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 Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi, Dubai, Tokyo, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org 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 ¡ 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 Wnting Part 1: A proposal and grammar review Unils 7 and 8 Use af Engllsh Part 4 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 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 Africa lon ger plece Use of Eng llsh Part 2: Island wanted 11 Being somewhere else 12 The living world ¡ Read ing Part 2: A lex (he Afrl can Wnting Pa rt 2: A n essay I Part 2: An informatlon sheet Use 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 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, ._... _.- -- . Prepos lt.Janal phrases Money verbs 'Talklng' verbs Ways of linking + Infinitive or Ideas Tr-ansitlVe verbs Reported speech .. 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 Speaki ng a nd Writíng reference section s. These e xplain 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 . lOO ·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 i s 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 perfu 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, selfcorreetion, 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 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 Candidates 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 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 present perfect contínuous e past perfec t simple g used to + infin itive d past perfect continuou s h would + infinitive e í 1 We loved his staries of ... the strange creatures 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 3 She invited me to come out on one of her trips ... 4 S 6 7 8 6 .. (work) in Singapore since he . . .......... .......... (leave) university two years ago, but next year 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. 1 Chen We've lis tened ta them so many times ... He'll.QrQ¡;¡ whatever he was doing ... She never used to ganic ... ... even if he was tired because he 'd been working aH day. He's been getting dÚs uew show ready receutly. 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!: 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 sentences into the simple or continuous forms of the pas!, past perfect or present perfeet. (In sorne cases more than one answer is possible.) 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 channelchanging 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.' 1 smiled. '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 work 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 ® 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 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 9 ................. someone an impressiotl 1 2 3 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. it you'll be at the meeting 1. 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.....eme 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 ,t're.e.- ti...... Mtivitie.s 0'lA y 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. a bil rusly accurately an excellenl command fashionable loanwords molher longue persuasion pick up switch fl uency highly articulate aim 10 achieve (7) of English, which means becoming (8) and being able to use the language (9) .. .......... .................... . I People tend lo be ... - they speak the region al and the .national language and they (2) between langu ages wilh ease. LOlS 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. 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 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) ..... . 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 a deelsio;;- ';; mistake 8 , 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 nonnative 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) ..... ...... 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. Oid she answer all par!s of lhe examiner's in sl ructions? 2 What ideas did she express? (Take notes.) I Writing Part 2 A report Exam information 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 I.p'erh aps almost certainly cleal'ly obviously possibly probably really 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 Question 5 is base d on a set book (reading the sel book is opli ona!). 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 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 01 t his repart is t o comment (1) .. ...1"",. "".i",, 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 to 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. 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. '1 ¡-- ¡-- r;¡ 5 1 ¡-6 1 1 1 1 €) Each of the sentences below contains one or two I I I I 1 ¡-7 1 '3 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 ............... 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 the iAteAtioFl in case otherwise 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? , 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 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 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 . . differently from faces. (7)... ............ ... ......... 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-andwhite 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-yearold 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'-made 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) .. 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 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 spikeha 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. Uplights 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? s+-"U or Exa mple: (¡) ki3 k J'")1" OY" 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' -• 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 ... . ¡ . es\' snorl'age in international organisations is (7) . . .. ... .... ............ skills . S orne carnpanies nave been CQnsidering (6) .. ... .................. . to attract staff, butth\s leads t o other problerns. - ._ - - - - - ... {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 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 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 s ta 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. e assistance D backing 4 A bas is B suppart 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. B a pportunity e openi ng D occa sion A aption 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. B thoro ughly e entirely D utte rly A ex tremely 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 ried 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 3 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, 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 '!AS (j01A ¿o",'t with i1't-ii-)'te. colfe.v..o-ues ;"11. e.ve.r¿¡ e.ve1J " Now look al Exercise 5 below and compare your queslions with the queslions Ihere. €) 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. 1 The world we live in is chang ing fas ter than ever 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 _ _ __ . ...... h ave 10 deal wi th in· 1 You don't 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. ct\se. Work alone. Think aboul your answers lo Ihe queslions below. How could you use some oí Ihe adverbs in Exercise 3 in your answers? lí2\ lisien again . Say if Ihe íollowing slalemenls are Ime (T) or false (F). to worK or i1't 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' @ Work in pairs, Take turns lo ask and answer Ihe queslions in Exercise 5. 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 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 §seEl express ideas Example: 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 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. @ with passive verbs where possible. You do not always need to include the agent in your answer. live Complete these sentences with the correct form of the expressions in the box. r o Rewrite these short texts replacing active verbs Unit 3 Vocabulary and gramma r re lJiew 1ASed to refer to or ... 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 that 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 that we had experienced somethi 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 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 _ _ _ ..... ,._ . _. 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, o 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? 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. nrammi:lr + 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. 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 ma 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 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 information . 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¡¡ .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 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 ha 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 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. lisIen lo a studeul speakíng abont the photos. __ - 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. 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 m ost 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 (i:) 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 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 devela p 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 multiplechoice 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 ® Speaking Part 3 Vocabulary 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 m ake 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 inform ation 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 to somelhíng turn a blind .... 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. .................. (lake) 4 The c1imbers refu sed 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. / significant pereentage of accident 1 A high / 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. 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 ... way he arnrnar Rewrite the íollowing sentences in order to avoÍd repetition of words a nd phrases. 1 '00 yo u think you'll get a holiday in July?' 'J hope 1 get a holiday in Jul y" :Do 001.< tki... :L so!' W 1A'H (), 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. 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 Unit7 You are going to hear ten snippets 01 music. 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 oment 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 ¡means addition eieI pains start anticipation keeping I _1 1 Last night's concert was performed iu of a eharitable trust. ..1;.,;6.. 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, 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 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 behaviour in public, such as racial slurs. Its punishment _-"lue. 'If someone is regularly abusive, we have a prison: said 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: A"'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 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 s lreels .. 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 €) 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 lIife 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 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. ... has rules against overt ly Liud en Lab, . offens ive behaviour in public. Use of English Part 1 .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 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. 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. • • • • Work in pairs. Find other sentences in the arlieJe which link ideas in these w ays. 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 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 : e melodramatic. They Jrequently employ --,;, aic ingredients such as star-crossed lovers parents, love triangles, family ..... , corrupt politicians, kidnappers, long- -9iatives and siblings (8) ............. by fate, and 2nient coincidences. 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, 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 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-time 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 her answer? what she says I Rf1Ish her anSWEn; I'm going to To play chess ,ut chess' ,hange lhe subject [ram IAs . to cookery? . ... .... , 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 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 a imed 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;; 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. 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. @ 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 Unit8 • I , 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 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' : 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 nnel. I interviewed four producers at va rious levels .".,Iity television production - an executive producer, 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 of a specifíc show. .' Iv questions were framed by two ethical concerns. ,. non-professional actors be treated in a fair .:! responsible manner, and secand, that program ..crs present the stories of ordinary people and their 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 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 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 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 ... 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. ;:;:;:.-:-':: .... .. _»- 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 . is ... ",e",oYIl o-t t"'-ose '1}t 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 .., - 6 stabili se 7 state lo rnake something Iunstable meanings given. 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. biography when a person writes about him/ herself 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 reply tell want to know !wonder Example : Be-1< To", ,-t "'-e- K"1-\e-w Now make your answers inlo adjectives. (One noun does not have a related adjective.) I Unit8 1 € ) Add prefixes lo these nouns so tIlal they have lhe 1 mai ntain i - 1 conversation belween Ben and Tom. ; ask explain -.-t---.- - desc rib e something lO m a ke it less important Now make your answers into nouns. 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. @ I become 1 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 2 adjec tives relaled to lhese verbs: accept, coopera te, crea te, 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 begiuning (O). ::xam advice 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 ( 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 ..... ............ ...._.. _... _...,,_._.. _Of_P_ll_b_li_c _tr...;u,-'t_. _ _ _ _ _ _ _ _ MAIN TAIN Adapted from Th e Guardian I I {) 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 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 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 !;+e +ro", o;++ere"t po;1<ts 0+ vie-w - 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·hob bies. 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 • 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 hire sel! ma ke pay spend 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, a fl at near the city we'l! 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? ...... . 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. 7 Those ¡eans 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. 01 the There's a lantastic .. 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. witk kis ..'" bOI5 ta !".;s ... 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 . '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 1'eyq..t.o.. do that again. 2 'You mu slo't tell aoyo ne what you've seeu.' (Rola ud to Joaooa) toúl to t"H 0."')10" " 2 3 5 6 7 sVe" ",1.\st,,'t/wl>.S,,'t SVee\:! su ". 'H was a re'ál surprise seeiog Tom las t week. I hado't seeu him siuce we were at school together.' (Ciare) '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) 'You must stop smoking if y Oll want to get rid of yonr cough: (Doctor to me) ' 11 aoyooe asks far me, 1'11 be warkiug from home this Friday.' (Nick on the Mooday befare) 'How ma oy laog uages can yOll speak?' (Bogdan to me) .. .. jobo 3 ' Have yOll ever thought of starting y Ollf own business? ' (Simon to me) ASKED Simoo. ever thought 01 starting my owo business. Re wrile the follow ing quoles in reported speech. 1 '1 think you sho uld apply for th is job.' (Alexei to me) ADVISED Alexei 4 ammar 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 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 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. 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 u se. 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 @ CAE candidates often confuse when, while, Tenses in time clauses and tim e adverbia ls 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.) 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. • • 1 Thanks 10 this course, 1 n ow feel much more confident .. .. ... . 1 a m speaking with 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 becomes blnrred . b1<t '1,>Jv"e.1< ')\' 01< p1<sv" ... 1 S,,')\'S Botv" "n 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 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 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 informatio n abolir a play 01" musical oc sporrs evcm, usually 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 .. ... , 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 ......... be. .... a pda 2 You know, one.. .. ............ hand-h eld devices which you can u se when you want lO ... ....... yo u 3 The other picture shows, . 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, was slower Ihan il is reople Iravellea to wor\: on fool or al present, 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, .. . ... .. ...... ... 1he1 wuld nol lGam, Iravel ano (iP) ,.. relale to people from all over the world wilh the ease thal we do. (3) , . .. ........... ..... , I do nol ag" e thal we have less lime for the imporlanllhings in life. (B) . D (1) .. 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 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 v iew the w riter is going to a rgIle? 2 tim e fo r? e> In mi greal- grandparonts' lime I"hnologi 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. .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. whn:;n ¡,UO\ ,¡ 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. Q(}()d. ideai. las; seroná. I.me>:pecred 'le! li1y :": OCC3SI0n W.í'S i1 t'e(j" T í1e&l'VJ9, Sl!mOOlle. t;¡.i..e, Mm dnwf.! r)l"J;")Ct CollocaUons ,e'l d,t.1't,< 'lTf"I" E temo, t()¡:r:Jt Ver b::; " 2 to mark .3r. occasl¡},'l la rlse :c on O" :: L;tt"..::ao::,¡lI] !no? L}i;ra:-', ,, 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 .. Opportunity - n F'l \' lo 00 $cme¡'-If¡g ,'Oí,1 f:.r rS:lg,'fJ: it wilr.l f'''Iri1 QPpor/tJnlty Golloostlolls t; Verbo ,I)dl', fl:n'f, l. e,','ent, wvrJt:n pilrff.r:,1 rretr1r.r1¡J\ lose rwss. ('.1 .. Sil/le 'el. m-e r.vp.,'Jm¡r;,t.l' Jr.!i!},'" Oi..Th'! #h-' ü{J¡'JOfÍ! lo d(l sorn¡;¡UlJí,g, a.e ."p{)Ort...', for - 'J(¡ " PosSibJllty - o. ,::.¡tUJtllill ',,'tu?ra ma\' CA mc71y not li.lr,p;;:r[ possibllity uf a sltik!J úy neA7 The,!1J'S ,i Collocallons 'Bil:, rvmol'-:' Verils Use ,f¡]ee. aCC6D7. _riJ,ifl O!I! rrcOfJ·'1,':;.e ," !(JIII -'f.r,'):ft?J...,. S/n.'lií,' me po$Slb./¡','tl' 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 / 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. cltal1(e / stand iJ cha,'K1] af + -ío7l1 DI doing SiJmatnng !heítlS"] No c:han::t: 1 by 811y chJnce on me off J I 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 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) 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 e xpressed 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 far 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.. .. 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 Extraet Two Listening Part 1 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. O Before yon do Listening Part 1, do the exereise in 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. 5 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 @ 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: 9 "re botk 3rd c.o1'Cditio",,,i. - 1 - 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 a nd 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. l W01't 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 re in 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 pettiestsimply 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 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, Uni! 11 (o rll .. 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 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 Sta¡- Safari 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 selfimprovement but rather performing a vanishing aet, d isappearing withont a trace.' (lines 71- 74) Do you agreel Being somewhere else @ Vocabulary 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 ... . ... 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 . Use of English Part 2 O Before doing Use of English Part 2, answer the 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) .... ........ .... 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. at, in or on, is 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 focatJOn €) e e 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. f) Work in pairs. Which preposition, 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 . lhe gaps lo Answe r (6) ...... .. ............. ........ ... with on e word only, ...................... it co rrectly. making su re you have (7) 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 €) 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 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 Unit 11 (l) Now write your own answer to the task with two or three places of interest from Ule area where you live. 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 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 bestknown 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 Noun s 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 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 ancentricity 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! 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 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 (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. . .,..!'S -!!! . 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).. € ) • -• 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. 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 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 of me Inult on t he groun s (7) ." .... ' .' ..... ........... ...!! e S 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: @ Uni! 12 1 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 show 1 1 What does each photograph 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 dis"bl ed, "b111 €) 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 .. ......... m the rate of loss by t he year i (9) ..... 2015. Rates 01 species loss are (10) ................................ I more than 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, ! 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 ce 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 sheet for colieagues: Environment awareness 3 : KEYFACTS : ADVICE 4 : 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 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 waste disposal problem. 10 : 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, ?f : : Close all windows w hen the heating is on. .. : : Travel 20 : Some staff and students are making : unnecessa ry journeys to and from the : college by car and motorbike. This adds to our total energy consumption. : Do not come to the college unless you : need t oo When you come, use public transport, cycle orwalk. Consider working from home on at least ) 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 5 t he sheet' What verb form s a re mainly used in the Advice colum n? 6 up on disks. (line 6) ,., adding to Que consumption of electricit y. (l ine 18) This adds to our total energ)' consumption. (line 22) Only prin r documents wllen there is a particular reason fo r doing so. (line 3) .. , turn off a11 lights a nd electrical equipment when rhey are no t in use. (Hne 13) 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 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. a Paeifie 6 l'd lave to spend my holidays .. 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 .. 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 no excuse for being ............ when traveUing nowadays. 3 l'm a busy ma n and [ hate being .. by p eople w ho a re late. ...................... people phon ing me to seU 4 1 am 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 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. o a larming rate due to (3) the I _ _ _ __ _ _ _ _ _ __ _.__.____._.---1 o Complete the second paragraph oí the same report with the most appropriate article in each gap. APPEAR 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 @ . 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? '(1) .. 0 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 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. 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 a llergies ' o " 6 According to Dr Bawa ldi , 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. 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 ca ller !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 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 airconditioning 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 1 I recognised yo u as soon as I saw yo u .. 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 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. 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. In Speaking Part 2: 1 you have to speak about three photos F sp",<tJ( 2 ",bo1At two -lJ0'\A kcwe pkotos. 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 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. to 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? 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 phys ica 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 € ) 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 Part 4: there are twelve / §eefl} questions or statements is played mainly lar pleasure and relaxation? 12 you sometimes / a/ways have to match th e questions or statements with a num ber of short texts 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. In Reading , 2 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 to wresH.e tc>«ch ..",d -Feel t/.w.", 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 lastestgrowing 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 ....,"" fe.ss ....a...e.(J t iA"",, tiAe.(J ,lid -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. 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 2 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) tour / 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\. He's been go vernor 01 th e oí 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 . ................. elect ricity All kinds 01 me ta l . 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 """ ........ . 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 . 4 on thi s. You should w rite 180- .................................... words for this parto 5 You should identify the target ...................................... in your writing. You will oHen have to express opinions, evaluate opti ons and ..................................... the rea der. 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 (l) Whal phrases does the writer of the letter use to above task. Has the wriler answered al! parts of the question and included all information pravided by the input material? Oear Ms Oawson, 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. I'm writing on behalf of a number of club members who have (1) been worried about the elub and 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. (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. Now write your letter in 180-220 words. 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. NEWCASHFOR YOUTHSPORT 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. 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. 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. Not be..f'on ti",e. 1 De.spe.mte. ."ud .f'e> ...ore. 'lAp-to-de.te. - """" ...ore. o.f' tiAe.,.) iA"ve. c.'lAt o." wO'IAid r"tiA.... do ."ud sports c.e.."tre.s i", "li ¡Y0'IAtiA ie."O'IAe.s be. set 'lA? .f'or ...ost pop1Ai"r Yours faithfuLLy, 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? 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.) @ 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. 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 • 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 I 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: 1 Ghfe;) / (¡j;)/ tour texts and eight questions; you there are have to choose th e best alternative, A , B, or e o 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 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 Comment adverbial s o Look at these sentences from Starting off. Which Listening Part 4 o Work in pairs. You will hear five short extracts 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. 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 B integratian in schools e changing eating habits Speaker 1 1 Speaker 2 2 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 .. that she's working here as a nurse to Anyway, l.. support her lamily back home ... (Speaker 2) 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 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. _ _ _ _ _ _ _ _..... ) (.O .... o _ .....) 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 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 something new. H Attitudes are more diverse. Speaker 5 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 / 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 4 You should give a brief answer / quite a long answer. expected lo discuss yaur ideas about the same questions. 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. ....................... ma ke 2 I p ersona lly thin k il 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. ..... ... 10 do is provide 4 What they .. 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 6 €) {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) ............ 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-inlaw 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 raphby- 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"" ".,,6' "brol>o. :r: ",/\se.N be.f.ie.ve. t¡"."t 1.iVi1<(} {).1<O 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 beginningrelationships 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 . ..... .. ... is a distinctive type of 1 5 hay .... 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.. 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\¿ 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... . 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 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 . So 8 (7) ....................... .. 1't'S very demandlng. ( ) ............................ 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&-btfgs/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)', emphasises the ac tivity: ['ve been phoning my frie nds (tilaCs wily J Iwven'l ro the done my homework). -t says how much we have done: rve cooked three pizzas. - - m ay give t he idea t hal something pmsenl porleel conunuous'¡ _ 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 We'ue been eating dinner in the garden 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. while the weather has been so warm. 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. 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. Double the final consonant when you add -ed, -ing, -er, and -es! lo: U °t 3 • No, none, not • a one-syllable word which ends in consonant-vowelconsonant: run - runner, clap - clappíng (but bend bendíng, strange - stranger, bad - badly, etc.). But final w, x and y are never do ubl ed: flowed, taxíng. verbs of two or more syllables which end in consona ntvowel-consonant and the final syllable is stressed : occur - occurrence, forget - forgetting, admit - admíttance (but forgetful, developíng). verbs which end in '1' after one vowel in British English (in American English they may not double) : traveltravel/er, cancel - cancellatíon. Don't double the final consonant when: • there are two final comonants: correspond correspondence. • there are two vowels befare the final consonant: dísappear - dísappearance. • the verb ends in a vowe l: ínterfere - ínterference. • the stress is not on the fin al syllable: deepen deepeníng. Change y to í: in words w hich end in y after a co nsonant, the y becomes í when a suffix is added : happy - happíness, try - trial I tríes, study - studious, famíly - familiar, rely - reliance. But note these exceptions: • í becomes ywith -ing: Jie - Iying, díe - dyíng • dry - drier I drily but dryness; shy - shyness I shyly; daydaily Drop the final -e: • if there is a consonant befare it and th e suffix begins w ith a vowel (- er, -ed, -ing, -an ce, -atíon, etc.): nonsense - nonsensica/, amaze - amazing, sane - sanity. Note these exceptions: words ending in -ce, -ge and -ee : noticeable, knowledgeable, disagreeable. • No means not any or not even one and can be used with countab le or uncountable nouns: {'ve no idea what you're talking about. There were no cars on the road at that time of the morning. is used with compara tive words and difrerent: The traffic is no worse than it was at the same time yesterday, l had 10 work late every evening last week, and so rar thls week has been no different. None is a pronoun and means not one, not any or no par( of It can be used with countable nouns, uncountable nouns and other pronouns. It is most commonly followed by of: None of my friends knowlknows it's my bírthday today, None of the milk In the fridge is fresh. can also be used without a noun : 'How much coffee do we have?' 'None (at al/). We finíshed it yesterday,' We need 10 buy som e more bananas - there are none left. Note: In formal written English none is considered to be a singular word and is followed by a singular verb: None of my col/eagues speaks Japanese, However, in everyday speech plural verbs are more common ly used: None of this morníng's flights have been delayed N ot is mainly used to make verbs negative and is often contrac ted to n'/: You have not I haven't answered my question. She told me not 10 phone her after ten o'ciock in the evening. can also make a word or a phrase negative: Not many people voted in yesterday's election. Not everyone can wín the lottery, 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, 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 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 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 : poured himself a glass of waler. (Compare w ith : He poured him a glass ofwaler, where him refers to a different person). 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. 'TIle Dungeon' and /'m one of Nol many people hHve 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 • 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, 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 : 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-yearold 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 nonstop 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: Noun phrases occurring together (appositionl 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. • He sa id he 'd never spoken Pas! perleet conti nuous: 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. 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. ' 1 eoul d II it provides additi onal descriptive inlormati on, comma s are used: /'m gomg 10 see my tutor, Bev Jackson. 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 traffjc. Unrea l past expressions Reported speech Verb tense c hanges 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 station.' Unit 8 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: befare. months' Note : As w it h relative clauses, th e second noun or noun ph rase in sentences like these can be identifying or nonidentifying. • I Repolled speech Dlrcct speech Past perree!: 'l'd never spoken 10 he r before.' 'I i I were startin g out He said if he were starting again now, l'd choose a out again now, he'd di ffer ent care er.' ___c_h_o_ose a different ...__ 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 she'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 _ 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 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 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.) Th e indefinite artiele alan 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" ind ividua l I chocol ate) substance France has so many different wines and types 01 wine and cheese) subs tance 1 can't stand lamb or ch icken. individua l 1 love lambs and chickens. drinks animal s) Tea and coffee is expensive in Iceland. __ _ _ general /'m not vel)' good at painting. (general action or act ion) idea PeOple are crazy about sport. (genera l _ idea) specific • to mean one: I have a sister and two brolhers, My grandfalher lived lo a hundred No article Can 1 have two teas and three coffees, cups of t ea and to refer to someone's job or luncti on: She used 10 be a hotel receptionist. 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 meat) the subst ances) _ _!-,p_ lease. _ • 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) ind iv idual chocola tes) French people love wine and cheese. cheeses. Other uses: The definite artiele che these snbstances in gen eral) types 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. the substa nce ' Ves, 1 love a chocolate or two in the evening. ' Artic/es This is one of my paintings. (specific) Football is a sport (speci fic). 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!. • with plura l counta ble nouns and unco untable no un s with a general meaning: Cats chase mice, Pol/ulion is ruining our towns and cilíes. • 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, 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? 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: The canceliing of our opening speech because our actor ¡)1C lir-;I /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 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. 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 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 You sludied how to write articles in Units 3 (Writing Part 1) and 14 (Writing Part 2) Exercise 1 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 selld in anicles 011 the fullowing subjecl. i-fl netin seareh ofthe best dea! Needless:,o sa!: :;ome sites were available in my native • Has (he Internet mude learning GamIter languagC! mure ur les!> necessary? • How has the Internet chal/¿;ed ¡he lila)' yOl{ ¡earn languagn" ! • Huw do )'OU Ihink ir wil! affect language iearning in rhefwure? Wríte your article. Make the readers leel involved by using yau and yau!; or we and aue 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 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:; e that going t o elass, though neeessary. is only one of the many ways we learn. The Internet and language {eaTIl illg \ Start with a heading whieh eatehes a\tention. ) 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. 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. 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 , Sentences which introduce paragraphs 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 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, Make sure t hey are generally impracti ca[ for two rea sons. The nrst is that you express you r opinion t hat people who have been wor king often lose t heir study habits ana are unable to lea rn as quickly Or efficiently as clearly and give befare. The other reasons lor it. 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 i5 t.ha t their liv6so ften change they leave educat !on. If t hey settle down and have children. 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 • how they expecI to use En glish in the fut ure. Write your compelition enlry. @I Complete CAE 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 possibLy tl'lsk. !3ut I i", worás tke pOwex of worás, I k"ve ",Lwl'lys e>tjoyeá bei"'3 to ,koose worás to express feeLi"'3s or ,o",vey pl'lrÚ,uLl'lr MeI'!",i"'3s i>t ""'y ow", LI'I"'3u"3e MW I wouLá Like tke opportu,,"ity to be 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 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 extel1-SiveLy i>t E"'3lisk - I've just fi"úkeá 1'1 MVeL by tke NobeL Pr,u Dorés Lessi"'3 - "M pOJSibLe 1.30 to tke 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 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 ex:p resse.d orbove..' 1 O( ,ó\1.JúeI1..Úous, botk i", kl'lrá-worki"'3 ",,"á 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. re..titsOI1J 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 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 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 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 The Yarallel to maintain you r reader's interest. 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. the review into s8ctions as here, You ca n divide 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. 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. 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 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 o", .... s(Yste.... k ere Social club - hardl y anybody uses il - ",eeds Weekend activities - "'''(YU¡ wk"t do otkey st1Ade",ts tki",K? Studenl advi sors Ide,, 1 FoY eMk ",ew st1AÜ",t¡ "'" I st1Ad..",t wko 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. oí 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 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 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 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 • to write a report outlining why I would suggest + verb + -ing: 1 would suggesl including a seel io n on our academ ic system. 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. and mak ing recommendations for h ow it cou ld be improved. Write your repor!. • 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 • 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. 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? 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. Information sheet 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. 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 informatian 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: • c1 imate and c10thes • family cu stom s and guest s • meals • getting around W rite y our information sheet. @ Complete CAE Concentrate on giving clear, simple inform atían and advice which is easily understood . Your aim is to help your readers, 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. 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 and t hey'U inform your hosl family. What's the best way to get around in Exmouth' 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. 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 een 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. a mile to get from lhe ear park Starting and finishing letlers 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 - 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 ve')\.1Ae-! 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. I'It-ost bl'"o1l ow-¡".! o a very clase 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 - Lave or Wilh /ove (il you're writing to your family) "'-t tv-elY 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 I'm fanatical aboul . How important are sport and exercise in yo ur l ife? 1 ... whenever 1 can I get the chanceo What typ es of TV programmes do you think are worth watching? What kind s 01 music do you enjoy listening to? 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 lel Ihings happen ? ___ _ you [ 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 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, 3 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? @ Complete CAE • 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? 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 the rudiments of saihng. he could show 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-ityonrself 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 stayed o n the boal and we wife a nd 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: 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. we.ff.-e.fJ1A ippe.o (ollege facilitie s • 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 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: A arrang ed O 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. '----_ __ _ _ _ _ __ _"-'1..: 0-'1 area 01 Arbroath. The Iresh haddock were sold in the 1 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, . L -_ __ __ __ _ _ _ _ _ _ __ __ _ 13 and onions. Nina says she uses th e word IL_ _ _ __ _ _ _ _ __ -"1_1-'--"1 .:.-4 to describe some modern lood s. CAE mode! paper 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. I (6) Part 4 You will hear five sho rt extracts in which people are talking about education. TASKONE TASKTWO For questions 21-25, choose from the list A-H each person's occupation. For questions 26-30, choose from the list A-H wha t each person is doing when they speak. While you listen you must complete both tasks. A politician I 21 I Spea ker 1 B employer e primary-school teacher O parent Speaker 2 I 22 I Speaker 3 1 E sports coach F university professor G museum guide H student Speaker 4 I Speaker 5 í 1 23 24 I 25 I I I A asking someone for advice B complaining about something e ordering something 26 Speaker 1 Speaker 2 I f27l Speaker 3 128J E apologising to somebody Speaker 4 I 29 I F describing part of a job Speaker 5 I 30 I O offering to do something G explaining a procedu re H outlining a plan :g "'C m ::ti .¡::. •• - r- en -1 '" Elo m Z Z C') a. 'd 'lJ -, O> O,') '" N " S +::- 'd r-+ 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 , - - 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 \ '-t: n O 3 "i> "n " m Why might the people be making these visits? How different is the atmosphere in each situation? How important might the visits be for the people involved? What might the benefits of each method of learning be? :g "'C m := (J'I •• rJ) "'C m ):a "Z C') ""'O ro -, .-+ N PAPER 5: SPEAKING Parts 3 and 4 " 3 Contributions to society Parts 3 and 4 8 minutes (12 minute s 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 ''0 QJ "O I ..c: '" ''"'"" QJ oc:; o o '" 1: o 0'" oC o¡: " 1: o "0 QJ oc:; o o '" (.) QJ :;; .." lO :> 1: 'oE" o QJ C. E lO c. ..c: 05 QJ -" lO o QJ QJ c. Q. o QJ QJ QJ C. ..'" ..c: o QJ lO '" 3: ..c: ..c: o!:l ..c: 3: 206) Complete CAE ,, 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 B 2 gives do es 3 eiEl f!el sAow did oot give 4 gWe make 5 correct 6 given giveo 7 gWe make 8 correct 9 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 Collocations with give, do and make I Vel'b form s to talk about the past 3a 3D Jla y 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 ajob, a a job, a course, a decision, a qualification, 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, 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: use of somelhing, an improvement g 2 f eeei..-e get 3 give make 4 Htffi ma k e S malte do 6 aci'tieve do 7 malte do 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 Rajiv: 8 pf8clisillg doi ng I mean I remember the trauma as a small child 01 ... Susan: Complel e CA E COl Track 6 Colin: sport, househol d changes, friends, 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 commenl, 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 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 (em b 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 be 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 rd 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 languagelearning 2 pea pie at ao educalional publi shing company 3 forma l 4 Students' own answeTs Vocabulary and grammar . revlew Unit Vocabulary 0 2 making 3 doing 6 gave 7 give Gram lar o 2 so as 3 4 made, giving 8 ma king 3 in case 4 0therwise 5 due to 6 so that 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"- "3 o , o. o."'lel" t i 1 ---.t - , 4 IS 1'- i ---.l o 6 - k K 1'- e l t l i lo. " '" ..L i 11'- 1t w 17 o. O ,,,1 ",· 1 1'- 1·" d e ---.t 11 1 '" c..L Ir 8 1 .p1 1 '" " 0. 11\ 1 '-- @ 2 making 3 doing 4 made 5 make 6 do e l opening 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 ...!!... ---.!' 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: ---'-- 2 sueeessful 3 arguments, development 4 beginning 5 studying, knowledgeable 6 disappointed, eaneellation COl Track 8 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.· 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 SOOIl 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); as witll wllOm: l orm al ( pre p osilion placed before 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 b e 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 he 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, per sonal part 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 part 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, badtem peredness, b eing snappy, h eadaches, tiredness. 2 Students' own answers Recording script Woman ,: CDl Track 10 Well, stress can aftecl people In many ways: insomnia. 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 . 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 ;-.. '. 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 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 o Students' own answers 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 3 exert cont rol 4 runnin g an experiment l A 2C 3A 4A SB 6B 7D SC Gram ar and vocabulary 2 rnight not 3 couldn't have 6 can 't 7 bound to 8 slight 5 4 possible S high l y 9 conceivabl y Jasmine : That must have been terrifying. What did you do? 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. 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 10 phone, teW6ffy 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 me. (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 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-andwhite 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 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 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 Suggested answers: (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 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 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 foth 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 U F 1 N G T K e H B N E R E A E E S W A X A E R 1 N F L E R S) D E S i) F N Y Ji 1 I O 'L O 'B' e p O E A U T E e (¡,. R 'º F K H E U 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 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 @ Cameron: Interviewer:So, what can newspapers provide if not current news? Cameron: Q3 Well, I suppose different newspapers provide different thing s, don't they? I he more UDmarket 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 newspaperthey 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 L T 'L' e H E 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 R L g) E A A Z QJ 1 S C o L L S 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 scifi 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 preimpressionist 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 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. Inlerviewer: So, are there any realistic prospects lor interstellar space travel in t he near luture? 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 4 w hilej w hen 0 2 at in 3 ef in 4 ffi at S ef in 6 correct 7 ift on 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, sparetime aetiv ity, programme of (social) events, flurr y 01 aetiv ity, eall for swift aetion 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 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! € ) 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 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. 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 say how the machines or devlces pictures help the people to do their work faster. O Z of those Recording script 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 e e 1&2 b possibility, any time e obligation, past d obligation, past e ability, present f abili ty, past 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 weafft¡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 '-' 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-toone 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. higherlevel. more up -to-dat e skills Woma n: Yes, that'd proba bly be a good way to learn a language. 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? 0 @ 3 ten 4 befare 1A 2 B 3B 4D lOC UD l2A Complete CAE SE 6D 7C BC 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 3 was 4 has been warking S I'm having 6 was working 7 had arrived 8 played 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 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: 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 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. 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. 3 T 4 T 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, worldfamou 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 sentence. 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 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 4 into 3 on O 2 iR 011 7 iR 0 11 3 6ft in 5 10 4 iR on 6 for 5 iR on 6 w4tft to 8 fef 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? 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. Woman : Well it already does, doesn't it? Think about how many more people there are now with allergies and skin problems. 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. se of Englisl Part 3 0 2 F - it tests knowled ge of vocabulary and wordbuilding. 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: 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 I 4 6 9 findin g 2 extinctions 3 disappearance environmentali sts 5 creatures c lea ra nce(s) 7 determi n atio n 8 national reduc tion 10 c urrently () Suggesred answers: I Srudenrs' own answers 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 airconditioning 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 aireonditioning 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 10 D 2C 3E 11 C 4D 12 A sB 6C 13 C 14 E 7A BE 9D 15 A 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 sports; Comparalive/ version, the Super/ative (orm + 1l0UIl: Fewer points, no more than four steps , the most goals, more goals, more explosions, Most teams 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 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 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 of IC 2F 3B 4G Recording script 50 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. 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 6A your aim. C02 Track 21 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. 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 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 thi na 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 : 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. Teacher: Should people who go to li ve in another country adopt the culture 01 th e country where they go to live? Sara : 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. 2 can 1 mighl Recording script 4 need, can 5 sh ou ld CD2 Track 24 I think it can open up people's minds to other expenences that lhey might nol be able 10 have otherwise. 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. James: 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 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 2 Exercise 1 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 r- Comptete CAE 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 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 Reading 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 8 F 9G 10 D 11 E 12 A Part 3 13 D 14 C 15 B 16 C 17 B 18 A Question 2 CONTENT 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 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. Wonld 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 • 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. candidate 's da ss. 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 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 12 faetory 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 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 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. 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 fishsmoking 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-mustsuller 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 twenlysix 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 things, touchina the thinas on disolay, Actually, Q23 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 the campus for most of the day on Wednesday Q25 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 for 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 scrip ts on pp. 215-216, pp. 217-218, pp. 231-232; Li am Carolan for the 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 00 pp. 238-239; Sara Hardeo WiJli s for the reeording seript s on p. 245; Sara Bennett and James Ding le [or (he recording seripL on p. 252; Cor parlicipation on the Complete CAE CD-ROM: Alyson Maskell, Nikalaos Kovaios , Jan Collier a nd Niek Robin son; for rev iew ing ea rly dralts oJ [he material: Oenni s Akers, IH Mataro; Maggie Baigent; ChrisLine Barlon; Jane Coates; Raehel Connabeer; Rosie Ca ll1le; Joanna Kazmierczak; Laura Matthews; Karyl Mu eller-Pringl e; Brendan Ó Sé, University College Cork; Luiza Wojtowiez-Waga, Warsa w Study Centre. The authors and publi shers ae k nowledge th e followin g sourees of copyright material and are grateful for the permissions gran ted. While every effart has been made, it has nol aJways bee n possible to identHy the sourees of .111 the malerial u sed, or ro trace a ll copyrigh t holders. If any omi ss ion s are brough t to our notiee, we will be happy to inelnd e [he .lppropria te aeknowledgement s on reprinting. Far the Student's Book: Littl e, Brown Book Group Limíted (Ol' the ex traet on p. 11 fr om Th e Bookseller of Kabul by Asne Seierslad . Reprodueed by permission of Little , Brown Book Group Limited ; Hodder & Stoug hton Limi ted and Random House Ine. for lhe eX lracr on p. 12 fr om Mr Cornmtlmenl. Copyright 0 1999 Mike Cayle. Reproduced by permission oí Hodder & Stoughton Limited & Broadway Book s, a division of Random House lne.; Hodde r & Sto ugllto n Limited a nd Stuar( Kriche vsky Lile rary Agency, lne. for Ihe ad apted extrael on p. 12 fro m Tite Hungly Ocean. Copy ri ght f¡ 1999 by Linda Green law. Reprlo ted by permi ss io n o f Hodde r & Slo ll ghlon Limi ted and (he SlUarl Krichev sky Lile ra ry Agency, luc.; The Economisr fo r Ihe adapled te xl 0 0 p. L6 'Kenne lh Ha le, Mas le r Ling ui st' fro m The EconomlSf, Novembe r 200 1. ror tbe adapted lexl on p. 118 'A lex [he Afriea n Grey' Tll e Economist 20 Seple mber 2007, fo r the teXI o n p. 139 'W hen lale nl goes abroad ' from 'Em ig ration : o ut wa rd bou nd' The ECOllomlst 26 Septem ber 2002 , fo r Ihe a udi o recording a nd record ing se ri pl o n pp . 213 - 214 adaple d [rom 'A bout Face, Prosopagnosia ' from Tlle Economisl 13 Decembe r 2004. Copy righ l C Th e Eeon o mis t Newspaper Lim ited , London ; Cambr id ge University Press for Ihe ada pled lex t on p. 22 fro m The Cambr idge Encycloped la of Language, 2 nd ed i(ion by David Crysta L Copyrig hl Cambridge Un iversüy press, 1997. Reprodueed by pe rmissioo oC Ihe a Ul ho r and Ca mbrid ge Univers il y Press; BBC.co. uk fo r Ihe tex l o n p. 28 fro m www.bbc.co.uk/science/ leonardo/l hiukeC Qui z/all re su li s. shuoL Reproduced w it h perm ission from bbc.co.uk ; NI Sy nd icalion for (h e ada pted le xl on p. 32 'The ne xI slep in bra in e vo luli o n' by Richa rd Wood s [rom Tll e SUl1day Time$ 9 J uly 2006, for rhe adap ted tex t o n p. 42 fro m The Times 20 Oc lobe r 2005, fo r ¡he [eXI o n p. 58 fro m rhe Times o nli ne 13 Ma y 2007, ro r lhe le xt on p. 90 'Buga lli Vey ron' by Je re my Cla rk so n, The Sunday TImes 23 Ju ly 2007. Copy right e NI sy ndicatiou Li mile d ; About.coOl fo r Ihe lex l on p. 34 from hll p ://genea logy.about. com/cd / gene ticgenea logy/ .l/ na lure_ llu rt ure.h tm. c2008 by Kim be rly Powell Used w ilh permissio n oí AboUl , Inc. , w hic h ca n be fo u nd online at www.aboul.Com . 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From New ScienLisr 15 Deeember 2007; N.ltional Ceographic Society fOl' the he.ldline on p. 117 'A rclic Mell Opens Northwest Passage' from National Geographic News 17 Seplember 2007; Reute rs for the .ld.lpted texl on p. 120 irom 'E nda n gered Chi na tiger eaught on came ra after 30 ye.lrs', 12 Oetober 2007. Copy right 2007 Reute rs. Rep rinted with permiss io n from Reuters. Reuters contenl is the inteLlec tual properly oí Reuters o r it s (hi rd party eo nleol prov ide rs. Any copying, republicalio n o r redi slributio n o r Reuters con (en l is exp ressly prohibited witho ut the prio r w riue n consent of Reule rs. Re ute rs shall nOI be li able fo r a n y errors o r de lays io cool eo t, o r fo r a ny aClion s lake n in reli.lnce lhe reoo. Reulers aud (be Reute rs Sphe re Logo a re reg islered Irade ma rks of Ihe Reulers g roup of compa nies around the world . Fo r additional in{o rmalion about Reulers content a nd se rvices, plea se vis il Reulers webs ile al www. reule rs.com . 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Copyrigh(4) Am.a nda Craig 1996 ; Illde pe nde nt Ne wspa pers fo r Ihe adapled a rlicle on p. 182 from ' How we me t ' by Esthe r Oxfo rd, Th e lndependenl 4 Oe robe r 1992 . Co pyrig ht Cl lndepen denl News & Med ia Limited ; Pe ngui n Books Limited ,1nd Abner Slein fo r lhe lexl on pp. 184- 185 fram Rcuolulwn m Time (Pen guin Books, 2000 ) . Copyright" Dav id Landes 2000 . Reproduced by pe rmi ssion of Pengu in Books Limited and Abner Stei n on be ha !f of lb e a Ulh or; Cosmopolitan for Ihe adapted [exl on p. 187 [mm 'Women o n a winn ing streak'. Cosmopulilan , Seplember 1991. Repro du eed by permi ss ion oí Cosmopolitan ; Adapled leX I on p. 193 from 'Respon sibl e tOllrism' www.rJp torJ dve mu res.eo.uk/ raptor; The w ashingron POS! fo ]' the a udi o reco rd ing a nd recordi ng sc rip t on pp. 243 -2 44 adap ted {rom 'S igns oí Tbaw in a Dese rL oí Snow' by DeNeen L. Brow n, Washmgton POSl Foreign Services , 28 May 2002 . AH rig hls reserved. 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L03./ (whiteboard ) (Palrick Eden) p. 103./ (Cra ig Lovell) p. 108 (1),/ (imagebroker) p. t08 (2).¡ (Les Glbbo n) p. 111 ./ (Rolf Richa rd son p. 116(1)) ,/ (Skysca n PhotoJibrary) p. 116 (b)./ (Kev ill Sc ha fer) p. 120 (t), / (Steve Man sfi eld·Dev ine) p. 128 (11)'/ (Robe rt CIa re) p. 129,/ (avat ra images) p. 131{c1),! (www.gera rd brow n. eO.u k) p. 13 1 (11') ./ (Colin Woodbrid ge) p. 132 (2 J,f (Ph ololoeal ion Ud) p. 137 (1)./ (Penlly Tweed ie) p. 137 (el).1 (Sa ll y & Richard Greenhill ), p. 140 (O / (Bnbhles Phololibra ry) p. 204 (hr) ; An Di rec tors & TRIP p. 49 (b) ,62 (Ir). 63 (e r), 74 (1). 75 (J). 94 (b). 97 (11). 137 (b). 178 (bl); Sibeliu s S Sibeli us Software - A part of Av id from lhe websile hll P:// www.sibel in s.com/ press/si belill s. hlml p. 69 (2); Mart yn Ch ill maid / pholog raphersct irec l. com p. 204( cI ); Corbis/ {Calh erm e Karn ow] p. 8 (5) ,/ (Simoo Jarrall) p. 17(er) ,/ [Elke Van De Veld e/ze ra) p. 17(b e). / (Larry Hirshowil Z) p. 21. / (Sergio Gaud enli / Kipa) p. 23 (b) ,/ (M atthias Kn lka/ zefa) p. 28./ (Bourgeois) (Chrislophef Felver) p. 29,/ (Aeheba) (Frank May/epa) p. 29, / (F URGOLLE/ lon age Poim FR) p. 35 (l r).¡ (Toby Mel " ille / Reulers) p. 35 (c1) ./ (Ma nuel Blondeau/Sygma) p. 39 (1)./ (John Henley) p. 43./ (Ted Lev ine/zefa) p. 48 (br).! 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Pela,,) p. 128 (br)./ (Anne· Mar ie Weber) ¡J. 131 (brJ; Dharm a Prod uclion s / The Kobal Collee tion bl. 73; / Ronal d Cra llt Arc hives p. 89 (r) ; Mark Duffin p. 68. p. 77 (1 ); EnI gma / Goldc res\ / W.,H ner Bros / Rona ld GrJl1t Archive p. 52 ; Ge¡¡y lm ages/ (S leph e n Alvarez / Na li ona l Geographic) p. 8 (2 ) ,/ (Spe neer Pl a tl) p. 11 ,/ (Johann es Kroemer) p. 13,/ (arabianEye) p. 17 (brl,/ (Dav id Yo un g-Wolff) p. 23 (e),/ (Ca mera n DJv idson) p. 24 (1 )./ (Cath enn e Lecl ner) p. 24 (e), / (Da rwin) (Ti me & LIfe PicLures) p. 29.1 (Rand) p. 29,/ (Commere ial Eye) p. 31 , p. 35 (b!) ./ (Jella Pro ductions) p .. (2)./ (S iri Sla fford ) p. 37 (3). / (Angel a Wya nt) p. 37 (4),/ (Darrin K1ime k) p. 45./ (Roberto Mett ¡(ogo) p. 48 (er).! (Ma ni n Ba rr.aud) p. 54 (br)./ (Em manuel Faure) p. 63 (l l) .! (al tre ndo images) p. 69 (3)./ (Kazuhiro Nogi / AFP) p. 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Copy righ t e NI Synd icaliol1 Limil ed ; No wPubllc fa r Ihe sc ree nshot on p. 81 from h ttp :// www.nowpn blic. com; Punc bstoe kl (Sloe kbyte) p. 8 (4)./ (Crealas) p. 15 (1)'/ (Digit a l Vision) p. 9 (8). p. 15( r) , p. 17 (el), p. 32, p. 37 (S). p. 74 (e). p. 99 (11) , p. 123 (4, 6), p. 131 (1 1). p. 178 (br)./ (moodboard) p. 17 (11) p. 62 (er)./ (Ble nd Im ages) p. 17 (bl, Ir), p. 24 (r), p. 35 (er),/ (BananaSloek) p. 23 (1) , p. 37 (1 )./ (im age 100) p. 44 (11. CIr) , p. 62(bl).¡ (ThinkSloek) p. 44(tr), p. 62 (e l) ./ (COI'bis) p. 69 (1) , p. 84 (11, er) , p. 108 (3) , p. 137 (eb)./ (Uppere ul) p. 95 (11). 98 (b r) Pix land). 103(gi rl w il h laplop) 130 178(11) 204 (11) (tlllage Source) ./ (Pures loek) p. 177(el./ (poi ka Dol) p. 177(b), / (Coms loek) p. 204 (bl); Rex Feat ures/ (Olycom Spa) p. 8 (3). (Pele Ox ford / Nalu re Pietu!'e Libra rr ) p. 20,/ (S ipa Press) (Richard Voung) p. 22, p. 29(Z id a ne) ,/ (Sun sel) p. 44 (ebr) ,/ (Daneli KroHs/WesIEnd 6I) p. 44 (bl} .I (Calen Rowe ll / Mounta in Light) p. 53,/ (Si P<l Press) p. 54 (bl),/ (Burger / Phau ie) p. 62(11 )./ (S ipoa Press) p. 70./ lT V p. 78 (1) ./ (David Fis her) p. 78 (b). (Be retla/ Sim s) p. 83, (Ric hard Jones) p. 84(cI)./ (Et ienne Ansoll e) pp. 90-91, p. 94 (trI.! (Ail x/ Pha nre) p. 97 (trl./ (Roben Judges) p. 97 (br),/ (N Ll s Jorgense n) p. 9S (ll) ,/ (Bade r-Bu towski/ WesIEnd6 1) p. 99(t r),/ (boy & teac he r) (Joh n PowelL) p. 103.1 (c1assroom) (Chad Eh le rs/ Sloek Conneclion) p. 103./ (Sipa Press) p. 109 (5),/ (Ca nad ian Press) p. 112(1). 11 7(bl./ (Ga ra ld Da vies) p. 118(1),/, (S ipa Press) p. 123 (1) ,(3),/ (Core y Hoehaebka/ Desig n Pics Ine) p. 123 (2)./ (J ohn Curti s) p. 13 1(bl) .I (Brel! Jorgensen) p. 131(cr) ,/ (Clive Di xonJ p. 132 (3). p. 140 (b),! (Per Lindgren) p. 178 (eI) ./ (Design Pies Ine.) p. 204 (cr); Scie nee Photo Libra r y (Daniel Sambra us) p. J78 (c r}; J D Sloan p. 18; Shu tle rsloek p. 44 (br), p. 99(cI , br): Sli ll Picl u res/ (Cia re Ke nda ll ) , p_ 121 et); Barry Tess ma n / NalÍona l Ceogra phic Ima ge Collee lion p. 109 (6); w ww.alexfoundation .o rg, Bra ndeis Univers il Y, Photo by Arlene Levi n-Rowe p. 118 (b); w ww.brit ainOll view.com p. 75 (tI') (Jeremy \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. 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