
and there' d be the expense. So at the moment
it's just a dream.
Speaker 5: I've just come back from Womad in Singapore
- it was awesome. I went with a few friends
and we got in for free because we were in Ihe
hospitality crew. We had 10 carry loads of stuff
from one place to lhe nex!, but we still had
plenty of time 10 get into the music - dance
around like mad. We got to talk to quite a lot of
lhe acts - we got signatures and photos.
QTO
It was a great'experience, especially when Ihe
artists thank you for doing such a good jobo
There was a rea lly great line-up of artists. Most
of them I'd never heard of before, but 1'11 be
listening to lhem from now on - until next
Q5
year's festival.
o 1 a occasio ns when whole families get toge ther,
for example for a birthday part y, wedding e tc.
usually pri vate b socia l gatherings or ceremonies,
far example parlies, w eddings etc. - u su a lly public
el couldn't ma n age / function properly if 1 did n't
ha ve il. d it isn't likely to happen / it's a fantasy
2 Students' own answers
Vocabulary
Prepositiona l phrases
6 2 means
3 keeping
4 addition
5 start
Reading Part 2
6 1 li stening lO music (music festival) /
going to
nigh tclubs 2 They are put in 'prison': a cornfield ,
where they are made to wa tch black-and-w hile
public serv ice television announcements from Ihe
1950s in a continuou s loop.
aspecI of Second Lite Para e: lo show how Second
Lite can be used for commereial purposes Para D:
lO show how Second Lite can be used for publicity/
advertising purposes Para E: lo give an example
of how the virtual world a nd the real world inleract
Para F: to illu slrate the range of activities that users
of Second Lite are involved in Para G: to point out
that Second Lite is not a n original concept
e lE
2F
3G
4A
5D
6C
(1) 1 gatecrashing: going to a party (etc,) that you have
not been invited to. subcultures: groups o f people
who h ave their own shared values, traditions, etc.
within a larger society. 2 user-generated: produced
by users. 3 killer: (informal) exceptionally
p owerfu l/exeiting, having a great impact on
people.
Gramr lar
Ways of linking ideas
0 2 c 3b 4a 5d
6
a a relative c1ause b a participle clause
ca descriptive noun phra se d a d escriptive noun
phrase e a conjunction
o Suggested answers: 1 The novel Snow erash, (which
wa s) written in 1992, foresaw a futuristic virtual
world called the metaverse in which characters
controlled digital represe ntations of themselves,
known as avatars. 2 Players can convert their
'play m oney' iOlo US dollars, using their credit
card at online currency exch a nges. 3 Because
a player's real-warld persona l repu tation may b e
affected by their virtual representation in the
virtual social warld, they are even more Iikely to
spend real money on their avata rs. 4 Second Lite
partieipanls pay ' Linden dollars', (which are) the
game 's currency (and) which they use 10 rent or
buy apartment s from Chung, (who is) the property
develo per, so tha! they ha ve a place to build and
show off their creations.
Use o English Part 1
e lB
10 B
2e
11 C
3B
4B
5D
6B
7A
8B
9D
12 A
e Suggested answers: Para B: lO point out a political
Answer key 2'!J
Vocabulary
people who enjoy cooking like making
something tharll bring pleasure to themselves
and other people.
Money verbs
0 2 hired
3 earn, buying, selling
4 selling
5 spend
a 2 make
3 bny
4 pay
5 aftord, costs
@ 2 a#effi cover, speREI pay 3 J3itY buy 4lmy
shop 5 fffit borrow 6 lmy spend 7 eamed
raised
o Sllggested answers: 1 active, agile, analytical,
clear, creati ve, inventive, methodical, sharp
2 boundless, enarmous, great, incredible
3 basic, human, natural; basic, expert, great,
manual, special, technical 4 awkward, lormidable,
lundamental, majar, practical, pressing, recurrent,
serious, severe, underlying, unexpected
Speaking Part 2
a 2 a the game 01 chess and the people cooking
b The second speaker is better because she answers
all parts 01 the question. e The lirst speaker
doesn't say what skills and abiJities are needed ar
why participants enjoy doing the activities. Most 01
the time is spent talking about his own reactions
to / leelings about the activity - in this part 01 the
exam, this is irrelevan!.
@ See underlining in scnpt below
Recording script
COl Tracks 20 and 21
Candidate 1: OK, 1'11 start with this photo - it shows a girl
playing chess, maybe with her lather. They must
be concentrating hard. I used to play chess,
but I wasn'! very good - I haven'! got that kind
01 brain. I lound it really difficult to concentrate.
In lacl. I never won a game 01 chess, so I
stopped playing after a while. Now in this
picture people are cooking, and Ilove cooking,
I don't cook because I have to. I do it because
Ienjoy it, especially at the weekends when I've
got plenty 01 time. I don't usually lollow recipes.
I preler making things up lor mysel!.
Candidate 2: I'm going to compare the chess photo and
the one olthe people cooking. To play chess
you need a very logical mind you need endless
patience and most 01 all you need to be highly
competitive. I think you'd die 01 boredom il
you didn't care whether you won or no!. As
lar as cookinq is concerned, I think beina a
successlul cook is probably more to do with
creative instinct than just practical skills. I mean
anyone can lollow a simple recipe, but not
everyone can make good lood. Why do people
enjoy doing these things? I think chess players
like solving complex problems, they enjoy
challenging their own brain; and 01 course they
want to win. Cookery is more imagination.
§l Complete CAE
W Itlng Part 2 An informal letter
a Formal-informal: 5 B
4 E
3C
2D
1A
1 A Friend asking to be put up lar a lew days
B Holiday company conlirming payment and
reminding holiday-maker 01 conditions 01 stay
C Invitation to staft and students lo end-ol-term
party O Thank-you note to musicians who played
at party E Apology lram company lar breakage
01 CO in transit 2 A Someone writing to a lriend/
acquaintance B Holiday company linance ollice
writing to holidaymaker cuslOmer C Tutor or
student writing 10 (other) students doing their
course O Party arganiser/host writing to
musicians who provided entertainment E CD
company writing to customer who complained
3 A am looking (leaving out I), put me up, didn't,
meet up, I'd, 1'11 be araund, Oon't worry, il's,
loads 01 other people, it'd be good B no informal
features e to get everyone together, we're asking,
ask someone over, !t's, hopelully, shouldn't O Just
a short note (leaving out This is), as well, set the
evening up E no informal features
€) Suggested answers: 1 (This is) Just to let you know
(that) .
2 the holiday you're about to go on /
you're going on soon / you've got coming up
3 will be taken lram your credit card 4 the week
alter you leave 5 ¡'m ver y sorry abont this.
6 We try ver y/really hard
o Suggested answers: Nearer the beginning: comment
on the lact that your Iriend is planning 10 learn
your language, ask about the langnage course your
Iriend is attending, give sorne general inlormation
about your town Nearer the end: say you're looking
lorward to seeing your penlriend, suggest meeting
during the lriend's stay
8
Don't blame the media
a l C 2D
3A
4D
Recording script
Reading Part 3
a l The writer interviewed people he knew. I H e had
worked in TV. 2 Entertainment is the priority
more important than elhical considerations.
3 American spellings of e.g. program, behaviar,
verbalize.
€) lC 2D
3B
4A
5B
6D
Cameron:
Thank you - it's a pleasure lo be here.
Daily Jovma/.
3 l old
4 spoke/ talked
S said
Came ron:
My maln memory ofthose far-aff days is the
sense afpride I felt al writing for a respected
Q/
national newspaper. It waS a real honour. What
you have to remember is that in those days
people got most of their information about
what was going on in the world from their
daily newspapers. And almost everyone read
a paper every day. Television was in its infancy
- something only the rich could aflord . The
radio broadcast regular news bulletins, but
newspapers gave people the pictures to go
wrth the stori es. Journalists like me travelled
the world and filed reports which kept people
up to date wi th everything impor tan! that
was going on. I remember once in the early
1950s repor ting from a war zone in East Asia. I
wrote my report sitting on the bed in my hotel
bedroom. I could hear gunlire and see plumes
01 smoke. I wrote my story. then phoned it
through to my editor lar publication a day or
two later. I was telling people about something
thousands 01 miles from home - and more
importantly, something they dldn't already
know.
6 commenls
a 2 say i ng, speak
3 mention 4 expressed
7 l old, mention 8 speak
5 says
Gr rnnar
Transitive verbs
O 1 told me, had never given them ethical directi on
a
CD2 Trac k 2
Interviewer: Harry. I'd li ke 10 Sl art il I may by asking you
whal being a journalisl was like when you
started your first job as a junior reporter on lhe
7C
'Talking' ve rbs
6 commenl
6B
Interviewer: In today's On Message I'm joined by Harry
Cameron, lhe veteran journalist who has
wilnessed many changes in his profession over
lhe last nearly sixty years as a reporter. Harry,
welcome.
Voc bulary
0 2 spoke/lalked
5C
2 i nformed me
2 tell me 3 gave it to me 4 will allow us to
S introduced me to 6 called me a liar
7 w i sh yau th e best of luck 8 g i ve me more m oney
listening Part 3
o 1 A t any tim e of t he day or nig ht. ft is non-stop
news. 2 Up-market newspapers are n sually aimed
at th e interests of readers w ho are wea lthy. (The
oppos ite i s dawn-mGfket.) 3 a detailed study
4 enjoy it greatly 5 Cit izen journalism i s written
by ordin ary people, rather than tradition ally
t rained journalists.
Interviewer: But people still read newspapers today, don'!
they?
Cameron:
Q2
Yes, 01 course, but their l unction has changed.
II you wan t to know what's going on in the
world at any particular time, you don't read
a newsoaper do you? You turn on the telly.
And you'lI probably have an extensive choice
01 news programmes to watch - some 01
them, like CNN or News 24, rolling news
programmes which are broadcast 24 hours
a day. And then. whatever channel you're
watching. there' " be regular news updates.
And, on top of all that. there s th e Internet
Answerkey
@
Interviewer:So, what can newspapers provide if not
current news?
Cameron:
Q3
Cameron:
Well, I suppose different newspapers provide
different thing s, don't they? I he more UD
market ones aive us backgrou nd to the news
storie s and an in-deDth analysis of the issues
involved. ithink they do this very well At the
more popular end of the market, papers these
days focus more and more on storie s involving
celebrities from the world of sport, IV, cinema,
etc. And sport itself, of course. I here's sport
everywhere, always accompanied by
photographs - action shots. People lap all this
up, and I suppose it is news of a kind, but to
my mind it's a somewhat distorted definition 01
news.
Interviewer:And you have no reg rets about the effect of
this form of journa lism on the profession you
were so proud to be part of when you first
became a repo rterO
Cameron:
Q6
Interviewer:And you'd do it extremelywell, I have no
doubt. Harry Cameron, t hanks lar being my
guest on today's On Message.
term you're familiar with?
Q4
Yes, i( is, and it's something I have some
svmpathv with, even though it may put sorne of
Cameron:
system which restricted access to news media in
the past. 2 Smdents' own answers
Interviewer:So how wo"ld you explain its sudden
appearance as a source 01 information?
It's quite simple - the fact is that the Internet
has given everyone access to a wealth of
information and to a worldw ide audience. So
a cilizen journalist in a war zone, like me fifty
years ago, doesn't have to write a story and
send il to an editor who can decide w hether
or not to run the story in their newspaper
they can simply add information to a news
website like NowPublic or write th eir own
blog. Bloggers are the new journalists. And of
course they can take photos with their mabile
phones and send them straight to an internet
site or blog.
Interviewer:And how re/iable are bloggers and ci(izen
journalists as sources of informaUon?
Cameron:
Q5
Atleast as reliable as th e traditional news
providers, wh ose stories are usually revised
and cut by editors who may be under political
pressure from a newspaper owner or even
their government. And of course some news
websites allow other members 01 the public
to add to, update or correct stories that are
already there. I'd say it's a very democratic
editorial process.
Interviewer: So, this IS not something you think should be
controlled in any way?
@
Complete CAE
It's been my pleasure.
€ ) 1 The genie is citizen journalism. The bottle i s Ihe
my own colleagu es out of work in the long run o
Cameron:
I suppose I'm a lillle sad, but the Important
thing is that people have reliable sources of
up-to - date inlormation. Of course there will
always be a role, in newspapers and
elsewhere, for intelligent comment and analysis
01 the news and Ir I were starting out agajo
now. /ha!'s the kkld of journalism /'d get into.
Interviewer: And what about 'citizen journalism'? Is this a
Cameron:
Absolutely nol' Anyway, you cou ldn't control
it even ifyou wanted to. I he genie's out of the
bottle.
Grarnrnar
Reported speech
0 1 the sense of pride 1 felt
2 I think they do this
very weIl. 3 Is thi s a term you 're familiar with'
4 ]t 's something I h ave some sympathy with.
S How reliable are bloggers and citizen journalists
as sources of infarmation ? 6 If I were start i ng out
again now, that's the kind of journalism I'd get into.
6
eD> T,ack 3
See sections in italics in the Recording
script far Listening Part 3.
€ ) Change of tense, e.g. is - was, felt - had felr (1);
change of pronoun, e.g. 1 - he (2); change oi rhis to
that (3); word order in report ed questions (3, 5)
O In a the article has (probabl y) already been
published . In b the article has not been published
yet.
Recording script
CD2 Track 4
Ben:
Do you know anything about Wikipedia?
10m:
Yes, I afien use it.
Ben:
So how do you look lor information?
It's like any search engine - you simply type in
a keyword, press Return and the information
you want appears.
What do you use it for?
AII kinds of things. Yesterday, for example, I
needed to find out about wildlife conservation
in Namibia. It took me about a minute to find
the inlormation Iwanted on Wlkípedía.
Have you any Idea how accurate that
Tom:
Ben:
Tom:
Ben:
information is?
Tom:
Ben:
Tom:
No, but that's no dífferent from any other
source 01 ínformatíon. The artícle on Namibia
had been revised the day before yesterday, so
it was up to date.
So, would you recommend using Wikipedia?
Yes, definrtely. It's free, as well as belng quick
and easy to use.
(1) Suggested answers:
o
Tom told Ben ! replied that he ofl en uses! used
it.
o
o
o
o
o
o
o
o
Ben asked Tom how he looks!looked for
information . ! Ben wanted to know how Tom
100ks!looked for informa tion.
Tom said (thal) ít is! was like any search
engine. He said that you simpl y type!typed
in a keyword, press!pressed Return and the
informatíon you want!wanted appears!appeared
! wiJl/would appeaL
Ben asked Tom what he uses!used it fOL ! Ben
wondered what Tom uses! used it fOL
Tom explained that he uses!used it for all
kinds 01 things. The day befare ! The prevíous
day, lor example, he had needed to find out
about wildlife conservation in Namibia. He
mainta ined (that) it had taken him about a
minute to find the ínformation he (had) wa nted
on Wikipedia.
Ben asked if!whether Tom has!had a ny idea
how accurate the information is!was.
Tom saíd (that) he doesn'tjd idn't, but that it
is!was no different from any other source of
information. He said that the art icle on Nam ibía
had been revised two days earlier! prevíously!
before, so he thought (that) it is! was up to date.
Ben asked Tom if he would recommend using
Wikípedia.
Tom saíd that he would, definitely. He added
that it is!was free, as well as being quick and
easy to use.
Use of English Part 3
o 2 un impartant
3 illega l 4 impossible
5 irregular 6 intolerant
Nouns: 2 unimportance 3 illega lity
4 impossíbility 5 irregularity 6 intolerance
6
2 reclaim 3 misinform 4 prejudge 5 overreact
6 des tabiJise 7 understate
Nouns: 2 recl amatian 3 misinformation
4 prejudgement 5 overreaction 6 destabiJisation
7 unders tatement
€) 2 co-owner 3 ex-polítician 4 mistrust
5 semi-circle
Adjectives: 2 co-owned 3 no adjective
4 mistrustful 5 semi-circular
O1
co nsider - consideration, contest - contestant,
direct - directive, employ - employee, entertain
- entertainment, produce - production ,
producer, view - viewer
2 accept - acceptable, cooperate - cooperative,
create - creative, represent - representative,
succeed - successful
3 doctor - doctoral, ethics - etllical
4 heigllt - Ileighten , verb - verbalize (UK
verbaliseJ, victim - víctímize (UK victimise)
(1) 1 basically dishones t 2 universit ies
(1) 1 intellectual 2 journaJism 3 accuracy
4 constr uction S difference 6 apparent
7 abandonment 8 impartí ality 9 argument
10 maintenance
Speaking Part 3
€) Suggested answers: 1 No - th ey spend more time
discussing the individual influences and do not
decide together which has the most powerful
influence. 2 They spend ver y Ji!tle time on
newspapers or advertising and too much time on
radio. 3 Ves, but Woman 2 says a bít more than
Woman L
O See underlining in script below.
Recording script
CDZ Track 5
Woman 1: Well. l'd say that nearly everyone watches
the news on TV - if they're aboye a certain
age. I have to say when Iwas younger 1never
watched the news.
Woman 2: No. I used to hate the news. I used to get really
bored when my parents put it on.
Answer key
@
Woman 1: But now I'm quite interested to hear what's
going on.
Woman 2:
I don't actually watch the news - I preler to
listen to it on the radio, but I think that's lairly
unusual.
Woman 2: You can just find out anything.
Woman 1: Yeah, absolutely anything - Wikipedia, and al!
the social networkin g sites and stuff.
Woma n 2: And at least with the Internet people ha ve a
huge choice.
Woman 1: Mmm. Yeah, I think l' d rather wa tch it on TV.
Woman 1:
Woma n 2: I think it gets rul!Y depressing ifyou watch it
- there's so much bad news. I think they cover
much more bad news than good news - and
I don't want to watch about wars and lamines
and things hke that.
Woman 2: You see, you can never get away Irom
advertising 01some kind.
Woma n 1: OK - now we've got newspapers. I would
say quite a few people re ad these, but I think
people tend to read the newspapers that agree
with their polltical opinions .
Woman 2: Or il they just want amusement, they read one
01 the tabloids.
Woman 1: Erm - advertising, erm, is in everyrhing.
Woman 2: There's so much brand management now
- it's all sor! of hall subconscious. People
sponsoring
, things and .
Wom an 1: Too much money spent on advertising.
Woman 2: Yeah ... Radio, which we've already
mentioned.
Woman 1: Yeah, with me it so rt of goes through phases.
I like listening to the radio when I get up
because I like to know what's going on.
Woman 2: Apparently we seem to be in a visual age - I
don't know, but over time I would imagine
radio hstenJng has probably gone down.
Woman 1: I think actually Irs Just changed - I mean
people listen to the radio on their mobile phone
now.
Woma n 2: Yeah, or the Internet - there are lots 01 radio
stations and programmes you can listen to on
the Intern et .
Woman 1: Yeah - live or olten you can li sten again .
Woman 2: Or on your iPod. There are about eight million
people listen to the breaklast show, so .
Woman 1: Hmm - tha!'s quite a lot of people.
Woman 2: Yeah - very much a background rhing, though,
these days. I mean, every café you go into's
going to have a radio programme on, aren't
they?
Woman 1: OK - we're on to the Internet and the World
Wide Web. I think this is massive - irs lantastic
- in western countries the most influen tial of all
01 these thlngs.
633l Complete CAE
But don't lorger Ihe banner ads.
Woman 1: I know - even Google mail, when you sign up
they advertise certain things that you like, they
look for your keywords.
Woman 2:
Big business is, I guess, a lot more inftuenlJal
than we reali se - beca use their weallh gives
them power.
Woman 1: Yeah - but it's less direct power, Isn't it?
Woman 2: I wouldn't say it's less direct. It may be
less obvious, but there's no doubt that
large sections of the media are owned and
controlled by the business interests of a few
powerful individuals. This allows them to
inftuence people's political views and control
advertising. This in turn means that they have
an influence on how we spend our money.
Woman 1:
I!'s all,lJlli sinister, don't you think?
Woman 2: Yeah. ª-.llil Big Brother-ish - being told what to
think.
Writing Part 1 A proposal
6 Suggested answers: 1 No - on ly three prograrnrne
ideas are suggested ins tead of t he four asked for in
the question. 2 The use of will instead of might,
cou ld and would would rnake the ideas seern more
concrete and real in the writer's mind. 3 The style
is appropriately formal except for you ask me,
which is too informal and s honld be more formal,
e.g. In my opinion
Ir
Vocabulary and grarnrnar
revlew U it 7
Vocabulary and grarnrnar
review Unit 8
Vocabulary
Voc bularv
0 2 rent , buy 3 makes/earns 4 sell S hired
6 earn / make 7 cost, paying 8 spend
0 2 mi strust 3 iIIega l 4 disappea r
S autobiograph y 6 recla mation 7 prejudge
8 destabilise
6
1 form
2 view
3 flat
a 2 enter tainmenlfentertainer, en tertaining
€)
o
O
D
K
W (P
O
V re
u
(F
O
L
K)
E
R
S
T
'L' e
H
E
L
B
A
E
Y
E
R
r
A
o
B
o F A
I e o s
e JS, p s
t]
r
s o
U
L)
U
E
I
A
B
E
E
C
A
R
R
C
Z
W
o
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g) E
A
A
Z
QJ
1
S
C
o
L
L
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M
Grammar
() Suggested answers: 1 ... and stop it from breaking
apart, (al! ol) which he finds very difficnlt. / An
eleven-yea r-old boy tries to understand his family
and stop it fro m brea king apa rt wh ile dea ling wit h
his mo ther's absence, (aH 00 which he find s very
difficnlt. 2 A ma n caBed Black, whose bra in
becomes magnetised, destroys ever y tape in a
video store, (wh ich is) owned by his best friendo
Feeling sorry for the store's most loyal cnstomer,
an elderly woman who is losing her memory,
Black and his friend set out to remake the lost
films, which include / including The Lion King and
Robocop. 3 In thi s film , (which is) based on a sci
fi novel by Richard Matheson, a military scientist,
played by W il! Sm ith, is left completely alone in
New York, which is deserted after a virus has
wiped out the human race.
3 cooperation, coop erative 4 produce, productive
S consideration, considera te/considerable
6 create, creation/creator
Grammar
€) Sugges ted answers: 2 CIare said it was a real
surprise seeing Tom last week / had been a real
surprise seeing Tom the previous week. She sa id
she hadn't seen hi m since they were / they'd been
at sehool together. 3 Ben asked Jerry if he shou ld
do / i[ he wanted him to do the shopping that
week. 4 Beeky sa id tO Jamie that he should have
told her what he'd been planning to do. She said
she eould h ave helped him . S The doctor told me
that I had to stop smoking if I wanted to get rid o[
my cough. 6 Niek said that if anyone asked for
him, he'd be working at home on the following
Friday. 7 Bogdan asked me how many langnages 1
eould/can speak.
() 2 ' Do you have / Have yo u got a ny plans [or
tomorrow evening?' 3 'You should / ought to eat
regular meals and do mo re exercise.' 4 'This is
the wo rst programme ['ve ever seen.' S TI! phone
you as soon as [ get home.' 6 '1 hope ['m going /
I'l! be going t here tomorrow.'
o 1 Alternative answer: Maria promised (that) she
would never do that aga in.
2 Alexei advised me to apply for that jobo
3 Simon asked me if I'd / [ had ever thoug ht of
starting my own business. 4 Svetla na suggested
meeting lhe following / suggested (that) we
(should) meet the following day. S rhe police
offieer warned the motorist not 10 drink if he was
driving. 6 Tom and Alexis announced that they
were getting married in May.
Answer key
@
At top speed
9
@ 3A 4C
Recording script
C02 Track 7
listening Part 1
Extract Two
6 1B
Woman:
Do you think there are any limits to the speed
people can run at? I mean, will there ever come
a time when athletes at Olympic events just
aren't breaking records any more?
Man:
Well, we're already quite close lo that stage,
aren'! we? When athletes broke Olympic
re cords in the pasl. some 01their leats were
mind-blowlng. For example, when Bob
Beamon broke the long jump record in 1968,
his jump was 55 centimetres longer than the
previous record and it wasn't until1991 that
someone managed to better il. I can't imagine
anyone making such a difference nowadays.
2A
Recording script
C02 Track 6
Extract One
Interviewer:The advent 01 the steam train made an
enormous difference to nineteenth-century
society in all sorts 01 ways, didn't it, Tom?
Tom:
Q1
Q2
Yes, the change was tremendous. People's
entire conception of the world, the way they
related lO it and the way they lived underwent
a profound translormation. It wasn't all
imm ediate, of course, but eventually, and to a
very great extent it fa shioned the way we live
today. It started with things which we find
laughable today such as peoole's terror that
the trains' vibrations would shatter lheir
skeleton s, When they got onto trains, they
found ever'ything going past in a blur of
speed, and that blur is something which
was eventually reftected in the work of pre
impressionist and impressionisl painters later
in the century. And over the next hundred
years railways had profound effects on the
countryside, making it possible for people
to live there and travel in to work in rhe
cities. Outlying villages became suburbs and
dormilory towns. And also quite suddenly
human beings went from being comparatively
slow and clumsy to being faster than any other
living thing and I think this had a subtle but
strong effect on the way people regarded the
nalural world. They began to think they could
domínate it by their actions. I dou bt if any other
invenlion has had such a prolound innuence
on the human psyche. Nineteenth-century
literature and art is lull of il.
Interviewer:The early steam trains also suffered some quite
horrific accidents, didn'! they?
€Y
Complete CAE
Q3
Wom an:
Although there'lI always be those exceptional
individuals who grab the headlines wirh their
exploits.
Man:
Though I suspect that lhey'll be relatively few
and lar between. Still, newspa pers and TV
have to live off something and they'lI hype a
relatively small achievement into something far
bigger than it really is.
Woman:
Small achievement ! Breaking a record even
by a millisecond is always going to be pretty
incredible, something enormous lor the
individual who does it.
Man:
But when all is said and done, we're pretty
close to the limits of human potential now.
Woman:
Maybe. In the past what made a difference
was when sport stopped being for amateurs
and people could devole themselves to it full
time, not to mention new technologies which
affected shoe or track design, PerhaDs the
next big steo forward wíll be a!tering genes lO
Qroduce better ath letes.
Q4
Man:
yeah that used to smack 01 science fiction,
didn't ít but now il really is looking more and
more likely isn't it?
Woman:
Yes, and not just better athletes, better
everyone!
e SB
Q6
6B
Recording script
01 th eir lives? And t heLe's always th e risk Ihat
lhey could degenerate into barbansm and
fighting amongst themselves like some small
isolated societies here on Earth.
e02Track 8
Extract Three
Inlerviewer: So, are there any realistic prospects lor
interstellar space travel in t he near luture?
Interviewer: Dr Desal, the difficulties 01interstellar travel
are enormous, aren't th ey?
Desai:
Vas!. When you think that the nearest star is
4.2 light years away, a spaceship using current
technology would take seventy-two thousand
years to get there. Much more than the entire
known history 01 this planet.
Reading Part 2
a Suggested answers: Para
1: the effects of driving
very fast Para 2: the problems 01 driving at high
speed Para 3 : comparison with a Form ula One ea r
Para 4: how the engineer produced enou gh power
Para S: the problem of aerodynamics Para 6: the
solution l o the aerodynamics Para 7: how il fee!s
lO drive this car.
Suggested words to underline: at thi s junclure,
w hen you l ook at the history of its deve!opm ent,
His engineers were ho rrified, Then things got
tricky, W hen thi s had been done, lhey hit on the
idea, 1 didn't ca r e
Interviewer:Wh at are the possibillties 01 building a
spacesh ip that travels much, much laster?
Desa i:
Q5
Well, I'd say that with research and
development it could be technically leasible,
bul it wou ld probably need to be powered by
a nuclear explosion to get it travelling at close
to lhe speed 01light. Building such a craft is
certainly not on anyone's space programme
yet. The explosion would 01 course have to be
set off at a good sale distance lrom the Earth,
but you have10 remember that currenl treaties
prohibit nuclear explosions in space, so at
present irs a non-starter
Interviewer: In your book you mention non-nuclear
technology and in particular a generational
spaceship. Can you explain lor listeners exaclly
what this is?
Desai :
Yes, indeed. Given the vast distances and lhe
time involved, even a very last spaceship using
non-nuclear technolog y would take several
thousand ye ars to reach another star And
there are quite a lot 01 good candidates nOI
too lar away where we have identified planets
This means that the people volunteering 10
go on this journey, assumlng that there are
volunteers, won't live long enough to reach
their destination, nor will their grandchildren
or their great grandchildren, but many
generations later on. These people, probably
a hundred and filty or two hundred 01 them,
will have to live togeth er in a confined space
lar thousands 01 years, travelling lhrough the
emptiness 01 space lO we know not what they
wllI encounter when Ihey get lhere . What
activities could we flnd lor lhe crew to do
during all this time ? What would be the poinl
Ole
2A
3D
4B
SE
6G
Grarnrnar
Ten ses in time clauses and time adverbial s
0 2 you're covering
3 look
4 was done j had been
(bath are correct and have the same meaning,
i.e. ane thing happened atter the other) S broke
done
a
€)
6 bought
2 had been working j had w orked 3 are driving
4 were waiting S am 6 wa s accepted
2 w hen 3 dnring, when j w hile
S Meanwhile
0 2 at in
7 ift on
4 w hilej w hen
3 ef in 4 ffi at S ef in 6 correct
8 ffi at 9 ift on 10 correct
Vocabula
Action, activity, event and programme
O 1 c, e, j
2 d, i , k
a 1 actions, j
3 b, h
2 events, h
4
f. g
3 programme, f
4 activities, i
€)
2 programme 3 ac!ion 4 programme
S action 6 event 7 activity 8 programme
9 event 10 activity 11 action 12 event
Answerkey
@
Cal/acaeians: Irenetie aetivi t y, social event, spare
time aetiv ity, programme of (social) events, flurr y
01 aetiv ity, eall for swift aetion
Recording script
Instructions for Se! A
Interviewer: Now in this part of the test I'm going to give
each of you three pictures. l' d like you to talk
about them on your own for aboul a minute,
and also 10 answer a queslion briefty about
your parlner's pictures. Here are your pictures.
They show pea pie uSlng different machines
or deviees. l' d like you 10 compare two of th e
pietures and say if you think the machines or
devices really help th e people lo do their jobs
better.
Use of English Part 4
0 1 verb
el l
Z adjective
meets
Z strong
3 noun
3 way
4 verb
4 broke
S adjee tive
S close
Spea ,"g Part 2
E) Z Ves
3 No
4 No
Recording script
S Ves
6 Ves
7 No
Recording script
CD2Track 9
Interviewer: Now in this part of the test I'm gOlng to glve
each of you three pictures. l' d like you to talk
about them on your own for about a minute,
and also to answer a question briefiy about
your partner's pictures. Here are your pictures.
They show people using different machines
or devices. I'd like you to compa re two of the
pictures a~d say how the machines or devlces
help the people to do their work faster.
Candidate: Well, the first one is a policewoman using what
I think must be a pda - you know, one of those
hand-held devices which you can use when
you want to connect to the Internet and check
or send data. She's probably checking the
Identity of a driver she's stopped or she could
be checking to see il the car she's looking at is
stolen or something. The other picture shows
- what do you call the person? - a cowboy or
a shepherd , I'm not sure, nding one 01 those
quad bikes w hile he's movlng his herd, I mean
his flock of sheep. The policewoman can do
her job faster because she can do it in - what's
the word? - in real time: she doesn't have to
ca ll someone at th e police station or go there
to check the Information. She might even be
able to give the driver a fine automallcally. Th e
shepherd doesn't have to walk or use a horse
all day, so everything IS quicker and he doesn't
get so tired doing his Job - and nor does his
dog!
O Z of those
€)
14
2 2
3 w h at do
3 1 and 3
4 1 mean
4 3 and S
S what's
CD2 Track 10
CD2 Track 11
Instructions for Set 8
Interviewer: Now in this part of the test I'm going to give
each of you three pictures. l'd like you to talk
about them on your own for abou t a minute,
and also to answer a question briefiy about
your partner's pietures. Here are your pietures.
They show pea pie doing things in a traditional
way. These things are often done using a
machlne nowadays. I'd like you to compare
two of the pietures and say w hat th e benefits
are of doing the aetivities in a traditional way.
Writing Part 2 An essay
O ZT 3F 4T
s F 6T
O 2 As a result
3 H owever 4 [n contrast 10
ourselves 5 W h at i s more 6 in general
7 In conclusion S On the contrary
€)
1 paragraph C
4 paragraph A
lO
Z paragraph 8
3 paragraph O
A lifelong process
Reading Part 4
€ ) Scudenrs should underline: 2 take a higher
degree 3 work with other students 4 fam ily
member S where it was 6 people praise it
7 ea lmness S not / first choice 9 at ease /
shon time ID eommunication easy II printed
in formation / unhelpfu l 12 too busy 13 random
choice 14 repeat 15 go baek home
O lF 28 3E 4 A 58 6C 7A SE
10 8 II O 12 C 13 O 14 F 15 A
@
Complete CAE
90
Gr
na
Modal verbs expressing ability, possibility and
obligation
1&2 b possibility, any time e obligation, past
d obligation, past e ability, present f abili ty, past
e
e
2 a 1 didn't worry. b 1 worried bu t it wasn't
necessary. 3 a JI i sn' t necessary for you to go
to the l ecture. b You are prohibited froID going
to the lecture. 4 a incorrecl (We ca nnot use the
affirmative could [ability] to refer to a single
occasion in th e pas!.) b correce (We use managed
te / succeeded in + -ing 01' was able te to refer to
single occasi ons.) S a lt i s possible for him to stay,
and it is certain or quite likely that he will stay.
bit would be possible, but it is not certain that he
will stay. 6 a correce b incorrecl (We do not use
could not to refer to a future possibilit y.)
2 fteedft'l le needn't 3 fte ed de need to do
4 eetl!d can (this is a definite offer - could would
sugges t that the offer was con ditional) 5 we
afft¡ffi we ca n afford , 6 eafrl couldn 't
Recording script
Presenter: In today's programme, we're gomg to hear
about the experiences of a British student who
is spend ing ayear studying In Egypt. Amy,
could you tell us what your life is Ilke in Egypt?
Amy:
Ql
Vocabulary
Chance, occasion, opportunityand possibility
0 2 0ccasions 30pportunity
S occasion 6 possibility
a
4 possibility
1 Allernalive an5Uler: opportunity
2 opportunity 3 poss ibility 4 cbance
S opportunit y / chance 6 p ossibility ! chance
7 occasiou 8 chance ! possibilit y
Q2
Q3
Listening Part 2
The alternatives in brackels are possible but they do
nOl conform te lhe suggesled number of Ulords.
0 2 colloquial Egyptian dialect (Arabi c)
3 unmarried mixed 4 culture shock S shops
and ca fés (cafés) 6 barga in with 7 di ssimilar
forms 8 eountr y club
CD2 Track 12
Q4
Q5
Well, I wake up at about 3 am when a man
wearing a grey, floor-Iength galabiyya marches
down th e stree!, banging a small drum and
calling to pea pie to wake up for the meal they
eat before th ey start fasting at dawn. It's
Ramadan at the moment. Four hours later,
my electronic alarm goes off and I roll out of
bed. I dress carefully, ensuring that my legs,
stomach and shoulders are covered despite
the heat. Three friends and I have travelled to
the Alexandria Cen tre for Lang uages for an
Arabic course as part of our degree course
at Bristol University. In our first year at Bristol
we were offered the choice of severa l modern
languages. Persian, Turkish and Arabic were
available, but I was charmed by the Arabic
lecturer who had a huge smile and a real
gassion for his subject. As !he course
developed, so dld my fascination with Arabic,
its different alphabet - and the culture. I
researched the possibility 01 studying in a
M iddle Eastern country. In the end we settled
on A lexandria: the city has a lively cultural
scene, and its colloouial Egygtian dialect is t he
most widely understood throughout th e Arab
World. We arrived in September and got to our
hotel at about 10 pm. Unfortunately, th e sta ff
were nervous about letting us stay, as we were
an unmarried mixed group. We eventually
l ound another hotel, where we bartered lor the
price 01 rooms. We spent the next lew days
settling in and getting to know the eity. Then
our course leader arranged flats for us to look
around. We chose a lighl. spacious flat, wlth a
Iriendly and helplullandlady. It's much better
than I was used to in Bristo!. It was a
lascinating time lar uS. but the culture shock
was so great that withln the first week one of
our group returned home. The area around the
language centre is crowded with shops and
~ where people sit and drink tea . We
usually have lunch at t.he centre: small
flatbreads stuffed wit.h falafel or beans ; or
large circular pieces of bread. filled with strips
of beel and pieces 01 cheese. We have two
teachers. Rania is a young woman who wears
Answer key ~37 1
'-'
Q6
Q7
Q8
a hijab t hat always matches her jeans. In her
lessons we learn how to greet. congrat ulate
and explain why we are in Alexa ndria. Ingy is
more liberally dressed: jeans, sh ort sleeves , no
hijab. With her, we do rol e plays w here
we bargain with taxi drivers, buy groceries or
hagg le for gold at the jeweller's. The teachers
seem unaffec ted by th e pressures of Ramadan.
They teach far 4/2 hours a day, Sunday to
'
Th ursday, with no food or water from sunrise
until sunset One of the most difficult
challenges in learning Arabic is that it has
two dissimilar for ms. Alongside 'amiyya, the
colloquial dialect. is fusha, w hich dominates
the media and wntten forms of Arabic,
includlng the Qur'an. Alth ough they share
some vocabulary, it's like learning two
languages alongside each other.
At weekends we rel ax at the Acac ia Country
Club, w here membership costs [10 a month,
and lie by the pool, where dress ru les are more
relaxed. In the evenings we sit in ca fés by the
sea and smoke apple sheesha. I'm writing my
dissertation at th e Blbliotheca Alexandrina. Its
exterior is covered with characters from every
alphabet in th e world, symbolic of the array
of knowledge th at wa s once contained In the
old library and of what w ill be conta ined In the
new on e. Soon the crescent moon w ill signal
the end of Ramadan, and Egypt will show us
another fac e.
Use of English Part 1
Speaking Part 3
g
1 In general. both speakers meet the criteri a listed.
but (he wom an i s better at keeping Ihe conversati on
flowin g and expres sing opinio ns. The man te nds
either to react to what the w oman h as said or
simply to describe a n ew photo . There is not much
scope for student s to make su ggestions or speculate
in r elation to this part icular task. 2 Th eir ra nge oí
vocabulary m eet s th e task requirements.
Recording script
CD2 Track 13
Woma n:
OK, the first picture is obviously a classroom
- someone working on an interactive
whiteboard. Do you think tha!'s a good way to
learn?
M an :
It's probably quite a good way to learn, yeah.
And the next picture's of a student and of
someone, not sure w ho, in a sort of one-to
one learning ses sion whi ch would probably be
quite good fo r learning some things.
Wom an:
Yeah, irs not really a group environ ment.
though, not like the .
M an:
Probably not good for learning a language .
Woman:
The next one is kids all sat in a classroom. I
suppose it' d be quite interactive - you could
learn together, but ..
Man:
Yeah, the next one's someone on a computer
probably learning stuf! off the net, which again
probably wouldn't be a good way to learn a
language - wouldn 't be able to, you know, talk
much o
Woman:
No ... The next one I think is a group of girls
just talking and writing on clipboards.
o
2 four
6
Suggested answers: lifelong learning: learnin g that
M an:
Talking to people, perhaps, .
can take place at an y time during a person's life,
l ea rnin g not limited to yea r s of formal!co mpnlsory
ed ucation ; retraining: l ea rning h ow to do a different
job; 10 upgrade (your) skills: to improve how good
you are at doing something. to lea m new. higher
level. more up -to-dat e skills
Woma n:
Yes, that'd proba bly be a good way to learn a
language.
0
@
3 ten
4 befare
1A 2 B 3B 4D
lOC UD l2A
Complete CAE
SE
6D
7C
BC
Man:
Conversation.
Woman :
And being outdoors and seeing things.
Man:
And finally there's a lecture theatre with a big
screen at the fron t and a guy giving a talk on a
pOd ium by the looks of il.
Woman:
So, which one do you reckon would be the
best?
Man:
Probably the first one or .
Woman:
I don't know, though, because yo u wouldn't
get mu ch one-to-one, would you?
9D
Man :
Mmm.
Woman :
1think it would be the one outside just walking
around talking to people ... Which one shall
we go for?
Man:
Well, 1'11 go for that one as well, then.
Waman:
OK the fleld trip.
e
&
0
1 whicil would probably be quite good for
learning some things. 2 the next one's someone
on a computer - probably learning sluff off the net,
which aga in probably wouldn't be a good way to
leam a lan guage. 3 M: Talking to people, perhaps.
/ W: Yes, that'd probably be a good way to learn a
language. / M: Conversation.
Wfltmg Part 1 A report
o Suggested answers: 1 lntroduction, Computers,
Accommodation and other facilities, Car parking,
Co nclusions and recommendations 2 80th
students and s tafí commented on access 10
computers and problems with the canteen. Both
staft and visito rs commented on parking facilities.
6
Suggested answers: 2 The provision of computers /
Access to computers 3 The canteen
4 Car parking facilities / Car parks S Other
suggestions 6 Canclusions and recommendations
~ 1 recommend + noun phra se (Staff ...
recommended a reductionJ; (would) recommend
+ -ing (J wo uld recommend impleme nting a l! the
suggestions); suggest + noun phrase (to suggest
ways in which ... ); suggest that + clause with
subjunctive verb (Students suggested that the gym
. be enlarged); (would) suggest that + clause
with should (1 wauld suggest that drivers shauld
make alternative arrangements) 2 com mented on,
felt strongly that, expressed t he view that, did not
mention, suggested t hat 3 wou ld welcome, would
appreciate, wo uld be grateful far
e Suggested answers: 1 The college principal and
perhaps other senior managers 2 No - comments
in emailswiUberegardedasspeec h.soin the
repon will be turned into quite formal reported
speech. 3 Faur: Introduction / The issue,
Information and publicity, Incentives, Conc1usions
a nd recommendations
Vocabulary and grarnrnar
review Uni 9
Vocabulary
0 2 action
6
6 event
3 aclivity 4 programme
7 aclion 8 programme
1 cover
2 place
3 lOugh
S events
4 pointing
S steady
Grarnrnar
~ 2 is working
S I'm having
8 played
3 was 4 has been warking
6 was working 7 had arrived
Vocabulary and grarnrnar
review Unit 10
Vocabulary
o 2 la st
3 historie 4 slight
7 solemn 8 second
6 1fast
2 pass
S miss, golden
6 real
3 settle
Grarnrnar
~ 2 must, didn't have to / didn't need 10
3 must,
have to / need to 4 needn 't / don't need to / don' t
have to S mustn't, have to 6 need to / must /
have to
e 2 correet
3 eetIltI can 4 eetIltI managed lo pass/
eetlla pass sueeeeded in passing S Be aele te /
eetIltI would
11
Being somewhere else
Exlraet Tw o
Ma n 1:
So, whal w llI we do il lhe wealherturns bad?
JuSI carry on, or do you thlnk we'd have to eall
lhings off?
M an 2:
Call things off? No way' Not after all lhe
preparations we've made. Look, we're taking
wet-weather gear and we've got good warm
waterpraol sleeplng bags. 1mean il things look
really bad we can always pul lhinos off lar a
lew days and staft a bit later.
·stenin I Par t 1
2 different t hem es 3 A, B, or C, twice
4 read the questions and underline the key ideas
S li sten (O the whol e ex tr ac t befare mak i ng your
ch oices
03
Extraet One dull , i f 1 were you, m iserab le
Extraet Two call ají, p u t off, pay up
Extract Three wrap up, w alking ove r rough
ground, quite unpl easant otherwise
M an 1:
DK, but we're nol rea ll y going at th e best time
01 year, you know Norlh-west Spai n in winter
can be pretty iey.
l B 2A 3 A 4B
Man 2:
0 1eourse, but tha!'s all parl 01 it, isn't it? I
mean, we've eommitted ourselves to this thing,
so we've gol lo get there or else we'lI never
live it down. I'm sure we' lI make it 1mean our
names will be drrt with all our sponsors il we
don't. And a liule hardship never hurt anyone.
Its good lar you I
Recording script
S C 6C
CD 2 Track 14
Ex lraelOne
Woman:
1l'lI be getting dark soon, won't it? Wh al about
over lhere? That looks quite a good place l O
stop and eamp for the night. doesn't it?
M an:
Maybe.
Woman:
Very pea¿elul.
M an:
I doubt il it'lI be that. II I'd known about
the mosquitoes, I'd never have come. I was
expeeting exeitement and rapids and
spectaeular landseaoes and all we're getting
is biUen on a flat river surrounded by dulllittie
trees and the mountains are miles away l Il's
not as if we had to come here. There were lols
of olher plaees we eould have gane.
07
Woman:
02
Come on, Don. It's not so bad. lf 1were you
I'd pul some insect repellent on righ t away
just like I've done, and then they won'l bite
you. And if you'd just slop griping lar a while,
perhaps we'd start enjoying ourselves a bit.
Just lhink about how quiet and peacelul il all is
and what a lovely rest from eity life!
M an:
Rest l 1I we'd stayed at home, I'd be resling in
Iront 01the telly right now, instead 01 paddling
up this miserable river.
Woman:
Don!
04
Man 1:
Still, I imagine they ' d pay up anyway even il we
didn'! get there, don'l you?
Extraet Three
Interv iewer:So, Ka le, in your book Lesser Known Egyptyou
reeommend all SOfts 01exciling and interesting
plaees off the bealen tourist lrack.
Kate:
Yes, and lar l he rea ll y intrepid tourist none 01
them is at all dilfieult to get to.
Interviewer: Righl.
Ka te:
AII you need is a little bit 01 planning in
advance and even tha!'s easy il you use my
book.
Interviewer: You suggest people should go in the winter
when lhe heat is nol so overwhelming, don't
you?
Kate:
05
Exactl y, and it can even get quite chilly al
night so you might need somelhing warm l a
w rap up in. M ind you, in th e daylime you'lI
fi nd it's almost always sunny. You have t o do
quite a lot 01 walking over raug h ground in
the desert, and 01 course there's no shade,
so 1never went out withoul something
to cover my head or l' d have got quite
sunburnt. l' d s trongly advise other people to
do lhe same.
Interviewer: And what was the most enjoyable thing you
lound about travelling around Egypt on your
own?
40 Comp let e CA E
Kate: Q6
Without a doubt the peoole I travelled with.
It could all have been auite unpleasant
otherwise, you know, waiting for buses In
dusty villages and so on, but I found everyone
so ki nd . You know, they'd ma ke conversation ,
invite me to coffee and really help me to get to
know the count ry. Otherwise I wouldn't have
enjoyed things nearly so muchoAs it was, I fel!
that I wanted the ¡ourney to go on fa rever.
range of vocabulary, knowledge 01 synony ms ,
nnderstandi ng of the qnestioll , confidence with
English.
Recording script
Thea:
Well, it depends where tO. I'm certainl y not
afraid of taking risks for a bit of excitement
and I get a real buzz from a bit of danger. But
it would have to be a journey to somewhere
interesting, somewhere that was worth visiting.
I wouldn't want to do it just for the excitement.
Arc hie:
Well, It certainly helps with the day-to-day
problems like buying tickets, getting
information and so on . But I'd say it's generally
better to try to speak the local language if
you can, because then you can get 10 know
people , talk 10 them on their own terms
and tha!'s whe n real communication starts
happening. On the other hand, you can't learn
the language of every country you want to visir.
and in those cases English is definitely better
than nothing.
Nina:
Normally I go 10 the Scottish Highlands for
a couple of weeks in the summer, which is
wonderful, it's such a lovely area, but the
cha nce to go further afield and have some
completely differe nt experiences, well, for
example to s pe nd two or three months
travelling ro un d Alrica, would be fabulous.
It'd be great to see some of those places you
only normally see on television, for example
the Ngorongoro e rater or the Kruger National
Park. I'd really love that. It'd be the chance of a
lifetime !
Intervi ewer: Fantastic.
Kate:
Yes, indeed.
laml11~
Conditionals
o Suggesred answers: S and 6 a re both 1s t conditio na l,
4 and 7 are both 2nd conditional, 2 and 3 are both
2nd conditional, used 10 try lO persnade the lis tener
to do something (in 2 by givin g advice, in 3 by
complain ing about the listener's behaviour). 4 is
a mixed 2nd and 3rd conditional. 3 and 4 refer to
thin gs w hic h are not ha ppe ning in the present but
w hich the s peaker would like to be happening, 1, 4,
8 and 9 a ll talk about the pa st Or make a re le re nce
to it, S, 6 and 7 all refe r to luture possibilities and
what might happen if they occur, S and 7 both ask
lar an opinion about a luture possibility. 10 is not
con ditional ~ it uses would to talk about past h abit.
a 2 wa sn 't / weren't rushing, would be
3 wasn't/
weren't, would probably have reached / probably
would have reached 4 would try, was / were,
would have S we re, wo uld ca rry 6 wo uldn't
h ave h appen e d, had been concentrating / had
concentrated 7 would ever abandon, was /were
travelling 8 would like, will show
@) 2 s-efIf! would send 3 (possibly) wiU nol do n ot,
will be 4 sta-nfi be stand ing S wen't wouldn't
6 wet!M will 7 wtH w ould 8 llave tra'Jelled travel
itffi
Speaking Part 1
o Suggested answer: All excep t 3 and 7.
a 1 Thea : 6 Archie: 4 Nina: I or 8
2 Thea and Nina
3 No, because sometimes they're describing reality
rather than an ima gined situalion or event.
4 Nina ~ wonderful , such a lovely area, labu lo us,
great , I'd reall y love that, the chance 01 a Iilet ime.
She also s hows e nthu sia sm throug h he r intonatio n .
S They use the ir own voca bulary ~ this shows
CDZ Track 15
Reading Part 3
0 2F ~ you h ave abo ut 18 minutes.
3T 4T
S F ~ there mu s t be evidence in the text to s upport
yo u r choice.
€) Any or all of these reasans: to disa ppea r, to break
out 01 his predictable routine, to be inaccessible
/ un obtainable / out 01 tou ch ; a lso lar pleasure,
for untold tales, hope, comedy and s weetness, to
wander the hinterland, for reven ge lar being kept
wailing, to get away from domest ic lile and modern
technology, in the spirit of discovery
O lA
2D
3A
4C
sB
6D
7C
Answer key ~
Vocabulary
12
At, in and on to express location
O 2 in
3 on, al, in
a b on (7)
con (3)
4 at, at
5 at 6 in
7 on
d in (1,2,6)
Starting off
o 1 A and F
€ ) 2 at on 3 el in 4 at in 5 at on 6 at on
7atin
SiRon
9aton
2 Suggested answers: A green energy / alternative
sources of energy / greenhouse gases B anima l
conservation / protection of endangered species
e effects of pollution on human hea1th D pottutiou
/ greenhouse gases / globa l warming E energy
conser vation F climate change / globa l warming
3 A and B
lOfein
Use of English Part 2
0 2 12 3 'grammar' 4 general idea 5 before
and after 6 every question 7 spelled S the
completed text 9 makes sense
€)
1 They tried
Googling it on the Internet, but they
finally fou nd it through a n island broker.
2 To avoid what had happened to other Fijian
islands, i.e. hotel complexes and marinas.
0 1 for 2 0n 3 go/set 4 else 5 a ll 6 whose
7 until S who 9 enough 10 have/take 11 soon
12 One 13 had 14 what 15 a
Writing Part 2 A contribution to a
longer piece
o 1 No
2 local places of interest for a college
information booklet - types of places and what
to see there, things to take wil h you (e.g. special
clothing), advice about the best time to visit,
etc. 3 st udents from other countries
4 informal, personal
o 1 Ves
2 Old Sarum: bino culars and a warm
jacket; Wilton House: a picnic 3 !t's divided into
sections wilh a short introduction. 4 The reader is
addressed as you. 5 Suggested answers: use of you,
con tractions, choice of vocabulary, e.g. spot instead
of location, pick instead of choose, use of informal
punctualion such as exclamation marks
6 Students should underline: well worth,
spectacn lar, unusual, atmospheric, great, superb,
splendid, grandest, arnazing, attractive, world
famou s, excellent, reasonably priced
@ Complete CAE
The living world
Reading Part 2
o 2 is one
€)
3 synonyms
4 gapped text
l The artiele does not explain exactly how
parrots learn, but does give these suggestions
for why parrots have the ability to speak: their
intelligence has evolved, they ca n 'vocalise' words,
they live a long time so have time to learn.
2 Ves - see paragraph 6. 3 No others are
mentioned (primates, e.g. ch impanzees, can
communicate bUl can't speak). 2 The photos show
the parrot choosing letters / communicat ing with
Dr Pepperberg.
1
0 1D
2 G
3C
4E
SA
6B
Vocabulary
Word form ation
o apology; commnnicalion, communicalor;
conclusion ; description; performance, performer;
prosperity; suspect, suspicion
a assume, behave, combine, evolve, explain, respond
@) Suggested answers: They say the price of oil is going
lo in'crease. / There was a significan! 'increase in
annual rainfalllast year. Many countries ex'port
goods to other conntries. / There was a fall in the
value of our 'expons last year. lf students do well
in the test, they can pro'gress to lhe next leve!. /
I think I'm making good 'progress. The chief of
police expects people to re'bel against the recent
rise in taxes . / He's always been a bit of a 'rebel,
even when he was a small child.
anima l skins, snow
Grarnrnar
3 Student's own answers
Nouns and articl es
Recording script
o singular countable nouns: elepha nt, plant
Prese nter: The Inuit. or Eskimo people, live in the Arctic
and sub-Arctic regions 01 Sibena , Greenland
and Canada. Altogether there are more than
100,000 Inuit. most 01 whom live near the
sea, hunting aquatic mammals such as seals.
walruses and whales.
plural countable nouns: trees, elephants, years
uncountable rwuns: ba rk, skin, tiss ue uncouncable
nouns chat could be countable in other contexts:
skin, ti ssue (a skin ~ the whole covering of an
anima l (a lso known as a pelt) , especiall y when it
is used ior something when the animal is dea d ;
a tissue ~ a paper ha ndkerchief) proper nouns
(names): Airica, Ean h
6
1 a part of a ba r of chocolate, b a small ind ividua l
chocolate - probably fr om a box 2 a meat irom a
chicken, b tbe bird s themselves 3 a the taste or
the drink in genera l, b a cup oi coffee
4 a mass oi hair, b a single strand oi ha ir
5 a the s ubstance, b difierent types oi cheese
~2a
3a
4a
5
0 , 0,
0
6 the
7a
8 the
e (The numbers 1- 8 re{er to che sentences in Exercise
3.) 1 lb 22a
7 2b 8 ld
32 d
4 2c
5 3b, 3b, 3a
6 la
0 2a
3 the 4 a 5 0 6 the 7 the 8 0 (grass in
genera l) or tlle (pa rticular grass which was near a
cliff) 9 a 10 a II The (the particu lar experts
already reierred to) or 0 (expe rts in general)
12 the 13 the 14 liJ 15 the 16 0 17 ., (any
tigers / tigers in general) or the (the particular
tigers that this anicle is about) 18 0 19 the (the
species) or a (a single specimen of the species)
20 a n
.
@ 2 You should get che / a job even though you
haven' t got tfte a degree in marketing. 3 This
repon aims to describe the advantages and (¡he)
di sadvantages oi green taxes. 4 Students can
access the Internet in their classrooms and the
co llege libra ry. 5 So ciety needs to provide
aiiord ab le accom modation for che homeless.
6 A The most important thin g is to get people
ta lking about the issues. 7 Tokyo is a the
capita l of lapan. 8 Nowadays tfte technology is
everywhere.
Listening Part 2
0 2F -
no more than three words will be missing
irom each sente nce. 3 T 4 T
O 1 5tudents' own answers
2 Resources {or {ood:
aquatic mainmals such as sea ls, walruses, and
wha les Other resources: stone (ior houses), wood,
CD2 Track 16
European whalers, who arrived in the lalter
part 01 the nineteenth century, had a strong
impact on the Inuit. They brought their relig ion
but they also brought thei r inlectious diseases,
diseases to which the Inuit had no immunity
and which, as a direct consequence 01this.
reduced the population in some areas.
In the past. the Inuit had several different lorms
01 traditional housing. In Greenland, they olten
lived in permanent stone houses. Along the
shores 01Siberia, they lived in viltages made up
of wooden houses. Summer housing lor many
Inuit was a skin tent, while in the winter igloos,
houses made 01snow, were common.
Wherever they live today, the Inuit are
involved in the modern world. They have
wholehearted ly adopted much 01 its
technology, as we lt as its clothing, and the
design 01lheir living spaces. Their economic,
religious and governmental institutions have
also been heavily inftuenced by the cultures 01
their near neighbours in Europe and America .
0 2 (physical) ch anges
3 (daily) weather ma rkers /
messages / signs 4 robi n 5 (strong) scientifi c
evidence 6 coastlines 7 traditional knowledge
8 adapt
Recording script
CD2 Track 17
Presenter: In today's edition 01 World liíew. professor
01 Environmental Science Toby Moore
outlines some 01the problems lacing the Inuit
communities 01 the Arctic. Prolessor Moore.
Prolessor Moore: Thank you very muchoI suppose it
would be true to say that, in today's world,
Ql
most 01 us, most educated adults at any rate,
are aware 01 global warming and climate
change. But how many 01 us living in modern
cities, cities with a seemingly inexhaustible
supply 01 electricity into our homes and places
01 work, cities that are full 01 shops that are
simply brimlul with consumer goods ... how
many 01 us are actualty allected by these
Answerkey
8
Q2
Q3
Q4
phenomena in ou r daily lives? The Inui!.
however, are being affected in a very real
way, on a daily basis by a Irightening array 01
physica l changes they see and leel around
them They see icebergs melting, tides
changing, and notice the thinning 01 the
polar bear population. They see how the daily
wea th er marke rs on whieh they have relied
lor thousands 01 yea rs are becoming less
predictable as their Iragile elimate changes. In
the past, il there was a ring around the moon,
it meant a ehange 01 weather in the next lew
days - it was one 01 nature's messages to the
Inuit hunters. Now sueh signs mean nothing.
But these are just the most immediately visible
signs 01 the ehanges taking place. Talk to the
Inuit elders and hunters who depend on the
land and you will hear disturbing aecounts 01
delormed fish. diseased caribou, and baby
seals left by their mothers to starve. In the last
yea r or so, robins have appeared where robins
have never been seen belore. Interestingly,
there is rfo word lar 'robin' in the Inuit
lan guage.
Q5
Q6
Q7
8
These leelings are not simply based on Inuit
superstition : there is increasingly strong
~i en tl lic evidence that the A retie, this desert
01 snow, ice and killing cold wind, is thawing.
Glaeiers are re eedlng : coastlines are eroding:
lakes are disappearing. Autum n Ireezes are
com lng later and t he winters are not as cold.
For years, w hat the Inuit elders and hunters
understood about the Arctic elima te, known
as 'traditional knowledge', was largely
disregarded by the Western world. It was
often dismlssed as anecdotal and unreliable
by scientists who visited the area wlth therr
reeording devices, and their theories. Some
even viewed the Inuit as ignorant about a
land w hich they have inhabited lar thousa nds
01 yea rs. But more reeently, seientists have
begun paying attention to what the Inuit are
reporting. Accord lng to geophysiclst George
Hobson, traditional Inuit knowledge was Just
waiting to be passed down. He says th ls deep
knowledge and understanding 01 the land and
its wildlile have enabled the Inuit people to
survive in the harsh Aretic environment. For
thousands 01 years, the Inuit have lived by ru les
that require them to respect animals and the
land. They have adapted to the co ld climate as
they hunted seals. wal ruses an d whales. Siloah
Complete CAE
A tagooJuk, an elderly Inuit woman who lives
in the city 01 Iqaluit, does not want to pretend
she knows more th an anyone else - nor does
she try to blame anyone lar the change in her
environment. She is simply worried. Her world
is not as it used to be and her people may not
be able to adapt to it. She says that the Inuit
have known all along th at there would be a
tim e when the Earth would be destroyed or
would destroy Itself. She believes that this
proeess has begun.
Q8
I believe that it IS now up to our governments
to show Siloah and her people that we ca n
slow or even reverse this process.
, Jula
Prepositions fo llowing verbs
2 on
3 on
O 2 iR 011
7 iR 0 11
4 into
3
6ft in
8 fef to
5 10
4 iR on
6 for
5 iR on
6 w4tft to
Speakin9 Part 3
2 set o f pietures
3 three minutes
4 m ore
5 need not
1 piloto 1: forest !ires photo 2: drought eondition s
photo 3: !lood da m age photo 4: air pollution
photo 5: rai nforest cl earance photo 6: fo ss il luel
con sumption
2 Suggested answers: {orest fires: arson,
ca rel essness, disca rded eigarettes ; drought
conditions: globa l warm ing, bu rnin g of fo ssil fue ls;
(load damage: climate ch ange, globa l warming; oir
pollueion: vehicle exh aus t fume s. heavy industry.
fac tory emission s; minforest clearance : wood u sed
for timb er. land u sed for grazing animal s; fossil
fuel consumption: population grow th. ¡nereas e in
number o f v ehicl es
€) 1
They m enti on some effeets o f fores t !ire s.
drought. air pollution and fo ss il fuel con sumption .
but not o f !loods or rainfo rest c1earanee. (Rai nforest
cleara nce is not m entioned a t all.) 2 They do n ot
decide w hieh threat poses th e greatest ri sk . The
mal e spea k er m entions d rought and air pollution ;
the woman mentions drought. !load and ¡¡nding an
altern ative to fo ssil fuel.
Recording script
Woman:
CD2Track lB
Well, lhis one's qUlle relevan! beeause irs been
in lhe news reee ntly irs fores! fires over in
lhe S!ates, and I think it shows lhe threat of
global warmlng - whieh is going 10 be a big
problem What do you thin k?
se of Englisl Part 3
0 2 F - it tests knowled ge of vocabulary and word
building. 3 T 4 F - adding a prefix does no!
change t he spellin g, bu! adding a suffix often does .
6
Suggested answers: h elp nouns: help, helper,
helpfu lness, helplessness; verb: h elp ; adjectives:
helpful, un he lpful, helpless; adverbs: helpfully,
unhelpfully, h elplessly know noun: knowledge;
verb: know; adjectives: kn owledgeable, knowing,
unknowing, unk nown, unknowa ble; adverbs:
Man:
You've also got Ilood damage whieh is
something that we're seeing now, in differe nt
parts 01 the wo rld.
Woman:
Tha!'s true.
Man:
And the opposite, 01 eourse - droug ht
eonditions as well.
Woman:
Well, that used to just be in Alriea but I think
these days we're more worried about it in
Europe - I mean, do you remember that th ing
a lew years ago when all those people died in
the heatwave?
Man :
That's very true, yeah . What about air pollutlon
as we ll, which is obviously on the minds 01
many politicians at the moment, but thal's
going 10 affect,¡Js perhaps more In the long
term than now.
~ I findin g
Well it already does, doesn't it? Think about
how many more people there are now with
allergies and skin problems.
() Suggesred answers: I Srudenrs' own answers
Woman :
Man:
Very true - and lossil fuel eonsu mptlon, erm .
Woman :
The priee 01 oil these days .
Man:
And the global te nsion that tha!'s eausing as
well.
Woman:
True - thal's very worrying. So, whieh one do
you thi nk IS going to be the biggest threat?
Man:
I think il's going to be drought conditlons in
the shor! term and ai r pollution perhaps in the
longer termo
Woman :
Do you think so? You eould be righ!. Maybe
either drought or fioods - one 01 !he two
related 10 chmate change. And I think we really
do need to find an alternative 10 oil - tha!'s
going to be a rea l problem.
knowledgeably, knowin gly, unknowingly move
nouns: move, movement, removal, verbs: move,
remove; adjectives: m oving, unmoved, movable,
immovable; adverbs: movingly, movably,
immovably nation nouns: nation, nationalit y,
n at ionalis t, n a tio nhood ; verbs: natio nalise,
denationalise, renationalise; adjectives: national,
international, muJtin ational; adverbs: n ationally,
internationally
2 extinctions 3 disappearance
4 environmentali sts 5 creatures
6 c lea ra nce(s) 7 determi n atio n 8 national
9 reduc tion 10 c urrently
2 Ser up conservation areas to protec t natural
habitats, breeding areas and sources of food;
prevent lurther destruct ion of n atura l habitat; give
legal protection to animal species by out lawi ng
hunting; keep breeding pairs in zoos.
Writio9 Part 2 An information
sheet
a I Yes, yes
2 Ves
~ I present simple
2 imperatives
() I the fa et that the college uses four times as much
compu ter paper as it did two years ago
2 informa tio n 3 the college we work at
4 the laet tha t sorne students and s taff are making
unnecessary journeys by car and m otorbike
5 printing out documents 6 lights and electrical
equipment
Words like this are used to avoid repetition ol
nonnsj verbs, etc. and to link sentences j parts ol
sentences.
Answerkey
0
Vocabulary and grarnrnar
review Unit 11
Vocabulary
o 2 cal! ... up
3 stick around 4 called off
6 put off 7 wrap up 8 pay up
5 drop out
6 2 o ut of touch
3 kepl waiting 4 sick and tired of
5 the whole point of 6 without a lrace 7 gel yo ur
hands on
€ ) 2 at 3 in, al 4 on 5 at/ in, on 6 on
Grammar
0 2 If Nelson had arriued on/in time for his job
interview, he would have got the jobo
3 Veronique knows that if her computer sk ills were
better, she could haue applied lar the job in IT.
4 I would be (mostjuery/extremely/sincerely)
grateful if you would refund my money as soon
as possible.
.
5 If it had not been for Bruno's aduice, we would
have gane swirnming .
13
Starting off
Suggested answers: 1 Sporl, etc. Advantages: keeps
yo u physically lit. h elps keep hearl and lungs healthy,
he lps prevenl obesity Disadvantages: time-consuming,
nol everyone enjoys sport Vaccination Advantage:
prevents c hildhood diseases Disaduantage: sorne
vaccinalions may cause illness in a minorily Rural
area Aduantages: clean air and environmenl, less
stressfullife, less traffic Disadvantages: too quiel,
fewer facilities, le ss entertainmenl City life
Advantages : many fa cilities, more work, plenty
of entertainment Disadvantages: pollution, poor
e nvironment, ofte n st ressful 2 & 3 Students' own
answers
listening Part 3
0 2 fom 3 six 4 four S ideas
0 1Yes -
Ihere is a yea r-on-yea r increase in Ihe
number of patients visiling their doctor wilh
asthma and various food alle rgies. 220 %- 30%
of the population ol Brit ain and the USA 3 air
conditioning and central hea ting, more and more
people work in affices, dust and mould, vehicle
exhaust, modern obsession with cleanliness,
childhood vacci nat ions
Vocabulary and grarnrnar
review Unit 12
0
Vocabulary
0 2 environmental 3 disabilities 4 knowledge
5 appearance
8 movement
6
2 le on
7 le on
6 creatively
3 i-ft to 4 correct
8 correct
7 clarify
S ter to
6 ter on
Grarnmar
€ ) 2 an
7the
8a
0 2 the 3D 4 the 5 the 6 the 7 the
80
30
4 th e
9the 10lhe
e
Complete CAE
5 The
lla
6 the
12 the / a
l3lhe
Health and lifestyle
l B 2 e
3C
4D
Recording script
SA
6B
C02 Track 19
Presenler: These days we're all too famil iar with the word
allergyand phrases like 'I'm allergic lo pollen
or eggs or cats·. There's a general perception
loo Ihal more people have allergies than in the
past. Is this because Ihe subjecl is gelling
Q7
more exposure in the media, or are we really
becoming less reslstant to allergens? These
are just so me of the question s we'lI be tac kling
In today's phone-in programme. In the stud io
with me loday are Or Mary Egerton, a family
doctor, and allergy specialist Or Mohamed
Bawadi to answer your queslions. Our first
caller loday is Tim from Edinburg h. Tim, what's
your question?
Tim:
Q2
Hi , right, well, I suffer from hay fever, you know
- I'm very allergie to grass and the pollen from
eertain trees - espeeially in the spring. The
really peculiar thing is \hat my allergy didn't
begin until I was in my mid-thirties. What I
want to know is, why did I start so late, and do
you think my allergy eould disappear aaain just
as suddenly or am I stuek with it now?
Presenter: Or Egerton, would you like to answer Tim first?
Mary Egerton: Helio, Tim. Your story is a very common
one. The faet is that allergies do not
diseriminate - they're just as likely to affeet
Q3
the old as they are the young. I'm afraid they
can develop at any time of life from one day
to 60 years and beyond. As to whether you're
stuek with your allergy, that depends. The best
way to treat any allergy is to avoid eontaet
with whatever causes the allergic reaetion.
Someone who was allergie to eggs would find
it fairly easy to avoid eating anything eontaining
eggs, whereas you would find it impossible to
avoid all eontaet with grass and palien unless
you lived in a desert area or high in a mountain
range.
Mohamed Bawadi: Can I just add to what Mary has
said? There is now evidenee lrom researeh
around the world that the most eommon age
to develop an allergy is in your late teens, so
you've not done too badly, Tim.
Presenter: Qur next ealler is Arabella from Amsterdam
in the Netherlands. Wha!'s your question,
Arabella?
Arabella:
Q4
Helio. I'm allergie to peanuts - so of eourse I've
got to be really eareful about food s whieh
eontain even small traces 01 peanuts, but what
I'd like to know is whether I'm likely to pa ss
these alleroies on to any ehildren I may have in
the future.
Presenter: Th ank you. Or Bawadi?
Mohamed Bawadi : Helio, Arabella. This is an interesting
question. In developed cau ntries all ehildren
have a twelve per eent risk of developing an
allergy. In your case this would rise to a twenty
per eent risk. However, il the ehild's father also
had an allergy of some kind, this risk would
inerease to lorty per eent.
Arabella:
Q5
So what about ifthe father and the
mother have the same alleroy?
Mohamed Bawadi: Then I'm alraid there's a seventy per
eent ehanee that the child will develop that
~
Presenter: Tha nk you, Arabella. I hope that answers your
question. Just before we move on to the next
ealler, can I ask you both whether we are in
faet seeing a higher ineidenee 01 allergies in
the population than in the past?
Mary Egerton : We most eertainly are. Even though we're
getting better at diagnosing and treating some
allergies, there is a year-on-year inerease in
the number of patlents visiting their doctor
with asthma and various food allergies. Reeent
researeh has shown that in Britain and the
USA, between twenty and thirty per eent 01
the population suffer from some kind 01 allergy.
Presentero Why is this happening, Or Bawadi?
Mohamed Bawadi: Well, i!'s a eomplex problem. There
are many theories about why more people
are alfeeled by allergies. Certain aspeets of
modern living are blamed by some experts.
For example, the wldespread use 01 air
eonditioning and central heating, eombined
with the laet that more and more peapie now
work in offiees, is thought to have led to an
increase in allergie reaetions to dust and
Q6
mould. Vehicle exhaust fumes are widely
regarded as being re sponsible for the inerease
In asthma in youna ehildren. You only have to
walk through the streets 01 a large modern eity
to understand the strength 01 that argument.
Some experts blame our modern culture
lar being obsessed with eleanliness, while
others believe that vaeeinations to proteet ou r
ehildren lrom eertain diseases may aetually
weaken their immune system and make them
less resistant to allergens.
Presenter: Thank you, tha!'s very interesting. Let's move
on, we have several people walting on the
phone-in line. Let's speak to ..
Vocabulary
Prepositions after adjectives
0 2 to 3 to 4 at S ter 6 with
6 2 correct 3 AA in 4 te for S fe!' 10
6 fe!' 10 (v i sitars)
Answer key
§
start to talk , Once you have s taned talking, try nOl
to pause too often.
Grammar
Ways of contrasting ideas
2 bUl
3 However
4 Even lhough
Recording script
5 while
El 1 bUl, Even though, while
2 bul 3 However
4 Suggested answers: although, though, despite /
in spite of (the faet that), (and) yet, Neven heless,
Even so, Al! the same, 5till, On the other hand
S Instead o( 'whereas' in 1: but; Instead o( 'Even
though' in 4: Altho ugh
Woman:
OK, I'm going to choose gym exercises and
walking, Ilhink, because they seem lo me to
be quite differe n!. I lhink gym exercises are
becoming more and more popular because
people don't have the opportunity to go out
into the countryside, especially II they live in a
town - so lots al people join a gym because
they think that tha!'s a good way to keep fit.
I think it's to do wilh lime and space and not
having the opportunity to walk. Wllereas
walking is something you can do only il you
have access to lhe countryside - whicll a lot
al pea pie don't have these days - anyone can
join a gym and plan their visits to lit in witll
their otller commitments. Personally, I preler
walking lO gym exercises, which I think are
dreadlully boring. Walking's more Interesling
because you gel to see the countryside.
Man:
The three photogra phs here show very
demandlng activities. Perhaps the most
physically demanding would be either rowing
or cycling because you're exercising more
pans 01 the bOdy, but then again lar rack
climbing you need a certain level 01 physical
fitnes s .. . I've never actually been rock
climbing myself, but I know someone who
does it regula rly and he's very lit ... I s uppose
If I had to choose one activi ty to help me keep
fit , ird have lO be rowlng, I think, because
it works the muscles in almost every part 01
the body - especially you r arms, legs, back
and stomach. I did it a coup le 01 times when
I was a kid and I remember it was absolutely
exhausting ... Cycling on the other hand is an
everyday activily you can do al any time ... and
you don't need anywhere special to do il.
€) 2 but 3 whereas/but 4 However 5 Although I
Even though
O Sentences 1 and 5:
1 1 reeognised you as soon as I
saw you in spite o(/ despite th e faet we'd never met
before. I 1 reeognised you as soon as I saw you in
spite o( / despile (my) never ha v in g met yo u before.
S In spite o( / Despite the faet that I've been here
twice before , I'd forgo tten where the pos t offi ee
was. / In spite 0( / Despite having been here twice
befare, l'd forgOlten where the post office was.
@ 2 flo wever, bUl / ¡'¡owever, 3 ho'",ever even
though I although / des pite the fae t that
4 'ffiooglt However, 5 wfiete whereas
6 Wfri.le Altho ugh lEven though I Despite the (aet
that
peaking Part 2
0 2 T 3 F - Correet a mistake if you make one.
4T
a 1 They are a ll physieal activities whieh peo ple do
to keep fi!.
2 St udents' own an5wers
@ Suggested answers: 1 The woman fu lfil s lhe
requirements of lhe given task better than the man,
but a ltho ugh sh e talks coherently about why lhe
activilies are popular, she doesn't say ho w effec tive
they are. She talks about her own personal
preferences, which are irreleva nt here as they a re
uot part of lhe ta sk. The ma n talks abo ut all three
activities instead of seleeliug two . He doesn't fulfil
the r equirement s of either part of the task he is sel,
although he does saya little about the qualities
needed for roek-climbing. Like t he woma n , he
ta lks about his owu personal preferences in stead of
saying why people panieipate in lhe aetivities.
2 Aduice 10 the woman: Li sle u earefully 10 whal you
are asked 10 do. Don't be sidetracked into lalking
aboul yourself. Aduice 10 the man: Seleet two o f the
photos 10 la lk aboul. Listen ea re full y to what you
are asked to do. Think for a few seeonds before you
§
Complete CAE
CD2Track 20
Reading Part 4
0 2 sometimes 3 eighleen
4 ques tion s or
s tatemenls
a 1 1 hurling
2 tossing the caber 3 polo 4 judo
2 1 oUldoor I team / for men (there is a similar
game for women called camogie) / lreland
2 ou ldoor / individual / for men / Scotland
3 o utdoor I team / for men and women /
international 4 indoor I individnal / for men
and women / internat iona l
3 Students' own allswers
Use of English Part 4
E) Studellts should ullderlille: 2 us e 01 an animal
3 traditional native sport 4 use their bodies lo
obstruct 5 pratective equipment optional
6 eight players 7 disapproves 01 players
looking 8 fu nding lram business 9 increasing in
popularity 10 not pla yed all the yea r 11 tlIree
quarters of an hour 12 pleasure and relaxation
13 ba ll / picked up easily 14 flat circular objects
15 hold ing / clothing
0
1B 2 C 3E 4D sB 6 C 7A BE
10 D 11 C 12 A 13 C 14 E 15 A
9D
Gramilla
The lang uag e of comparison
Comparalive adjectives alld adverbs : more violent
versions, further than three steps, a more ancient
version; Sup er/ative adjectives: the most widespread
version, the fa s l est~grow ing sports; Comparalive/
Super/ative (orm + 1l0UIl: Fewer points, no more
than four steps , the most goals, more goals, more
explosions, Most teams
0 2 tlnee 3 always 4 can't
6 Suggested allswers : Adjeclives -
bright: strong
(lightjcolour), intelligent, happy; (air: just (honest/
righ t), pa le [opposite of dar k), average (not good,
not bad), qn ite large, probable (e.g. a fai r idea),
pleasant (weather)
Nouns - character: lelter of the alphabet,
personality, person in a novel, film or play; class:
school group, lesson, social groop, lype, refinement
[style)
Verbs - ca.tch: contract [a disease), hold on to (a
ball), not miss (a train), trap (an a nimal), capture
(a person, e.g. a criminal), surprise [someone in
the process of doing somethiug wrong), manage
to hea r (something that is said); present: give (an
award, a gift, etc.), ofler (apologies, compliments),
show or display, put (something) forward
for officia l consideration, forma lly introduce
(someoue), bring (a play or film , ete.) to the public
@) a 3 bJ
c2
(i) 1 state 2 cond uct 3 note 4 raise S record
~ 1 nouns, long adjectives, adverbs
2 Less can be
an adve rb (e,g. People smoke less rhan they used
to.) aod may be lollowed by ao adjective or another
adverb (e.g. He's less practical thall his brother. She
works I.ess e(ficielltly thall her sister.). Less ca n also
be a determ iner foll owed by an uncouotable noun
(e.g. We have /ess money thall we lhought.). Fewer is
a deter miner and is followed by a plnral noun (e.g.
These days (ewer people smoke than ill Ihe past.).
3 ca rried for no more than four steps = ... up to
four steps
E) 2 Finding a new job wa s less difficult tha n / not as
difficult as 1 expected it lO be. 3 There are lewer
unemployed people now than there were ten years
ago. / Fewer people are nnemployed now than ten
years ago. 4 Working conditions are not as/so
good as they used to be. S More people are going
abroad to find work.
2_
worse 3 tfrat than 4 Iess lewer
S fi.aftIef hardest 6 couAt ries Iess iAdustrialised
les s indu strialised countries 7 fewCf less
8 dillieult e'leR !ROfe even more difficult
Writing Part 1 A letter
0 2 repor! 3 input, notes 4220
S reader, persnade
E) The w riter has answered all parts af the questiau
and included the in formation prov ided by lhe iuput
material.
(i) 2 its organisation 3 First Iy, 4 sorne ti me
S uoticeably less busy 6 fac ilities 7 in the
arca 8 rethiuk 9 introdnce 10 the eld erly
11 con sider 12 al your earliest conveu ience
o member: an individual who belongs to a gronp
or orga nisation membership: the whole gronp 01
individ uals who belang lO a group; the condition
a f belonging to a group or organisalion Similar
pairs o( words: partner/ partnersh ip, friend/
friendship, relation/relat ionship, cost: th e amouut
01 ma ney needed to pa y for something (cost of
livin g, cut costs) (ee(s): money paid to or charged
by a professiona l individual or organisation (e.g.
legal fees, school fees) charge(s): amou nt of money
needed lO pay for a service (electricity charges,
ad mission charge) price : amount of money needed
lO buy something (high price, house prices, price
ri se) fCITe : cos t of a journey by bus, traiu, elc. (rail
fares, a bus fare) rate : usual cost of a pa rticular
Answerkey
8
service lar a particular person or graup (homly
rate 01 pay, fixed rate 01 interest, special rates lar
children)
Explanations: In om view, there are two possible
expIanations ... Firstly, we think. SecondIy,.
Suggestions: As to what acti on ca n be taken, our
main suggestion is.. We could ... We also believe
that we should ...
Suggested answers: 1 At present, the lacilities
are out 01 date, run down and inadequate lor the
demando 2 sport not considered as important
as other subjects ; lack of funding/lacilities ;
insulficient numbers 01 trained teachers 3 It will
provide structured opportunities lor mare children
to do sport and encourage competition between
teams.
14
Moving abroad
~tarting
IC
2F
of
3B
4G
Recording script
50
Speaker 6: As a prolessional ballet dancer there's just
no way Icould have stayed in my home town.
Obviously, you have to be Dre pared to move
abroad il you wantlo get to the too and there's
no poinl in being in this business unless tha!'s
your aim.
C02 Track 21
Speaker 2: We were just led UDwith the crime and leeling
01 insecurity that surrounded us and it was
precisely lar that reason that we moved away.
What really worried us was the ellecl it might
have on the kids going to the local schoot.
We lelt it just wasn't worth !he risk. On the
other hand, it hasn't been easy coping with
!he language barrier, 1have to admit. Al least
not lor us parents. The kids integrated straight
away, 01 course.
Speaker 3: 1haven't changed countries, but I've moved
Irom the country to !he city beeause it has
better services and more opportunities. To
my surorise many people looked down on
me when 1 first arrived, which didn't exactly
make things easy. I suppose they thoughl:
here's some country bumpkin come to the
city to make good, and I guess they were right
because 1 have!
Complete CAE
Speaker 5: 1guess you could call me a rolling stone, il
peapIe still use that expression - Imean, I've
been abroad lor so long 1 don'! know all the
latest slang. You see, unlortunately I'm one
01those tYRieal ematriates who spends two
years working in this country and three years
working in !ha\. I don't think Icould ever
go baek to my home country beeause quite
honestly I just wouldn't fit in. I'd leellike a fish
out 01 water.
6A
Speaker 1: I've been here now lor about fifteen years I!'s
a good lile, though I work hard , but Irankly L
miss my countD' and the town where I arew
l!.Q and dream 01 going back. I leel special ti es
to the place and when I retire I hope to return
there to be among my Iriends and my lamily.
~a i
Speaker 4: Ilove lots 01 things about my country: the load,
the sense 01 humour, the newspapers, lots
01 things. Aetually, I have to admit it was the
cnmate 1 couldn't stand any longer. The short
grey days and the continual rain . Mind you, the
heat is sometimes a problem here and then I
dream 01 going home. But tha!'s only the odd
day here and there. Mostly irs fine.
R ading Part 1
2 eighteen 3 the texts quiekly befare reading the
questions 4 after 5 will
a Text 1 is lram a travel book. Text 2 is fram
a magazine artiele. Text 3 is fram a website
information page for pOlential students.
€ ) IA
ti
2C
3 A 40
5e
6B
m la
Comment adverbials
o unfortunately, quite honestly
2 undoubtedly 3 Generally spea king 4 To be
hOllest 5 Apparently 6 kindly 7 Obviou sly
8 Personally
I
tening Part 4
2 F - Yon have to choose lram eight optioos.
3 Maybe - you should decide whether this way suits
yo u best or whether yon perform better when you
deal with both tasks both times you listen 4 T
f?} lE
2G
3H
4F
sB
6G
7B
BA
Speaker 4: Don't ge t me wrong, as lar as I'm eoneerned
Immlgration is fine. In laet I think irs really
necessary eonsiden ng lhe skills shortage
we've got here, Bul il does mean lhal we've
9H
lOE
Recording script
CD2 Track 22
Spea ker 1: I was wa lching this really Interesting
Q7
programme lhe other day about people w ho' d
come over here lO wo rk and had originally
meant to stay IUst a cou ple 01 years but then
ended up meeting someone and settllna down
and lhings, I thought it was quite remarkabl e
Q4
Q9
continually suro rised by the sheer variety 01
dilferent takes on a situation and the different
ex peetations people have. Personall y, I th lnk
this sort 01 intereultural mix is on e 01 the
blggest ehallenges at work tod ay.
aeluall y because we glve the impression 01
being rather a nallonallstic lot but that doesn't
seem to be the case at all in laet They went
inlo people's houses and showed us how
lhey'd been aeeepted by their in-Iaws who
Q6
Speaker 5: Wh en I started, everyone was born here and
spoke the same language. Now ir s a rea l
melting pot and that gives nse to no end of
problems, not least with the parents, Bul you
have to be flexible and turn lhese th lngs
Q5
to your advantage and having kid s 01 live or
l en different ethnic backgrounds learning
were adopting all sorts 01 new eustoms and
behaviours you wouldn't expeet What struek
me most was seeina their mums-in -Iaw
being taught how to eook new dishes, It was
faseinating, a real eye -opener.
Speaker 2: I go to dancing classes every Thursday
evening, A nyway, there's a student there, quile
a young worf\an, w ho has only just reeently
come to this country and the ot her day she
was rea lly looking dead tired so I offered to get
her a eoffee afterwards and we got talking,
Q2
A nyway, I lound out that she's working here
as a nurse to support her lamily baek home '
Q7
the/ ve stayed behind , you see, Apparent ly,
there are lots 01 other people In th e same
situation as her, Her salary here's enoug h lo
provide their sehooling, th eir clothing and all
sorts 01 other thing s back home, Bu! she's
doing incredibly long hours, Actua lly lhe worst
thina must be being away Irom your children
and family for yea rs on end I I think l' d fi nd that
unbearable,
Speaker 3: My daughter goes to school w lth this girl,
Mariska, Her lamlly has just arnved here, They
sit together in elass, they're Inends, and we've
got to know the parents a bit Anyway, they've
only been here what seems like a couple 01
Q3
Q8
months or so, but th ey've already sel UD a
travel aaeney lor people thinking ofvi siting
the" reglon, Th ey've got all these local
eontacts which is a bit of an advantage I
suppose, but they're already doing so well that
the/ve even been able to give jobs 10 a eouple
01 loeal s as welL I think th a!'s prettv amazing,
don't you?
ended up w ith qUite a eu llural mix in our offiee
and somelimes irs Quite hard lor people to gel
their ideas aeross and, you know, sor! 01 marry
up lheir different approaches to wo rk . I'm
Q70
together IS a culturally enriching experience fo r
everyone, including me! M any of the chlldren
w ho have come from abroad are so
hardworki ng that ifs actuall y pressuring
ou r local kids to put In more of an effort too.
The/re getting better resu lts now, w hich is jus t
the opposite 01 whall'd have expected and
qUite a challen ge to my preeonceplions l
Vocdbulary
Learn, find out and know; pro vide, offer and give
O Only found out i s pos sib l e,
a 1 e and e
2 a
g
2 pro vide
1 offered
3 b and d
3 give
O 1 pro v ide 2 offer
0 2 lffiew find out 3 lffiew l eam
4 Ieaffl find out S gWe prov ide
01' find out
6
gWe offer 7 effef
give B efferea prov ided
Speaking Part 4
2 subjects connecled with th e same theme as
Speaking Part 3 3 are exp ec ted to discuss your
ideas about th e same qu es ti ons 4 quite a long
answer
Answer key 1'25
1 create cu ltural diversity, make society a richer
place, open up peopl e's minds, encourage tolerance
toward s other way s 01 lile, people lrom different
backgrounds, differ en t outlooks, to live sid e
by side 2 open up p eople's mind s, encourage
tolerance towards other ways 01 lile, people from
different backgrou nds, different outlook s, to live
side by side 3 cover people's basi c needs, make
the transition into a new societ y, provide housing,
help them integrate
Recording script
CD2 Track 23
Teacher:
What are the benefits 01 a multicultural
society?
Sara:
I think it encourages tolera nce towards other
cultures, other ways 01 life, other relig ions
perhaps, and that ca n be very educational. I
think it ca n open up people's minds to other
experiences that they might not be able to
have otherwise.
James :
Teacher:
Sara :
I personally think il can make society itself
richer by having diversity within it and lots 01
people lrom different backgrounds, different
outlooks, different ways 01 doing thin gs and
different cultural experiences.
Should people who go to li ve in another
country adopt the culture 01 th e country where
they go to live?
That's a contentious issue! Not necessa rily. I
think it's possible lar diflerent cultures to live
side by si de and I think with most cultures
there's a certain overla p of similarity and I think
people should be allowed to have some al the
elements of their own culture as long as they're
not detrimental to the good al the majority.
1 mighl
2 can
Recording script
5 sh ou ld
CD2 Track 24
2 I personally think it Qilll make society itself richer by
having diversity within it .
3 I think people should be allowed to have some of the
elements 01 their own culture as long as they're not
detrimental to the good al the majonty
4 What they need to do is provide lots of information at the
beginning so that peapie can make the transition into
the new society.
5 Housing
U.,e
O
something I think they should be providing.
IS
Part 5
nglis
2 six 3 word 4 Contractions
7 number 8 given
5 cha nge
6 same
a Corree! answer:
b (Answer a i s incorrect
grammatically; e exceeds the six-word limit;
d doesn'l use the word given)
1 I'd be grateful if you could/would remind me to
phone Charlie on Friday. 2 Mario compl eled the
project al! by himself. 3 You'll have to make much
more / a much greater / a 101 more effort if you're
going l O get into the national tea m . 4 Fatima
hasn't (yet) made up her mind whether to study in
New Zeal and next year.
1 Katya may (well) have been held up by the heavy
traffi c. 21 couldn't tel! whose fault the accident
was. 3 Having found out the !rulh, Ranjit reported
the lacts to the poi ice, 4 ' 1 have done/tried my besl
lo make you happy, Sonia: said Franz.
Yes, I'd go along with th a!.
Teacher:
How can gove rnments help immigrants?
Grarnma
James:
What they need to do is provide lots of
information at the beginning so that people
can make the transition into the new society.
Housing is something I think they should be
providing, so they're covering people's basic
needs to help them integrate as quickly as
possible. Also, I think there should be oflers
al tuition in the new language, tuition about
the new culture, possibly. I don't know if that
should be compulsory, but at least it should be
on offer.
Adding emphasis
Complete CAE
4 need, can
I think it can open up people's minds to other
expenences that lhey might nol be able 10 have
otherwise.
James:
~
3 should
2 a, e
3 a
4 b
5 b
6 c
7 c, d
a Suggested answers:
2 !t's beeause they don't like
t he climate in their ow n eountry that many people
move Overseas. / Beeause they really don 't Iike the
clima te in their ow n country, ma ny people move
overseas. 3 What enriches our Iives enormously
is living in a multíeultural socíety. 4 She feels
extremely lonely living away from her family.
5 Even though he has an extremely well-paid job,
he finds it absolutely impossible to save money.
6 It was by li ving in the eountry tllat Franz lea rnt
to speak the lang uage perfeetIy. 7 The directo r
of st udi es him self taught us when our teae her was
il\. 8 What a goo d edueatíon teaehes people is
toleranee.
Part 2 An article
2f
3e
4d
Sb
6g
7a
1 readers of th e magazine, people w ho are
interested in travel or working abroad 2 quite a n
in forma l style 3 Students' own answers
1 fa irly forma l 2 Fronting: feeling the need ... ,
Despite this minor dra wbaek; Using adverbs:
eom ple tely, very importantl y, highly, strongly;
ele!! sentences: W hat 1 discovered from the
experi enee was ... , W hat this meant was .
3 Paragraph 1: temporar y job in a not her eou ntry;
Paragraph 2: yo ur experienee a nd what yo u lea rnt;
Paragraph 3: you r experienee and w hat you lea rnt
(positive and negat ive); Paragraph 4: whether yo u
would reeommend it to others
1 readers of the magazine, informal style
2 & 3 Students' own answers
G n a
E)
1 Alternatiue answer: disease, bowever disease.
However, 2 altll0l1gk whereas 3 DeslJite Despite
the faet that / Des¡Jite be didR't lee! Despite not
feeJíng 4 Bttt Although / Even though
5 doetBf. Altkougll doctor, a lthough
2 We haue fewer qualified nurses than we need .
3 My new job is more di!ficult than I expeeted.
4 The sooner we get home the better. 5 [ didn't
earn as mueh money as [ thought 1 would last
week. 6 Your di et is no better than mine.
Vocabulary and grarnrnar
revlew Um 14
Vocabulary
0 2 find out 3 provide
7 find out
4 know
5 given
60ffered
8 lea rn
Gra mar
2 It was the mus ie that everyone/everybody objected
to at Lenka's present ation . 3 What you have lo
do is fill in/out thi s form and then send it to the
embassy. 4 'Getting a neW job is the lasl thing
1 want to / will do! ' eried Audrey. 5 AII Alfredo
wanted to do was (ta) take Ihings/ it easy when he
gat hame.
E) Suggested answers: 2 almast eertain ly
Vocabulary and grarnrnar
review
it 13
3 Ta be honestjAet ually 4 Actua lly/To be hanes!
5 quite surprisingly 6 Obviously 7 appa rently
8 hapefully
V cabulary
1 allergy 2 pollen 3 mould 4 ex haus t
6 allergen 7 clea nliness 8 vace inat ion
9 allergie
2 for
3 to
4 w ith
5 at
6 to
7 for
5 fever
8 to
-
Answer k ey 2"5.'3
Writing reference
2 Suggested answers: enthu siastic, hardworking,
determined, constant, thorough, methodica l,
conscientious, ambitious
A tide
Exercise 1
Students should underline : mare or less necessa ry,
changed rhe way you lea rn languages, affecr la nguage
lea rning in rhe furure
Exercise 2
1 Yes - more or less necessary: paragrap h 1; ehanged
the way you leam languages: paragraph 2; affeet
language leaming in the future: pa ragraph 3
2
firsr anecdore abour b ook ing a fli ghr : yOll may
get a better deal by checkin g the Internet ; second
anecdote abour trying 10 lea rn Portuguese : rhe
writer fonnd himself/ herself isolated srudying an
online course.
3 Students' own answers
4 ph ases such as Ilove, I take pleasure in, l have
always enjoyed; the activities the writer descr ibes;
the adjectives he uses lo desc ribe himself
Rt.view
Exercise 1
1 You shonld compare two clothes shops, say what
sort 01 clot hes they sell , comment on the qua lity of
the service, va lue for money, how fashionable they
a re and give recom mendations.
2 readers of rhe magazine ; informal
Exerci se 2
1 Yes
ssa~
Exercise 1
2
with an introduction to shopping in Linz
3 a fash ionable, formal, cas ual, not cheap, unique,
competitive priees, in distineti ve bright eolours,
generally good b attentive, poli te, friendly
1 Students' Own answers
informal
2 Stud ents' own answers
4
3 my teacher; a forma l sryle
5 It has a heading, and is divided into sec tions with
seet ion headings. (However, lhis is not essential for
a revi ew.)
Exercise 2
1 four (many embark on courses wit hout being sure,
many are not sufficiently mature, unive rsities
struggle, resources are was ted)
2 two (people lose study h abits, acquire obl igations)
3 in the last paragrapll; yes
6 Suggested answer: You ean buy speeial elot hes in
Melanie's but be eareful because they 're expensive.
If you want brightly-colou red clothes which a re less
expensive, The ParalleJ is a better choice.
oposal
CompelitlOn entry
Exercise 1
Exerci se 1
1 Students should underline: make it eas ier far
Students' own answers
Exe rcise 2
1 why they should be chosen: parag raph 4 ; what
Ihey fin d most enjoyable about sludying English :
paragraph 1; what things they do outside class ro
improve their English: paragra ph 2; how they expect
use English in the future: paragra ph 3
new foreign stude nts to integra te, problems , say
what yOll think, improved gu idebook, socia l club,
weekend aetivities, student advisors
2 The co]Jege Pri ncipa l; formal
Exerci se 2
1 Yes
r
~ Comptete CAE
2 Sllggesced answers: make easier - facilitat e; have
problems - have difficulties, find it hard; foreig n
- overseas; new - newly-arrived; from OIher
coun!ries - from o ther educational backgrounds;
advi sor - men!or
Co tribution to a longer piece
3 [ would suggest, [ would recommend, It would be a
good idea to, I suggest
2 No
Report
4 a general in!rodu clion to the area, why visitors will
enjoy the typical place to eat
Exerci se 1
1 Studencs should [mderlin e: why you d id
the exchange, what you liked and disliked,
recommendation s for how it could be improved,
director of the exchange programrne
2 very form al
3 You must refer lO educational matters and yo u ca n
refer to personal experiences as well.
Exerci se 1
1 Swdencs' own answers
3 Swdencs' own answers (It should be typical oi the
region.)
S readers who are thinking of vi siting your country;
quite informal but enthu sia slic a nd informative
Exercise 2
1 F - it has a genera l in!roducti on to the area, but no
conclusion.
2 T
3 Swdencs' own answers
Exe rcise 2
1 Things che wricer ltked: opportunity to exchange
ideas with teac hers and students from anoth er
part of the world and w it h a dillere nt outlook,
innovative so lutions lO local problem s, improved
la nguage ski lis, increased cultural awareness
Things che wricer didn'c lik e: insufficien! financia l
supp on, cons iderable expense
2 choice of form al vocabulary, e.g. posicive
and negacive aspeccs, recommendacions {or
improvements, participaced in che exchange, The
benefics {ar oucweigh che disadvantages, etc.
letters
Exercise 1
1 Swdencs should underlin e: pop festival, bad revie\':
in an international mu sic magaz ine, explain how
much yo u and your Iriends enjoyed lhe festival,
how you fe el abon! lhe review, che {our excracts
{rom che review
2 in formal
3 SCudencs' own answers
Exercise 2
nformation sheet
1 Yes
Exercise 1
2 informal, en!husia slic, colloquial
1 Studencs' own answers
3 Yes: the final para graph - this is lO round off lhe
letter on an enlhu sia sl ic note.
2 srudent s from othe r countries ; quite informa l
Exerci se 2
1 It ha s a heading, a n introduction, then qnestions
(FAQs = (requently asked questions) and answers
to the questions. The inlormation sheet in Unit
12 was arra nged as atable, w ith a colurnn 01
inlormaríon and a column of advice.
2 contrac tions, addressing th e reader personall y, use
01 impera ríve
Answe-r key ':.5t
CAE model paper from
Cambridge ESOL
a er
2B
3D
4C
5A
Fo r Band 3 or aboye, the candidate's guidebook entr y
must :
• describe at least two animals (NB: maximum Band
3 for farmyard animals, maximum Ba nd 2 for pets;
no penalty lor misspellings 01 names / use of Ll
names)
6D
Part 2
7C 8F 9G
10 D
11 E
12 A
Part 3
13 D
14 C
15 B 16 C
17 B 18 A
Question 2
CONTENT
Reading
Part 1
l A
Part 2
19 D
• specify where the animals ca n be se en (NB:
place name(s) need not be specified; 'natural
surroundings' may be addressed as part of the
general introduction; inclusion of zoo is acceptable
as long as 'natural s urrou ndings' are a lso
addre ssed) .
Parí 4
ORGANISATlON AND COHESION
W A 21F liB nE ME ~ A MC UD
28 B 29 D 30 C 31 A 32 B 33 D 34 F
Clear orga nisation with appropriate paragraphing.
Letter format is acceptable.
Paper2
Writing
Part 1
The contrib ution may be two distinct paragrap hs.
RANGE
Language of description.
REGISTER
Question 1
Any register, as long as it is consistent.
CONTENT
TARG ET READER
For Ba nd 3 or aboye, the candidate's proposal mus!:
Wou ld be informed.
• explain which two facilities should feature on the
website
Que stio n 3
•
CONTENT
describe contrasting benefit s
• justify choices.
For Band 3 or aboye, the cand ida te's lelter mu st:
More able ca ndidates w ill focus more effectively on
the target reader's requirement s.
• give early reason for writing
ORGANISATlON AND COHESION
• describe at least two local issues.
Clear orga nisation into paragraphs with suitable
linking devices. Headed sections may be an advantage.
ORGANISATlON AND COHESION
RANGE
• expla in why they are s uitable for the job
Letter format wit h app ropriate opening and e10sing
formu lae. Clear organ isation w ith appropriate
paragraph ing.
Language of explanation and suggestion. Vocabulary
related to learning facilities.
RA NGE
REGISTER
Language of explanation and desc ription.
Forma l to unmarked .
REGISTER
TARG ET READER
Formal or semi-formal - must be consistent.
Would be info rmed.
@
Complete CAE
TARGET REAOER
TARGET REAOER
Would be informed.
Wo uld be in for med both about the character a nd
about Lucky Jim in general.
Question 4
Qu estion 5 Cb)
CONTE NT
For Band 3 or aboye, the cand id ale's a rtide must:
• describe th ei r house or flat
•
oulli ne al least two desirable changes
CONTENT
For Band 3 or aboye, lhe candidate's report mus!:
• briefIy outline the plot of T he Pelican Brief
• explain t he improvements these changes would
make.
•
NB: the second and third points may be embedded in
the first.
• comment on whether it will help students with
their language Iearning.
ORGANISATION AN O COHES10N
Clear orga nisation into paragraphs wilh suitable
linking devices .
RANGE
Langua ge of description a nd explan ation. Vocabu lary
relating to homes and decorating.
explain whether it will interest students in the
ca ndidate's das s
Given the word ing of the tas k, it is probable that
candidates wou ld recommend the book for dass study.
Ho wever, they wou ld not be penalised for saying that
it would be an unsuitable choice provided that they
jus tify their opinions.
ORGAN1SATION ANO COHES10N
REGISTER
Clear organisatio n into paragra phs w ith suitable
linkin g devices. Headings may be an ad vantage.
Any register, as long as it is consistent.
RANGE
TA RGET REAOER
Language of narratiou, recommendat ion aud
evaluation. Voca bulary related to studyiug The Pelican
Brief and to language learn ing.
Wo nld be informed.
Qu esti on 5 Ca)
REG ISTER
CONTENT
Formal to u nmarked - must be consistent.
For Band 3 or aboYe, the cand idate's review mus!:
TARGET RE AOER
• explain which character in the book they find most
unpleasa nt
Would be informed a s to whether or not The Pelican
Brief would be an app ropriate choice for study in the
candidate 's da ss.
•
comment on whether they wou ld or would not
reco mmend the book to other students.
ORGAN ISATION AN O COHESION
Clear organisation into paragraphs with app ropriate
linkiug dev ices.
RANGE
Language of description, opin ion and
recommendat ion. Vocab ulary related lo desc ribing
character a nd giving opinion s.
REG ISTER
Genera lly consistent but may mi x regis ters if this is
appropriate to the approach takeu by the candidate.
Paper3
Use of English
Part 1
lB 2 B 3A 4A
10 C 11 C 12 B
5B
6 C 70
8 A 9C
Part 2
13
16
22
27
for/over 14 in 15 although/ though/while/whil st
and 17 it 18 Iike 19 the 20 which 21 were
is 23 that 24 w ithout 25 to 26 not
butjexcep t/beyo nd/ besides
Answer key :S
'
Part 3
28
3l
34
37
Model paper
environmenla l 29 endangered 30 enable
w illin gness 32 permissio n 33 0ffenee
inappropriale 35 preferable 36 erosion
deslfuetion
Recording script
C03 Track 2
This is the Cambridge Certiflcate In Advanced
English, Listening Test.
I'm going to give you instructions for this test.
Part 4
38 poinl
39 shol
40 run
41 hard
I,Uintroduce each part 01 lhe tes t and give you
time to look at the questions.
42 carried
At th e start of eaeh piece you will hear this
sound:
...
Part 5
43 A great/good deal of work is required l O make a
good documentar y film.
44 'Please take immediate action/ steps/ measures to
find a solution / an answerto I his problem l' said
the Manag in g Direc tor.
45 Coneerns are being expressed with;in regard lo the
poor qua \ity of th e w aler.
46 Students w ith an ID eard are / will be admitted free
of charge.
47 1 am reaI1y gratefyl to you for sending me the
information about voluntary jobs abroad.
481 do n't think you will / you'll have mueh difficulty /
crouble (in/with) Iea rning lo drive an au tomatic car.
49 rhe \ift has been out of arder for a week.
50 Fa tim a's marriage carne as no surprise lo Pau l.
You'U hear each plece twice.
Remember, while yOU,re Ilstening , write your
answers on the queslion paperoYou 'U have
five minutes at the end 01 the test to copy your
answers on to the separate answer sheet.
Th ere,lI now be a pause. Please ask any
questlons now, because you must not speak
during th e lest.
PART 1
Now open your question paper and look at
Part One.
You 'lI hear three different extracts. For
questions one to six. choose the answer lA,
B, or Cl which f¡ts bes t according to what you
hear.
Th ere are two questions for each extraet.
Listening
Paper4
Extra ct One
Part 1
lB
2 A
3A
4B
SB
You hear part 01a radio programme in which a
rece nt prize-wlnning book is being discussed.
Now look at questions one and two.
6A
...
Par t 2
7 east
8 ash(es) 9 bell 10 portjharbour 11 oa k
13 (pl ently of) cream 14 plaslie (foods)
Man:
Now. what makes a good seience book? Is it
one that sa tisfies an appetite fo r knowledge
or maybe one that resto res a sense 01 wonder
in the world? Maggie, you were one of the
judges - what criteria were you using?
Woman:
WeU, the l actual content has to be up to the
mark of course. Bu!, as so olten is t he case,
I('S the dynamism ol the wrrting. Interestingly,
our top choice this year was about lhe sea and
though none of the judges were experts in that
field , we were just bowled overoWe reaUy felt
we were there with the diverso
12 faetory
Part 3
15 C
16 O
17 A
18 C
19 O
20 B
23 G
ME
2S F
26 A
Part 4
210
29 G
C03 Track 3
DB
30 H
58 Complete CAE
27 B
28F
Q7
Man :
Yes, but there was also a lot abourt jellyfish.
Wo man:
But they're extraordinarily beautilul, aren'!
they?
Man:
Q2
It's incredible - how is it that someone comes
to spend his or her life studylng jellyfish and I
think, to me, that's one of the pluses of good
science wnting. While scientists are completely
like the rest of uS in some ways, they're also
remarkable In how they choose to soend their
time totall y focused on somethina most of us
aive no thouaht to at all.
Interviewer: People disagree about Oickens' work. Some
love him while others find him overpowering.
Whlch side are you on, Alan?
Alan:
Q5
...
REPEAT
Extract Two
You he ar aman called lan tellina a friend about
learn lng to play the piano.
Interviewer: Oickens started his career as a writer very
young, didn't he?
Now look at questions three and four.
Alan:
...
Woman:
I hear you're quite an amateur musician, lan. So
what made you take it uP?
lan :
I'd had a very worrying time, Irying lo hold
work logether and slave off redundancy, so
when it all came to a head and I lost my job, I
felt a sense of re lease. We'd inhented an old
piano, and a nelghbour started te aching me lo
play. You ael an incredible feelina of leamina lo
do somethina yo u couldn't do before - prelty
unusual these daysl And Ihen I nurture Ih e
probably vain hope Ihal I may be able lOjoin a
string quartet one day!
Q3
Woman:
You say your music teacher is your neighbour.
How does that work?
lan:
Well, ¡ust like any other pupil-teacher
rel ationship. Just because I might occasionally
bump into her in the street doesn't mean I
should take her for granted. She hasn't got a
degree in music, but wow is she aifted when it
comes lO playing! And nobody could be more
crea ti ve in thlnklng up ways of appeallng to
the musica l side of me. She does sometimes
get irritated wlth me, but I owe her so mucho
Without her I'd never have got thi s far.
Q4
The thing about his work is that it's ridiculously
uneven . This makes it hard to choose one
novel and say this is Ihe masterpiece. Within
his huge output there's so much darina stuff.
Also wha t's attractive is th at he didn't spend
months pondering abou! the s!ructure and the
0101. He jusI went for il. I admire his nerve and
the way he pulled it off agalnst the odds.
...
REPEAT
Extract Three
You hear part of a radio discussion about the
work of the nineteenth-century writer, Charles
Oickens.
Now look at questions five and six,
."
Q6
He had a few false starts - the law, and he
worked in parliament - then hls first success
came when he was twenty-four. I can relate
to hls desire to flnd the right path. I was under
pressure to follow a proper profession and the
fact that I wanted to go into journalism took
ages for my parents to come to terms with.
Th ey thought I'd never make any money. L
can sympathise with his restlessness and his
fear of settling down to beina a banker, for
example as that would have been so limiting.
."
REPEAT
That's the end of Part One.
PART 2
CD3 Track
•
Now turn lO Part Two.
You'lI hear the food historian Nina Travis
talking about the tradillon of smoking fi sh in
the Scottish town of Arbroath . For questions
seven to fourteen, complete the sentences.
You now have forty-five seconds to look at Part
Two.
Nina Travis: Today I want to discuss the tradltion of fish
smoking and one particular type of smoked
fi sh that's experiencing a reviva!. Smoked flSh,
partlcularly sal mon and mackerel, are regularly
eaten in the UK and around the world. Salmon
farms have grown up in the west of Scotland,
especially around the Islands. Another great
and less well-known fish delicacy is smoked
haddock. It's called the 'Arbroath smoky' as It
was produced in Scotland in a town called
Q7
Arbro ath, situated on the ~ coast This is the
smoked flsh I want to focus on.
Ans wer key
@
today. Historians tell us that the tradi tion of
fish-smoking was brought to Scotland by
Scandinavian sealarers over a thousand years
ago.
08
09
OTO
077
072
073
074
§
There's also a less reliable but more homely
folk tale in Arbroath itsell. Haddock used to
be salted to preserve it and kept in wooden
barreis. Accordin g to this tale, an old house
bu rned down and when people were digging
through the ~ to see if the re was anything
left. they came across some salted had dock
that had been smoked in the fire . They tasted
It, lound it delicious and tha!'s how smoked
haddock starte d! Whatever the ongin, when
the trade was at its height in Arbraath,
fishermen would go out 10 sea early in the
mornlng and bring the haddock back. Aman
would be sent round the town wlth a ~ to tell
peapie that the boats were in, the equivalen t 01
toda y's loudspeaker, I suppose. People would
rush down to the QQ!1, where the fish was
auctioned olf, ralher lhan being sent by lorry to
lhe big citiés as would be Ihe case today. The
traditional process was to clean the haddock,
remove the heads and lasten the fish together
in pairs before leaving them in salt overnight.
The Ilsh were then hung on sticks and
suspended over the fire in the smokehouse.
They were smoked over a hard wood such
as oak, rather than the more available pine,
l or reasons 01flavour. Most small lamily-run
businesses have faded out but a company
has recently relaunched Ihe 'smoky' in its
traditional home - Arbroath. They've built a
state-ol-the-art ~ there to produce Ihe
smoked flsh in large enough quantitles to se ll
to supermarkets. Sut what can you do with
smoked haddock? In lact i!'s a very easy fish
to handle. You just remove the backbone and
the fi sh can be eaten cold or hot. My lavourite
melhod is la put the fish in a dish with, lor
example, onions and mushrooms, cover it wlth
plemy 01cream, bake it and seIVe it hot with
potatoes or as a filling lar pancakes. Le!'s hope
the relaunch succeeds. Throughout Sritaln
now, so many people are eating what I call
'plastic' loods which are mass-produced and
taste horribly bland, while here's a traditional
regional praduct which tastes delicious. Good
luck to the smoky!
Complete CAE
Now you'lI hear Pan Two agaln.
•••
REPEAT
That' s the end 01 Part Two.
PART 3
CP3 lrack 5
Now turn to Pa rt Three.
You'lI hear a radio interview in which a
compo ser, Sam Tilbrook, is talking about his
lile and work. For questions l ifleen to twenty,
ch oose the answer CA. S, C or O) which l its
best according to what you hear.
You now have one minute to loo k at Part Three.
•••
Interviewer: In the studio wilh me today is Sam Tilbraok,
whose recent work has con firmed him in most
critics' eyes as one 01 the loremost Canadian
composer s. Le!'s go back to your musical
beginnings lor a moment. and Ihe lhing that
triggered your musical career - your mother
insisting you should start learnlng the clarinet.
Sam Tilbrook: Well, she didn't have to insist. Secause I
Q7 5
was singing in a choir, l' d already been taught
to read musjc, and that gave me the urge to
write musjc - jt was a ourely Instinctive thing
the next steo il you like. So lloved the idea 01
the clarinet and ¡'ve composed a lot for it over
Ihe years, even as a student.
Interviewer:So, did you know about music when you
started study,ng at the Toranlo Music College?
Sam Tilbrook: I knew nothing about the rules of
composition , and when I was con fron ted with
olficial tuition, I lound it dillicult to make it tall y
wllh my own lee li ngs aboul composing.
Interviewer: It was very brave of you to say, '1know what
Ihe sound 01 my music is, and although
my elders and betters are applying Ihese
Incredibly persuasive syslems, tha!'s not
lor me, because it won'l allow me to reveal
what I can hear inside my head: Tha!'s your
approach, isn't it?
Sam Tilbrook: It's more complex than that. What I do
076
when composlng is improvise a chord I like,
then break it down to see il I can produce
more of a similar type 01 sound. I add to it over
time, so it's hardly like a bolt Irom the blue.
Interviewer: You've never had any impulse to lollow the
classical disciplines. have you?
Sam Tilbrook: I wouldn't say that exactly. Bull do have
a problem wilh music that imitales classical
lorms, and l hen lails to dellver the goods.
Interviewer: I think you've said that as soon as you started
composing, you were proloundly allected by
the French composer Olivier Messiaen. What
did he do for you?
Sam Til brook: It wasn' t so much the way he comoosed
Q77
It was what he didthat gave me hopeo Funnily
enough, to listen lO him - not that I ever met
him - you'd think he wa s steeped in tradilion
l rom the beginning 01 time I But in fact he
invented a new sort 01 music in one go .
Sam Tilbrook: There's no equivalenl in muslc to taklng
Q20
a big brllsh making a gestlire comoletely
unplanned and seeing what the ellect IS.
Mywork is intensely practical - irs slowly
constructed out of tiny carelully-chosen
elements. Painting can be more spontaneous,
less considered, but thal klnd 01art means the
public may not get much out 01it alte r their
lirst encounter with it
Interviewer:Sam Tilbrook, thankyou fo r being with USo
Now you'lI hear Part Three aga ln .
..
REPEAT
Interviewer: Like including birdsong in some 01 his
pieces.
That' s the end 01Part Three.
Sam Tilb rook: Which I considered putting in one 01my
symphonies. and then thought better of It
yeah !
PART 4
Interviewer: Now let's talk about theatre, and the huge role
it's played in your camposing.
Sam Tilbrook: Well, It was pretty important to me. I used
lO act in an a'mateur dramatic society at school.
Interviewer:And that ignited your feeling lar drama - when
Q78
someone steoped on the stape, it was magic?
Sam Tilbrook: Thal sort 01 thing. It was extraordlnary,
having to learn your lines by heart and th en
deliver them under a spodighl. You're on your
own out there Acting or playing an instrument
'
in public - irs quite a challenge.
Interviewer:Your latest work tookyou a long time to
wrile. Do you enjoy the whole process 01
composing?
Sam Tilbrook: I find it incredibly painlul, sometimes
terrilying, although I don'! have an artist-must
suller syndrome. I totally believe in what I'm
doing, in the mamen!. So it's pretty hard, in the
context of my work, to lay 011 lar a while.
Q79
And very often il I come Uo with an answer to
a problem 1'11 just walk away from it - jt's too
~
Interviewer:The moment you have some sense 01cerlainty,
you think, 'Forget it
"
Sa m Tilbrook: Unpredictability certainly appeals to me
more.
Interviewer: You talk a lot about art versus music. Maybe
you envy modern artists who can put their
intuition directly anta canvas, which is
somethlng composers can't do?
C03 Track 6
Now turn to Part Four.
Part Four consists 01 lwo tasks. You will hear
five shon extracts in which people are talking
about education. Look at Task One. For
questions twenty-one to twenty-live, choose
from the list A lO H each person's occupation.
Now look al Task Two. For questions twenly
six lo thirty, choose from the list A 10 H what
each person IS doing when they speak. While
you listen you must complete both tasks.
You now have forty-five seconds to look at Part
Four.
Speaker 1: You can do all sorts 01 courses at college
nowadays, get qualilica tions in tlhings you
never even knew eXlsted. Irs marvellous reallY
Q27
What we really need lo know is how hard to
oush her. We neither 01 us went to college
Q26
ourselves, and we don'! rea lly kn ow how much
work they have to do. Is she dojng enough
homework? It seems like a lot to us, but as I
say, we can't tell.
Speaker 2: :rhe thing that concerns me is tha t higher
Q27
education is not litting young ReoRle for
the world in which !hey are going 10 find
themselves. Irs no use their dreaming up lancy
policies il they produce too many teachers and
not enough mechan/cs. They should be more in
touch with the real world - turning out people
to fit jobs we want done in the manufacturing
industri es. We can't be eXRected to turn in a
Q22
orollt il we can't get the labour with lhe rioht
skills.
Answer key 261
Spea ker 3: When I starled, I thought they' d be difficult to
handle, wandering about, trying lO frddle with
Q23
things, touchina the thinas on disolay, Actually,
they're usually very well behaved, And they're
much better informed than most members
Q28
of the publlc. Irs often a vi sit that ties in with
a history project and sometimes I help the
teacher prepare worksheets, They ask some
difficu lt questions, too, sometimes, It's qUite
chall eng ing, In a pleasant sort of way,
Speaker 4: We ll, we do sometimes get a youngster com in g
in from his sc hool with glowing reports about
how many Junior records he's broken and so
on, But we don't take too much notice of that
Q24 & Q29 What we do IS we put everyone through
three months of intensive tralnina mainly to get
rid of all the bad habits they've Dicked up and
see the/ re really fit and then we starl selection
and sDecialisation after that. We find it works
reallywell.
Speaker 5: I know you've all been wondering about the
details far nex! week, Well, I can now tell you
Q30
that the Education Minlster herself wi ll be on
Q25
the campus for most of the day on Wednesday
and she will be spending par t of th e morning
in this faeulty looking in on some lectures and
having coffee with us here in the common
room. I myself wllI be lunching wi th her along
with other deparlment heads and the senior
admlnistrative staf!.
Now you'lI hear Part Four again,
...
REPEAT
That' s the end of Part Four.
There'lI now be a pause of five minutes for
you to copy your answers onto the separate
answer sheet. Be sure to follow the numbering
of all th e questions, 1'11 remind you when
there's one minute left, so th at you're sUl'e to
finish in time.
You have one more minute left,
That's the end of the test. Please stop now.
Your supervisor will now colleet all the
question papers and answer sheets,
~' Complete CAE
Acknowledgements
We offe r ou r wa rmes l Iha nks 10 [he editors for the ir guidance .
suppor(, feedback and general hard work during this proj ecl: Ni k
W hil e and Niki Don neHy al CUP; Diane Hall a nd Mered ilh Le vy fo r
tbe ir pains la king hard work a nd en thu s ia sm; Kevi n Brown (pict ure
resea rc he r); Jahn Creen (a ud io producer) ; Tim Woolf (aud io ed itor)
a nd Ma rCU5 Fle tcher (proof read er). Pa nicula r lha nks also go 10 Sleve,
Rebecca a nd Ihe leam a l Wild Apple Design .
Cuy Brook-Han wauld al so like lo thank hi s CAE sludenl S al Ihe
Bri tish eounci!, Valencia , frmll 2007- 2008 for work ing on and Iri all i ng
malerial s la te r used iu the book. AIso, spec ia l lhan ks 10 Li am Carolan
fo r Ihe interv iew he gave for Uni r 6 and ío r suppl ying h is self- ponra il
a nd a port rait of one oí hi s sit le rs (p. 61) . He es pecialIy Ihank s h is
Cam ily, Pa z, Est eban a nd Elena , íor Iheir s uppo n , e nlhus ias m and good
hum our Ih roughout Ihe project. He de dical es h is pan in Ihi s book lO
Paz. wit h love.
Simon Haines wou ld .l Iso Iike to Iha nk h is famil y. Val . La ura and Jo
for their occasiona l ad vice and cominuous suppOrl .
Cuy Brook-Har t, Va lencia. Spain
Simon Haines, England
March 2009
The ediwrs are al so gratefu l to lhe íollowing for part icipatioo ¡u the
recordiog scrip ts: Fra n Matlhews and Sally Oliphant for the record in g
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recarding scripl on p. 223; Hanoah Bethia Thomas fo r the ser ipt on p.
212; Sam TayJar aod Haooah Bethia Thoma s ror lhe record iog sc ript
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\r.,r,llker).
CO lll llli ssioned photography: p. 142 (Sophi e Cl arke) .
IlIuslrations: Martina Fa rrow : p. 10, p. 93, p. 206 ; Ma rk Blade: p. 34, p.
81; Bruno Drummond: p. 36, p. 51, p. 82, p. 135; Mark Du(fi n: p. 68. p. n
Caver design by Wild Apple Des ign LId
Designed and lypesel by Wild Apple De sign LId
CAMBRIDGE
Complete CAE is a brand new course lor the CAE exam. It combines the very
best in contemporary classroom practice with stimulating topics aimed at
mature teenagers and young adults.
The course covers every part 01 the CAE exam in detail, providing preparation,
practice, inlormation and advice to ensure that students are lully prepared lor
every part 01 the exam.
Inlormed by Cambridge's unique searchable database 01 real exam papers, the
Cambridge Learner Corpus·, and providing a complete CAE exam paper specially
prepared by Cambridge ESOL, Complete CAE is the most authentic CAE exam
preparation course available.
Complete CAE Student's Book with answers:
contains 14 topic-based units, each covering one part 01 each CAE paper
is inlormed by the Cambridge Learner Corpus to help students tackle typical
CAE problem areas
includes a complete model exam paper supplied by Cambridge ESOL
• includes a CO-ROM (Ior Windows XP, Vista and Mac OSX 10.4) which
contains a range 01 exercises ideal lor sell-study
provides Writing and Speaking relerence sections dedicated to the Writing
and Speaking papers
• contains a comprehensive Grammar relerence section
• contains an answer key and annotated recording scripts.
Other components 01 this course:
Student's Book without answers with CD-ROM
• Student's Book Pack
• Teacher's Book
•
•
•
Class Audio CDs
Workbook without answers with Audio CD
Workbook with answers with Audio CD
·Find out more about the Cambridge Learner Corpus at www.cambridge.org/corpus
Grammarfor
CAEand
Proficiency
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ISBN 978
o 521 73914 6
ISBN 978
"''''.'-'''
o 521 713757
ISBN 978 o 521 6TI46 2