1.

Use the expressions with “free”:

1. overly critical – free with one's criticism

2. the right to say what one wants – free speech
3. dropping without hindrance – in free fall
4. able to do whatever one wants – free as a bird
5. unrestricted situation in which everyone may take part – free-for-all
6. without, not containing – free from
7. costing nothing – free of charge
8. relaxed and informal – free and easy
9. treat without proper respect – make free with
10. freedom of action or expression – given free rein

2. Explain in English:

11. Atrocious — horrifyingly wicked.

12. Observance — the practice of observing the requirements of law, morality, or ritual.
13. to revert — to return to
14. curtailment — the action or fact of reducing or restricting something.
15. to contravene — offend against the prohibition or order of (a law, treaty, or code of
conduct).
16. condolence — an expression of sympathy, especially on the occasion of the death of a
person's relative or close friend.
17. pre-meditated — thought out plan (a crime) beforehand.
18. stubborn — person that is determined to do what he or she wants and refuses to do anything
else
19. portray — to represent or describe someone or something
20. verdict — an opinion or decision made after judging the facts that are given, especially one
made at the end of a trial
21. remorse — a feeling of sadness and being sorry for something you have done
22. lenient treatment — merciful or indulgent relation
23. to accord special privileges — grant advantages to an individual or group to the exclusion of
others and in derogation of common right
24. to score a victory — to achieve your position (ex. in court)
25. to open the floodgates — to remove something serving to restrain an outburst
26. ruling — an authoritative decision or pronouncement, especially one made by a judge.
27. solicitor — a member of the legal profession qualified to deal with legal matters.
28. tagging — the action of attaching an electronic bracelet to someone or something.
29. The Court of Appeal — a court of law in a federal circuit or state to which appeals are
taken. In England: a court of law that hears appeals against both civil and criminal
judgements from the Crown Courts, High Court, and County Courts.
30. The High Court — the supreme criminal court. In England: the court of unlimited civil
jurisdiction comprising three divisions: Queen's Bench, Chancery, and the Family Division.
31. The Home Office — the department of the British Government which is responsible for
things such as the police, broadcasting, and making decisions about people who want to come
to live in Britain.

3. Translate from Russian into English:

1. непредумышленное убийство – manslaughter

2. подделка – forgery

1
 3. клеветать – libel
4. мошенничество – fraud
5. поджог – arson
6. неосторожная езда – careless driving
7. растрата, хищение – embezzlement

4. Explain in English:

1. embezzlement — theft or misappropriation of funds placed in one's trust or belonging to

one's employer.
2. jaywalking — crossing the street unlawfully or without regard for approaching traffic.
3. fraud —criminal deception intended to result in financial or personal gain.
4. slander — the action or crime of making a false spoken statement damaging to a person's
reputation.
5. loitering with intent — to stand or wait somewhere with the intention of committing a
crime
6. mugging — an attack on someone in a public place in order to steal their money,
jewellery, or other possessions
7. libel — the illegal act of writing things about someone that are not true
8. trespassing — entering someone's land or property without permission.
9. parole — the temporary or permanent release of a prisoner before the expiry of a
sentence, on the promise of good behaviour.
10. revocation of a privilege — the cancelling or annulment of advantages by some
authority
11. littering — knowingly depositing in any manner litter on any public or private property
or in any public or private waters, without permission to do so.
12. kidnapping — the action of abducting someone and holding them captive.

5. Translate from English into Russian:

1) to be acquitted — быть оправданным

2) to be put on trial — попасть под суд
3) to be found guilty — быть признанным виновным
4) to be arrested — быть арестованным
5) to be found innocent — быть признанным невиновным
6) to be accused of — быть обвиненным в
7) to be sentenced to — быть приговоренным к
8) to be charged with — быть обвиненным в
9) to be convicted — быть осужденным

6. Explain in English:

1) pre-meditated - fully conscious

2) curtailment - fact of reducing or restricting something
3) condolence - an expression of sympathy, especially on the occasion of the death of a person's
relative or close friend
4) ruling - an authoritative decision or pronouncement, especially one made by a judge.
5) Solicitor - a lawyer who prepares legal documents
6) Barrister - a lawyer who has the right to argue cases in the higher courts of law
7) Tagging - attaching an electronic device to a person, animal or object so that the police, researchers,
etc. know where the person
8) Embezzlement - stealing money that you are responsible for or that belongs to your employer

2
 9) Jaywalking - walking along or across a street illegally or without paying attention to the traffic
10) slander - the action or crime of making a false spoken statement damaging to a person's reputation
11) loitering with intent - waiting somewhere with the intention of committing a crime
12) mugging - an attack on someone in a public place in order to steal their money, jewellery, or other
possessions
13) libel - the illegal act of writing things about someone that are not true
14) revocation of a privilege - the act of an entity giving up some, or all of, the privileges they possess,
or some authority taking those (privileged) rights away

7. Put the verb into the correct form, using gerund or infinitive. Sometimes either form is
possible.
1. 1. They denied stealing the money. (steal)
2. 2. I don’t enjoy driving very much. (drive)
3. 3. I can’t afford to go out tonight. I haven’t got enough money. (go)
4. 4. Has it stopped raining yet? (rain)
5. 5. Can you remind me to buy some coffee when we go out? (buy)
6. 6. Why do you keep asking me questions? Can’t you leave me alone? (ask)
7. 7. I refuse to answer any more questions. (answer)
8. 8. One of the boys admitted breaking the window. (break)
9. 9. The boy’s father promised to pay for the window to be repaired. (pay)
10. 10. Ann was having dinner when the phone rang. She didn’t answer the phone, she just carried on
eating. (eat)
11. 11. “How did the thief get into the house?” “I forgot to shut the window.” (shut)
12. 12. I’ve enjoyed meeting you. (meet) I hope to see you again soon. (see)
13. 13. The baby began crying / to cry in the middle of the night. (cry)
14. 14. Julia has been ill but now she’s beginning to get better. (get)

8. Fill in the gaps using a particle from the list (off, back, in, down, on, over, away, out). Explain the
meanings of the phrasal verbs.

1. These improvements will cut down on traffic noise.

2. When you’ve read this message, please pass it on.
3. People everywhere were passing out from the heat.
4. We are trying to cut back on the amount we spend on food.
5. He passed away in his sleep at the age of eighty-four.
6. “That’s rubbish,” Sue cut in.
7. Bill was upset about being passed over for the marketing job.
8. Our house is cut off from the rest of the town.

1. cut off = to sever, to separate; to stop communication

2. pass over = to ignore; to not give someone a better job
3. pass away = to die
4. Cut down = to reduce (size, amount), to lower
5. Cut in = to interrupt
6. pass out = to suddenly become unconscious; to faint
7. cut back = to reduce an amount, to decrease
8. pass on = to hand on, to give to the next person

9. Explain in English:

3
1. to revert – return
2. curtailment – reducing or restricting something (ex. human rights)
3. to contravene – offend against the prohibition or order of (a law, treaty, or code of conduct).
4. condolence – an expression of sympathy, especially on the occasion of the death of a person's
relative or close friend.
5. to entail – involve as an inevitable consequence.
6. pre-meditated – fully conscious
7. portray – to represent or describe someone or something
8. verdict — an opinion or decision made after judging the facts that are given, especially one made at
the end of a trial
9. The Court of Appeal — a court of law in a federal circuit or state to which appeals are taken. In
England: a court of law that hears appeals against both civil and criminal judgements from the
Crown Courts, High Court, and County Courts.
10. ruling – an authoritative decision or pronouncement, especially one made by a judge.
11. tagging – attaching an electronic device to a person, animal or object so that the police, researchers,
etc. know where the person
12. remorse – a feeling of sadness and being sorry for something you have done

10. Translate from Russian into English:

1) мошенничество – fraud
2) непредумышленное убийство – manslaughter
3) поджог – arson
4) клеветать – libel
5) неосторожная езда – careless driving
6) взять закон в свои руки – take the law into your own hands
7) буква закона – the letter of the law
8) быть выше закона – be above the law
9) рассадник сплетен – a hotbed of gossip
10) уголовная система – the criminal system
11) установить порядок – establish the order
12) закон джунглей, беззаконие – The Law of the Jungle

11. Fill in the gaps using a particle from the list (off, back, in, down, on, over, away, out). Explain the
meanings of the phrasal verbs.

1. The board of education’s aim is to cut down on the number of days that students play truant.
2. The human rights group is enraged that the prisoner has been cut off from his family and has been
prohibited from speaking to a lawyer.
3. The billionaire, a renowned philanthropist, left all his money to charity when he passed away.
4. The government’s decision to cut back on funding for state-run clinics met with widespread
disapproval.
5. When he heard the news, he passed out with the shock.
6. Please place your donation in the basket and pass it on.
7. We were driving peacefully along the road when this red car cut in on us, forcing us to slow down.
8. My sister, who is very highly qualified, took her employer to court for discrimination after being
passed over for promotion three times.

Translate (pp 136-138):

4
1. To be detained for – Быть задержанным за
2. Freedom of expression – Свобода выражения мнений
3. Freedom of association – Свобода ассоциации
4. Freedom of assembly – Свобода собраний
5. Freedom of movement – Свобода передвижения
6. To be involved in political or religious activities – Участвовать в политической или
религиозной деятельности
7. To oppose government policies – Выступать против политики правительства
8. To refuse to do smth on grounds of conscience – Отказываться делать что-либо по
соображениям совести
9. To be a prisoner of conscience – Быть узником совести
10. Political, religious or other conscientiously-held beliefs – Политические, религиозные или
иные убеждения, исповедуемые сознательно
11. To be jailed on the pretext that – Быть заключенным в тюрьму под предлогом того, что
12. To be arrested because of the connection with political parties or national minority movements
– Быть арестованным из-за связи с политическими партиями или движениями национальных
меньшинств
13. Actions undertaken as individuals – Действия, предпринятые отдельными лицами
14. Nonetheless – Тем не менее
15. To publicize human rights violations – Предавать гласности нарушения прав человека

1. Jim is always negative about other people's work he is far too free with his criticism.
2. The right to free speech is fundamental to democracy.
3. Life as a student can be very free and easy, without any of the stress and responsibilities of
working for a living.
4. Members are not required to pay an admission fee and can get tickets to all matches free of
charge. at the dub office.
5. When she was released by the new government after spending ten years in jail as a political
prisoner, she finally felt as free as a bird .
6. Susan was given free rein in choosing her staff for the advice centre, without having to get
approval from the board.
7. What started as a polite disagreement soon became a complete free-for-all, with everybody
shouting at the same time.
8. At last, Denise was free from her mother's interference in her personal life.
9. While his father was away, Tony made free with his father's car.
10. The price of the company's shares has been in free fall since they lost the important defense
contract.

1. Rachel is a (person beyond anyone's control) law unto herself, as she never takes any notice
of the office regulations and comes into work whenever she likes.
2. No one, not even the Prime can be (beyond the legal system) above the law - we all have to
accept responsibility for our actions.
3. Sid beat up the man who had stolen his car, so the police arrested him for taking (his own
steps to get justice) the law into his own hands.
4. According to the (strict legal rule) letter of the law ,parking her car outside the hospital
entrance was an offence, but the police let Mia off because it had been an emergency.
5. In politics, the (survival of the strongest) law of the jungle applies - only the most ruthless get
to the top.

1. You would be wasting your time taking this case to court. (point)
2. There's no pint in taking this case to court.
3. The former dictator gave no indication that he was sorry for his crimes. (remorse)

5
4. The former dictator showed no remorse for his crimes.
5. The police ended the fighting between the two gangs by arresting the leaders. (put)
6. The police put a stop to the fighting between the two gangs by arresting the leaders.
7. I didn't listen very carefully to the lecture on forensic science. (pay)
8. I didn't pay much attention to the lecture on forensic science.
9. The students voted to continue the protest against government education cuts. (keep)
10. The students voted to keep (on) protesting against government educations cuts.
11. The defence lawyer felt he had won the battle when his client was cleared of all charges.
(scored)
12. The defence lawyer felt he had scored a victory when his client was cleared of all charges.
13. When the players turned up late for training, the coach decided to get strict. (lay)
14. When the players turned up late for training, the coach decided to lay down the law.
15. I do not intend to spend my weekend writing up these reports. (no)
16. I have no intention of spending my weekend writing up these reports.
17. The company couldn't open a new office owing to a lack of funds. (prevented)
18. The company was prevented from opening a new office by a lack of funds.
19. I would rather not imagine what might happen if we forget our passports. (dread)
20. I dread to think what might happen if we forget our passports.

6

Taking liberties
Reading
Rights and wrongs 1 Look through this list of rights. With a partner
decide which three you think are the most important.
2 Can you name any places or times when people
have been deprived of some of these rights?
Multiple-choice questions
Paper 1 Part 2 A Read the texts and decide what connects them .
In many countries, people are detained for trying to
exercise their rights to freedom of expression, association,
assembly, or movement. Some are imprisoned because
they or their families are involved in political or religious
activities. Some are arrested because of their connection
with political parties or national minority movements that
oppose government policies. Trade Union activity or
participation in strikes or demonstrations is a common
cause of imprisonment. Often people are imprisoned
10 simply because they questioned their govemment or tried
to publiclse human rights violations in their own countries.
Some may be held for refusing to do military service on
grounds of conscience. Others are jailed on the pretext
that they committed a crime, but it is in fact because they
15 criticised the government. People who are imprisoned,
detained or otherwise physically restricted because of their
political, religious or other consCientiously·held beliefs or
because 01 their ethnic Origin, sex, colour, or language and
who have not used or advocated violence are considered
20 by Amnesty International to be prisoners of conscience.
Prisoners of conscience are held by governments in all
regions of the world; in countries with diverse political and
social systems. Some prisoners of conscience are held for
actions undertaken as individuals; others are part of a
2S group or movement. Some have spoken in direct
opposiUon to the government in power or the established
system or govemment; others have taken care to work
within their countries' political system but have been
imprisoned for their beliefs or peaceful activities
30 nonetheless,
136
THE RIGHTTO
vote
marry or get divorced ,_"
criticise the goyern!"!!!!."
have more than one child
drink alcohol --~
. have free education
F ;mjfreely
rd(iv~ar
, Th e killing fields
As Huoy and I watched, a thin, scrawny, middle-aged
woman put down the end of the hammock she had been
carrying, slung under a bamboo pole. The man inside the
hammock called out weakly, 'Don't leave me beh ind: But
5 the woman shook her head and trudged off down the
railroad track. After a moment of indecision the man
carrying the other end of the hammock abandoned it and
hobbled off. Noone went to the hammock to help the man. I
d idn'\. If we tried to carry him, we probably wouldn' t make
10 it ourselves.
What made it worse, what made it more appalling was
that somehow it was ordinary. You put one foot in front of
the other and you kept on walking. You heard the cries of
the weak but you didn't pay much attention, because yo u
15 were concentrating on yourself and your own survival. We
had all seen death before. In the exodus from Phum Chlea\',
the atrocious had become normal.
How fast man changes! How fast he sheds his outer
humanity and becomes the animal inside! In the old days-
20 only six months before - nobody abandoned the dead. Now
everything had changed. We had no more monks and no
religious services. We had no more fam ily obl igations.
Children left their parents to die, wives abandoned their
husbands and the strongest kept on moving. The Khmer
15 Rouge had taken away everything that held our cultu re
together, and this was the result: a parade of the selfish and
the dying. Society was falling apart.
 B For questions 1-8, choose the answer (A, S, C or D) 4 What point is exemplified by the references to
which fits best according to th e text. chi ldren and wives?
Text I A how society is held together
I The tcxt suggests that Amnesty International avoids B how Ihe strongest families survive
campaigning for the release of people who C women and their offspring don't care about others
A refuse to join the army of their country. Dour tendcncy to revert to basic instincts
S are not actually in a state prison. Text 3
C actively use terrorist methods. 5 The atmosphere at the demonstration is compared to
D arc victims of racial discrimination. A childhood experiences of wonder.
2 The word 'nonetheless' in Iinc 30 implies that people B the self-righteousness of political leaders.
who have kept with in mainstream politics C the harshness and severity of the government .
A are normally less likely to be imprisoned unfairly. D the anger of the crowd.
B should not criticise the government. 6 The attitude of the writer towa rds the crowd at the
C should be careful about what groups they join. cemetery is one of
D run greater risks than other individuals. A deep respect. C mild affection.
Text 2 S slight concern . D dissatisfaction.
3 When the man in the hammock was left beh ind, Text 4
A the writer called out to the ma n's companions. 7 What is the ultimate purpose of the documen t?
B the writer felt angry with the man's relatives. A to cla rify poin ts of international law
C the writer knew that the man had been left to die. B to propose new rules for national security
D the writer tried to persuade Huoy 10 carry the man. C to encourage the internat io nal promotion of
education
D to define what is meant by'human rights'
8 The first two Articles refer to
where rh{" wreilths were
THE VELVET being laid, but in the
A national legislat ion.
B the righ ts of ind ividuals.
REVOLUTION middle of a human
conveyor bel[ delivering C the responsibilit ies of governments.
BUT ,\lOST SURPRISIr>:G OF lS flowers 10 the front. As D racial discriminat io n.
all was the emotional cOllntless flowers passed
wave that r.1II through hand 10 hand O\'erhead, the
the crowd - nOt one of Ch,Ull began: 'Jsou 10 nase • Now, Therefore THE GENERAL ASSEt-'IBLY proclaims
S anger, or violcnt insolence, 1.br'lIle!' (These are our THIS UN IVERSt\ L DECLARATION OF HUt-tAN
or sclf-riglneouslless :IS 40 we,lpons! ) The national RIG HTS as a common standard of achievement for all
could be expectcd aftcr 'lilt hem, which still included peoples and all nations, to the end that every individual and
)'cars of reprcssion, blll a thc Slovak final verse and s el'er)' organ of society, keeping this Declaration constamly
w,\\'e of pcaceful happiness. melod)' at th,\{ time, rose in mind, shall strive b>' teaching and education to promote
10 Gcmly, joyfull)', positively around IlS. r will ncver forge! respect for These rights and freedoms and by progressive
happ)', the students ch:llItcd 45 the incredible discipline of measures, n;nional and international, to secure their
:lnd Ill:lde funny rh)'mcs. the crowd on that dark unil'ersal and effective recognition and obscn'ance, both
They Iii one anolher's 10 among the peoples of Member States themselvcs and
hillside: [he self-control, the
candles. They .Ipologised peacefulness, the sense of among the peoples of territories under their jurisdiction.
I~ for :lccidemally stcpping 011 civilisation,
e:lch OIher's fcct. It was an Articlt 1.
intensely Hl1im:llc State of All human beings arc born free and equal in dignity and
:llmost childlike 1II:1f\'C1 :lnd rights. They arc endowed with reason and conscience and
wonder, which W:lS to Ix should act towards one another in a spirit of brotherhood.
20 repeated again and :lgalll
Artidc 2.
in the days to come .. , [
IS Everyone is entitled to all the rights and freedoms SCT forth
doubt if .Il1Y of us will ever
in this Dccbr:uion, \\~thout distinction of any kind, such as
be privileged enough to
race, colour, sex, language, religion, political or other
experience something like
opinion, naTional or social origin, property, birth or other
1'S th:1I again.
status. furthermore, no di51in((ion shall be made on the
By 4 p.m. the light WilS 10 ha5is of the political, jurisdictional or illlernational status of
growing dim, and we the coulltry or territory to which a person belongs, whether
marched to Vysehrad it be independent, trUSt, non-sel!:gO\<erning or under any
cemetery, We were nowhere other limitation of ~overeignt}'.
30 nca r the front of the crowd

1 37
Comprehension C Answer these questions about the texts.
I What is the purpose of each text and how is this reflected in its style?
2 What aspects of human nature and our behaviour towards each other do the texts
portray?

Vocabulary D Find words or expressions in the texts that are similar in meaning to the words
below.
to give the public information about something (text 1)
2 varied (text 1)
3 walked with difficulty (text 2)
4 lets something fa ll off (text 2)
S fo rceful curtailment of freedom (text 3)
6 nearly dark (text 3)
7 try very hard to achieve something (text 4)
8 legal authori ty (text 4)

Expressions with free E Match the expressions 1- 10 with their mean ings a-j, then complete the sentences
\Ising the correct expression.
frce from a the right to say what one wa nts
2 frcc with one's criticism b overly critical
3 free of charge c unrestricted situation in which everyone may
4 frce speech take part
5 frec and easy d freedom of action or expression
6 in free fall e able 10 do whatever one wants
7 make free with f costing nothing
8 free as a bird g relaxed and informal
9 give free rein h treat without proper respect
10 free·for·aU , without, not containing
dropping without hindrance
I If you pay by credit card, you will gel a discount and delivery will be _____
2 Th is is pure orga nic apple juice and it is all additives and
preservatives.
3 Don't be nervous about meeting my parents - they're very ________
and they'll really make you feel at home.
4 The stock market took the news very badly, and shares have been ___ __ _
and have dropped to a th ree·year low.
S When he left school, he had months of holiday ahead of him and he felt

6 What started as an argument between those two men at the ba r turned into a real

7 Paul was with the plans for the opening ceremony.

8 If you tidy up. l won't tell Maddy that you her make up and
jewellery.
9 ________ does not mean the right to shout 'Fire!' in a crowded cinema.
10 She is always and never has anyth ing positive to say.

138

Language in use
The j ury's out
1 Discuss what kinds of punishments would be
suitable for these crimes .
blackmail manslaughter libel arson
reckless driving fraud forgery
2 Are there any crimes in your country that receive a
great deal of media attention?
3 Can you think of any crimes that are seen as less
serious than they were in the past?
Structure
Gerunds and infinitives
A Read the text and answer these questions.
I Do you think Owen was in any way justified in
shooting Taylor?
2 If you had been in the jury, would you have found
Owen gui lty or not guilty?
3 What do you think the jury decided? Turn to page
180 to see if you were right.
B Look through the text again and find examples of a
gerund
I after a preposition, e.g. Th ey left til e hotel wit/101I1
payillg rile bill.
2 after a verb, e.g. He elljoys skiillg.
3 after a possessive pronoun, e.g. Do YOlllllilld Illy
smoking?
Reaching a verdict can be an extremely difficult and
complicated process, and juries sometimes have to
balance a sense of justice against knowledge of the law.
Take the case of Stephen Owen, whose 12-year-old son
5 Darren was killed after being knocked off his bicycle
and crushed by a lorry. Mr Taylor, the lorry driver, left
the scene without reporting the accident. The police
tracked him down, only to discover that he had never
had a driving licence. Mr Taylor showed no remorse for
'0 what he had done, which greatly distressed the family.
He was sentenced to 18 months in prison for reckless
driving but served only twelve months.
Stephen Owen could not get over the death of his son.
He was shaken by how quickly Taylor had been released
,~ from prison. When he discovered that Taylor had not
stopped driving after his release, he wrote a letter to
the Queen to ensure that the ban was enforced. Owen
let the event take over his life entirely, becoming unable
to lead a normal existence. He traced Taylor to his
20 home in Kent, and confronted him in the street. With a
sawn-off shotgun, he fired tvvice at Taylor at point blank
range, hitting him in the back and his common-law wife,
Alison 8arratt, in the arm. They survived, but Owen
was charged with attempted murder.
25 At his trial, the prosecution said that his shooting of
Taylor had been pre-meditated, but Owen claimed to
have fired the gun in a moment of near insanity. At the
end of the trial, the judge told the jury: 'Any parent
must feel sympathy, understanding and compassion for
30 a father or mother who receives a phone call only to
hear of the death of a child.' But he warned the jury not
to be swayed by understandable sympathy for Owen
and advised them to concentrate on whether Owen had
any intent to kill at the time of the shooting, regardless
3~ of what had happened beforehand.
139
 C Look through the text again and find examples of an infinitive
I after a modal verb, e.g. He couldl/'t wake lip the following moming.
2 after verb + object (without to), e.g. My paretlts made me practise the pi(ltlo every day.
3 after an adject ive, e.g. She said sile was willing to help me.
4 after a verb, e.g. She decided to tum over a new leaf
5 after a verb + object, e.g. He persuaded them to retllm.
6 after a noun, e.g. He has a great determination to s/lcceed.
D Use either the gerund or infinitive fo rm of the verb in brackets to complete the
sentences.
Of course I'm disappointed, bu t I have no intention of ___ (give) up the fi ght.
2 I wish she would leave him. I can't bear ___ (see) them together.
3 The Minister's terribly stubborn. It 's no good _ _ (try) to change her mind.
4 My parents were very strict. They didn't let me ___ (stay) out after midnight.
5 Full membership entitles you _ _ (use) the pool at any time.
6 This co mplicated journey entai ls ___ (travel) across more than 300 miles of desert.
7 Of course you ca n come and stay. We'd be delighted ___ (see) you.
S Good salesmanship requires the abilit y _ _ (develop) cordial relationships with
your clients.
9 I'd definitely take the job. You'll have a great o pport unity _ _ (improve) your skills.
10 Fred's constant _ _ (sing) became an irritation to them all.
E The infinitive can be used to express purpose or result. Read the exa mples and answer
the questions.
Examples
The police tracked him down, only to discover th at he had never had a driving licence.
He wrote a letter to the Queen to ellsllrethat the ban was enforced.
1 Which of the infinitives indicates doing somethi ng in o rder to achieve someth ing?
2 Which phrase suggests ' in the end, this is th e way things turned ou!'?
F Complete the following sen tences with your own ideas, usi ng an appropriate infinitive
to express purpose or resu lt.
I We came back from ou r two week holiday ________
2 She studied hard _ _ _ _ _ __
3 He entered parliament at the age of 19 _ _ _ _ _ __
4 I phoned the doctor _ _ _ _ _ __
5 Em ily opened the letter _ _ _ _ _ __

G In the fo llowing pairs of sentences, discuss whether the verb should be in the infinitive
or gerund. What is the difference in mean in g?
1 a I regret _ _ (say) that we have decided not to offer you the job, but thank YO ll for
the interest you have shown in the company.
b I regret _ _ (say) that I didn't like Rachel's new boyfriend. She got offended and
now she won't speak to me.
2 a Don't worry too much about the result - we did ou r best. We try _ _ (win) and
that's all that anyone ca n ask.
b Won't the car start? OK, have you tried _ _ (clean) the spa rk plugs? That
sometimes does the trick.
3 a He disti nctly remembered _ _ (see) Jane on the way back from work because she
was wearing gold boots and a brigh tly-coloured jumper.
b Peter's mother was delighted that he had remembered _ _ (send) her a birthday
card.

140
 4 a The professor mentioned Botticelli, and then went on ___ (talk) about some
of the other fascinating figures of the Renaissance.
b Our new boss wen t 011 _ _ _ (talk) abollt himself for hours and hou rs, and in
the end it gave me a headache.
S a I'll never forget _ _ (see) the Taj Maha l for the first time - it was one of the
most magical experiences of my life.
b Mum was angry with Dad for forgetting _ _ (lock) the back door because
anyone could have just walked in.
6 a We've done eight hours driving since luncht ime. I think we ought to stop _ _
(have) something 10 eal soon.
b They stopped _ _ (go out) in the evening when they had their first child, and
they didn't see their fr iends so often either.
7 a I dread _ _ (think) what Alan's going to say when he sees what you've done to
the car. You know how proud he is of it.
b Claire d readed _ __ (have) to see her ex- husband again in court because she
knew there was a da nger of his getting violent.
8 a I meant ___ (send) him a letter of condolence, but I never got round to it.
b If yOll do join the Navy. it'll mean _ __ (be away) from home for months on end.

Key word transformations

Paper 3 Part 4 H For questions 1-8. complete the second sentence so that it has a similar meaning to
the first sentence using the word given. Do not change the word given. You must use
beh....een three and eight words, including the word given .

It's futile to appeal against your sentence.

point
There ......................................... against your sentence.
2 He is determined to continue fighting to clear his name.
intention
He has no ........................................... to clear his name.
3 I more or less ignored what the children were doing and carried on with my book.
attention
I .......... ........................ the children were doing and carried on with my book.
4 The jury couldn't reach a verdict because of the complexity of the case.
prevented
The complexity of the case ........................................... a verdict.
5 All the other patients were called to see the doctor before Mr Jenkins.
last
Mr Jenkins was .......................................... to see the doctor.
6 He was very unapologetic for the crimes that he had committed.
showed
He .......................................... the crimes that he had committed.
7 Greg stopped the children from playing their games.
put
Greg .......................................... that the children were playing.
8 The protesters do not intend to end their campaign against toxic waste being
delivered.
keep
The protesters intend ............................. of toxic waste.

141
 ~I

Comprehension and summary

Behind bars
1 What different kinds of prison do these pictures
show?
2 What kind of prison do you think is the most
effective in
a preventing reoffending?
b encouraging the rehabilitation of prisoners?
c making criminals pay for their crimes?

Comprehension A Read through the two texiS. What topic connects them?
Paper 3 Part 5

Mr }Il,lice Ughl1nan li\'e inside olll), until the ,Ige of 18 months.

The prison service must
reb" its policy of not
allowing \\,O\llCn to keep
,heiT babies with thern III
~ &n yeste rday, Lord Phillips
jail beyond the age of 18
months, the Coun of
Appeal ntled yesterday.
The fuling opens the
floodgates for prisoners to
make \I <:rISC to keep their
children with them uotillhe
age of three or four.
Two tnothe~ convicted of
drill! offences, both wLth
girls aged tWO, brought test
cases arlluing that separating
them frolll their children
breached their right to
fumil)' under the Europea!,
~ Convention on Humno
Rights. The HIgh Court
wamt."(\ b~1 May, however,
ruled laS[ May that the
that the increll,ing {\Umbers
prison 5CiVice was et\tlded
.s of mothers of )"oong children
to operate irs current poliC)'.
who were bec\lming in" olved
in the dru~ trode could not
allowed the appeal of one
expect tOO lenient treatment
mother known only as Q.
because it would scnd out the
The judges ordered the
<,0 wrong mCMII!:C.
service to reconsider her
ca;,c. The Home Office :mJ The solicitor for Q and
the prison service weTe her daughter said of the
lawfull~' entitled to have a Appeal Coun judgement:
policy, the judges said, but 'The rights of children
to [ldopt what can only ss within the prison system
)j be desc ribed [IS :1 S\TlOgent have lnrgc\y been invisible.
and rigid stance, despite This Judgement redresses
the possibly calUstrophic
that.'
consequences of separatiOn,
defeated the policy's aim of
.00 promoting the ",clfnre of the
child.
2 It may be a question that has never crossed
your mind, and hopefull~' one that you will
never even have to colltcmpbte, but should
children ('''''er be kept in prison, even if their
I mother is incarcerated there? Last week, a
mother scored a victor), in the courts when
the prison service was ordered to review its
decision over whether she should be :lllowed
to keep her daughter, who is nearly two, with
10 her. Children in the mother :lnd baby unit ,It
a prison ncar York arc usuall)' allowed to
The mother'~ motives, and her ptc~urtlable
delight at what has undoubtedly been
I~ an unprecedented legal d ecision, art
understnndable, but are they justified?
Chris Tch'likovsky of the campaig.ning prison
reform group, \'(Iomen in I'rbon, believes it
can ne,'er he right to keep children in jail. She
10 sa)'s she can't think of an ea~ier W:ly to
des t roy a child, and asks: '\'\Ihy :lTen't the
mothers t:lgged? They cou ld then sta~' with
their chi ldren in :l hcalthy environment."
Altcrnath'e punishments of this kind art
~ beginning to gain g.roltnd, but it remains to ~
seen what the :llIiwde of the gener:l! public
might be to this solution ro an ever-rising
crime ratl~.
The prison ~eT\'ice :ugucs that :lround the ag
of 14 month~, b:lbies start to become :lw:lTeof
their institution<1lised surroundings, and that
jealousies C<1n develop among other inrnat($
who somctimes believe that prisoners in
mother :lnd bab)' units :lTe ,lCcorded special
~ pri,'ilege~. There ha\'e also been incidents of
children le:lrning and using prison j:lrgon.
Parenting campai~ner Sheil:! Kit zin!!er
described the potentially traumatic effect on ~
child of a break in aU:lchmellT ro hi s or her
.00 primary Carer. ' For any young child, the hasis
of love and truSt is :l elose :lnd continuing
attachment with nOt more th:Hl twO or thltt
loving :ldults who :Ire completely COll1111imd
TO that chi ld. '

142

Summary skills
Paper 3 Part 5
Avoid ing repet ition
Exam tip Check that you have
not included any unnecessary
repetition. This will help you
keep within the required
number of words and write a
cohesive paragraph.
B Answer these comprehension questions abollt the texts with a word or short phrase.
Text I
1 Explai n in your own words why the writer has chosen to use the expression 'opens
the floodgates' in line 8.
2 Which two words in paragraph 3 convey the inflexibility of the pr ison service's
sta ndpoint?
Text 2
3 Which phrase in paragraph I captures the historic nature of the mother's case?
4 What does the phrase 'th is solu tion' in line 27 refer to?
C With a part ner, discllss your views on the topic in the two texts. Whose point of
vicw do you agree with? Why?
D Paraphrase these words and phrases from the text accordi ng to what they mean in
context.
Text I Text 2
I relax its policy 6 scored a victory
2 breached their righ t 7 tagged
3 promoting the wel fare 8 accorded special privileges
4 too len ient treat men t 9 learning and llsing prison jargon
5 have largely been invisible 10 potential ly traumatic
E Read th is paragraph sum marising the two arguments in favo ur of allowing young
children to stay with their mothers in prison. Underline the information which has been
repeated un necessarily, and rewrite the paragraph, paraphrasing where appropriate.
Setam-i~c.hifd~n froM ~il'" ~r>; in pn~n ~onJ-/'hG­
a!f of 1B mo~ wovfd t>e- vvro"g- f:w Miln~ l'eil~~_ flr>;tI~ a
pofiUj of y:.pam-i"b-u.irdl'"~n froM the.il'" 1I"IO"!t.e.r>; wovfd ~
-/'hG-il'" n~ fu f;Mir~ vnJu the, ~rop<'-iln Gcnv~on on /1I!Mall
R.i~. Su.orldl~ ~arn1"b- a P~fnJ {YoM hi~ 01' ~ ~ 01'"
pn~rlJ ""re-r>; fOl'" ill1~ /~gn of tiMe. c..ov/d t>e- c...ofdo;1Yophi(... foY
the. P3fnJ arid hi~ 01' hc,y I'fIO'the.t.; arid c..ovfd hilve. iI mVM.rlk.
~t on the, .:.hi/d, prodvU"b- ~1Yophi(... n:.>;v/~.
F Write your answer to this exam question .
In a paragraph of between 50 and 70 words, summarise, in your own words as far as
possible, the arguments given in the text for not allowing young children to stay with their
mothers in prison .
143
 Listening
A fair trial?
This IS a statue which stands above a
famous court in London.
1 Discuss the symbolic significance of the Vocabulary
sword and the scales.
2 Give a brief description of the system of Expressions connected with the law
justice that operates in your country.
3 How confident are you that you would be B Complete the sentences using the expressions below,
acquitted jf you were charged with a making any necessary changes.
crime that you had not committed? a law unto oneself
above the law
Multiple-choice thc lettcr of the law
questions the law of the j u ngle
Paper 4 Part 3 lay down the law
take the law into one's own hands
A 0 YOli will hear an interview with Dr Lafford. a
leading expert in the field of forensic science. For The jury freed him because, although he was guilty
questions 1-5, choose the answer (A, B, C or D) which according to , they all felt that he had
fits best according to what you hear. done nothing morally wrong.
I Dr Larrord says that Sherlock Hallnes was an 2 When she came home after mid n ight for the third
example of a good forensic scient ist because of his time, her mother decided to and said
A psychological insights. she could not go out wit hout her permission.
B unbiased approach. 3 Just because he is rich and has powerfu l and
C detailed observations. influential friends, he thinks he is and
o knowledge of medicine. can do whatever he likes.
2 Forensic scientists pay particular attention to 4 You can't trust anyone in this prison - the only law
A evidence of mutual contact. here is ,and on ly the strongest survive.
B evidence that items have been touched. S When the police refused to help, he decided to
C a suspect's clothing. ____ _ and to trackdown and pun ish the
o carpet fibres and human hair. people who had attacked his dllughter.
6 Our fi nance director is brilliant, bu t he's
3 Dr Lafford gives the example of the broken headlight
_ _ _ __ and won't have anything to do with
to show that forensic science has become
normal office routines.
A more complex.
B more reliable.
C more straightforward.
o less time-consum ing.
4 According to Dr Lafford, electron microscopes can
A provide only a little valuable informat ion.
B sometimes damage evidence.
C provide a chemical analysis.
o guarantee total accuracy.
5 The value of forensic evidence depends on
A how its significance to a case is explained.
B the use of advanced genetic fingerprinting.
C eliminating human error.
o reducing the number of possible suspects.

144
Speaking
Themed discussion
Paper 5 Part 2 A Discuss these questions with a partner.
If you could change any laws on civi l liberties in your count ry which would yOll
cha nge? Why? How would you change them?
2 If you could make new laws affect ing people's freedom of aClion and speech what
wou ld you introduce? Why?

Speculating B With your partner, look at picture 1 and discliss where this object might be found
and what uses it might have.

Evaluating images C Imagine you are involved in

putting together a report on civil
liberties for a student newspaper.
These pictures have been selected
to appear w ith the report. With
your partner, discuss what issues
are being depicted and say how
effective the images are in
illustrating these points.

Suggesting alternatives D Now think of other issues which might be covered inlhe report and suggest
add itional images to include with it.

Exploring the topic E Most governments and local authorities would defend laws that restrict people's
freedoms as being in the interests of people's safety and well-being. How far do you
think this is justified? Give specific exam ples to illustrate your opinions.

145
Writing
An essay
Paper 2 Part 1
Understanding the task
A When you write an essay. the question will help to
determine what kind of format you choose. The most
suitable formal may be either:
a balanced discussion, in which you look at a topic
from opposing points of view and then come to a
conclusion.
2 an analysis and recommendation, in which YOll
analyse the different elements of a problem and then
suggest solutions to each one.
Read the sample question below. Which format (lor 2)
would be the most suitable for this?
You have read this extract as part of a newspaper article
about juvenile crime. Your tutor has asked you to write
an essay discussing the points that are highlighted in the
report and suggesting ways in which crime could be
reduced. Write your essay (300-350 words).
The news that juvenile crime on the bleak Longwall
Estate is at record levels will come as no surprise to
anyone. It stands as a monument to the abject
failure of successive governments to do anything to
help the disadvantaged. Unemployment and low
weHare payments make grinding poverty a grim
reality. The local schools arc grossly inadequate.
with high rates of illiteracy and truancy. The vast
majority of children come from single parent
families or broken homes. Under these
circumstances, crime seems the only option for
many young people.
146
Analysing the sample
B Read the sample essay, then answer these questions.
Match these headings to the paragraphs.
Analysis of the causes Introduction
Conclusion Suggestions for solutions
2 How many causes does the writer refer to in the
second paragraph? What information is given in
relation to each cause?
3 In what way does the third paragraph reflect the
structure and organisation of the second paragraph?
4 What words does the writer use to sequence the
different problems and solutions?
1 Juvenile crime is not new, but the crimes committed by
young people today are far more common and serious than
they were in the past.
2 Before one can suggest a solution, it is necessary to analyse
the problem and to see what has caused the explOSion in
juvenile crime. There are three main causes. Firstly. in the
inner cities the social environment in which many young
people find themselves plays a major role. Poverty and
unemployment can create a sense of alienation, and a child
who thinks that he has no hope of achieving the wealth and
happiness that other people have will often become
frustrated and violent. Secondly, an inadequate education
system may also be partly to blame. If a child feels he is not
valued and is a failure. he will be prone to boredom and
open to bad influences. Finally, the decline of the nuclear
family and of traditional moral values may also playa role,
and a ch ild who grows up without the support of caring.
loving parents may not develop a sense of responsibility or
consideration for others.
3 The problem of juvenile crime can therefore only be solved
by removing those factors that cause it. First of all.
governments need to spend more on welfare benefits. but,
more importantly, they need to create employment so both
parents and children feel that they are part of society and
can contribute towards it and benefit from it. In addition,
improvements in education are vital as well, so that children
from even the most disadvantaged homes have a base and
can be given encouragement and the opportunity to succeed
in life. And lastly, although governments can do little to stop
the decline in the traditional family. improved social
conditions might allow more families to stay together.
4 To sum up, juvenile crime is a sign that there is something
wrong with society. Young criminals are not inherently bad,
they are reading to the conditions in which they find
themselves. It is only when these conditions have been
improved that crime rates will fall.
Writing skills
Organ ising paragraphs
C Divide the no tes abo ut the problems of truancy below in to two paragraphs. Write
the notes Q lll as full sentences, ma king sure that the paragraph s mirror each other.
Each paragraph should begin with a lead sentence, fotlowed by details of the problems
or solutio ns.

It'\I<lr\C-Ij
Sftd~ 14 ra~r ~upport - UlMr\'wnit-orlioll ~ble-tW; />c:.~ pil~ ancl w-.oo/
~f::c, I«~n £..Ottfe.nt men:. n:.se.v";lnt, jrrk.tt<;:n~ e.tf-.; MOre ~~ aM ~ tni n i~
S~ boYl:d - c..vYYiOl/VM Mf t'C-/c;\l;lItt Or" .;;tiMvl;rli~
it"Va"'4 a u!Mrb~ pYObIc:.M - diffuutt c..l~
~r;lC¥ ril~1 partic.iporlioll - ril~ ' c:.-vt.nl,¥¥, MOn:- U1Mt'.wl1it..Otioll, homeworl:::.
1t0lV -Ill .:..omM ma"'4( - ~Iyt. vncl<:¥!~i"<5- '-<l1JlP>

Writing your essay Stage 3 Plan

o Follow slages 1-5 10 write your essay.
You have read the extract below as part of a newspaper
article about equal opportunities. Your tutor has asked you
to write an essay (300-350 words) which addresses the
points raised in the article and includes your own views on
the subject.
Despi te ad,,;mces, equal opportu ni lies still seem
difficult to achieve, and l11:1nr people :1 re prevented
frO I11 p;miciparing full y in society. Not only is th is
unfa ir, but a lTernendous :1moun! of t.llen! is wasted. In
~pccific terms, what measures would rcally be required
10 make soci et ~' fairer?
Stage I Read
• Look carefull y at the questio n, and underline some of
the poin ts that are raised . What is the basic question
that Ihe essay poses?
Stage 2 Think
• Think of three or four different Iypes of discrimination
that exist. Why do these fo rms of discrim ination exist?
• What measu res could be t<lken 10 improve the situa tion?
These measures could include thi ngs like spending
more money on projects such as nurseries or childcare,
setting lip advertising or educational campaigns to
change altit udes, int roducing new laws, providing
incentives fo r employers, etc.
• YOu can structure your answer so that it foll ows the
sam ple composition:
Introd uction : say bricOy what you are going to
discuss.
O utline o f the main problems: after your lead
sen tence, give deta ils of the th ree o r four types of
d iscri mination that you have decided to cover.
O utli ne of the solutions: after your lead sentence, give
deta ils of the measures that you wou ld recommend to
solve the p roblems you bave mentioned .
Conclusion: su m up your main points and add any
further o pinio ns o r comments you may wish to
make.
Stage 4 Write
• Try writing it o ul wi thin the exam time limit.
Stage 5 Check
• Check your work ca refully, making sure that you have
maintained an appropriate style throughout.
Exam tip In a fOnTIa! essay like this, try and avoid the use of
personal pronouns. Do not say, fOf example, 'I don't think there
are any easy solutions to this problem·. Instead , make your
sentences impersonal and present these ideas as facts, e.g.
'There are no easy solutions to this problem :

147
Unit 10 Overview
Lexical cloze A For questions 1-12. read the two texts bclo\.., and decide which answer (A, S, C or D)
Paper 1 Part 1 best fit s each gap.

PE NAL RE FORM

The reform of the penal system is something to which we all ought to turn our (1 )
and in particular, we need to examine, in the (2) ............... of our philosophical justification of
the process of imprisonment, what happens when those who have served their time are
released. The fact that prisoners today do not have to endure the humiliating and
(3) ............... conditions of the 19th century reflects a general attitude that the purpose of
prison is more than retribution, punishment and the protection of society. The concept of
rehabilitation has become far more significant, but we must (4) . ............. to ensure that the
practical measures needed for this are implemented. Far too many prisoners return to
society at the end of their (5) ............... with no support whatsoever. The prisoner who is
released only to be (6) ............... with the prospect of unemployment, homelessness and
possibly family breakdown is in grave danger of returning to crime as the only viable way
of making a living.

1 A attention B awareness C notice o regard

2 A eye B view C scene o light
3 A degrading B reducing C subservient o intemperate
4 A march B stride C strive o walk
5 A verdict B sentence C condemnation o penalty
6 A daunted B confronted C opposed o countered

POLICE ENQUIRIES

'I'm (7)........... ... no allegations, Mrs Betts. ' Inspector Wexford felt uncomfortable, and
wished himself anywhere but in this newly-decorated, paint-smartened house. 'I am
merely carrying out enquiries which information received obliges me to do. '
'Gossip,' said Mrs Betts. 'This street's a hotbed of gossip. They're all much too (8) ...
w ith their accusations round here, that's the trouble. '
'Haven't you folk got nothing better to do?' interrupted Mr Betts, a note of (9) ..
creeping into his voice. 'What about the real crime? What about the muggings and
(10) ............... ?'
Wexford sighed. But he went on doggedly questioning, remembering what the nurse had
said, what Dr Moss had said, listening for any hints of a hidden (11 ).............. that either- or
even both of them - may have had for (12). ..... such a crime.

7 A holding B putting C giving o making

8 A open B easy C free o fast
9 A roughness B irritation C nuisance o aggravation
10 A break-ups B break-outs C break-ins o break-aways
11 A purpose B intention C motive o target
12 A dealing B making C carrying o committing

148
Word formation B For questions 1-10, read the text below. Use the word given in capitals at the end of
Paper 3 Part 2 some of the lines to form a word that fits in the space in the same linc.

DETECTIVE STOR IES AND EVIL

Detective fiction caters for the same psychological need in us which up to the
beginning of the 20th century was met by religious discussions of evil- for
that is (1) .............. what every detective story is - an examination of the ESSENCE
problem of eviL
Detective stories have a (2) .............. to rework the same themes again and TEND
again; they are our secular version of the story of the Garden of Eden in that
they depict a calm scene shattered by the (3) .... of a terrible murder. INTRUDE
However, they add a (4) ............. modern element by exploring the hope that DISTINCT
some force for good - (5)." ......... the detective - can discover the identity and NAME
(6) .............. motives of the villain and so pOint the way to paradise regained . NATURE
This is particularly prominent in Agatha Christie novels, which usually
conclude with the neat (7) ........ off of the innocent couples at the end. PAIR
Moreover, we know that the human mind explores its worries and anxieties in
a (8) ... " ...... story form - in other words in dreams - prior to and underneath DRAMA
all its rational and (9) ............... thinking. INTELLECT
It seems certain, therefore, that people will continue to enjoy reading
detective stories because they deal with questions of good and evil in an
(10) ............... way. ACCESS

Key word transformations

Paper 3 Part 4 C For questions 1- 8, complete the second sentence so that it has a similar meaning to
the first sentence, using the word given. Do not change the word given. You must use
between th ree and eight words, including the word given .
If you want to catch the 5.15 train, you will have to leave early.
m ean
If you want to catch the 5.15 train, ..... . early.
2 I told you it was a waste of time to try to make her change her mind.
point
I told you ... ................ to make her change her mind.
3 The bank manager said he wouldn't lend me the money I needed.
unw illing
The bank manager ............................. the money I needed .
4 The Prime Minister is not going to resign over the matter.
intention
The Prime Minister ................... over the matter.
5 Mozart's last work was unfinished when he died.
without
Mozart .................... ....... his last work.
6 I'll always remember the first time I saw the Pyramids.
seeing
I'll never ............................. the first time.
7 There has been a dramatic collapse in share prices since the start of the week.
free
Share prices ............................. since the beginning of the week.
8 The prisoner was unrepentant about the suffering he had caused.
rem orse
The prisoner ............................. the suffering he had caused.
149
 texts refer to a

4.
All four texts relate to the theme of or
freedom from
in unit
Reading Multiple-choice questions
Use of English Key word transformations
Comprehension and summary: avoiding
repetition
Multiple-choice answers as a
Speaking Themed discussion
Writing An essay: organising paragraphs

Ask students what they understand the expression 1 C 2 A 3 C 4 D 5 A 6 A 7 D 8 B

taking liberties. Explain that the expression means
behaving in an excessively familiar way or doing
something you are not authorised to do. overall
theme of unit is liberties law.

to III text.
students what play on words is used in this title. Discuss answers as a
The rights and wrongs of an issue are the moral
questions associated with it. In the context of the unit
theme, rights has the meaning of a moral entitlement.
1 Text 1
1 Allow a minutes to decide of The purpose of the text is to make aware of
the three rights they consider to be the most important. the situation and to the intentions of
International.
Compare choices as a class. almost like a
Conduct a class survey, if you wish, to
e.g. 'Some are because', 'Some are
students consider to be the most and
arrested because'
which the Text 2
,",VJlA'''U,"" some to The purpose of the text is to a vivid
of the loss of basic human values in extreme
circumstances.
It is written in a narrative I
expresses the writer's no,'"""".,,

1 Part 2 Text 3
The purpose of the text is to create a
of human

is and and involves

texts.
the reader in the events, e.g. 'It was an
Discuss answers as a intimate state of almost childlike marvel', 'I

98

any of us wi!! ever be privileged enough to
experience something like that again'
Text 4
The purpose of the text is to give a legal definition
of universal human rights.
The style is very formal and suitable for an official
document which has authority in law, e.g.
'proclaims', 'rlghts and freedoms set forth', 'to
secure their universal and effective recognition and
observance'
2 Text 1 describes injustice and repression and
promotes opposition to it.
Text 2 depicts human cruelty and selfishness when
faced with the need to survive.
Text 3 gives a sense of shared experience and a
capacity to overcome oppression peacefully.
Text 4 advocates human cooperation and mutual
respect.
Extra
See page 176 for ideas on how to exploit this vocabulary
proclaim (verb) to publicly and officially tell people about
something important
endowed (adjective) born with or naturally have a particular
quality
entitled (adjective) to have the right to do or have something
scrawny (adjective) unattractively thin, skinny
atrocious (adjective) very bad or unpleasant
insolence (noun) rude behaviour showing a lack of respect
intimate (adjective) close friendly relationship, very private and
personal
mainstream (noun) the normal and accepted ideas and
opinions
ultimate (adjective) final, main, most important
in use
SB pages 139-141

This activity focuses on the meaning of the words jury's out

in context. The expression The jury's out means that the jury have
left the court and that their decision is being awaited.
Check answers as a class. However, it is often used in other contexts to suggest
that a conflict of opinions has not been resolved.
Before you begin the activity, make sure students know
1 publicise 5 repression what each of the crimes are.
2 diverse 6 dim
3 hobbled 7 strive Key
4 sheds 8 jurisdiction blackmail demanding money from a person by
threatening to reveal secrets about
them
manslaughter the crime of killing someone illegally
with
but not intentionally
E Check answers to the matching exercise before libel a false statement that damages
students complete the sentences. someone's reputation
arson the crime of deliberately setting fire
to something in order to cause
1i 2 b 3 f 4 a 5 g damage
6 j 7 h 8 e 9 d 10 c reckless driving driving in such a way that other
people's lives are threatened
"cu...." " .. " to read through the sentences before they deceiving someone in order to obtain
choose the correct expression. money or goods illegally
Check answers as a class. forgery the crime of making a copy of
something in order to deceive people
In small groups, students discuss the questions. Explain
1 free of charge 6 free-for-all that, question 1, they can decide on how long a jail
2 free from 7 given free rein sentence should be and how much a fine should be.
3 free and easy 8 made free with
answers as a class.
4 in free fall 9 Free speeCh
5 free as a bird 10 free with her criticism

99
To extend the ask what crimes
appear regularly in the media. This may vary from
country to If students are all the same 1 giving after a preposition)
country, ask them certain crimes feature in the 2 to see (infinitive after a verb)
media more than others. 3 trying (gerund after an adjective)
4 stay (infinitive without to after verb + object)
5 to use (infinitive after verb + object)
6 travelling (gerund after a verb)
7 to see (infinitive after an adjective)
n 8 to develop (infinitive after a noun)
Students read the text, then discuss the questions 9 to improve (infinitive after a noun)
their partners. 10 singing (gerund after adjective and/or possessive
pronoun)
some refer them to SB page 180.
Ask them if they found anything surprising in the jury's E Discuss answers as a class.
decision.

1 to ensure 2 only to discover

Before students refer to SB page 180, you can
conduct a class survey, with students voting yes / no
F students that they can use only to do or to
or guilty / not guilty on questions 1 and 2, giving
do as in the examples in E. Ask them to consider
their reasons based on what they in the text.
whether want to express a purpose or a result.
S This activity requires students to identify use of
Students compare sentences in pairs.
gerund forms in a variety of contexts. Ask students to
underline the examples in the text. Ask for a few example sentences from class. Accept
any answers that seem reasonable.
Check answers as a class.
SU.~les1:ed answers
1 We came back from our two week holiday, only to
1 without reporting
find that that our house had been burgled.
2 not stopped driving
We came back from our two week holiday to help
3 his shooting
care for our ill grandparents.
2 She studied hard, only to discover that the exam
C This activity requires students to identify the use of was cancelled.
infinitive forms in a variety of contexts. Ask students to She studied hard to pass her exams.
underline the examples in the text. 3 He entered parliament at the age of 19, only to be
voted out before he reached 25.
He entered parliament at the age of 19 to
represent the people of Northampton.
1 could not over 4 I the airline to find that the offices were
2 Owen let the event take over closed.
3 unable to lead a norma! life I phoned the airline to confirm my flight.
4 Owen claimed to have fired 5 opened the letter to discover that it was from
5 advised them to concentrate on her boyfriend.
6 any intent to kill Emily opened the letter to find out whether she had
won the

This exercise practises the different gerund or

structures identified in Band C. This exercise on change of meaning
hP'-uu,pn using a or an infinitive after certain
answers as a refer to structures Band
c.
m sentence into

100
Check the answers and discuss the changes in meaning Paper 3 Part 4
as a class. Some infinitive and gerund structures are practised
in this exercise.
students to read out
1 a to say
I regret to say is used as a formal way of breaking
bad news.
b saying
I regret doing something indicates that the speaker 1 is no point in appealing
wishes that he/she hadn't done it. 2 intention of giving up the fight
2 a towin 3 paid no attention to what
When you try to do something it implies that 4 the jury reaching
achieving that action is the objective. 5 the last patient / the last patient to be called / the
b cleaning last to be called
If you try doing something it implies that it might 6 showed no remorse for
help you achieve another final objective, in this 7 put a stop to the games
case, starting the car. 8 to on campaigning against the delivery
3 a seeing
If you remember doing something, you have a Extra vocallnilia
memory of something that happened before.
See page 176 for ideas on how to exploit this vocabulary.
b to send
revert (verb) to return to a former state
If you remember to do something, first you realise
curtailment (noun) a limitation or restriction of something
that you need to do it, then you perform the action.
contravene (verb) to go against a law
4 a totalk
portray (verb) to give a picture of something, describing in a
To go on to do something means to do something
particular way
after completing something else.
verdict (noun) a decision made in a court oflaw
b talking
remorse (noun) feeling of regret or being extremely sorry
To go on doing something means to continue
stubborn (adjective) determined not to change your opinion
doing it.
pre-meditated (adjective) thought about or planned
5 seeing
beforehand
If you never forget doing something, then you
entail (verb) to involve something that cannot be avoided
always have a memory of what happened.
condolence (noun) an expression of sympathy over a death
b to lock
If you forget to do something, then you don't do it,
even though you should.
6 a to have
If you stop to do something, then you end an
activity to do something else.
b going out
If you stop dOing something, then the action
st(>P!:)eCl and did not continue.
7 a to think
I dread to think is an ",,,,c,y,,,,,,,,,,jnn In
that the consequences of ~nrn",l'hir\d are too windows in prisons
horrible to
b having
students a few minutes to discuss the questions
If you dread doing something, then you are not
looking forward to dOing it.
in small groups.
8 a to send group to ideas for comparison as
If you mean to do something, then you have an
intention to do it.
b being away
If an event means
that the event brings about an to
na,f",,,,, certain actions.

101
 Paper 3 Part 5 C Students discuss the from both the point
Background notes of view of the child's welfare and the mother's rights.
The Court ofAppeal is a special court where a formal Allow a few minutes for discussion.
request to change a judgement or decision is made. Ask each to present their views to the class
The High Court is the highest court of law which covers companson.
all civil and some criminal cases. The court has 80 or so
judges who make decisions on cases individually
without a jury. 3 Part 5
A ruling is a decision made by a judge or court that has Remind students that it is important that they
the force of law. consider how the phrases are in the text before
Lord and Mr Justice are titles held by High Court paraphrasing as the meaning is often dependent on the
judges. context. Ask them to consider what the phrases refer to.
The Home Office is the government department that
Students compare paraphrases with a partner.
deals with the administration of the law.
A solicitor is a person trained in legal matters who Check answers as a class.
advises clients on their cases and often acts for them in
court.
Tagging refers to an alternative punishment to jail in
Text 1
which the convicted person has to wear a small 1 change its attitude towards
electronic device, known as a tag, so that their 2 went against their entitlement
movements can be monitored. 3 protecting the well-being
4 not dealt with strictly enough
A This activity aims to encourage students to read
5 have not been discussed or considered
through both texts to get an overall idea of their
Text 2
content before attempting the comprehension 1 won a case
questions. 2 monitored
When students have read through both texts, check 3 given special favours
answers as a class. 4 picking up prison slang
5 possibly damaging
K~y

B6th texts mention court cases· in which mothers have

E Draw students' attention to the Exam tip before
won the right to keep theirchilclren with th.em in prison they begin the activity.
bey6ndtheag~Clf 1.8. monthS. Both texts discuss the Ask them to underline the repeated information first.
rights and wrongs of this situation.

B Remind students that they should keep their Repeated information: separating children from their
answers as brief as possible. mothers, producing catastrophic effects
Check answers as a class.
Students rewrite the paragraph in pairs or compare
Key own rewrites with a partner.
Text .1
1 to emphasise the pos.sibility of large numbers of ~<'llmli)IB answer
similar cases occurring as a consequence Firstly, separating children over the age of eighteen
2 stringent, rigid months from their mothers would go against the
Text 2 mothers' entitlements under the European Convention
3 unprecedented on Human Rights. Secondly, taking a baby from either
4 alternative punishments, speciftcallytagging. its mother or main carer for any length of time can have
seriously damaging effects on the welfare of both.
words)

102
 1 B 2 A 3 A 4 C 5 D

to

system is not strict "''"''''"r'''

in the studio we have Dr Lafford from
it may cause resentment among other
Irt~,or.n(\lr'"
the Forensic Science Service, who is here to tell us a little
nnc,nn",YC: who feel the mother is getting special
more about forensic science ...
favours. it is harmful to the children because
DR LAFFORD Good morning.
become aware of their and start to
INTERVIEWER Now, I think most people have a fairly good
learn
of the kind of work you do - in many ways
of Sherlock Holmes and his magnifying
isn't it?
DR LAFFORD Yes, you could put it that way, although we've
come a long way since then of course, but Holmes was
very much a detective of the modern age - of course he
was an intelligent man and his medical knowledge often
seemed better than that of his companion Dr Watson, and
certainly his observations were always very detailed ... but
what sets him is that Holmes provides us with a
good mode/- a very good model in fact - of the kind of
approach - psychological approach - that a forensic
scientist should have, and that is that the forensic
scientist is absolutely impartial.
iNTERVIEWER you're not strictly speaking part of the
different countries force ... ?
'-AL",CU.H their DR LAFFORD No, we are quite separate.
INTERViEWER Could you tell us a little about your work and
what it is you do?
DR LAFFORD Well the basic principle behind forensic
science is that every contact leaves a trace. Wherever we
compare answers go, whatever we touch, material is transferred both ways.
The shoe that leaves a mark on the ground also picks up
traces of dirt, and the hand that makes a fingerprint also
groups. carries away particles from the object that was handled ...
and things like hair or fibres are easily passed from
one person to another.
INTERViEWER I see, so it's not just that the suspect leaves
clues at the scene of the crime, the scene of the crime

evidence - not just when you have a

but also where you've found traces
answers. the carpet at the scene of a crime on the sm;pect's
and that, of course, can be very hard to explain
students away.
INTERViEWER Is your work fairly
of
Continue to rec:on:im:g a time.
DR No, no, no, not at all ... forensic science is
~lU.U".ULC) to compare answers a often a very painstaking task - and very time-consuming -
much more so than in because the range
answers as a of mushroomed ... for we be
of a swept up after a hit-and-

103
run accident and asked to identify the car, so we would fit answers as a
the thousands of together like a vast jigsaw, and
might be able to identify the number embossed on the
back of the glass ... that would help us identify the model
of the car, the make, the age, and so on, making it easier 1 the letter of the law
to search for the ... and then, once the car was 2 down the law
located, we could tell whether the lights had been on at 3 above the law
the time of the accident examining the light bulb, 4 the law of the
because there would be minute pieces of molten glass on 5 take the law into his own hands
the metal filament in the bulb ... 6 a law unto himself
INTERVIEWER SO you need some sophisticated
equipment as well as patience ...
DR lAFFCRD Indeed. Now, the electron microscope is
invaluable in our line of work - and it basically does two
on
things - it gives us a fantastically detailed image, so, for
you can tell whether a of hair has been
broken, or cut with a of scissors or a knife. And it can
also you the chemical composition of a sample, so
that you can take, a tiny flake of paint on a
sm;pecIS clothing and match it with at the scene of
to found innocent
the crime.
INTERVIEWER Are you at the stage then where you could
to accused
say that the evidence that you provide is foolproof? to be sentenced to
DR LAFFOR!) not There is always room for to be charged
that can be done about to convicted
that ... forensics is not an absolute science - I mean, let
me you an example. Now, Sherlock Holmes might
have found a strand of hair at the scene of a
black and two inches long, that would have
helped him the murderer on the basis that the hair
matched the murderer's. Now, we also examine hair ... but
in the example I gave you, perhaps one person in twenty
has black hair two inches long, so we need to improve on
this analysis to narrow down the number of suspects. So,
we would analyse the strand of hair ... using the electron
microscope, as I was saying earlier ... look at its chemical
composition, whether it came from a man or a woman, see
how it was cut, whether it showed any traces of particular
chemicals and so on, and in that way, instead of saying
that one person in twenty had hair like it might be
one person in or a million. That would be just
about as far as we could go. Now there's no such as
a balance even with the
The

thank you very much. We'll

take a break now, but stay with us and we'll be back ...

In
circumstances
to its to

104
 a few minutes to discuss the
Format 2
Remind students that the first format was dealt with on
views to S8 pages 176-177.

consensus on the
1
1 Introduction
2
3 for solutions
4 Conclusion

2
Lead sentence: This states the of out
the causes of the rise in crime.
Cause 1: A poor social environment can lead to
of frustration and anger.
,aulc\,.jua,.c; education can lead to of
failure and boredom and the of
bad influences.
Cause 3: The absence of
child not
consideration.
See TB page 21 making 3 There is a lead sentence which introduces an overall
solution followed solutions to causes 1, 2
and 3 in the same order as are in the
second

groups .

. . ,In
use to

Part 1

and

105
 exam

First
Lead sentence I r"",n('\J a problem - different
causes. clOle 1 Part 1
Problem 1 Students lack
communication nrn,"""'iY>C
and school. 1A 2 3A 4C 58 68
Problem 2 Students bored - curriculum not relevant 7 8C 98 10 C HC 12 D
or
Second 3 2
Lead sentence How to combat - solve
1 6 unnatural
Solution 1
2 7
3 intrusion 8 dramatic / dramatised
homework.
4 9 intellectual
Solution 2 Make lessons more 5 10 accessible
etc; more resources and teacher

3 4

1 it will mean
new and has 2 there was no in
which has several different 3 was to lend me
students often lack proper 4 has no intention of
and this has to communication 5 died without
between the parents themselves and schools. 6
students are 7 have been in free fall
seemed to show / have no remorse over / about

lies
-----~-------..--::--=----------

which will encourage

more communication between teachers and parents, and
parents to take an interest in their
children with their homework. be
made more mT,::.rA'c:t,rKi
more resources as up-to-
date books and
so that teachers can motivate

106
 Paper 1 Reading Part2
You are going to read four extracts which are all concerned in some way with human rights.
For questions 1-8, choose the answer (A, B, C or D) which you think fits best according to the
text. Mark your answers on the separate answer sheet.

Ghost story
It was over 20 years ago that Lynval
Golding helped a band to play one of
the most politically pertinent singles in
British pop music history. The band
was the Specials and their timing was
spot on. 'Ghost Town' hit number one
on July 4, 1981, during the week that
mainland Britain experienced what
was then its worst civil disorder since
1945.
'No jobs to be found in this country ...
People getting angry .. .' The lyrics by
Jerry Dammers had resonances amid
the blazing buildings and the brick-
littered streets of Brixton and Toxteth,
Moss Side and Handsworth - major
centres of black population in Britain's
big cities.
A fifth of a century on from 'Ghost
Town', Golding seems well qualified to
talk about racist attitudes - what's
changed and what hasn't- on both
sides of the Atlantic. After all, he is
a British citizen, originally from
Jamaica, who has toured extensively
in the US. Four years ago, he settled
permanently in Seattle, the
cosmopolitan port near the Canadian
border which is home to his wife, June,
whom he describes as 'white with a
dash of Native American'. While she
works in the office of a trucking
company, Golding looks after their two-
year-old son, Dominic.
When I last spoke to Golding in 1998,
he was taking a brief break from
touring in the US with other former
members of bands who once recorded
on the 2-Tone label. Their blend of
reggae and punk has a cult following in
North America, particularly among
students. Golding was exhausted, but
elated by their audiences' youthful
enthusiasm. 'There's none of the hassle
we used to get when we started,' he
said. 'The crowds are much more
racially mixed than they were. We've
moved on a bit in two decades.'

1 What does the writer say about the band called the Specials?
A Their ideas were ahead of their time.
B Their single arrived on the pop scene at the right time.
C Their lyrics were inappropriate for conditions in Britain at that time.
D They continue to be successful against all odds.

2 How does the writer say Golding felt about the audiences he played to in 1998?
A He was disappointed they were not more enthusiastic.
B He regretted the fact that more students did not attend his gigs.
C He was delighted that some were fans from 20 years before.
D He was excited by their commitment and diversity.

Test 3 Unit 10 HMM

 Tabloids in a tizzy

C
elebrity supermodels have been
known to launch counter-
attacks on newspapers which
feed their desire for fame, but the likes of
Naomi Campbell brandishing Britain's
emerging privacy laws could soon turn
out to be the least of the tabloids'
worries. Campbell, who is furious over a
story about her sortie to a Narcotics
Anonymous meeting, joins Michael
Douglas and Catherine Zeta-Jones -
narked over the publication of snatched
photos of their wedding in Hello!
magazine - in the list of celebs invoking
the Human Rights Act to defend their
right to a private life. But now a new
weapon has emerged which threatens
not just to spike a few intrusive exposes,
but to change the face of tabloid
journalism. If it succeeds, a judge was
told in a private hearing this month, it
will turn our national newspapers into
children's comic books.
A judgement delivered last week to
no publicity at Lambeth county court in
south London caught newspaper
executives on the hop and sent them
scurrying to media lawyers for urgent
advice. The senior judge at Lambeth,
Judge Roger Cox, ruled that
inflammatory and strident newspaper
articles can amount to harassment,
giving their victims the right to sue
under the Protection Against
Harassment Act 1997.

3 The writer uses Naomi Campbell as an example of someone

A who is unwilling to use the tabloids to her advantage.
B whose actions have delighted the tabloids over the years.
C who has a great number of friends in high places.
D whose actions appear less significant in the light of current events.

4 What does the writer say about the Lambeth judge's ruling?
A It cannot guarantee privacy for those in the public eye.
B It will be turned into an advantage by the national newspapers.

C It could change the way events are reported in newspapers.

D It might lead to an increase in invasions of privacy.

EMIi Test 3 Unit 1

 The rights stuff
vVho would have predicted, when the long-awaited Human Rights Act came into force
six months ago, that it would rescue a £750,000 house condemned as 'the most
flagrant breach of planning permission' from the bulldozers?
Councils around the country were stunned last month when Ken and Jackv Duffy
won their appeal against New Forest District Council's order to demolish their newlv
built house, erected at twice the size allowed by the Council in one of England's prime
beautv spots. The inspector who dealt with the appeal, Howard Russon, agreed that the
huge structure 'seriously harmed the character and appearance of this Yulnerable rural
area'. He had no doubt that allowing it to stay 'undermined the objecti\'es of local
planning policies aimed at protecting the very special landscape of this part of the New
Forest'. But the couple and their three young children would be homeless and
possibly bankrupt if the house had to be bulldozed. Russon concluded that this would
yiolate the family's rights under article 8 of the European Conyention on Human
Rights, the right to private and family life, and allowed their appeal.
v\l1en the Human Right<; Act came into force on 2 October, making the European
Convention part of English law, it was foreseeable that prisoners, asvlum seekers and
people charged with criminal offences would leap on the bandwagon. Scaremongering
predictions of chaos in the courts have not been borne out, but _judges han· seen a
steady flow of human rights cases. Of 87 decided between October and mid-February,
15 succeeded, according to figures from the human rights research unit at King's
College law school, University of London. A-; predicted, the biggest category are claims
over the right to a fair trial, guaranteed by article 6 of the Convention.

5 What does the writer imply about the outcome of Ken and Jacky Duffy's appeal
against New Forest District Council?
A It was doomed to be a failure from the very start.
B It could not have been foreseen by anyone.
C It went against the spirit of the Human Rights Act.
D It opened the floodgates to other local complaints.

6 What does the writer imply about the Human Rights Act which came into force on
2 October?
A Too many people are taking advantage of it.
B Too few people have used it to claim a fair trial.
C It led to fear amongst those who needed it most.
D It was generally thought it would be abused.

Test 3 Unit 10 HM¼W

 Penal practice in a changing society
r; After the 1939-45 war, the Criminal Justice Act of 1948
abolished the obsolete concepts of penal servitude and hard
I,I
,,
labour. The steady rise in the prison population, and the large
number of changes made during the 1950s, pointed to the need
for a coherent strategy for the future. An official document 'Penal
~ - ~ ~ ~ -
I Practice in a Changing Society', published in 1959, was a major
i acknowledgement of this. Its aim was to prevent as many
offenders as possible from returning to crime and a number of
11
C
steps were outlined as to how this aim was to be pursued. It was
proposed to take further the principle that prison was not a suitable place for young
offenders: more detention centres would be built so that all those sentenced to a term of six
months or less would be sent there, and those sentenced to between six months and three
years would be taught a trade which would help them to lead a new life.

It was recognised that most local prisons were now overcrowded and conditions inside
them were unsuitable. Plans for the redevelopment of local prisons were therefore included
in the proposed building programme. There were also ambitious proposals for a more
sophisticated observation and classification process for adult prisoners to cater for
specialised needs. It was hoped that ever greater use would be made of open prisons which
had expanded rapidly since the war. The first steps in this direction were taken in the early
1%Os when recidivists were allocated to Ashwell open prison; previously, open conditions
had generally been considered suitable mostly for first offenders.

7 According to the writer, why was the 1959 document important?

A It predicted a large number of changes in society as a whole.

B It separated young offenders from adults inside prisons.

C It aimed to cut prison sentences for young offenders to the minimum.

D It tackled the problem of prisoners who reoffended.

8 What did the proposed redevelopment plan aim to do?

A enable prison staff to operate more effectively

B build more open prisons for first offenders

C implement changes to existing local prisons

D transfer inmates of open prisons to local prisons

I Paper 1 Part 3 • page 70

MMriM Test 3 Unit 1(

 Paper 2 Writing Part 1
You must answer this question. Write your answer in 300-350 words in an appropriate style.

An international weekly news magazine is running a series of articles about guns and gun
control. Read this extract from a previous article on the subject. Write an article about
attitudes towards guns in your country outlining your own opinions on the subject.

I believe passionately that we should

be able to own guns if we want to. I
have a rifle for target shooting at a
local club, and the sport is growing
rapidly in popularity. In the winter I
have a shotgun and enjoy hunting in
the forests. An acquaintance of mine
even carries a hand gun for self-
defence; so far he has never had to use
it, but he says he would feel vulnerable
without it.
Of course, accidents will happen.
and whenever they do there is a great
outcry. There are calls for stricter
controls or even an outright ban. but
so far they have not succeeded. And
the reason why is simple - guns in
themselves are not dangerous: it is
people who can be dangerous, and
there is no way of controlling them.

Write your article.

\ Paper 2 Part 2 • page 72

Test 3 Unit 10
EM+◄
 Paper 3 Use of English Part2
For questions 1-10, read the text below. Use the word given in capitals at the end of some
of the lines to form a word that fits in the space in the same line. There is an example at the
beginning (0). Write your answers in CAPITAL LETTERS on the separate answer sheet.

Example:@] 00B@J0GJ[D~B□□□□□□□□□□

Ancient park under threat

Pontefract Heritage Group is so concerned with the ]eye] of

(0) \":!:0,~_l_i~~- at their ancient park that it has written to Council VANDAL

Leader Peter Box asking him to tackle the (1) ......... worrving INCREASE
problem. In one of the most recent incidents, eight birch, ash and

maple trees were sawn down. Pontefract's bowling club is planning to

create an (2) ......... zone by fencing off the greens to prc\'ent further EXCLUDE
(3) ......... damage to them. These attacks come hot on the heels of EXTEND
damage inflicted on Pontdract Castle by gangs of Youths who ha\T

ripped masonry (4) ......... from the ruins. l\Iichael Holdsworth, DISCRIMINATE
Chairman of the Heritage group, yesterday commented:

'{5) .. .. . . . . . damage has occurred o\'er se\·eral Years 111 the NOTICE
gardens and action taken to stop the culprits ente1·ing at

night has so far been (6) .......... And it's not just the bad EFFECT
(7) ......... of teenagers which is wreaking hanK with the gardens. BEHAVE
Adults misuse them too in the daytime bv parking on the grass and

flower-beds.'

Earlier this year, English Heritage ga\'e the gardens Grade II status as a

site of (8) ......... interest in a national register of parks and gardens. HISTORY
The gardens date back to the thirteenth centlff\', when the land

formed part of the monastery gardens of Pontefract's Dominican

Friar\'. Earning a place in the register means that the local council is

required to make (9) . . . . . . . . . for the protection of the gardens. PROVIDE

(10) ......... , this means that more inYestment is now needed to tackle UNDERSTAND

the problems facing the gardens and proYide much-needed facilities.

I Paper 3 Part 3 • page 73 I

EMdii Test 3 Uni·

 Paper 4 Listening Part 2
You will hear someone talking about a new scheme for those who have broken the law. For
questions 1-9, complete the sentences with a word or short phrase.

Offenders are being given an opportunity to

1 for crimes they have committed.

The\~2-~-----------~
is responsible for supervising the work of the offenders.

Because Mary Rose's bungalow was beside a

I 3 I Iit made her vulnerable to attack.

The schemes provide an opportunity for using the

I 4 I Iof the offenders.

A narrow boat project benefited those with 5
in West Yorkshire.

Anyone in a l....__6_'---1------------------"
can take a trip on the Lady Rhodes.

Crimes committed locally during 7

have been greatly reduced.

Those previously unable to go on the waterways can now enjoy a

'~-a_L..l_____________- -"I on a narrow boat.

It is encouraging to think that offenders now take

~-9-~------------~I into consideration.

I Paper 4 Part 3 • page 75 I

Test 3 Unit 10 MMM

 7 the school holidays
8 (fantastic) day out
Reading Part 2 9 the community
1B 2D 3D 4C 58 6D 7D 8C (1 mark per question)
(2 marks per question)
Tapescript
Writing Part 1 Presenter: Lynn Jones reports on a new scheme which
The article should contain information about your country helps offenders to make amends for the crimes they have
and your experiences. You should include sections on committed.
some or all of the following areas: Lynn: This is a scheme which gives offenders a chance to
• shooting as a sport repay society for some of the wrongs they've done. It's
• hunting based on the idea of community service. The offenders are
• guns as weapons of self defence guilty of a range of offences, from benefits fraud to drink-
• the dangers of guns. driving and assault, and they work as unpaid helpers. In
The article could be neutral in tone, suitable for a weekly fact, they form part of a hidden 'army', if you like, of more
news magazine. than 50,000 workers. Last year alone they carried out eight
million hours of unpaid work. The offenders serve what are
The target reader should get a clear idea of the situation as known as community punishment orders. These may be
it applies to your country and should be interested in your imposed by magistrates or judges at crown courts for a
views. period of between 40 and 240 hours.
See page 97 for the general marking scheme. The offenders themselves work under the supervision
of the probation service on a wide variety of projects - from
(20 marks)
creating sensory gardens to taking disabled people
shopping; they clear waterways and they redecorate the
Use of English Part 2
homes of victims of crime: you name it, they do it.
increasingly
These schemes can make a huge difference to the
2 exclusion community. Help is often focused on the vulnerable and
needy like 93-year-old Mary Rose. She lived alone in a
3 extensive
bungalow situated at the end of a quiet road next to a
4 indiscriminately footpath, and this made her an easy target for burglars.
Offenders have helped to plant prickly hedges in her
5 Noticeable
garden as a deterrent to attackers, and they've helped her
6 ineffective redecorate her home after she was burgled.
7 behaviour Of course, I hear you say, this kind of direct contact
between offenders and victims is rare. True, but probation
8 historic/historical officers believe it allows offenders to make reparation and it
9 provision reduces the fear of crime among victims. As far as the
offenders are concerned, the schemes offer them a chance
10 Understandably
to use and develop practical skills. They also keep them
(1 mark per question) out of prison, where they might otherwise become more
hardened criminals.
Listening Part 2 The schemes are many and varied. One in particular
repay society/make ammends that I'd like to pick out took place in West Yorkshire and
was aimed at helping people with special needs. It even
2 probation service
caught the imagination of the Bishop of Wakefield, who
3 footpath used a canal narrow boat operated by the local probation
service for a three-day pastoral pilgrimage through the
4 practical skills
diocese.
5 special needs Community service workers became involved in this
6 wheelchair particular project in 1993. The probation service bought a

Key
60\ii■fi
narrow boat called the Lady Rhodes. Their aim was to • outline the benefits of this festival to the people who
provide recreational trips for people in a wheelchair. attend and to the community as a whole.
Offenders adapted the boat with lifts, ramps and a toilet, The proposal will be formal or neutral, and should have
and the boat went into service the following year. Within clear headings and paragraphs.
four years, the boat was carrying 1,750 passengers each The reader should be persuaded that a film festival
season, and the probation service had signed an would be a good idea.
agreement with British Waterways to clear the surrounding 3 The letter should present your view of the issue: you may
towpaths. Today, they actually have five boats: two are choose to emphasise the areas where it is acceptable for
used for waterways clearance and the others for passenger civil liberties to be curtailed or those where it is not
trips. In fact, up to 3,000 people travel on the boats each acceptable. As this is a letter to a newspaper, some
year. They also lay on trips in the summer for school reference to current or recent events in support of your
children at risk of offending. This has led to an amazing arguments would be appropriate.
30 per cent reduction in the crime rate over the school The letter will be quite formal, and your arguments
holidays. What has been achieved is remarkable. By should be clearly presented and laid out.
clearing the towpaths, offenders have opened up the The target reader should be interested in and perhaps
waterways to walkers, cyclists, wheelchair-users and persuaded by the points that you make.
people with baby buggies. And, at the same time, they've
(20 marks)
given people who would otherwise have had no prospect
of going on the waterways a fantastic day out. See page 97 for the general marking scheme.
So by bringing disparate groups together, these
schemes can and do increase understanding of how other Use of English Part 3
people live. Now, this obviously doesn't stop offenders 1 step
offending, but what is impressive is how often offenders are 2 drifted
stopped in their tracks and start thinking about the
community, and not just themselves. 3 blow
For people like Mary Rose, memories of seeing a dark 4 pattern
figure steal out of her bedroom in the middle of the night
5 division
will always remain. But what the work done by people on
community punishment orders has achieved is removing 6 split
the terror of being a victim and giving everyone a new (2 marks per question)
sense of optimism.
Listening Part 3
1D 2C 3B 4A 5D
(1 mark per question)

Unit 11 Tapescript
I= Interviewer
Reading Part 3 O=Owen
1G 2D 3F 4H 5C 6E 7B Extra paragraph: A Interviewer: Owen, some say your successful career as a
(2 marks per question) film director was born out of turmoil. Would you agree with
that?
Writing Part 2 Owen: If you call no studio support and working against all
1 The reviews should contain details about the two the odds turmoil, I'd have to agree with you there!
characters you are discussing; it should discuss their
Interviewer: But your career breakthrough goes back to
differences in age and what significance this has in the
the early 1990s, doesn't it? That's when you were being
book or film.
acclaimed as (and I quote here) 'a highly creative, gifted
The language should be formal or neutral.
and technically perfect director'.
The reader should get an insight into one aspect of the
book or film and may be interested to find out more. Owen: It was the overwhelming success of Task Force that
did it. Looking back, it's hard to see how we managed to
2 The proposal should:
get the film made in such precarious circumstances. We
• explain why you want to hold the festival.
experienced every kind of problem imaginable. Before that,
• give details of the kind of films that will be shown.

IPii♦IM Key