Contents

In tro d u c tio n ........................................................................................ 3

Sam ple lesson p l a n ........................................................................... 6

C orrecting the com position ............................................................ 7

Unit 1 ...................................................................................................10

Unit 2 .................................................................................................. 14

Unit 3 .................................................................................................. 16

Unit 4 .................................................................................................. 20

U n ito .................................................................................................. 23

Unit 6 .................................................................................................. 25

Unit 7 .................................................................................................. 28

Unit 8 .................................................................................................32

Unit 9 .................................................................................................. 35

Unit 1 0 .................................................................................................37

Unit 1 1 .................................................................................................41

Unit 1 2 .................................................................................................44

Unit 13.................................................................................................47

Unit 1 4 ................................................................................................ 50

Unit 1 5 ................................................................................................ 53

E x a m s ................................................................................................ 59
 INTRODUCTION

The purpose of the Power Up series is to focus cr: the skills needed for w riting, speaking
and listening in English. Teachers are often given all too little heip to develop their
students' skills and may also have to face a belief am ong students that such skills can not
be acquired, since they are the ’gift" of a 'talented few". We firmly believe that all students
can build th e : skills with confidence when given systematic guidance. Accordingly. Power
Up has been carefully designee to give precisely that vital 'step-by-step' approach which
will heip teachers to give students ail the necessary support and encouragement to
develop these skills.

P ow er Up 5 consists of:
- a S tudent's Book
>> a T e a ch e rs Book
·* a W riter's Portfolio (free w ith every Student’s Bock)
-> Cassettes,'CD for the listening tests

Structure of the Student’s Book

The book is divided into 15 units, each containing a w ritin g s e c tio n , a sp e a kin g
s e c tio n arid two lis te n in g te s ts . Each unit has its ow n them e, w hich is fully
developed in the w ritin g part before being w orke d o n in the speaking section.
Teachers m ay choose to d o the speaking section after the w riting section, so that
students are fam iliar with the relevant vocabulary and expressions. Or, if they wish,
they can start with the speaking section.

Notes on the Writing T a sk s in Pow er Up 5

Seven transactional letters have been included in Power Up 5 because these
constitute the m ost co m m o n task type in m any EFL exams. Tw o o f these tasks are
inform al, a nd require the form at and register o f non-form al w riting. The other five
are form al and require a form al form al a nd a form al/neutral register. Teachers
should explain that transactional letters are th o se tha t have a short text (or texts)
and cfter-i have notes, m aps o r diagram s as well as the rubric.

- Two different lay-outs have been used for letters in the Presentation section. The first
type, with indented paragraphs, has been used for informal letters. The second, with
non-indented paragraphs, has been used for more form al letters. With increased use
o f com puters, the latter layout is becom ing increasingly com m on. Both layouts are
correct: w hat is im portant is that students should use either o ne o r the other when
w riting their ow n letter com positions. If they use the second lay-out, it is essential
tha t they leave a space between paragraphs, otherwise the organisation of the letter
w ill be obscured.

«* In Power Up 5 w e have not presented fu ll addresses in the letters, because students

are not required to d o this them selves in EFL writing exam s at this level. If you want
to inform students a bo u t addresses for real life situations, all they really need to
know at this stage is that they should write their ow n address in the top right-hand
corner o f the letter, above the date. Their address should be w ritten in English, but
in the w ay that is norm al in their ow n country.
* Many students are not fam iliar with report writing, oven in language 1.In Power Up
w e present the four different types of report which students m ight meet inexam s at
this level:

Type 1 - deals w ith one subject, giving the g o o d and bad points a nd a
recom m endation o r suggestion
Power Up 3 Unit 12
P ow er Up 4 Unit 6
Type 2 - puts several items, places, etc into g ro u p s and makes recom m endations
Power Up 4 Unit 12
Type 3 - involves recom m ending an item, place, etc a nd answ ering certain
questions about it
Power Up 5 Unit 8
Type 4 - involves stating the benefits o r g o o d points o f two alternatives a nd m aking
a recom m endation
Power Up 6 Unit 15
It is essential that teachers help students to understand the difference betw een w riting
a report and w riting a description: the plan, register and language patterns required
are not the same.

Unit Structure
W ritin g
Each w riting scction has the sam e structure:

W arm u p is an essential introduction to the topic.

P re se n ta tio n includes a ru b ric a nd a m odel co m position. This gives students useful
expressions a nd vocabulary, and aiso enables students to see w hat sort o f w ork they
are expected to produce in their o w n w riting.
P la n n in g and o rg a n is a tio n show s students how to organise their writing and
understand the purpose o f each paragraph. In Power Up 5 m ost com positions are
divided into three paragraphs. Having a consistent num ber of paragraphs m akes the
overall ’shape' o f co m positions more fam iliar a nd helps students get rito the habit o f
fo llo w in g a plan. The first report is based on a five-paragraph plan, the first a nd fifth
paragraphs being a brief introduction a nd conclusion respectively. The second
d iscursive com position has a four-paragraph plan.
L a n g ua g e a nd v o c a b u la ry focuses on appropriate phrases and vocabulary and any
gram m atical points o f specific relevance to a particular piece o f w riting.
P re-w riting a ctiv itie s guide students in writing each part o f the com position correctfy.
W ritin g a c tiv ity asks students to w rite a co m p ositio n o n a sim ila r to p ic to the one
given in the presentation.
T h in g s to w a tch o u t fo r asks students' questions a bo u t paragraphing, content,
language, etc for the specific writing task. Teachers should reinforce the im portance of
these questions, and regard them as a revision o f the w riting section.
After the w riting activity has been checked and corrected by the teacher, students arc
expected to w rite a g ood co p y in their W rite r’s P o rtfo lio .
NOTE: The W riting A ppendix in the S tudents' B ook contains useful functional
language and can be used by students as a reference, and for revision purposes.

^ S p e a k in g

Each speaking section contains Pa;r work. G roup w ork and General discussion. The
pair w o rk involves com paring and contrasting photographs and com m enting on them
(as ·π the FCE exam). There are tw o types o f exercise for the g roup w ork. The first unit
and every second unit after that have an FCE type task-based d iscu ssion exercise.
The second unit and every second unit after That have a task-based discussion
cxcrcisc w h ich p rovides practicc for both the FCE and ECCE exams. This involves
students asking another student questions to elicit inform ation and d iscussing a
m atter w ith a view to reaching a decision. This activity provides practice in: asking and
answ ering questions, asking fo r and expressing opinions, agreeing and disagreeing,
and problem solving. These functions arc essential not just for EFL oral exams, but
for practical everyday com m unication. S peaking A ppendix 1 in the S tudents' Book
provides the necessary inform ation for the student w hose role is to answ er the
questions. The general d iscussion involves a w ider discussion o f issues raised in tho
unit. S peaking A ppendix 2 in the S tudents' B ook provides useful w o rd s and
expressions and extra help w ith the pair and g roup work. S peaking A ppendix 3
contains questions for eliciting personal inform ation, such as are fo u n c in all typ e s of
oral exam. The teacher can use one c r tw o o f these fo r a warm up at the start o f cach
speaking session.

^ L is te n in g

Power Up 5 co nta in s 26 listening tests, w hich provide a variety o f task types: m ultiple
choice, note taking, m ultiple m atching, true/false, picture identification, etc. They
cover tr-e task types required fo r the FCE a nd ECCE listening exam s.Teachers should
m ake it clear to students that, at this level, it is rareiy necessary (or possible) to
understand each individual w o rd o f w h a t they hear. Instead, they should focus on key
w o rd s and general m eaning. P hotocopiable answ er sheets are included in the
Teacher's Book. It is strongly re com m enced that students use them to record their
answers, in order to fam iliarise them selves with the procedure. Students should be
rem inded to use a soft pencil and to be particularly caroful when transferring their
answers.

Tho Teacher's Book consists o f the follow ing:

Introduction
- The W riter's Portfolio
- S am ple lesson plan
«* C orrecting m e co m position
- Keys and transcripts
- Exams
- A nsw er sheets for listening tests

There are three photoco p ia ble term exam s for com position. These g r/e students a
selection o f tasks to choose from .

The w riter’s portfolio

The final stage, after the com position has been corrected, is for students to write a good
copy o f their corrected com positions in the W riters Portfolio. This will give students the
satisfaction of achievement and let them see that they are m aking progress and are
capable o f writing good com positions. Finally, the W riter's Portfolio can be a useful aid
to teachers when discussing students’ work.

5
 SAMPLE LESSON PLAN
Power Up 5 is a thirty-hour course and can be used a cco rd in g to the needs and
priorities of each class or individual student. Due to th e consistent structure of each
unit, tho sam e lesson plan can be used for each unit.

+ W ritin g

The W arm u p is a crucial part of the lesson and gives the students an o pp o rtun ity to
participate from the very beginning. If students Show an interest in expressing
them selves on the topic, the tea ch cr m ay ask som e additional questions.

The P re se n ta tio n may be read aloud by one or tw o students. After the first exercise
{Task 1) has been com pleted, students should identify any unknow n w o rd s or
phrases. The m ode! co m positions w ere w ritten w ith the aim o f providing appropriate
expressions, not lots o f n ew vocabulary, b u t any vocabulary p roblem s should bo dealt
with at this stage.

M oving on to P la n n in g a nd o rg a n is a tio n , it w o u ld be easy to give the students all the

inform ation, but students should have the inform ation elicited from them through
appropriate questions. This helps them think about the com position more clearly and
iets them participate actively in the lesson.

W hen introducing the Language a nd vo ca b u la ry section, the teacher should focus

carefully on the patterns being dealt w ith, m aking sure that the students understand their
im portance for the particular type o f composition. By this stage, students will have seen
how to plan and organise the com position. They now need to learn the vocabulary,
linking devices and grammatical features required to construct the particular type of
composition. Appropriate vocabulary and structures are. together with understanding the
rubric and knowing how to organise the com position, the basic assessment criteria in
EFL writing exams. The teacher may choose to have the students work together on the
tasks in this section and then report back to the class.

The tasks invoived in Presentation, Planning and organization as well as Language and
Vocabulary could sometimes bo cone in pairs to allow for interaction and sharing of
knowledge among the students: it should a‘so serve the purpose of variety ;n the procedure.

W hen useful "expressions" are given in L a n g ua g e a nd V o c a b u la ry , teachers m ay

som etim es wish to w rite a variety cf situations on the board and ask students to m atch
the expressions to those situations. Students could also be asked if they can think of
any ether sim ilar expressions.

Like all the other sections, P re -w ritin g a c tiv itie s is a vital step tow ards pro du cin g the
finished product. A ccordingly, it m ust not be om itted or d one to o quickly. At this level,
it is essential that students have the to o ls and step-by-step guidance w h ich w ill enable
them to produce a g o o d com position for the W ritin g a c tiv ity .

It is suggested tha t teachers alternate between setting the P re -w ritin g a c tiv itie s and
the W ritin g a c tiv ity for hom ew ork: w hichever is assigned for hom ew ork, the other
should be done in class (the follow ing lesson in the case o f the W ritin g a c tiv ity ). In
any event, it is recom m ended that the W ritin g a c tiv ity s h c u ’d b e done in class at least
even/ fo u r or five weeks. Since the prelim inary tasks provide g o o d preparation for the
w riting activity, no more than half an hour should be spent on the w riting activity.

S p e a k in g

Tim e lim its Of five m inutes should be set for pair w o rk a nd g ro u p w ork. The teacher
can m ove around the class. listening in to help w ith any difficulties. It is a g ood idea
for both teacher and students to keep a note of m istakes to be corrected later, rather
than interrupting the speaking work. A* the end o f the allotted time, pairs or groups
should be a sked to report back to the w hole class. M ake sure tha t the students d o n ’t
alw ays w o rk w ith the sam e partner.

Teachers could appoint one or tw o different s tu d e n ts ) each tim e to recorc mistakes

as a gro up presents to class a nd at the end o f the presentation. The recorded
m istakes can be reported to class and discussed. The rest o f the class should also be
attentive as to m istakes in order to help in this discussion.

W ith rcsp e ct to the General discussion part o f th's section, teachers could som etim es
allow g ro u p s o f 2-3 to w o rk out ideas before the actual class discussion starts. Tho
teacher m ay help each g roup w ith p rom pts such as arc fou n d in the teacher's book.
This should im prove students’ readiness fo r a Class discussion.

** L is te n in g

W hen students report back answers, teachers should ask for the verbal clu e s that
helped them decide u p o n their answ ers - i.e. a word / phrase they heard. If tim e
permits, students m ight som etim es appreciate hearing the tape fo r a third tim e in order
to check their answers.

CORRECTING THE COMPOSITION

T ry not to dishearten students with too m uch rod ink. You m ay find som e com m on
m istakes in the class, especially those arising from first-language interference. It
w ould be worth draw ing these m istakes to the attention of the whole class. Students
can also leam through checking each o th e r's co m positions for m istakes: this helps
them to be more aware o f the co m m o n ones. W hen students understand their
m istakes, they should w rite a corrected co p y o f their com position in their W rite r’s
P o rtfo lio . The teacher should co lle ct these and ch e ck them every fo u r or five weeks.
Finally, students should m ake a note of any m istakes that they keep repeating in order
to elim inate such m istakes from their work.

W ith 'e g a rd to m arking, w e w o u ld recom m end an A-B-C-D system sim ilar to that used
in the C am bridge FCE a nd other exam s. This gives students a g o o d idea o f their level
w ith o ut show ing a mark w hich they m ight co m p are unfavourably *0 their marks at
school. (Equivalents are show n in the tab le below.)

W here a s tu d e n ts work falis below a pass m ark (about 60%). it is clear that the student
needs extra guidance or explanation as to w h a t is required. This should therefore be
given, so that the student can try w riting the com position again before a m ark is given.

W hile correcting com positions, teachers could underline o r otherw ise point out the
w rong ,·' m issing w ord or phrase and use the corresponding sym bol to help the
student understand how it could be corrected. Give the students a list of yo u r sym bols
and w hat they mean a t the start o f the year. The follow ing are som e o f the sym bols
teachers can use: teachers m ay add to them if they find it necessan/ as th e y g o along:
Sp - spelling
T - tense
Pr = preposition (w rong or m issing)
W O - w o rd order
 V = vocabulary
P - punctuation

It is a good idea to have a composition correction session following the lesson during which
the writing activity is dene <n class. At the one of such a lesson the teacher could collect the
compositions to underline f point out mistakes using symbols as described above.
The next w ritin g lesson couid begin w ith a co m p ositio n correction session (10-15
m-nutes) during w hich co m positions are corrected and evaluated. In order to avoid
repetition, teachers m ay use various ways o f doing this w ith the class:

(a) Teacher gives out com positions random ly s c that no-one gets his/her own
composition and. while students try to correct and evaluate, the teacher circulates to
help them.
(b) Students receive their ow n co m position and try to correct their m istakes w ith
the help o f the sym bols and tho teacher, w h o again circulates.
(c) The teacher sh ow s transparencies (1 or 2) w ith the m ost com m on or otherwise
im portant m istakes he/she has found in the co m positions and encourages class
tc help correct them. In selecting th e ir sam ple m istakes, teachers should try to
d ra w from all the co m p ositio n s collected the most im portant and basic mistakes.
It is necessan/ to a dd som e com plete phrases w h ich w ere w rong either with
regard to the icg ic of the English la nguage or in term s of level of sophistication.
This m ethod should be used as often as possible, because it helps students
identify mistakes.

It is im portant to offer students a technique through which to check their own work,
make their ow n assessment and thereby im prove their w riting before they subm it it for
the teacher's assessment. Sc. w hen the writing activity is set for hom ework, students
should be asked to draw a chart at the end of their com positions with the assessment
criteria a nd as they go over their w riting to tick (✓) those criteria they have fulfilled and/or
correct / im prove those parts in their w ork that d o not seem appropriate according to
the criteria and the th in g s to w atch o u t fo r. Those criteria which the student feels
uncertain about can be marked with a ?.

Teachers should draw tho chart on the blackboard or m ake a co p y fo r each student
to Stick in their notebooks for reference.

S tudent's Assessm ent Chart

content
organisation
range of structures and vocabulary
register and form at
target reader

It is believed that the chart will help m ake the assessm ent criteria m ore m eaningful to
the students as they will be referred tc frequently a nd will becom e an essential part of
the students' w riting. Hopefully, the chart will also allow the students to feel more
responsible and tha t they have m ore control over their ow n w o rk a nd its im provem ent.

M arking Schem e

A + - 9 5 -1 0 0 % - 1 9 -2 0 Ί
A = SO - 95% — 1 3 - 1 9 very good
A - = 8 5 -9 0 % = 1 7 - 18 J

8
 B ι- = 80 - 85% = 16 17 1
Β = 75 - 80% = 1 5 - 1 6 >■ good
B = 70 - 75% = 1 4 - 15 J

C + = 65 - 70% - 13 - 14 1
C = 60 - 65% = 1 2 - 13 I pass

D - = 55 - 60% = 11-12} near pass

W hen giving m arks for their students' w riting, teachers should have the follow ing
assessm ent criteria in m ind:

«* c o n te n t Has the student understood w h a t he/she has to include? C orrect

interpretation of the rubric is essential. W ithout this, even a well-written com position
cannot get a pass mark. Interpretation of the task is even more difficult with transactional
letters. For this reason, Task 2 of the writing section fccuses students' attentipn on what
each individual task requires.

·* o rg a n is a tio n Has the Student used organised paragraphs? Clear, easy-to-follow

plans are given fo r each piece o f w riting, and there are tasks w h ich help students
realise the co n te n t o f each paragraph.

·> ra n ge o f s tru c tu re s a nd v o c a b u la ry Has the student used co m p lex sentences

w ith lin kin g w ords, a nd adequate vocabulary? S tudents are given help with
appropriate language, such as passive voice and descriptive vocabulary. The use of
linking w ords and expressions is em phasised and revised.

«* re g is te r a nd fo rm a t Has the student used the app ro p ria te re g ister and form at?
I he difference betw een form al a nd inform al language is clarifiec. and students are
helped to identify register. Help is given w ith the o pening and clo sin g of letters. The
form a t o f form al / inform al letters a nd o f reports is presented cle a rly th ro u g h o u t the
w riting sections.

·* ta rg e t re a d e r Has the reader g o t a g o o d overall im pression? In every unit, students

are asked to think about w h o they are w riting to, and why.

Teachers should talk to Iheir students a bo u t these assessm ent criteria and explain
how P ow er Up will help them p ro du ce g o o d pieces o f w riting. They should also bear
■n m ind that inaccurate sp elling a nd punctuation should not be over-em phasised: in
term s of assessm ent, they are im portant only when they obscu re com m unication.

If teachers take care to g ive m arks for each o f the criteria and m ake sure tha t students
know exactly what they are gaining and losing m arks for. teachers and students will
notice the follow ing benefits:

1 - Students w ill get m arks and praise for their achievem ents as well as being
penalized for mistakes.
2 - Teachers will be able to explain to students m ore clearly both the strengths
anc w eaknesses o f their com positions.
3 - Students w ill kn ow w here they m ust do better, as they w ill understand their
weaknesses more clearly.

If y o u r students d o well, d o n 't be mean with praise.

If y o u r students are weak, d o n 't be m ean w ith help and encouragem ent.

9
 UNIT 1 Ί
Silver River p icn ic area. It has everything you
WRITING-KEY
could w ant; benches, tables a nd stone
Task 1 fireplaces. W h y d o n 't you take som e fuel and
co o k som e fo o d w hen you got there? Also, the
1 any date suitably written nver is great for sw im m ing and fishing a nd you
2 Dear Sally could relax in the shade o f the trees near the
3 Love
spectacular waterfall. There are also pleasant
4 Kate w alks through the w o o ds, so there is
som ething even/one can enjoy. The road
Task 2 doe sn 't g o near the site, but it w o u ld be very
1 a ccepting invitation, suggesting place, easy to get there if you hired som e bicycles. I
m eans o f transport, suits both know how m uch you e n jo y exercise and fresh
2 a ietfer air.
3 your cousin
4 inform al · form at for close friend o r relative SPEAKING
5 thanks for invitation, suggestion fo r place to
go and why. suggestion for m oans of A lthough the S tudent's B ook starts w ith pair
transport and why w ork, there is a list o f general opening
questions in A ppendix 3 o f the book w h ich can
be used to start the speaking part o f the
T a sk 3
lesson. These q ue stions are o f th e type that will
para. 1 :C , D para. 2: B. E para. 3: A. F be asked in part 1 o f th e FCE a nd ECCE oral
exams.
Task 4 It is recom m ended tha t T should o nly use one
or tw o o f the q ue stions from A ppendix 3 in any
1 journey 5 ticket lesson.
2 hire 6 tolls
3 coach 7 fare One point to note co nce rn in g all the questions
4 speed limit 8 trip and instructions that appear on the speaking
pages o f the b oo k is tha t this does not reflect
the exam situation, it is therefore im p o rta nt to
Task 5 m ake Ss aw are that in an exam they w ill have
to listen to and understand the exam iner's
1 known 5 steep
6 lanes questions w ith o ut having the benefit o f seeing
2 sheltered
3 clear 7 scent them w ritten anyw here.
4 quaint
P air w o rk
W ith regard to both pairs and groups. T should
T a s k 6 (suggested a n s ^ d ) be careful to ensure that Ss form different pairs
and gro up s each lesson. This w a y they w ill get
It was great to get your letter. I hadn't forgotten
as m uch experience as possible in w orking
that it's your birthday next Saturday, but it's
with different partners a nd com m unicating with
hard to believe that it's your 60th!
other Ss with a variety of different levels of
Thanks again fo r the invitation - I'm really ability.
lo o ^ n g forw ard to helping yo u celebrate. Give The im portance of tim e lim its should be
m y love to my cousins. stressed to Ss. In pari. 2 o f the FCE oral exam,
where Ss are given pho tog ra p hs to talk about,
T a s k 7 (suggested answez) each S has one m inute in w h ich to com pare
and contrast his/her tw o photos. When his/her
I think that a p icn ic w ould be a w onderful idea. partner is a ske c to m ake a co m m ent on the
You and y o u r colleagues w o u ld really enjoy the p hotos, (s)he w ill have no m ore than 20
10 ΓΝΙΙ 1
seconds to c o so. At this stage. Ss should be
encouraged to say as m uch as possible, since
the problem is usually o ne o f not having
enough to say to fill the m inute. Of course, it is
vitally im portant that they should understand
how easy it <s to waste the time available before
they actually start speaking, and th e y must
practise Starting their response im m ediately.
W ith regard to the pho tog ra p hs in Power Up,
Ss are given plenty o f help both o n the
speaking page and in A ppendix 2. M ake sure
that all Ss kn ow h ow to use the appendices.
Before speaking. Ss should be given not more
than 3 or 4 m inutes to look at the photos, the
usefui language and th e app e nd ix in order to
prepare them seives. Afterwards, different pairs
can talk about the photos in front o f Ihe class.
G ro u p w o rk
This is sim ilar to the pair work in that there are
: me lim its w h ich Ss m ust get used to a nd Ss
should be allow ed 3 or 4 m inutes to prepare
before they have their discussion in fro nt o f the
class. The tim e lim it fo r th e discussion is 3
minutes, so m ake sure th a t Ss d on ’t waste any
tim e in g ettin g started and w ork efficiently,
-s in g all the material they are supposed to in
the time available.
it is vital to stress the im portance o f c o ­
operation. Ss m ust be m ade aware o f the
techniques b y w hich they can sh ow that they
are co-operating, namely:
- using appropriate b od y language such as
turning tow ards and looking at their partner
- avoiding dom inating the conversation by
m aking an effort to in clu de their partner in
the discussion and asking questions which
will help them speak cn the subject
- m aking an effort to co ntribu te to the
discussion, it necessary by using polite
phrases in order tc be allow ed to speak
Ss will be able to find helpful w ords/phrases for
the gro up w ork in A ppendix 2.
G eneral d is c u s s io n
Ss m ust b e careful tc use appropriate body
language and other skills to m ake this a
genuine discussion. R em em ber that the person
playing the roic o f the exam iner should n ow be
included in the conversation.
t \rr i
S uggested id e a s (iCZ ansii'e ts:
- faster than buses, go exactly where you want
- work, sch oo l a nd clu b s can be far from
hom e: fam ilies no longer live together in the
sam e tow n o r village: people like to travel far
on excursions and for tourism
- an island to get away from cro w d s and city
stresses
by boat, because the voyage o r crossing is
re.’axing, there are plenty o f th in g s to do on
board, there is room to w a lk or sit
co m forta b ly and there is no need to w orry
a bo u t traffic jam s
- the m ountains o r the islands, because o f the
sheer beauty o f these relatively unspoilt
areas
- low fares, b u s lanes, a netw ork of routes
that enables people to g o to any different
area q u ickly and conveniently
LISTENING · TEST 1
Transcript
You’l l h ea r p e o p le talking in eight different
situations. For questions 1-8, choo se the best
answer. A. & o r C.
Question 1
While eating lunch in a restaurant, yo u hear a
young c o u p le talking a bo u t their travel plans.
H o w m any countries are they planning to visit?
A three
B four
C five.
Man: So it's settled Ihen, right? W e'll fly to
Spain and six· Ihe Picasso exhibition, then
w e'll go io Trance for a week and rale h a
flight home from Italy. After we've visiled
Florence and Rome, o f course.
W om an: But I'd realiy beer. I<x>king forward to going
to Portugal. Couldn'i we go I here too?
M an: We've only gol three weeks, remember?
W orn,in: I know, darling, but Portugal sounds great!
M an: Okay, you w in!
Question 2
While listening to the radio, you h ea r this
advertisement. What is the speaker trying to
persuade you to d o?
A never drive when yo u're tired
B buy new tyros fo r yo u r car
C look o u t for children crossing the road
fcvery day, people die because o f road accidents.
You may think o f yourself ,j s a careful driver w ho
obeys the rules and always slows dow n when
children are crossing the road. I5ul w hal if it's
raining? W hat it a child you haven't seen suddenly
runs into the road and you have to stop
immediately? In these unexpected situations, a
new sol o f lyres could save som eixxlv's life.
Q uestion 3
A friend is telling you a b o u t h e r holiday. What is
she co m plaining about?
A the people she travelled with
B the w hole holiday
C the City she visited
W ell, it was nice enough ... interesting. I suppose.
Hut w e Slaved in this really awful hotel, and thal
was alter our plane arrived six hours late. I mean, I
was so tired, you know, it took me half Ihe holiday
to catch up on rny sleep! And, well, don't say
anything, but I'll never travel w ith Jeffrey and
Mandy again. They fight all the time.
Q uestion 4
You h ea r a story about a d o g on the news. What
d o you lo a m about the d og?
A It has been m issing for months.
B It looked for its ow ners and found them.
C It travelled all the w ay to its original hom e.
Well, lo wind up this evening's report, we have a
story with a happy ending. The Holt family were
reunited w ith their long lost dog. Biii. Six weeks
ago, the Holts and their much-loved dog moved
from their village lo a new flat in I ondon. After only
a week in the big city, Biff went missing one day
w hile walking with his owner in Ihe park. Just a few
days ago, however, after Ihe family had almost
given up hope, the 1lolls received a phone tall
from a neighbour back in the village. Biff was there,
at their old home, waiting for the Holts to return! II
stems the big city wasn't Riff's idea o f paradise!
Q uestion 5
While in the superm arket, you hear an
announcem ent a bo u t a lo st boy. Where d id he
last see his mother?
A in the fruit section
B in the frozen food section
C in the pet fo o c section
Attention all shoppers. We have a little boy named
Bill at the customer service counter. I le has short
12
blond hair and is wearing a red baseball t ap.
Apparently, he last saw his mother when she was
buying some apples. He's lerribly upset and seems
lo have lost His ted<Jy ix;ar. W ill his mother please
come to die customer service counter immediately?
Q uestion 6
You hear a m an talking o n a p u b lic phone. H ow
is he g o in g to travel o n M onday?
A by bus
B b y plane
C by train
Yes ... Rome, dial's right. .Are there still some first
dass tickets available?... Great! I'd [κ-efe.· a seat in a
non-smoking carriage if thal's possible. And a window
seat if any ore still available.... Excellent, excellent. It'll
be departing <:l (>am? Platform 11 ? Y t*, I'll gel to tlx-
Station early S O that I can pay for my ticket. No, I
won’i have much baggage, jusl one suitcase.
Q uestion 7
you are listening to a radio phone-in programme.
What does Jack, the secon d caller. do?
A He is a greengrocer.
B He is a farmer.
C H e sells vegetables.
loday we are talking Jo single parents about the
difficulty o f bringing up a child alone. Mart ia, our
first caller, gave us a good idea o f the difficulties
that single mothers face. But what about single
fathers? We've got a t aller right now w h o ’s a
single rather. I .el's hear what he has to sa y .... Yes,
h e llo .... O h, Jack! I remember you. How's life on
the farm? Still growing those delicious tomatoes?
Question 3
You are in a sh op when you hear a salesm an
answ er the telephone. What does the caller
want to buy?
A a b o o k th a t tcaches you how to play the
violin
B a book about violin m usic
C a cassette o f violin m usic
Hello, may I help you? ... Yes, I d I k ; happy to tell
you if w e have that in stock. I'll need the name o f
the author, and the publisher if you know i t . ...
Yes, "H ow to ISet ome a Great ViolinisT. is that a
new book? Would you like to ho!d on w hile I
check Ihe computer, or shall I call you back with
the information?
l NI T 1

Key
1B 2 B 3 (3 4 C 5 A 6C 7B 8A
LISTENING ■ TEST 2
Transcript
You w ill hear a w om an nam ed M arcella being
interview ed on the radio about a b oo k she
recently w rote a bo u t her son. Daniel. For
questions 1-10. com plete the notes. You w ill
n eed to w rite a w o rd o r short phrase.
Interviewer: Today w o are talking to Ihe w riter
Marcella Atkins. She has just w ritten a
biography o f her son, Daniel. W hul I
find mosl interesting, Marcella, is that
you i hose to w rite such a personal
story. I mean, your fans are used lo
detective stories you· know, where ihe
detective tries to w ork out w ho killed
the vie lim . Your new hook, 'In the
Shadow o f Lite", is something
completely different, though. What
inspired you to w rite about Daniel’s
problem?
Marcello: Well, I must admil that at first I
worried thai people w ouldn't buy this
book. Unfortunately, sales are always
the main thing. Bui then I realised this
was something I wanted to do for
myself, and lor my son. He's had to
face a lo* o f challenges over the last
Iw o years, ever since Ihe accident that
left him paralysed from the waisl
down when he was only twelve years
old. I wanted Daniel to know that I
understand what he's going through,
and I wanted lo help other children
who suffer from similar disabilities.
Interviewer: It's a very moving story. It must be
very difficult for a child to accepi the
fact that he w ill live the rest o f his life
in .i wheelchair. And Daniel was on
ihe school swim m ing learn, if I’m not
mistaken. He'd been on the team
since he was seven years old and won
over six gold medals. I lo w is he
dealing with that loss?
UNIT I
.Marcella: Well, when the doctors first toic r-.:rr
that he was paralysed, he d id n 't want
to go on living. 1le thought his life
was over. I mean, how can an active,
athletic boy understand that life goes
on. even in .1 wheelchair? But over the
last tw o years, Daniel has found other
activities that make him feel good
about himself. For the last seven
months he has been playing
basketball on a team for people with
special disabilities. He's doing quite
well, and the im puriant thing is thai
he has a goal now. His team is going
to participate in the Special Olympics
nexi year, and he's gol lo w ork hard
so that he can help his team wan.
Interview er: That's very heart-warming. I imagine
that being on the basketball team has
heljH-d his self-confidence a lot, not to
mention his w ill lo live.
Marcella: Oh yes! But that's not all. Daniel has
been w riting short stories as well.
He's learnt how to use Ihe computer
and sits there for hours typing away.
I'm going to help him publish a
collection soon. He says thai whereas
before he wanted to Ik: an athletics
teacher when he grew up, n ow he
wants to do what I do for <1 living. He
thinks he'll succeed as d writer.
Key
1 detective
2 buy {the book)
3 14
4 g o ld m edals
5 live / go on living
6 basketball
7 Special O lym pics
8 short stories
9 athletics teacher
10 w rite r / author
13
Γ

UNIT 2
WRITING-KEY T a sk 6 (suggested answet)

W ith regard to som e questions o f m y own,

T ask 1
could you please let m e kn ow w hat typ e of
C ircle a ccom m odation is available? Secondly, 1 would
As you requested. (I w o u ld like to inform you) appreciate it if you could inform me what the
in addition co st per person will be and w hether there are
U n d e rlin e any extra charges. Still on the subject of
I w ould be grateful if you w o u ld inform me expenses, could you tell m e w hether there are
could you let me know any departure taxes at the airport? Finally, I
I w ould appreciate it if you co ulc g ive details o f w ould be grateful if you could send mo
inform ation about any transfer transport
T a sk 2 available to and from the airport.
1 Mike H odges, the Area M anager o f Star
Travel A gency SPEAKING
2 a letter - a form al one
The w arm up, pair w o rk and general discussion
3 the form at for a form al letter
should foltow the sam e procedure as outlined
4 3 points
for Unit 1. The sam e can be said for gro up
5 3 pieces o f inform ation
w ork, except it sh o u ld b e noted that in this unit
and every second uni: after this unit the group
Task 3
w ork is partly m odelled on the g ro u p w o rk part
Thank yo u for yo u r Setter o f 6th June, w hich Of the M ichigan ECCE oral exam. A ccordingly,
arrived this m orning. I w as interested to receive one S in each g ro u p w ill be looking at
the brochure a bo u t your new fam ily health A ppendix 1 fo r the relevant inform ation needed
farm. Your in tro du ctory m em bership offer to answ er the other Ss’ questions. This part
certainly seem s interesting. also gives practice for the part 3 task o f the
FCE oral exam.
! w o u ld like to tha n k you again for the brochure
a nd the offer yo u m ade. I w ould be grateful if
you could send me a reply with the inform ation G ro u p w o rk (s-v.ggested questions)
I have asked for. •W h e re can students going on a trip to
(E dinburgh) stay?
Task 4 •W h a t sort of accom m odation is available in
I U(1U H :
A bed and breakfast
•W h a t is one of the m ost interesting places
B cam psite
to visit in (Brighton)?
C self-cate-ing apartm ent
• W hat else is there to see in (Bath)?
D free o f charge
♦W hat is tho quickest m eans o f tra nsp o rt you
E youth hostel
can use to get to (Edinburgh)?
F cottage
•W h a t's th e cheapest w ay to get to
G renovated farm house
(Brighton)?
H a villa with an o u td o o r pool

G en e ra l D is c u s s io n (suggestions)
T a sk 5
- w ith friends · there is m ore sense of
1 but
adventure and w e are all interested in doing
2 so
tho sam e s o il o f things, visiting tho same
3 However
places, a nd sleeping at the sam e time
4 because
- sailing, sw im m ing, m ountain clim bing,
5 finally
relaxing, sunbathing, visiting m useum s and
6 otherwise
galleries, exploring o ld castles

14 UNIT I
I
- go abroad - experience a com pletely
different culture with different food, custom s,
oeople. language: meet other people: learn
foreign phrases: experience a different
lifestyle
- a com fortable hotel: som ew here close to tne
nightlife
- go fo r w alks, picnics, clim bing, swim in
lakes, stay in a historical tow n or city
LISTENING - TEST 3
Transcript
You w ill hear i'm p e o p le talking a b o rt (heir
recent so cia l o r leisure activities. For questions
7-5. choose from the list A-F where the speaker
has been. Use the letters only once. There is
one extra le tte r w hich you do n o t need to use.
Speaker One
Oh, it was really good. They do make a lovely
(ouple. I he <him h was full o f flowers, and Sally's
dress was absolutely beautiful! They didn't tell
anyone where the)' were going /or their
honeym<x>n, though I’m sure it w ill be a luxury
hotel. I hope they lik<· Ihe gifl we gave them.
Speaker Two
Well, il was an interesting experience. Actually, it
was wonderful until tho rain started, and we
discovered that the tent had a hole in it. I'd never
really appredaled how warm and dry my own bed
s. We didn't do everything for ourselves though.
We had a meal in a restaurant most days.
Speaker Three
I d on't think I'd actually recommend it. The staff
were quite friendly, but the rooms were awful - far
too small anti not al all comfortable. Il was like
sleeping in a prison. And as for Ihe food in Ihe
restaurant, it was practically the same thing night
after night. Its a pity we were so far from the
town; we couldn't afford lo lake a laxi every nighl.
Speaker Four
We didn't get back until well afler m id nigh I; a lot
later than we'd expected. Not surprising really - we
didn't eat till 11 o'clock. We were all so busy
talking lhal w e ibrgol alxnjl Ihe food, l uckily, none
of it goi burnt. Il was mostly soup and salad w ith o
big cheese platter. Very sensible really. Sally's a
lovely person, but she'd never get a jo b in a
restaurant.
I \IT 2
Speaker Five
Il wasn't much fun really. The food was
disappointing, especially the main course. Most of
us d id n 't actually know what we were eating.
Ihey'd given every dish a trench name, and there
were so many different ingredients lhal the
flavours were all mixed up. .Another thing I didn't
like was that there wasn't really enough room,
even though we'd made a booking. It's lucky we
were having l:le meal w ilh dose friends.
Key
1C 2 E 3 F 4 A 58
LISTENING · TEST 4
Transcript
You w ill hear two friends talking a bo u t the
d an cin g com petition being h e ld soon o n the
university campus. For questions 1-7. decide
w hether the statem ents ore T (true) o r F (false).
Sharon; Hev. Andrew! Come here!
Andrew: Hi Sharon. Where are you going dressed
like lhal?
Sharon: Haven't you heard about the: dancing
competition that's coming up next month?
I'm going to a dancing class to see if I can
lo-arn a lillle rhythm in the next few weeks.
Are you going to compete?
Andrew: O h don't be silly! Me dancing? \ o t in a
m illion years!
Sharon: Bui il's for a good cause. Ail Ihe money
from the entrance tickets is going to be
donated to the local animal shelter. That
means lhal, by entering, you'll ix: helping lo
take core of some homeless puppy or kitten.
A ndrew : Well, can't I just come and watch? I mean,
they can't expect everyone to enter the
compel i Iion - don't Ihey need speclalors?
Sharon: Yeah, I suppose you're right. Besides, I hey'11
be serving dinner - for a fee, of course - and
that money w ill be used to help the animals
as w d l. The Ihing is, (hcy're giving away
prizes lo ihe cnupks that win lirsi and
second place. First place gets an all·
expenses-paid trip to Paris for the weekend,
and I think Ihcry're giving away a free one-
year pass to the cinema for second place.
Andrew: And who's paying for all that? I mean,
Ihose things cost money, especially a Irip
lo Paris, so how are Ihe animals going lo
benefit? They can't be expecting that
15
 many people to t om e! Sharon: No way! Bui there's a chanc e i'll be
Sharon: Oh, no! Ihe money for the pri/es was getting inlo the cinema for free for the
given by the Mayor. Didn't you hoar the next twelve months'
announcement they made the other
morning? Okay, he's not paying for Ihe
band or the decorations, hui a! least he’s
Key
doing something. 1 F 2 T 3T 4 F 5T 6 F 7 T
A n d re w : Well, (bat was n i« * o f him. So, do you
think yo u'll w in Ihe competition?

UNIT 3
4 Fred is rather shy: however, he m ade a
WRITING-KEY speech.
Task 1 5 The sea w as rough and the sailors were in
danger.
Circle: 6 The meal w as nutritious as w ell a s tasty.
short, slim , tiny, tw inkling, blue

T a sk 5 (suggested answers)
Underline:
seem s to be the centre o f activity, trios to keep 1 excellent 5 delicious
her opinio n s to herself, never interferes, always 2 boring 6 fantastic
busy, hates being fussed over, alw ays full of 3 generous 7 dreadful
sym pathy for others, practical help, constantly 4 interesting
cairn, never show ing annoyance, loves each
and every one o f us regardless
T a sk 6 (suggested ans#ezs)
T a sk 2 The girl in photograph A has long b lo n d hair
1 an article a nd rosy cheeks. S he is q uite slim . Her face is
oval and she has rather a serious expression.
2 an international m agazine
3 a person in your fam ily The man in photograph 3 appears to be quite
4 she is calm a nd never show s annoyance w ell-built. He has short dark hair, a beard a nd a
and loves us all despite o u r disagreem ents m oustache. A lthough his hair is th in at the
and annoying habits front, he d oe s not have w rinkles on his face
a nd seem s to be a young man.
Task 3

para. 1 :3 B p a ra . 2: 1 C, 2 D T a sk 7 (suggested answers)

para. 3: 4 E. 5 A
T a s k 4 {suggested ans-veZs)
1 A lthough the story line was not original, the
characterisation w as very successful.
2 Both H orace a nd H ector are very so cia ble . !
Horace and H ector are both very sociable.
3 In spite of the film being in Chinese. Dora
enjoyed it.
A lthough Rita is o nly 18 years Old. she has
taken special care o f me for as long as I can
rem em ber.
1shall always a dm ire her a bility to a cce p t me
as an equal despite o u ’ age difference and to
help m e g ro w up w ith o ut ever being critical of
m y mistakes.
I d id n 't kn ow that a teacher co u ld be funny and

16 UNIT 3
r-:e rta irm g u n tilI met Mr Willis.
~ -e w hole class will alw ays rem em ber M r Willis
3$ the teacher w h o show ed us that learning
can be fun.
SPEAKING
At this stace it is a good 'dea to start recording
som e Ss so that they can hear what they sound
like and the rest o f the class can offer their
com m ents on the way a task is handled. Ss
m ight also be able to w ork together recording
d iscussions outside the classroom . In any
event, this is a very g ood tool for revising
sneaking skills and helping Ss to becom c
fam i iar with useful vocabulary. Recording can
be repeated every three or four weeks
th rou g ho u t the school year. After initial
shyness, it is to be hoped that Ss w ill becom e
m ore confident and w ill be able to notice
im provem ents in their speaking.
G eneral d is c u s s io n (suggestions)
- have the feeling of being popular; probably
have m oney o r b etter chances o f getting it;
get to know other fam ous people m ore
easily: perhaps have y o u r opinions listened
to
- not bem g able to d o anything you w anted;
m ig h t fin d it im possible to d o som e ordinary
activities like shop p in g o r going to a cafe
- w ould feei a need to find stab ility in m y
fam ily and am ongst m y best friends: would
be unused to the attention: w ould need to
be careful in assessing new friends
- doing som ething useful like fin d in g a cure
fo r a painful disease o r com ing u p w ith a
solution to an .m portant social or
environm ental problem
- they can use their co nnections and
influence to m ake politicians and the
genera' public more aware o f serious
problem s
LISTENING - TEST 5
T ranscript
You’ll h ea r p eo p le talking in eight different
situations. For questions 7-8r choose the best
answer. A, B o r C.
I. NI T 3
Question 1
You are in yo u r local library and overhear part o f
s conversation betw een the librarian a n d a
library member. What d o you teem about the
library' book he has with him ?
A It was borrowed by his wife icu r weeks ago.
B it w as borrow ed by him two w eeks ago.
C It is being b orrow ec by him now.
Borrower: Good morning. I've brought back (his
book about chemistry. I'd like to have it
for tw o more» weeks please.
Librarian: Another Iw o weeks? You've already bad
Ihis book tor the lull four weeks plus a
tw o week extension W hy do you need
it for so long·'
Borrower: M y son has bis final chemistry exam at
school in two weeks and he has hardly
understood anything in class (His year. I
need the book to help him.
Librarian: W ell, I'm sorry, bul Ibe rules are quite
dear. You are only allowed one-
extension and then you have to return
the book. I his is so lhal other readers
t an b orrow books as well.
Borrower: Oh dear! That's a bother. Wait a
moment. Ihe book was borrowed w ith
m y wife's ticket. Cat! I return il for her
and borrow il again w ith my ticket?
librarian: W ell ,.,um... yes...l suppose that if we
look at it that way, there's no problem.
Q uestion 2
You hear someone talking to a friend on the
phone. Where has the speaker ju s t returned from?
A a business trip
B a holiday
C an educational visit
Yes, well, il was quite good really. I learned a lot,
you know. I found out what other companies are
planning for next year, and got to know .ill aboul
ihe holiday market - which luurist resorts are
going lo be the most popular, all that sort o f stuff.
T he only thing is (hat I'm a bi( (ired after all that
travelling, and I’ll have to stay up late tonight and
w rite a report for the sales manage».
Q u e s tio n 3
A colleague is talking (o you a bo u t som ething
w h ich has really annoyed him. What is it?
A the a m o un t of traffic
17
 B the weather
C p u b lic tra nsp o n
Sorry I'm late. I'm in a bad mood loo. I'm afraid.
I'm fed op! I never know how long it's going to
lake lo g e l here. The roads were full o f traffic again
this morning, and I waited half an hour for the bus.
And when it finally came it was so full I could
hardly got on - w o were squashed together like
sardines. And, o f course# half the window's
wouldn’ t open, so you can imagine what il was
like inside in this weather - it must he at least 35
degrees.
Question 4
You hear your neighbours talking in the garden.
Why has Henry clim b e d up (he tree?
A to repair som ething
B to watch so m ebody
C to prevent possible dam age
Mavis: What are you doing up that tree Henry?
.Vo you spying on (ho neighbour?
Henry: I'm doing something much more useful.
Mavis.
Mavis: W h a l' Are you finally fixing the dish for
my satellite TV?
Henry: No. I'm cutting some branches that might
make a holt: in our roof.
Q uestion S
Your m other a nd sister are having a
conversation. What s o n o f clothes is your
m other g o in g to wash?
A coloured clothes
B w h ite clothos
C w oollen clothes
M oth er: Rachel. I'm preparing the washing
machine. Do you have any d irty dolhes
for mo?
Rachel: Wait a moment. Yes. I do. Jus! coining.
Mother: I can't do these blouses. I'm doing the
coloured dolhes tomorrow.
Rachel: OK. But this pullover isn’t coloured.
Mother: No. But it's woollen.
Q uestion 6
You are visiting a friend when his father starts
shouting. What is yo u r friend's father annoyed
about?
A Y our frie n d ’s m usic is too loud.
B Your friend isn't ploying the rig h t sort of
music.
18
C Y our friend is disturbing his sister.
( Gordon! ... Cordon!! ... GORDON!!! ... W ill you
slop IIwt noise al oixe? If you niusl have the stereo
on loud, at least choose something we all like. You
know I can't stand that. Here, put this CD on, and
turn it up (i littk' as I'll be upstairs. Bui if your sister
comes home, turn il off. She'll wan I to study.
Q uestion 7
You are in tt'e baker's when you hear it:e following
conversation. What does the woman buy?
A apple tarts and crca m cakes
B toast bread and cream cakes
C apple tarts a n d lo a s l bread
Good morning. Joan. I'd like half a dozen
M a rio n :
apple tarts and tw o big crcam cakes. Oh,
and I’d like some toast bread too.
Jean: I lere you are, Marion. And a loaf o f toast
bread.
Marion: Sorry, Jean. The doctor keeps lolling me
about all the fat in m y diet. You'd better
put tiiose back on ihe sweets counter
and I'll keep the toast bread and the
other things.
Jean: OK. Anyway, you needn’t w orry about
eating these. Ihe dcx tor should
agree that fruit is good fur you.
Q uestion δ
You overhear a man a n d a wom an talking about
their diets. Who d o e s n ’t fo llo w the d ie t closely?
A the man
B the wom an
C both
W om an: So, how are you getting on w ith your diet?
M an: Not bad. I just wish I was allowed to eat
chocolate. But I do it anyway - just a tiny
little p ic a : after dinner. II makes me feel
so much boiler and I'm sure it w o n 'l
make much difference.
Woman: I know how you feel, ί very af!em<x>n I go
straight lo Ihe fridge when I gel home.
M y husband always loaves a pie or a slice
o f pizza there. You know. I spend most of
Ihe day thinking about thai moment.
Man: Don't you got guilty feelings?
Woman: M y photograph is on the fridge to remind
me o f how fat I was last year, so when I
gel I here I don't open Ihe fridge.
It.NIT Λ

Key
DU 1C 2 A 3 C 4 C 5 B 6B 7C 8 A
stereo
. You
LISTENING · TEST 6
and
sister
Transcript
You are going (o hear a radio lalk on trends and
events o f the late twentieth century. For
questions 1 1 0 . co m p ictc the notes by filling the
owing gaps w ilh a w o rd o r short phrase.
Now let's look .it thin;;* from a global perspec tive,
and try lo identify !I h· most significant Irends «ind
events o f the late twentieth century. Hrst, and
possibly most important, was the rise in tlx? Earth's
Jozen temperature. Due largely to pollution, ihe average
Oh, temperature o f the: planet is rising. In 1»«8 il was
notter by nearly one fifth o f a degree Celsius than
toast :n 1997 - and 1997 was a record-breaking year. In
1999 there was another increase. So it seems safe
; me !o say lhal global warming is a fact. One aspect o f
etter global warming that isn’ l generally known is lhal il
er doesn't necessarily mean that both summer and
winter w ill be warmer. One effect o f global
warming is what w e ta ll 'extreme weal her even Is'.
>111 These are violent storms, unusually heavy rain or
snow and so on. Towards the end o f the twentieth
century extreme weather events took thousands o f
lives and cost billions and billions of pounds. One
note-able example was Hurricane Georges, which
ib o ut killed '*,000 people in the U.5> and the Caribbean.
\cly? Another example was i lurrie ane Mitch, which look
the lives o f 11 ,<KK> people in Central America. In
China, the Yangtze River floods caused 3,300
deaths and left a damage bill o f £19 billion.
There w e re n ta n y c hanges c o n n e c te d w ith fo od ,
' did? too. The 1990s saw a huge rise in the number of
>eat fast food restaurants. The main reason for this is
. tiny that many people no longer have time to prepare
kx>d; th ere are m o re sing le-pa re n t fam ilies, m o re
feel
t
single: households and more working women. To
give you on idea o f the scale o f this change, here's
II I g o
a.n interesting fact: in 199H, 2li% o f IJ.S potatoes
10. became c hips, also known as Trench fries.
; slice Genetically modified crops, also known as GM crops,
ost of were another feature o f the period. Genetically
modified c rops were first produced as recently as
1W4, yc:t by the end o f the century ihe land covered
mind
by GM c roj»s was Ihe si/e of the Philippines. In ihe
U.S.A. genetically modified crops make up more than
one third of all soya beans grown, one quarter o f the
corn, and 20% o f the cotton c rop.
There were more wars on the planet too. In 1997
there were 25 wars, and in 1998 there were 31.
Nearly all o f them were in developing countries in
Afric a and Asia. The num iter o f children fighting in
these wars increased at an alarming rate. But on a
brighter note, the number of nuclear weapons is
decreasing. In the last three years of the century
Ihe number of nuclear weapons fell by
approximately 10%.
O ther positive c hanges took plac e as well. People
Eiecamc: more av.are o f Ihe runs! to conserve
energy. Architecture became more interesting and
more user-friendly in the 1990s, and many
buildings are now environmentally friendly as well.
This means lhal Ihey make’ full use· o f natural
elements such as sunlight, in order to avoid over­
use o f electricity. Alternative, renewable sources of
energy' are being researched and established and
w ind energy and solar energy are being exploited
in many parts o f the world.
Developments in information technology and
communications were another remarkable aspect
o f the: late twentieth century. Home entertainment
was revolutionised by the increased availability of
satellite IV, home computers and video games. O f
course, there arc* still many people w ho don't use:
any o f these things. But in industrialised countries
the way people communicate was changed
permanently by ihe development o f e-mail and
m obile phones, and the Internet brought about
what has been called an ’information explosion’. It
is impossible to see where all this is taking us, hut
one Ihing is certain: our lives w ill never be the
same again. By I be ye:ar 2050, practically ....
Key
1 tem perature 6 Asia
2 11,000 people 7 10%
3 fast food restaurants 8 sunlight
4 1994 9 hom e com puters
5 cotton crop 10 m obile phones
 UNIT 4
3 The shoplifter waited until the shop
WRITING-KEY
assistant was busy with a customer.
Task 1 4 After the arsonist had poured petrol onto
som e rags, tie lit a match.
At first i ju st hod time? to 5 As I was w alking dow n the street a m ugger
then before threatened me w ith a knife.
At that m om ent Eventually 6 The m urderer stabbed her before she could
As soon as When call for help.
follow ed by
T a sk 6
T a sk 2
A lthough it w as a dark. coid. we* night when i
1 a short story returned hom e and I was really tired after being
2 for a com petition o ut all day. I sensed that som ething w asn't
3 a crim e (an unusual case o? vandalism ) q u ite rig h t os soon os I turned the light on one
4 That was the m ost unusual case of started taking my coat off. I had a creepy
vandalism in our city. feeling tha t som eone had been in m y flat.

T a sk 3 Finally, after the police had questioned all the

Paragraph B is the best first paragraph and witnesses, I was fo rce d to a cccp t that it was
paragraph C is not suitable as a first true. Even/one had given a perfect description
paragraph. o f the burglar - a tiny, white-haired w om an who
w alked with a lim p - and it wos also a perfect
d escription o f Priscilla White, m y next-door
Task 4
n eighbour and form er teacher. I was shocked. I
blew was blowing w o u ld never have tho u gh t that Ms W hite had
rained was raining broken in to m y house.
had OK
was OK
could OK SPEAKING
was OK G ro u p w o rk (suggested questions)
stayed hod stayed
thought OK
W hat did the shoplifter steal?
moved wos m oving
Did the shoplifter hurt anyone?
made OK
W hy d id the shoplifter steal?
reached OK
W hat sort o f person is the shoplifter?
walked OK
Can the shoplifter afford to pay a fine?
got had got
Is prison a suitable place for the shoplifter?
spent OK “
moved was m oving
realised OK G en e ra l d is c u s s io n ( suggestions)
left had left
- fines, com m unity service, suspended
T a s k 5 (suggested answets) sentence (where the person is punished
only if they offend again), public hum iliation
1 As soon as the burglar broke into the (eg through announcem ents in
house, he started looking for valuables. new spapers, to colleagues or fam ily and
The burglar started looking for valuables as friends), possible loss of jo b or social
soon as he broke into the house. position
2 W hile I was w aiting in the queue in the bank, - it is g o o d to keep people out o f prison
an arm ed ro b be r burst through the door. unless they are a real danger to others;

20 I NIT 4
 people car- often be m ade to change their
behaviour
- they can learn to becom e m ore crim inal in
prisons: it is often b e lte r to stop parents and
children being separated if possible; often
prison w ould b e to o harsh a punishm ent for
som e crim cs
- even young children have a g o o d idea
w hether so m ething is right o r w ro n g: in fact
y oung children have a very highly
developed sense o f w hat is unfair; o ne of
the m ajor p roblem s is that a yo u n g child
can often underestim ate or bo unaw are of
how serious the consequences o f his/her
actions are
- it is possible that som eone m ight have to
c o m m it a crim e in o rd er to prevent
som ething w orse from happening: a
relevant facto r to co nsider in such a
situation m ig h t be w hether the person acted
purely for his/her ow n benefit o r for a more
objective benefit - co nside r Robin H ood
LISTENING · TEST 7
Transcript
You w ill hear live peo p le talking about their
homes. For questions 1-5 choose Irom Ihe list A-F
what type o f hom e each speaker lives in. There is
one extra letter which you do not need to use.
Speaker 1
I've been living here for 15 years now. At iirsl I had
iots o f problems will» dampness and water getting
in, but over time I've learnt how to deal w ith the
worst o f ibis, generally I've got quite a warm dry
home now. O f course, the only windows are on
the side where the entrance is, but at least there's a
very picturesque view down ‘ lie hillside from these
windows. The res I o f the house is quite dark, and I
need ίο have the lights on ;.)il day. But it'··. well
worth it I’m the only person I know whose living
room w all is made out o f the side o f a hill.
S p eak er 2
You certainly need to be fit to stay in this house; I
spend a lot o f time clim bing up anti down Ihe
spiral staircase that goes round Ihe inside.
However, the viirw from the top is worth the
climb. The walls are made o f stone and very
strongly built: people made sure they built things
well in those days. It would have to bo very· strong
ro survive die waves, w ouldn't it?
I'M Γ i
Speaker 3
I his isn't a particularly good home when the
weather is rough, but it does have its advantages. I
don 't need to stay in the same place all the time,
so I can find different neighbours when I want to.
Like me, all my neighbours use lots o f strange
words, because everything in my home has a
different name from ilu? one it has on land. And
it's fun noi having a proper address - just the
name: "Star ol the Sea". Mice, isn’t it?
Speaker 4
Don't ask me if it's haunted. All i can say is that
I've never seen a ghost, but I've probably scared
them o ff w ith all my modernisations. I like my
home com for Is, and where I d o n 't have them I
create Ihem. O f course. I’m not allowed to make
changes that can be seen from the outside, but I
think that that's good for me anyway. Lots o f film
companies are interested in using the outside of
my home for historical films and I’m gelling quite
used lo all the fighting and battle scenes going on
around me. I suppose sue h w onts really did take
place here when il was first built.
Speaker 5
'(Jet yourself a piece o f history,* I thought lo
myself, and here it is. Admittedly, it's not
particularly big, but that's no problem. I live on my
own, or rather, with my dog. but there’s plenty o f
room tor us. and often a friend or two w ill come
round and even stay for the night. It's older than
many houses, being over i()0 years old, but it's
well buill and w ill Iasi a lot longer. M y only regrol
is that it's no longer mobile as it once was.
I lowovcr. I've got my own little: garden around it
now and, .ill in all, it's quite a pleasant place to live.
Key
1C 2D 3 A 4B 5E
LISTENING ■ TEST 8
Transcript
You w ili hear a conversation betw een two
friends, B etty a nd Paul, who are discussing
w h ich foreign language they s h o u ld choose to
learn at high school. For questions 1-7 v/rite F
fo r French, G for German o r S for Spanish.
Betty: Hi Pauli How are you?
Paul: I ino, thank you. Have you dec ided which
21
 foreign language class you're going lo join? I
still can't make up my mind.
Betty: 1 know. M y sister only had to choose between
French and G ifm an Iwo years .»go, but ixm '
they’ve added Spanish as a third choice·. II
certainly complicates things, doesn't it?
Paul: You can say lhal again. I tried discussing it
w ith my brother Iasi night, but he didn't
agree w ith anything I said.
Betty: W hat does he think?
Paul: W ell, he's doing (jerm an and thinks I
should do Ih r same. I lo claims lhal it's a
much easier language lo speak than Trenth
or Spanish and that I'll be able to
understand ( iei man speakers more quickly
than I would I r<*nch or Spanish speakers.
Betty: But you obviously don't agree! Whal's your
opinion?
Paul: I fe d i rone h and Spanish sound much more
romantic, i'd enjoy learning one o f them
more than I w ould German.
Betty: But I bet your parents say it's not much
giKid learning a language just because it
seems romanlic.
Paul: Well, you can'l say lhal for Trench. It's
generally agreed that French has played a
more important role in the European Union
than any other language, so Ihat's obviously
the language o f choice lor sojmOne
interested in their future career.
Betty: I'm no! so sure about that, Paul. M y sister is
doing Trench, but now she's wondering if
that was the right choice precisely because
o f her career plans. She wants to work in a
bank or in another part o f the financial
sector, and now she’s heard lhal Ihe
German financial institutions are becoming
22
the most important places to be now we
have a European currency.
Paul: So does that mean you're going to study
German then?
Betty: No, not me. I've listened to all these
argurnenls al home, but Spanish sounds
much more fun to me, even if il isn'i so
important as French or German.
Paul: I wouldn't go so far as to say that. Spanish is
similar lo Portuguese and Italian, and there
are millions o f people all over South and
Central America who speak Spanish.
You shouldn't just think about Europe in
these days o f international travel and
communication. Besides, Ihe more you enjoy
something, the easier it is to learn.
Betty: I don't know whether I should follow my
head or my heart, but from what you’ve just
said I can see lhal Ihore are also some
serious reasons for choosing Spanish. Yes, I
think that's what I'll do.
Paul: I e an see I'm going to have to do that too,
to keep you company and help you out with
your difficulties.
Betty: Don't feel obliged to follo w m y choice. I
don't waul you te> say I've rnaeie· you ele>
Spanish.
Paul: lust kidding! It’ll be fun learning a language
together.
Key
1 S * 2G 3 F 4 F 5 G 6 S 7S
ϋΝίΤ 4
 UNIT 5
____________ ____________ i
ΐγ

any details a bo u t yo u r own research

Js WRITING-KEY conce rn in g those tw o com ets. As for a starting
0 T a sk 1 lime. I w ould suggest 9 pm.
I would be very grateful if you w ould accept our
sh is 1 any logical date suitably written
D ear Sir/M adam invitation a nd I w ould be pleased if you would
.Tt: 2
Y ours faithfully send us a reply as so on as possible.
1 3
4 Harold Unwin (or another name) Y ours sincerely.
Helen Watt
Task 2
anjoy T a sk 5 (suggested artsw&s)
1 o rganising green weekend, w rite to
environm ental g ro up , invite leader to give 1 Please tell m e ...
ny
talk, giving all necessary inform ation 2 C ould you also prepare ...
(' just
2 the local environm ental gro up you are 3 Thanks fo r yo u r help.
w riting to 4 I'd like to know w h e th e r...
fcs, I
3 you did
4 the leader o f Longtrench Environm ental 5 I w ould appreciate a reply as soon as
(X>,
G roup
t w ilh possible.
5 no 6 Thank you for w riting to mo.
6 Dear Sir/Madam, 7 I w ould be grateful for yo u r assistance.
1
Y ours faithfully.
7 form al - the form at for a form al lette'
T a sk 6
jage
T a sk 3 1 pollution 5 rush hour
2 exhaust fum es 6 sound th e ir horns
Dear Sir;M adam .
3 sm og 7 traffic jams
Yours faithfully,
4 breathing 8 o u t o f order
Elisa Bitka Dear Maureen,
problem s 9 get stuck
Formal Love.
Jane
Dear Mr Haynes, informal T a sk 7 (suggested answez)
Yours sincerely,
The event will be open to the friends and
Elian Nestle
fam ilies o f all students. Everyone w ill be able to
Formal
see an exhibition o ‘ the stud e nts' w o rk on the
environm ent. C oncerning the m ain aim s o f the
T a sk 4 event, these are to m ake peo p le aw are o f the
p roblem s associated w ith plastic and to take
Dear Professor Smart.
action to start recycling schem es π our town.
I a n w riting on behalf of the W hitelaw District W ith regard to the first aim. w e will be show ing
A stronom y Club. W e are holdin g a special a docum entary a bo u t elastics. Then, to make
C om et Night on 14th A ugust a nd I w ould like to p rogress tow ards a recycling schem e, w e will
invite yo u to speak to the clu b a b o u t com ets. have to decide on suitable rubbish collection
Regarding the C om et Night, this is planned to points and types o f recycling bins. Finally, it will
coincide with the arrival o f C om et Tschechen be necessary for all those in favour o f the
a nd C om et Klutswert in o u r solar system on recycling schem e to sign a petition w hich w e
14th A ugust. W e expect to get an exciting view will present to the council, a nd som e o f us will
o f these events from o u r observatory that night be m aking banners to ca rry on our m arch to
arid w e w ould aoprec-ate it if yo u could give us present the petition.
som e cor.erai inform ation a bo u t com ets and

it > l ΛΊΤ > 23


SPEAKING
G eneral d is c u s s io n (suggestions)
- litter in the streets, lack o f g reenery in the
tow n, air pollution, noise pollution, locally
polluted water
- recycling: because individuals can m ake a
big difference
• traffic, radios, pets tha t are not looked after,
p o w e r tools, construction sites, discos, ctc
- learning h ow to deal with rubbish and
re cycling property, learning w hat m akes our
tow ns and countryside beautiful; doing
projects, carrying out surveys, sharing
know ledge, w atching docum entaries, joining
© nvirom entalist organisations
- more traffic a nd pollution problem s; heavier
em phasis o n the consum er society -
however, m ore awareness o f the im portance
of a g c o d environm ent and the
consequences o f o u r actions, m ore laws
and international co-operation are gradually
having som e effect
LISTENING · TEST 9
Transcript
1 W : I lave you seen my cat. lot'?
M: Do you mean thai striped one, like a liger?
YV: No, m ine’s almost oil white, except for its
black tail.
W: W hich coI is the woman looking lot i
2 W: Arc you coming to Ihe t inema w ith me at
7 «'dock?
M : No, I should be ! leien's house then.
W e re playing tennis at Half nasi.
W : Where w ill the man i>c ai 7 o 'clock?
3 W : Should 1wear my new jeans to ihe party?
Μ : I think you should wear a dress, Cathy. Wear
live mini. Your long dress w ill by tco warm.
W : What should Cathy wear lo Ihe party?
4 Μ: I don't have lime lo make soup. A quick
lake-away pizza w ill have lo do.
W : Come on, George. You have time to hoi I
some eggs.
W: W hat should George eat?
5 M : Should ! gel some apples?
W: Yes, and oranges. Rut d on 't forget we've
already go! bananas.
W: What doesn't the man need ‘o buy?
24
(> W : .Are you going jogging on weekends this year?
M : I’ve gol too much studying In do. Don't
worry, I'll get some exercise cycling to
college.
W : W hat is the man going to do on weekends?
7 W : So M all, whai does your new girlfriend
look like?
M : W ell, she's not blonde or slim, bul she's
got the most beautiful face and smile.
W : W hich girl is M a il’s new g irlfrien d '
8 VV: I his soup is cold and the cofi«i is lor too bitter.
M : Add some sugar like I did. We can swap
soups because mine's quite warm, but
leave the bread. It's stale.
W : What is the man complaining about?
9 M : How was your flight, Jean?
W : It was tine, though i nearly missed Ihe
plane. I had to wait a I ihe bus station for
Mike and give him a lift because In* didn't
want to take a taxi.
W : H ow was Jean travelling?
10 W : lave you seen the new biology book, Jim '
It looks interesting.
M : Sure does. I wanted to look at it tonight,
but I have to revise chemistry lor Ihe m id­
term exam. I'm worried now I've seen how
badly the phvsies exam went,
W : Whal is Jim going to do loriighl?
11 W : Apart from vanilla, we've got all the
ingredients for the cake.
M : Yeah, but d on 'l forget the raisins for the
cookies. And remember, you can't put too
much chocolate on Ihem in my opinion, so
get some more o f that-
W : What ingredient does Ihe woman have lo
buy for the cake?
12 W : Sure. I can take you w ith me. I’ll drive
round by your house at 12 o'doc k.
M : D o n 'l forget we have lo be at the
conference centre at 12.30. W e'd boiler
make that half an hour earlier.
W : OK. i'll see you then.
W: When have they arranged to meet?
Key
1 A 2 δ 3 C 4 A 5 A 6C
7 C 8 B 9 B 10 B 11 A 12 A
UNIT 5
$ year?
jn 't UNIT 6
to

<ends? However, I firm ly believe that such clu b s can

WRITING-KEY offer o lot to people o f ail ages.
■nd
T a sk 1 In conclusion, getting fit and staying that way
he's The first sentences in the secon d and third are things that we can all benefit from. Everyone
has the right to be healthy and fit. so health and
paragraphs are the to p ic sentences,
w riter disagrees with the statement. fitness clubs should be open to even/one.

) biller.
T a sk 2 T a sk 7 (suggested ansn-et)
«vap
ut 1 a com position There *s no d ou b t tha t jo in in g a health c'ub
2 taking exercise helps you to avcid unhealthy habits. This is
3 3 because once you start to feel the benof.ts of
4 exercise g o o d for yo u r heaith exercising, you want to keep doing it. W hat is
io good for your social life m ore, taking up an activity can strengthen the
l for helps people escape from dull routine and w h o le b o d y and m ake you a m ore optim istic
didn't w ork pressures energetic person. Last, but not least, health and
fitness clu b s can help yo u to enjoy becom ing
Task 3 active by providing a w ide range of popular
activites w hich are suitable for young and ole
Jim? 1 You state your opinion in the first people.
paragraph.
ght, 2 You give reasons for yo u r opinio n in the
; mid- second paragraph. SPEAKING
•n how 3 You sum m arise yo u r opinion in the third
G ro u p w o rk (suggested questions)
paragraph.
4 You m ake a general com m ent in the first How m uch does it cost to join the
paragraph. (private sp orts club)?
W hat tim e is the (local gym ) open?
T a sk 4 W hat equipm ent can you find at the
th<>
jt too 1 feeiing o f achievem ent (school s p o ils c!ub)?
On, so 2 healthy eating habits
3 heavy w orkload G en e ra l d is c u s s io n (suggestions)
. e to 4 overw eight - cycling - can d o it on m y own; I d o n 't need
5 be o f value to to w o rry a bo u t being o verw eight (the bicycle
e 6 stressful supports m y w eight): 1 get plenty of fresh air
7 beneficial w hile I e xercse; i d o n 't need to follo w a
routine; I can explore different places: I can
:t<T T a sk 5 d o it on m y w ay to w ork: I can d o it with
1 :s im proving others if I want
2 positive OutJOOk on life - 't depends on yo u r personality - yo u need to
3 start d o in g strenuous activities be quite sociable to do this but it ;s great for
4 training soon after a meal yo u r social life; you have m ore incentive to
5 a healthy m ind in a healthy body p ay fo r a team than to keep exercising on
6 requires stam ina yo u r ow n: you can have more fun with
6 C
7 gentle practice exercises othe'S
12 A - elderly people can continue to do lots of
T a sk 6 (suggested answezs) w alking and sw im m ing: if they are fit enough
they can also g o cycling; if they are well
here is a w idespread attitude tha t oniy the organised they can have their ow n football
young should join health and fitness Clubs. volleyball, etc teams

KIT 5 I NIT 6 25
 - w atching sp o rt can give yo u the satisfaction
o f seeing a really skilled athletic
perform ance; out d o in g it yourself can give
you fun, personal satisfaction and
co m p an io nsh ip with other players - and. of
course, w atching sport d oe s net keep you fit
- they should start any activity very gen tly and
m ake sure tre y d o w arm -up exercises
property as well as sim ilar exercises after the
activity; they should test their current
abilities a nd not com pare them selves to
their ow n a th le tic abilities from previous
years
LISTENING -TEST 10
T ranscript
In this part o f the listening, you are g o in g to
hear p a ri o f a radio program , 'Am erica Wild and
Beautiful," in w hich you w ill hear a park ranger
talking about Yellowstone National Park. The
program w ill p re sen t tho follow ing inform ation:
the history o f Yellowstone Park
- the natural features o f Yellowstone Park
- anim als in Yellowstone Park
- tourism in Yellowstone Park
You w ill hear the in terview in several parts. After
each part you w ill hear 2-4 questions. There are
tw o ans w er ch o ice s fo r each question. The
ch o ice s are:
A) Yes, if the answ er io the question w o u ld bo.
"Yes, that's true."
B) No, it the answ er to the question would be.
"No. that’s not true. That's not what was sa id .1
If you wish, you may take brief notes as you listen.
N ow you w ill hear an introduction. For this part,
there will be no actual test questions. The
questions that follow aro examples only. Listen to
the examples:
Interviewer: Welcome to our program, where
listenerscan learn about the great
natural treasures o f the United States
,jnd Canada, "America W ild and
Beautiful'. On today's program our
guest is Beth McGuire. Senior Park
Ranger at Yellowstone National Park,
Wyoming, Good afternoon, Ms
McGuire. Welcome to the program. I'm
sure th.il we have many listeners who
26
are interested lo hear what you can iHI
US about Yellowstone National Park.
Ms M cG uire: Good afternoon. Let me starl by saying
that Yellowstone Park was the first ever
national park, set u p in 1872. It is also
the largest national park, covering an
area o> more than 3,100 square miles-
Indeed, although you were right about
Yellowstone Park being in Wyoming,
parts o f it are also in two other slalirs.
Idaho and Montana.
E xam ple 1:
Was Yellowstone Park the first ever national park?
The co rre ct answ er is. Ά . Yes, th a t's true."
E xam ple 2:
Is all o f Yellowstone Park in the state of Wyoming?
Tho co rre ct answ er is. "B. No. that’s not true.
That's not w hat w as said."
N o w M s M cG uire w ill continue to give
inform ation about Yellowstone Park. Remember,
after each se ctio n o f the interview yo u w ill hear
2-4 questions. M ark your answ ers on (he
separate answ er sheet. There w ill b e 25
questions m arked > through 25.
Are there any questions before w e begin?
{PAUSE] Now. let's continue.
interviewer: I low did Yellowstone Park become a
national park-:
Ms .McGuire: For quite a number o f years hunters
and trappers had come back from the
Yellowstone area with slories o f its
great natural i>eauly and the weal Ih of
natural wonders to be seen there.
I hen, in 1870, General Henry
Washburn led an expedition to Ihe
area. After discussing what Ihey had
seen, ail the members o f the
expedition enthusiastically agreed that
Yellowstone should be preserved as a
national park lo benefit all jx'ople for
all time. O n their return from
Yellowstone, the expedition members
wrote newspaper articles, gave
lectures and met government officials,
with lilt' result that in I ft72
Yellowstone National Park was set up.
1 Did hunters and trappers bring back stories
of lots of gold being found in the area?
2 W as General W ashburn the first person to
visit Yellowstone?
t MT 6
π tell 3 D d all the m em bers o f W ashburn's
k. expedition w ant to m ake Y ellow stone a
dying national park?
t ever 4 Was the Yellow stone National Park sot u p in
also 1872?
an
liles. interviewer: .And wfuil were iho natural wonders
bout that the explorers found in Yellowstone^
ag­ Ms McGuire: Yellowstone is in a very high area
ates, containing some high mountains and
lh«»r<* is <i very wide range of
geographical features. There are Likes
and rivers, deep gorges and high
)ark? waterfalls. Ahoui ;ui% of Yellowstone
is covered by foresls and it is
forbidden lo cut down trees. Hut that
ling? is not nil. There are also ho! springs
e. and geysers, and iin-re is even a
natural mountain made o f glass. Many
difiorenl beautiful coiors are to tie
seen in the rocks o f Yellowstone.
ib e r,
tear 5 W ould Yellow stone be an nteresting place
for m ountain clim bers?
6 Are people allow ed :o cut dow n trees in
Yellowstone?
7 Is m ost c f Yellow stone covered in trees?
8 Have som e people m ade a m ountain of
glass in the park?
ΠΙ' a interviewer: Could you lell us more about the hoi
springs?
ers Ms McGuire: Certainly. These are a very exciting
n the feature o f ihe park. There are over
Is ?,,(}(KI ho! springs. Many o f these
Ith of actually contain boiling water. All of
them are crystal dear, and one of
them, l inerald Spting. is a fantastic
H· green. Another one. my particular
tad favourite, reflects all the colors of the
rainbow.
i th.it
as a 9 Do ali tho hot springs co rila in boiling water?
; for 10 Are all the s p rin g s the sam e color?
ibers Interviewer: And is there anything interesting about
Ihe olher water features in the park'
icials, Ms McGuire: Well, first o f all, water played its par! in
forming the Yellowstone Canyon,
Ί up. which is <i gorge 24 miles long and 350
metres deep. This is a fantastic sigh!
ories which you can't really imagine until you
actually see*, it. Πιο Yellowstone Falls
i to <onsis! o f two waterfalls close to each
other: the Upper hall, which is over :·>2
;i t 6 I MT (>
metres high, and the Lower Fall, which
is over 92 metres high. There are, of
course, many other waterfalls, rivi-rs
and lakes in Yellowslone Park.
11 Is Yellow stone C anyon 24 metres deep?
12 Does Yellowstone Falls consist o f tw o
waterfalls?
13 is the U pper Fall the highest waterfall in ihe
park?
14 Are there other waterfalls in the park?
interviewer: A ll these features must be fantastic
for nature lovers, but what about
w ildlife in the park'
Ms McGuire: Yes. The wildlife in Ihe park is one of
the [Kirk ranger's main responsibilities,
l ive animals in the park are much k ss
shy than animals in olher .ireas because
Yellowstone has lieen a national park
for so long and, ol course, hunting is
not allowed. The park contains all sorts
o f deer, including huge elk and inoo.se.
There are also mountain sheep, bison
and grizzly beau's.
15 Are the anim als in Yellow stone Park very
shy?
16 Is hunting prohibited in Yellow stone Pork?
17 Is there m ore than one type o f deer in
Yellow stone Park?
18 Are thero other b ig anim als as w ell as deer?
Interviewer: So, what can you tell iis afiOu!
tourism in Yellowstone Park?
Ms McGuire: tourism is a very important feature of
any nalional park. These areas aren't
just set aside to be untouched
wilderness. People must have some
access to Ihem for recreation and lo
be educated. Yellowstone gels
millions o f visitors. Allhough hunting
is banned, fishing is allowed. M ost of
the fish that are caught are trout, and
Ihe park restocks the rivers every
year. I’eopie are also allowed !o go
camping in the park, bul they have to
leave Iheir guns v.-ilh the rangers
when they enter the park.
19 Do m illions o f people visit the park?
20 Are visitors perm itted tc catch fish?
21 Are peo p le altow ed to take g un s into the
park?
27
In te rview e r: Isn't Yellowstone getting too crowded away. Sometimes il's not easy - after
w ith people then? all, w ith about one and a quarter million
Ms McGuire: No! yel. but it m i^ ltl in Ihe future. visitors a year, there can be problems.
The policy o f ihe park superintendent is to iry to But that doesn’t mean we don’t
reduce (he· amount o i m olor traffic and pollution. welcome people. W e do. We even have
I here are buses which lake tourisis around and hotels inside Yellowstone few people
Ihis is better thill! encouraging everybody to come who want to stay ovemij^u. And at
in their own tars. Anyway, about 90% o f thc> park various points there are tourist cabins
is away from the roads, so people who want lo see and cafeterias. All we ask is that people
it either have to walk or go or. horsebat k. There's leave the park ihe way they found il.
still plenty o f w ild country left in Yellowstone.
24 Do few er than 1 m illion people visit
22 Does the park superintendent prefer tourists Yellow stone each year?
to visit Ihe pork in buses? 25 Are there places to stay in the pork?
2 3 Are there parts o f the park tha t visiters ca n 't
see fro m their cars?
Key
In te rview e r: W ell, ! think that anyone* who hasn't 1 B 2 B 3 A 4 A 5 A
already visited Yellowstone w ill want 6 B 7 A 8 B 9 B 10 B
to do so as soon as possible. Is there 11 B 12 A 13 B 14 A 15 B
anything else you'd like to (till us 16 A 17 A 18 A 19 A 20 A
before w e finish up? 21 B 22 A 23 A 24 B 25 A
Ms McGuire: jusi a reminder to our visitors.
Yellowstone is a beautiful, clean piece of
nature and we'd like to kc\:p ii that

UNIT 7

m ore relaxed and you w ill have m ore freedom.

WRITING-KEY
T a sk 1
C ircle
M y advice is that you should lo o k for an
o pp o rtun ity for yo u r father to m eei yo u r friends.
W hy d o n 't you try to persuade him to let you
w ork w ith a friend on a difficult sch o o l subject?
U n d e rlin e
life does get better
y o u r father m ust w o rry a great deal about you
I believe he w ill see that your friends are
responsible young people from caring fam-lies.
It seem s to m e that in this w ay he will becom e
I'm sure that you will soon be able to show
your father that you can be trusted to g o out
w ith friends.
T a sk 2
1 a letter giving advice
2 Theresa (the girl w ith the problem )
3 You had to w rite to give Theresa y o u r
advice and express yo u r ow n view on how
she can deal with the problem .
4 2
5 i'm sure th a t you'll soon be able to show
yo u r father that you car· be trusted to go
o u t with friends.

28 UNIT 7
 Task 3
SPEAKING
1 c para 3 5 B para 2 By now Ss should be used to the idea that the>
2 G para 1 6 D para 2 have 1 m inute to talk about the photos and 3
3 F para 3 7 A para 3 m inutes to have the gro up or pair discussion It
Λ E para 2 w o u ld bo a good idea to start being strict with
those tim e lim its now . This w ill help Ss becom e
T a sk 4 even more accustom ed to the length of time
involved and also get them used to being
1 Although 3 Moreover interrupted by a real exam iner at the end o f the
2 In addition 4 In sp;ie of tim e limit. They m ust understand tha t this is
| " h e situation involves a student w h o is having d one for practical reasons and it does not
c fficulties as school arid believes that the indicate at all that they have been penalized.
teacher has a negative attitude, or at least isn't
helping w ith the difficulties. G en e ra l d is c u s s io n (suggestions)

- isolation and loneliness; a sense of

T a skS
5 A frustration at not being able to c o p e w ith
1 pointless trying 5 easy-going som e aspects of m odern life: a feeling that
2 settle in 6 their attitude they are not appreciated n ow that they are
A 3 w orn/in g 7 realise no longer w orking: a lack o f respect or
A 4 fool depressed 8 getting on well understanding and patience from som e
people they deal with
- m ake sure that they feel an im portant part o f
Task 6 o u r fam ily: m ako sure they have som e
responsibilities if they want them : sock
1 E 3 A 5 B 7 C advice from them and ask their opinions:
2 D 4 F 6 G show patience: design streets and b uildings
so that they are friendlier, m ore suitable
Task 7 (suggested answeis) places for people w ho foci less secure or
have physical disabilities
W hy d o n 't you try a sking him /her how - they can influence and su pp o rt a fam ily
yo u ’ve annoyed him /her? group: they can participate in voluntary
it w o u ld bo a g ood idea to ask yo u r teacher w ork: they can set a g o o d exam ple to
what you can d o to im prove yo u r w ork. yo unger people: they can pass on skilis and
Have you tho u gh t about asking a lawyer if know ledge
he has the right to d o this? - streets and buildings can be redesigned to
I w ould advise you to request a meeting m ake them more accessible for people with
w ith h im /h er to discuss the criticism s. special needs: they should be put in touch
If I w ere you. I'd ask your n eigh b ou r to with volunteers w ho are happy to heip them
keep the d og on a chain. with difficult tasks: it should be possible to
How a bo u t keeping the car keys so he provide satisfying w ork opportunities for
would have to ask. you? them; society should heip them fin d and
develop those skills which they have and
Task 8 [Suggested answers) w hich they can use to contribute to society
- people with physical disabilities w h ich affect
m sorn/ to hear tha t you expect problem s with
their m obility, sight, hearing, etc: people
.our neighbours if you have an all-night party. I
w h o d o not have enough em otional support
- now h o w m uch fun such parties can be.
for their needs: people with lim ited menta!
capacity or intellectual skills; children
As ! see it. y o u r neighbours will understand that
w ith o u t supportive fam ilies; people w h o are
. ou are trying to be considerate if you follow my
dru g dependent: people w ith psychological
advice. If your friends are as thoughtful as you
problem s
i*e . I'm convinced you will all enjoy the party
•vthout any com plaints from your neighbours.

I MI 29

LISTENING -TEST 11
Transcript
You'll hear p e o p le talking in eight different
situations. For questions 1-8, c ito o sc the best
answer, A. B o r C.
Question 1
You are at sch o o l to g e t your report ca rd a nd
you hear the follow ing conversation betw een a
m other a n d h e r son. Geoffrey. What d o we hear
a bo u t Geoffrey?
A He passed all the subjects
B He tailed all the subjects.
C He d ie particularly w ell in one subject.
M oth er: Well, Geoffrey, you’ve failed in
geography and history.
G eoffrey: What? I know I failed Ihe giOgraprly
exam, but I knew all tile history.
Mother: And what's Ihis? Mathematics - fail!
Whal have you been telling me all year
about being best in ihe maths class and
doing Ik*s1 in ihe maths exams? I'll teach
you lo lell me stories all year!
Geoffrey: Mum, what are you talking al>oul?
M oth er: D on't you speak to me like thai! Look
here - in black and white - "fail, fail, fail,
fail, fail·. And maths - ’ FAIL'! Did I come
here for you to make a fool o f rue?
G eoffrey: But M um. Ihal card says 'Smith, W illiam '
- noi 'Smith, Geoffrey".
Q uestion 2
You are waiting at the d o cto r’s when you hear
part o f a conversation that the d octo r is having
with another patient. What does the doctor want
to do?
A stop the patient d ying o f cold
B take the patient’s logs off
C take the patient's trousers off
D octor: W ould you let me lake them o ff now?
Patient: No doctor. I'll <alt h my death o f cold.
D octor: Really, M r Reid. I'm your doctor and I
want them off. If 1 can’t see your legs
they may go so bad w e 'll have to cut
them off! Now slop acting like a baby!...
MR RCID! There's no need to cry. I'll give
them back to you. I just want to examine
your legs properly.
Question 3
30
You hear yo u r father talking to his friend about
their fishing trip. What d id they do?
A catch lots of fish
B relax
C waste th e ir time
Father: What happened to ail those fish we
caught last time?
f fiend: t hey must have gone to another part of
Ihe river.
Father: Yes. Every single one o f them. We just
had to relax under the trees in the warmth
and quiet, listening lo the water and the
birds. Not a single fish to catch and the
whole day's fishing was wasted.
Friend: Yes. Terrible wasn't il? We slept for half
the day, enjoying Ihe Sun in peace, and
w e didn't catch a thing.
Q uestion 4
You hear two neighbours speaking a t the
entrance to yo u r b lo c k o f flats. Where is Jenny's
spare key?
A w ith Charlie
B w ith Mrs Cranshaw
C und e r the door
Jenny: Hello, Bob! D o you Still have mv spare key?
Bob: Oh, hello Jenny. I'm afraid not. I didn't
expect to see you today, so 1 thought it
would be better to leave it w ith ( harlie.
Jenny: Oh dear! I think it would have lx:en a good
idea to push il u i u k T the door. You know that
( :harlie ALWAYS gives it to Mrs Cranshaw.
She forgets what six· has and then she says
that someone else must have it. She's so sure
o f herself she refuses to look for it.
Bob: I'm sorry. Tell you w hat - I'll run upstairs
right now and get it back. Charlie's out just
now, but I'm sure you're right. Mrs
Crenshaw can't have forgotten it yet, SO I'll
have il back in a moment. If you're in a
hurry, 1can push it under the door.
Question 5
You h ea r som eone talking about the o ffice he
w orks in. What does he dislike most?
A the location
B the noise
C the coffcc
I've actually started looking for another job. If I
stay here much longer I'll go mad. It takes me ages
UNI I 7
 [ v cet here, the w ork's really boring, and the noise
unbelievable. Halt m y colleagues have a radio
‘ .".e d on, all tuned to different stations. Bui I
■■ink I could stand even lhal ii I could gel a decent
. o o f coffoe once in a while.
Question 6
hear p a rt o f a radio play. Where does the
[ action take p la c e ?
A on a ship
3 in a helicopter
C in a hospital
Mr Wiley: Weil, doctor. W hal's w rong will» m p '
| Doctor: You're going to be allright, M r Wiley,
but we need to got you lo a hospilal
fairly soon.
Mr Wiley: And how do vou plan lo do lh a l' We're
in ihe middle o f the ocean!
Doctor: N o w don’t w orry - I've already arranged
for a helicopter to take you Ihere. Il
should be here in about half on hour.
Question 7
You hear a colleague talking to som eone o n the
or,one. V/hat is yo u r colleague doing?
A m aking a prom ise
3 giving advice
C m aking a co m plaint
I know you're sick o f gelling up at six o'clock
every morning, but just bo palie.nl. You w on't have
to do il for much longer. Starting next week, I'll be
lie one getting up at six o'clock and you can stay
in bed lo r another hour. I know I've said lhat
before, but this time I mean il. l'rusl me.
Question 8
You are w ailing to be se rve d in a sh o p when
you hear the follow ing conversation. What dees
the custom er want to do?
A b u y a gift
3 buy so m ething for himself
C change som ething
Customer: No, I d on 't think that's exaclly whal
I'm looking for. She never wears bright
colours. Haven't you got anything in a
dark blue or green?
Assistant: What about this, sir? It's a lovely
combination o f black and green.
Customer: Oh, that IS nice. I'll lake il. And
anyway - she can change <t if it's too
bright, can't she?
UN IT 7
Key
10 2 C 3 B 4 B 5 C 6 A 7A 8A
LISTENING -TEST 12
T ranscript
You w ill hear a m ountaineer talking about the
ye ti to a g ro u p o f p e o p le w ho are g o in g o n a
trip to the Himalaya Mountains. For questions 1-
10 com plete the notes.
first o f all, I should tell you lhal there is very little
chance of you seeing a yeti. There arc two reasons for
this. The first., and most obvious, is that it is really a
legijndaiy creature and we have no reliable evidence
of il:- existence. I have been climbing in Nopal and
Tibel for over Ihirty years and I've never seen one.
Secondly, even ii Ihcy do exist, they are said to live on
the high mountains, but on our trek we w on't be
hiking anywliere higher than 5,(XX) metres.
The yeti is also known as ‘the Abominable
Snowman1. This is a journalist's translation o f the
Tibetan name for the creature. 'Abominable1
means ‘causing horror or disgust’ The word ’y e li’
is the name used by Ihe Sherpa trihespeople in
Nepal. This word is believed lo mean "a creature
lhat eals everything*.
So what will you see, il a yeli (ices ajxx'ar in front o f
you? legend describes a large and very hairy <mtlure
like an It has thick legs on which it walks upright
iike a human and very long arms that reach to its
knees. legend gees on lo say lhal Ihe yeti sometimes
attacks villagers who live on the mountain slopes.
Local tribcspeople in Ihe I limalayas have reported
seeing the yeti, but their stories can nut he
confirmed, J-xpIorers have not reported any
sightings, allhough various explorers have reported
seeing unusually large foolprinls in Ihe snow. Fric
Shiplon, a British explorer, took photographs o f so-
t ailed yeli Iracks in 1951. Explorers taking part in
expeditions which have been organised for the
purpose o f finding the yeli have not reported any
sightings. Some scientists believe lhal Ihe yeli
tracks are at lualiy bear tracks that have been
enlarged by the action o f sunlight on the snow.
Ί his would seem to nx; to be quite a reasonable
explanation. I lowever, for those o f you who are keen
to find the yeli, don't give up hoj>e and do make sure
31
I'm! you have your ea>rxr<is loaded and ready. And
for Jhost’ o f you who fed frightened alxw t coming Kev
across one of ihese oeatures, lot me repeal ih.it the 1 over 30 years
chances arc almos! /ντο. .Any danger you may 2
eats everything
enaninter is more likeJy to com? from a lack oi 3 hair
oxygen, and from freezing temperatures. 4 attacked
5 the snow
6 took photographs
7 boars
3 larger
9 reasonable
10 freezing tem peratures

UNIT 8
4 I get free m eals at the restaurant w here I
WRITING-KEY
w orked for tw enty years.
Task 1 5 The chef w h o baked the tastiest cake was
given a fantastic pri^e.
in th is report, the to p ic sentence is the first one
in each paragraph.
TaskS

Task 2 1 sen/ice 7 order

1 a report
2 booked 8 overpriced
3 overcrow ded 9 bill
2 yo u r teacher
4 Stifling 10 overcharged
3 a restaurant
5 m anners 11 unacceptable
4 to recom m end a restaurant for a w elcom e
6 surly
dinner for a g ro u p o f exchange students
5 3 (choice - food - atm osphere)
T a sk 6
T a sk 3
1 goes 3 value
1 All types o f custom ers can be found there. 2 treat
2 Y ou can hear local m usic all over the place.
3 You can enjoy both plain a nd sp icy dishes.
4 The bill can be paid by cre d it card. T a sk 7

1 course 4 d isco u n t
T a sk 4 2 helpin g 5 tip
1 The elderly couple w h o got the best table 3 provide... service
had b oo ke d the previous week.
2 My friends had recom m ended the
restaurant, w hich is why I went there.
3 The w aiter w h o dropped the sauce o n the
cu stom er’s dress was very em barrassed.
32 UNIT H
Task 8 (suggested answets;
-~ e re is no d o u b t that the best beach is the
:n e at G alleon Cove. Firstly, it is o n ly ten
rr. nutes on foo t from the car park, yet it is
surrounded by h uge trees and is alm ost as
secluded as a private beach. S econdly, it is a
• ery pleasant sandy beach, which is constantly
• ept clean by the waves yo u can hear
'-plashing on the snore.
The equipm ent available at the beach is p e'fe ct
for a party. There is a sound system under the
rc e s . and g ood quality speakers, spotlights
m d strobe lights in strategic places. Students
. js t need to bring th e ir own tap e s and CDs.
in d fo o d and d rin ks are available from the
beach cafe.
SPEAKING
G ro up w o rk (suggested questions)
How m uch does it cost per person at the (IQ
Hall)?
.Vhat sort o f meal can you ge* at the (Friends'
Place)?
.Vhat is in clu de d in the price at the
T ranscontinent Dance Room)?
How far is it fr-orr· the city centre to the (IQ
Hall)?
G eneral d is c u s s io n (suggestions)
- to a traditional fam ily restaurant - the
atm osphere is reiaxed and informal; the
fo o d is very nice ly prepared and well
cooked; it is g o o d to get attentive service
- even/thing m ust m ake it a suitable place to
e njoy a meal: this includes the food, service,
atm osphere
- include fruit and vegetables in m y diet: avoid
c o o k in g in oil to o m uch: avoid adding salt
and sugar to food
- it d ep e nd s on the individual, but they m ostly
g o to fast food restaurants because the food
is tasty and not too expensive.
-1 am personally quite satisfied w ith m y local
restaurants, but I could understand som e
people w a n ting m ore variety, perhaps with
different foreign restaurants
I NI I X
LISTENING -TEST 13
Transcript
You w ill h oa r five p e o p le talking about animals.
For speakers 1-5. choo se from the lis t A-F
w hich type o f anim al each person is talking
about. Use the letters only once. There is one
letter w hich you do not need to use.
Speaker 1
I love: lhe.se creatures - especially when they're
babies. They're so cute and pink, w ilh lai little
faces. People think they're dirty, but they're not
really. I hey just I.OOK dirty because o f the
conditions they're kept in on farms. In fact they’re
quite clean - and very useful. What would we do
w ith o ut bacon and sausages?
Speaker 2
Practically everyone I know is scared o f these, but
I’m not. Most cif them are not dangerous ·
espix ially if you leave them alone. I love watching
them move; they're so quick and graceful and they
manage it w ithout legs’ I've gut one at home at the
moment. I don't approve o f keeping them as pets,
but this one was injured and I'm nursing it back to
health. It's a metre long and I've pul il in a big
glass case. I just hope m y neighbours don't find
out!
Speaker 3
I'd love lo have one of these, but they're too
expensive. Maybe I'll get rich one day, and then I'll
be able to buy one. I can just imagine myself going
for long rides. I'd never enter it in a race though. I
don't think that’s the right way to treat such a fine-
animal.
Speaker 4
I really d on 't like these anim als.! know they're
popular, and they’ve' even starred in lots o f films.
But l hate ihe way they behave: always clim bing
things, and making a noise, and pulling fat es.
They're too much like people - except that we
don 't eal so many bananas!
Speaker 5
Ihe first time I saw one of these was in Egypt. I
actually had a ride on one. I nearly fell o ff twice - it
was nothing like riding a horse. I hcy're amazing
the way they can store water in their bodies so
the>· don't have to drink for days. I suppose that’s
how they surv ive in the desert.
33

Key
1E 2D 3 A 4 F 5B
LISTENIN G -TEST 14
Transcript
Kelly a n d h e r father are visiting the zoo. You w ill
hear their discussion about tigers. For questions
1-7. d ecid e whether the statem ents are TRUE or
FALSE. Write T fo r TRUE o r F fo r FALSE.
Kelly: Don'! I hey look beautiful. Dad? And this
one isn’t the usual light brown colour, it's
somewhere between orange ancs red.
Dad: I hey may look beautiful, b u l slay w ell awav
from Ihe cage. That tiger looking at you is
probably thinking about its next meal.
Kelly: It's big, isn't it? See that extra long fur round
the side o f its face? Il must h r a matt* tiger.
Dad: Ah! There's some information on that little
notice. Can you tell me what it says?
Kelly: Yes. Did you know that the tiger is the
largest species o f big cat? Males can grow
up lo ihree metres long including the tail.
They like to live in rain forests, though they
live in other areas as well.
Dad: Well, I w ouldn't want lo go to Africa and
mix:! one face to lace.
Kelly: The only tiger you'd find in Africa would he
in a 700. they live in Asia, mainly in India,
Bangladesh and the south-east Asian
countries, but there arc also some in Iran,
China and Siberia. Some even live in snow-
covered forests.
34
Dad: Be happy that you d on 't live in any o f those
places then.
Kelly: Oh, I don't Ihiuk il's thai bad. II says here
Ihat fewer than 1% o f tigers become man-
eaters; only those that are too old or sick to
hunt larger animals. I hi')· iike lo hunt wild
oxen, wild pigs and deer. Sometimes ihev kill
baby eleplwnts. Also, because people have
cleared large areas of forests where these
animals used to live, some tigers now have to
kiil farmers' to w s and buffaloes. II also savs
that they lend lo live alone, but they're not
anti-social. They may meet and greet each
other when they go hunling at night and ihev
may share an animal they haw: killed
Dad: Kelly. Can you see the two young cubs
there w ith their mother?
Kelly: Yes. Don't they look playful?
Dad: You can look, bul you w ouldn't really want
to play w ith them. They're little killers
training to be big killers.
Kelly: Yes. I heir mothers have to teach Ihem how
lo hunl and Ihcy t ail only kiil enough food
lo r themselves when they are more than a
year old. Fven then, they don’t usually
l«x:orm: iniiepcudcul until Ihiry are about
lwo. Don’ i they look strong lo r their size?
Dad: That's w hy people admire them: tor their
strength and for their beauty.
Key
1F 2 T 3 T 4 F 5 F 6 T 7 T
I N IT s
 UNIT 9
T a sk 7
WRITING-KEY
Task 1 1 G 3 C 5 B 7 F
2 E 4 A 6 D
However, when Despite inis.
'urihem nore, W hat is m ore.
T a sk 8 (suggested ar.sv/eZs)

T a sk 2 I am w riting to express m y dissatisfaction with

your new London - E dinburgh Inter-oil·/
1 a letter O ne-Stop Train service.
2 ih e p ost office/the postm aster
3 a form al letter o f co m plaint This is d e a rly not acceptable in terms o f the
4 details o f service used, date o f posting. serv;ce that you claim to provide. I was
date by w hich parcel had to arrive, fact that exhausted from having to stand for the whole
parcel has not arrived, guarantee in journey, and I missed an important business
advertisem ent, phone call to post office meeting because o f the train's lato arrival. For
a refund of a Specific sum of m oney these re a so n s,! think lhat you should provide me
w ith a com plim entan/ ticket for m y next London
Task 3 to Edinburgh trip. I look forward to hearing from
1 . . . m y com plaint into consideration para 3 you soon.
2 . . . all problem s will be dealt
w ith w ithin tw o hours para 2
3 . . . to hearing from you p ara 3 SPEAKING
Λ . . to com plain a bo u t your
service para 1 G en e ra l d is c u s s io n (suggestions)
5 . . had a num ber o f problem s - this depends partly on how m uch can be
with y o u r sen/ice recently para 2 achieved through the post; governments tend
to regulate all activities in people’s lives, so
T ask 4 this involves som e contact with public services
1 have ju s t received bill one m onth late - 1 use it fairly often, when I have to post letters
2 m eter reader still dem ands to see m eter o r parcels. It is usually efficient, though the
3 all w ater on pill charged at the expensive post is delivered rather late.
rate - 1 try to find out why, and perhaps com plain to
4 leak in pipe for tw o days before w orkers the water board.
- Yes. when the pow er w as cu t off repeatedly
cam e
5 refused to pay for o ld m eter one summer. It took ages to get through on
the phone and when som eone finally
answered they were not very helpfui.
Task 5
im proved telephone services and e-mail
1 w ithdraw 5 cheque facilities, as well as Ihe Internet, can help
2 deposit 6 cash people avoid having to visit public service
3 bank account 7 credit card offices, and make information more accessible
4 teller

T a skS (suggested ansnets) LISTENING TEST 15

1 A lthough/Though 3 However T ranscript

2 Despite 4 A lthough/Though
I M : Hi, Cindy. Could I <vii< h a ride home w ith
you?
I \T T 9 35
 W : Sure Dan. But I've got to run some errands
on the wav. Hrsi I've got lo go lo Ihe
baker's. After lh«k( I've· got to go to the
bank and ihcn, finally, the post office.
M : But there's a mail box round the corner, so
I'll drop these letters in for you and meet
you in I he parking lot.
VV: Where w ill Cindy go last o f all?
2 W : I'd like to reserve a flight to New York,
please. I low much w ill that cost?
M : W ell, ihere'S a special economy return
flight for $1,200 and a direcl flight for
$800. If you're w illing lo t hange planes in
Paris, there's one (hat costs $700.
W : I'll lake the most economical one-way
ticket please.
W : How much is Ihe woman's lickot going to
cost?
3 M : You're looking very tall today, Kate!
W : Yes, I d o n 't often wear high heels do I?
M : And you rarely wear boots either, do you?
W : What is Kate wearing?
4 M : this is a hold-up. Nobody move. Do as
you're told and you w o n 't get hurt.
W : What do you want?
Μ : I want you to turn (iff the engine, give me
the key and keep quiet.
W : Where is the robbery' taking place?
5 M : H ow was your vacation?
W : It was great, at first, Sunbathing all day and
d<iin:ing all night, but then I got sic k ami
spent the last couple o f days in the hotel.
W : What did the woman end up doing during
tier vat ation?
6 M : Did you get any eggs from the hens for
me?
W : Yes, though I had to feed the ducks first.
Μ : I thought it was taking you a long lime.
W : Sorry. I saw a snake on m y way lo the
ducks anti wailed lor it to go away.
W : What die the woman see first?
36
7 M: Can I help you, miss?
W : Yes. I’m looking for a book about ancient
l.gvpl. I need il for school and there wasn i
anything in the library.
W : Where is this conversation taking place?
8 W : You know. I'd love to go to m y wedding in
a horse-drawn carriage.
Μ : I know how you feel. I wanted lo go in a
white limousine, bul I took a cab in the end.
VV: I low did the man get to his wedding?
9 W : What was the movie like?
M : Nol much action and quite slow in parts. It
d id n'l really have much romance eiiher,
but it did do what it promised. We were all
really scared.
W : What sort «>1 movie did the man go to see?
10 W: I'm making more ketchup. I don't have
much left.
M : W hy art' you using canned tomatoes?
D on't you have any fresh ones?
W : I DID. but I ate them for lunt h.
W : W hich picture shows something the
woman hasn't got?
11 M : Hey, Mary lo u . Do yon like my disguise?
W : W ell, the bushy black moustache suits you,
bul the w ild orange hair is a bit tcx> bright.
W : Which picture shows tlx· man in his
disguise?
12 W : It'll take you ages if you walk to the shops.
M : i know, but I can'l afford a cab and I can't
carry much when I'm on m y bike.
W : I lo w is Ihe man going to get to Ihe shops?
Key
1B 2 C 3 B 4 B 5 A 6 C
7 A 8 C 9 B 10 C 11 B 12 A
U N IT 9
 UNIT 10
COMPUTERS -
WRITING-KEY DO THEY REALLY HELP CHILDREN
W HO C A N T SPELL?
T a sk 1
A ccording to recent surveys, m any children
how ever in particular d o n ’t learn to write and spell correctly, because
To begin with Finally their com puters can now co rre ct their mistakes
In addition to for them. Does this mean that children should
not learn to w rite o n com puters?
T a sk 2 W rite us an article giving us yo u r suggestions.
The b est article w ill bo published in our
1 an article magazine.
2 an international magazine
3 3 T ask 4
4 give your opinion and your suggestions
1 article 3 article
T a sk 3 2 com position 4 com position

Consider an error free text printed by a

com puter and one w ritten by a child com plete TaskS
with spelling m istakes. Do you realise that both 1 subject 5 com pulsory
sou id bo tho product o f the sam e writer? 2 lab 6 contem porary
3 report 7 degree
in m y opinion, a child could rem ain w eak at
4 take 8 course
spelling because o f the use of com puters.
However, there are w ays to im prove a child's
Spelling. Firstly, I w o u ld suggest that it is stiil T ask 6
m portant fo r children to learn to w rite by hand 1 reference books
and teachers can ensure that children learn to 2 suffer from a case of nerves
spell at the sam e time. Furtherm ore, it would 3 em phasis placed on exams
be a good idea if. instead o f providing instant 4 take the em otional sice into consideration
solutions to spelling problem s, com puters 5 audiovisual
could show children w hich w o rd s they have 6 learn th e skills or a language
spelt incorrectly, and ask. them to correct them, 7 education system
it would be possible for a co m p uter to refuse to
print a text or d o anything else w ith it until the T ask 7 (s u g g e s te d a n s w e rs )

:earner had corrected tho mistakes, R e a din g C o m p re h e n sio n

in conclusion, even w hen using com puters,
learners can be taught to spell w ords correctly
n a fun and constructive way. so w e need not
blame com puters for p o o r spelling.
The text ;s about the effect of com puter
technology on ch ild re n ’s w riting and spelling
abilities.
The ru b ric m ight be as follows:
You see this announcem ent in an international
magazine:
- read English books, new spapers, magazines
W ritin g
- w rite to a penpal, w rite your ow n stories in
English, d o English crossw ords
S p e a kin g
- Join an English speaking club, speak English
in class, exchange cassettes o f your news with
an English penpal
L iste n in g
- watch English film s w ithout subtitles. listen to
the lyrics o f English songs, ask yo u r teacher to
give explanations in English

Γ Ν Τ Γ tO 3"
T a s k 8 (suggested answer)
There are. in my opinion, various w ays in which
students can im prove their reading
com prehension skills. Firstly, they should make
sure that they read as m uch as they can in
b o o K S . magazines and new spapers. In
addition, they can practise reading
com prehension tests frorr. different books and
exam papers, to becom e as fam iliar as possible
with the different typos o f question. In
particular, it is im portant to understand why
answ ers are w rong as well as w h y answ ers are
corrcct. Finally, they should alw ays Iry lo be
aware of w h y the w riter wrote a n y text and of
the Style o f w riting he o r she is using.
SPEAKING
G ro u p w o rk (suggested questions)
♦W hat sp orts facilities are available at
(M ontana College)?
•W h a t other facilities are there for students to
use at (Lingua Sum m er Camp)?
• How m any students arc there per class at
(Seaton School)?
• How m any hours o f lessons d o students
receive per day at (M ontana College)?
G en e ra l d is c u s s io n (suggestions)
- children can be show n how to find out
inform ation for them selves; any sch oo l with
a c o m p u te r can get access to a lot more
inform ation than they w ould have in their
ow n library
- children can learn w hen they play with
others and throu g h any social interaction:
they can learn responsibilities and how to
d o som e jo b s at n o n e ; they can ioam
different Skills at cam ps, at clubs and when
participating in any hobbies or activities;
anything that is d one where there is an
atm osphere o f fun and enthusiasm can be
learnt quickly
- a w ell-stocked library, com puters, access to
the Internet. laboratories, videos,
educational gam es
- ch ild re n can learn about m anners and
behaviour: they can learn any skills which
fam ily m em bers have; they can learn to love
different cultural activities and w ays of
thinking; they can learn to love books,
anim als and m any other things; and they
38
can learn to love, share and care
- exam s arc im portant for personal goals, but
learning a bo u t Hfe is vital for personal
developm ent and survival
LISTENING -TEST 16
T ranscript
In this p a rt o f the listening, you are g o in g to
hear part o f a radio program, 'A m erica in the
18C0s', in w hich yo u w ill hear a university
lecturer talking about the writer. M ark Twain.
The program w ill present the follow ing
inform ation:
- who M ark Twain was
- Twain’s early life
- Twain's later life
■ Twain's books
You w ill hear the interview in several parts. After
each part, you w ill hear 2-4 questions. There are
tw o answ er ch o ic c s fo r cach question. The
ch oices are:
A) Yes, if the answ er to the question w ould be,
"Yes, that's true".
B) No, if the answ er to the question w o u ld be.
'No. that 's n o t true. That 's n o t what was
said".
If you wish, you may take b rie f notes as you
listen.
N ow yo u w ill h ea r an introduction. For this part,
there w ill be n o actual test questions. The
questions thai fo llo w are examples only. Listen
to tho examples.
Interview er: Good evening and welcome lo our
program. "America in the 1800s'.
i'onight w e Have with us John
Collrane, lecturer in lileralure at
Cornhill Wood University. Mr
Coltrane is going to speak to us
about the writer, Mark Twain. Good
evening, .Mr Collrane, and welcome
to the program. Con I here !x· any
listeners w h o have never heard o f
Mark lwain?
M r C oltrane: Good evening. I'm .sure liia l in some
way all of our listeners have heard o f
Mark Twain or one o f his books or
characters. I wain, whose real name
wos Samuel Longhome Clemens, was
UMIT 10
 bom in to a pour family in 18:55. His
father died when Twain was 12. .As a
rest ill. I wain left school and worked
as a printer, selling Hit: lype for his
brother O rion's newspaper.
E xam ple 1:
W as Twain born into a w e a lthy fam ily?
The correct answ er is "B. No that's not true.
That's not w hat was said.’
E xam ple 2:
Did Tw ain's father die when Twain was 12?
The correct answ er is "A. Yes th a t's true."
N o w M r Coltrane w ill continue to give
inform ation a bo u t M ark Twain. Remember, after
each section o f the inten/iev/ you w ill hear 2-4
questions. M ark yo u r answers on (he separate
answ er sheet. There w ill be 25 questions
m arked 1 through 25.
Are there any questions before we begin? Now
le t's continue.
interviewer: So, did Twain start w riting while-
working at his brother's newspaper?
M r C oltrane: No. In fact it wasn't long before he
was o ff on his travels, w orking as a
printer in New York and other <ilies.
He returned to print for his brother
again, b ill early in 11157 hi' started a
journey on a Mississippi river !x>al lo
go to New Orleans and, from there,
to South America w ith the aim o f
gelling rich. I lovvever, while on the
boal, lu; decided lo become a
Mississippi steam boat pilot and
persuaded the pilo t to teach him his
job. In I15.W, t wain got his own
licence lo pilot a boat, bul he had lo
give up in 1861, when tho river was
closed due to the Civil War.
1 Did Twain w o rk :n different cities?
2 Did Twain hope to m ake lots o f m oney in
S outh America?
3 Did Twain g o to South A m crica?
4 Did Twain qualify as a riverboat pilot?
So, where did I wain go when he left
In te rview e r:
the river?
Mr Coltrane: He went to Nevada w ith his brother
Orion, who had become secretary of
Nevada Territory. I wain's nexl activity
was gold mining in Nevada, bul he
ΓΜ Τ 10
failed lo make any money. He did.
however, w rite some humorous
stories about his experiences and this
enabled him to get a job as a reporter.
After a couple o f years he was
working as a reporter in San
FraiKisco. His new profession allowed
him the freedom to travel, thus he
gained more experiences to write
about. 11is work starlet! to be read all
over America and ho began his other
career, lecturing. Going to lectures
was a popular pastime in those days,
before films and TV' were invenitnJ.
5 Did Tw ain m ake m oney from gold m ining?
6 Did Tw ain write about his cxpcricncos?
7 Did Twain w o rk as a reporter?
8 Did Twain start a career as a lecturer?
Interview er: And did I wain continue his travels
afler becoming a writer?
M r C oltrane: Yes, indeed. In 1 86 6 he visited
Hawaii, and the following year he
went on a cruise lo Europe and the
Holy Land. Il was w hile on lhal trip
that Twain met his future brother-in-
law, Charles langdon. Langdon had
w ilh him a small painting o f his
sister. Olivia, and through seeing the
picture» Twain fell in love w ith Olivia.
The)· met on his return from I-.urope
and they married tw o years later.
9 D id Twain stop travelling after he became
know n as a writer?
10 Did Twain first visit Europe after he w e n t to
Hawaii?
11 Did Twain meet his future wife in Europe?
12 Did Twain m arry Olivia tw o years after he
met her?
Interview er: D id I wain settle down after his
marriage?
M r Coltrane: Yes and no. During this period Twain
wrote and lectured a lot, making a
considerable amount o f money. He anti
his wife lived in Gxinec.licul from tii/1
to 1891, a total o f twenty years quite
a long time for t wain to Stay in one
place. They had a lx:autiful house built
there which, in some ways, looked like
a Mississippi steam boat. Nevertheless,
I wain kept travelling and made
frequent trips lo Europe.
39
13 Did Twain m ake quite a lot o f m oney?
14 Did Twain and his wife leave C onnecticut
shortly after th e ir marriage?
15 Did they live in a M ississippi Steam boat?
16 Did Twain g o tc E urope again?
It's good lo hear that her eventually
In te rview e r:
go I a comfortable life doing w hat he
enjoyed.
M r C oltrane: Not everything went well for him
after he Imh aine famous. Indeed, his
later life was full or misfortune and
unhappiness. Although his hooks
earned him a good living, he trie*]
lots of gel-rich-cjuic K investment
schemes, and in 1893 he owed a lot
o f money. He only managed to gnt
out o f debt by working hard. Before
he died in 1*>10, Twain's wife, his
only son and tw o o f his three
daughters had died before him.
22 Did Twain have a strong faith in p eople's
kindness?
23 Did Twain use m any different techniques lo
keep his readers interested?
But I'm sure mosl people must
In te rview e r:
remember Twain's novels rather than
his other work.
M r C oltrane: Oh yes. You're absolutely right, although
many of his novels are neither
particularly goiK: nor well-known.
I lowTver, those tlvst are are well worth a
read. His most famous are prolwbly
T om Sawyer, A C o n n e cticu t Yankee In
King A rth u r's C ourt and H u c k le b e rry
Pinn, which is considered by many to be
his finest. Indeed, H u c k le b e rry Finn is
really a masterpiixx: in the way lhat Ihe
main charat It* is portrayed, and it is
thought o f as the first modern American
novel because o f its direct, realislk style.

17 Did a lot of people owe Twain money?
18 W as Twain interested in getting rich
quickly?
19 Did Twain live longer than his wife?
20 Did Twain have quite an unhappy life?
Interviewer: Well, thank you for telling os so
much about I wain's life. I'm sure
24 W ere all o? T w ain's novels great literary
w orks?
25 Was H uckleberry Finn a realistic novel?
Interview er: I, for one, would love to hear more
aboul Twain and his work, but I'm
afraid that's all we have lim e for.
I hank you very much for joining US

Ihal, dll hough many listeners w ill be loday, John Coltrane.

familiar w ith his books, they would M r C oltrane: Thank VOU for letting me share this
like to hear something about Ihem. time with you.
M r C oltrane: Thank you. I'm glad you mentioned
ihat. A s .) reporler. Twain wrote many
serious articles and many really
Key
amusing accounts o f the people and 1 A 2 A 3 B 4 A 5 B
places Ih· cik ountered. In his serious 6 A 7 A 8 A 9 B 10 A
work ho could be quite bitter and very 11 B 12 A 13 A 14 B 15 B
satirical. Oi>e senses his 16 A 17 B 18 A 19 A 20 A
disappointment with the selfishness of 21 B 22 B 23 A 24 B 25 A
many jK>opU·. I lis many travel books
provide: both amusing and informative
comment - including jokes, legends
and charader portraits which really
grab Ihe rea<5er's attention.
21 Did Twain only w rite am using things?

40 Γ Ν Ι Τ 10
 UNIT 11
WRITING-KEY T a sk 7 (suggested answet)

I was pleased that these custom ers were

Task 1
ordering the m ost expensive dishes. As soon
U n d e rlin e as their order was re a dy: I d id m y b est to sen/e
- 1 exhausted myself; a feeling of despair was them , because I hoped to get a large tip from
forcin g its w a y through m y smiie: them. I felt so proud o f their praise w hen they
- 1 breathed a sigh of relief: Im agine our horror; com plim ented me on m y efficient service and.
she saw m e burst into tears again, w hen they said how delicio us the food
was. Afterwords, when they had eaten all they
Task 2 could of o u r very best cishes. I proudly
announced to the m anager th a t I had satisfied
1 a story
his very best custom ers. I o nly started to feel
2 fo r y o u r sch oo l magazine
uneasy w hen I realised that I had forgotten to
3 the cu stom er returning fc r another pair the
give th e n the bill. W alking as q u ickly as I could
same w ith o ut m aking it look obvious, l w e n t over to
4 w ith the w o rd s 'T h a t w as how m y first day
the table they had left, only to be confronted by
at w o rk ended.'’
m y w orst nightm are: they had gone, leaving no
m oney to pay the bill or give me a tip.
Task 3

1 C 2 A 3 B T a sk 8 (suggested answers)

A lthough it was a freezing cold day, I turned up

Task 4 at M oxley M anor full o f enthusiasm fo r m y first
day at work. However, my enthusiasm soon
1 started 10 did lost its edge the m om ent I saw ih e fierce-
2 had 11 was pushing looking o w ner of the m anor and his vicious
finished/finished 12 saw dog: the d og that I had to exercise.
3 returned 13 was
All of a sudden. I realised not only tha t this
4 get 14 had taken
huge m an-hating hound was scared of a little
5 thought 15 was/had been
cat. but also that it co u ld n ’t swim . I believe il
6 had got 16 saw
hoped lhat if it was g ood to me I w ould never
7 were 17 started
reveal o u r secret to its master. It certainly
8 was putting 18 was going
seem ed grateful lo m e for saving its life I will
9 d id n ’t notice
never forge t m y first ever experience o f work.

Task 5

1 turned purpie w ith rage SPEAKING

2 stared in horror
3 disg ustin g stcnch G en e ra l d is c u s s io n (suggestions)
4 absolutely horrified - state colleges, technical colleges,
5 blushed with em barrassm ent apprenticeships, private colleges,
6 totally disillusioned universities, distance learning colleges and
universities
T a sk 6 - school careers services, private careers
advisory services, fam ily, friends, teachers
1 E 3 B 5 A
- m o stly m en w o rk on construction sites and
2 D 4 F 6 C
drive lorries; there are few male nurses and
even few er male m idwives
- the governm ent has som e jo b /skills training

U N IT II -*1
r
schem es for young unem ployed people
- they should in / to beco m e personally know n
to potential em ployers; som etim es it is
possible to get an unpaid jo b helpin g other
people w h o w ork som ew here - this gives
you the chance to find Out if yo u like this
type o f w o rk and g ive s tho potential
em ployer the chan ce to d ecid e w hether s/ho
w ould like to em ploy you: even if yo u d o not
get em ployed at this place, you can then tell
other em ployers yo u have som e w ork
experience
LISTENING -TEST 17
T ranscript
You 'll hear p e o p le talking in s ig h t different
situations. For questions 1-8, choo se the best
answer. A, D o r C.
Question 1
You hoar a sports re p orte r talking on Ihe radio.
Where is Ihe reporter?
A a t th e coast
B in a desert
C in a city
ll's very hot - at leas! thirty-eight degrees in Ihe
Shade. Bul in spite o f the heal, a iiirgo crowd has
gathered here to watch the slart o i ihe bicycle rare.
The cyclists w ill have to ride down major streets,
which have been dosed lo traffic, and Ihen finish
up in the centrd square, where many o f ihcm will
probably cool o ff w ith .i swim in ihe fountain.
Question 2
You hear som eone thanking a friend o n the
phone. What has the ca lle r ju s t received?
A a book
8 a cassette
C a m usic video
Jenny? Hi, it's me. lust ringing lo thank you for the
lovely gift. It's just arrived in Ihe post. It's exaellv
what I wanled. I’ll bo an expert on the history of
reek music by the time I've finished reading it- And
Ihe photos are greal. especially the one on the cover.
Question 3
You hear a friend talking a b o u t rhe n ew house
sh e's m oved into. H o w does she feel about it?
42
A excited
B h appy
C disappointed
Well, it wasn'l exactly what i'd been hoping for.
And I was so excited about il, really looking
forward lo it. you know. The thing is, I'll probably
feel happier when I get used to it, but it wasn't a
very good stari.
Q uestion 4
Som eone <s talking a bo u t his job. What is he?
A an actor
B a teacher
C a chem ist
It's never boring, Ihal's for sure. It’s often stressful
and very tiring, bul never boring. You have to be a
bit o f an <h lor, you know, to keep Ihe students
entertained, and make them interested in what you
want them to leam. le t's face it. Chemistry's not
the most exciting subject in the work}, but it's my
jo b to help them understand it.
Question 5
A friend ca lls you o n the phone. What is her
opinion o f the n e w hairdressing safon sh e's juSl
been to?
A the Staff are pleasant
B the hairstyles are interesting
C the atm osphere is relaxing
I've just go; back from Snippets Salon, you know,
the new hairdresser's in the High Street. It's not
bail really, if you just wanl a simple haircut, but
don't expect to come out looking like a new
woman, I hey don't really have enough stall - 1 had
to wait for agi-s, but I d id n 't mind. I liey'vo got
lovely i omforlable couches and ihey play classical
music. I nearly fell asleep w hile I was waiting.
Q uestion 6
A frie n d is telling you about his n e w lifestyle.
Where d oe s he live?
A in a caravan
B in a fiat
C on a boat
It's quite fun really. Okay, (here's not much space,
and the kitchen's liny - just a S i n k , a fridge and a
cooker. But it's much better than the flat - here, if I
gel sick o f the view or my neighbours. I just untie
t:\rr π
*ne ropes and saii away down the river.
LISTENING - TEST 18
Question 7 Transcript
You w ill hoar a talk o n the radio b y Jenny Cole,
■'ου hear tw o p e o p le d iscussing what they are a representative o f ih e Overseas Volunteers
g oing to d o in thG everting. Where d o they Organisation. For questions 7-10. fill in the gaps
decide to go? to co m p lete the notes.
A the cinem a
3 a party I he Overseas Volunteers Organisation, or OVO,
C the gallery was sel up in 1973 bv a group o f professionals
w h o wanted to use their skills to help people in
Man: Como on, lot's decide vvhal w e're going O ther counlries. The OVO is a marvellous
lo do. opportunity lor people to live in a foreign country
W om an: W ell. I'm not Ceding vorv sociable this and do something useful for the local people.
evening, so il l s lorgct about the parly. Salaries are low. hui Ihe O VO covers basic costs,
M an: Thai's fine with me. How· about going lo such as transjiort and housing. We have hundreds
see the new comedy <j ! the cinema? o f applicants every year, so the process of
Woman: Maybe. Any olher ideas? selecting and placing Ihose applicants is quite
Man: There's an exhibition o f cartoons <i( the strict. It is very im porjanl lo choose the right
Nova Gallery. It's supposed lo Ik: good. people, ami lo send them to the right place -
W om an: I'm not really interested in cartoons. Let’s Africa, Asia or South America - where Ihe
try the comedy. volunteers w ill feel comfortable and where their
Man: Whatever you say. skills can be fully used. W e generally require a
m inim um o f Iwo years' w ork ex|>eriemo, and
Question 8 volunteers must be skilled in ai leas I one field.
You overhear Iwo p e o p le speaking on ihe bus. These fields are: tec-him ai expertise, business
What relation is J a c k to the man? skills, information technology' and teaching f.nglish
A cousin as a foreign language. Personal qualities are just as
B nephew important as qualifications. I! would be disastrous
C brother lo choose someone whose character or personality
was unsuitable. Volunteers need lo be w illing and
Woman: I mel Jack Russell last night. He seems eriihusiastic, and have a genuine desire lo help
like a really nice person, bul he must be |X!Ople. They must be tolerant and broad-minded,
about twenty years younger lhan you. I'd and be able to cope w ilh conditions which are very
never have known he was your brother. different front what they've been used lo back
Man: He's riot. He's m y brother’s son. home. They need to be flexible, to be able to adapt
W om an: Ah! So you're his unde. Thai explains and change to fit in w ilh Iheir new environment.
w h y he’s so much younger. This is w hy we emphasise the training. Volunteers
go through a training period o f iwelve weeks,
usually in ihe host country. Tlury Spend ten hours
Key a day learning the local language, finding out aboul
1C 2 A 3 C 4 B 5 C 6C 7A 83 the host country's cu Ilure and history. Iheir
teachers art> local people who can answer
questions about almost anything, such as what
sort o f food is available, whether it's safe to drink
the water, whit h of the local animals art'
dangerous, and so on.

After their training period, volunteers w ork side by

side w ith ihe local people, and oflen develop
lifelong friendships w ith ihem. This is what
happened w ith me. I'm a biologist, and when I
was accepted by OVO. I was sent to Kenya, iu
Africa. I had never been out o f I ngiand before that,

U N IT 1 J 43
so it was a fantastic horning experience tor me.
Practically everything was different from 1ngland -
th<> climate, living conditions, food, cusloms anc o f
course ihe language. I managed lo learn the basics
o f the main local language - Swahili in twelve
w w k s : an amazing achievement, I :l;ii;k. especially
since I failed French at school!
If any o t you are interested in applying to become
volunteers, you may like to receive one u f our
information brochures. Just contact OVO. by
phone on 7(>'l 358;» or w rite to us at our head
office in ί oruion. The address i s ......

M y experience in Kenya was unforgettable. I was

Keyj
sent there to help ihe local people deal w iih a 1 1973 6 biologist
problem they had w ith the water supply. Several o f 2 w o rk experience 7 weeks
the wells were polluted, and I was able to discover 3 foreign language 8 water supply
the reason for ihis. Once we had discovered ihe 4 12 weeks 9 basic
cause, we were able to solve the problem, even 5 local people 10 London
though Ihe available equipment was very basic.
Sharing a cup o f clear, clean water w ith my new
Kenyan friends made everything worthwhile».

UNIT 12
(details about self. English studies so far.
WRITING-KEY
why you need intensive courses)
T ask 1
T a sk 3
Dear S ir/M adam ,
1st 2 C. A. B
Yours faithfully. 2nd 3 B. A. C
3rd 1 B. A
Task 2
T a sk 4
1 a letter to ih e A dm issions Tutor at W exford
College 1 in 3 in
2 a form al letter with a formal form at 2 as 4 for
3 points
- a p p ly for course (4 week. Starting 1st July)
T a sk 5
- stay on cam pus
- personal details (age and occupation) 1 have com pleted a university degree
- level of English 2 adm issions tutor
- reasons fo r applying 3 living expenses
4 2 texts 4 m ethods o f fee paym ent
5 Inform ation leaflet 5 school perform ance
- length o f courses 6 gain further qualifications
- type o f accom m odation 7 grant offered
- fees
- starting dates
Letter
- w hen to a pply by
- inform ation needed w ith application

44 l M l !2
T a s k 6 (suggested ans*ez)
W ith regard to the personal inform ation you
requested. I am sixteen years o!d and I am in
m y fifth year a l high school, where m y overall
report g rade is B. As for m y level o f English. I
have been studying it seriously for five years.
C oncerning my special interests. Inform ation
Technology is w h a t I find m ost exciting, and it
s m y a m b ition to becom e a softw are
oroduction expert.
T a sk Ί (suggested ansve is)
1 I was very pleased to receive your letter.
2 I w o u ld be grateful if you could send m e
som e inform ation about the course.
3 i w o u ld appreciate it if you could reply as
sco n as possible.
4 Please d o not hesitate to co nta ct m o if you
require any further inform ation.
5 i am w riting to request som e inform ation
from you.
SPEAKING
G ro up w o rk (suggested questions)
H ow m any w ords d o you have to w rite for the
(local environm ental problem s) project?
W hat reference b oo ks or other resources are
available fo r researching the (children's rights)
project?
How m uch tim e d o w e have in w hich to
com plete the (education system ) projcci?
G en e ra l d is c u s s io n (suggestions)
- m eeting m y friends and g o in g on excursions
- they involve the students in the lesson; they
relate parts o f the lesson to the students’
own experiences o f life; they give the
students a challenge tha t stim ulates them ;
they manage to m ake the students feel
useful or valued and mature
- no: I’m not patient enough and I d o n 't like
taking m y w o rk hom e w ith me: I'd hate
having to correct co m positions at hom e and
going to sem inars
- there w o u ld be fewer pupils, so that
everyone could get to know each other well;
there w ould be more effort to deal with
violence and bullying; the teachers would try
to m ake sch oo l life less com petitive and
m ore co-operative
Γ \ I T 12
- som e hom ew ork is necessary if students are
to consolidate the m aterial tha t the teachers
have covered in their lessons, but too m any
teachcrs take the view that th e ir o w n subject
should take priority over all Other subjects
and they d o not show enough
understanding of the w o rklo a d; everyone
needs tim e fo r playing, relaxing and
enjoying hobbies as w ell as studying
LISTENING · TEST 19
T ranscript
You w ill hear five speakers talking about ihe
weather. For speakers 1-5. choose from ih e list
A-F w hich w eather phenom enon each person is
talking about. Use the letters only once. There is
one letter w hich you d o not n eed to use.
Speaker I
We wen· expecting rain, but we had no idea now
much we were going to get! It seemed lo go on for
ever. At some point I looked out o f the window,
and (he road had turned into a river. A couple of
cars went floating past, and then 1 realised lhal my
feet were wet! It took us ages (o dean up.
Speaker 2
The weather forecast said that then* would be light
breezes. But, as usual, they didn't get it completely
right. During the day I took my washing in o ff ihe
clothes line: I was frightened it would blow away.
By evening il had got stronger anil I could hear it
whistling through Ihe trees. I even had difficulty
opening and closing the gate. We could hear the
noise against the window jwnes all night. The street
looked quite a mess the next morning, and our
garage roof had blown away.
Speaker 3
It was in the evening and the sky was heavy w ilh
thick black clouds. Soon there was heavy rain
falling, hnl Ihe worst thing was the noise. There
was a loud <lop o f thunder even,· few minutes and
the dogs were really scared. They all started
howling and barking. Although the sky was very
overcast, (here were some bright flashes of
lightning and Ihen everything could be seen quite
clearly.
S p e a ke r 4
Not a drop all day, then all week, then all month.
And SO it continued. Some clouds passed us by, but
45
nothing happened. A ll Ibis time Ihe ground was
gelling <irier ami drier and the plants in the garden
turned brown. But we could do nothing to save
them. There was strict rationing for essential uses
and not a drop o f water went on the' garden.
Speaker 5
The sky remained t lear all week. Mol a i loud was
in sigh I. The sun .shone brightly, bul il was SO far
away lhal no heal came from it. The nights were
particularly bad, and ice formed on Ihe pond the
first nighl. By Ihe Ihirci night, Ihe river had frozen
over. No-one wanted to go outside if the)' didn't
have lo. It was bad enough the water pipes
bursting, but it was much worse when fieople's
hands stuck to ear door handles and iron gales.
Key
1 B 2 F 3D 4 A 5 £
LISTENING ■ TEST 20
T ranscript
You w ill hoar a telephone conversation between
John Brown m d M r Handy, a painter. For
questions 1-7. choose the bent answer. A. B c r C.
M r Handy: Good morning. Handy speaking.
M r Brown: Good morning M r Handy. I nis is John
Brown of Conifer Road.
M r Handy: I lei to, M r Brown. VVIwt can I do for you?
M r Brown: M y wife told me last night that your
workers left w ith all their equipment
yesterday afternoon and gave her Ihe
bill (or painting ihe outside o f the
house.
M r H andy: Yes. That's right. Ihev told ine lhal they
finished the job at Λ o 'd o t k yesterday
afternoon. Is then: anything wrong?
M r Brown: W ell, yes! That'S w hy I'm calling. I here
are various problems. I irsi o f all. Ihe
agreement we had was that the outside
o f the house was to be painted white,
but the w indow frames were to be
painted light blue.
M r H andy: Ami have they not used ihe right colours?
M r Brow n: The walls of the house have been
painted white, but the w indow frames
haven't been painled.
M r H andy: I see. W ell obviously I'll have to send
the men back to attend to that today.
M r Brow n: Unfortunately, that's nol all. Although
46
the w indow frames haven’t been
painted yet, your painters have
somehow managed to get quite a lot o f
paint on the w indow panes. I don’t
know how that's going to be removed.
M r Handy: Don't w orry M r Brown. W ilh the right
cleaning spirit it's not a difficult job to
remove the paint from the glass. I'll
make sure somebody does lhal.
M r Brown: And what about when I hey paint the
frames? Are they going to make
another mess on the windows?
M r Handy: It's standard practice lo pul sticky tape
on Ihe glass before painting Ihe
window frames. That w ill protect them.
The painters always do that, but I'll
remind them to take special care. Afler
all, il w ill save them having to clean the
windows again.
M r Brown: Thank VOU, but there's one more
matter I need to mention.
M r Handy: Yes. M r Brown. W hal's thai?
M r Brown: The mess in the garden, M r Handy. My
wife is very proud o f the garden, and
rightly so. She’s pul a lot o( hard work
into it. But now it's in a terrible state.
The mess looks worse than when the
builders built the house, t-verylhing lhal
your workers don't wanl any more has
iieen !eii lying around, and although
there is a stone path all around the
house where they can pul up Iheir
ladders, they've made great holes in the
garden and crushed and destroyed
various plants and flowers, just !«■( ause
they don't care where they pul their
bidders. M y wife is quite upset and I
don't blame her!
M r Handy: I'm sorry to hear that M r Brown. Look,
I think il would be best if I came round
myself tom orrow afternoon and
supervised the cleaning up. I hen I w ill
be able to speak lo your wife, or lo
you, if you are at home.
M r Brown: Yes. Tom orrow’s Saturday, so w e'll
both be at home in the afternoon. W e'll
see you then M r I landy. Thank you.
M r Handy: G<x>dbye M r Brown.
Key
1B 2 C 3 A 4 A 5 C 6 C 7 A
U N IT 12
 UNIT 13
WRITING-KEY T a sk 5

Task 1 1 reliable source of 5 com m ercials

The to p ic s c n ic n co is the first one in each
paragraph.
Linking w ords - both . . . and: O n the one hand;
Ir addition; On The other hand: As well as this:
T ask 2
1 a com position
2 the effect o f TV violence on young people
3 young people watch vio le nt program m es,
bccom o (violent)
express y o u r opinio n - w ith reference your
own experience
4 · agree w ith connection between increases in
TV violence and violent behaviour
• young people becom e aggressive
• they have problem s at hom o anc at school
• m any think vio le nce is acceptable
• other factors also - fam ily violence,
influence o f rolo m odels
• violence on TV only o ne factor
• most people know difference between TV
and real violence
5 the last tw o points giver, above
Task 3
1 ... that ihere are other possible
reasons for this para 3
2 ... arc w orried about the effects
o f television p a ra 1
3 ... m ost people agree that
television plays a m ajor role p ara
4 ... cla im cd that other factors
are m ore im portant para 3
5 ... is an extrem ely im portant
issue para 4
T a sk 4
2 m isleading 6 radio broadcasts
3 factors 7 tunes into a radio
4 w id e ly 8 in fiu cncc
T a sk 6 (suggested ans\c£s)
it is w idely beiieved tha t glossy m agazines arc
continuing to influence m ore and m ore young
people. In particular, it is claim ed that this has
quite an effect on their lifestyles.
In conclusion. I believe that there are many
other factors w h ich play a role in determ ining
the lifestyles of young people. O f all the
different influences m entioned, g lo ssy
m agazines are just o ne pan. The im portant
point, in m y opinion, is for young people to be
aware of what is influencing their decisions and
why.
T a sk 7
3 3 2 2
2 3 3
(suggested ans-vei)
Nevertheless, opponents of the argum ent rightly
point out that there are ether im portant factors
affecting students’ work. S om e believe that the
poorly trained teachers are to blame. Moreover,
m any students have poor study habits, w hich is
a problem that needs to be dealt with both at
hom e and at school. W hat is more, som e have
2 fam ily problem s, w hich m ake study more
difficult. I personally know several students who
have to work part-time because their parents
are unem ployed. Finally, it is worth noting that
those students w ho are physically fit arc more
likely to be able to study effectively.

1 A 3 B 5 A 7 C
2 C 4 B 6 A 'B 8 A/C SPEAKING
G en e ra l d is c u s s io n (suggestions)
- anything to d o with animals, the w orld
around us and science
- docum entaries (wildlife, history, geography),
current affairs investigations into social
matters

UNIT 1.5 47
 - once you know h ow to find inform ation it is
very useful, but it is a bit difficult finding
inform ation w hen there is so m uch to
choo se from ; also it is im portant to find out
how g o o d any particular source o f
inform ation is because there is nothing to
stop people putting false or incorrect
inform ation on the Internet
- new spapers can give a m ore detailed
analysis, w hich w e can read w hen w o have
the right m om ent to concentrate on w hat we
are reading a nd there is nothing to stop us
reading the sam e article again: if w e read
different new spapers w e can see that each
item o f news can be presented in a different
way. so we learn that w e have to be careful
about how w e interpret w hat w e read: TV
new s can often be m ore sensational and
em otionally charged than the way it is
presented in new spapers
- TV news can sh o w us events at the time
w hen they are actually taking place, rather
than a few hours later; w e can see and hear
the events a nd tho people involved
LISTENING ■ TEST 21
Transcript
You'll hear p e o p le talking in eig ht different
situations. For questions 1-8. ch o o sc the best
answer. A, B o r C.
Question 1
You hear som eone talking o n a radio
program m e about pastimes. What is the
speaker's hobby?
A m aking jew ellery
B m aking puppets
C m aking d oll's clothes
Γνι· been interested in (his since l was about ton
years old. I’m not sure w hy - il's probably because
I've always loved earrings and rings and things. And
Ihe sluff they sell in the shops is so boring - il's jli
the same. Il's a great hobby, and m y friends love
getting the ti lings i make as gifls. ΛΙ ihe moment
i'm trying to adapt necklaces to make them small
enough for dolls (a wear, it's quite challenging!
48
Question 2
You overhear iV/o people discussing their holiday'
plans. When do they plan to leave for their holiday?
A tom orro w afternoon
B tom orro w m orning
C this afternoon
Jill: So, when shall we go?
Sam: Well, it depends on when I finish painting
the living room. 1 promised to have il done
by this afternoon.
Jill: Okay. W e could go tom orrow afternoon
Ihen, couldn't we?
Sam: W e could, I suppose, but it seems a pity to
waste ta li’ a day. W hy don't w e get up early
tomorrow? W e could be oul o f here by ii
o'clcxk.
Jill: Good idea. W e'd belter go to bed early
tonight then.
Question 3
Your n e igh b ou r is talking to you. What's her
favourite season?
A winter
B sum m er
C spring
I'm so glad summer's over. The heat is terrible,
and I never have any energy. I don't know what's
happening lo ihe climate. Spring only seems to Iasi
for a month and then - BAM - straight into the hot
weather. I can't wait to be able lo spend evenings
in front o f the fire watching the snow fall.
Q uestion 4
Your friend G eraldine has ic ft a m essage on
yo u r answ ering machine. Why d id she phono?
A to ask for inform ation
B to arrange a m eeting
C to ask for advice
I !i! I his is ( i f ’raiding. I wanted to ask YOU something, i
need to arrange a meeting with some colleagues, and
I thought it would be a good idea lo have the meeting
in a restaurant. I was thinking of that new Italian place
you went to last week, but I can't remember what il's
called. Could you gel Ijac k to me and let me have
their plx>nc· number? Thanks a lol. Rye.
Question 5
A frie n d is talking to you. What is your friend's
b ig g e st co m plaint about?
Γ .Μ Τ 13
A the weather And ihe rent is reasonable, though o f course I'd
B the food prefer it to be a bit lower. The living room's freshly
C the other people painted - pale yellow walls and cream coloured
ceiling. M y pul plants are really liappv because Ihev
Well, that's the last time I'll go there tor a holiday. gel a lot of sun. And. besl o f all, Ihe front windows
Honestly! it rained for three days without stopping, look out over the park. It's great!
so I couldn't outside. I had to sit and talk to the
olher «wests - arid none o f them was exai tiy
interesting. Bul lhal wouldn't havx: been so bad ii Key
they'd served docent meals. Everything was tasteless 1A 2 B 3 A 4 A SB 6A 7B 8C
and my stomach's still upset, ί may never get over >*!
LISTENING - TEST 22
Question 6
A friend is telling you about a b o c k she is T ranscript
reading. What sort o f b o o k is it? You will hear someone talking to visitors at i t e
A a m urder m ystery China Information Centre. For questions 1-10 fill in
B a love story tfio missing information. You will need to write a
C a histon/ book word or short phrase.

I'll .’end it to you when I've finished. You'll love it. Welcome to the information centre. W e have
It's got a iittle bit o f everything: romance, several pliolographic ami olher displays lhal we
adventure, history. I can't wait lo find oul whal hope w ill give you some iciea of China's culture,
happens in Ihe end. I think I know w ho killed the geography and so on.
victim , but I could be wrong.
The firsl in h ibit deals w ilh Chinese art and
Question 7 civilization. Let's start with the paintings. Painting has
been an art form in China for more than 2,000 years.
You overhear a conversation betw een B ill and
Artists painted on silk, wood and probably on paper;
Judith. Why is Judith angry?
here we have some beautiful landscapes - Ihe type
A her clie n t d id n 't arrive
of paintings for which China is nx>st famous. Notice
B she m ade a mistake
the lovely, soft colours and delicate brushwork.
C 3ili w oke her uo
Music 1(ki is an ancient arl in China. Over 1,500
years ago the Chinese had orchestras of about a
«ill: W hat's wrong w ith you, Judith/
dozen instruments, some of which were very similar
Judith: I'm so angry I could scream. Kemember !
to today's harps, flutes and xylophones. I In* Chinese
asked you lo wake me up this morning
have: always been an irvenlive people; Ibey were the
before you went lo work?
first to develop the compass, gunpowder, silk cloth
«ill: Yes, but you asked me to. You said you had
and, o f course porcelain, which many people still
a client com ing at o'clock.
refer to as 'china1. I lereare some plates ami vases
Judith: I know. Bul I'd only hail about Ihree hours'
decoraled w ilh coiourful dragons and flowers.
sleep. And ihe d ie n l didn't arrive.
TheyYe very lively, aren't tl>ey?
Bill: What? W hy not?
The Chinese were also the first to use ink and
ludith: Because the appointment's tom orrow. ! gol
paper, and to develop Ihe arl o f prinling.
Ihe days mixed up. Can you believe il?

China's geography is interesting too. It's a big

Q uestion S
country it takes up more than a fifth o f Asia, it
A friend is talking to you about her new flat. contains some o f (he w orld's driest deserls, and
What does she like m ost a b o u t it? many o f Ihe w orld's highest mountains. Two o f the
A the low rent world's longest rivers are in China. The Yangtze
B the size River is actually Ihe third iongesl river in the world.
C the view Tiiis aerial photo shows the Yangtze flowing
through a deep mountain gorge; it then flows
Oh, il's gcKxl. I'm glad I've found a place I like. Ils across wide plains and later empties itself into the
just the right size · not too big and ix>t too small sea. I he other long river is Ihe I Iwang I lo, heller

U N IT 13 49
known <ss I ho Yellow River. If you'll look at this please feel free to do so. O r you can ask (or a
picture you'll see why. It carries Ions o f mud down photocopied summary o f the information.
from tho mountains, so its water i.s a yellow-brown Now, i think we have time to see the Great W all -
colour. The Yellow River is also called ’China's in photos, lhal is. It’s the longest wall in the world,
Sorrow' l>ecause il often floods the North- China stretching for a length o f 3,4fe() kilometres, and is
Plain, destroying houses and farmland. Many lives twelve metres hij*h. I don't know how long it
are lost when this happens. w ould take today's workers to build it, but ...
Now, over here w e have some statistical
information for those o f you w h o are interested in
far Is and figures. As you can see from tin: chart,
Kev
China is a big country with an area ot 9.6 million 1 w ood 6 Yellow
square kilometres. Il has a population o f over 2 a dozen 7 1.205
l,20/> m illion. In fact, one fifth o f all ihe people in 3 china 3 Chinese
ihe w orld are Chinese. And people have lived in 4 paper 9 500.000 years
China for approximately 500,000 years. If you 5 deserts 10 12 metres
want to have a closer l<x>k a! these statistics.

UNIT 14
WRITING-KEY Task 4 (suggested ans/t&C.)

T a sk 1 I w ould like som e inform ation a bo u t the

stadium . Firstly, w e w ill require four sets of
Yes special goals for five-a-side football. I w o u ld be
Firstly, S econdly. Thirdly. Finally, grateful if you could inform me w h e th e r this
end I w o u ld like tc know . Also I would equipm ent is available. Secondly, I w o u ld be
appreciate it if. Finally... I w o u ld be interested to interested to kn ow w h e th e r show ers with a
know g o o d su p p ly o f h o t w ater will be available in the
changing facilities. Finally, w e w ould like to
Task 2 park at the stadium and, if th is is possible. I
w ould appreciate inform ation about the am ount
1 a letter
of parking space available for us.
2 Ms Aliente. the m anager o f Sportsfun
Centre
T a sk 5
3 2 texts
4 transport to centre 1 coach 6 tracksuits
ty p e o f breakfast 2 spectators 7 aid
require lifeguards 3 track 8 tournam ent
(and q ue ry a b o u t cost o f this) 4 trained 9 provide
date o f course required 5 register
q ue ry a b o u t special deals
query a bo u t special ramps
5 questions cam e after the arrangem ents Task 6 (suggested answek)
Firstly, I w ould like to register next Friday
Task 3 afternoon for the b eginners' classes w hich take
1 Love. Y ours sincerely. place on S aturday afternoons. Secondly. I will
Nigel Nigel S pinks need to hire equipm ent a t the g o lf clu b and l
2 Best wishes. Y ours faithfully, w ould be grateful if you w ould keep a set of
Nigel Nigei S pinks clubs and balls available fo r me. Finally, it
w ould be m ost convenient for me tc use your
special m ini-bus son/ice and I w ould appreciate

50 I-N IT 14
it if you would reserve a scat o n the b u s for me.
SPEAKING
G ro u p w o rk (suggested questions)
H ow m any instructors are there at (Centre A)?
W hat different sports can the instructors help
m em bers with?
How m uch does it cost to join (Centre B)?
W hat different tournam ents can you take part in
at (Centre Λ)?
G eneral d is c u s s io n (suggestions)
- it is difficult to use them unless y o u are
friends o f or w ell know n to the m anagem ent;
they give em phasis to one particular sport
a nd d o not allow enough space o r tim e to
people with other interests; they are ’local"
for too big an area, so they are used by
people from very distant neighbourhoods
- people w h o beco m e skilled in m artial arts
m ight be given m ore respect by other young
people; they are a very g o o d w ay to keep fit
and get regular exercise; they are
exceedingly g ood for helping people to
build u p their self-confidence and they also
help you to deve lo p a healthy respect for
y o u r opponents
- 1 would like m y tow n to have a sw im m ing
p o o l w h ich is warm :n the w in te r a nd open
all year round - sw im m ing is one o f the best
ways to keep fit a nd is suitable for any age
g ro up ; it is also im portant for everyone to
learn to swim ; children love w ater and
people often exercise by sw im m ing w ithout
actually realising tha t they have, because
they d o not feel so tired as they d o when
they participate in other sports
- m ore police, stricter punishm ents, o n ly club
m em bers should ί>θ allow ed to attend
LISTENING ■ TEST 23
Transcript
You w ill hear p e o p le speaking about different
types o f food. For speakers 1-5. choo se from
the list A-F what each speaker is describing.
Use the letters only once. There is one extra
fetter w h ich you d o not need io use.
U N IT 14
S p e a k e rt
This is a good source o f iron and protein, though it
car. also In* bad for your health if too muc h is
eaten, because o f the fat content. It is ihe main
food at barbecues, and is also used to make pies
and sausages. In Britain, sausages are sometimes
known as ’bangers', because the skin can often
bursi when a sausage is being cooked, causing a
smail explosion.
Speaker 2
Surprisingly, very young children tend not lo like
this ty]>e o f food at first, probably because it does
not have much nutrilional value and Iheir bodies
seem to know what foods .ire ix-si for them, later,
though, mosl o f them develop a great liking for
such food and they can ihon have problems like
loolh decay. And adults who dirvelop the habit of
having dessert after every evening meal are not
doing themselves any favours.
Speaker 3
There is a very wide variety o f this, depending on
the lim e o f year and whether you are able to j;el
some from other parts o f the world. It is w ry good
lo r our health and is not particularly fattening,
although there can actually be quite a high sugar
content in some. I! is used to make jam and pies,
and is a favourite Subject in still life paintings. Il
can be found on different plants, but usually grows
high above the ground and is often eaten by biro's.
Speaker 4
This food is very good for building our bones and
teeth, though il also contains fat and gets blamed
for heart problems. Its different forms are w idely
used in many common dishes, Vegetarians often
use il as a source of protein, especially in the form
o f cheese or yoghurt.
Speaker 5
I bis is famous as a very good source o f protein
and it is available in many forms. M ost health
experts would agree that it must be properly
Cooked lo avoid the possibility o f food poisoning,
but in some countries, such as Japan, it is eaten
uncooked as a delicacy. It is often eaten frozen,
but is much tastier when taken from the sea.
Key
1B 2 F 3D 4 A 5C
51

LISTENING - TEST 24
Transcript
You w ill hear a conversation betw een three
students who are talking a bo u t school. For
questions 1-7, write A fo r Anita. C fo r Christine
o r W fo r William.
Anita: Well, we've all survived our first week
bat k <il school. I lo w are you enjoying it,
Christine?
Christine: It's not too had so far, but I don'l think
it's going to be anything special. In far.:.
Γ 111 already a hit bored.
Anita: W hal! You’ve only been there five days!
Christine: I know, but w e're already in a rouline -
ihe same old subjects, the same old
leat hers, the same old timetable. You
know whal I mean,
w illia m : I wish I was ill a routine. W e haven't
started History lessons yet bccause we
haven’ t got a teacher, and they don't
know when Ihe timetable w ill be ready.
Things keep changing, and nobody
knows what's going on.
Christine: Oh, William, lhal sounds great. 1 wish
we hadn't started I listory lessons.
We’ve got that stupid M r Tyson who
just goes on and on and on. I nearly fell
asleep in ( lass yesterday. Il's no wonder
I hate that subject. Do you like history,
Anita?
Anita: I do, actually. We've got a new teacher
this year and she’s really good. We're
going to study the history o f C u rO j> e ,
from the Middle Ages to the· end o f the
Second world War. I can’t wait to get to
ihe French Revolution!
W illiam: That sounds okay. Bul I'd rather s tu d y
the history o f spoi l - that would be
re a lly in te re stin g . F in d in g out when
football first Started, a n d w ho in ve n te d
hockey, all that sort o f thing.
52
Anita: You can find THAT out from sports
magazines. And there's too much sport
around anyway'. M y father's always
watching it pn TV, and m y sisler’s
always talking about her basketball
team. Keryw here you look it's sport,
Sport, sporl.
W illiam: O h, come on, Anita. It's not that bad.
You 're exaggerating.
Anita: No I'm not. I’m sure Christine agrees
w ith me.
Christine: No I don't. Not really. I think sport's
basically a good thing, though I wish the
hoys at school would do something else
al lunchtime. W e’re trying to set up a
few dubs, you know, but none o f them
want to join. They say they haven't got
time - they're t<x> busy playing football.
It'd be great lo start a drama d u b , and
put on a play at the end o f the year.
William: O h, yes? And you’d be the star ol the
show, I suppose. I can see it now, your
name in lights and people queuing for
your autograph.
Anita: D on't be so awful, William. Anyway, I'm
sure Christine would be really good at
acting. And I think d u b s are a go<xi
idea. I joined Ihe photography t lub last
year. One o f the an teachers gives us
advice on how to compose and develop
pictures, and I've learnl a lol already.
William: t d on 't see the point o f being in a lunch­
time club - it's a waste o f good football-
playing lim e. And lhal reminds me -
there's a big match on TV tonight. I’d
better hurry o r I’ll miss the kick-off:
Anita: O h W illiam . You're as bad as my father.
Key
1C 2 W 3 C 4 A 5 C 6A 7W
11NIT 14
 UNIT 15
WRITING-KEY
Task 1
The first sentence in each paragraph is the
to Die sentence.
The w riter recom m ends the flea market.
Circie - considerable attractions; fascinating
variety o f g oo d s: bargainee w ith; reduced
prices: g o o d q ua lity bargains; souvenirs unlike
anything from th e ir ow n countn/; more
pleasure; m ore m em orable expe-ience bargain
hunting
Task 2
1 a report
2 the leader o f a g ro u p o f students from
abroad
3 shop p in g (in a departm ent store and at a
flea market)
4 para 1 - the g ood points a bo u t departm ent
stores
para 2 - the g o o c points a bo u t f.ea m arkets
para 3 - a recom m endation w ith a
ju stification for it
T a sk 3
T o p ic se n te n ce s
A The superm arket is always a g ood choice
for certain types o f shopping.
B ft m ay seem small, b ul the corner shop
provides a vital service lo r the peo p le w ho
Jive nearby.
T a sk 4
Paragraph 8 is not appropriate for a report. It
uses very d escriptive language such as m ight
be fou n d in a new spaper review o f som ething
o r som e form o f advertisem ent.
T a s k 5 (suggested an$Y/eZs)
1 A lthough it is huge, this superm arket
d oe sn 't stock m y favourite brands.
2 You can tell m e all a bo u t it. since you've
been there.
3 Despite the fact tha t I w ent to th e bank
early, it had already closed.
Despite m y g oing lo the hank early, it had
already closed.
Γ Μ Γ I=>
4 Even though he d id n 't know h o w to add up.
Ja ck g o t a jo b serving behind the counter.
5 In spite o f the fact that she w as tired.
Brenda w ent shopping.
In spite of being t:red. Brenda w ent
shopping.
6 Paul was rude to a custom er and.
consequently, w a s sacked.
7 As a result o f leaving her purse at h om e by
m istake, Laura co u ld n 't buy anything.
T a sk 6
1 ideal location, special features
2 casual shoppers, m ethods o f paym ent
3 range o f goods, all m akes o f products
4 brand nam es, q ua lity o f goods
5 great choice
T a sk 7 (suggested answ&J
On the Olher hand, there is a lot lo b e said for
sh o p p in g a t m y nearest gre en g ro cer’s. To start
with, it is conveniently close lo m y house. W hat
is m ore, i am alw ays im pressed by the quality
and freshness o f everything tha t is for sale
there. D espite the excellent quality o f the
produce, the prices are alw ays reasonable and
are generally good value for m oney. Last, but
not least, I can always be sure of getting
friendly, helpful service.
SPEAKING
G en e ra l d is c u s s io n (suggestions)
- 1w o u ld like to be able to get all the presents
cither in the sam e departm ent store or
shop p in g centre
- you have to m ake sure th a i w hat you get is
so m ething that the recipient w ili really like,
then you d o n ’t w o rry if it is a little too
expensive: often it can be a g o o d idea to
Shop during a sales period even if it is a
long tim e before the day when you are
g oing to give the present; you should not
shop for presents on days w hen yo u are ;n
a bad m ood or w hen you feel pressed for
time
- 1 like to look in the shop w indow s a i a time
when all the shops are shul. SO that I am not
53
 pushed around by lots o f other shoppers:
then I can see if there is anything that I
really like w ith o ut feeling that I have to make
up m y m in d quickly; I can then g o straight
to the right sh op and try on the chosen
garm ent when the sh op s are open
- 1 m ight buy so m ething for m yself if I see a
friend w earing it and I like it. but 1 can also
recognise w hen som ething w o u ld n 't look
g ood o n m o that ico ks g o o d on a friend: if I
have a disagreem ent w ith m y parents about
clothes. I save m y o w n m oney until I can
choose w hat I want
- 1 like to s h o p in a m arket w here there is a
ven/ w ice choice, rather than in sm all shops
w ith a lim ited range o f goods: also, in a
market, it is easier to look around and feel
less pressure to buy som ething
LISTENING · TEST 25
Transcript
1 W : Shall I j h o p so u k ? w<x>d?
M : No, I'll do that when I've finished washing
the cor. You can walk the dog.
W: W hat is the man doing just now?
2 W : Oh my gosh! What's happened to your
hair?
M : Yeah. Just as w e ll! didn't lot him cut my
beard as well.
W : What does Ihe man look like?
3 W : You con watch YOUR sport after the: ice
skating has finished.
M : Yeah honey, but what if your Ma warns lo
six: the nows before the game is over?
W : VVhat would the man like lo watch?
4 M : ih e last fruit juice I had here wasn't freshly
made and I just d o n 't really fancy milk.
W : ί suppose you could have a soda, but w hy
don't we share a pot or'coffee?
W : What is the woman most likely to drink?
5 W : D idn't you wear any sun cream today, John?
You've burnt your skin under the Ixrt sun.
M : No. ΐ thought it would ju^t sw ra! o ff me,
since I’d be digging and w orking hard.
W : VVhat was ihe man doing today?
6 M : I can’t dccide what to have for dinner-
spaghetti or a nice y steak.
54
W : W hy d on ’t you have a salad? You’ve been
putting on weigh? lately.
VV: I'll start eating salads in summer.
Spaghetti's perfect for cold w inter evenings.
VV: What is the man going to have for dinner?
7 W: D on't got those red flowers. They're too
big tor Shirley's little vase.
M : W ell, I know she w on't like ihe yellow
ones. Ah! These [jink ones here w ill be just
great.
VV: Which flowers w ill the man buy for Shirley?
8 M : W hy ean'l you ever come on time, Luciile?
I said ί5 o'clock.
VV: Well, fast time I came half an hour early
and you complained about that.
VV: VVhat time is il?
y Μ : I said the class is going to sing, and lhal
means all o f you ( •ami.
VV: I've already agreed we can't watch TV. But
don't we all need cxercise, sir?
VV: VVhat docs Carol want the class to do?
10 VV: I ou, don't lake your sister's doll in the car.
Μ : Bul m y toddy's lost an eye!
VV: And if you take the ball, you'll lose that.
Come on. You know you love toddy.
VV: W hich toy does Lou's mother want him to
take?
11 VV: And w hy shouldn't I lake the umbrella? It
sure looks like it's gonna rain.
M : Yeah. But your umbrella w ill fly away in
this wind.
VV: W hich pit iure shows the weather at the
moment?
12 VV: Make sure you change the bed linen, like I
do every I ridav. Oh, and dean the
bal broom and iho kitchen.
M : D on't worn.·. I did them yesterday.
VV: VVhat does the man nerd lo do?
13 VV: There's no way I'm getting on two wheels.
I've got to go by car.
M : W ell, since the car's gelling fixed you'll
have to go by cab.
VV: VVhat doesn't the woman want to do?
14 M : ! was OK in Spain. M y Spanish is almost
perfect.
VV: You didn’ t do too badly in O rm a n y either.
M : Yeah, maybe. Though I've si ill got a lot to
U N I T 15
 learn. Uul I hero's no way they're sending
me lo Russia on my own. I'd need a guide.
W : Which country would Ihe mao feel most
comfortable in?
15 W : I lev, Chuck! Can you look alter m y fish for
a week?
M : Sure (Jinny. Whal about the cat and the dog?
W : Linda's gol Ihe cat and the dog 5ravels w ilh
me.
W : W hich animal is Canny leaving with
another woman?
I d id n'l wan I it to get too hot.
W : Where is the man's car?
23 W : W hit h is your house? lhat one over there
w ith the blue door? Number TO?
M : No. it's number Π and it has a red door.
W : W hich is Ihe man's house?
24 W : W hal do you usually do after work?
Μ : I watch the news on I V and then read a
book. But las! nighl I went to the theater.
W : W hal did Ihe man do Iasi nighl?

16 W : I ta n 'l stand those dark blue curtains any

more, but white ones are so boring. Key
M : W ell, w hy don'l you gel some striped
ones? 1 B 2 A 3 C 4 A 5 C
W : W hich curtains does the woman have at 6 C 7 B 8 C 9 B 10 A
11 C 12 C 13 A 14 C 15 B
the moment?
16 A 17 B 18 C 19 C 20 C
17 W : I'm afraid you're going to have to lake 21 B 22 A 23 B 24 C
them w ith you.
M : Dui you love looking after your nephews. LISTENING · TEST 26
W : Yeah, but I'H have my hands full w ith my
gryndparenls and I've got to look afler Transcript
their c.als as well.
In this p a rt o f ih e listening you are g o in g to hoar
W : W ho o r what w ill go w ith Ihe man?
a radio program , 'O ur Past ' in w hich yo u w ill
hear a speaker talking a bo u t early European
18 M : Can yon really afford anything so expensive?
settlem ent in North America. The program w ill
W : No! really, but I absolutely must have
present the follow ing inform ation:
something smart to wear lo work,
- the first settlem ent
W : W hat is the woman going to buy?
- houses
- fo o d
19 M : Could you phone the speaking dock,
- transportation a n d com m unication
Mabel? M y watch has slopped.
W : I'm afraid ihe phone's out o f order. You'll
You w ill hoar (he interview in sever'd! parts. After
jus! have to trust the antique d<nk in ihe
each part you w ill hear 2 - 4 questions. There
living room.
are (wo answ er ch o ice s for e ach question. The
W : W hal w ill the man find out the time from?
ch oices are:
20 M : It's still raining. I wonder if il's ever going
A) Yc-s. if the answ er to the question w ould
lo slop?
be: Yes. tha t’s true.’
W : Well, the weather forecast said it ’s going lo
B) No. if the answ er to the question w ouic
be sunny tom orrow.
be: ’ No. th a t's not truo. That's not what
M : I'll believe il when I see it.
W : W hal's the weather like now? w as said.'

N o w you w ill hear an introduction. For (his part,

21 W : Have you brought in the tomatoes from
th e garden?
there w ill be no actual test questions.
The questions that fo llo w are exam ples only.
M : Yeah - and I've dio pjxrd the onions.
W : Good - now, is the water boiling?
Listen (c the examples.
W : Where are they?
Interviewer: Welcome to O u r Past'. In the Iasi
program w e heard about the voyage o f
22 W': Where did you park your car?
Christopher Columbus, in 1492. We
M : Under y nice big Iree, out o f ihe sun.

IATT 15 55
 now move forward to ihe year 1607.
Rosemary Bates, a historian who
specialises in early European
se ttlo m rill ill North America, is going
to tell us about what life was like bark
then. Welcome lo Ih r program, Ms
Bales. VVhat can you (ell us about th r
early hjropean settlers?
Ms Kates: Well, the period w e 'ii ho dealing with
today starts from 1607, w ith the
settlement o f Jamestown, and ends in
1775 when the Revolutionary War
began. the early settlers came mostly
Irom f-ngland, bul there were also
some from Scotland, Ireland, Franco,
Holland, <iermany and Sw^Jen. i he)'
settled on the east coast - the Atlantic
coast, that is · and they had come
because they believed they would find
,I better life in th r New World. They
were looking for work, for ways o f
making money and in many c ases,
they were looking for the freedom to
follow iheir own religion.
Fxample 1:
Were most o f ihe early settlers from l-ngland?
1he correct answer is Ά, yes. Thtit's true.'
E xam ple 2:
Did they settle on the wesl coasl' Ihe correct answer
is 'B, no, th«il'N not true. That's not what was said.1
N ow Ms Bates w ill continue io give information
about (he early settlors. Remember, after oooh
scction you w ill hear 2-4 questions. Mark your
answer on n separate answer sheet. There will be
25 questions m arked 1 through 25. Are there any
questions before we begin? ip a u s e j N ow let's
continue.
Interviewer: So. Ms Bale's. You said lhal Ihe settlers
were looking for a better life. Is that
what they found?
Ms Bates: Some of Ihem did. For inslaree, most of
them were able lo gel their own land.
Under I nglish law, all land belonged to
the king. This land was divided up and
given lo the settlers - e ilb rr ,il a very
low cost or for fret:, lint that wasn't
enough, in itself, to guarantee a g<x>d
life. Take jameslown, for example. The
first settlers arrived in Jamestown on
May 14, 1M)7. Jamestown was Ihe firsl
permanent Fnglish colony. All the
56
seniors were men or buys, and they
came expecting to find gold. Bul there
was no gold. Instead, they learnt from
ihe Indians how lo grow' tobacco, and
how lo Ireat the tobacco Icjdves so that
they could be smoked. I his later
bccamea big industry, as we know. But
!x>ck then i! didn't help much.
Jamestown was situated in a very'
unhealthy area - a swamp, really - and
in the first year o f settlement two thirds
o f those men and boys died o f disease
and starvation.
1 W as land very expensive fo r the settlers?
2 Oid the settlers find gold in Jam estown?
3 Did m any o f the Jam estow n settlers die in
the first year?
Interviewer: Can you tell us something about Ihe
wav the early settlers lived?
Ms Bate*: Certainly, l ei's start with their houses.
There were SO many Irees around that
wood became ihe most common
building material. Wood was used to
make tlx: frame, the walls and even to
cover Ihe roof. Every house, no matter
how small, had a fireplace. This was Ihe
l;<·,il l of the house - il was the only
Source of heal and it was also used for
cooking, i he fireplace was also the main
source o f light in Ilie evenings, because
o i course there was no efcdricily.
4 W ere m o st houses m ace of stone?
5 Did every house have a fireplace?
Interviewer: And whal did the houses look like
inside?
Ms Bates: They were quite simple. The furniture
was hand-made - out o f wood, o f
course. It was plain and very strong.
Small barrels were: often used as
chairs, and people slept on maltresses
mailt* out o f canvas bags stuffed w ith
straw. Life centred around the
(ireplace in the evening where people
gathered to lalk and w ork. The women
were usually busy cooking or sewing,
and the men would make or repair
tools. M ost o f the poorer people
couldn’t afford to send their children
to school. If one o f the parents knew
how to read and write, they would
teach their children these skills in the
evenings. Bul mostly what the
children learnt were practical things.
l.N IT '5
6 Die the settle· $ m ake furniture out of barrels?
7 Was tho fireplace the center of fam ily life?
8 Did m o st Of th o children g o to school?
Interviewer: Whal sort uf ciothes «lul the settlers
wear?
Ms Bates: I he fKiorer people wore mostly home­
made dothes- l lx: women would .spin
ciofh from wool, or weave il from linen
and, later, from cotton. Children wore
tlx: same clothes as adulis - there whs
no Stidi things as children's or
leenagers' fashion back then, O f course
it was a different story lor ilx· rich.
ITxwe settlers who had plenty o f money
ordered fashionable dollie s Irom
London, or [«id <: local tailor lo copy
! nglish <.t>les. Wealthy men wore
brightly adorned waistcoats, w hile linen
shir Is, light breeches or trousers and a
knee^length coal decorated with gold
braid and fancy buttons.
9 Did p oo r people b u y m o st o f their clothes?
10 Did children have their own fashion?
11 Did som e rich settlors get their clothes from
England?
12 Did rich m en w ear fancy, brightly colored
Clothes?
Interviewer: Now. Ms Bates·, could you tell us
something about the ealing habits of
the early settlers?
Ms Bates: Certainly. Their basic food was corn,
which, luckily for them, Ihe local
Indians taught them how to plant.
Corn was used to make different types
of bread and cakes, Ihough later a lol
of Ihe farmers started growing wheat.
They also raised sheep, pigs and
chickcns so Ihere was a plentiful
supply o f meat. Most people grew
their own fru it and vegetables. The
main problem was how ;<> siorc food
for the winler. O f course Ihere were
no refrigerators in those days, and
nobody knew aboul keeping food in
cans either. Some types oi meat were
smoked or sailed in order to preserve
them, and some vegetables were:
pickled or dried. RoOl vegetables, like
carrolS/ could be stored in cellars,
together w ith fruits such as apples and
pears- Bul usually by the lim e winter
tam e the seiilers had to survive on a
diet o f bread and meal. In fact, that
l M l tS
was what they mostly ate for breakfast
- bread and cold meat - a good solid
meal before starling a hard day's
w ork. Λ typical dinner would be a
stew os meat and vegetables, cooked
in a large iron pot which was hung
over the fire. Dinner, the main meal o f
Ihe day, was usually served at noon or
in ihe early afternoon.
13 Did the settlers eat a iot o f corn?
14 W as there a shortage o f meat?
15 Did they c a t meat a n d broad for breakfast?
16 Did they have dinner in the evening?
Interviewer: Did people move from place to place
in I hose days, or did I hey tend to stay
in one spot?
Ms Bates: The only people who did a lol of
traveling were ihe merchants. I hey had
to travel for business, and they generally
wen I by boat either on rivers or along
the coast. Other people didn't move
around much. in the early (lav's, land
transportation was slow and difficult.
The roads were more like paths - very-
narrow arid not paved, so in the winter
they were muddy and difficult to use. In
the end, o f course, roads were built. By
live mid 1700s comfortable passenger
vehicles were used by those who could
afford them. .Some o f these carriages
had richly carved wooden sitk-s. and
seats covered in leather or brighlly
t olored cloth. I hey were pulled by
teams of four, six, o r even eight horses.
17 Did the m erchants travel by boat?
18 Did poorer peo p le have to travel a let?
19 Did som e rich people have carriages pulled
by eight horses?
Interviewer: And what sort o f mass communication
existed back then?
Ms Bales: Well, during the 1WKJs nows spread
mostly bv word o f mouth. For instance,
a traveler or a ship's captain would tell
somebody something, and that person
would pass the news on lo their
neighbors. In that way information
would eventually become kr>owri over a
wide area, bul il was pretiy slow. Later,
they had people called 'postrideis1-
America's first mailmen. These men
carried messages and lei less and always
traveled the :-anx: route, which was
tailed a post road. They travelled on
 horseback, and 00 tlx; way they would was one o f the first people in the
pick up news arid [juss il on l<> Ihe world to experiment w ith electricity,
people who welcomed Ihem ,i! taverns l-ranklin invented the lightning rod,
or post offices. There were also town which has saved many buildings from
criers, who read official announcements being destroyed during electrical
to die townspeople. When newspapers storms. He also invented a stove
bet ante more coinmon, the town triers which ust*«l less fuel than o ilie r
disappeared. But this didn't happen until stoves, but gave off more heat.
after the mid 1700s though the first Another Franklin invention, still used
successful American newspaper. The today, was bifocal glasses, which can
Boston News-Letter, was first published be used for reading and for seeing
in 1704.
things in the distance.
23 Did Am erican scientists know w hat was
20 In the 1600s d id new s travel fast?
happening in their field in the 1700s?
21 Did postriders travel on horseback?
24 Did Franklin invent a typo o f fuel?
22 Did new spapers bocom o co in m on before
25 Is one o f Franklin s inventions still used now?
the m id 1700s?

In te rv ie w e r: Well, Ms Kates. I hope all our listeners

interviewer: Sow, Ms Bales, we've got time to
look al one more aspect ol the early found lhal as interesting as I did.
settler's lives. M y own personal Unfortunately, that's ail w e have lim e
interest centers around scicnce, so for today. Thank you very much for
could you toll us something about sharing your knowledge w ith us.
that? Ms Bates: It’s bet'll a pleasure.
m > Bates: Yes, indeed. Now, despite the fact
that communications were generally
slow and unreliable. American Key
scientist:·, were well-inform ed about 1 B 2 B 3 A 4 B 5 A
the latest discoveries in physics, 6 A 7 A 8 B 9 B 10 B
chemistry, meteorology, astronomy 11 A 12 A 13 A 14 B 15 A
and so on. I'm talking now about the 16 B 17 A 18 B 19 A 20 B
1700s, not the earlier period. The 21 A 22 B 23 A 24 B 25 A
best known scientist and inventor of
the 1700s was Benjamin 1rankliii. I te

P ublished by HILLSIDE PRESS. MAY 2000

• E ngland • G recco
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transmitted in any form o r by any meBns. electronic, photocopying or otherwise, without
the prior w ritten pe.'mis&or: o f the publishers.

ISBN STUDENT S SOO K: 960 - 6079 - 26 - 8

ISBN TEACHER'S BOO K: 960 - 8079 - 22 - 5

58 I M l IS
Exam 1
Units I-'»

Write an answ er to o n e of t h e questions 1-3 on this page.

Write your a n sw e r in 1 2 0 - 1 8 0 w ords in an a p p ro p ria te style.

This is part o f a le tte r you have received fro m a cousin o f yours. W rite a le tte r accepting
the in v ita tio n and suggesting a place fo r the tr ip and w h a t you can do there.

... UM fioiw. a w t f a r A In » w A t . Jmwi n rn .

AO W i w Λ , λγ;Ρ· :Ρ· ' ^ J#ci ^

^ίβαΙ. fj; '!>"■ tcuM $0 to jelW . W <*> « « Μ IMA WJ
w i. Do <jOU irKXV a iiood pfate 0 » « w iJ CO? Ί . Μ .
CGn -M do u » W UW IA«W? tootoig Jfliuwiui

Co tioa»: ietfen «w -

Your le tte r sh o u ld be 1 2 0 - 180 words. D o n o t w rite any addresses.

You see this announcem ent in an in terna tio na l yo u th magazine and decide lo e n te r the
co m p etitio n .

C o ta * * * * *

. .ft *·*>

tP

Write your a rtic le in 120-180 words.

You have decided to e n te r a short story co m p etitio n .

y The co m p e titio n rules say th a t the story must end w ith th e fo llo w in g words:

He m ust have been the least successful crim inal ever.

Write your s to ry in 120 - 180 words.

59
Exam 2
I.’niis 6-10

Write a n answ er to o n e of th e questions 1-3 on this page.

W rite y o u r a n sw e r in 1 2 0 -1 8 0 w ords in a n a p p ro p ria te style.

You have had a class discussion about tho fo llo w in g statem ent:

Only athletic people should go to sports clubs and gyms.

Y our teacher has asked you to w rite a com position, g ivin g y o u r o w n opinio n on the
statem ent.

Write your c o m p o s itio n in 120 - 180 words.

Your college is hosting a g ro u p o f exchange students. Your class w ants to take them
έ- to a beach party. Y our teacher has asked you to w rite a re p ort on the best place for
th e beach party, answering these questions:

© w h e re is th e b e s t p la ce to have the p a rty a nd w h y?

« w h a t e q u ip m e n t a nd fa c ilitie s are a va ila b le ?
o v/ha t s h o u ld s tu d e n ts b rin g w ith th e m to m ake th e p a rty a s u cce ss?

Write a re p o rt in 120 ■ 180 words.

stepped a f Htwcastle {o r 45 n\inuf«i

' You recently w e n t fro m
London to Edinburgh
on th e new One Stop l·<)R SIM·:KI> A N D C O M l'< >R I .
Speedy Train. However,
T A K E ! HI N E W I j O N D O N - KI>INJIURGH
you w ere very
disappointed w ith the stopped at {fork
..♦ O N E -S T O P SPEEDY TRAIN' J
{o r 50 mixufes
G u a r a n t e e d to m a k e n o s t o p s
service. Read the
between L o n d o n a n d E d inbu rgh
speedy Trains
announcem ent and the f o r a t r u l y fast a n d p u n c t u a l a r r i v a l li me .
notes you have made. G r e a t b u f f e t facilities
a n d ever> p a s s e n g e r
Then w rite a le tte r to
is g u a r a n t e e d a seal all t h e u a \ . i
Speedy Trains,
com plaining about
y o u r experience and M i-fa fs - h a d to s i a n d a i l fk e tva y
asking fo r some m oney
back. arrived iwo b u rs tefs

Write a le tte r o f 120 - 180 w ords in on appropriate style. Do not w rite any ado'ro$$e$.
60
Exam 3 Part 1
Units I-13

You m u s t answ er this question.

W rite your answ er in 1 2 0 -1 8 0 w ords in a n a p p ro p ria te style.

You have asked for in fo rm a tio n about English language courses fro m several language*
schools in England. You have just received a le tte r, and an in fo rm a tio n leaflet fro m Speak
Easy Language School. Read th e le tte r and leaflet to g e th e r w ith th e notes you have
w ritte n on th e leaflet. Then w rite a le tte r to the Admissions Tutor applying for a place on
the course and g ivin g the in fo rm a tio n she asks for.

SPEAK EASY LANGUAGE SCHOOL t*iis> cw r-

Inte n sive English Courscs:

• 2 weeks
• 4 weeks "
_. Y<».«
A ccom m odation:
• on campus
• in town
Fees (in clu d in g accom m odation)
• £500 per week

Starting dates:
• 5th July
• 19th J u ly --'"'
• 2nd August

(Slh A p ril ....

Dcai' Ms C ralella.
Thank you fo r yo u r interest in o u r intensive summer courscs. 1 enclose a leaflet w ith the
in form ation you need.
1 w ould he g ra te fu l i f you w ould apply in w ritin g he fore the end o f this m onth. Please
include the fo llo w in g in fo rm a tio n in yo u r le tte r o f application:
details about yourself
yo u r English siudies so far
why you wish lo do an intensive course.
Y o u r s s in c e r e ly .
C arol C om ts
Adm issions O ffic e r

Write the le tte r in 120 - 180 w ords in an appropriate style. Do n o t include a n y addresses.

61
Exam 3 Part 2
Units 1-13

W rite an answer to o ne o f the questions 2-4 on this page.

W rite yo u r answer in 1 20 -1 8 0 w ords in an appropriate style.

Your Fnglish teacher has asked you to w rite a story fo r yo u r school magazine. The story
m ust end w ith the words:

I expected my boss to be really annoyed, but she couldn't stop laughing.

V/rite your s to ry in 120 - >80 words.

You w o rk fo r the new o w n er o f some self-catering holiday apartm ents. Holiday-makers

staying a t the apartm ents w iil w a n t to know w here to go lo buy th e ir fo o d supplies -
the local street m arket o r the superm arket. The o w ner o f the apartm ents has asked
you to w rite a re p o rt, describing the benefits o f each place and saying w hich you
w ould recom m end and w hy.

Write yo u r re p o rt in 120 - 180 w ords in an appropriate style.

The fo llo w in g announcem ent recently appeared in a young people's magazine:

Experts say th a t many students do badly at school

because they do n 't know how to study .

W h a t d o y o u think?
Send us c n a rficie g iv in g us yo u r suggestions.

Write yo u r a rtic le in 120-180 words in an appropriate style.

62
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 EXAMINATION FOR 1ΉΕ CERTIFICATE OF COMPETENCY IN ENGLISH
F U U N AM E YOU'l
IPKINT>- SKW A TU RE
T f ST NATIVE TODAY S
CENTER iA N Q U A C E O AT l
EXAM PLES
W ftONC IM PO R TA N T DIRECTIONS FOR M A R K IN G A N S W E R S
»oaoo Use 8 *'2 |* o ft) p e n c il only.
W RONG
O ft NO Γ u se 10 k o i l>8tlf>orU pens.
JO M a k e h e a v y b ia c k m a r k s th a t fill t h e c irc le c o m p le te ly .
W RONG E r a s e d o u r l y a n y m i ; sw »*r y o u w i s h to c h a n g e .
M a k e i i o s t r a y n w k $ o n i l -θ a n s w e r s h e e t .
WIGHT D o n o t fo lrl o r r.fc.-ise sh<t a n s w e r s h e e t
>0004 T h e e x a m in e r w ill tell γο<ι h o w to gri<l ι th e id e m / tic n tio n s e c t io n

LI STENI NG GVf i

A B C a e c A B C A B C A 8 C 0 A B C 0
1 . 0 0 0 l i O O O i i O C O « 0 0 0 m O O O O « O O O O
a u e A B C A B C A 8 C A 8 C D A ή C D
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A B C A 8 c A B C A 3 C A & C 0 A II c 0
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 POWER UP 5
UPPER INTERMEDIATE
A n innovative series for developing w r it in g , s p e a k i n g a n d l i s t e n i n g skills

Five stages: Beginner. Elementary. Pre-lnterrnediate. Intermediate. Upper interm ediate

Each u n it consists o f three parts: W riting. S peaking and Listening

The section com prises:
* WARM UP
a short lead-in to the topic
PRESENTATION
a rubric and a mode! composition, with word-length and language appropriate to the level
PLANNING & ORGANISATION
a clear plan for the com position, and tasks w hich show students how to organise
their writing
LANGUAGE & VOCABULARY
useful patterns, and tasks on lexical item s relevant to the w riting topic
PRE-WRITING ACTIVITIES
practical help to prepare students for the final piece o f w riting
W RITING ACTIVITY
a rubric Similar to the one in the Presentation section for students to p ro du ce their
own letter, story, report, description, discursive com position, etc.

The section com prises:

p a i r w o r k based on p h o t o s - com pare and contrast, express o pinio n /pre fe re nce

g r o u p w o r k - asking fo r and giving inform ation, m aking decisions, prioritising

« g e n e r a l d i s c u s s i o n - based on ideas related to the to p ic

USEFUL l a n g u a g e - gives to p ic vocabulary and id iom atic expressions

The section:
ro u nd s off cach unit w ith a test or tests providing practice in the follow ing skills:
m ultiple m atching, note taking, m ultiple choice. True/False, etc.
There is a total o f 26 L is te n in g Tests.

Com ponents
• Student's Book • A Writer’s Portfolio - free
• Teacher's Book with each Student's Book
• Cassettes/CD

-I--|-r--. PRESS
...agE.- T ·.
• &9ft0 X