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    Matura Leader Plus Level B2 PDF

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    Mónika Horváth

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    © All Rights Reserved
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    _—— ; Sie aos | HUNGARIAN MATURA Use of English, listening, speaking, reading and writing Matura Leader Plus by H. Q. Mitchell - Marileni Malkos Consultancy & Translation: Nagy Katalin Kornélia, Szabé Kinga aalan| mmpublications Contents Personal details, Appearance, Character traits and personality, Clothes, Feelings, Emotions, atitude Lmperatve, Present Simple vs Present Progressive, Frequency adverbs. tative verbs. Present Perfect Simple, Present Perfect Simple vs Past Simple, Present Perfect Continuous, since /fer/how long Unit 2:Houses | Kinds of iouses, Description of houses and ‘Articles, Plural nouns, This/That/These/Those, pal neighbourhoods, Parts ofthe house. Equipment and | Prepostions of time, Prepositions of place Prepositions ‘decoration, Actiitis inthe house, Property ‘of movement, Prepositions af manner, There / There ‘are, Word order Unit 3:Schoot __| School subjects, Educational system, Students and Personal pronouns J Possessive adjectives /Possessive p36 teachers, Studying at schoo}, Further/Higher education, _| pronouns, Possessive case, Reflexive pronouns, ‘Violence at schoo! Reciprocal pronouns, Other/Another, AIUBOtn/Nelther/ ‘None/einer, Double conjunctions Unit 4: Work p ‘Jobs, Kinds of obs and work, Departments in a company, Looking for ajo, Employment and the workplace ‘must / Rave to /need / should / ought to had better/ would rather /can / could /may might be able o/ would Unit 5: Family and social life» 64 ‘Periods of ime in people’ ives, Family members, Relationships, amily events and festival, Everyday ‘ctvities, Ways of spending free time, Lifestyles Past Simple, Past Continuous, Time causes, Used Past Perfect Simple, Past Perfect Continuous Unit 6: Food p 76 Food and drink. Quantity and packaging. Preparing food. Kitchen equipment, At the restaurant, Nutritional value, Health problems related to food. ‘Countable ard uncountable nouns Nouns without singular or plural, Some/anyino and their ‘campounds, How much.2/ How many..2/ much / ‘many /2 lot of lots of /a lite / tte /a few / few Comparisons Unit 7:Economy | Types of stopsand services, Products, Advertising, | Future wilshall, Future Continuous, p92 Complaints, Seling and buying. Banking Future be going to, Future Pertect Simpie, Future Perfect Progressive Unit@: Travelling — | Ro2d.ral air and sea transport, Accidents and Relative clauses, nitive, ng form and tourism (106 | emergencies, Types of hoidays, Accommodation, Tourism Unit 9:Artand | Artand culture, Films and theatre Literature, Danes and | Question Words (Who? Wha? Where? How.?) culture p 119 music. TV programmes and the press {Question tags, Indirect questions, Verbs with two ‘objects, Questions and question words ‘Sports and sportsmenisportswomen Sports events and ‘venues, ports equipment, Sports accidents and parts ofthe body, Unt pay ero Conditional, Conditional Sentences Type | Conditional Sentences Type 2, Conditional Sentences “Type 3. Mixed Conditionals. Unreal Past Health problems and diseases, Symptoms and treatment, Disability, Addictions, At the doctor's In hospital, Heath care specialists Passive voice, Causative form unit i2:Seience and technology 160 Research and science, Technological devices, Computers ‘and Telephones, Technical alures ‘Clauses of concession, Clauses of purpose, Causes of reason, Clauses of result, Exclamatory sentences. Climate and weather, Animals and plants, Landscape and ‘geographical features, Environmental protection, Natural lsasters, The universe Reported Speech Gtatements / Commands ane Requests / Questions), Special reporting verbs, Subjunetive The state and polis, The law, Crimes and criminals, Social problems and unrest Emphatic forms Inversion Practice Test p. 200 Grammar Section p. 212 Irregular Verbs & Appendices p.235, Speaking Bank p.241 Speaking Tips p. 244 ‘Transcripts p. 246 ere TTWT ta toga Ss CECT tui ‘Negative prefixes Idioms, Phrasal | Word bulding Muttipie choice ‘Completing sentences | informal etter verbs, Synonyms & Antonyms, | Open coze (Questions with two TruefFalseNot stated | (responding to an Verbs « prepositions options Invitation) Collocations, Compound nouns, | Error correction ‘True/False/Not stated | True/Fale/Notstated | Formal emaivitter Prepositional phrases, Adjective | Multple-cholce loze ‘Gap ting Matching halves ot | (giving information) suffixes sentences ‘Adjectives + prepesitions Open cloze ‘Gap filing Matchinghalves of | Formal emailfietter Collocations, Phrasal verbs, Words | Word building True/False!Not stated | sentences (equesting easly confused, Compound Muttiple choice Information) _adertves, Nouns from pnrasal verbs, Noun suffixes ‘Collocations, Phrasal verbs, Error correction ‘Questions with two Completing sentences | Formal emailietter Idioms, Words easly confused | Muline choice cloze ‘options “TruelFalse/Not stated | of application Multiple choice Parasal verbs 1dloms, ‘Open doze ‘Questions with two Matchinghalvesof | Article Collocation, Common prefixes, | Word bulding options sentences Verbs + prepositions, Intensiying True/False!Not stated | Multiple choice and softening adverts ‘Phrasal verbs, dloms, Words with_| Error correction ‘Questions withiwo | Truealse/Not stated | Post ona forum ‘multiple meanings, Binomials | Open laze options Matching halves of Multiple choice sentences Words easly confused, Phrasal | Multiple matching cioze | True/False/Notstated | True/Fale/Not stated | Formal emailer verbs, atoms Word butaing Multiple choice Muttipe choice ‘of complaint Phrasal verbs, Idioms, Collective | Multiple choice coze Multiple choice Gapped text Informal emai ‘nouns, Noun suffixes, Open cloze Gap fing Completing sentences | letter (ving advice! Verbs related to movement Information) Collocations, diam, Uncountable | Word building Gap filing ‘Muitiple choice Poston a forum ‘Rouns, Preposttional pases, | Multiplematchingcloze | True/Falsa/Notstated | Matching halves of Phrasal vers sentences Collocations, Phrasal verbs, Error correction TruefFalseMNot stated | Gapped text Post on a forum Idioms, Verbs Prepositions, | Open cloze Multiple choice | Muitiple cnoice Nouns Prepositions Words easiy confused Idioms, | Word building ‘Questions with two TruciFalseINot stated | Letter tothe edtor Phrasal verbs, Verbs related to | Multiple choice cloze options Summary sight Tiue/False/Not stated Words easily confuse Error correction ‘Questions with two Gapped text Formal emaivietter Adectves + prepositions Muttipie choice cioze ‘options Multiple choice (giving information) Expressions with come and go, Gap filing singular and plural nouns Idioms | Word builing | TruefFatse/Not stated | Gap filing Post on a forum Multiple cholce cloze Gap filing Gapped text Idioms, Words easily confused, | Word building Gap filing Gapped text Post on a forum Prarasal verbs Error correction Multiple choice Matching halves of sentences INTRODUCTION Orientation and approach Matura Leader Plus has been meticulously designed to prepare students for the B2 level of the Hungarian ‘Matura Examination. It is Intended to be used in schools under the guidance and instruction of a teacher. Its systematic and integrated approach helps build students’ speaking, listening, reading and writing skills, ‘The book consists of a variety of tasks and exercises that have been specifically formulated in accordance with the specifications set by the Ministry of Education, ‘The diverse, challenging and motivating nature of the ‘material engages students’ attention, enhances their learning and helps them prepare thoroughly for the exam. This preparation is further reinforced by the inclusion of practical tips and guidelines, which help students develop the exam skills and strategies which they require to excel in the exam. Although the primary objective of the book Is to effectively prepare students for the Matura Exam, its general educational orientation lies in providing them with the opportunity to acquire the language naturally so that itis of practical value ‘and may be used in reabiife situations, To achieve this, a ‘communicative learning approach has been employed, which aims to provide students with the opportunity to apply what they are learning in meaningful contexts, The organisation of the units ‘Matura Leader Plus features 14 independent units of engaging content. All topics specified in the Matura Syllabus are covered. Each unit is based on a different topic and is divided into seven sections: + Vocabulary Reference At the beginning of each unit, there isa Vocabulary Reference, which lists all the necessary topic-related vocabulary. It has been divided into comprehensive categories and sub-categories, which makes it easy for students to locate topic-related vocabulary. Each lexical item is accompanied by a Hungarian translation, which enables students to use this list as a quick and effective learning ald, Students are also provided with a Vocabulary CD, which Includes all the words and phrases in the Vocabulary Reference, thus enabling students to listen to the pronunciation of all the lexical items on the list. + Vocabulary Practice The book places great emphasis on vocabulary building, Vocabulary acquisition is achieved through providing a variety of exercises which facilitate consolidation through the recycling and revision of key vocabulary items. These exercises deal with different word groups such as collocations, phrasal verbs and prepositional phrases, and include various tasks such as matching, 4gap-filling, word-building, grouping and multiple-choice activities. + Use of English This section includes two exam-oriented tasks and gives students the opportunity to practise both the grammar and the lexical tems that are covered in the unit. Students are also provided with tips which are essential for the effective handling of exam-oriented tasks. + Listening Comprehension Practice ‘This section includes topics for discussion and/or ‘warm-up activities which prepare the ground for the ‘examination tasks that follow. In this section, students are provided with tips which facilitate the acqui of the strategies and skills essential for the effective handling of exam-oriented listening tasks. In addition, the vocabulary booster section found here aims at helping students expand on their vocabulary in lexical areas such as phrasal verbs, prepositional phrases, Idioms, derivatives, ete. ion + Reading Comprehension Practice This section also includes topics for discussion and ‘warm-up activities, which prepare students for and put them in the right frame of mind to deal with the topics, covered in the exam-oriented reading texts that follow. ‘The exam tips that are provided in this section facilitate the acquisition of strategies and skills that are essential for the effective handling of reading tasks. At the end of the section, students are given the opportunity to givea personal response and/or elaborate on the topics covered in the reading texts. In addition, the vocabulary booster sections found here alm at helping students expand on their vocabulary in lexical areas such as phrasal verbs, prepositional phrases, idioms, derivatives, etc. + Writing Practice ‘This section includes topics for discussion which prepare the ground for the various writing activities that follow. Students are provided with a sample email, letter, article or post on a forum, which serves as a ‘model and famniliarises them with various aspects of writing such as purpose, audience, content, text organisation, register and style. Each unit has a specific learning objective in mind and the range of activities that follow provide students with the opportunity to practise aspects of the writing process such as brainstorming, the use of linking words/phrases and achieving cohesion/coherence. Students are then given an exam-oriented writing task that follows the examination format (either Task A or Task B). This task provides students with the opportunity to practise their writing skills, revise the language introduced in the unit and expand on the topic. Students are also provided with a suggested plan, which includes useful phrases! expressions and tips. + Speaking Practice ‘The oral activities presented in this section are structured in accordance with the tasks found in the Matura oral examination. All three assessed parts of the oral examination are included, Stuctents and teachers are given examples of the three tasks, each connected to the unit topic. Other sections in the book Test There is a complete test which is Identical to the Matura examination to fully familiarise students with the format of the test, + Grammar section ‘This includes explanations of particular grammatical structures, together with examples and tables. Introduction—ase 5 + Appendices ‘The three comprehensive appendices include a bank of knowledge about English-speaking countries, prepositional phrases as well as verbs, adjectives and nouns with prepositions. They are to be used as a reference to aid and facilitate the learning process. + Speaking Bank and Tips This section contains useful phrases and expressions to, ‘enhance oral expression as well as guidance and tips on how to prepare for and handle the oral examination. + Listening transcripts Students are also provided with the transcripts for the listening activities. These are intended to be used after the listening activities have been done in class. In their own time, students can use these transcripts to focus on or analyse vocabulary and/or structures that may have caused them difficulty when they were doing these listening activities in class. Components + Student's book + Student's CD The numbers next tothe symbol 9) throughout the book indicate the corresponding tracks onthe ‘Student's CD. + Teacher's book + Class CDs Pray Key Vocabulary Personal details Személyes adatok citizenship allampolgarsg ethnic origin etnikai hovatartozis first name Kkeresztnév gender neme sumame vezeteknev male/female térfi/n6 marital status: single / married / separated / divorced / widowed csalédi allapot cegyedtlalio/hazas /ktlon els /elvalt/ oavesy nationality nemzetiség next of kin legkézelebbi rokoit nickname becenéy permanent / temporary address allando / Ideiglenes lakcima place of residence lakohely Pseudonym ainey spouse hazastars Appearance Kiilsé tulajdonsdgok 2 beautiful/ prety / good-looking / altractive / ordinary-looking woman gyonyord/csinos /szemrevalé / ‘vonzé /atlagosné ‘achudby / plump / overweight / obese Person duci/telt/talstilyos/elhizott szemely fair dark/ pale tanned complexion vilagos /sotet/ sapadt / bamnasareszin ‘handsome / well-built man jokepa / Jovagasu fer skinny /thin person vézna/sovany szomely aslim/ slender woman vékony /karcsiiné a woman of average / meaium hefght atiagos /kozéptermetiino have good looks jélnézki How much does he/she weigh? Mennyia salya? / Hany 1il6? ‘mat does he / she look lke? Hogy néz Ka? younger /older than he looks flatalabbnak /idésebbnek atszika koranal age életkor newborn baby / infant / toddler / adolescent / teenager / adult / middle- aged /elderty uszilott/csecsem6 / totyoge kisgyerek /kamasz/tizenéves / felnétt/kézépkori/id6s inhis her 20s/30s ahuiszas /harmincas évelben jaro bulla testatkat athletic / broad-shouldered / muscular / lanky stocky sportos/széles val / amos /hérihorgas / zamok birthmark anyajegy scar sebbely,forradas eyes szemek brown /biue /green /hazel/ bright bara kék /26ld / mogyorésztnt/ragyog® face arcforma round / oval long /thin kerek/ovalls/ hosszikas / keskeny beard / moustache szakll/balusz dimples / forehead / cheeks / chin / eyebrows godrécskék/ homlok /orca / all/szemoldox freckled / wrinkled szeplds /rancos pimples /spots /acne mitesszer /foltok/ pattands broad /tightJipped smile s2éles mosoly / Osszeszoritott szdjumosoly hair aj blonde / dark / air / ed / grey ! dyed szoke | sotet/ vilégos szke / vors/ 082 /festett short/long / straight / curly / wavy / spiky / cropped / shoulder length | mediumlength rovid/ hosszit/ egyenes/ ‘gOndor / nullamos /tiskes /rovidre nyitt/ valligér6 /féthosszit fringe / ponytail /centre-parting/ side parting / bald / wig frufru/lofarok/ kozépen elvalasztott/oldalt elvatasztott/ kopasz /paroka big /small/long//snub / pointed nagy / Kicsi/hosszi/ftos /heayes Character traits and personality Bels6 tulajdonsagok és (isthonest dszinte,becsilletes / becstelen Gmmature érett/éretlen (inpatient tirelmes /tarelmetien impolite udvarias /udvariatlan (inactive aktiv tétlen (insincere 6szinte,nyilt /nem dszinte Gresponsible felel6s/elelotien (unpredictable kiszAmithato/ Kiseémithatatlan (undreliable meghizhaté / megbizhatatlan absent-minded sz6rakozott adventurous kalandvagye, vallalkozo aggressive agressziv ambitious / driven becsvagy6 /torekvé boring / dull unalmas/tarasaté bossy tranyitgato,fonokoskodo brave bator calm relaxed nyugodt caring gondoskodo charitable jotekony cheerful vidém childish gyerekes clever okos committed elkételezett compassionate konyoriletes ‘confident magabiztos,bizakodo consistent kovetkezetes coward gyava creative kreatiy, letauis determined eltdkelt easy-going kenyeimes,nyugodt,laza fearless (élelem nélkOll, rettenthetetlen flexible rugalmas forgetful feledskeny ‘generous nagylelka hard-working dolgos,szorgalmas havea sense of humour jéhumori, van humorérzéke helpful segitokész hot-tempered indulatos.ingeriekeny humble alazatos indecisive tétova.tétoviad Independent fOggetlen Inteligent inteligens értelmes Inventive taldlékony,leleményes Inrtable ingerlékeny jealous féltékeny kind keaves lazy lusta ‘mean zsugori hitvany messy rendetlen miserable boldogtalan,csalédott moody rosszkedvi moral erkolesos narrow-minded / open-minded sztiklatokbra széles atokora ‘outgoing tarsasagkedvelo perfectionist maximalista proud baszke punctual pontos reasonable észszert rebellious lazadd reserved tartézkod6 rude goromba,udvariatlan self-confident magabiztos selfish nz6 sensitive érzékeny serious komoly_ shy szégyenlés sociable tarsasagkedvelo spoilt elkényeztetett sporty sportos strict szigort stubborn makacs talented tehetséges talkative beszédes trustworthy megbizhato understanding megérté Clothes 6itézék anorak anorak braces nadragtarte colar galler contactlenses kontaktlencse flipflops strandpapues loves Kesztya hooded sweatshirt kapunis puléver overcoat nagykabat Polo neck garbonyakt ylamas pizsama sandals szandal scart sal slippers papucs suit etteny swimming trunks uszonadrig swimsuit fardéruha tie/bow te nyakkend6 csokomyakkend6 tights harisnyanadeag tracksulttreningruna trainers edzBcipo underwear alsénema wellingtons gumiestzma 2ip cipair Describing clothes Ottdzékletrésa appropriate for the occasion alkalomoz io viselet baggy busavos designer / expensive {second-hand markés,felkapott /dréga / hasznalt faded katakult,koptatott formal smart / elegant alkalmi /esines / elegans kitted kotoet long'sleeved / short-sleeved / sleeveless hhoss2i uj /rOvid uj ujatian ripped szakadt tight‘itting /loose-fitting testhezAlle, feszes /b6 szabastt laza Materials Anyagok cotton pamut denim farmeranyag fur szorme lace csipke leather bor linen vaszon faylon nejion rubber gumi silk selyer Wool woollen gyapit. yapluszovet Patterns Mlintak/ Mintézat checked kockas dotted pottyos floral virdgos plain. minta neti, egyszind striped csikos Feelings, emotions and attitude érzelmek és hozzallas approving / disapproving jovahagyo / rosszallé, helytelenit6 admire csodal ‘adore Imad, csodal ‘angry /furious mérges/ dhs annoyed bosszs anxious aggode appalled elszbrnyedt,elborzadt bbe a fan of / be fond of / be into /be keen fon rajong vmiért /nagyon szeret vit / odavan vmniért/lelkesedik vmiért beashamed of szégyell vmit be attracted to sb vonzodik viihez be hopeless at reménytelen viniben, nem jovmiben beinthe mood for /to vnilyen ‘nangulatban van bored unatkozik, unatkozd canttstand kinem llhat confused zavarodott, osszezavart delighted / pleased boldog /elégedett depressed levert devastated zaklatotfeldilt disappointed csalédott ‘embarrassed zavarban van, feszélyezett excited izgatott coxhausted Kimeriit {all ntove szerelmesiese fancy tetszik,kedvére van fed up with elege van, torkig van vmalvel, vkivel find common ground ké2dsnevez6t tala frightened / scared / terrified veruit/ ijedt/megtélemitett frustrated trusztrait get on well with jé1kij6n vkivel ‘grateful alas hate gyaiol indifferent k6zémbés lnrtated irtatt,bosszankods lonely maganyos long for sb/sth vagyik, vigyéctik vmire look up to sb tiszteletelfelnez vkire lose one's temper kijona sodrabl, elveszitia turelmet ‘miserable boldogtalan, csalédott ‘moved meghatott nervous ideges. ing overwhelmed tulterhelt passionate szenvedéiyes respect tisztel,respektal shocked megdabbent,soktelt surprised / amazed meglepett/ ‘meghdkkent sympathy rokonszeny,egyiittorzes take an interest in érdekidik vi irant take pride in biszke vmire thrilled izgatott, lenyigezott worried aggode Idioms Kifejezések be on top ofthe world felspannolva be out of sorts kimeratt, tract drive sb up the wall azidegeiremegy vkinek, megorit vt feel blue szomorkodik sive sba hard time nehézhelyzetbe hoz have mixed feelings vegyes érzelmel vannak jumping for joy ugral romében Vocabulary Practice & A Label the pictures with the phrases in the box. checked shirt cotton T-shirt denim jacket dotted top floral blouse furcoat lace dress leather jacket linen shirt nylon anorak plain Tshirt rubber wellingtons silk blouse striped Tshirt woollen jumper Patterns Materials birthmark fair centre-parting muscular tanned handsome average smile talkative spots Appearances can be deceiving | got talking to an incredibly (1) ‘man at last week's school reunion, He had short (2)______ hair and his green eyes contrasted perfectly with his (@)_ ‘complexion. He was of (4) height and hada) _ body. He was very friendly and (6)__ but when he told me his name was Norman, | couldn't remember him at all, That was | until he turned around and | saw the (7)_ on the back of his neck. Itwas Norman the nerd from the first row of Mathematics! He used to have long hair with a(n) (8) and his skin used to be covered in (8) When he turned around again, | gave him my broadest (10) realised that | wished | had befriended him back at school. Suggested expressions ‘The person Im describing Is (rather/quite)../ He/She has got... He/She is wearing.../is dressed in.../is in his/her teens, | would lke to talk to. because he/she seems to be.. 7 Vocabulary Practice ‘Arete following traits positive or negative? Write P for positive or N for negative, Then choose three traits that describe your character and give examples of how you display these traits. toguenes LL] undies EY 2. bossy Oo vom Fl 3 brave G1 contaent 4 jealous go 14. creative [J 5 calm Os cetermnea E] Gabsentminded E] 16 easy-going E] nun [] uncut J 1B. geneous EJ 20. moo — EY Z.adventurous 8 cheerful 9. childish 10. stubborn Oooo! [ ee 1. Alanis such a___ person. You can always depend on him, alazy «selfish b reliable d.reserved 2. He was too _ to talk to anyone at the party so he left early and went home. creative cshy b.caring d. flexible 3. It’s difficult to be__when you are stuck in traffic. a honest patient b. unpredictable 4, Danny really loves making new friends. He’s such a___child, stubborn a. sociable c.reserved bshy punctual 5. Young people today must be__if they want to get a good job. They need to be able to adapt to new situations. a.lazy rebellious b.flexible d. irresponsible 6. When David turned twenty-five, he got a good job ‘and became financially ___. a.rebellious c.caring bureserved d. independent 7. Tony isn't particularly _, which is his biggest flaw. He finds it really hard to get anywhere on time, a, punctual c.easy-going creative d. honest x Adee pretines ino, (nein formthe opposites of theadectives. 1. __scthe &.__polte 2. decisive ——=9.__predictable 3.__dependent 10._réasonable 4. texte 11,__reiale eon 12.__responsie mature 13,__sincere 7.__patient §——44,_sociable You never know what Fiona is going to do. She is totally a.caring c.socable b.reliable 4. unpredictable Harry isas_as a mule; although he knows he’s wrong, he refuses to change his mind. a.lazy punctual bshy di stubborn Debbie, ike most teenagers her age, is very ‘She doesn't listen to anybody and itis very hard to make her obey rules. a. rebellious c.caring b. patient d. punctual twas very __ of the babysitter to sit inside watching TV while the children were outside playing inthe swimming pool. a.sensitive chonest b.irresponsible — d. caring Rose is very __. She doesn't. show her emotions or talk about her problems. a. flexible b.creative c.reserved d. easy-going Pm Ml Use of English G Savoncconmnmmaneine PL es Vocabulary Practice 1. 'm going to book an appointment to see the doctor because I've been feeling out of sorts all week. screaming. Alter scoring the winning goal in the cup final, | was on top ef the world, My sister has had her friends around the house all day and they have been driving me up the wall with their When I'm feeling blue, | try to think of all the good things I have in my life, and that cheers me up. 5. know the exams are coming up, but | just wish my parents would chill out a little and stop giving me a hard time. whether | would do a good job. | had mixed feelings about being made class president. | was immensely proud, but also nervous about 7. My mum jumped for joy when she heard that | had been offered a place at Manchester University. 1. 1am so excited about 2. What makes me depressed is 3. I'm really frightened of 4. Iwas extremely surprised to hear that 5. Iwas 50 embarrassed when 6. I'm really irritated by A erent MAKING NEW FRIENDS? With the extensive use of social media on a (0) ___ dally __ ay) basis, searching profiles of people we share common () (character) with has become a popular way of making, new acquaintances. The first thing we notice is the user's profile picture, one which will show them at their best Just as ina face-to-face encounter, looks are what lead us to the (2) (decide) of whether we will proceed with a virtual (3) (friend), which in the process may develop into a real one. Once a person accepts our (4) _—_ __ (request) for online friendship, we are allowed to enter a world of sharing (5) (feel) and emotions, likes and (6) ___ (ike) and opinions and 2) (believe). Emoticons are regularly Used to represent happiness and enjoyment or anger and (8) __(annoy), but without being able to see someone's body language, we can never be sure those are (9) _ (actual) the feelings they are experiencing at that moment. So, one has to wonder: how real can a friendship be when It Is based on looks and (10) (emotion) that may or, more likely, may not be real? Search Exam tip + Skim-read the text to get an idea of what It is about. + Read the text again, one sentence at atime, + Decide what part of speech Is needed to fil in the gap. The words to be formed will usually ‘be nouns, verbs, adjectives or adverbs, + Decide if the word to be formed has the same oF the opposite meaning of the given word according to the meaning of the sentence. + Remember that you usually need to adda Drefix and/or a suffix to the given word to form a derivative. Sometimes you might also ‘add an ending to the derivative (e.9-s after @ noun .-5,-ed, Ing after a verb, -er, -est after an adjective), Note, however, that you never: Need to make more than two changes to the siven word. * Make sure the new word and given word have ‘@.common root and that you have spelt the new word correctly, + Read the text again including the words you Used to fillin the gaps to see if it makes sense. Rr rr Use of EnSlish a 77 -humiend the text to et ane of wnat tis about _ fond he tet agin, oe sentence Reatane Reade whole sentence are t he words before and aft Grego asthere ay be cies traccouaretp you Not that wet tmesyouray fi es 9 trorsetences 00 «nto guess wat partof speech Thcsng anda the meaning ithe mining word Remembet ett therising words wil be Slama word prepositions areoune elary verb, ertles tining words: a nt vocabulary tem _Remumber hatter oly one You think hat 0 issing word. If pace will reno words ae stable Pato coose and writen one _Cpenktor accuracy oF rama’ a spel fad te texagain neuana the words you nave used ton the aps to see fakes Sens Did the need for seeing our own image in a public space start with reality TV and then move on (0)__!@ __selfies on social media sites? Children are turned into selfie stars from an early age by parents posting (1)__ photos on social media sites and the trend continues into old age. After all, what's the harm in posting (2)_____picture of yourself drinking coffee, with the caption, ‘It’s 5 a.m. and 1() drinking coffee while watching the sun come up?’ Isn’t it just a way to let your friends @ what's going on in your life and to entertain them? And how (5) photobombing? Doesn't jumping into other people’s photos show that you're media aware and (6) a sense of humour? Then there are the five-year-old selfie stars, living jet-set lives with their families just because they look cute. Adults who are fans (7) such young stars comment that their day is not complete without seeing their picture, and some say that they love them more than their own children. (8) these young children growing up taking pride in their fame and appearance and ignoring what talents and skills they may have? Are the parents ) harm to them or (10) it give them a way out of poverty and anonymity? POINTS FOR DISCUSSION FL Listening Comprehension Practice + Do you think that body language can communicate more than speech does? + What body gestures or facial expressions do you know of that might mean different things in different cultures? VOCABULARY BOOSTER 1. Dor't lie to me; | know you made up that story so dad would give you the car. 2.We fight, as every brother and sister does, but at the end of the day we always make up. 3. I's amazing how they managed to bring up such kind and thoughtful children, 4, She probably won't like you mentioning her mistake, so don't bring it up when you talk to her on the phone. 5. [sit the kind of event where you have to dress up in a suit and tie? 6. We wanted to dress up as a famous showbiz couple for the costume party, but Dan thought It was ridiculous. 7.No, don’t open the window. The wind will mess up my hair and it took me hours to get it ht 8. If he waits too long, he'll mess up his chances of securing the job. 9. I've been working in the garden all day, so | want to clean up before dinner. 10. I'm sick and tired of cleaning up after you, Jonathan. It's time you took responsibility for the mess you make. A Sinmesamec, Exam tip + Before you listen, read the Instructions carefully {0 learn what the text is going to be about, * Then read the questions and options and underline the key words. This will help you focus (on the more relevant parts of the recording, + During the first listening, listen for the key words. This will help you choose the correct option. * Check your answers during the second listening, Remember that you must pay attention to the ‘general meaning of what is said, not just to Individual words, RE 0. Wat does th spears abut tho ines ofthe aierc? 2 they aie sme plinth © They ort went oso ey ae ers € noteveronetawstow oie 1 wats tne man reson hat peop te wnt A. To fool people. Oo 2 Sour not touset someone €. They donthavea eeu prion 2. The speaker says that oO Alar tend to move thelr gaze away. B. people who are making up alte at that moment look upwards €. looking up means that a persons trying to remember something f 2 2 3, The stress caused by being interviewed by the police might make someone oO A telalie, B. avoid cooperation. C. embarrassed. 4, When people are questioned about a crime they didn’t commit, they may appear guilty because A they have actually committed a different crime. 8, they have something else to hide, C. they feel they have to lie. 5. Aperson is lying when they ‘A. change the details of a story or offer too many details. B. narrate a story with as few details as possible. C. insist what they say is the real story, 6, How does body language indicate someone is ying? A. Liars don’t know how to control thelr facial expressions. 8, Liars words and body movements don't agree. C. Liars’ body movements are not natural. _ Listening Comprehension Practice a — ‘Then read the incomplete sentences and the options and underline the key correct option. ee «Check your answers during the second listening. Remember that you must Pay attention to the general meaning of what is said, not just to individual words. TE 0. Sherif carried out the Robbers Cave 6. Atthe first meeting of the two groups, Experiment Sees A. insulting songs were sung, B, to see how people ina group LTE a ee relate to each other. 7. The Rattlers A. didn’t vant to eat with the Eagles. B. took things from the Eagle's cabin. 1. The two groups A. had to be balanced in the number of emotionally healthy boys. 8. The two groups became allies B. contained eleven boys each. A. by sharing pleasurable experiences, B. when faced with a shared difficulty that needed cooperation. 2. Atfirst, A. each boy was alone in a cabin. B, the boys thought that there was only one group. 3. In the first week, the boys of each | ‘group were encouraged to A. work together. B. swim and hike, 4, The two groups. ‘A. found out about each other by chance, B. were displeased that they weren't the only ones on camp. 5. In the competitions A, the winning team was given a cup. B. each member of the winning team was given a prize, Reading Comprehension Practice POINTS FOR DISCUSSION + Do you enjoy comedy sketches and stand-up comedians? What is it about their humour that you like? + Do you think that bad experiences can make for good comedy? How? , Se Exam tip «First read the whole tex rt emences earful to get better ea of vinat kind of information is missing in each gap. caotind the parts in the text that wil ep you complete the sentences, You may underline these pats «Make sure that you complete the sentences by filing the traps with one word only, giving relevant information fom aone et Some ofthe missing words will be exactly as inthe quickly for general understanding. % wsno secret that laughing is good for us. It ives our immune system a boost, reducing stress hormones and increasing disease- =a fighting antibodies. t relaxes ‘our muscles and strengthens our heart. Then, of course laughter releases feel-good hormones that make us feel happier. Humour helps us ride the waves offi’ ups and downs; t turns us into more 6359 {OIG people and breaks the ice with others However, what if humour doesrrt come naturally to you or you just don't get other people's jokes? What if you are an intensely serious person who finds life more tragic than comic or who is more likely to be ffeRempered anc fieeAy wen things go wrong than to sap your forehead and laugh? Can you lear to take lifeless seriously and tighten up? According to some comedians, people can actually learn to be funny. Perhaps not fall-off-your-chair funny, but at least able to admit that things are ridiculous rather than absolutely terrible. For those with a natural talent for being funny there are even stand-up comedy clinics where you can learn to be a comedian. Stand- up teachers turn the art of comedy into a science and 0. Laughter affects the level of dferent_ hormones, Humour makes us feel more 3. Itis possible to You can practice how to, . Having ‘The idea behind laughing yoga is that text, while others will be rephrased. . Have a laugh! design games to get students to be more creative such as ones in which they have to improvise. Students are given the tools to write great jokes even when they have a complete blank. However if you don't have your sights set on entertaining an audience but would simply like to laugh more, there are some easy ways to make every day more amusing, If youre feeling il or irritated, getting together with friends to watch a comedy could be just the thing to liven you up. Additionally, make sue thatif you have a tendency to see the B@SFEESIg side of if, you include funny people in your circle of friends, Funny people can influence you to find humour in the simplest of things. Rhod Gilbert, a Welsh comedian, manages to turn trying to buy a single baked potato ina supermarket into a filafiBUS sketch. Watching comedies and telling jokes is not the conly way to cheer us up and make us laugh. There are countless ways to lighten up a day, lke playing games with friends or doing fun activities like going swimming, paying board games or music with friends or playing with pets, For those that are serious about wanting to laugh, there are even laughing yoga classes, which are based on the idea that laughter is catching, in our bodies. 1 ________with peopte when there's an awkward meeting, 2. The writer wonders what someone can do if they don't'understand someone's how not to take things so seriously. If you are a stand-up comedy student. 4 ee ape EE 5, People can learn how to be funny even If they don't want to become, 6 friends can make simple things humorous. 2 someone laugh can make you laugh too. Reading Comprehension Practice VOCABULARY BOOSTER childish immature comic cal e2eyocng amusing. iarious ut kind pote mean. mannered infant creative. interesting toring, chaacteres itable serous, adit ht tempered, moody ae tao depressing B HETEXT DOESNOT SAY AGAINST ALL \Wen she was nineteen months od, Helen Keller EBA a sever ess hat eventual ft her wihout he sense of ght or heating, tao left her mute. Ths, however, did ret IRR! ne aby to love or be loved When she was six years old, Helen Keller's parents sought Alexander Graham Bell's advice regarding their daughter's, ‘education. As a result, Anne Mansfield Sullivan, a twenty- year-old teacher, arrived at the Kellers’ home in Alabama, Sullivan’herself had been both treated and educated at the Perkins institute in Boston, where she had partially recovered her sight. Helen Keller herself said that the most important day of her entire life was the one on which her teacher arrived. On their first morning together, her teacher gave her a doll and slowly finger-spelt the word ‘doll into the palm of her hand Using the manual alphabet. Helen found this finger play very interesting and immediately tried to imitate it. It did not take her long to form the letters correctly. However, she had no ‘dea that she was spelling words or that these words existed as representations of the objects that surrounded her. Ittook her several weeks, often filled with frustration, to Understand that everything has a name. One day, her teacher ‘trying to teach her the difference between ‘mug’ and ‘water’. Helen, unable to tell them apart, threw her doll in a rage and broke it into many pieces. Her teacher then took her to the well-house in the garden and placed her hand into, a cool stream. At the same time she finger-spelt the word, ‘water’ in Helen’s other hand. At this moment, the mystery of language was revealed to her and it was the beginning of her familiarisation with the objects around her. ‘Another difficulty Helen had to overcome was the meaning of abstract words such as ‘ove’. Her teacher finger-spelt the DDS word into her hand and Helen reacted by asking, ‘What is love?’ Anne replied by placing her hand over Helen's heart and said, ‘tis here’. Helen became confused and started asking lots of questions in order to discover what ‘love’ actually was, Unfortunately, despite her teacher's responses, she could not understand and became very impatient. A day or so later, when Helen was trying to string some beads of various sizes together, her teacher touched her forehead, and finger-spelt the word ‘think’. Helen instantly realised that, this was the name of the abstract process that was going on, in her head. In the same way, she tried to find the meaning of the word ‘love’. When the sun came out from behind a cloud, Helen insisted, 's this not love?" Anne turned to her and replied that love is something like the clouds that were in the ‘sky before the sun came out. "You cannot touch the clouds, but you can feel the rain’ she told her. In the same way, you ‘cannot touch love, but you can feel the sweetness that it pours, into everything.’ Helen immediately understood this beautitul ‘ruth and felt that her spirit was somehow connected to the spirit of her teacher and everyone around her. Reading Comprehension Practice 0, Asaresut other iliness, Helen Keller 4, The word love was difcult fr Helen to could hea, see or talk, understand because she couldrt touch it. IC] 1. Helen did not immediately understand 5. Helen's teacher finally made Helen what Miss Sullivan was trying to.d0 understand the meaning ofthe word ove! with the fingerspeling. when she compared ovetotheclouds. ESIC] 2, Miss Sullivan always managed to make 6. Finger-spelling words taught Helen how oO lessons satistying for Helen BO owmte oo Bo 3, Miss Sullivan felt bad when Helen got 7. Helen's teacher can best be described asbeing insensitive ao angry and broke her doll Exam tip «First rea the whole text quickly for general understanding. « Then read the statements and try to find the parts in the text that give the information included in the statements, You may underline these parts. + Now try to decide which statements express the same meaning as the information you have found in the text and which do not, A statement s TRUE when It expresses the same meaning as the information inthe text. A statement is FALSE when itexpressesa different meaning rom the meaning of the information inthe text. A statement is NOT POINTS FOR DISCUSSION MENTIONED when you can't be sure if its meaning is true or false based on what you read. + What traits do you think made Miss Sullivan +Read lined parts very carefully to mak a good teacher for Helen Keller? Se ee sure your choice Is correct. Remember that the « what types of personalities ae you attracted information and the statements are often phrased tothe most? Why? itferentiy. ora ME a, VOCABULARY BOOSTER Bars A about on at for from in of 1. After three weeks I finally recovered terrible cold. 2. How could you mistake George _his brother? They don't look anything like each other. 3. Our family consists six members. 4, The media have repeatedly praised her being active in the fight against child malnutrition. 5, Before your first job interview, why dort you Invest. a nice suit to wear? G.l warned you___Michae''s laziness, but you wouldn't listen. 7.Don't you think it's silly to waste money something you will only be able to wear maybe once a year? 8.lapologise __ shouting at you earlier; | don't react so well under pressure. 9. She's naturally shy, so you'll never catch her boasting ‘what she’s achieved. 10. Why are you staring that girl? Is it the first time you've seen someone who's dyed their hair purple? INFORMAL EMAIL/LETTER RESPONDING TO AN INVITATION POINTS FOR DISCUSSION + Have you ever sent an email or letter to a friend to refuse an invitation? If yes, what was the reason? I no, what reasons can you think of for turning down an invitation? + What kind of information would you include in an email or letter accepting an invitation? A Alison and Chomas are delighted to invite you > © F710 THEIR WEDDING N 3 August 2016 | at three o’clock in the afternoon | ye at Merry Lane Hotel 7 34 Merry Road, Bath oy DINNER AND DANCING TO FOLLOW. x RSVP (o alisonpinter@fhnet.com by 02.05.16 I Dear Alison, | Congratutat tothe wedding. ' ' { wouldn't miss t¢ for anything! And as your wedding falls durin lons! That's fantastic news. I'm really happy for you both and thanks for inviting me 19 my summer holidays, it will be off work. no problem for me to take time for you! Can you recommend a 848 or small hotel close to the wedding be booked out! Just a few questions location where I can stay? I imagine the venue itself will | ‘i rit id | Also, how formal or casual is the wedding going to be? I was just wondering how 1 shoul dress for the wedding. I have a long yellow summery dress I am considering wearing: Finally, do you have a wedding list for gifts or are you happy to take your chances with g choices? Really looking forward to your big day! uests’ Love, Which of the following does Sally do in her email? a. congratulate her friend , make enquiries about the dress code b. express her delight 4g. use contracted and short forms . accept an invitation ‘. use the last paragraph to elaborate on . mention what the purpose of her email is__the points mentioned in the previous €. use informal language paragraphs Writing Practice wit NN Croat 7a ‘an email/letter to a frien We write an informal email/etter to people we know, usually a family member or friend, Apart from giving [personal information about our lives, an informal email/ letter can also express our emotions (happiness, Joy, sadness, etc.) and can include an invitation, apology, request for advice, ete. GREETING Greet the person you are writing to. *Dear Bill, Hi Darin, Hello Mary, Dear Mumm, ‘OPENING PARAGRAPH Begin your emall/letter and say why you re writing. Use set phrases like: *How have you been? + Thanks for your last email/letter. *I haven't heard from you for ages Sorry | didn’t reply sooner, but. +l writing to tell you about. + Guess what! | have some exciting news. MAIN PART Phrases for the main part of the emailletter: ‘Accepting an invitation: + Thanks for inviting me.. Id love to come te +L wouldn't miss. for the world! + Thanks for the invitation. I'd be delighted to. *Yes, thanks. That would be great/wondertul Refusing an invitation: +1en afraid | can't come because. +it was nice of you to invite me but. +m auifully/terribly sorry but | have other plans.. +d really like to, but 'm already tied up. + Thanks For asking, but I'm afraid lm busy. Giving the reason: *You see. The truth/reason/problem is. The fact that | have to.. means that. *This will involve... which means that. Making a suggestion: + What about. + instead of... why don't we. s iF you like, we could. + What do you think abou How do you feel about. CLOSING PARAGRAPH * Waiting for your email/letter/reply. + I'ma looking Forward to heaving from you *Well, that’s all for now. I have to go. write soon. Writin Practice Exam tip When writing an email/letter to a friend: + Use the appropriate layout. + Organise it into paragraphs as shown in the plan, + Use appropriate expressions/phrases to express your emotions, give news, extend/accept/refuse an invitation, etc + Use informal language and expressions (e.g, well, of course, anyway, you know, by the way). + Use standard grammar and spelling conventions, Don't use forms such as wanna, CU L&R, etc, + Use short forms (eg. Im, don't), + Use exclamations (e.g. Guess what) and direct, questions (e.g. What have you been up to2) ye Writing Practice BB Feadte ema below and write the correct letters in the boxes. a. Are you going to be around bring it with me come to vist = b, Hopefully it will clear up for us to go camping f. Have you ever stayed there y . Are you til studying English literature 3g. 've always wantedto visit the Lake District. Neer! 4. Give my regards to your parents h. We haven't chatted in ages New email Dear Paul How are you? I[CT-1've been really busy with exams. Atast ve finshed and have some time tee, | was thinking of coming down to England next month. [EJ[-]? lt would be lovely to catch up. could bring my tent if you have time to go camping fora few days. What do you think? [EY]. | think there's a very good organised campsite there. EIT]? Anyway, let me know as soon as possibleit you are free so we can organise something By the way, how are your studies going? [EBL]?! ead a fantastic book recently that think you might ke. Ks about aman returing tothe Lake istrict atte ten years absence. It was surprisinal sipping. KIL] Ive been ceading alt lately, especialy asthe weather hasrit been so good. FA] Waiting to hear back rom you! I] Take care Marcus (Sour ttienaason has sent you the following imitation to a school reunion but you are not able toattend You are invited to Harrogate School's reunion ce at Rateliffe’s, Highgate » ‘on Saturday 12 November 8 pm.-lite Class of 1998 RSVP by Write an email of 120-150 words to Jason in which you: Begin your email ike this: Dear Jason, + thank him and reject the invitation, Sy + explain why you have to reject it, “give im a message to pass onto your other fends

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