LONGMAN

EXAM
SI<ILLS

Use of English

Teacher's Bool<

Fiona Scott~Barrett
CONTENTS MAP
SECTION PAGE

Introduction 1

Diagnostic test 5

Key to diagnostic test 9

Key to Students' Bool< 10

University of Cambridge sample

43
answer sheets
C am brl~e G..eltifLcate oLe.tQfLcleJJ C'J "JJ.£nglisb

The UCLES (University of Cambridge Local Examinations Syndicate) examination leading

to the Certificate of Proficiency consists of five papers:

Paper 1: Reading
Paper 2: Writing
Paper 3: Use of English
Paper 4: Listening
Paper 5: Speaking

From December 2002 each paper contributes 40 marks to the overall total of 200 marks.
In order to pass, a candidate must achieve a minimum score of about 60% of the total
marks. The marks for all the papers are combined; it is not necessary for candidates to
achieve a pass mark in each individual paper.

Part Consists of: Tests: Marks

1 a cloze test with fifteen
gaps.
2 a text containing ten gaps.
Each gap must be filled with
a word formed ii'om the stem
provided.
3 six questions each containing
three sentences with a gap in
them. The missing word is the
same for the three sentences.
Candidates must find one word
which fits all three sentences.
4 eight sentences which must be
transformed using a given word.
5 • two texts on which you
answer a total of four questions.
• a summary-writing task based
on the two texts.
the learner's knowledge One mark for each
of grammar and vocabulary. correct answer.
the learner's knowledge of One mark for each
vocabulary and word formation. correct answer.
the learner's knowledge of Two marks for each
. vocabulary (phrasal verbs, correctly answered
collocations, set phrases, etc.). question.
the learner's knowledge of Two marks for each
grammar and vocabulary. correct answer.
• the learner's awareness of • Two marks for each
the use of language in a text. correct answer.
• the learner's ability to extract • Up to a total of
relevant information from texts fourteen marks.
and write a short summary.

)-ES E ofLcleJJc'J Us~EngJls_

New Proficiency Use of English Students' Book consists of: .

• a comprehensive introduction to the new format Cambridge Proficiency Use of English
paper with exercises analysing the tasks and building up efficient strategies for dealing
with them.
• fifteen main units each consisting of a grammar section, a vocabulary section and a
section devoted to the summary task.
• five full-length Practice tests at Proficiency level and in Proficiency format, including exam
tips.
• appendices covering frequently-used idioms, phrasal verbs, and verbs, nouns and
adjectives used with dependent prepositions.

The fifteen main units are theme-based and cover all the main topics that are listed by
UCLES for the new format exam (from December 2002 onwards).
111e fifteen main units are theme-based and cover all the main topics that are listed by
UCLES for the new format exam (from December 2002 onwards).

New Proficiency Use of English Teacher's Book contains the sections listed below.
• Introduction.
• Diagnostic test. This photocopiable test contains 50 four-option, multiple-choice
questions and is based on the Advanced grammar points contained in the fifteen main
units of the Student'.s Book. You may use it at the start of a course to identify which areas
of advanced grammar a class or individual student has most difficulty with.
• Diagnostic test answer key.
• Answer key to the Students' Book Introduction, Units 1 to 15 and the five Practice tests.

New Proficiency Use of English may be used in a number of ways:

• Sequentially (i.e. from Unit 1 to the end in order).
• In non-sequential order to supplement grammar practice in the class's main coursebook.
• In non-sequential order to provide practice of advanced grammar points which have been
identified as causing difficulties by means of the diagnostic test.
• In non-sequential order to complement the topic of a coursebook unit and to provide
extension and further practice of relevant vocabulary.
• By doing the summary sections in sequential order, to provide thorough, step-by-step
practice of the skills required for Part 5 of the Use of English paper.

Whichever of these methods you use, it is strongly recommended that you work through the
Introduction to the new format Paper 3 on pages 6 - 19 of the Studei1ts' Book with your
class before your students attempt any of the other sections.

Each unit starts with a Grammar overview. This summarises the main points related to the
unit grammar that learners at this level are expected to be familiar with. For easy reference,
the information is presented in the form of tables. One way to exploit these would be to ask
your students to study the tables at home, and to check any points of difficulty with you at
the start of the next lesson.

Each unit then presents a number of Advanced grammar points. These are points which
commonly cause difficulty at this level and/or which are frequently tested in Cambridge
Proficiency Paper 3 questions. Each point consists of one or more Focus questions which
are designed to get the students thinking actively and analytically about the grammar point,
rather than just reading a grammar rule. A brief explanation of the structure and usage of
each point follows the Focus activity. You may want to ask your students to cover this
explanation with a piece of paper while they do the Focus activity. The Focus questions for
each Advanced grammar point have answers in the key.

A variety of Practice exercises follow the Advanced grammar points. Those which come
earlier in the grammar section practise only the items presented in the Advanced grammar
points. The later Practices may also include items from the Grammar overview. In the
grammar section of each unit there is at least one Practice exercise in the style of Proficiency
Paper 3 Part 1 and/or Part 4. Each Practice activity has answers in the key.

Some units also contain activities entitled Use your English. These are designed to
encourage freer practice of grammar points that have been studied. These sections do not
have answers in the key.
These sections have been specially designed to reflect the stronger emphasis on vocabulary
and word grammar in the new format Cambridge Proficiency exam. The vocabulary items
and word grammar which are presented and practised in these sections relate to the overall
theme of each unit and thus do not follow exactly the same pattern in every unit. However,
every unit contains a word formation task in the style of Proficiency Paper 3, Part 2 and a
gapped sentences task in the style of Proficiency Paper 3, Part 3. The vocabulary sections in
some units also contain tasks in the style of Proficiency Paper 3, Part 1 and/or Part 4.

Special features
Phrasal verbs and idioms are presented in the context of texts or sentences which relate to
the unit theme. This makes it easier for the students to learn how they actually function in
sentences and to deduce their meaning from the context. Practice of these phrasal verbs is
also contextualised within the theme. Alphabetical lists of idioms and phrasal verbs appear
in the appendices in the Students' Book.

Several activities recommend using dictionaries in class. At Proficiency level, bilingual

dictionaries or companions are not a sufficient guide to the subtleties of meaning or usage
which need to be understood and handled by students. Therefore, it is recommended that
you have sufficient copies of advanced level English-English dictionaries, such as the
Longman Dictionary of Contemporary English, for students to consult while working together
in pairs or small groups. By looking up new words and alternative meanings, students take
an active part in expanding their own vocabulary and are more likely to remember new
items than if they were translated for them.

In addition, several activities in the vocabulary section invite students to add their own ideas
and examples to those offered in the book. Again, this encourages an active role in their own
learning process and helps to build the learners' confidence. Possible answers to these
activities are suggested in the answer key.

Study tips in this section offer ideas for recording and remembering new vocabulary. It is
recommended that you read through these tips in class and invite comments and further
examples, where appropriate, from the students. You may also want to check later if students
are using any of the strategies that have been suggested in earlier units and to discuss which
they have found helpful.

The vocabulary section also contains Use your English activities. These are word games,
pairwork activities or discussion activities which are designed to offer freer practice of
vocabulary and word grammar. These activities do not have answers in the key.

• Units 1 to 4 focus in detail on how to answer questions 40 to 43.

• Units 5 and 6 focus in detail on how to identify the four content points to be included in
the summary.
• Unit 7 focuses on how to rephrase the content points in your own words.
• Unit 10 deals with paraphrasing the first draft of a summary.
• Units 8, 9,11,12,13,14 and 15 offer practice of complete Part 5 tasks
(Questions 40 - 44) with varying levels of help and guidance.

In addition, Practice tests 1 - 5 contain complete Part 5 tasks (Questions 40 to 44) with
some tips.

Before doing any of the Summary sections, it is strongly recommended that you work
through the introduction to the new format summary task on pages 14 -19 of the Students'
Book with your class.

For some units, Information boxes including background information about the topic are
provided in the key.
Practice tests: marking
There are five full-length Practice tests in the Students' Book.

Part 1: Questions 1 - 15 1 mark per correct answer

Part 2: Questions 16 - 25
Part 3: Questions 26 - 31
Part 4: Questions 32 - 39
Part 5: Questions 40 - 43
Question 44
Total
1mark per correct answer
2 marks per correct answer
2 marks per correct answer
2 marks per correct answer
1 mark for each correctly identified
content point plus up to 10 marks
for the summary-writing task
75 marks .,<

'.' To convert to a score out of 40 (the total possible adjusted score for
Proficiency Paper 3), divide the student's total marks by 75 then multiply
that figure by 40.

Note: Answers to questions 40 - 43 are provided in the key. For question 44, the four
content points are listed, but model summaries are not provided as it is not possible to
anticipate the range of appropriate answers that may be given.

Summary: marking
First, allocate one mark for each content point which has been correctly identified.

There is a maximum number of ten marks available for the summary writing task itself.
To qualify for high marks (between eight and ten) the summary:

• must be within the limit of 50 - 70 words.

• must not include sections copied word-for-word from the original texts.
• should be logically organised with appropriate use of connecting phrases.
• should be grammatically accurate and correctly spelt.
If the summary fulfils none of the criteria listed above, allocate marks between zero and two.
Allocate marks for average summaries between three and seven, depending on how well the
criteria above have been fulfilled.
 Diagnostic test
•
This test can be used at the start of a course to identify which areas of
advanced grammar a learner entering the CPE level has most difficulty with.

1 You wonderful! Is that a new perfume you're wearing?

a are smelling b smell c will smell d have been smelling

2 Their train is to get in at 19.05.

a bound b likely c due

3 It gets on my nerves that way that Carol about her job.

a forever boasts b is forever c never boasts d is never boasting
boasting

4 Since I : you; I have never seen you cry.

a have known b know c am knowing

5 When I lived in Paris, I strolling along the banks of the river Seine.
a was enjoying b had enjoyed c would enjoy d used to enjoy

6 We to the new Harry Potter film on Saturday. If we can get tickets,

would you like to come too?
a were going b were thinking c had planned d had been meaning
to go of going to go to go

7 Our last holiday in Italy was marvellous.

a quite b fairly c exceedingly

8 The louder he talks, I become.

a very irritated b so irritated c the more irritated d more irritated do

9 She prefers an evening at the cinema to bars or clubs:

a to going out b rather than c than going out d to go out
go out

10 Rod is too poor a new car.

a that he can buy b so as to buy c for buying

11 He be famous, but that doesn't necessarily mean he's interesting to

talk to.
a must b could c should d may

12 The lecture's been cancelled, so we as well go for lunch now.

a might b could c should d will

13 Given the chance, many children TV uninterruptedly for hours.

a are watching b will have c will be watching d will watch
watched

14 nocturnal creature(s).
a Owl is a b An owl is a
15 is an instrument for looking at small objects.
a A microscope b Microscope c The microscope d One microscope

16 My brother has in the personnel department who might be able to help

you.
a the contacts b contact c the contact d a contact

17 That's strange - I sent the parcel by courier, so you have received it by

now.
a must b couldn't c should d needn't

18 The engagement ring he gave her been more beautiful.

a couldn't have b might have c shouldn't have d must have

19 My teacher says it's a pity I didn't start lessons when I was younger, because she
thinks I have become a professional musician.
a must b would c may d could

20 Several witnesses said they saw the woman and child leaving the building together.
However, as the child was smiling and holding the woman's hand, they assumed
she his mother.
a had to be b must be c must have been d was to be

21 He told me he ~ finish a report before he could join us for a drink.

a was to b must have to c had to d must have had to

22 This is to be the best film the famous director has made.

a argued b accepted c hoped d thought

23 He begged : him.
a that she b that she c for her forgiving d her to forgive
forgive should forgive

24 That was party last night - I haven't had so much fun for years!
a any b some cone d no

25 Unfortunately, children nowadays are able, or prepared, to read classic

works, such as Peter Pan or Treasure Island, in the original versions.
a little b little c few d a few

26 I would normally have been on that train that was derailed yesterday, but
............... told me I should take my car to work instead.
a anything b everything c something d nothing

27 We've had a burglar alarm installed in our holiday cottage feel happier
about leaving it unoccupied for long periods.
a lest we should b in order that c so that we will d for fear that we will
we should

28 her excellent qualifications, she hasn't yet found a suitable job.

a Thanks to b Despite c Although d As a result of
29 The plot was complicated it spoiled my enjoyment of the book.
a very b such c so d so much

30 these new regulations to come into force, our work would become much
more difficult.
a If b Should cHad d Were

31 If you keep teasing the dog, you shouldn't be surprised that it snaps at
you.
a do b will c shall d did

32 If you had paid more attention in class, you better marks now.
a would have b will have c ought to have d should have

33 She can't have studied chemistry at school if she what a heavy element
is.
a doesn't even b hadn't even c wouldn't even d won't even know
know known know

34 I'd rather all those stories about me as a child to my new boyfriend,

Mum. I was awfully embarrassed.
a not have told b you didn't tell c you wouldn't tell d you hadn't told

35 I wish you when I'm telling you something important.

a won't interrupt b wouldn't c didn't interrupt d hadn't interrupted
interrupt

36 What's the matter? You look as though you a ghost.

a are seeing b see c saw d had seen

37 Oh no! It looks like my rucksack behind in the scramble to get on the

bus.
a has left b has got left c had left d had been left

38 The book was banned in Britain because it was seen offensive to racial
minorities.
a be b to be c being d having been

39 I think it's disgraceful that the children aren't go outside during the
break.
a let b let to c allowed d allowed to

40 The colours you've chosen are lovely, dear, but next time try your
shading within the lines a bit more.
a keeping b to be kept c and keep d that you should keep

41 The girl said she went up the tree because her brother climb it.
a had dared her b had dared c was dared d had dared
her to

42 the news of the birth of her first grandchild, Mary burst into tears of joy.
a Hearing b Having heard c Being heard d Having been heard
43 are staff to enter this area without wearing protective clothing.
a Absolutely not b Out of the c On no account d In no way
question

44 Scarcely had the islanders recovered from the earthquake the volcano
began to erupt.
a that b when c then d than

45 Only after a dozen attempts her driving test.

a did she pass b she passed c passed she

46 Hardly for the independent candidate.

a voted anyone b did anyone c anyone voted
vote

47 It's the long, light evenings I like most about summer.

a why b what c which d that

48 I don't think it's my fault; I did was touch that key there, and the whole
computer crashed!
a all b when c that d the only

49 What I really want up your bedroom.

a is that you b would be for you c is for you to d is you tidying
should tidy to tidy tidy

50 He doesn't like children chatting in class he will not put up with.

a Such b Those c That d This thing
 I<ey to diagnostic test
Present and future tenses 9 Clauses
lb; 2c; 3b 27c; 28b; 29c

2 Past and perfect tenses ~Conditionals

4a: 5d: 6b 30d; 31b; 32a; 33a

VAdiectives and adverbs ~ Unreal past and wishes

7a: 8c; 9a; 10d 34d; 35b; 36d
---- ~
~odals I: present and future 12 Passives and causatives
lld;
----.,. 12a; 13d
~ 37b; 38b; 39d

1).2:±s; 15a; 16d

Nouns and articles ~Infinitives
40c;41b;42a
and gerunds
-:=--.

6 Modals II: past 14 Inversion

17c; 18a; 19d 43c;44b;45a;~

0eported speech 1S Emphasis

20b; 21c; 22d; 23d 47d; 48a; 49c; 50c
r----

8 Determiners and pronouns

24b; 25c; 26c
 I<ey to the Students' Bool<

16 restrictions; 17 upbringing; 18 invaluable; 19 outdoors;

20 observant; 21 sleeplessness; 22 increasingly;
23 recounted; 24 income; 25 officially

,EarLl: CLnze tesl_~_...,...-_ art3: G-apped SeQtenc~es........,..,,....,..-,,.

Strategy building I
Tasks
Tash
That it is impossible to predict earthquakes accurately.
gap 13 = no the second one ('hit' is a noun here; in the other two
sentences it is a verb)
Strategy building II
Tasks
26 verb (past participle); 27 adjective; 28 noun;
29 verb (past tense); 30 noun;
1 gap 8
31 verb (present tense/bare infinitive)
2 gaps 2, 7 and 14
3 gaps 3, 6 and 1
4 gaps 9 and 11 Strategy building II
5 gap 5 Tasks
6 gap 10 26 laid; 27 deep; 28 flight; 29 sank; 30 custom; 31 stand

EJ and II
1 in; 2 for; 3 As; 4 far; 5 one; 6 only; 7 in; 8 led; ar.t.,~t:Key' word tranSfOJ1UatLnns
9 result; 10 issued; 11 spite; 12 caused; 13 no;
14 on; 15 rather Strategy building I
Task

Strategy building II
Tashs

17 noun; 19 adverb; 20 adjective; 21 noun; 23 verb; Strategy building II

24 noun; 25 adverb Tasks

Strategy building III o

32
Tasks
• identifying synonymous phrase:
forever -+ no matter how often
• changing verb tense: present continuous -+ present simple

33
recount (the other verbs formed from count are account, • identifying synonymous phrase:
discount and miscount) immediately after -+ no sooner ... than
• changing after + gerund -+ no sooner + past perfect

Strategy building IV 34
Tasks • identifying synonymous phrase: stop being unrealistic -+
o bring someone down to earth
• changing verb to noun: lost -+ the loss
gaps 17, 18, 19,21,22,23 and 25 • identifying dependent preposition the loss of
3S
• identifying synonymous phrase:
because -+ but for ... (not)
• changing verb tense and making it negative:
simple past -+ wouldn't have + past participle
36
• identif)ing synonymous phrase:
it II'asn't someone 's fault -+ someone's not to blame
• identifying dependent preposition + gerund following it:
to blame for + gerund
37
• changing active modal verb to passive verb:
must not (enter) -+ (entry) is forbidden
• identifying dependent preposition: forbidden to
38
• identifying emphatic construction: it was (my father) who
• identifying synonymous phrase:
persuade -+ talk someone into
• identifying use of gerund after talk into
39
• identifying synonymous phrase:
had just got dressed -+ had finished dressing (hersell)
• changing word connecting clauses: when -+ than
Text 1
. There is no reason to assume that the success rate
Eorhumans would be any better and the
disappointment and pain caused by miscarriages,
abnormalities and early deaths would undoubtedly be
much ~reater.
Cogent though these arguments against human reproductive
cloning are, the prospect of success is even more alarming.
Imagine this scenario: a young boy grows up in the
shadow oEa giEted brother killed in a car accident. At
each stage in his liEe, the achievements oEhis deceased
sibling are held up to him and his own failings are
constantly ridiculed. Normally such a child would
protest that .be should not have to live up to unreal
expectations. But this boy cannot, for he is a clone,
created Eroma cell taken from his brother's body. Or
consider the situation in which a person creates a clone of
himself or herself to overcome infertility. A child created
this way would be the identical genetic copy oEhis
Eather (or mother). So how would he react iEhis
parent succumbed prematurely to an illness oEgenetic
origin? Such worries may once have seemed fanciful and
remote, but, according to Ian Wilmut, creator of the world's
first cloned mammal, Dolly the sheep, the issue is so
pressing as to demand a national debate among psychologists
and biologists.

Text 2
32 matter how often she warns ... and thus would ask for those genes to be eliminated from
33 sooner had she graduated than she went the donor cell. But where should the client, or the law,
34 1055 of his job brought Phil down to draw the line? What iEthe parent knew he or she was
3S for her father's assistance, she wouldn't have likely to pass on a genetic predisposition Eor
36 not to blame for the dog chewing depression or dyslexia, or even for a body shape they
37 is strictly forbidden to anyone happen to dislike? Such questions must be resolved
38 my father who talked me into learning before we start playing God with our genes.
39 had she finished dressing (herselO than
Furthermore, if customised cloning became widely accepted
and practised, how would people regard children who
weren't cloned and customised to design
Part 5: SumllJ_ar task specifications? What about children born with
disabilities, or even those who did not fit the accepted
Detailed look at the task: norms oEcloned beauty, health or intelligence? Would
society view such children with tolerance or come to
Questions 40 to 43
see them as errors in the genetic code - in short as
Task
defective products? If that were to happen, we might lose
a2;b3;cl;d4;e2;f4;g3;hl the most precious gift of all, the human capacity to
empathise with each other.

D
They are both about cloning human beings/reproducing 2,3,4 and 5
humans by cloning. (points 1 and 8 are summarised by point 2, points 6 and 7
are irrelevant)

D
3,2,4,5 (3 and 2 relate to cloning in general; 4 and 5
related to customised cloning)

_ 11
 Grammar point 3
1b;2d;3a;4c
Is the summary the A B C D
right length? Practice B
Yes .I .I 1c;2a;3b
No - too long .I
No - too shon .I
Practice C
Are all four content A B C D 1 doubt whether Carol will pass; 2 is sure to come; 3 about
points included? to leave for; 4 (I ordered) is due to; 5 guests are to leave
Yes .I .I
No .I .I
Practice 0
Have the ideas from A B C D 1 will look; 2 will be glancing; 3 will already be;
the texts been 4 will have; 5 will feel; 6 fall; 7 pick; 8 phones; 9 see;
rephrased in the 10 are bringing; 11 will have spent; 12 agree; 13 appreciate;
writer's own words? 14 don't treat; 15 play; 16 are visiting/are going to visit;
Yes,mainly .I .I .I 17 are travelling; 18 are looking forward; 19 will never be;
Hardly at all .I 20 admire
Are the ideas linked A B C D
together coherently Vocabular~ _
into a short paragraph?
Yes .I .I .I
No - just a list of points .I
1 take to - c; 2 fall out with - f; 3 fall for - h; 4 look down
on - k; 5 come between - a; 6 make up - j; 7 get along with
- e; 8 lash out at - b; 9 put someone down - d; 10 put up
with - g; 11 get someone down - i; 12 turn to - m; 13 let
someone down - I
UNIT

1 look up to t= look down on

take against t= take to

Advanced _rammar oints---- Pattern I fall for, come between, turn to

Pattern 2 get me down, let me down
Grammar point 1 Pattern 3 look down on, put up with
(1) Are you cooking ... (refers to an activity in progress at Pattern 4 fall out with, get along with, lash out at
the present time.)
(2) I expect ... (stative verb - not usually used in
continuous form.)
1 putting his wife down; 2 looked down on; 3 lashed out at;
(3) correct
4 looked LIpto; 5 came between LIS;6 got along with;
(4) correct
7 fell out, made up; 8 took against; 9 let me down;
(5) correct
10 usually falls for; 11 put up with
(6) If tastes ... (verb used statively to refer to the taste
rather than the activity of trying to see how the food
tastes.)

Grammar point 2
Sentence 2

Practice A
1 is thinking; 2 is forever complaining; 3 suspect, are
having; 4 are having, presume, don't want, abhor; 5 recall;
6 wears, is entertaining, wants, annoys, is always coming out
of, is continually tucking; 7 are you doing, smelling, don't
think, smells; 8 are always interrupting, am talking, doesn't
matter, seems; 9 Do you see, are not seeing, are looking,
appear
Possible answers
decadence, credence, arrogance, accuracy, frequency,
freedom, childhood, desirability, brevity, merriment,
punishment, happiness, forgiveness, prevention, conviction,
caution, tenure, failure, stricture
1 revolution; 2 connections; 3 development; 4 foundation;
5 existence; 6 significance; 7 stability; 8 commitment;
9 intimacy; 10 happiness

Advanced _ramm_ar oints

Grammar point 1
Em
a 3c (cut someone off without a penny) D 1b; 2a
b 4b (there is little love lost between)
c 5a (take good care of)
d 3a (cut someone dead)
e Ib (get on someone's nerves)
f la (get your own back on someone) Grammar point 2
9 2b (bring someone down a peg or two) Sentence 2
h 5b (in care)
i 4a (love at first sight) Grammar point 3
i lc (get on like a house on fire) present
k 2a (bring out the best in someone)
I 4c (puppy love) Practice A
1b;2a;3b;4c;5a;6b; 7c;8b

1 of; 2 turn; 3 him; 4 out; 5 love; 6 get; 7 sight; 8 take; Grammar point 4
9 like; 10 down 2 ... I've lived.

Summar Practice B
1 moved, has improved; 2 has become, has lived; 3 have
existed, has done; 4 have known, has always used; 5 have
always worn, fell, sprained; 6 have been; has never even
offered; 7 has never cleaned, has owned; 8 have become,
have been married; 9 has only learnt, got married; 10 have
been here; have never stopped
1 Questions 3 and 4
2 Questions 1 and 2
Practice C
1 have learnt; 2 monopolise; 3 was; 4 had existed; 5 had
led; 6 epitomised; 7 involved; 8 remain; 9 was; 10 swelled;
Question 1 11 were joininglhad joined; 12 were fashioninglhad
1 'view' (line 11); 2 'hopelessly rosy' (line 11); fashioned; 13 played; 14 was; 15 fuelled; 16 had already
3 'hopelessly rosy view' (line 11) defeated; 17 multiplied; 18 peaked; 19 had begun;
20 sought; 21 grew; 22 has become; 23 remains;
Question 2 24 will become; 25 will prove
1 'an attractive feature'; 2 'eyes like saucers' (line 2)

Question 3
).Locab ula y,--:-~~ -,."
1 ... 'a third of children waiting to be adopted remain in
care for more than three years.' (negative comment);
2 'languishing' (line 7)
1 blow up - d; 2 break in - c; 3 break out from - p; 4 bring
in a verdict on - j; 5 be brought up on charges of - i; 6 come
Question 4
before - h; 7 be done out of - e; 8 get away with - 0; 9 hold
1 'children awaiting adoption'; 2 'those being looked after
up - b; 10 be let off -I; 11 make off with - a; 12 on the run
by local authorities' (lines 8 - 9); 3 'come with
- n; 13 be pulled in - g; 14 be sent down - k; 15 be taken
considerable baggage' (line 9)
in - f; 16 turn oneself in - m

give oneself up = turn oneself in

1 'bouncing babies and tottering toddlers' (line 12)
get/make away with = make off with
2 'obstructive' (line 9)
3 'a strapping adolescent' (line 15)
1 blow; 2 up; 3 off/away;4 broken; 5 before; 6 up; 7 in;
8 off; 9 sent; 10 on; 11 in

immigrate (verb) to come into a country in order to live

there permanently
no preposition deny, regret implant (verb) to strongly fix an idea, feeling, or way
for apologise, arrest, blame, forgive, of behaving in someone' s mind or to
punish, feellbe held responsible put something into someone's body by
doing a medical operation
of acquit, convict, repent, suspect,
be found innocent / guilty implant (noun) something that has been implanted in
someone's body in a medical operation
to admit, confess, plead guilty
imperil (verb) to put something in danger
with charge
import (verb) to bring something into a country from
abroad in order to sell it
import (noun) something that is brought into one
country from another in order to be
sold or the process or business of
bringing goods into one country from
1 regretted having wasted / regretted that he had wasted another
2 denied being / having been romantically OR denied that
imprison (verb) to put someone in prison or to keep
she was / had been romantically
3 was acquitted of murdering / having murdered them somewhere and prevent them
from leaving
4 was found innocent of murdering / having murdered
5 pled/pleaded guilty to (Note: plead has two possible
past tense forms)
6 confessed to having
7 (who are) suspected of being 1 antisocial (or anti-SOCial);2 mistrust; 3 malnutrition;
8 have been arrested for (suspected) / have been arrested 4 inedible; 5 miscalculated; 6 impatience; 7 disinclination;
on suspicion of 8 unacceptable; 9 uncharacteristic; 10 immodest
9 has been accused of stealing / having stolen
10 has been brought up on charges of
11 were done out of 1 convictions; 2 social; 3 pleaded/pled; 4 court; 5 term;
12 were taken in by 6 resistance; 7 initiative

a SummatY- _
1c;2b;3a

Note: the prefix anti is sometimes used with a hyphen, and

sometimes not. There are no set rules for when a hyphen is
used or not, but, in general, one is not used in words like
antiseptic or anticlimax, where the combination of prefix +
noun/adjective is quite commonly used. Hyphens are Question I
frequently used in combinations like anti-terrorist, anti- 1 'it' (line 2); 2 singular; 3 'song', 'money', 'love',
fascist, anti-nuclear. In some words, both spellings may be 'research'
used, depending on individual preference e.g. anticlockwise
or anti-clockwise, antisocial or anti-social. Question 2
1 'their absence'; 2 lack; 3 plural; 4 'goods', 'services',
'luxuries'; 5 inessential/expensive / luxury; 6 the lack
of inessential/expensive / luxury goods and
services
anti- anti-colonial/anticolonial, antiseptic
dis- discomfort, disinterest, disobedience, dissatisfied Question 3
im- immature, immobile, impolite, implausible 2 'depression'; 3 '25-year oIds'; 4 the depression suffered
in- incapable, ineligible, inexperience, intolerant by 25-year oIds/young people/people in their
mid-twenties
mal- malformation, malpractice
mis- misbehave, misconduct, misgovernment, misinform
un- uncomfortable, undesirable, undo, ungrateful,
untrustworthy

1 wealthy westerners / people who live in developed
countries
2 looking for / the search for happiness
3 times when people are so involved in what they are doing
that they don't think about themselves.
Information box t
Page 42, Text 2, lines 1 - 2
'even those of us who have not lain on the couch' = those of
us who have not undergone therapy. The phrase refers to
the practice, particularly in psychoanalysis, of inviting the
patient to lie on a couch while undergoing therapy.
Practice D
1 dull a film was it / dull was the film
2 prefer working at home to spending
3 older helTom gets, the more tight-fisted Tomlhe
4 is too proud to ask anyone to lend
5 in an extremely shocking way/manner
6 had such a peculiar taste
7 faster Sandra drives, the more frightened her
8 would sooner travel by ship than go on
9 think their daughter is mature enough
10 great a hypocrite is he that
Practice E
1 fairly/quite; 2 enough; 3 best; 4 the; 5 welVfully;
6 whole/entire; 7 too; 8 to; 9 more; 10 than

UNIT ,
!

~ I D
1h; 2k; 3c; 4g; Si; 6j; 1£; 8e; 91; 10d; 11 b; 12a
•

1 meek and mild; 2 back and forth; 3 off and on; 4 hard
and fast; 5 well and truly; 6 over and above; 7 cut and dried;
Grammar point 1 8 fair and square; 9 high and dry; 10 fast and furious;
2 and 5 11 tried and tested; 12 safe and sound

Practice A D
1 angry, annoyed, irritated 1
2 enjoyable, nice, pleasant • first and foremost - used to introduce the main reason or
3 surprised purpose for something
4 courteous, kind, polite, sympathetic • hale and hearty - very healthy and active
5 aggressive, bad-tempered, loathsome, rude, unpleasant • to and fro - back and forth
2 depends on dictionary used
Practice B 3 hale and fro
1a,b;2a,c; 3a,b,d;4c,d;Sa,c;6b,d 4 foremost scientist/expert/writer/authority etc.
a hearty laugh/meal
Grammar point 2
1 and 3
1d (as different as chalk and cheese); 2f (as dull as
Practice C ditchwater); 3i (drink like a fish); 4c (as old as the hills);
1 The longer he played, the more tired he got. Sh (sing like a lark); 6b (as hard as nails); 7a (as tough as
2 The sooner you finish typing that report, the earlier you old boots); 8e (as similar as two peas in a pod);
may go home. 9g (as pretty as a picture)
3 The more chocolate biscuits I eat, the more I want.
4 The more tired he gets, the clumsier he becomes.
5 The more often I see Sam, the less I like him.
D
1c;2a;3e;4d;Sb
Grammar point 3
So convincing a liar was he

Grammar point 4
1c; 2b; 1c
 Complimentary as pretty as a picture, took to it like a Question 2
duck to water 1 an unhappy situation
as dull as ditchwater, drinks like a fish, 2 No
Derogatory
mutton dressed as lamb, like a bull in a 3 It emphasises the negative aspect of the situation
china shop, looks like butter wouldn't and the fact that nothing can be done to alter it.
melt in her mouth
Question 3
Neutral/ as different as chalk and cheese, as
1 negative aspects
it depends hard as nails, as similar as two peas in
2 positive
a pod, like a red rag to a bull
3 however, there are also drawbacks/disadvantages

Question 4
1 health problems
-ful blissful, cheerful, delightful, disgraceful,
2 to fire / set off the gun
forgetful, playful, restful, wasteful
3 Yes, cause and effect
-ic artistic, chaotic, dramatic, ecstatic, idyllic, .4 number
materialistic, sarcastic, therapeutic 5 set off/cause/lead to a number of/several health
problems

dreadful- dread (noun and verb) = a feeling of / feel anxiety

about something that may happen 1 people who like staying up late/who feel the function
better at night
2 is severely affected in a negative way
D artful- clever at deceiving people
3 the people who were studied
4 to emphasise that working at night is not natural for
people
Possible answers - archaic, aquatic, atavistic, chic, eccentric,
erratic, frenetic, prolific, rustic, septic, sporadic
t~actLceie~U
Part 1
1 some; 2 of; 3 merely/just; 4 over; 5 here; 6 one;
7 such/similar; 8 contrast; 9 in; 10 so; 11 who/that;
12 more; 13 only; 14 while; 15 all

Part 2
16 sainthood; 17 misrepresentation; 18 impulse;
1 meaningful; 2 therapeutic; 3 stressful; 4 uneventful;
19 transform; 20 improbable; 21 exceptional;
5 atmospheric; 6 distasteful; 7 enthusiastic; 8 resentful;
22 humanity; 23 admirable; 24 unsuccessful;
9 unrealistic; 10 hypocritical
25 submissive

Part 3
26 dead; 27 face; 28 charged; 29 given; 30 last; 31 line

Part 4
32 should have been repaired a long
33 no question of the team giving up
34 that he should accompany her
They are both about the twenty-four hour society and its 35 gap appears/seems to be narrowing these
drawbacks. 36 expressed a preference for goinglbeing taken
37 letting/having let his friend talk him into robbing
38 found her novel so absorbing (that) she forgot
39 found the test plain sailing except
Question 1
1 'after six 0 'clock', 'evening', 'late-night', 'at all hours of
the day or night', 'all-night'. Most of these refer to
night -time.
Part 5 \locabulary. - __
40 not working very well / operating only with difficulty
41 a depressing / financially uncertain one (for older people)
42 One in which all unemployed people are paid by the
state. 1 put in for - i; 2 take up - d; 3 change over to - h; 4 be
43 'the growing burden on the healthcare system posed by snowed under - k; 5 toil away - e; 6 keep on top of - f;
the ageing population' (lines 15 -16) 7 take on - a; 8 be laid off - 1; 9 turn your hand/s to - g;
10 bring in - b; 11 bring up - c; 12 take up - j
44 Content points
The social budget has been depleted by high medical
costs due to greater life expectancy (Texts 1 and 2).
This budget also pays out a lot of money to support the
unemployed (Text 2).
Fewer people are now working and contributing to the
budget (Text 1).
By 2010 more than a third of the British population will
have reached or be approaching retirement age (Text 1). bring in - regulations, a salary
put in for - a pay rise, the post of
take on - a project, new staff
take up - grievances, the post of

1 brought in, taken up; 2 take on; 3 am snowed under,

taken on; 4 layoff, turn their hands to; 5 bring up, toiling
away/slaving away; 6 put in for, changed over to; 7 bringing
in, took up, keep on top of

Grammar point 1
1 and 3
Practice A
1 may not be easy to work with, but
2 may not be much of a cook, but
3 may be expensive, but it is more durable
4 may be the boss, but that doesn't
5 may work in adjoining offices, but
over overdraw, overindulge, overpopulated, overrule,
oversee, oversleep, overtime, overview
under undercut, underdeveloped, underemployed,
undergraduate, undernourished, underprivileged
both overestimate/underestimate, overpaid/underpaid,
overqualifiecl/undergualified, overrated/
underrated, overstaffed/understaffed, overtake/
undertake, overtone/undertone

Grammar point 2
1 all refer to the present
2b

Grammar point 3
1b;2a

Practice B Em
1c;2b;3c;4b;5a;6c; 7b;8a;9b overtake = go faster than, and so pass someone or something
undertake = agree to do a task
Practice C
1 can/may; 2 can/may; 3 should/ought to; 4 will/may;
5 don't have to/don't need to/needn't; 6 may/might/could;
1 overpopulated; 2 underprivileged; 3 undernourished;
7 may/will/could/might; 8 can; 9 will/would;
4 overactive; 5 underage; 6 underdeveloped
10 can/may/should; 11 must; 12 mustlhave to;
13 should/ought to; 14 could; 15 could/might; 16 might;
17 could
1 underachieving; 2 overestimated; 3 overnight;
4 underscores; 5 undermining; 6 underclass; 7 overtime;
8 underpaid; 9 undertake; 10 overlooked
Grammar point 2 D Possible answers
1 , 3 and 4 (but 4 is only used when giving a definition) 1 a bunch of grapes, bananas, amateurs
2 a group of people, buildings, children
Grammar point 3 3 a pack of cards, dogs, rogues
They are all adjectives used as nouns. 4 a series of accidents, coincidences, tests
1 The good = good people; the great = great people Note: series relates to things arranged in or events
2 the good = the benefit (abstract noun) happening in a sequence.

1 A tapeworm is a parasite which lives in the stomach and uncountable nouns

intestines of mammals. an act of courage
2 Pets/a pet often provide/provides comfort and company for a bit of cheese, land, news, sand, truth
the elderly. a grain of sand, truth
3 A telescope is an instrument which allows you to see long an item of clothing, news
distances. a piece of cheese, land, news
4 Orang-utans/The orang-utan are/is native to the forests of
Sumatra and Borneo.
5 I always give money to charities which help the homeless.
6 A hospice is a place where the terminally ill are looked
after.
7 Teenagers often go through a phase of being fascinated by
the supernatural.
8 The unknown can be frightening but often turns out to be
more enjoyable than the familiar.
m Possible answers
Practice C 1 loads of people, books, money, work
1 adder is the only venomous snake native 2 a handful of people, occasions, salt, loose change
2 to help the illiterate are being introduced 3 a sack of potatoes, coal, cement
3 join the ranks of the 4 a packet of cigarettes, matches, cereal, soap powder
4 a thesis on the social behaviour of the 5 a box of matches, chocolates, soap powder
5 critic of the extravagance/extravagant habits of the 6 a roomful of antiques, people, dust, furniture
7 a pile of books, wood, laundry
Practice D
1 0; 2 the; 3 an; 4 the; 5 0; 60; 70; 8 the; 9 O/the;
10 O/the; 11 the; 12 the; 13 the; 14 a; 15 the; 160; 17 a;
180; 19 an; 20 The; 21 the; 22 a; 23 0; 24 the; 25 the Beauty is in the eye of the beholder. (Someone' s opinion
of who or what is beautiful is subjective.)
Vocabular 2 A bird in the hand is worth two in the bush. (What you
have now is more important than risking it to try to get
something else you do not have.)
3 An apple a day keeps the doctor away. (Eating an apple
every day will keep you healthy.)
Countable nouns Uncountable nouns Plural nouns
4 Pride comes before a fall. (If you are too proud of your
events, llowers, clothing, courage, pliers, scissors,
achievements, you will suffer bad luck)
friends, lies, land, news, sand, stairs, trousers
5 A stitch in time is worth nine. (It is better to deal with a
teenagers truth
problem immediately, or it may get worse later.)
6 The meek shall inherit the earth. (A saying ofJesus
Christ = Humble people will be happier in the end than
countable nouns powerful and proud people.)
a bunch of flowers, teenagers 7 Youcan't teach an old dog new tricks. (Old people
a group of animals, friends, teenagers don't want or like to learn anything new.)
a pack of lies, teenagers 8 The proof of the pudding is in the eating. (Youdon't
a series of events, lies know how good or bad anything will be until you try
it.)
9 Fools rush in where angels fear to tread. (Foolish
people do things in a hurry, without considering the
consequences first)
10 Neither a borrower nor a lender be. (Don't borrow or
lend money.)
 Learners can study at their own pace and follow
Noun Verb Adjective different pathways with varying academic content.
outbreak, outbuilding, outdistance, outdated, (Points 2 and 3)
outburst, outlaw, outdo, outgrow, outdoor, Students can move to a more academic pathway / to
outlook, outpatient, outlast, outlaw, outlying, a higher level after completing a less academic one /
outset outlive, outspoken a diploma. (Points 3 and 4)
outnumber, (Succeeding in) vocational training builds their
outperform, confidence and leads to better academic results.
outstay (Point 8)
They may repeat classes/years until they reach the
minimum standards. (Point 9)
outburst (burst out) = an explosion / sudden occurrence of
something, e.g. noise, anger, protest
outlook (look out) = the prospects for something, e.g. the
economic outlook; the outlook for tomorrow's weather or
your attitude to life, e.g. an optimistic outlook
outset (set out) = the beginning
outspoken (speak out) = unafraid to voice an opinion openly

Advancecl9-rammarpoints,,-_
Grammar point 1

1 outstrip; 2 backgrounds; 3 outperforming; 4 achievement; D

5 underperformance; 6 discouragement; 7 resentment; 1d;2b;3e;4c;Sa
8 underprivileged; 9 outstandingly; 10 outshone

Grammar point 2
1b;2c;3a

come upon = come across (4)

Practice A
get on = get ahead (5)
make up = think up (1) 1c (no difference): 2b; 3c (should have become = advice;
put across = get across (4) could have become = unfulfilled possibility); 4c (no
work out = think out (1) difference); Sb; 6b; 7c (would have taken = decision made
in the past, but abandoned; could have taken =unfulfilled
possibility)
~ummar~
Practice B
1 couldn't have chosen a better present
2 could have gone to lecture/work as a lecturer
They are both about the ways in which the Dutch education
3 could/might have given me that
system helps pupils who are not academically gifted.
4 should have been handed in
5 illness I would have finished
D 6 might as well not have gone
1d; 6a; 7b; 10c 7 couldn't have been Auntie Maude who

Practice C
1 must have struck; 2 would/must have found; 3 should
have been preserved; 4 had to; 5 was able to; 6 would/must
have been worn; 7 could not have been; 8 would have been
crushing; 9 must have dazzled; 10 must/would have been;
11 had to
)LQcabu lary
1 plough through - d; 2 delve into - f; 3 hunt down - b;
4 piece together - j; 5 dig up - c; 6 pore over - g; 7 look up
- e; 8 carry out - i; 9 trace back - h; 10 turn up - a
happen on = turn up
wade through = plough through
classic = a very typical example of something
classical = based on or belonging to a traditional style or set
of ideas, especially in art or science or connected with the
language, literature etc of Ancient Greece and Rome
comic = amusing, making you want to laugh
comical = funny in a strange or unexpected way
economic = connected with trade, industry, and the
management of money
economical = using money, time, goods etc. carefully and
without wasting any
historic = important because it is, or will be, remembered as
part of history
historical = connected with the study of history
politic = sensible and likely to bring advantage; prudent
political = connected with the government or public affairs of
a country or with the ideas, activities, or advantage of a
particular party or group in politics

1 political; 2 lyrically; 3 archaeological; 4 essentially;

carry out a dig/excavation
5 providentially; 6 classical; 7 mythical; 8 financially;
delve into an archive
9 dictatorially; 10 controversial
dig up an ancient manuscript, an artefact,
fragments of pottery
an ancient manuscript (if it is in pieces),
fragments of pottery
an ancient manuscript

Summar~
1 poring; 2 together; 3 out; 4 digging/turning; 5 turning;
6 trace; 7 on; 8 delve; 9 up

Eland D
1 no (irrelevant to the subject ofthe summary)
2 no (irrelevant to the subject of the summary)

m 3 yes
4 possibly
1d; 2f; 3a; 4c; 5h; 6b; 7j; 8g; 9i; 10e 5 possibly
6 no (no space to include this in a 50 to 70 word summary)

-ial
beneficial, colonial,
commercial, conspiratorial,
experiential, pictorial,
preferential, substantial,
vestigial
-ical
biological, farcical,
methodical, nonsensical,
philosophical, typical,
whimsical
Many anthropologiststake the latter view. They believe
that homo sapiens strangled the opposition, slowly but
effectively,by monopolising resources. Neanderthals
liked to move around but returned to favourite caves
when times got hard. Slowly groups would find that
when they went back to those caves they had been
taken over by spreading tribes of homo sapiens .

.. it is hard to avoid the notion that our meetings with

Neanderthals were often violent and fatal. Backed by
improved linguistic abilities and a capacity to use
mental symbols when working out problems, homo
sapiens would have been a deadly foe.

m Possible answers
bicentennial, burial, commercial, cordial, editorial, initial,
material, memorial, perennial, potential, serial, testimonial

... modern humans had more complex and specialised tools
and their superior language skills would have allowed them
to plan and adapt their methods of hunting to the
circumstances. As the Neanderthals had to compete with
the shrewder homo sapiens [or their meals, they would
have suffered bouts o[ starvation and a consequent
decrease in the overall Neanderthal population, which
could have been the cause o[ extinction.
It is also possible that when homo sapiens first
encountered Neanderthal man, he could have
introduced devastating new diseases, much as the
conquistadors did when they arrived in Latin America. Not
having developed immunity to these illnesses,
Neanderthals would have quickly perished.
Another theory postulates that Neanderthals interbred to
a greater or lesser extent with the incoming homo
sapiens, whose genes eventually became dominant at
the expense o[ the genes delivering Neanderthal
characteristics.
o Suggested answer
Homo sapiens were more efficient and technologically
advanced than Neanderthals and thus starved them of
resources, such as shelter and food.
[I Possible answers
The Neanderthals could have become extinct as a result of
being deliberately exterminated by modern humans.
Homo sapiens may also have introduced deadly illnesses to
which the Neanderthals were not immune.
Another possibility is that homo sapiens and Neanderthals
interbred and the former's genes dominated.
1 since; 2 time; 3 one; 4 less; 5 someone; 6 conclusion;
7 back; 8 under; 9 recommend/suggest; 10 should/may;
11 out; 12 some; 13 lead; 14 gap; 15 whose
Part 2
16 mystified; 17 abandonment; 18 unearthed;
19 disappearance; 20 discovered; 21 spaciousness;
22 powerful; 23 inscriptions; 24 achievements;
25 understanding
Part 3
26 break; 27 gold; 28 acquired; 29 responded; 30 clock;
31 study
Part 4
32 must submit your entry by
33 matter how often I remind her to take
34 is put at risk, you must adhere
35 but Paul can shed (some) light on
36 the merry-go-round span, the more piercingly
37 it not been for the heavy downpour
38 until five years had gone by did
39 their failure to learn anything on the fact
Part 5
40 They have little significance nowadays. / They are less
important in people's lives than they used to be.
41 are the first adopt the idea of creating your own career
42 'has also pushed work up the agenda' (line 8)
43 'an increase in the levels of personal interaction at work'
(line 15 - 16)
Work is now the main means by which we define our
identity
People shape their own careers, which makes work
more interesting
More women work than before, and do a greater variety
of jobs
Work has become more sociable and enjoyable
~d~arLced gramm ar P_Q iIlts
Grammar point 1
1 a; 2e; 3i; 4b, c, h; Sf; 6i; 7d; 8i
Practice A
1 could go home early since she wasn't feeling well.
2 would be here/there by six thirty.
3 (that) she didn't need to/didn't have to/wouldn't have to
help him with his homework that day since he was able
to/could manage it on his own.
4 we should have taken the second turning on the right, not
the first.
5 must be Daphne's daughter since she looked just like
Daphne had at the same age.
6 might join us for a drink after dinner but he had to go and
visit his sister in hospital first.
7 were not to write on the question sheet.
Practice B
Possible answers 1 keep up with
1 (We promise/vow that) this will never happen again. 2 play (someone) along
2 Viewers can vote people off the programme if they think 3 play up
they constitute temptations.
3 Please don't show this programme.
4 The producers of Temptation Island should be ashamed of D
themselves - they are trying to force the destruction of four play up
relationships for the purposes of entertainment.
5 (I'm sure/confident that) our viewers will see that the
show is not immoral, but that it is exploring the dynamics
1 ... recently he's taken to doing ... , ... he's playing on
of serious relationships.
people's fear ..
2 so friendly that I sailed through it.
Grammar point 2 3 has taken up playing squash after work as he says it
2 helps him to relax and takes his mind off office politics.
4 they've been playing her along for six weeks now.
Practice C 5 prizes take off ...
Possible answers 6 want to play my grandmother's senility up/play up my
a Before Columbus' historic voyage, the Earth was (widely) grandmother's senility, but ... , ... could you just play
said/thought/believed to be flat. or along?
Before Columbus' historic voyage, it was said/thought/ 7 ... charity is teaming up with students from the drama
believed that the Earth was flat. college to put on an unusual fund-raising cabaret. The
b Sea levels are predicted to rise by 88cm by 2100. or students who take part in the cabaret will be given a topic
It is estimatedlbelieved/predicted/claimed that sea levels drawn at random from a hat, for example to send up a
may/could rise by 88cm by 2100. famous politician. As they won't know the topics in
e He is rumoured/said to be very rich and to own a yacht. or advance, the students will have to play it by ear.
It is rumoured that he is very rich and owns a yacht.
d It is reputedlbelieved/claimed that her next album will be
a solo one.
e It is widely accepted that Internet charges are too high and (+ preposition) + (someone) + + that clause + that +
should come down. or -ing infinitive should
Internet charges are agreed to be too high and it is hoped
that they will come down. boast of/about, agree, beg, agree, boast, agree,
f The film's production costs are estimated to be in the complain of/ forbid, complain, confirm,
region of £5 million. or about, insist instruct, confirm, demand,
It is estimated that the film's production costs will be in on, suggest, invite, offer, demand, emphasise,
the region of £5 million. talk about persuade, emphasise, imply,
propose, imply, insist, insist,
Practice D promise, persuade, persuade,
remind, vow propose, propose,
1 is understood to be out of hospital and
promise, remind,
2 is rumoured not to be going to make
remind, reply,
3 is believed (that) the chairman will offer/tender his or
reply, respond,
is believed the chairman will hand in his
respond, suggest
4 is recommended (that) you (should) spend no
suggest, vow
5 survivors of the fire are reported to have

Practice E
1 well; 2 the; 3 once/when; 4 although/though; 5 few;
m
1b;2a;3c;4b;Sc;6b; 7c;8a
6 between; 7 who/that; 8 as; 9 be; 10 remains/is; 11 good;
12 the; 13 all; 14 qualms; 15 despite/notwithstanding

1 biological; 2 overprotect; 3 unstructured; 4 outdoors;

Vocabu lar}! 5 academic; 6 underestimate; 7 psychologically;
8 antisocial; 9 attainment; 10 dissatisfaction

1 take up - k; 2 keep up with -1; 3 take to - a; 4 take your

mind off - m; 5 take part in - h; 6 play along - j; 7 team up
with - n; 8 put on - i; 9 play on - g; 10 play up - f; 11 send
up - c; 12 play it by ear - d; 13 sail through - e;
14 take off - b
SummatY._-.... __ ~ --...
Like many of the best-known movies ever, their main
characters are extraterrestrials.

1 'children of the current pre-teen generation' = young

Text 1
... modern cinema's two great money-spinners - Lucas and
Spielberg- are both regressives, producing what in effect are
big-budget children's movies with enough visual
panache and sub-spiritual mumbo-jumbo that adults
find them entertaining as well. (1) The plot of Star Wars
draws heavily from fairytale and nods to Tolkien in the large
quantities of furry creatures featured. In addition,
examination of box-office history reveals that a high
percentage of the most famous movies of all time share
one element: their central characters are either wholly
or partially removed from the soil on which the
cinemas stand. (2)
Text 2
... a novel published soon after the appearance of The
Phantom Menace explored the possibility that the films are
marital parables. In the novel, children of the current pre-
teen generation obsessively watch Star Wars videos as they
are sh unted between the separate homes of their mummies
and daddies, clutching plasticjedi light-sabres and other tie-
in merchandise. Crucially, not only do they identify with
Luke (3), but a love of these celluloid fantasies gives
them a bond with their parents, who share this
language with them. (4)
children
2 ' ... the story of a boy whose father has left him. Luke
Skywalker has an absentee dad'
children whose fathers have left them = children from a
broken home / children with divorced mothers
'identify with' = relate to
3 'celluloid fantasies' = films
5 'share this language' = they grew up watching the same
films
Possible answers
Young children relate to Luke, whose mother is divorced, as
many of theirs are. Their love of the films gives them a bond
with their parents, who also grew up watching them.
(32 words)
or
The central character comes from a broken home, a fact
which many young children can relate to. As their parents
also watched Star Wars in their childhood. their shared love
of the films forms a bond between them..
(38 words)

Note
It is, perhaps, no surprise that the most successful cinematic
franchise of all time originated in the Seventies. For there
is increasing evidence in our current culture that the
generation that grew up in that decade is becoming
tyrannically nostalgic, engineering the return of their
formative obsessions to stage, screen and record store,
and imposing their infatuations on a new generation.

This is not a content point, as the first line of the next
paragraph says However, parental nostalgia alone cannot
explain the continuing popularity of the Star Wars series
of films.
They are children's movies which adults enjoy as well.
The films appeal to both adults and children.
D a, b, e,f,g
a should be some, as it refers to a QTOUpof people, but not
all street musicians.
b should be some, as the question is an offer expects the
answer 'yes'.
e should be any, as it's a general question
f should be any, as it refers to help in any shape or form,
not a specific kind of help
9 should be anyone, as it is a conditional sentence

Grammar point 2
1d; 2b; 3a; 4c
Practice A
1b;2a,c;3c;4b;Sa,b;6b; 7b;8b,c;9a,c; 10c; 11b;
m
1i; 2d; 3e; 4a; Sj; 6k; 7g; 8b; 9h; 10f; 111; 12c
12a, c; 13c

Practice B
Abstract concepts -ship
Suggested answers
Objects I abstract concepts -age
1 my mother nor my father likeslis keen on abstract art.
People -ee, -er/-or/-itor/-ator, -ist
2 one of the ten actors I every actor who/that auditioned for
the part was unsuitable.
3 films she made are considered to be classics.
4 of the plays you've suggested sounds appealing.
S of the writers short listed for the prize is a woman.

Practice C
-er is the person who carries out the verb
1 other; 2 their; 3 none/little; 4 nothing; S each; 6 These;
-ee is the person upon whom the verb is acted
7 anyone; 8 both; 9 neither; 10 those; 11 few; 12 some
e.g. A trainer trains trainees.

Vocab u Iary -,.,._--....

-age -ee -er/-orl -ist -ship
(-itor/-ator)
coinage, divorcee, commentator, caricaturist, censorship,
Only with With or without With or without
footage, evacuee, exhibitor, diarist, citizenship,
reflexive pronoun reflexive pronoun; rellexive pronoun;
from age , trainee successor, flautist, courtship
little change in complete change in
mileage, trainer idealist,
meaning meaning
spillage philanthropist,
avail (00, cloister, deceive, enjoy, acquit, apply, pianist,
comport, ingratiate force, justify, contain, count, sentimentalist,
(with), perjure, resign (to), deny, distinguish, vocalist
steel support, treat forget, pace, suit

craftsmanship, dictatorship, horsemanship, leadership,

musicianship, relationship, workmanship

Only with With or without With or without

reflexive pronoun reflexive pronoun; reflexive pronoun; 1 patronage; 2 sculptors; 3 competitors; 4 innovators;
little change in complete change in S ownership; 6 hardship; 7 sponsorship; 8 finalists;
meaning meaning 9 nominees; 10 coverage
ally (with), behave, console, brace, bury,
ensconce, nerve dress, defend, compose, install
pride (on) support

s um maa ~ _
1 John absented himself I was absent from
2 to/and ingratiate myself with my
3 has resigned herself to the low
4 why the students hadn't availed themselves of
S perjured himself because he thought it
6 in which you (can) lose yourself may be I can be They unnatural-looking and dull (and when used with a
flash, the colours are washed out.)
o
1 k; 2b; 3d; 4f; Se; 6i; 71; 8j; 9c; 10h; 11 g; 12a
Everyone in his social circle I All his friends and their friends
and acquaintances wanted to have a Lomo camera.
Taking photographs without looking through the viewfinder
at the thing/person you are photographing.
'devotee' (line 11) Note: both words, 'cult' and 'devotee'
carry religious overtones.
Content points
• The camera works in low light without a flash.
• It produces brightly-colouredlaesthetically pleasing
pictures.
• The method of using it produces images that are more true
to reality/more atmospheric than conventional
photographs.
• The results are unpredictable.
Page 130, Text 2, lines 1 and 4
Henri Cartier-Bresson (born 1908) French photographer
and photojournalist. He is particularly well known for his
perfectly composed photographs and his ability to capture
and record a moment which reveals the significance of his
subject.
Page 130, Text 2, line 16
The Notting Hill Carnival is a street carnival which takes
place in an area of London once a year.
Advan.ced-:9ramJllar points
Grammar point 1
3 - lest is used to mean 'in order to make sure that
something will not happen' or to show that someone is
afraid or worried that a particular thing might happen.
Practice A
Possible answers
1 we won't be far from the main sights / we'll be able to visit
the art galleries and museums easily / we'll be able to
sample the town's nightlife.
2 my bag being mislaid by the airline / losing my suitcase.
'3 they should get out of control/they should accidentally
start a major forest fire.
4 you protect yourself from sunburn / you don't get
sunburnt.
5 they should lose their way / they should stray off the path.
6 I won't be bored if the weather's bad / I can catch up on
the reading I don't have time to do the rest of the year.
Practice B
1 I spent so much money on my ummer holiday that I
won't be able to afford a skiino one as well.
My summer holiday was so e.xpensh1' that I won't be able
to afford a skiing holiday as well_
2 The coach journey \vas so a\\ful that rll 00 by train next
time.
I had such an awful coach journey hat rll go by train next
time.
3 My aunt's first ever foreign holiday uch a success
that she's now plannino to trm-e!abroad e\-ery year.
My aunt's first ever foreiQIlholiday \\ so uccessful that
she's now planning to trawl abroad e\1'ry year.
4 The pool at the hotel was so 10\1'lythat \ye only went to
the beach a couple of times_
The hotel had such a Im1'ly pool that \\1' only went to the
beach a couple of times_
5 Sam loves the island of ~lykonos - much that he' s gone
there every summer for the last ten year .
Sam has such a loye of ~t ykon that he-s gone there every
summer for the last ten years_
Practice C
1 such; 2 which/that: 3 so: 4 _-\lthouoh:5 who; 6 However;
7 of; 8 who; 9 ConsequentlyFfherefore: 10 lest
Practice D
1 despite having studied the holiday brochure in
2 import animal produc lest they hould spread
3 was so informative that
4 was so delayed that
5 whose father is one of Thailand-
8 order not to miss a/his fliohL Harry
9 even though they found the coach) journey there
1 take off - f; 2 make off - i: 3 set out - c; 4 see someone off
- a; 5 get off - g; 6 catch up \\ith - d; 7 make for - e;
8 get in - b; 9 set down - j: 10 turn back - h
1 make for
2 turn (someone) back
1 got off; 2 turned back; 3 made for; 4 see us off; 5 setting
out; 6 get in; 7 making for; 8 made off; 9 catch up with her;
. 10 turning her back; 11 set them down; 12 took off
 brought about stemmed from
caused, created, contributed
to, led to, resulted in,
was attributed to,
resulted from
Summar-y _
sparked off

The legislation introduced by governments to control noise

levels and waste disposal.

1 other pollutants contribute to
2 to stem from driving
3 can be/is attributed to the strength
4 has brought about a lot of cultural change(s)
5 of the reef has resulted in the loss
1 good
2 'a vicious circle' is a cycle of bad causes and effects; the
author wants to show a cycle of positive causes and effects
To emphasise the fact that the more tourists care about the
environment, the more responsible the tourist industry will
become / the better the tourist industry will protect the
environment.

-able/-ible -ous -less -some

contemptible, contemptuous, faultless, loathsome,
knowledgeable, disastrous, remorseless quarrelsome,
memorable, glorious, troublesome
permissible, prosperous,
sustainable, spacious,
Text 1
tolerable suspicious
... governments have started introducing new
regulations, particularly in the transport sector. (1)
Airlines and airports, for example, have been obliged to
progressively minimise noise levels and cruise operators
contempt - contemptuous is applied to a person who feels
have had to establish codes of conduct for waste disposal.
contempt
contemptible relates to behaviour which inspires contempt
This enforced environmental responsibility is now being
augmemed by a broader vision. Because it is selling clean
1 contemptible
air, clean beaches and unspoiled scenery, the travel
2 contemptuous
and tourism sector has has realised that by protecting
the environment - it preserves its core business assets.
Furthermore, effective conservation of energy, waste
cumbersome = slow and difficult or heavy and difficult to and water can significantly reduce costs. (2)
move
gruesome = unpleasant and shocking Text 2
toothsome = tasty But do local people want to stay as they are? Why should
winsome = pleasant, attractive they not enjoy the fruits of tourism? Tourism is in many
places actually keeping alive or even reviving local
Other possibilities traditions and crafts. (3)
handsome, noisome (= extremely unpleasant), wholesome
(= likely to make you healthy)

1 furiously; 2 meddlesome; 3 fashionable; 4 dauntless;

5 insatiable; 6 tiresome; 7 contemptuous; 8 circuitous;
9 boundless; 10 laborious
The travel industry can set standards in the areas of
energy reduction, waste disposal and water savings.
Many hotels now recycle waste and encourage energy
efficiency. (same as 2) Increasingly, tourist
destinations are realising that inappropriate
development may spoil their natural attractions (4) -
the Caribbean island of St Lucia recently turned down a
scheme to put a cable car and restaurant on top of its
beautiful twin mountain peak, the Pitons.
• Governments are introducing stricter environmental
controls.
• Companies in the travel industry are implementing their
own measures to lessen their environmental impact.
• Tourism benefits local economies and traditional crafts.
• Tourist destinations are rejecting unsuitable developments
in areas of natural beauty
Part 1
1 something; 2 such; 3 despite; 4 enough; 5 but; 6 None;
7 calm/soothe; 8 himself; 9 so; 10 for; 11 to; 12 Having;
13 being; 14 eventually/finally; 15 in
16 unpretentious; 17 spirituality; 18 contractors;
19 reliable; 20 costly; 21 soulless; 22 overlooking;
23 commissioned; 24 represented; 25 modernity
Part 3
26 time; 27 entertained; 28 water; 29 accepted; 30 sharp;
31 up
Part 4
32 it not been for Bob, we would have
33 that he would tell the truth / to tell the truth from
34 make a written complaint will the authorities
35 advised to carry water lest they should be
36 as well leave now that the band have
37 might I can't put my finger on
38 logical was his argument that no-one/nobody could
39 should make commuting
Part 5
40 nobody can agree
41 the studies analysed by Professor Furnham
42 that they are of poor quality (and that some advertise
covertly)
43 'vulnerable audiences' (line 14)
• TV advertising can encourage consumerism, especially in
children who watch TV alone. (for - Text I)
• TV advertising may be less influential than the role of
parents in shaping children's buying habits. (against-
Text I)
• Banning T advertising could lead to a decline in the
quality of children's TV programmes. (against - Text 2)
• Advertising may even be beneficial as it teaches children to
be discriminating about products and the way they are
marketed. (against - Text 2)
oinls__
Grammar point 1
1c;2a;3b
Grammar point 2
D
1c;2a;3b
Practice A
1 If you will eat nothino but fruit,
2 Should you feel drowsy after taking the pills,
3 Were the hospital to build a new wing, ...
4 If you happen to find that new diet book on sale at the
airport, .
5 If she will keep/go on smoking, ...
6 Had the nutritionist been properly trained, ...
Practice B
Possible answers
1 If you will eat nothing but fruit, don't blame me if you
waste away / you may not get all the vitamins your body
needs.
2 Should you feel drowsy after taking the pills, do not drive
or operate machinery.
3 Were the hospital to build a new wing, there would be less
overcrowding in the main wards / the waiting list for beds
could be reduced.
4 If you happen to find that new diet book on sale at the
airport, could you get me a copy, please?
S If she will keep/go on smoking, it's her own grave she'll be
digging / she'll never get over that nasty cough she's got.
your strength, your confidence, a collection of something
6 Had the nutritionist been properly trained, she wouldn't
(coins, paintings, etc.)
have given inaccurate advice to the mothers of all those
undernourished babies / she wouldn't have put me on a
diet which increased my blood pressure instead of
bringing it down.

Grammar point 3
1b;2a
come round = come to
pass on = pass away
Practice C
1 I might feel more energetic if I had taken / hadn't
forgotten to take those vitamin pills you gave me.
2 He must have been playing computer games half the night healthy, fit tired, unhealthy, unfit
if his eyes are so red and puffy.
on top form, full of beans, (a bit) below par,
3 If her childhood hadn't been so unhappy / If she had had
in good shape, in perfect all in, off colour, run down,
a happier childhood, she might not / she would probably
health, in the pink, under the weather,
not suffer from anorexia now.
in tip-top condition washed out
4 Ifjohn's looking so tanned and healthy, he must have
been on another skiing holiday.
S Adam can't have gone to the gym after all if he's back
already. 1 down; 2 pep; 3 back; 4 brought; S out; 6 build; 7 to;
6 She wouldn't be too tired to study if she hadn't been out at a put; 9 down; 10 took; 11 take; 12 got; 13 working;
a club untiI4.00am. 14 off
7 If she's put on so much weight, she can't have stuck to her
diet.
a My sister might be keener on sports if our gym teacher at Em
school hadn't always been sarcastic to her. 1 drug company; 2 heart transplant; 3 cancer patient;
4 leg injury; S government health cuts; 6 family man;
7 emergency ward; a bottle opener; 9 factory waste;
Practice D
10 safety officer
1 children to eat more healthily
2 not been snowed under I would
3 to die from this illness it would be
4 the doctor's timely arrival we would have taken Possible answers
S as soon as I get home from family doctor, friend, members, car, home
6 to court unless she let him government spokesman, buildings, policy, offices
7 not had a climbing accident he might hospital grounds, staff, policy, regulations
a should the government go ahead police procedure, car, uniform, regulations
9 immediately if the substance comes / should the school premises, rules, staff, gate, uniform
substance come
10 I had attended that lesson, I would know
EEl
1c;2a;3b;4d
Vocabu lar}!
D
1 get over - k; 2 tire someone out - d; 3 pep someone up - [C
h; 4 get someone / something back - m; S build up - g;
fore- hyper- inter- pre-
6 bring on - a; 7 clear up - i; a put on - f; 9 burn off - n;
10 work out - c; 11 pass out - e; 12 come to - I; 13 pass forefront, hypercritical, interconnected, predetermine,
away - b; 14 pull through - j foreground, hypermarket, interdependent, premature,
foreSight, hypertension, interface, premeditate,
forethought, hyperventilate intermarry, preoccupy,
forewarn intermingle, presentiment
interplanetary

hypertension = high blood pressure
hyperventilate = breathe very fast and uncontrollably
forecast (v) - forecast (n)
forewarn (v) - forewarning (n)
interact (v) - interaction (n)
intermarry (v) - intermarriage (n)
intermingle (v) - intermingling (n)
premeditate (v) - premeditation (n)
preoccupy (v) - preoccupation (n)
Text 2
In fact, there are major problems with the safety net.
A recent survey found that a quarter of information
sheets on new drugs did not in fact carry the black
triangle symbol. As doctors cannot be expected to
know by heart which among the thousands of
medicines available are new, tbe blame for non-
reporting of side effects from these drugs lies fair and
square with the manufacturers. (3)
There are other weaknesses. Filling in a yellow form
is voluntary. Some doctors fill in stacks, some hardly
any - the average is less tban one a year per doctor.
(4)

1 occurrence; 2 dramatically; 3 predisposition;

4 interlinked; 5 tendency; 6 predestined; 7 pollution; 1 Yes lines 1 - 3 and lines 4 - 5
8 over-enthusiastic; 9 exposure; 10 interrelationship; 2 Yes lines 1- 3
11 foresee; 12 disorders; 13 hypersensitive; 14 unaffected 3 No
4 Yes

1 a gene test
2 to process drugs
3 'metabolise' (line 10 of Text 1)
4 frequently used

They are both about ways of reducing the risks of serious

side-effects from drugs. 1 genetic encoding on D:\A chips
2 drug treatments
3 adapted

Text 1 1 drug companies

... Scientistshavefound that a substantial number of 2 medicines are new: the procedures for reporting
people have an inactive version of the gene CYP2D6
which produces a liver enzyme that helps the body to
process many commonly-prescribed drugs. If this Patients could be giyen a new gene test which shows
enzyme is deficient, a drug will either be metabolised
whether they may be unable to metabolise many
too quickly and not do the work it was intended to do,
frequently used drugs. In future, genetic encoding on DNA
or will not be processed at all, thus causing adverse
chips will allmy drug treatments to be adapted to a
reactions. (1)
patient's genetiC make-up. In addition, drug companies
should be stricter about informing doctors that medicines
... many scientists believe the future of medicine lies
are new and the procedures for reporting side-effects
in establishing and recording each patient's genetic
should be improved.
code on a DNA chip, so that all treatments with drugs,
either in emergencies or in routine visits to the GP,
can be safely tailored to the patient's genetic make-
up. (2)
 Practice D
1 with; 2 the; 3 were; 4 their; 5 to; 6 much; 7 put;
8 while/whereas; 9 own; 10 about; 11 who/that; 12 time;
13 its; 14 both/each; 15 to; 16 as; 17 would; 18 such

Grammar point 1
1 2; 2 I wish I was thinner.; 3 Ie; 3b; 4a

Practice A
1 head; 2 shoulder; 3 hand; 4 mouth; 5 nose; 6 back;
Suggested answers
7 foot; 8 finger; 9 toe; 10 face; 11 elbow
1 I wish I had your ability to pick up foreign languages
easily.
I wish I could pick up foreign languages as easily as you
can.
o
1 c; 2a; 3f; 4h; 5i; 6j; 7g; 8k; 9d; 10b; 11 e
2 Steve wishes he could go to university, but his father
expects him to join the family business.
Steve wishes his father would let him go to university
D
rather than join the family business. 19;2e;3b;4h;5d;6f; 7c;8a
3 I wish I wasn't overweight.
I wish I could lose some weight.
4 I wish I had gone to university when I had the chance. 1 3b (from ear to ear)
I wish I'd taken the chance of going to university when I 2 Ig (all fingers and thumbs)
had it. 3 5d (hand in hand)
5 I wish I could go on holiday with you to Spain, but I don't 4 4h (from head to toe)
think I'll be able to take any more time off work. 5 6f (neck and neck)
I wish I could take some more time off work, then I could 6 7c (eye to eye
go on holiday with you to Spain. 7 2e (cheek by jowl)
8 8a (tongue in cheek)
Grammar point 2
o 1 That boy is good at finding/getting into trouble.
2 He understands/works with figures easily.
3 I find I difficult to choose colours that go well together /
EJ that would be appropriate to decorate a room, ete.
1b;2c;3a
4 Your daughter picks up languages easily.

Grammar point 3
1A; 2C; 3C; 4A
Possible answers
an ear for music
Practice B
an eye for detail/for a bargain
1a;2a;3b;4a;5c;6b; 7a;8a;9a; 10b
a head for business
a nose for a good restaurant
Practice C
1 she felt as if she had seen
2 rather have become a vet
3 only I hadn't confided in 1 shouldered the burden of raising his sister's
4 rather you hadn't talked 2 was handed down from my grandfather to my
5 high time you decided what career 3 Harry would foot the bill when he invites
6 Sophie wishes she had married Bob instead 4 you would back me up
7 wouldn't criticise me as it/this ruins 5 a nose for scandal so she would make
8 rather you removed your shoes before 6 don't see eye to eye about their
7 elbow my way through (the crowdla lot of people)
 illness/disease, pain, pneumonia (Note: not
arthritis, as this is usually a long-term problem,
not a sudden and severe one.)
arthritis, illness, pain (Note: not pneumonia, as
this is a sudden and severe problem.)
dull pain
infectious illness/disease They are both about the findings of The Human Genome
throbbing pain Project.

glands, knee, leg, throat

sore knee, leg, throat
swollen glands, knee, leg, throat To make a comparison between human genes and managers
sprained knee of businesses, because some of our genes are in charge of
more than one function.

IE
blinding, excruciating, nagging, severe, sharp, stabbing,
unendurable

an acute shortage of water / acute distress / acute

embarrassment (acute = very severe)
acute hearing / an acute sense of smell (acute = very
sensitive)
an acute mind / an acute understanding / acute observations
(acute = intelligent, perceptive)
an acute angle (mathematics - acute = less than 90 degrees)
inflamed eyes, skin, finger; an inflamed cut/wound anywhere
on the body
That their ideas may not be as crazy as most people had
thought.
Text 1
When the Human Genome Projectbegan, researchers on
the project had predicted they might find 70,000 to
140,000 genes. They also believed that one gene
contained the code for one protein which would have
one function. Instead, the international consortium of
scientists discovered that the human genome
contained only about 30,000 genes. (1)

... the proponionately smaller number of genes means that

biologists can no longer assume that one gene is a
break/come out in a rash/spots
blueprint for one protein that has one function. It
come down with a cold, an illness (an infectious, but not
seems that nature has found a way of making
usually severe one, e.g. flu, measles)
'executive' genes that do very sophisticated
management work. (2)
contract a disease, tuberculosis
run a fever/a temperature
a cold, a disease, an illness
Our similarity at a molecular level to other creatures
ward off
provides confirmation of Darwin's theory of evolution
formulated 150 years ago. The same genes, with some
adjustments, have been used throughout the 3.8 billion year
1 sore; 2 come out in; 3 went down with; 4 infectious; story of evolution. What is now clear is that as we move
5 sprained; 6 running; 7 contracted; 8 coming down with; up the ladder of complexity from single cell creatures,
9 throbbing pain; 10 glands; 11 ward off through small animals like worms and flies, to human
beings, what are added are increasingly varied and
subtle control genes. (2)
1 expectancy; 2 unprecedented; 3 foundations;
4 deterioration; 5 immutable; 6 preordained;
7 preconceptions; 8 overturned; 9 unavoidable;
10 indefinitely

'~ 32
Text 2
Researchers on the Human Genome Project were UNIT
somewhat taken aback to find that the genes
themselves occupy a mere 1.1 % of human
chromosomes. A lot of the rest is just rubbish, plain
and simple. (3)
~&
The research indicates that at least half of the human
genome may consist of DNA that started out as
independent viruses or virus-like entities. To make
matters worse, hundreds of other genes seem to have Grammar point 1
been imported directly from bacteria. (4) 1d;2h;3f;4b;5c;6g; 7e;8a

Practice A
The third discovery mentioned in Text 1 (that modern 1 should be made to reduce the air pollution they produce.
humans all evolved out of the same three or fou~ 2 aren't allowed to smoke in here.
groups in Africa) should not be included in the summary, 3 should be seen to behave with honesty and dignity.
as it did not come as a surprise. The research also bears out 4 fifty businesses in the area have been helped to implement
the long-standing theory ... energy-saving measures.
5 badly let down when I wasn't allowed to install a solar
panel on my roof.
6 in the town centre is felt to have reached unbearable
proportions.
7 was heard to say that environmental problems were of no
• The human genome contains far fewer genes than concern to her.
expected.
• Some human genes perform more than one function.
Grammar point 2
• A huge percentage of the human genome is 'junk'.
• The human genome appears to have been genetically D
modified by bacteria and viruses. 1b;2a

Page 174, Text 1, line 1 and Text 2, line 8 Practice B

The Human Genome Project was set up in 1990. It is 1W; 2W; 3S; 4W; 5S; 6W
coordinated by the U.S. Department of Energy and the
ational Institutes for Health. The main goals of the Practice C
project are to identify all the genes in human DNA and
1 are getting married
determine the chemical sequences that make up human
2 had his licence suspended after being / having been
D:\.A. The research referred to in these two texts was
arrested
published as a 'working draft' in February 2001. The
3 to find out why those poor people got stuck
project is ClI..rpectedto be completed in 2003.
4 will have to become accustomed to
Paae 174. Text 1, lines 4 and 6, Text 2, lines 2,5 and 10
5 get/have ourselves vaccinated
A genome is all the DNA in an organism, including its
genes. D:\..-\ is made up of four similar chemicals that are
repeated millions of times throughout a genome.
Practice D
Page 174, Text 2. line 1 1 on; 2 be; 3 has; 4 by; 5 of; 6 have; 7 so; 8 given;
A fugu fish is a yariety of puffer fish which is eaten in 9 which/that; 10 then; 11 The; 12 inherited; 13 no;
Japan. If incorrectly prepared. it is highly poisonous and 14 risk/chance/danger; 15 is; 16 would; 17 to; 18 have;
can cause death \ hen eaten. 19 order; 20 will; 21 instead; 22 them
2 stormed; 3 breeze; 4 flooded; S clouded; 6 shower;
de- em-len- re-
7 cloud; 8 rained; 9 breezes; 10 shower; 11 flooded;
12 stormed decompress, embitter, enclose, refuel, replace,
decontaminate, encourage,enlarge restate, retry
defrost, delouse,
D demotivate
1b; 2c; 3e; 4a; Sf; 6d

de- em-len- re-

1 1b (a flood of complaints)
2 Sf (floods of tears) decompression, embitterment. refuel,
3 3e (a storm of protest) decontamination, enclosure, replacement,
4 2c (a shower of compliments) defrost (x), encouragement. restatement,
S 4a (a torrent of abuse) delouse (x), enlargement retrial
6 6d (gales oflaughter) demotivation

1 stole my thunder deform = change the usual shape of something so that its
2 weather the storm usefulness or appearance is spoiled
3 a face like thunder degenerate = become worse
4 a storm in a teacup devalue = 1) reduce the value of a currency; 2) make
S took the wind out of my sails someone or something seem less imponant or valuable
6 under the sun than they really are
7 get wind of devitalize = take the power or _ ~h away from something
8 on cloud nine reform = 1) change a S) tem_ lav.-_oraanisation etc so that it
9 a sunny disposition operates in a more effectiw way: 1 chanoe your behaviour
10 head in the clouds and become a better pc n
regenerate = make something de-:elop and grow strong again
revalue = 1) examine somethin."aoain in order to calculate
its present value; 2) increase "alue of a country's
as classified, defined, diagnosed, labelled, regarded,
money in relation [0 that of oilier countries
used, viewed
revitalize = put new tren!!t.h or power into something
for intended, used, made
from extracted
in included, involved, positioned, situated
into divided, grouped 1 reappraise; 2 unequi\Ucally: 3 deforestation; 4 recycle;
of composed, made S decomposing; 6 endanoerino: 7 unanimity: 8 enact;
on based, positioned, situated 9 reaffirmed; 10 renewable
to attributed, confined, linked, related, subjected,
transferred
with associated, coupled

1 are associated with lifelliving

2 was incorrectly labelled as being I having come They are both about the drawbacks of aquaculture (fish
3 longer viewed as farming).
4 was diagnosed as having I having contracted I suffering
from
S be linked to the chemicals used for
6 is confined to

D (man-made) alterations
which other fish
in the patterns of which fish eat

1b,e;2c;3a,d
 salmon excreta. (4) It is estimated that a 1,OOO-tonne
salmon farm - small by current industry standards -
to emphasise that the farmed fish's living conditions are
produces sewage waste equivalent to a town of 20,000
cramped and unhealthy
people. The resulting mix disturbs the chemical
balance of delicate marine habitats. (4)

the mixture of pesticides, uneaten fish feed and sewage

produced by the salmon

• More fish are consumed on fish farms than are produced,

Text I
Much fish farming relies heavily on fish feed, that is,
capturing small fish like mackerel and anchovy and feeding
them to carnivorous farmed fish. In the production of the ten
most commonly farmed fish. roughly 2kg of wild fish feed
are required for every kilogram o[ [armed fish produced.
This means that at the moment fish feed is further
draining wild fish stocks, without even producing an
equivalent mass of farmed fish. (I)
so wild stocks are depleted. (definite drawback - Text I)
• Diseases and parasites are spread from farmed fish to wild
ones. (definite drawback - Texts I and 2)
• The marine habitat IS becoming polluted by chemicals,
nutrients and sewage from fish farms. (definite drawback-
Text 2)
• Should escaped fanned fish breed with wild fish their
offspring may also be less well-adapted to life in the wild.
(potential drawback - Text I)

It is not only through changes in food chain

interactions that aquaculture depletes wild fish
stocks, but also by spreading diseases from farmed to
wild fish. (2) It·s difficult to persuade farmed fish to keep
to their pens, as is sholl7l by the [act that nearly half o[ the Part 1
salmon caught by Sonh Atlantic fishermen are of farmed 1 well; 2 while/and; 3 between; 4 resulting/consequent;
origin. A further worry is that farmed fish may spawn S disease; 6 place/put; 7 taken; 8 down; 9 should;
with wild fish and dilute the genetic makeup of their 10 harm; 11 from; 12 for; 13 Nor; 14 it; 1S on
offspring, making them less well-adapted to their
environment than their wild parents. (3) Part 2
16 contributors; 17 abnormal; 18 coincident; 19 childhood;
Text 2
20 cleanliness; 21 emergence; 22 coexist; 23 vocalisations;
Perhaps the cruellest irony o[ the growth in fish fanning is
24 relationship/interrelationship; 2S enable
that it has come close to driving wild fish, the very creatures
it was designed cosare. to the brink of extinction. In the past
10 years. lIild salmon stocks have declined to all-time lows, Part 3
and in the nonh-west Highlands, centre of the Scottish 26 life; 27 count; 28 admitted; 29 blood; 30 ready;
aquaculture indusCI)".stocks have been devastated. The 31 jumped
cause is infestations of sea lice caused by the
proximity of farmed salmon. (2) These are kept in cages, Part 4
usually iCUEced at the mouths of lakes which open on to the 32 long as my car has been repaired by
sea. The caoes are vast, but the fish are packed in tight, with 33 having taken the money despite the evidence to
up to 250.000 o[ them battling for survival in each one. At 34 had complete faith in his deputy's
these densities, the fish are at the mercy of disease 3S are said to have healing
and parasites are rife. (2) Although sea lice are a naturally 36 had we arrived at the resort when
occurrino parasicefound in wild fish and a healthy adult fish 37 did not live up to the critics'
would nonnal(,' carry five or six, in the wild fisheries close 39 couldn't make head nor tail of
to the fish [ann . salmon and sea trout have been found with 40 only I hadn't dropped out of
up to 500 lice on them.
Part 5
The solution for the fanned fish is the use of vaccinations 41 the number of whales they allow themselves to catch
and toxic pesticides. As their cages are open to the each year
environment, these chemicals seep into the surrounding 41 'culled' (line IS)
water and can damage the habitats around the cages. 42 to emphasise the fact that different nations have different
(4) The intensive feeding regimes also carry a heavy cost. In
ideas about what should or should not be eaten
many farms, the fish are fed automatically, and much of the 43 they see hunting whales for food as part of their cultural
feed drops straight through the cages to gather on the heritage
bottom of the lake along with the ammonium-rich

The minke is not an endangered species.
Their numbers need to be controlled so that fish stocks
are not depleted.
Eating whale meat is pan of]apan's culture and other
nations should not make value judgements about this.
The scale of the proposed commercial whaling would be
small.
Practice B
1 to inform you that your contract has not
2 graduating she was immediately offered a job
3 three years to write the book, being encouraged
4 spent his father's inheritance, Charles set out to
5 would like to try bungee-jumping, I know
6 not keeping up my early interest
7 up after I had tried to solve the

Practice C
Information box I 1 to be encoded; 2 to refer; 3 negotiating; 4 to act;
Page 194, lines 2, 4 and 10 5 to challenge; 6 emerge; 7 walking; 8 Being fittedlHaving
A moratorium is an official stopping of an activity for a been fitted; 9 to detect; 10 having been relayed; 11 to allow;
period of time. 12 to step; 13 Having pushed; 14 to behave; 15 to create;
16 (to) observe; 17 to fashion; 18 develop

1 boil away - m; 2 wipe out - h; 3 break down - e; 4 break

up -I; 5 come up with - 0; 6 get rid of - g; 7 give out - p;
8 let off - i; 9 let out - j; 10 put out - n; 11 run down - a;
12 run on- c; 13 run out - b; 14 send out - d; 15 turn
something into - f; 16 turn off - k

Grammar point 1
1b;2b;3b;4a;5b change into = turn into
put off = turn off
Grammar point 2 set off = let off

D
1 give out

o 2 break down

c She dared him to tell the boss what he really thought of

him. (When followed by an object (him) dare takes the
full infinitive.)
f I'm trying to find out what happened. (The construction
and + infinitive after try can only be used when there is no
ending (-ed, -es or -ing) on the verb try.)
1 put out; 2 gave out; 3 sent out; 4 turning/changing into,
came up with; 5 run on; 6 setting/letting off; 7 got rid of,
Practice A run out
1c;2a;3b;4b;5b;6c; 7b;8a;9c

Grammar point 3 \
m
1i; 2b; 3g; 4a; 5d; 6k; 7h; 8e; 9f; 10j; 11 c
1 c; 2c; 3a; 4b
on/upon could be added to sentence 4
(On/Upon reading .. ) o
1 - 4; 2 - II; 3 - 2; 4 - 8; 5 - 5; 6 - 1
 1 To tell you the truth / In all honesty
2 bearing in mind that / considering that
3 to put it mildly
4 Generally speaking / On the whole
5 to cut a long story short
6 To be perfectly frank / Frankly speaking
7 to make matters worse
They are both about objects from spacelcomets and asteroids
8 to urn up
hitting the earth.
9 judQino from appearances / as far as I can see
10 To put it another way / In other words

-en -ify( -efy) -ise

lighten. moisten.
redden.
I electrify
(electrification),
carbonise
(carbonisation) ,
An impact on the earth by an object measuring
in diameter. (lines 10 - 11)
1 kilometre

straighten, falsify (falsification), economise (x),

threaten. ,,-orsen olorify (glorification), fertilise
liquefy (liquefaction), (fertilisation) ,
solidify liquidise (x),
solidification) magnetise 'a nuclearwinter' (line 4)
(magnetisation) , 'a mini-ice age' (line 5)
optimise 'straining worldfood supplies' (line 6)
(optimisation) ,
symbolise
(symbolisation) ,
vaporise near-earth objects = asteroids and comets on orbits that cross
(vaporisation) that of the earth (lines 2 - 4)

liquid 1) liquefy make something become liquid), 2)

liquidise (crush fruit or \'egetables into a thick liquid) Text 1
An asteroid of this size that hit solid earth would form
1 liquidise
a crater ten times its own size (1) and would shower
2 liquefy
the stratosphere with dust, blotting out the sun,
shutting down all plant growth and condemning those
who survived to death by cold and starvation. (2)

... comets are aggregates of ice and dust which are

weakly held together so that when they hit the
atmosphere they start breaking up. As they get further
down the pressureincreasesand they break up even faster,
resulting in an explosion with a brilliant Bash and
Abstract noun \"erb Noun denoting a process scorching heat. A blast like that over a densely-
clarity clarify clarification populated area would kill 1.5 million people. (3)
dh'ersity di\-ersify diversification
intensity intensify intensification Text 2
mobility mobilise mobilisation Thepress and Hollywood often focus on the impact of a
popularity popularise popularisation large asteroid, say 1 km in diameter, which would
utility milise utilisation wipe out life within proximity of the impact site. (1)
More seriously, it would aEEectthe whole world in
indirect ways. The dust and/or vapour cloud created
by an impact to either the land or the ocean could be
1 intensified; 2 recharging; 3 lengthening; 4 minimising; big enough to create a 'nuclear winter', like a mini-ice
5 chemical; 6 continuously; 7 pollution; 8 utilise; age, and disrupt climate patterns, adverselyaEEecting
9 simplify; 10 liquefied; 11 pressurised; 12 lessening; major food-growing regions of the world and straining
13 motorists world food supplies. (2)
 Of much greater concern should be asteroids in the 30
to 200 metre range, which are far greater in number. The
Meteor Crater in Arizona, measuring roughly a ldlomelre in
diameter, was caused by a nickel-iron rock only about 30
metres across. That's a very small asteroid which we
couldn't see [rom telescopes until it's right above Earth -
when it's much too late to do anything but duck [or cover.
HoweveI; as seventy per cent of the Earth is covered by
oceans, an ocean impact is more likely and would also
be much more damaging. An asteroid hitting land
causes mainly localised damage. An asteroid hitting
the ocean could create a tsunami (huge tidal wave)
that would inDict catastrophic damage to coastal
cities. (4)
Option 2 is better, as both texts talk about the actual effects
of small asteroids on land, rather than the possible effects,
and Text 2 also indicates asteroids are much more likely to
strike the sea than the land.
• The impact of large asteroid would destroy life in the
immediate area.
• In the longer-term it could create major climate changes
and worldwide food shortages.
• A smaller asteroid landing in the sea could trigger tidal
waves and flood coastal cities.
• The explosion from a comet breaking up after entering
earth's atmosphere would be devastating over a populous
area.
oLots ----..•
Grammar point 1
1 prepositional phrases (1, 2, 3, 6, 8); adverbs (3,4,7) and
adverbial phrases (5)
2 They are inverted, i.e. the verb comes before the subject.
3 Because only intransitive verbs may be inverted after
prepositional phrases and saw is a transitive verb.
I'! - 38
Additional notes
First listed point This construction is mainly used in
written English and is used to provide
the setting for a description.
This construction can be used in
spoken point as well as written
English. to make a narrative sound
more dramatic.
Practice A
1 There goes my last £20 note.
2 Rarely have I had such fun at a weddino.
3 On no account should you lift he<I\'yobjects after the
operation.
4 There, at the back of he cupboard was the ring I had lost.
5 On the door of the fridge ~lary had tuck a note saying
'I'm leaving'.
6 Down the middle of the road ran a torrent of greenish
water.
7 Not for one minute did I belie\'e that tory you told me.
Grammar point 2
1 than should be when
2 when should be than
3 reached I should be I reached
4 wanted any children hould be any children wanted
Practice B
1 Only when the audience burst out laughing did the
interpreter realise he'd made a mistake.
2 Barely had the boat left the harbour when it began to sink.
3 0 sooner had usan tormed out the door in a temper
than he came back to apologise.
4 ! ot until you ask me politely will I iron your shirt for you.
5 Hardly had I dioested my lunch when they served us
afternoon tea.
6 Only after )uu'\'e finished your psychology course can you
think about training as a child psychologist.
7 Scarcely had we arrived at our holiday destination when
my father phoned to say my mother was very II.
Practice C
1 has he 10 t the/my book, but he denies
2 do his behaviour and dedication meet the expected
3 no circumstances must this patient be left
4 had he been faced with such a
5 1.000 pandas are thought to still exist
6 was the woman's anxiety that only by taking
7 under the sofa, lay the missing
8 sooner had she qualified as a psychiatrist than
Practice D
1 Although; 2 among; 3 other; 4 to; 5 sooner; 6 than; 7 in;
8 by; 9 was; 10 on; 11 Nowhere; 12 but; 13 after; 14 did;
15 Barely/Scarcely; 16 well

1 tell someone off - n; 2 give someone a talking-to - n;
3 point out - 0; 4 reel off - k; 5 talk back - a; 6 calm down
- e; 7 feelings are running high - c; 8 talk someone into - j;
9 gabble away - m;10 join in with - h; 11 pipe down - d;
12 talk down to - i; 13 take in - p; 14 bottle emotions up -
b; 1S break off -I; 16 break in - g; 17 talk someone
. being determined to achieve it, even if other people advise
through something - f
hot -blooded = having very strong emotions such as anger or
love; passionate
hot-headed = tending to do things too quickly without
thinking
hot -tempered = having a tendency to become angry easily
level-headed = calm and sensible in making judgements or
decisions
strong-minded = not easily inlluenced by other people to
change what you believe or want
strong-willed = knowing exactly what you want to do and
you against it
sweet-tempered = having a character that is kind and gentle
weak-willed = unable to make decisions easily

1 high-minded; 2 hard-hearted; 3 cold-blooded;

4 high-spirited; S level-headed; 6 weak-willed; 7 strong-
minded; 8 cold-hearted; 9 sweet-tempered; 10 hard-headed;
After years of bottling (up) his emotions (up), Bob
11 hot-blooded; 12 hot-headed, strong-willed;
finds ...
13 hot-tempered
2 ... may be able to reel (0£0 the numbers from 1 to 100
(oft) is a sign ...
3 Feelings are running high about.
4 ... take (in) much of what Tom said (in) as he was absent-minded = forgetful
gabbling away as usual. blue-blooded = belonging to a royal or noble family
5 ... that I'm talking down to you; ... so I want to talk empty-headed = silly, unable to behave seriously
you through it first. even-tempered = calm, not easy to anger
6 ... should break off for coffee ... be able to talk them kind-hearted = kind and generous
round. light-headed = unable to think clearly, perhaps as a result of
7 I would tell my child off / give my child a good illness, fatigue or alcohol
talking-to if he talked back ... narrow-minded = unwilling to accept new or different ideas;
8 ... to point out that ... if you want to join in with prejudiced
any .. public-spirited = willing to do what is helpful for everyone in
9 ... managed to talk my sister out of asking for a society
divorce and into going for ...
10 ... please calm down? ... if you keep breaking in ....
just pipe down while.
minded - mathematically-minded, mechanically-minded,
career-minded, money-minded, family-minded
D
cold -hearted
hard -headed, -hearted
D
high -minded, -spirited 1e;2d;3f;4c;Sa;6b
hot -blooded, -headed, -tempered
level -headed
strong -minded, -willed
sweet -tempered Stem is not a complete Stem is a complete word
weak -willed word
compel, submerse, compassionate (passion),
cold-blooded = lacking in pity - commonly collocates with symbolise, symphony, compromise (promise),
killer/murder/violence ete. transcend, translate, concentrate (centre),
cold-hearted = behaving in a way that shows no pity or unique configuration (figure),
s)lnpathy but docs not have the violent connotations of subcontract (contract),
cold-blooded subsoil (soil), symmetry
hard-headed = practical and able to make difficult decisions (metre), sympathise
without letting your emotions affect your judgement (pathos), synthesis (thesis),
hard-hearted = not caring about other people's feelings transcript (script), transplant
high-minded = having very high moral standards or (plant), uniform (form),
principles unilateral (lateral)
high-spirited = having a lot of energy and enjoying fun and
adventure •
1 unconscious *; 2 contemporary; 3 ongoing; 4 beneficial;
5 undivided; 6 outcomes; 7 confirming; 8 untreatable;
9 behavioural; 10 disabling; 11 transformed; 12 confront;
13 irreplaceable

* although the word 'subconscious' may be grammatically

correct, it is not the correct term in the context of psychiatry
Ad}LaJJced oLots
used here.
unconscious = that part of thought and emotion that happens Grammar point 1
outside everyday awareness.
subconscious = thoughts and emotions existing in the mind
D
1b;2a;3c
but not immediately available to consciousness.

Practice A
Summary 1 myoid classmate is now/should now be the Minister for
Trade I find astonishing .
.2 the last three days I've been slaving away on his wretched
repon.
They are both about the ways in which language use changes 3 I can finish the repon on time I don't have the faintest
according to the gender of the speaker. idea,
4 That I won't put up with,
5 to exceeding her sales targets by twenty percent she got
The differences between words used by men and those used the promotion she wanted.
by women: (lines 9 and 10) 6 have given up such an interesting and well-paid job seems
odd,
7 This she manaoed to do when her company sent her there
on a buying trip,
Because the women wanted to discuss the idea, not to get a 8 the first time in a decade our profits rose last year,
simple answer to the question.
Grammar point 2
fJ
a3;bl;c2

environment is more important than heredity (The reasons

than genes Text 2, line
for this lie more with socialisation They follow the pattern:
13) it + form of the verb be + emphasised element + who/that
introducing a clause

Grammar point 3

o In some languages men and women may use completely

D
different words to refer to the same things.
o Women tend to be less direct in their communication than
men.
o Men talk for longer periods at a time than women do.
o Men do not express their feelings easily in words.

Information box I
Page 218, Text 2, line 3
Albrecht Durer (1471- 1528) German painter and
draughtsman.
Practice B
1 I did was (to) pull the jammed bit of paper out of the fax 2 payout
machine, and now it won't work.
3 giveaway
2 was the opportunity to travel that attracted me to the job. 4 payoff
3 the management believe is that these measures will make 5 payoff
the company more profitable.
4 \yas because he felt unappreciated that he walked out of
the meeting.
5 the union asked for was a five percent wage increase.
6 is in Malaysia that the new factory is to be located.
7 he wants is an office with a view.
8 isn't money she's motivated by, but power.
9 I'm going to show you next is how to repair the machine.

Practice C
1 think is that the company is not profitable
2 been because our price was not competitive that
3 the boss but the secretary who took
4 is his efficiency rather than his ambition that
5 there was/we had to show for it was
Practice D
1 not; 2 so; 3 is; 4 such; 5 that; 6 aboutlby; 7 to; 8 a; 9 It;
10 should; 11 Thanks/Due; 12 What; 13 to; 14 had;
15 but; 16 Only; 17 did; 18 these; 19 do/really
The first sentence has the verb with 'empty' it; the second is
a phrasal verb (the it in this sentence refers back to the
negotiation)
hit it off = got on well together; took a liking to each other
m
1h; 2c; 3b ; 4d; 5e; 6f; 7g; 8a; 9i
Note: most of these verbs would only be used in informal,
spoken English. In addition,jump to it, spit it out and cut it
out are all quite aggressive and should be used by learners
only with extreme caution.

1 didn't hit it off when they first

2 lived it up for years
3 the respect of her staff by toughing it
1 set up - c; 2 be taken over/take over - a; 3 hit upon - g; 4 had it out yesterday and now my son
4 ran into - n; 5 payout - 1; 6 give away - e; 7 turn 5 watch/see boxers slugging it
something round - j; 8 break even - b; 9 wind something
down - f; 10 take over from - m; 11 sink something in - h;
12 see something / someone through something - i;
13 pull something off - k; 14 payoff - d 1 increasingly; 2 takeover; 3 upgrade; 4 reinvented;
5 meaningless; 6 sympathetic; 7 internationally;
8 globalisation; 9 unpronounceable; 10 inappropriate;
fJ 11 favourable; 12 enlighten
1 payoff
2 sink in
3 turn round
4 see something through

1 could have hit upon such a good ...

2 that George had taken over from me only sank in
when I found him ...
3 --\fter setting up his business, Peter felt ... he would, at
the yery least, break even, he sank the last of his savings
in a new house .... soon after that, he ran into debt, ... in
order ro payoff his business loans and to avoid having to
wind his business down.
4 ... that they planned ro lay (off) every worker over 55 The industry produces toys then tries to sell them rather
(off), ... the union manao-ed to pull off such a good deal than asking the consumers what they want first.
... enough money ro see her through until ...
5 ... they managed to tum my order round within
twenty-four hours I
Disney films which sold a lot of toys, and ones which did
6 but it paid off in the end. not.
7 if we can just see it through, we stand a good chance
of turning the company round.

• Children are no longer interested in toys after the age of
eight.
• Children don't always want to buy the toys the
manufacturers have produced.
• Film merchandising of toys is expensive and not always
successful.
• Toy retailers make very small profits, especially on toys
linked to merchandising.
Part 1
1 although/while; 2 wellllittle; 3 one; 4 after; 5 possible;
6 check; 7 on; 8 such; 9 neither; 10 was; 11 also; 12 only;
13 that; 14 out; 15 just
Part 2
16 prescriptions; 17 departments; 18 enliven;
19 specifically; 20 interactive; 21 ensure; 22 widening;
23 subsidised; 24 unemployed; 25 reconditioned
Part 3
26 commercial; 27 books; 28 hold; 29 far; 30 bright;
31 drop
Part 5
40 someone who is so tired they can hardly do their work
41 the fact that people's IQ drops if they don't get enough
sleep
42 to show how dreams can help us find solutions to our
problems
43 'that vast reservoir of information that affects and drives
our daily lives' (lines 14 - 15)
Lack of sleep can lead to accidents and adversely affect
employees' performance.
A short nap during the working day decreases stress
improves effiCiency.
Dreams can provide a means of solving problems or
having creative ideas.
By interpreting their dreams, people can recognise areas
of difficulty or disagreement in their working lives.
Information box I
Page 239, line 8
Thomas Edison (1847 - 1931) American inventor,
perhaps best known for his invention of the first
commercially viable electric lightbulb.
Page 239, line 14
Sigmund Freud (1856-- 1939) Austrian psychiatrist.
Father of the practice of psychoanalysis, much of which
involved the interpretation of the patient's dreams.

Part 4
32 denies all responsibility for
33 sooner had the job cuts been announced than
34 annoys him most is political discussions
35 the award came as a complete surprise to
36 no account are you to / should you try andlto repair
37 prides himself on his skill in/facility for
38 they're having trouble/difficulty (in) making ends meet
39 all expectations Sam turned out to be

I 42
 UNIVERSITY of CAMBRIDGE
Local Examinations Syndicate

Candidate Nome Candidate Name

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 UNIVERSITY of CAMBRIDGE
Local Examinations Syndicate

Candidate Name -- •-•-•

--- -•-
If not already prinled, write name
In CAPITALS and complete tho
Candidate No. grid (in pencil).

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answers in the spaces next to the
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0
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0 ~art g.; wrlto hero

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49
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DP319/93
- •
Pearson Education Limited
Edinburgh Gate
Harlow
Essex
CM202JE
England
and Associated Companies throughout the World

The right of Fiona Scott-Barrett to be identified as the author of this Work has been asserted by
her in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise without the prior written permission of the Publishers.

First published in 2002

Second impression 2003

Sample OMR answer sheet is reproduced by permission

of the University of Cambridge Local Examinations Syndicate.

Design by Studio Image & Photographic Art

Edited by Lee Coveney
Produced and managed by PROCESS ELT Loukas Ioannou (www.geocities.com/process_elt)
 .,
LONGMAN EXAM SKILLS
New Proficiency Use of English
Proficiency Use of English is ideal for students preparing for Paper 3 of the
Revised Proficiency exam. It provides comprehensive coverage of all the
essential areas of grammar and vocabulary, while training students in all the
skills and techniques required for taking Paper 3 of the CPE exam
successfu Ily.

The Proficiency Use of English Teacher's Book includes:

~ An Introduction to Paper 3 of the Revised exam and
to the Students' Book.
~ A photocopiable Diagnostic test with key.
~ Complete answer key with information boxes.
~ The University of Cambridge sample answer sheets.

Components:
Proficiency Use of English Students' Book
Proficiency Use of Eng,lish Teacher's Book

ISBN 0-582-50478-3
111111111111111111111111111
NEW PROFICIENCY US
E OF ENGLISH T8
Pearson
Education
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230.4681-3
BOOKS HOP 1001080 12331 9 .3