CAMBRIDGE EXAMINATIONS PUBLISHING i Eee to Proficiency Student’s Book Leo Jones CAMBRIDGE UNIVERSITY PRESS New EditionProgress to Proficiency New Edition Student’s Book Leo Jones 53] CAMBRIDGE ge UNIVERSITY PRESSPublished by the Press Syndicate of the University of Cambridge The Pitt Building, ‘Trumpington Street, Cambridge CB2 IRP 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1986, 1993 First published 1986 Seventh printing 1991 Seconil edition 1993 Third printing 1995 Printed in Great Britain at the University Press, Cambridge ISBN 0 52) 42575 1 Student’s Book ISBN 0 521 42574 3 Teacher's Book 2 5 Set of 3 cassettes Copyright “The law allows a reader to make a single copy of part of a book for purposes of private study. It does not allow the copying: entire books or the making of multiple copies of extracts. Wrieten permission for any such copying must always be obtained from the publisher in advance.10 Contents Thanks Introduction Free time Comparing and contrasting Adjective + noun collocations Using participles ‘Golden rules’ for writing Adventure Articles and determiners Words easily confused Keeping the reader’s interest. Adverb position keep & hold People Reporting—1 Punctuation Using inversion for emphasis Opposites Communication -ing and to__ Forming adjectives Paragraphs ~ 1 Wh-clauses make & do Food and drink ‘The passive ~1 Position of adjectives & participles should and be Making notes ~ 1 Travel and transport The future Collocations: adverbs of degree Advanced grammar revision Avoiding repetition come & go Consumers Past and present Compound nouns Further uses of -mg Sequencing ideas The press Modal verbs Prefixes There... Paragraphs—2 bring & get Education Question tags and negative questions Abstract nouns Reporting~2 Making notes ~ 2 Nature and the environment Conditional sentences ~ 1 Different styles Uses of the past Showing your attitude put & set 19 36 65 79 94 Ml 129 14511 12 13 14 15 16 17 A good read Conjunctions and connectors ~ 1A good beginning Collocations: idioms [1 . . . constructions epositions ive~2 Thinking about the reader give & ake As the saying goes... Underlying meanings The narrator Conditional sentences — 2 Earning a living Word order: phrasal verbs Collocations: verb phrases A good ending Advanced grammar revision good & bad Arts and entertainment Prepositions Exam practice: vocabulary Conjunetions and connectors -2 Styles Mind and body Relative clauses Illustration and allusion Synonyms Exam techniques: Use of English mind, brain & word The past Adjectives + prepositions _Collocations: exam practice Modifying adjectives & participles Modern life Examination practice Communication Acti Acknowledgements Index 162 176 191 203 219 238 258 272 289 312 inside back coverThanks Td like to thank everyone who generously gave their advice and made comments and suggestions which have helped to shape this New Edition of Progress to Proficiency Heartfelt thanks to Jeanne McCarten, who started the ball rolling and kept the project moving along. Her discerning ideas and wise advice encouraged me to incorporate countless improvements ‘Thanks to the teachers who provided feedback on the first edition: Craig Andrew, C.A.R.E.L., Royan Liz Charbit, Geos Academy, Hove Anne Cosker, MPT Harteloire, Brest Marina Donald & Margery Sanderson, Stevenson College, Edinburgh Shirley Downs, British Institute, Rome Brian Edmonds, British Institute, Paris Hilary Glasscock & Jenny Henderson, Cambridge Centre for Advanced English Cecilia Holcomb, Scanbrit School of English, Bournemouth Ian Jasper, British Council, Bilbao Anne Koulourioti & Ourania Petrakis, Asimenia Featham School of English, Rethymnon, Crete Sheila Levy, Cambridge Academy of English Vicki Lynwoodlast, English Language Centre, Hove P.L. Nelson-Xarhoulakou, Athens Steve Norman, Cambridge School, Barcelona Bruce Pye, VHS Spracheninstitut, Nuremberg Michael Roche, Academia de Idiomas Modernas, Valladolid Cristina Sanjuan Alvarez, Escuela Oficial de Idiomas, Zaragoza Jennie Weldon, The English Centre, Eastbourne I'm particularly grateful to everyone who wrote detailed reports on the first edition, and recommended particular improvements and changes: Margaret Bell, International House, London _ Jennie Henderson, Cambridge Centre for Advanced English Ruth Jimack, British Council, Athens Jill Mountain, British Institute, Rome Clare West, English Language Centre, Hove ‘The New Edition was greatly enriched with ideas, criticisms and suggestions from Ruth Jimack Jenny Johnson Rosie McAndrew Laura Matthews Pam Murphy Jill Neville Madeline Oliphant Alison Silver Bertha Weighill Clare West And thanks to the following people for their contributions and assistance: Peter Taylor, who devoted so much time and effort to collecting the authentic interviews, who produced the studio recordings and edited all the recorded material, with the help of Peter, Leon, Andy and Di at Studio AVP. The actors who took part in the studio recordings, and who talked about their own experiences and attitudes: Ishia Bennison Tim Bentinck Amanda Carlton Elaine Claxton Charles Collingwood Karen Craig Rupert Farley Michael Fitzpatrick Gordon Griffin Tim Monro Jacqui Reddin Anne Rosenfeld Chris Scott Kerry Shale Ken Shanley Coralyn Sheldon Steve Tomkinson‘The people who generously agreed to be interviewed: Steve Abbott Fiona Bristow Vince Cross Ray Gambell Kate Gooch Abdulrazak Gurnah Stephen and Susan Hill Amanda Hooper Karen Lewis Christine Massey Alastair Miller Jilly Pearson David Reindorp Sarah Springman Lisa Wood Lindsay White who coordinated the production of the book with friendly aplomb, tact and skill Amanda Ogden for her impeccable, resourceful work on researching the photographs, cartoons and reading texts Ruth Carim for proof-reading the material so carefully Nick Newton for his tasteful ideas for the design of the book Peter Ducker for his stylish, meticulous work on the design and layout of each page of the book Alison Silver guided the project smoothly, efficiently and cheerfully towards its publication. Her eye for detail, thoroughness and discernment enhanced the book enormously. Working with her was, as always, such a pleasure. Finally, thanks to Sue, Zoé and Thomas for everything. From the first edition My special thanks to Christine Cairns and Alison Silver for all their hard work, friendly encouragement and editorial expertise. ‘Thanks also to all the teachers and students at the following schools and institutes who used the pilot edition of this book and made so many helpful comments and suggestions: ‘The Bell School in Cambridge, the British Council Institute in Barcelona, The British School in Florence, the College of Arts and Technology in Newcastle upon Tyne, the Eurocentre in Cambridge, Godmer House in Gxford, the Hampstead Garden Suburb Institute in London, Inlingua Brighton & Hove, International House in Arezzo, Klubschule Migros in St Gallen, The Moraitis School in Athens, the Moustakis School of English in Athens, the Newnham Language Centre in Cambridge, VHS Aachen, VHS Heidelberg, VHS Karlsruhe, the Wimbledon School of English in London and Ray Thomson in Switzerland. Without their help and reassurance this book could not have taken shape.Introduction Progress to Proficiency is for students who are preparing for the University of Cambridge Certificate of Proficiency in English examination (the ‘Proficiency exam), or for an examination of similar level and scope. Each of the eighteen units is based on a different topic, and contains sections which will help you to develop and improve your reading, writing, listening and speaking skills in English. Using Progress to Proficiency © will make your learning an enjoyable experience will be intellectually stimulating and thought-provoking © will help you do your very best in the exam © will enable you to perfect your English for professional, academic and social purposes — not just for an exam, but for real life These criteria are reflected in every unit of Progr s to Proficiency through a wide variety of exer: es and activities, which focus on different aspects of English: © developing and increasing your vocabulary helping you to understand, enjoy and appreciate reading passages revising grammar studying more advanced grammar points improving your writing skills and composition writing developing your summary writing skills idioms and phrasal verbs improving your listening comprehension developing your oral communication skills Proficiency examination skills As you work through the units, you'll be building your proficiency in English PROGRESSIVELY. You'll notice a gradual change in the nature and style of the exercises and activities as you progress through the book. At the beginning, they help you to improve your English by giving you guidance, encouraging you to enjoy learning and giving you opportunities to use English creatively; towards the end, you'll be concentrating more on acquiring and refining the special skills needed for the examination. Many of the exercises and activities are designed to be done in cooperation with other students, working in pairs or small groups. You'll find that by sharing ideas you can learn a great deal from each other. Working in pairs or small groups really will help you learn more effectively — and more enjoyably. Working through Progress to Proficiency will help you to make progress, but it YOUR TEACHER who can help you to improve the specific aspects of English that you're weakest in and can guide you towards particular exercises that seem most valuable for you and your class, Your teacher may decide to leave out some exercises if the limited amount of time available can be more profitably devoted to other exercises ~ you may decide to do some of these omitted exercises as extra homeworkRemember that You are the most important person in the learning process, You are the person who is most responsible for your progress: by asking questions, seeking advice, continuing to expand your vocabulary (see page 7), reading English for pleasure, talking English and listening to English whenever you can, you should be in control. Improving your English takes time and practice ~ and hard work too. A lot of this work will need to be done on your own outside class: preparing material for each lesson, regularly reviewing what you have covered in class, learning new vocabulary, and doing all the written tasks that you are set. While working with Progress 10 Proficiency you'll need a good English-English dictionary beside you, as well as a comprehensive grammar reference book ~ no coursebook can answer all your questions on vocabulary and grammar, and your teacher is only available when you're in class. Symbols ES) indicates that you should use a fluorescent highlighter to highlight useful words or expressions in a text or exercise BE indicates Communication Activities. In these activities you and your partner(s) are given different information which you have to communicate to each other. These are printed at the end of the book in random order, so that you can’t see each other's information indicates recorded material on the cassettes. 4% indicates examination advice and study tips A\ indicates a warning. Enjoy using Progress to Proficiency!1 Free time Ee A Work in pairs. Discuss these questions with your partner What's going on in the photos? What are the people doing? How much “free time’ do you have in an average week? What kinds of things do you enjoy doing in vour spare time, when vou have any? If vou had more time for hobbies or sports, what might you take up? What's your favourite sport and why? What's your main hobby? Why do you enjoy it? B Work in pairs. Before vou listen to the recording, find out what your partner thinks are the attractions (or otherwise) of these hobbies and interests:c +) You'll hear five people describing their hobbies or leisure interests: Karen, Tim, Jacqui, Mike and Ishia 1 As you listen, note down what each speaker's hobby or interest is and the reasons they enjoy it or find it rewarding Compare your notes with a partner. Listen to the recording again to settle any of disagreement, or to fill any gaps in your notes. 3. Discuss which of the activities sounded most and least attractive D Work alone. Evaluate each activity as follows: ¥ beside the sports and pastimes you participate in, are interested in, or watch F beside the ones that other members of your family take an interest in X beside the games and pastimes you dislike or disapprove of ? beside the ones you might take up or get interested in one day Underline your favourite activity in each category and add any which are missing. Team sports: soccer] American football] baseball] hockey 1) rugby] volleyball] basketball] ice hockey 1) Individual competitive and non-competitive sports: boxing motor racing] tennisL] badminton] golf) squash cycling] sumo(] field and track athletics) swimming 1) cross-country skiing L] downhill skiing] skating] aerobics ] windsurfing] surfing sailing] jogging) fitness exercises L] water-skiing L] Outdoor activities: birdwatching fishing) hiking gardening L] walking the dog) hunting L) Indoor games: chess[] draughts] backgammon C1] board games: Scrabble, Trivial Pursuit, Monopoly, etc. [] card games: bridge, poker, etc. [] Hobbies: collecting things - stamps, antiques, etc. ]_ reading books _) carpentry (] listening to music _} playing a musical instrument 1) photography ©] cooking] doing crossword puzzles] sewing knitting painting] car maintenance 1] do-it-yourself dancing|] singing cinema dramal) Work in groups and compare your lists. Find out the attractions (or otherwise) of the sports, games and hobbies that your partners have marked, Use a dictionary to look up any vocabulary you're unsure of, or ask your teacher ce When you meet someone for the first time (and in the Proficiency Interview), you may well be asked about your hobbies and interests. Saying ‘I don’t have time for any’ is a conversation killer. it may be better to pretend that you are interested ina couple of sports or hobbies, adding later that you regret how little time you have to pursue themir A earning a musical instrument Work in groups and discuss these questions: eee © Do you know anyone who plays any of these instruments? © Which of them would you like to be able to pla ? Give your reasons. @ What are the rewards of learning a musical instrument? Fi_eew\\ B Read this article and then answer the questions that follow XCEPT perhaps for learning a foreign language and getting your teeth properly sorted out once and for all, there is nothing more rewarding than learning a musical instrument. It provides a sense of accomplishment, a creative outlet and an absorbing pastime to while away the tedious hours between being born and dying. Musical “At Homes” can be a fine way of entertaining friends, especially if you have a bitter grudge against them. Instrumental tuition is widely available publicly, privately and by post. Before choosing an instrument to learn you should ask yourself five questions. How much does it cost? How easy is it to play? How much does it weigh? Will playing it make me a more attractive human being? How much does it hurt? All musical instruments, if played properly, hurt. ‘The least you can expect is low back pain and shoulder strain, and in some cases there may also be bleeding and unsightly swelling. Various relaxation methods, such as meditation and the Alexander Technique, can help. The most popular instrument for beginners is the piano, though I don’t know why this should be so. The piano is expensive, it’s fiendishly difficult to play, it weighs a ton and it hasn’t been sexy since Liszt died. If you sit at the keyboard in the approved position for more than a few minutes, the pain is such that you are liable to break down and betray the secrets of your closest friends. The only Tinkling the ivories, jangling the nerves good thing you can say about the piano is, that it provides you with a bit of extra shelf space around the house. Being difficult to play means that learning the piano could make you vulnerable to a syndrome known as Lipel Dilemma. Lipchitz was an Austrian behavioural psychologist who observed that setting out to acquire a difficult skill leads to one of just two alternative results. Either, because of lack of talent or lack of application, you reach only a low to average level of attainment, which leads to general dissatisfaction and maudlin sessions of wandering aimlessly about the house, gently kicking the furniture and muttering, “I'm hopeless at everything.” Or you reach a very high attainment level but, because you spend anything up to 18 hours a day reaching and maintaining this level, other aspects of your personality do not develop properly, which leads to general dissatisfaction and maudlin sessions of wandering aimlessly about the house, gently kicking the furniture and muttering, “Up the Villa.” Having thus established that no good at ali can come of any sort of endeavour, Lipchitz himself gave up behavioural psychology and took a job in a Post Office as the person who runs out of things. The violin is definitely a Lipchitz’s Dilemma instrument, but it does have certain advantages over the piano. It is portable and need not, be all that expensive to buy. You might not be able3 to get as good a sound out of a cheap instrument as an expensive one but since it is notoriously difficult to get much of a sound out of any sort of violin your best advice is to forget the whole idea and take up something easier. The maraca is a hollowed out gourd half filled with beads or dried lentils or some such. Shaken, it makes a rattling sound. Small babies find this mildly entertaining but nobody else is interested. The harmonica is similar. You buy it. You blow it. You suck it. You put it in a drawer. You lie on the sofa and you turn the telly on Some people think that the drums are easy to play and assume it must be fun, thrashing about like that. Do not be misled. Even basic rock ’n’ roll drumming requires a high level of musical understanding and physical coordination. Years of practice are needed to acquire a fluent technique, sufficient stamina and command of rhythmic and dynamic nuance and yet, after all that trouble, people still come up and say, “Must be fun thrashing about like that.” This is why drummers often contract some of the more amusing personality disorders from the Encyclopaedia Psychopathics. An evening out with a drummer can be diverting, but be prepared for it to end with lines such as, “Leave it, Terry!” “For God’s sake, he was only joking!” and “OH, CHRIST, WHAT A MESS!” Otherwise, take my mother’s advice and don’t have anything to do with drums or drummers. Brass instruments are much more fun. Professional brass players always wear an expression of bewildered good cheer. This is because they have discovered one of life's most wonderful secrets: you can eam a living making rude noises down a metal pipe. It is a secret that enables them to steer through all life’s uncertainties and absurdities with unruffied equanimity. Thave played the guitar for more than 30 years, but I would not advise others to do the same. Far too many other people play the guitar and you will probably find, as I have, that they do it better than you ‘A friend once invited me for tea, He had also invited a chap from the pub. The chap from the pub brought his accordion with him. It was an electric accordion which plugged into an amplifier. The living room was small, the amplifier large. He played Lady Of Spain and The Sabre Dance. The International Court of Human Rights has my report on the incident and is considering my recommendations. For sheer sex appeal you can’t do better than a saxophone. Just holding a saxophone gives you a late night charisma, enables you to drink whisky and smoke with authority, But if you wish to maintain credibility, it’s as well to have a good stock of excuses ready for when you're asked actually to put the thing to ‘your lips and blow, especially if your best shot is “Oh, The Camptown Ladies Sing This Song, Doo Dah Doo Dah.” Otherwise, be prepared for maudlin sessions of aimless wandering, gentle furniture kicking, and muttering, “I’m hopeless at everything.” David Stafford Note down your answers to these questions, or highlight the relevant information in the passage nine instruments he mentions? Nine instruments are mentioned: what are they? ‘Three rewards of learning an instrament are mentioned: what are they? Four kinds of pain are mentioned: what are they? What is the difference between the two symptoms of Lipchitz’s Dilemma? What reasons does the writer give for advising the reader nor to take up eight of the Write your answers to these questions in note form 6 Which of the instruments seems to have the fewest drawbacks? 7 What happened at the end of the imaginary evening out with a drummer? =} Compare and discuss your answers with a partner. 6tok (EB) Highlight these words in the passage ~ the paragraph number is shown with the symbol € grudge ®1 syndrome physical coordmanion 12 nuance® 12 unruffled equanimity maudlin € 6.7.17 endeavour€8 be misled 412 14 charisma 417 Match their meanings to these words and phrases, using a dictionary if necessary: charm and magnetism condition control of one’s movements _ dislike effort get the wrong idea perfect calmness self-pitying subtle variation Ll Highlight two or three sentences which amused you in the passage. Discuss your reactions to the humour of the passage with a partner Learning new vocabulary Look at the advice given here and discuss with a partner which recommendations are most useful for you personally GM) Highlight the advice you want to remember. Exercises like 1.2C or 1.6A should be viewed as a sounce of new vocabulary, and as a reminder of vocabulary you may have come across before. © if you come across a potentially useful new word or phrase, use @ dictionary to look it up. Pay particular attention to the example sentences given and any information given about collocations* ‘* Ifa word or phrase seems specialised, obscure or recondite*, you shouldn't necessarily try to remember it ~ often you can guess its meaning from the context anyway. Make your own choices about whether new words and phrases are ‘useful’ or not. @ Highlight useful new words so that they stand out whenever you flip through* the book. Flip through the units you have covered so far at least once a week - you could do this on the bus on your way to or from class, for example. This will help you to assimilate* the words so that eventually you can incorporate them into your own active vocabulary, and use them in your writing and conversation. * Writing new words in a notebook will help you to memorise new words, particularly their spelling. If you put words in categories, rather than making a chronological" list, it will be easier to find them again later. © Use a loose-leaf ‘personal organiser’ or Filofax as your vocabulary notebook. New pages can be inserted when you run out of space in each category. ‘* New words can be stored under topic headings: Free time, Sport, Music, Literature, etc. Or you may prefer to build up a ‘personal dictionary’ where each fresh page lists words beginning with A, 8, C, and so on. ‘© When writing new words in your notebook, write an example of each word in a sentence, as well as a definition. If it’s a difficult word to pronounce, make a note of its pronunciation too. Leave a line space between each entry* in case you want to add more information at a later date. * Ifyou don’t understand these words, look them up now. Decide which of them are worth highlighting and remembering. = Find out from other students what techniques they use to help them remember new words.(a 3 Comparing and contrasting CeMuEae A Work in pairs. Discuss the differences in meaning or emphasis between these sentences 1 Like you, I wish I could play the piano, wish I could play the piano like you Your essay was most interesting. Your essay was the most interesting The cliff was too hard for us to climb. The cliff was very hard for us to climb. She is a much better violinist than her brother. Her brother is a much worse violinist than she is. fen 5 Chaire is Britain’s second most popular name for girls, Claire is Britain’s most popular second name for girls. 6 She swims as well as she runs She swims as well as runs 7 Bob isn’t too bright, like his father. Bob isn’t as bright as his father Bob’s father is bright, but Bob isn’t that bright Bob isn’t all that bright, like his father B__ Fill each of the blanks with a suitable word or phrase. Try to think of TWo different structures you can use to complete each sentence, as in the example: 1 Track and field athletics . are far more strenuous than / require a great deal more skill than. jogging 2 She tennis that she can beat everyone in her age group, 3. She can run fast 4 Fishing energetic swimming 5. Learning English learning to drive a car. 6 Collecting antiques is that I can think of. 7 On Saturday night 1 than stay at home studying, C Find the mistakes in these sentences, and correct them, 1 {bion't true to say that London is as large than Tokyo. 2. He's no expert on cars: to him a Mercedes and a BMW are like. 3. Her talk was most enjoyable and much more informative as we expected, 4 Don't you think that the more something ie difficult, the less it is enjoyable? 5 Less people watched the last Olympics on TV than watched the soccer World Cup. 6 Who is the less popular political leader of the world? 7 My country is quite other than Britain: D Work in pairs, What are the similarities and differences between each of the activities shown here? Write sentences comparing and contrasting the activities ‘Then compare your sentences with another pair. ot KARYN EY Example: Riding a bike and riding a motorcycle both require a good sense of balance. As far as safety is concerned, neither cyclists nor motorcyclists are as safe as people in care. Anew bike costs much lecs than a motorcycle and riding one is good exercise. However, you can go much faster on a motorcycle.UR Cnc s A. This is the first paragraph of an article about a long walk From suicide notes to sunshine and serendipity Mark Wallington co ll souUTH I BEGAN the path from the Rae WALES Cardigan end, on the last evening Sense of August. The sky was clear, the Siocon . air warm and the grass igh after”) yg Garg aren Of one of the finest summers for SARE, Eimer years. Ahead of me lay the St Ann's Hen a Ne Pembrokeshire Coastal National es Angle Bo resby Lp Park and 300 kilometres of footpath. I walked five of them and camped out in some sand dunes... Work in groups. Discuss these questions with your partners: # Ifyou were setting out on such a walk how would you feel? ‘© What do you think happened during the course of the walk? ‘© What do you think happened when he awoke the next morning? BE 4 Work in groups of three. Student A should look at Activity 1, student B at 32 and Cat 34. One of you will find out more about the beginning of the trip, one about the middle, and one about the end While you're reading, MAKE NOTES on the high spots and low spots of Mark Wallington’s walk C Using your notes, tell your partners about what you've read, Make notes on what your partners tell you about the high spots and low spots of the walk. D__ Read this summary, and check how many of the unpleasant aspects that you've noted are mentioned here. Wallington’s bad experiences began at dawn on the first ing when his tent came down in the wind. He was soon wet ugh, and as the storm went on blowing all that day, he was horoughly drenched and depressed by the afternoon. His feet turned a strange colour and all of his clothes let in water. On wrote at ne ight his tent nearly got blown down and every day, as the cliffs, he was sprayed by waves breaking on To make matters worse, other walkers who had wisely decided to walk the path from South to North were blown struggled head down against the wind. For a few mproved, but at the end of the walk the rain ‘long while days, the weathe avenge: ce10 E Gad Read all three parts of the text in Activities 1, 32 and 34, making sure you've noted all the high spots of the writer's walk. As you do this, highlight any useful vocabulary you'd like to remember "Then write a paragraph about what the writer enjoyed, asa continuation of the summary above. Begin like this: In spite of the bad weather, Mark Wallington has good memories of his walk. .. Try to use your own words and avoid quoting verbatim from the article. Ror eae aus A Work in pairs, Look at the odd-looking phrases below: replace the adjectives in italics with ones which really do collocate with the nouns. Examples: a high pleasure — a great pleasure a major cold — a heavy cold a profound lake b an expensive piece of advice a loud room overlooking the street _a silent room overlooking the garden aclose shop adear meal adeep book anvisy noise a quiet movie B_ Work in pairs. Look at the nouns below and suggest TWO suitable adjectives that can be used to describe them. Try not to use any adjective more than once while doing this exercise. Look at the examples first: an absorbing/overrated pastime an energetic/violent sport activity animal book boy exercise film friend game girl illness interest. job man meal painting photographer place song story student talk teacher woman C Work in pairs. Here are some adjectives which have similar meanings. Fill the gaps with suitable nouns, using a dictionary from time to time if necessary Look at the examples first: 1 alight summer coat a pale face a bright sunny day a colourless liquid 2a famous a well-known a notorious an infamous a distinguished 3 anextensive along awide abroad 4 anold an elderly an ancient an old-fashioned 3 anew a modern an up-to-date arecent afresh 6 aconsiderable a major a strong an important a significant a vital an essential 7 an insignificant a minor asmall alittle a trivial 8 astrange an unusual arare a peculiar an uncommon "> When you have finished, compare your answers with another pair.‘kk When using a dictionary, remember that the examples given are often more helpful than the definitions. The examples show some of the contexts in which the words occur, and their collocations. There‘s no ‘best dictionary available’, so if your partner has a different dictionary to yours, there are even more examples at your disposal. It's only a sport! A. Before you read this article, discuss these questions with a partner: © What kind of training does a champion swimmer or athlete have to do? © Do you know anyone who is a keen swimmer or athlete? Describe them. © What kind of person do you need to be to become a world-class athlete? © What kind of qualities do athletes need to have? Choose ten of these adjectives which you think are most suitable to describe a successful athlete: brave charismatic compassionate competitive dedicated determined dignified disciplined exuberant fearless humorous intelligent introverted knowledgeable methodical modest obstinate painstaking persistent proud resourceful ruthless self-deprecating single-minded sociable temperamental aggressive confident consistent easygoing emotional arrogant B Read this article and decide which of the adjectives above you'd use to describe Zara Long’s personality Long’s winding road to the top FOR eight months of her teenage years, Zara Long, who flies out tomorrow week for swimming’s world + championships, sampled normality. She went to parties, she stayed out laie, she could sleep in to something like a civilised hour; she was not impressed. Free, for the first occasion since she was nine, from the chore of training, the 20-year-old extrovert from south London was like a prisoner making up 2 for lost time. “I did everything with a vengeance,” she said, to the extent that she added 10 kilos to her competing weight of 63 kilos. “Frankly, it wasn’t all it's cracked up to be, “I'd returned from the Olympics, where I'd not swum well, and felt unhappy with myself; I was going to meets out of habit rather than enjoyment. | thought, there’s no money in the stupid sport, I might as well give up and try the sort of life my friends have.” She got a job in a clothes shop, cash in her pocket and was quickly disillusioned. “You hear so many people saying12 they might have done this or that if only think I'd shoot myself if I had to say the same thing. I'd put so much time, effort and love into swimming, it seemed a waste to give it up. If I competed in the next Olympics, I could slill retire at 21. I can close my book on my swimming, parties and the social life will still be there.” After consulting her parents and erstwhile coach, she recurned to a life of early mornings in the pool. “I had to cry myself through the first two weeks of training.” Long's return, painful because of her lost fitness, has become more comfortable. At the Commonwealth Games, she won two silvers in the relays and at the national champion- ships in Coventry last month, she set four personal records. The 2 min 17.90 sec set for the 200 metres individual medley ranks her at eighth in the world and she travels to Perth with genuine medal prospects. “I should get into the final and there, over one race, anything could happen,” she sai If she performs badly? “I don’t throw my goggles round the changing room like some of the girls, I try to say myself ‘ir’s only a sport, don’t get upset there'll be another time’. I'll probably swear at my coach and then apologise to him five minutes later and talk about what ‘went wrong,” Long is an endearingly exuberant character given to comments that would hit the headlines if she was in a more high-profile sport. She describes television coverage of swimming as diabolical - “all you get is a row of heads bobbing along in the water”; her training as boring ~ “you find yourself thinking about what you are going to have for dinner or even singing to yourself”; and the world best for her event as drug-induced - “I get angry when people say my best time is miles away from the record. I tell them “but it was set by a man’.” It is the subject of Sharron Davies that gets her most agitated, however. The former model and television presenter competes in the same individual mediey events and, like Long, first took part in an Olympics at the age of 13 and also dropped out, for a much longer spell, from the sport. ‘The comparisons end there. Davies was sponsored to the tune of £20,000 last year while Long has to pay her own way from her earnings as a part-time swimming teacher. (It cost her £200 to compete in Coventry ~ nearly three weeks’ wages.) Consequently, Davies, who failed to hit the qualifying standard for the world championships, has become an icon of ambition for Long. Last week, the latter recorded an episode of BBCl’s A Question of Sport but would reveal nothing about her performance other than “I did better than Sharron.” She has yet to be beaten by Davies in the pool either. “I don’t hate her,” Long said, “we are friends, But we have a strong rivalry. I swim better when | race her. At the Commonwealths, I didn’t care what my time or my place was, I just wanted to beat Sharron. I knew if I did, the time would take care of itself. My coach would like a cardboard figure of her to put on the side of the pool whenever I compete.” Long needs no motivation for her passion away from the pool. Her car is covered with Crystal Palace football stickers and she is, world champion- ships apart, at their every home game. She was also at Wembley for the FA Cup Final against Manchester United and the replay, which was lost 1-0. “I was more unhappy then than I've ever been with my swimming. I saw the players on the floor with their heads in their hands and I could relate to them. Issaid, ‘Don't get upset, it’s only a sport, there'll be another time.’ Then I just cried and cried.” Guy Hodgson "C Decide whether these statements are true or false, according to the article: 1 Zara Long enjoyed herself while she was not in training. 2. She had given up training because of her bad performance at the Olympics. 3 ‘Training again after such a long break was fun. 4+ She says the best time for her swimming event ‘was set by a man’ because men and women swim in the same event. 5. She isa very temperamental athlete 6 She doesn’t enjoy watching swimming on television. 7 Zara doesn’t make any money out of swimming. 8 Zara loses her nerve when Sharron Davies is competing against her. 9 The only sport she enjoys is swimming, 10. She was terribly upset when Manchester United won the FA Cup Final replay = Justify your choices to a partner, quoting from the passage if necessary D_ GM Highlight the words and phrases in the article that mean the same as the following (4 indicates the relevant paragraph): dull routine §2 10 an extreme degree 42 disappointing §2 disappointed § 3 former§5 attractively §8 lively §8 attract publicity 8 mell-known § 8 PEANUTS Featuring “Good ol! CharlieBeocn” b4 Selwe at I 1 HLL! KILL! out! ‘SMASH! REIT ]4 i A. You'll hear Sarah Springman, who CE RO isa university lecturer in engineering, talking about her sport: the triathlon. Before you listen to the recording, look at the questions and pencil in any information you already know (or can guess). Sarah Springman B_ (=) Note down your answers to these questions with information from the recording. 1 Which three sports does the triathlon consist of? 2. How long does the triathlon event last? 3 What ‘wonderful benefits’ come from training for the triathlon? 4 How does training improve your outlook on life? 5 What ‘important ethic’ do triathletes tend to share in their attitude to races? 6 What kind of sponsorship would Sarah never condone? 7 What is her attitude to people who think that life is perfect? 8 What distances does the ‘Olympic distance’ event consist of? 9 How many hours training is she doing at the moment? 10 How far does she say she swims in a training session? (This is a slip of the tongue ~ how far does she really swim, do you suppose?) 11 How far does she cycle on a ‘long ride’? 12. How careful is she about what she drinks and eats? C Work in groups and discuss these questions: ‘© What kind of people do Zara Long and Sarah Springman seem to be? How are they similar and how are they different? © Would you like to take part in a ‘novice event’ triathlon? Give your reasons. .#) What is your attitude to commercial sponsorship of sporting events? ©) How are professional sportspeople different from amateurs? ‘© Do you take part in sports for enjoyment, for exercise ~ or to win Give your reasons. © What kinds of sacrifices does a top athlete or sportsperson have to make? nes STOWEue ie A. Working in pairs, explain the difference in meaning (or emphasis) between these pairs of sentences: 1 Standing at the top of the hill, I could see my friends in the distance I could see my friends in the distance standing at the top of the hill 2 Before preparing the meal he consulted a recipe book, After consulting a recipe book he prepared the meal. Finding the window broken, we realised someone had broken into the flat We realised someone had broken into the flat, finding the window broken. 4 While preparing the meal, he listened to the radio, While listening to the radio, he prepared the meal Crawling across the road, | saw a large green snake, I saw a large green snake crawling across the road. B Study these examples before doing the exercises on the next page: 1 There are two forms of active participles: On TV all you get is a row of heads bobbing along in the water ... You find yourself thinking about what vou are going to have for dinner or singing to yourself. Having thus established that no good at all can come of any sort of endeavour and three forms of passive participles: Being warned about the approaching storm, they made for the coast. Warned about the imminent storm, they prepared for the worst. Having been warned about the impending storm, they foolishly pressed on. 2 Participles are used to describe simultaneous actions: We sat on the beach matching the windsurfers falling into the water maudlin sessions of mandering aimlessly about the house, gently kicking the furniture and muttering, “I’m hopeless at everything.” Dressed in her smartest clothes, she arrived early for the interview. and to describe consecutive actions: Getting to the beach, we looked for an uncrowded spot. (BUT NT: We looked for an uncrowded spot, getting to the beach. X) Having got to the beach, we found a parasol to sit under. and to explain reasons or causes Not being an expert, I can’t teach you how to use a sailboard. Being a poor swimmer, I don’t go out beyond my depth: 3 Participles can also be used after these words: after as before if on once since when whenever unless until Afier consulting her parents and ersuwhile coach, she started training again Once opened, this product should be consumed within 24 hours. All musical instruments, 1 p/ayed properly, hurt. 1516 Passive participles and having... tend to be used more in formal style than in colloquial English. Normally the subject of a participle is the same as the subject of the main verb: Waiting for the bus, J saw him in his new car. (= I was waiting for the bus) But in some cases the context makes the meaning clear: Being difficult to play means that learning the piano could make you vulnerable toa syndrome known as Lipchitz’s Dilemma. Using participles of the verbs below, complete these sentences: As , we'll meet outside the cinema at 8 o'clock. He has been feeling terribly homesick ever since in this country. On home, I went straight to my room. by her indifference, he burst into tears. Having the game, they shook hands. Unless later, the key should be returned to the reception desk. Remember to use block capitals when the application form. Remember to bend your knees, not your back, whenever eA REN arrange arrive complete finish lifi reach require shake Finish the sentences, with each one still meaning the same as the one before it. 1 Thaven’t got a car, which is why I usually travel by bus. Not 2. The demonstrators chanted loudly as they marched into the square. Chanting 3. They turned back when they found their way blocked by the police. Finding 4 After she watched the match on TV, she’s wanted to take up golf too. Ever since 5. [heard that he collects butterflies and asked him to tell me about it. Having 6 None of her friends turned up outside the cinema, so she went home. Finding 7 AsI don’t know much about art, I can’t comment on your painting. Not 8. Three old men were sitting smoking at the back of the room. Sitting 9 If you drink coffee too quickly, it can give you hiccups. Drunk 10 I went to bed early because I felt a bit under the weather. Feeling Having spotted the mistakes in these sentences, rewrite them correctly Looking out of my window, there was a crowd of people in the street. Wearing bright yellow trousers, we thought he looked ridiculous, Being rather tall for hie age, hie father treats him like an adutt. Having been giving such a warm welcome he felt very pleased. If washing in hot water thie garment will shrink. when Add suitable participles to this story. On my eyes, I knew that I was in a strange, dark room. that I might still be dreaming, I pinched myself to see if I was still asleep, but, that I really was awake I began to feel afraid. I found the door in the darkness, but it was locked. I decided to call for help but, after for several minutes, I knew no one could hear me. I went to the window, and sly the shutters, I discovered that the window was barred and, outside, all I could see was darkness. My heart sank. with anapparently hopeless situation, I sat down what to do. I remained there on the bed in silent desperation for several minutes, Suddenly, a key being turned in the lock, I "> Add three more sentences, continuing the story with your own ideas omposi Work in groups. Rearrange these steps into a more sensible order, deciding which of them you would omit. Ifany vital steps are missing, add them to the list. GOLDEN RULES FOR WRITING A COMPOSITION Jot down all the points you might make Take a break Analyse your notes, deciding which points to emphasise and which to omit Show your first draft to someone else and get feedback from them Edit your first draft, noting any changes you want to make Proof-read the first draft: eliminate errors in grammar, spelling and punctuation Do any necessary research Proot-read your final version, eliminating any mistakes you spot Discuss what you're going to write with someone else Write a first draft, perhaps in pencil Look carefully at the instructions Write a plan, rearranging the points in the order you intend to make them Use a dictionary to look up suitable words and expressions and write them down Think about what you're going to write Get feedback from other students on your final version (they are ‘your readers’) Look again at the instructions Have a rest Write your final version Write down your own ‘golden rules’ for writing a composition, to remind you of the steps you should follow every time you do a piece of written work. Try w follow these steps every time you do written work during this course. "> Which of the steps would not be feasible when working against the clock under exam conditions ? Adapt your ‘golden rules’, bearing in mind how you performed in the composition paper of the last English exam you took Read this composition, based on what Mike said about playing squash in 1.1 C. You don’t have to be a yuppie to play squash: if you play at a public sports centre, rather than a private club, you soon discover that it’s a game that everybody plays. Taking part ina 1 an meet people from all walks of life, and it’s for men and women to play each other. However, play doubles, so it’s not such a gue, you quite norma unlike tennis, you can’ sh is su The reason why squ fun is that play. Beginners can have an enjoyable game right away and can v7get involved in the tactics and strategy of the game. With tennis, where it’s a major achievement for @ beginner even to hit the ball back over the net, you have to be quite proficient before you can do this. With squash, returning the ball is easy and you don’t have to waste time retrieving the balls thi have been hit out — you only need one ball to play with and you can play at any time of the day or night and in all weathers. You don’t even need to be strong to play: a soft, cunning service can be just as effective as a powerful, fast one, It does help to be fit and agile, though, because even though a game only lasts half an hour or so, during that time you're constantly using your energy and you don’t have time for a rest while your opponent is off the court hunting for lost balls. Perhaps it’s because squash is such an energetic game that it’s thought to be dangerous, and admittedly there is a risk of minor injuries like strains and sprains, or getting hit by your opponent’s racket, because both players have to cover the whole court and sometimes get in each other’s way. But if you're careful, and don’t overdo it, it’s no more dangerous th: other sport mn any Discuss these questions with a partner © What further information would you like to be given, which is not given above ? © What information has the writer assumed you already know about the game ? Highlight the features that you find most effective, looking in particular at the choice of vocabulary style and sentence structure D_ Write a description of your own favourite hobby or sport, mentioning its attractions and drawbacks. (about 300 words) If you don’t take part in a sport or hobby, write about one that you'd like to take up one day — when you eventually have enough time. Follow the ‘golden rules’ you discussed earlier. Before you begin writing, MAKE NOTES of the points you might make. In 300 words, you're unlikely to have enough room to mention them all, so you'll have to select the most important or most interesting ones. ™ Show your finished composition to a partner and ask for feedback. k%& When writing a composition, leave a wide margin on either side of your work and leave a line or two between each paragraph. This will leave you room to add extra ideas, and even to rewrite complete sentences later if necessary. There’s also more space for your teacher to add comments later too. 18