www.frenglish.

ru

CAM B RI DG E FI RST CE RTI FICATE

Writing
NEW EDITION
Richard MacAndrew
Cathy Lawday

UNIVERSITY PRESS
 www.frenglish.ru

Contents
Map of the book IV

Acknowledgements vi
Introduction 1

l
Foundation unit -)

1 A funny thing happened 9

2 On the road 15
3 Learn a language 20
4 A tall, dark, handsome stranger 27
5 Through the grapevine JJ
6 Being green 37
7 Work to live! 45
8 Bestsellers 52
9 Family life 57
10 Shop till you drop! 62
11 Jobhunting 66
72 Getaway 72
13 Crime doesn't pay 77
14 Customer relations 82
15 Food for thought 8B

L6 Literary figures 94
77 Stay healthy! 99
18 Sport for all! 103
Review unit 71,1

ilt
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Map of the book

Topic Plartnittg lnrPruuing
Foundation unit Vhat are your eripectations?

1 A funny thing happened

anecdotes ordering events checking and polishing
'florv diagram'
2 Onthe road
;;i listing questions (letter layout) self-assessmenr I
3 Learn a language
language learning 'brainstorming' organising ,vour work

4 A tall, dark, handsome stranger

5 Through the grapevine

media listing advantages and what lve rvrite
d isad va ntage.

6 Being green

7 Work to live!
work deciding priorities clear handr.vriting

I Bestsellers
hooks , ielecting,ielevant iiiformation , using resource$

I Family life
farnily using 'headlights' learning useful explessions

1O Shop till you drop!

11 Jobhunting
jobs listing questions planning irr the exarr

,2 Getaway'
holidays ,sing a 'spidergraph' checking and polishing in rhe exsm
13 Crime doesn't pay
crlme opcnrng sentences $'liting the correct number of
u ords
14 Gustomer relations

l5 Food for thought

food 'brainstorrnin g' r.r.r;Lrrrging time in the exarn

16"'filetaly figures
, ' gifts and books ,', deciding priorities reading and answering the question
17 Stay healthy!
health Lrsinq l.orr. ,,,, ;...1.'gr,:icS cl-recking in the exam
fS Sp- 1 *ot atf,l
,r r:,rspoitiandleisure revie*' oi planling techniques the future ' .,.,

Review unit H,,,, :r-.:-:r : -. rrr t\\\ .rL.out the exam?

H - .,- -. -rr--.rircr rl.out planring?
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Map of the book

Exam question Skl/ls 1 Skills 2

narrative: short storv past tenses time linking words

formal letter: requesting letter-rvriting rules makir-rg requests

infornrarion lPart I Ta.k1

discussion essay paragraphrng talking ahout adr antages and

disadvant

formal letter: recommending selecting relevant informati or-r interpreting abbreviations

(Part I Task)

discussion essav opening and closing paragrirphs recognising ho'nv a text links
together

formal letter: application recognising topic and illustlative rnaking applicatiorrs

senten ces

narrative: short storv using direct speech in narrirtives making youl rvriting more
interesting

giving and justifl,ing opinions reportlnE! oplnlons

discussion essav u.riting a palagraph INVEISION

Hor.v much do yor-r remember about the Exam Tips? Hor,v prepared are 1,ou?
Hrtu. ttond rrc rr^rr .t -nlichi-o r.nrrr rrrrtrL')
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lntroduction
Who is this book for?
This book provides writing practice for students preparing for the writing paper (Paper 2 -
lYriting) of the Cambridge FCE exam. It may also be used as a general writing skills course
at this level. It aims to provide both skills development and exam training; to cover a wide
variety of topics and functions; to draw students' attention to the 'process' of writing
through the stages of planning, writing and improving; to give interesting, motivating tasks.

How is the book organised?

The book is organised into eighteen units. Each unit focuses on a particular type of First
Certificate question and concentrates on the language and writing skills students will need to
answer that task.

How is each unit organised?

Each unit starts with a preview section introducing the topic dealt with in the unit.
This is followed by a planning section which introduces students to one of a variety of
planning techniques which they are encouraged to experiment with throughout the course.
Two skills development sections follow, providing practice in language and writing skills
that students will find useful in performing the writing task.
A further planning section gives students the opportunity to put into practice the technique
learnt earlier in the unit. This second section can be done in class or, if time is short, for
homework along with the exam task.
An exam-type question, for use either in class or as homework, provides realistic First
Certificate practice.
The unit is completed with an improving your work section to be tackled after the writing
task is finished. This section encourages students to revise and polish their work. It also
gives practical learner training ideas and activities both to help students prepare specifically
for the exam and to enable them to develop their writing and general language learning
skills.

How should the material be used?

The course may be used in strict unit sequence. Alternatively teachers may wish to develop
each exam question type in sequence.

Each unit provides about an hour's pre-task work. There is scope for flexibility, however,
and the Teacher's Book suggests ways of extending or reducing the time needed. The exam-
type task can be done either in class or for homework. Timed practices of 45 minutes
will be necessary towards the exam. The improving section should be done in a follow-up
lesson and will take 15-20 minutes depending on the task and how it develops.
 www.frenglish.ru
lntroduction

What special features are there?

' The book begins with a Foundation unit which is designed to increase students'
awareness of key aspects of writing.

' Each unit begins with a mini-syllabus to show students exactly which type of exam task
and which skills are covered in the unit.
o Each unit contains Exam Tips which summarise key points to remember for the exam.
Some units also contain Study Tips which give useful advice on how to improve your
writing generally.
' The detailed Teacher's Book provides practical suggestions, ideas for further activities,
and guidelines on timing.
. The book finishes with a Review unit which brings together as much essenrial
information as possible for a final revision session.
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Fosssxda*p*sx assxg€'

What are your expectations?

What do you expect to learn from a writing skills course? Read and discuss these comments
from students.

I would like to learn the kind of

vocabulary necessary in each
case, for example, in a complaining
letter, in a report, in a story, etc.

I want to pass the First

Certificate, so I need to
practise the kinds of
writing for that.

Which points are important to you?

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Foundation unit

What sorts of writing does the First Certificate exam require?

For Paper 2 of the First Certificate exam you have to do:

two tasks

of 120-180 words

in one and a half hours.

The paper is in two parts:

Part 1 - This is a compulsory question. You will have some information to read. You will
then have to use this information to write a letter. Your letter will ask for something to be
done (e.g. asking for information, making a complaint), or it will be a response to a request
(e.g. you may have to give information).

Pat2 - You can choose one of four questions which will offer a variety of different types of
writing.
You should be able to produce different forms of writing, and may also choose to write
about one of the set books:

letters (both formal and informal)

an article -) for a magazine or newspaper
a report -+ giving facts and suggestions
compositions: narrative -+ telling a story
descriptive -+ describing a person or place
discussion essay -+ putting forward an idea or argument

In this book you will practise the skills you need for both Part 1 and Part 2 of the exam. The
mini-syllabus at the beginning of each unit tells you which part of the exam the skills in the
unit are important for:
- some skills are especially useful for Part 1 (e.g. combining information)
- some skills are especially useful for particular questions in Part 2 (e.g. the language and
style of reports)
- some skills are general writing and language skills that are important for all types of
writing (e.g. punctuating correctly, ordering adjectives).

+
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Foundation unit

Look at the extracts below and decide which form of writing they are. Some extracts may
have more than one possible answer.

informal letter formal letter narratlYe

discussion essay article report description

l)hu. Lre- hd/ alo,k tlvee- or .;les, Otu atq;tu

lonu fiur
s,'td,/,e,r).j otGJtr;L Lo makQ.. s*ar..1u flo,ses. Eveatod,il iL
s671ed--90'1tel,\ T lo&.ed y"no ptu(,yryu /U*r*
to rr,ye[, 'ok nit. No pletr,ltt'

2 3t G * fh .6.^ .-*!+*
Ad
t"
\,, ft € 9,^n
ar*.- .r.o.^tl L-r*
A
?"d t. St @ (p* "^i *,* J. Lr
* q*
U
-L-"o.
e..*
We- vwvz lwo fockalts a^d abotr,troor.,t r
?stai/t avd a.vj+xttoLl,
a d^rutag-roc,v\ a^d a lv,vtg foow Mg {avo*r,k (oott ts l,,t_p-
ktrcka.n; + tt a l*g",avg fo6vn, a,i a bear*iful vtp.ta
over
Ou-r gardtn.

+ Cla*,rtwrra
1\* dpymowus ue d.akt)W 0^4d ,^re)L-+r4rut+\ed Ea& lqa,s a"
aftv,ttlooud, on owrlatA
flTJrlfrnr 0",,J" dlzt W

' 4 ll,d. 'lr, *nc,Bf,!,u-)

ffi,n'M dL'. ttL ;lk d*+t
4; A o\ !*, *Lr^ rt't
a, *Lr^
X* o J*t
ude( n*1D.3
!*'&
o-vel.
"*
On<- e4vc^t-15e o[ ,* l> o.\onq L tU^f
Io* nrn/(r \o.r.
*rgqMe-*.t:c ove^-
"5\s "(-se,s +\e ,--.r aSh*.3 T A..rst\e_ U t+-.A,.

5^ Qah o-Qt-o^5S ao&.{^ rJ\.,g b,^ r-r"^..t {vr TV.

 www.frenglish.ru
Foundation unit

7 lvtqn aan l @
tu1u4 wJ irytueztd h q* -rtuu Walu 1a4//
nt\d n6vt[ h 4ry wntd y*il .,u +fTEr
fi.arte\ @
The ual nar.Soafaadu,

What does the First Gertificate exam expect?

Which do you think are the most important factors when writing? Pick the four most
important from the list below and compare your answer with your partner's.
spelling correctly
using correct grammar
answering the question fully
using the right register/formality
using correct punctuation
writing the correct number of words
organising your answer clearly
writing legibly
having a positive effect on the reader
using a wide range of vocabulary
not leaving out any important points
using the correct layout/format

How do 'good'writers write?

1 You have offered to write an article for an English language rnagazine in your country.
Look at the nine stages below which show the process of planning and writing. Work in
pairs and number the stages to show how you think the writing process works.
making a rough outline or plan
identifying the target reader
revising and redrafting the article
having an idea you want to write about
writing out a neat copy ready for publishing
making notes on the topic
getting your ideas together
writing a first draft
checking the reader will be interested
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Foundation unit

2 Which of these pieces of writing would you plan very carefully and which would you plan
less carefully? Mark them C for carefully planned, P for planned or U for unplanned.
birthday card to a friend
letter to your American penfriend
postcard to your family
short story
note to a close friend
Ietter applying for a job in Australia
notes for a speech at a wedding
English exam composition: 'Things I like to do'
letter of complaint to a mail order company
note to pin to your door while you go out
love letter

3 How would you change the order of the stages in exercise 1 above to show how the
writing process works for an exam composition?
Remember - very little writing is totally unplanned.
Even on a simple birthday card to a friend we may
spend some time thinking of something amusing,
revising our ideas a few times before finally putting
pen to paper.

How can I evaluate and improve my work?

Do you agree or disagree with the statements below? Work on your own first, then compare
your answers with other people in the class.
1

It's useful to work in

The teacher should show me pairs, discussing and
where I have made a mistake. correcting each other's
but allow me to correct the mistakes.
answer myself.

o It's helpful to see different

answers to a question - to decide
which is best and try to say why.

You must not make any mistakes.

Correct English is essential.
Foundation unit
www.frenglish.ru

One way of helping to learn to correct your own work is to use a correction code. Look at
the code below and fill in the gaps.

Correction code
Symbol Meaning V/rong Right

Sp spelling tabel

P punctuation/capitals i speak english

T verb/tense He come yesterday.

N number She watch TV.

F form This book is bored.

\ro word order I like very much eggs.

\xnx/ Today it's shiny. Today it's sunny

G grammar He doesn't listened.

A He's at the work. He's at work.

) omlssron He tall.

word too many It's the his book.

paragraphing

N/A not appropriate Dear Sir/Madam,

wrong register Send me information

? don't understand

not quite right

good
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Unit ff A funny thing happened

:
Plawning tcelmique ordering events;'fl o.rv diagram'
Langnage sAil/s; past tenses (Pans 1 6c2)
tinre linking words (Parts 1 & 2)
fuarflqaesfiot: narrative: short story Pan2l
Impmuing: checking and polishirrg

Preview
Work in pairs. Choose one of the subjects belc.rw and tell vour partner about it.

Planning 1

Read this letter and do the activities below it.

Der.r {o,
uW for qoor loku v Chnsfu'*s ord
ll wN ji* lo hax fro^ jo,t.
Somo. N\or A^IS, VJa had a
^ur,loos
is whaf happuo/.. VJo, had .ttsl spul tkta
wa had bau uhng a bwnboo h'k on l4.r0,
ad lo ba buk ia n'i*nila 6J Chns(N\^s so

ll was a
\pial lropical N\or ity) ho( v hor id. VJa ,'taltrud alo,tj tha baach lo rn,.d,
Rgu, -tho had oqalsol fira llic1rt, v tha ot
ugbo$ v l4,u "'ta loott- fho s-all boa
Whon wo arn'loj thw v')0. vJtr.o. hk-ot lo
Aftar a shorl (rma (ha pilo( a"n'tol. VJa
'rla soon aftu".tark u'to, loott- off. Al firs{' I

airvaft. liovlNu, aftu had htua off I

",ta
ao, fla"'t o,tar so,*o. of l\0, r'osl spot/:ac^tloe
Unit 1 A funny thing happened www.frenglish.ru

frna\, a( abo,* L2 o'do(k ,,tu bgaa lo pilol was

lalki,t3 on lha mdio lo l4^a cnnlrol lowu ,,,trn fuu.tark
fu- **U. S.rldl.^b, l.o anaoulrud +1^a( +Le, d fu o
panr/ruille,-b* ++'nn aasiV oru- llo,,.tlrltr., aofl^i13 lunblu surno{ lo happon v tho, plol
ha maalr( {ho, mdio lransrsisSion ? a&
ft.w minulas lalar. I rv,osl a*nil [^
'*::; i!*1,^1)' '*n,^s' totu,
fuq Robin

1 Work in pairs. Which four paragraphs in the letter tell the story?

2 Put the sentences below in the correct order to match the story, then write them in the
boxes to give yourself a complete diagram. This is called a'flow diagram'.

The pilot arrived.

'We
met the other passengers.

The transmission failed.

The plane took off.

We had been staying on Boracay.

We went to the airstrip.

\7e booked a flight.

\We landed at Manila.

The pilot spoke on the radio.

10
 #rif ? A funny www.frenglish.ru
thing happened

A 'flow diagram' is a useful way of planning

i" a narrative composition or any other piece
:' of writing which describes a sequence of
events. Note down random ideas and
ii arrange them in order before beginning to
i
f,
write.
ti
n
u
I
i:i!:i:!!ll!i!!!)-4ii!d!:!l!:!l-):,lli3,Nr1?;';.iir;,,1;'';!j;1r1$!r:jr.r9r11rr1;:f,.r.t?!t!t:

3 Now match the headings on the right to the paragraphs in the story on pages 9 and 10.
Para 1 first events
Para 2 final events and outcome
Para 3 background
Para 4 later events

Remember this paragraph order when you want to

plan a narrative composition or any story.
You can even do this with very short stories, e.g.
I was wa[king along the street on my way to work
(background) when a dog ran in front of me lfirst
euentsl.I was watching the dog (later euentsl and
stepped into a huge puddle (final euents and
outcome).

Past tenses
1 Look at this table. Fill in the Use column from the explanations on page 12. Fill in the
Examples column with examples from the text in Planning 1.

Tense Use Examples

Past simple

Past continuous

Past perfect

Past perfect continuous

11
U*i{ 7 A funny thing happened www.frenglish.ru

'$7e
a) use this form to emphasise the duration of an action/state in the past.
b) If we are akeady talking about the past, we use this form to refer to an earlier past
time.
c) We use this form to emphasise the duration of actions/states which occurred
continuously up to the past moment we are thinking about.
d) \(e use this form to talk about an action/state ata particular time in the past.

2 Put the verbs in brackets in the correct past tense in the text below.
My most frightening experience (be) once when we
(walk) in Scotland. We ......, . ... . , (start) out at six o'clock
in the morning and ... . ... (go) for three hours when suddenly the fog
(come) down, A few moments earlier we
(be able) to see the top of the mountain and the vrllage where we
(spend) the night. Now we . ....,- .- (can) only just see a tree twenty metres away.
We ,. . (stop) to get out the map and compass and .. , , ,. .,..,.. ,,,,,, . ... (make) an
awful discovery. | ...... (leave) the compass on the table in our hotel room.

Time linking words

1 Find all the time linking words and phrases in the text in Planning 1 and list them below.

'Cross? I'm absoluteLy furious.

12
 www.frenglish.ru
Unit 7 A funny thing happened

2 Cross out the words or phrases which could not be used in the following sentences. There
may be more than one correct possibility.

About three years ago I had a job as a sales representative. I travelled all over the country

visiting different shops. One day (i ) | was driving along some deserted country

When
roads, my car (2) started making a strange noise At first (3) | thought it was

then
the engine; but quite soon afterwards (4) it started to bump along the road and I realised I

when

had a flat tyre I stopped to change the wheel The jack was old and didn't work very well, but

A few minutes later

(5) I managed to get the wheel off Ouite soon afterwards
After

I was putting the spare tyre on, another car stopped behind me. The driver got out, with his

After
own jack, came over and started lifting up the other side of my car. When (8) he had
Afterwards

got tt about 3O cm off the ground, I went round and asked him what he was doing. 'You take

those two wheels and l'll take these two,' he said He

discovered it was my carl

Compare your answers with a partner.

13
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Unit 1 A funny thing happened

Planning 2
Look at these pictures. Work in pairs to make up a story which involves all the items drawn
below. Organise the main events in a'flow diagram'.

Exam question (narrative)

Your school is holding a short-story competition. The first prize is three English videos of
your choice. Write your entry for the competition in 120-180 words. Your story must begin:
lWhen I woke up that morning, I knew something was going to happen.

Use the plan from Planning 2.

lmproving your work

Checking and polishing
Compare your story with a partner. Go through each other's work, checking for mistakes.
Look particularly at the use of past tenses and time linking words. When your story is as
good as you can make it, write out a neat copy and give it to your teacher to mark. Keep
both the draft copy and the neat copy together in your file.

SruDY TIP T
You will not have time to write out a neat copy in
the exam, but it is useful to do it now so you have
something to look back at and revise from later.

14
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Unit X On the road

Planrtng tcc.lniqw: lisring questions (letcr layout)

Inngtage srtills; giving advice (Paas t & 2l
punctuating corrcctl-v (Parts 1 & 2)
Exen Qaesllon: informal letter: giving advice (Pan 2)
Itrprutittg: self-assessmenr 1

Preview

Ar e v o u,' e,ow
f:,?-!.:::J*l'JJ1,,,""s
for caeh-or t::"T;':;;;r; good traveller or
not'
Choose :r, b or c
ii.,." ,ai uP )our " '',:;",T,;:
,':,:,t,";,i:;",r.moner,
s. iVlrr, ,l't 1'ou do lirsti

J
[rassy.

t y,ur t'tight ts,ta 'lllliiJ f.'";.,.

a Wait irr the ;t rntend r. do'
b (io ro rhc lrr
r Chcck inttt a

getttlctten please ilotitt pantc ""

'l adies anC

i'i:: you to try

a.broad' Som'eonc
You dre in a cafi
'1 ;ii*,i,oeciali'tv what do vort do:
dish'

15
llnit 3 On the road www.frenglish.ru

Planning 1

Work in pairs. Imagine you are going to travel through Africa together on holiday. A friend
of yours is an expert on Africa. Write down the questions that you would like to ask him or
her before you go.
Think about topics such as health, climate, bureaucracy, etc.

Giving advice
1 Put the prompts into the correct column in the box below.
Whydon'tyou...? If I were you, I'd . . .
You'dbetter... It might be a good idea to .
You really should . . . Whynot...?
You ought to . . .

Swggestions Strong aduice

2 What advice do you think your friend gave you in answer to your questions in Planning 1
above? Make sentences from the prompts above and the pictures below.

16
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t,tnit 2 On the road

Think about what your reader

wants to know. Making a list of
questions is often a useful way of
collecting ideas before you start any
writing task.

Punctuating correctly
1 Complete the table below by putting in the correct name for each feature of puncuation,
and then using a coloured pen, correctly punctuate the sentences on the right.

Feature Name IJse Example

to start sentences we need a visa to go there.
ABC for names tunisia and algeria
with'I' Tomorrow i leave for Egypt.
to end sentences Travelling by train is cheap
to separate cholera malaria polio and
items in a typhoid
list (but not
before'and')
to add You must see the River Nile
information which flows through Egypt.
to start a Take a mixture of currency
list d sterling, French francs
and US dollars.
to add an Avoid drinking unboiled
explanation water it is a major source
of disease.
to separate So remember what you need:
items in lists lots of money the right
of phrases vaccinations the right visas.
to show Youll need a vaccination
letters certificate.
Ieft out
to indicate The travellers main problem
possession is time.

1l
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€jtzir Z On the road

2 Now rewrite the passage below putting in the correct punctuation.

you should take clothes for hot and cold climates the desert even though its in africa gets
very cold at night in addition dont forget the small essentials water purifying tablets a needle
and cotton a pair of sunglasses and one or two good books i also take a penknife a sleeping
bag and a stove

Planning 2
Work in pairs. A penfriend from another country is coming to stay with you. Make a list of
the questions you think they will want to ask before they arrive.
Look at the layout of the informal letters below. Are the following statements trwe or false?

#rW

ffi
a"*[l
f

1 You must not divide the letter into paragraphs.

2 You begin 'Dear . . .' and use the forename of the person you are writing to.
3 You need not put the date.
4 You must put the full address and postcode.
5 You can finish 'Best wishes' or 'Yours'.
6 You sign the letter with your full name.

18
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Unit7 On the road

Exam question (informal letter)

A penfriend from Canada is coming to stay with you for three weeks. Write a letter to them
giving advice about any arrangements they need to make before they come, and what they
need to bring with them. Do not write any addresses. (120-180 words)

lmproving your work

Checking and polishing
Compare your letter with a partner. Go through each other's work. Check for mistakes -
look particularly at the expressions of advice and the punctuation. Has your partner left out
any good advice? Have they got any good advice that you missed? When your letter is as
good as possible, write out a neat copy. Keep both the draft copy and the neat copy together
in your file.

Se/f-assessment 1

Look back at the mistakes you have made in your last three compositions. How do you feel
about the standard of your writing? Add to the list given in the table below and tick the
appropriate boxes.

Good Okay Poor

Organisation of ideas
Spelling
Tenses
Grammar
Punctuation
Vocabulary
C)thers

Which areas need extra work? Your teacher will suggest ways you can improve your
weakest areas.

ii-
II
E

tT Work out which mistakes you make most SPELL/NQ

ii often and concentrate on getting rid of
il
u
I them. Draw up a chart of what you need to ;7-6;Nr5f$-
I improve, and how you could practise. TJNCTUAT IO N
lr
Cross items off when you feel you have
I improved them.
I
I
i,,t

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UnitS Learnalanguage

Preview / Planning 1

'Brainstorming'
Wgrk in pairs. You are going to spend four weeks in the summ er at alanguage school in
Edinburgh in scotland. write down as many ideas, words and phras., ,, "yo.r".* i" L"ch
column below. Do not write senten.., - roi", are okay. Do noi worry about any mistakes.
concentrate on getting as many ideas as possible. you have five minutes

'V/bat
you want to know What you want to know \Yhat yow will take witb you
about Edinbwrgh about the school

Compare your ideas with another pair.

 www.frenglish.ru
{Jrcff ,3 Learn a language

Letter-writing rules
Laying out a letter

ttalsintrl
s/zlll
fuor fv1oro!, tula4 ortt- qo* dua,a
11"o*,1o*.up , srlit i,n, EX,'nAurgt.-
6L'241,L
?;"'ff^ :Li 'a-'iu
I lst to 240" J'4'
d'akes tt'ak'ru;k mc' 'bol
Itoa is tl"at for go* ' Cldhes to .lng l I
i* (,'"r's'i'-rr -
,r^*^lt'l^J**5-'#"i,o 'o"d
,Jc t1"eru is to &
O*H- a-r.., Ltorvlc/ .Iun. Arnu,jf in .fc&lur/-l
outs;/.e. Eay't'tX. . uo ^os| ol ;t.
T'w- fur, hpru
nuter
=t * b;E ab* tlto-
& ,Y* (l"nk J' (tw bnchoru IoL ,t!
l-1,rolr".rcLots flnrru 1 rea(tl oaprcc;okc t (
aouu 6t 6dttn.i. M ha. ,-
d;i b' aw;L.
qow cohld fi'"d" owt uth
J'* ';til";t-.r; qd,^. (^'2 uta;t titt{o!J'

Eerol' uc;,rf''os UPPlandsgatan 2 II

214 70 Malmd
['lllarjo'' L;;sa- Sweden

The PrinciPal
Lentre 3rd February 1999
The Scottish Language
Princes St
Edinburgh

Dear Sir or Madam

next July for one
I am thinking of coming to Edinburgh
month to leam English'
special
details of your classes' any
Please could you send me
much you charge?
."*... y", ;ff"r and how
if you- could t":,tlf::.T"'on
I would also be gratefui :"1d
Does the centre have lts
own
il;;;;;,oiation will I have to find somewhere to
accommodation servrce or
staY mYself?
Finallv I would appreciate it
if you could let me have details
;ffii;ui-,i.itii'ra u" able to take at this time'
I look forward to hearing from You'

Yours faithfullY,

Eva,?*sbn*
Eva Petersson (Ms)
 www.frenglish.ru
UnitS Learn alanguage

Work in pairs. Look at the letters on page 21. Which is formal and which informal? Study
the layout of the letters and tick the correct column(s) in the table below. The first one has
been done for you.

lnformal Formal Neither

letters letters
You usually begin Dear . r' r'
You put your name in the top
right-hand corner.
You put your address in the
top right-hand corner.
You need not put your full address.
You should put the date
under your address.

You write the name and address

of the person you are writing
to in the top left-hand corner.
You do not put paragraphs.
You can finish Yours sincerely /
Yours faithfully.
You always use the first name
of the person you are writing to.
You can sign your full name.
You can finish Best wishes / Love from.
You should put your name under
your signature.
You can use contractions (e.g. I'd, I'll).

In Part 1 you have to write a letter.

Remember letter-writing rules. They are
not particularly difficult. If you know
them well, you can guarantee to get them
right in the exam.

22
 www.frenglish.ru
UwitS Learn a language

Starting and finishing a letter

Fill in the table with words and phrases from the boxes below:

Starting Finishing
Intimate -+
Family -+ hta fro^
Friendly -)
Formal I J
Formal II Da.ar 5r or fl/u,da,,\ --)

Do.ae Alta You,s f^,fl^frtly

Dotr ],ii.a (t^ lils of lo'ta and kisscs
Done ,5{or (Wdrn,.. Lo'1u{ro^
Da/ig Yotrre sinc,oro!
Doar Mre hopu Eosf wishos

Making requests
1 Look at the two letters in Planning 1 and write the expressions used to make requests in
the table below.

Friendly Polite Formal

Compare your answer with a partner and together add any other ways you know of
making requests.

2 How do you decide whether to use a friendly, a polite or a formal request?

23
Unif S Learnalanguage www.frenglish.ru

3 Work in pairs or small groups. How would you write these requests to (a) your best
friend and (b) an elderly relative you don,t know very well?
- Yo, are going on holiday for three weeks and you write asking if they will visit your
flat a couple of times a week to feed your goldfish.
- You write asking if you can call round nexl weekend to collect a book they offered to
lend you.
- You write asking if they could send you rhe address of a mutual friend.
- Your car has been totally destroyed in an accident and you write asking to borrow
enough money to buy a new car.
- You write asking if they will guarantee a bank loan for you.

Planning 2
Look at the ex-am question below. Write down as many ideas and useful words and phrases
as you can in five minutes. Do not worry about the accuracy of what you write.

When you have done that, compare what you have written with a partner. Add any good
ideas of theirs and give them any good ideas of yours.
Then organise your ideas into a sensible plan for the letter.

'Do you know anotber word for tbesaunts?'

Exam question (formal letter)

You want to spend three months studying in the United States. You would like ro improve
your English and also study another subject in English.
Read the advertisement and the notes carefully. Then write a letter (120-180 words) to
South Maine College asking for the information you have noted. You may ask for other
information too. Do not write any addresses.

SOUTH MAINE COLLEGT OF LANGUAGE AND ARTS

KENNEBUNKPORT, ME
hor-trs pu "Juk?
Languages .English . French. Spanish Amurr.n llislog?
Arts . Politics . Sociology . Economics . (others on request)
lud ol Elglish noussorjT
t**
3 wk. 6 wk and 12 wk courses
sla* dalw?
how much?

9p, ol aua^ odahoa?

 www.frenglish.ru
#ms*S Learn a language

lmproving your work

Checking and polishing
Compare your answer with a partner. Go through each other's work. Check for mistakes -
look particularly at the layout of the letter and the language used to make requests. When
your composition is as good as possible, write out a neat copy. Keep your original plan, the
draft copy and the neat copy together in your file.

Organising your work

Answer the following questions (honestly!):

work you have done? Yes/No

1 Do you keep the written
lf vour answe,t,'ru.i
pli-r,.q: ror.th-o^{lll:tn
questr.ns: :tlll"
iiffi ;ffi;i i' 'vtt:"'r'tn ihink about these
..,|
the mark vou got
the topic vou wrote about'
ll B: [: [1T [ il.;';::[lflll;it'
for it' etc ? -^ ^L narac vou used together with
plans yr
the final version?
and nlans
notes "nrl
.t Oo Vou keep the rouoh
and the corrections?
d) Do you look at ntffit 'itl'kes
;i D; y., ever look at anY of it?
ol English *i',linn' Yes/No
2
' Do you collect examples
about rt!
;;;;;;^'wer is'No" then thinkthink aboutthese questions:
ii ffi; ilil;''t'vtt1'-tr'tn
f ormal letters' informal
you keep examples of different types of writing:
a) Do
in the
raberthem' write notes
r, ;ln
iJI'li,l'itXfi,'.',lil]"n'*
gi" u'ntiution'' ti "'0"':::do'o'
*o'ot' particutar phrases' words or
margin, 'nltttine
stru cture s?
anY of them?
.t Oo Vou ever look at

25
Lhit3 Leatnalanguage www.frenglish.ru

S'ork in pairs and discuss n-hich of the ideas given in the questionnaire you think could be
useful to You.
Which of the suggestions would help you to:
- learn from your mistakes
- remember more vocabulary
- learn useful phrases
- write more correctly
- revise more easily
Decide now which ones you are going to try.

Get into the habit of organising your work.

This will help you write better, improve
faster and remember more easily what you
have learnt.

26
 www.frenglish.ru

Unit 4 A tall, dark, handsome stranger

uslng a lspidergraph'
adiectiqes for desqubing.pnople (?ans 1 & 2)
ordering adiectives (Farts 1 & 2)
description: person (Part 2)
adding intere$t and per.sonalisatien

Preview
Work in pairs. Look at the people in the photos below and discuss them. Can you guess
their ages, nationalities, and jobs? What sort of people do you think they are? Decide on
their characters, their likes and dislikes, and their hobbies.

7#

When you have decided, compare your answers with another pair.

2l
Unit 4 A tall, dark, handsome stranger
www.frenglish.ru

Planning 1
The diagram below is sometimes called a 'spidergraph' or 'mind map'. It helps you to plan
out your ideas before you start to write.
In pairs, complete the diagram using the words in the box underneath it.

personal details food music colour size clothes job sex

physical appearance character style nose nationality good points

A 'spidergraph' or 'mind map' is a useful way

of grouping information. It also helps to plan
paragraphs.

28
 www.frenglish.ru
&jaaif 4 A tall, dark, handsome stranger

Adjectives for describing people

1 The words below can all be used to describe people. Work in pairs and put the words into
three or more groups. Each pair should decide for themselves how to g.oup the words.
friendly slim
stubborn dark plump short independent
handsome tallshy scruffy smart fair attraciv; curly
honest wavy thin blond generous
Compare your grouping with that of other pairs.

2 Whlch (if any) of the words in the lists could be used in a negative or critical way when
describing a person?

3 Using the box below, make sentences about the people in the Preview exercise. Then make
up some more sentences of your own.

a film star
He attractive
looks like he's had a bad day
as if she's friendly
She honest
a boxer

d;; ; ;;; ;;;,i; ;,;;iii,* n

Ordering adjectives
If there is more than one adjective in front of a noun, it is important to get them in the right
order. The order depends on the type of adjective.

1 First match each type of adjective to its example:

Typ" Example
colour wonderful
material large
size old
opinion round
age Italian
origin wooden
shape blue

29
 www.frenglish.ru
l}t'tf{ 4 A tal!, dark, handsome stranger

2 Now look at the phrases below, work out the order for different types of adjectives in
English and complete the table.

- a beautiful Chinese silk blouse

- a small red Italian shirt
- a horrible wide yellow tie
- a large old black hat
- a round pink face
- a large square cotton handkerchief

Order oI adjectiues
5

3................. 7....,..........,,,.....

4""""shoDl,
"'1""""""

3 Now rewrite the phrases below putting the adiectives in the correct order.
a) a(n) blue/stylish/Armani jacket
b) a leather/fashionable/short skirt
c) brown/attractive/short hair
d) a(n) redluglyllarge nose
e) small/leather/black shoes
f) blue/large/roundeyes

IfL_t Ll
TtrNTU
trDtrtrtrL
trntrnno

pr&OcweS

30
 www.frenglish.ru
Unif 4 A tall, dark, handsome stranger

Planning 2
Draw a 'spidergraph' for someone you know well - a good friend or a member of your
family. Fill in as much detail as possible.
When you have finished, compare your work with that of other people in your class.

Exam question (description)

One of your friends is going to Australia. Your Australian penfriend has invited them to stay
for a few days. Write a letter to your penfriend accepting the invitation and giving a
description of your friend. Do not write any addresses. (120-180 words)

lmproving your work

Checking and polishing
Compare your description with a partner. Go through each other's work. Check for
mistakes. Look at the use and order of adjectives. Can you improve your partner's or your
own description? When your description is as good as possible, write out a teat copy. Keep
your 'spidergraph' plan, your draft copy and your neat copy together in your file.

Adding i nterest and personalisation

1 Work in pairs. Look at the exam question below. Which of the following extracts from the
exam answers is better? Why?
Write a letter to your English-speaking penfriend, describing yourself. Tell your penfriend
about your family, job, hobbies, etc.

witfi hir .

z llve Wt one siEler. )V',du ddef than vvlo^

*he, ts c^ vtvtv* , SVda -FAtt and slCrn,
5ne's Etr- rt'*e brwr't herr. WZ qo ot* toW+W(
to lol5" o( differq,fi place5. Ne Vv,ve c^ ,liru
ttwe" )owetivneb we- $o or^ lnolid.o.4
fie+her.

31
 www.frenglish.ru
Ljnif 4 A tall, dark, handsome stranger

Which of the following make the extract interesting?

- It uses longer words.
- It uses a wider variety of adjectives.
- It has longer sentences.
- It gives details.
- It gives general information.
- It is more personal - tells you what the writer thinks.
- It is longer.
2 Rewrite this passage in a more interesting way.

[l,J
t^AlVw Wlrw y.,{livrrA qrrn &h,A,{S',

Try to make your answer as interesting

as possible. Use a wide variety of SA)
adjectives and try to link your ideas
together in longer sentences. Give details
where you can rather than just vague
information. Add your opinion - this
makes the text more personal and
automatically more inreresting.

32
 www.frenglish.ru

Unit 5 Through the grapevine

Preview
Find someone in your class who, in their own countrv:

- reads a newspaper every day

-FFTTE,E!((...ffirsr!r..@{as.!!.

- doesn't have a television in their home

- never listens to the radio

- thinks they watch too much television

- has had their picture in a newspaper

Planning 1

Work in pairs. Make a list of the advantages and disadvantages of pocket televisions.

Aduantages Disaduantages

This technique is very useful for planning

discussion essays. It is especially useful if you
h*rretordiscuss two sidis of an argp4eug.

'>a
 www.frenglish.ru
l-lrlft $ Through the grapevine

Paragraphing
'An increase in the number of pocket televisions will not benefit society.'
\ff/hat do you think?

Work in pairs. Look at the answer to this question below. The paragraphs have been mixed
up. Read the four paragraphs and put them in the right order. Write the correct letter in the
table below.
A There are, however, some advantages. The pocket TV is very convenient, We can take it
anywhere and never miss an important programme Another good thing is that sports
enthusiasts can watch important events wherever they wish And one further benef it ts the TV
information services These will be available at any ttme
B Twenty years ago Walkmans did not exist Now everyone has them Will the pocket television,
one of the latest inventions, be as popular in 20 years'time?

C ln my opinion the most important factor is its convenience This will benefit society as long as
we do not let it take over our lives,
D One major drawback of the pocket television is the tiny screen lt is so small that it may damage
people's eyes Another problem is that it is so convenient People may watch one in meetings or
at parties, perhaps even while driving. This is not acceptable and could be dangerous A further
disadvantage is that people may watch TV even more than they do now

Letter Heading
['rt rs I

I'lt t'lt l
[rrrra

lrrt r.r +

Now give each paragraph a heading from the box below.

op,.rror-r ndur,l,rg., irr,rod.r.rion disadvantages

I
Check your answers with another pair.

This Parsqvaplt ordcl is a good u'rtv of stntcrLu'ing

a discussion essay. A similar structure can be used
with the 'opinion' type of discussion essay - see
Unit 9.

The important thing to remember is that there

is a clear beginning and a clear end.

34
 www.frenglish.ru
Unsf 5 Through the grapevine

Talking about advantages and disadvantages

Look through the composition in Paragraphing on page 34 and write in the box below all
the phrases used to introduce advantages and disadvantages.

I advantage

One further

Now work in small groups or pairs and use these expressions to talk about the advantages
and disadvantages of the following:
having a telephone
having a fax machine
being famous
allowing free copying of
audio and video cassettes

Planning 2
Using the technique practised in Planning 1, list the advantages and disadvantages of
censorship. Also list ideas for your introduction and conclusion.

Introduction Aduantages Disaduantages Conclwsion

35
 Unit 5 Through the grapevine
www.frenglish.ru

When you have finished your lists, compare them with one or two other people in your
class. Add to your list any good ideas that you have missed and give othei people any good
ideas that they have missed.

Exam question (discussion essay)

Your class has been discussing the advantages and disadvantages of censorship and your
teacher has asked you to write a composition giving your views on the following staiement:
''We are at the start of the 21st century in a modern world. Censorship is an old-fashioned
and unnecessary idea.'
Write your compositiorT in 120-180 words.

lmproving your work

Checking and polishing
Compare your composition with a partner. Go through each other's work. Check for
mistakes - look particularly at the paragraphing and the expressions used ro talk about
adYantages and disadvantages. When your composition is ai good as possible, write out a
neat copy. Keep both the draft copy and the neat copy together in your file.

What we write
What do you write? Tick the appropriate boxes in the table below and add as many things
to the list as you can.

tn your own in Englisb

langwage
notes

messages

letters to friends
business letters

letters of complaint
descriptions
formal compositions
narratives (stories)

Which of these are for your own personal use and which are intended to be read bv other
people?

What types of writing do you need for the Cambridge First Certificate exam ?

36
 www.frenglish.ru

Unit W Being green

Planniag techniq*e: using a questionnaire

Language skrrrs.. avaluating information (Parts 1 U2l
evaluadng layqor (Part 2)
linking wor,_ls for reason and result (Pans f E( 2)
Exam qaestion: r€port (Part 2)
Impruting: why we write

Preview
Rearrange the letters below to form words. Then write the words in the correct column in
the table below.
rpeload ehawl eonhricros
sag yiierelcttc eaunclr owrep
seeabttri lasgs perap
idwn ocla luuniamim
arillgo ytrse adapn

Sources of power Things tbat can be recycled Endangered animals

oHaue
you got an
endanger e d sp e cie s exp ort licence ?'

a1
 Unlf 6 Being green www.frenglish.ru

Planning 1

Look at the questionnaire. Complete it by adding some sentences of your own. Then fill in
your opinion by ticking the appropriate column. Finally, get together with a partner and fill
in his/her opinion.
Use phrases from the box below where appropriate.

Agreeing Disagreeing
Absolutely. Yes,but...
Exactly. Don'tyouthink...?
I (quite) agree. I'm not sure I quite agree there.
That's exactly what I think. I'm afraid I don't quite agree there.
I couldn't agree with you more.

You Partner
agree disagree agree disag ree

Animals
Animals should not be used
to test cosmetics,
We should do everything
necessary to avoid the
extinction of any species of
animal.

Pollution
Nuclear power is the
'cleanest' form of power.
The nuclear programme must
be developed further.

Natural Resources
Widespread deforestation
must be stopped.

Food

38
 www.frenglish.ru
6 Being green
#ruI*

i;lr:r:r,',::,,:,',::,,:i;:':":!i',"i:' ',:ili;i'',1":i t.,':i;:i:t,.i;'"

:!i!, iii:tl:::iiillli
,
ti;illi:ili;,,,i,r:,:|,,.i.:::l::,,l.;i liii'r:i:lii::iiil;;
',:i,,i:;iilii',tllt,',:,,,iiiii:lil:iii,:.iii!:',

li. One of the biggest problems with writing \^lr\AT Do I

,it can be having enough ideas. Try to think , FEEL A9oul ..?
of as many ideas as you can by asking fdlrtt- i to r A4RaE
' yourself questions about the toprc. rl wtr4. _ 7/

lii !:i:i I i::!:li:!:i r:il 4i

Evaluating information and layout

Darlingham Council, Darlingham, New South Wales has underspent its budget by $20,000.
They are trying to decide what to do with the extra money.
They are considering plans. Different committees have been asked to report on how they
think the money should be spent.
Dases 40 and 41.
Read the information below and do the exercises on pages

a-'-'-
i.a DIRLINGII[M COUNCI[ -
REPORT -
TRANSPORT COMMITTEE
4th November 1999

eullcJr].llauL:ris nr.unt of uaffic in

Tht last ten v serrfronr 25,()00 to
Darlingham' [rom outside has
5o'soo rh" r anrl considerably more
increaseti fro
at weekends'

ffi".uu,".,,.u::li:'[.i:silS.E:l[li:,i:ff
in the
fJ":if SlJlll,i*o
town - esPeciallY
over the last ten Years'

;"J,H;ifJ*TJ'n":*"
running; train
servrces

Recrrntntend atltlt't our recommend^a!1on

carried out our promises' should be used to
Siuct'rr'e have not vet this y"u' U'ag"t
irnderspent on '
is th.rt tlre S2(),000 transPort Program me'
a1.a11 1l'trrk trn
olll pi.'*tia
39
 www.frenglish.ru
{-lnlf # Being green

D[RL'INGII[fll C0UNCI[' -' -' -' -

-' -' -' -

. food for the hungrY

. wells for those without clean water
. skills for the unskilled
. education for the unskilled
. funding for local development initiattves'

-!:i;-'I - r - Df,RLINGHflM C0UNCI[_. _. _._

REPORT OF THE
ENVIRONi\4ENTAL
CONII\IITTEE
The c'nvironlnent is
the n.rutor conccrn
rhe-v u.uuta.ilk;;,,r of our age. Many people
I feel

l*:fl i*iu:":;.:"J,,.i1[1[J;fJ:n*t;;il'::ffi i
Planting trees not onlv
I
creares a more pt"ururt 1"-?.,l11store t]re balance of nature bur also
. ou r a
-a
p ran i ;,I;: ;1' t, o,i
Let's plant a foresrl We
ffiffi}il ili flJ:J,J : [::,P
;;
can ImproYe the air
Itr wJ.an'.n;JiiJ,' "" with it! we can wark
in

Evaluate the information in the three possibilities above by deciding which plan is the
best and which is the second best from the different points of view in the left-hand
column of the table opposite. Put T (Transport), H (Hungerlink) or P (Plant a tree) in
one of the right-hand columns according to what you think. For example, if you think
planting a tree is the best plan from the point of view of the effect on local pollution,
put a P in the Best plan column.

40
 www.frenglish.ru
Unit$ Being green

Best plan Second best plan

effect on local pollution

effect on loca1 people

eflect on council's political status

easy to carry out

usefulness

efTect on 1ocal environment

benefit to rhe rnost people

long-ternr benefit

popularity with local people

Which plan do you think is the best overall? Which is the worst?
Now compare your answers in pairs and small groups. Give reasons for your choices.

Be critical. Think about the options

carefully before you choose.

rt,;5!ti!:i!r+iia&r:!;fii!:;:,:*;!.:rl,iiiihii.is:trl;:,;.!ii;i!iiti

2 Look at the layout and presentation of the three reports and answer the questions below:
Which report has the clearest layout? \7hy?
Which has the least clear layout?
Which report gives the most information?

When you write a report, plan

the layout carefully.

41
 www.frenglish.ru
{Jmif S Being green

Linking words for reason and result

Look at the three reports on pages 39 and 40 again. Underline all the words and phrases
used to show reasons and results (e.g. since, as a result, etc.).

2 Now complete the report from the Budget Committee below using some of the linking
words you found.

r-'-
'-'- DIRL,INGIIAM COUNCll., -''-'
-r-
Budget Committee

n-"*r, :' TransPort Commi ttee

r" r"'-"received
'o Charitv Committee
Committee
L'nvironmental

s"aagtr9
rt'nding',the' moneY to
I Thc Charin C(1lllnllItt'c tt'f(]l]'llllendr t
J i t be nc ri t
"t lilliJ iLIl li,
1:r,tpirsal
---i--il;::
Hr.r n serr i nk
::"r:
does not lrelp local ficolllt-
: I'
drrtr'
nlollc\''
tlot an apPrt)P'"'''' t"t' ttr
spr'rrtl local 1't'ople's
-
2TheEnvironmentalCommitteervoult'ITil'"tt:fl :i:ti;ff '
tt r
5it^ppJ,'"a -"' ''"' ''il'
lf we plant a lorest' however'
not uenefit the local people
very
town. It would,
much and might be unPoPular'
has not
3 rhe rransport Committee 1T.*H*'"'#:tfn:?il$f:
bus and
end the money imProving
re PeoPle r'vou1d use Public

transPort'

Recommendation
would benefit the
the Transport Commi'ttee
We feel the proposal of and we 0)
t"t'i'o'lment
-
oeople of ourli'-tgtlur'im'Jtnt
is spent on the public transport
...o*-..,d that the iio'ooiit"tp*s
programme'

42
 www.frenglish.ru
Unit $ Being green

3 Now read through the report of the Budget Committee again and decide whether you
agree or disagree. Give reasons.

-E ct\".bo. J
"Thk is Mr Trimp from the Town and Country plonning Department. Hels here to
demonstrate the proposals jor the old tov)n,,

Planning 2
Read the exam question below. Make a list of questions that the people in your town might
want to ask about the two projects.
Compare your list with your partner's. Discuss what the answers might be and decide which
project you think is best.

Exam question (report)

An old and historic building in your town is going to be renovated. The town council
intends to spend a large sum of money turning it into either a leisure centre with sports and
recreational facilities, or supervised accommodation for old people. You have been asked to
write a report for the council, describing the benefits of both projects and saying which you
think is the best and why. (120-180 words)

lmproving your work

Checking and polishing
Compare your answer with a partner. Go through each other's work. Check for mistakes -
look particularly at the reasons you have given for your answers and the way you have
expressed those reasons.

43
 Unif 6 Being green www.frenglish.ru

Why we write
Vhy do you write? Tick the appropriate boxes
in the table and add to the list. to give information
to make a complaint
to apply for a job
to describe someone
to pass an exam

Remember why you are writing. It will

affect what you write and how you write WHY AM
it. A social letter to a friend will be
different from one to a friend apologising
for forgetting a dinner invitation.

44
 www.frenglish.ru

UneX Work to live!

Preview / Planning 1

Vhat is important to you in a job? Choose the five most important factors and arrange
them in order of priority.
l1 long holidays Il having amusing colleagues
[ ] free lunches l-l socially useful
1 i high salary !l normal hours of work
i flerible working hours I long lunch breaks
Il job satisfaction I close to home
[-.r some responsibility I working with other people
LJ opportunity for travel J good career and promotion prospects

Discuss your answers with a partner.

Number your ideas and organise

them in order of priority before you
start to write. This is a very simple
but effective planning technique.

45
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lJ*it 7 Work to live!

Selecting relevant information

Look at the job advertisements and complete as much of the table opposite as possible.
Underline the information that you transfer from the advertisements to the table.

growth
Due to our continued

Jack in the Box

require a tf you are 23_45
we can offer you:
NURSERY COOK
for uP to
to provide wholesome food
nursery situated
iod'"-ni'J*" in a day
in Central Oxford'

are
Recoqnised craft qualif ications Call now for more information
on on
prefeired, however full training rR[[P[orlIE 0s00 099Si
age range
catering for this special
will be Provided' and ask for Thonas
ndams.
Or,, ,rlllr^l,r^r-Ujls for
to 3Pm' tons-rern enpt0ynent
Hours are Mon-Fri 7 30am ixpenence isn't necessary. need apply.
uommrtment is.
t4'75 Per hour'

,* f"nh;;f*;i"n and an apptication form

please contact our Head Office on

ott80 147676'

C
Gold Touch Retail Secuity Ltd are seeking
EARLY MORNING SHOP FLOOR applications from experienced store detectiaes to
CLEANERS coaer prestige retail clients within Bath and Bistol.
llequired in Banbury to\\rr) centre
A salary range of between f5.50 & f6 hour is on
7 9arl Mondav to Satnrdav.
offer depending upon your experience.
Also required
40-45 hours week on average.
EVENING CLEANER
5pnr-7pnr, 4 days per r.veek. d5 per hour.
Training eiven. Call M. Harris ou
0112 052113

F Earn 85OO
E
PART-TIME per week!
REC/TYPIST/CLERK AU PAIR/
DRIVE A BMW!
Computer literacY and Word NANNY
Perl-ect exPerience would
be Pret'erred' NANNY BEOUIRED
ASAP
Hours to be agreed'
Boysl&3,Bloxham
Pleose serul CY tu
Mrs M Clarke -Tel.Bam_6pm
Jane on Ring now
Sttmlev- Limited' StonLe't House' 01 19_0249121
o99t-060606
D"liriif,"3'xt'f#il''

46
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Utzi{ 7 Work to live!

.lob qualifications/ duties tralnlng grven hours pay contact

experience/
skills needed
A uokiaq lor full lminig N\on4a t+ls pu +\ud offiu
NUR5ERY LOO d\ildM 3i'lu 7.3O0e,,- hoor OLLSO
COOK 3P- 74+6+6
B

Which job appeals to you? Why? Discuss your answers with a parrner.

It's important to be able to decide which

pieces of information are relevant and
which can be ignored. This is a very
useful skill, especiaily in Part 1.
Beleva I z

lnterpreting abbreviations
Work in pairs. Look at the job advertisements again and decide what the following
abbreviations mean.
a) am e) Fri
b)p- f) K
c) CV g) PA
d)Mon h)ASAP

41
Unit 7 Work to live! www.frenglish.ru

2 Do you know what the following common abbreviations mean? Work in pairs. Use a
dictionary to find out as many as you can. Your teacher will help you.
a) e.s. d)MP g) km i) Ms
b)Tel. e) BA h) PS k) oNo
c) RSVP f) esp i) NB t) kg

-,,::,1.i--r-' .1- :j .-.- .: :r :; .,.:;..:.

' ?.,,:,ir:::.:::f.::t:",.- i.:
'.

'l Learn some common abbreviations.

You may need to know them -
i;, especially in Part 1.

Planning 2
Look at the exam question below. First underline all the information that will help you write
your answer. Then plan the structure of your letter using a different technique.

Exam question (formal letter)

You work in an employment
agency. Read the letter from Dear Sir/I\4adam,
Amanda Forrest. From the job After two and a half
advertisements opposite, choose to the Publishing
Director of rhe Butt
the one you think would be most
suitable for Amanda. Write a
new posr in which r can dev
therefore, writing to you.to
;ilffi::::f fi'
reply to her letter, recommending enquire if 1,ou knovu of any, job
opportunities which might suit
which job she applies for and nre.
explaining why you have chosen The post at the Butterfield press
was my first job after
it. Do not write any addresses. in-e $ere. I have developed
(120-180 words) ls includin-s auclio typing. I
ing directll, w,ith authors,
responsibility
for a number of public ron.,ioirlo"iderable
I am looking for a challenging post
that will further
develop my skills. I woulJdso
curent salary of f 12,500pa
fik" u, ir.."ri'u, _,
I look forward to hearing from you.
Yours faithfully

A^and,a Forros(
Amanda Forrest

48
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{"Ixlf 7 Work to live!

RecePtionist
c.816,000

Ua-mprhi* ---l
t---
!
I HOUSE I
r RecepTroNrsr/TElEpHoNrsr
i
1 f t3.000_f 14,000 I

i r;:il;* H{flrf,;.;"Jfi
,,Yl'1,,':"x;l
Otfice Recruitment i
0191 747 0033
iI
*oox;[,:;xi:* - i
Hampshire House, I
t -50
SurreS.Street, I
London tVlS 5E\..
I I
I ,1'O AGENCIES

FRIENDLY OFFICE
L-- i
"- .._ BUSY FULL-TIME
SMALL
REQUIRES
----J
SECRETARY
Technical audio tYPing
on W4W
-
glIT To woRK tN A uNtvERstrY?
urld rotn" adm inistration' AD ilt t N t srnAro B/s
E c B EA';i
;,;oo _;;
Please send CV to:
Roser Richardson
Matirice & APPlebY
Chartered SurveYors
ReeencY Building
45 Maviair Road' St Albans
t"tt OttZZ 0548L2
soon as possibJe.

Tel: 0107 010 82t0

c,i"*, _,;::::,:triiitr^,,
ee Royat

PERFECT JOBS

lmproving your work

Checking and polishing
Compare your answer with your partner's. Go through each other's work and check for
mistakes. Look especially at the information that your partner has used in his/her letter.
When your composition is as good as possible, write out a neat copy. Keep your original
plan, the draft copy and the neat copy together in your file.

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Unit 7 Work to live!

Clear handwriting
Look at these students'writing and answer the questions opposite.

kit, flan,o, il, tna*u

Wl ilr lel!, q/rlal ffi+y A5,rn . /u hu q.
,ko& hait otnd btown ofir. /,2 lab w biX
lu4
0Q A a, vqoool, ,(y t *d, antd 4+ tl ntfiV
Mp^ tu'tt 4y^ru dn

50
 www.frenglish.ru
7 Work to livel
Uzsit

t'lrg besu&und narh€ is Aroanrorna (Je uE€_

b>gildn<r un -tl,\e,
€oMq rSoJa.ocfl , Lde ktttc eOCr,
6th!r t3 yeors 9go. lfte, yt1at ux cl_angect
-Ha+- scrrocrs , SlLo (ek$:t) a- orill*.-t sc,trooL
to {ttr rr1q, bLr.t r-oe con€iu,r-<_- dre ra.(astoo
eu€-n nor.:. She 'i* lnra.s< brar.^rt
;ha.r, C-uatu
g\.lae eg< s- Sh4 i s n ot u€.rLj tuu andJshe
hqs Freceths .

iloword isc €ea&er "f ncn6rC tonSura5e . H"isc.Teeiet Far.$e .

p,g.6.yq\ he rs
iWA+r+q. uelt ^tc4 and frtaadLy
He aQooy Lil.<s L" b. ^ farn ,otrh aai,rr;'-L
Hal* L*t<s abut Jat st,o-n3. H. has a black eys
and blacl< hqia

1 \7hich handwriting is the easiest to read? IJ7hy?

2 Which is the most difficult to read? Why?
3 \7hich student has corrected their work most carefully? How?
I ook back at your work over the last few units. How would you grade it on the scale
below?
(vtnv NEAT AND (uNr IDY AND
ro nEa.o) 0 """ '--' 1 """""" 2 J1/ ............. +......,......
EASY ' DrFFrcuLT ro neeo)
Ask other people to grade your handwriting. Do you agree with them?

Make your writing legible and your corrections

tidy.
REMEMBE,R!
" The examiners can only give marks for what
they can actually read! Don't forget they have
several hundred scripts to mark.
" If your work is tidy and clear, rhe examiner is
more likely to think well of you!
" If your work is untidy, the eraminer may think
you have not put much effort into it - even if this
is not true!
It
" -is more difficult for examiners to follow what
you are saying in your answer if it is difficult to
read.

51
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Unit 8 Bestsellers

Preview
write down the titles and authors of three books that have greatly impressed you.
work in pairs or small groups. compare your choices and explain why you chose
what you did.

Planning 1

You have to write an article for the class magazine about a book you have
read recently.
Look at the list of points below and cross ou"t those that you think would
not be relevant in
such an article.

- The characters are very real.

- The author understands the criminal mind well.
- The book is 224 pageslong.
- The plot is clever and original.
- I found it easy to identify with the main character.
- My sister likes reading too.
- The ending is exciting.
- The picture on the cover is striking.
- The story is set in Arizona.
- The descriptions are vivid.
- The blurb on the back is interesting.
- The book paints a fascinating picture of life in the depression.
- My friend Sue liked it.
- It conveys a powerful socialist message.
- The author had written three books before this one.
- The author uses language in a simple yet effective way.
- The author pays great attention to historical accuracy.
- I've never been to Arizona.
Compare your answers with a partner. Are there any points you disagree
about? Discuss any
differences.

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Unit I Bestsellers

..;) ; i ' '' '; .." ,.

You don't have to use all vour ideas

when you plan a composition. Choose
r
ta
the most relevant and important ideas
;l you have noted down.
;r.li;i!ri,i,il:i::,:,:: r:!;,i i i;i;!;!i; l;::f; i:,1 i;ri!!:l; l;lil rl;l ii:!:,] !: l!:,:!:!t l!:fiqt,j;,r1!;,,,!;!J;5iri,;,;!i{,:i;

Organising an article (title and structure)

Read the article and answer the questions below.

Ifyou're
lhen Skinner's Rules is a must.
Quintin Jardine's electrifying
first novel. set in the streets of
Edinburgh. captures some of the
picturesque charm and the grim
reality of life in Scotland's capital
city.
The hero. Bob Skinner.
Head of
Investigation Department. Karate
expefi, widow, father
nineteen-year-old daughter, he is
a tough but Iikeable character
with an intelligent approach to his
work and a direct way of dealing
a fan ofdetective stories, The story begins with the brutal
murder of a successful young
lawyer. When this is followed
by a series of apparently random
killings. the police begin to
suspect that a serial killer is at
large. However, when the lawyer's
fianc6e is also murdered. Skinner
is quickly makes an arrest.
Edinburgh's Criminal At this point the case seems
solved but Skinner is not
of a entirely satisfied. Despite
pressure from his superiors to
leave things alone, Skinner
continues his investigations and
discovers a clever and dangerous
This book has everything.
There is murder, mystery and
suspense within the main story.
There is an international
perspective involving Japanese
businessmen, Israelis, Palestinians
and the SAS. There are politics
and conuption in high places.
There is romance between
Skinner and... well, find out for
yourself!
This is an excellent book And
the really good news, if this is
your first Skinner novel, is that
there are five more already in the
bookshops ! !

with people. consprracy

Choose the best title for the article from the list below.
a) Why I Liked Skinner's Rules
b) A Book I Read Recently
cl Skinner's Rules - Scottish crimebusting at its best!
d) Edinburgh Murder Mystery - Read All About It!

Give your article an interesting

t
title. {iet,
 Unii I Bestsellers www.frenglish.ru

2 choose an appropriate heading for each paragraph from the list below.
How the story develops Different elements of the story
The hero The opinion of rhe reviewer
Introduction and background The beginning of the story

Paragraph 1 |

Paragraph 2 | .................
Paragraph 3 | .......................
Paragraph 4 | .,...-,,,,-..--.-...........

Remember to organise your

aniclc. trt doesn't ma$er
how you organise it but
you mu$t organiseit.

Expressing attitude
work in pairs. complete the table below. Use your dictionaries if necessary.

Verb Ad jectiue
amuse amuslng
lmpress
interesting
!,.!,;-;---i;.rr;,,.,,..........1. exciting
thrill
boring
convince
delight
.qrr..!rJdaa fascinating
offend
depress
annoy
rrntatlng

5+
 www.frenglish.ru
#*lr 5 Bestsellers

Look at these

f-z--'-';,---:.,-
fn.,..,i'. f"r'.rY.rrl)
\- anno\,me. /
U-/-/

Work in small groups. Choose six of the following types of books. IJse some of the words
from the table opposite and tell each other what you think.
romantrcstorles westerns detective stories cookery books
science books novels
fiction biographies travel books thrillers
comic books grammar books this book

*4,6esrs w{K^$ -^-

art haltp vi)rdzf et -
drd i[.

Planning 2
Choose one of the books you talked about in the Preview exercise and make a list of points
about why you like this book. Try and think of six to eight different reasons.

2 Exchange lists with a partner. Read your partner's list and decide if all the points on their
list are relevant. If you think some of them are not, discuss them.

Exam question (article)

Your school is producing a student magazine. You have been asked to write an article for
the magazine about one of your favourite books. Write the article (120-180 words). If you
want to, you can write about one of the set books.

55
 Umit I Bestsellers
www.frenglish.ru

lmproving your work

Checking and polishing

. Go through each other,s work. Check for mistakes _

language and how they have expressed their attitudes.
possible, write out a neat copy. Keep your draft and

Using resources
1 which of the following resources are available to you (in school or outside)?
English-English dictionary
bilingual dictionary
coursebook
English-language radio and TV programmes
English-language films ar the cinema
English-language books, magazines, etc.
English speakers to talk to

2 Can you think of any other resources?

Make enquiries to find o.ut whether you can find other resources you think might be
'unavailable', for example:

- 4tk local newsagents' shops and bookshops if they could order English-language items
for you.
- If your school has. a librarr, alk if they could get more English-language books.
- Ask at the local library for information about English clubs.
- Ask your teacher for informarion abour gerting an Engrish-speaking penpal.
- Ask your teacher or bookshop to recommend good coursebook, or"grr--ar reference
books.
- Ask other students in your school if they could lend you English-language books.
- $t\ family or friends who travel abroad to bring back Engli"sh-1""g;rg;.rewspapers,
leaflets, etc. for you.
Make a written note_of things such as the times of English-language radio and TV
programmes, the addresses of English-language clubs, penpal organisations, etc.

There are probably more resources

around than you realise. Find out
about them. Use them.

ti

I
I
!
r
I

56
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, I Family Iife

Preview
Work in small groups. Discuss the following quotations. Do you agree or disagree with
them? Give reasons.

happy families resemble one

ther, but each unhappy family
appy in its own way.
iJ*rr I Family life
www.frenglish.ru

Planning 1

You have been given this title for a composition:

'Looking after old people should be the responsibility of the family'. Discuss.
Work in pairs and plan your composition by adding notes to the diagram below.

cM ne[/ lOoK
a$z.t hidrcA

Reasons FoR
RtAronS AafitNSl
otd peDpe ivthg
ot* peDpte liviA!
wtth rheif Wirh *eir
aamilt65 +ArlAilies

'Headlights' are a useful way of planning a

discussion essay. They help you to collect
your thoughts.

"l blame all my problems on coming from

a broken egg"

58
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Uni?9 Family life

Opening and closing paragraphs

1 Look at the four paragraphs below. Which would be the best opening for the composition
in Planning 1? What is wrong with the others?
A My next door neighbour is 73 years old and she lives on her own. Her son lives quite nearby.
He comes round twice a week to check on her.

B Throughout this century it has become more and more common in the western world for o d
people to live on their own or in old people's homes rather than with their families. People
from other cultures often find this practice barbaric, but are they rightT
C Of course old people should be looked after by their families - after all they looked after their
children when they were young.

D ln some ways it is a good idea for old people to live with their families, and in some ways it is
not. Some people might be very happy to have their old relatives livrng with them. Some old
people might not want to live with their family.

2 Now look at these four paragraphs. Which would be the best closing paragraph for the
composition? What is wrong with the others?
A ln my country we do not have the terrible situation of old people living in hospital because
they have nowhere else to go. Furthermore, because we look after old people in the family,
there are very few old people's homes.
B They have great knowledge and experience which they can pass on. lf they have a pension,
they can help financially. And of course they can help with the babysitting and housework and
so on.

C As you can see this is a difficult matter. lt is both a moral and a practical problem. My feeling
is that each family should consider all the arguments carefully and decide what best suits
them.
D I will never live with my family when I grow old. N,4y cousin's parents lived with him and they
both survived into their nineties. He never had any independence at all.

3 Now cross out the items below which are not true.
An opening paragraph should:
give examples
give your opinion
show there are two sides to the question
make a general comment on the subject
talk about what the question means
talk about someone yo., know who is relevant to the question
A closing paragraph should:
add some extra points of interest and information
summarise the arguments very briefly in one or two sentences
add extra arguments to support your opinion
state your own opinion
give examples to support your opinion
state any conclusions you reach

59
Unft I Family life www.frenglish.ru

4 Now work with a partner. Look at the exam question opposite and work out a good
opening and a good closing paragraph.

Think carefully about the first and last

paragraphs. They make a big difference
to your composition.

Recognising how a text links together

Look at the text below, which was written in answer to the question in Planning 1. Mark
the text to show how some words are used to refer backwards and forwards. The first few
have been done for you.

roughout this become more and more common in the western world for
old to live on their own or in old people's homes rather than familieE
irom other culturejf oft en barbaric; but
There are many reasons a good idea nt$ to lrve wrt i"16
stresses that families are important and teaches the grandchildren a proper respect for the
elderly. The grandparents are able to help the parents with the benefit of their knowledge and
experience; and to give practical assistance with things like housework, baby-sitting, and so on.
There is also the moral argument that the grandparents looked after the parents when they were
children so now it ls time for them to repay the debt.

There are, however, reasons why it is not such a good idea. People do not always get on very
well with their parents-in-law and if the grandparents try to interfere in the life of the family too
much it could cause serious problems. Furthermore when the grandparents become very old
and frail, it may take a lot of time to look after them. This sort of care is best provided by experts
in an old people's home.

Planning 2
Look at the exam question. Use the techniques you practised in Planning 1 to plan your
composition. Use the opening and closing paragraphs you worked out in exercise 4 above.
When you have finished, compare your plan with your partner's and see if you can improve
yours or theirs.

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# Family life
Unit

Exam question (discussion essay)

Your class has been discussing the advantages and disadvantages of large families and your
teacher has asked you to write a composition giving your views on the Ioflowing statement:
'Some people say thar children from large families are happier. Do you agree?,
Write your composition in 120-180 words.

lmproving your work

Checking and polishing
Compare your answer with a partner. Go through each other's work. Check for mistakes.
Check also the first and last sentences and how the text links together. When your
composition is as good as possible, write out a neat copy. Keep your draft and neat copy
together in your file.

Learning useful expressions

How do you learn useful words and expressions?
Which of these do you do?
rWrite down the English and
- 'W'rite
a translation.
- 'W'rite
down the English and an explanation in English.
- down an example sentence.
- Keep groups of similar new words and phrases together.
- Write new words and phrases on small cards, keep them in a pocket, and look at them
frequently.
- Record new words on a cassette which you listen to regularly.
ril/rite new words on pieces of paper which you
- stick on the wall in your bedroom.
- Look through your lists of new words regularly so that you don't forget them.
- Tty and use the new words when you speak.
- Try and use the new words when you write.
Talk to other people in your class. Find out how they learn new words and expressions.
What new techniques can you use to help your memory?

Try out as many different learning techniques

as you find useful.

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Us-s&* K0 Shop till you drop!

Preview
lmagine you are in a department store. Which department would you go to to buy the
following items? Put them in the right column in the table below.
a doll a sweater a shirt a dish an encyclopedia
a tennis racquet a tie a travel guide a teddy bear a bowl
a rugby ball a toaster a shuttle cock a food processor a model boat
a novel a vase a light bulb

Books Menswear Electrical China Toys Sports

goods

Now add one or two items to each column.

Planning 1

1 Imagine you and your partner are putting together a directory of shops in your local area.
You have to draw up a questionnaire that you can fill in for each shop. Make a list of
questions to include on the questionnaire.
Think about:
- size
- location
- range of goods
- quality of goods
- service
- methods of payment
- any special features, etc.

62
 www.frenglish.ru
Llrrlt '€8 Shop till you drop!

2 Choose a shop you both know well. Work out what answers you might give for the shop
you have chosen.

Before you write a report, think

about the questions that the
reader will want you to answer.

The language and style of reports

Look at this extract from a report on a department store and answer the questions below.

NAI\,IE AND ADDRESS OF STORE:

Claridge's, 1u1-24 Market St, Salisbury SP1 1BG

LOCATI O N:
The store is situated on the comer of Mitre St and Market St, close to the centre
of town. Even though this is not the ideal location, it is close enough to the
High St to attract many casual shoppers.

DE PARTME NTS:
It's a really big shop and there are lots of different departments. I'm going to put
a complete list at the bottom of this report. I fbund almost all the departments I
expected but I was pretty surprised when I discovered they didn't have a music
department which sold CDs and things like that. I mean I expect to be able to
buy CDs in a depaftment store.

RANGE OF GOODS:
Although there is a wide range ofproducts, there is not a great choice ofbrand
names within each product. The electronics department, for example, sells every
kind of device you could possibly want. However, there are only two different
brands of television and three makes of cassette recorder.

OUALITY:
Despite the narrow range ofbrand names, the quality is very high. Products
have been chosen for reliability, excellence and value for money.

1 One of the paragraphs above is written in an inappropriate style. Which paragraph is it?
What is wrong with the style?

2 Work in pairs and rewrite the inappropriate paragraph in a more appropriate style.

3 Read through the other paragraphs again and underline any words or expressions which
you think might be useful when writing other reports.

63
{Jnit 'i8 Shop till you drop! www.frenglish.ru

Linking words for concession and contrast

1 Study the sentences below which have been taken from the report about Claridge's and
put a circle around the linking words of concession. One has already been done for you.
ven thou is not the ideal location, it is close enough to the High St to attract many
casual shoppers.

. Although there is a wide range of products, there is not a great choice of brand names within
each product.

. The electronics depaftment, for example, sells every kind of device you could possibly want.
However, there are only two different brands of television and three makes of cassette
recorder.

. Despite the narrow range of brand names, the quality is very high.

2 List any other linking words of concession that you know.

3 Rewrite the four sentences above using a different linking word of concession. Make any
changes necessary so that the sentence is grammatically correct.

4 Change the sentences below so that they are grammatically correct. One sentence is
correct and does not need changing.
a) Despite the staff are generally polite and efficient, we did meet one unhelpful assistant.
b) Even although credit cards are not accepted, Claridge's has its own storecard.
c) There are stairs and escalators, however there are no lifts.
d) The restaurant is pleasant and serves good food although the coffee is expensive at
f,2.00 a cup.
e) In spite the smallness of the book department, they can order any book you want and
get it very quickly.
f) The gift department is large. But it is not very imaginative.

Planning 2
Read the exam question below and make a list of the questions that your report will need to
answer.

Exam question (report)

Your teacher has asked your class to conduct a survey of the clothes shops in your town.
The results of the survey will be put up on a noticeboard in your school for the information
of the other students. Choose two clothes shops in your town. Write a report on the
shops comparing them from a number of different points of view: price, quality of service,
appeal, etc.
Write your report in 120-180 words.

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Unit tr$ Shop tillyou drop!

lmproving your work

Checking and polishing
Compare your answer with a partner. Check for mistakes. Look particularly at the way you
have expanded the information from the advertisements.

Se/f-assessment 2
1 Look back at the last few compositions you have written. How do you feel about the
standard of your writing? Add to the list in the table below and tick the appropriate boxes.

Good Okay Poor

Organisation of ideas
Spelling
Tenses
Grammar
Punctuation
Vocabulary
Paragraphing

Now compare your answers with your self-assessment in Unit 2. Which areas of your writing
still need extra work? Your teacher will suggest ways you can improve your weakest areas.

;:
; Ger rid of those mistakes quickly - before the exam. I
3
-!.3..i.!ii:-.:.rftr.i ii..7is s.e... r-Gi:-..!:::1ys!.rrrr?rtF.&rsE::r:.:x?rislwJt::;trzr,."ro.w;:;:r:.*i

2 How do you feel about your performance on the different types of quesrion in First
Certificate? Tick the appropriate boxes.

Units HaPPv Okal, Unhappy

narratives (stories) 1

reports 6, 10
discussion essay 5g
descriptions 4
informal letters 2
formal letters 3,7
article 8

Which questions do you need to work on most?

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Unit € ff Jobhunting
listing questions
recog5uising topic and illusuative sentences (Farts 1 & 2)
making applications (Part 2)
for,mal letrer: application (Pan 2l
planning in the exam

Preview
Arrange these jobs in order of appeal.
pilot most appealing ______;i, ,rr/
4 cupUNcTURt STs'
stockbroker
coNvENTloN ,,,rtr///,
teacher
office cleaner
chef
lion tamer
surgeon
banker
confidence trickster
police officer least appealing
Compare your answers with a partner. Give reasons for your answers. Be prepared to report
back on your partner's opinions.

Planning 1

Look at the four job advertisements below. Imagine you are going to interview candidates
for these jobs. Work in pairs and make a list of the questions you would ask in each case.

THE BAY TREE QUALIFIED NANNY WANTED

to look after three children
RESTAURANT
TIAVE VACANCIES FOR aged l-7.
WAITERS & WAITRESSES Accommodation & full-board.
EVENINGS/WEEKENDS Use of car.
APPLY IN PERSON. Salary'& hours to be negotiated.
Please send c.v. & tlvo references to:
Nlrs T. Morris, Box 802.

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i^.,*it ?"t Jobhunting

St Anne's School Eden Zoo require o

Chiswick SNAKE HANDTER
require a teacher of Appliconts must hqve previous
FRENCH & RUSSIAN experience of working with
onimols, preferobly repiiles.
from September
ApplV,in writing to Applicotions lo fhe Director,
Ms. R. Jameson M.A. Eden Zoo, Monchester MC6 TR9.
Headteacher.

Put the questions into groups according to the kind of information they are trying to find
out about the candidate. Compare with another pair how you have grouped your questions
and discuss the reasons for your groupings.

Paragraphing: recognising topic and illustrative sentences

Paragraphs are (usually) a series of sentences around a particular topic. When the topic
changes, you start a new paragraph.

Study the paragraphbelow. The underlined sentence is the 'topic sentence', the sentence
which introduces the topic, or subject, of the paragraph. The four sentences which follow
are 'illustrative sentences', which give more information, more details, examples, to expand
on the topic.
I really like mv new job. The people I work with are friendly and helpful, The job enables me
to travel quite a lot- both in this country and occaslonally abroad. Although it's not terribly
well paid, it's not too stressful and the holidays are good. This means that I have both the free
time and the energy to enjoy lots of interesting hobbies!

1 Find and underline the topic sentence in the paragraph below.

The firm gave me a really good party last Friday, I was retiring after 29 years with the
company. I shall be sad to leave all my colleagues and friends, Marjorie has got lots of jobs
for me to do in the house - so I don't think I shall be bored.

2 Look at the jumbled letter of application on the next page. Put the paragraphs in the
correct order by matching eachparagraph with a heading from the table below. Then
order the sentences correctly within each paragraph and identify which is the topic
sentence in each paragraph. Complete the table with your answers. The first paragraph has
been done for you.

Paragraph Heading Sentences Topic sentence

Reason for writing ed e

Qualifications
Experience
Languages
Reason for application

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Unit ?7 Jobhunting

12 Priory Road
Scarborough
North Yorkshire

19th November 1999

The Personnel Officer
Angus Hotel GrouP
75-81 Sauchiehall St
Glasgow

or Madam,
4"t de-""' the Scarborough Fiesta'
en
in ho
nt'
r a
in'a ' ot areas including
oi
(c) ln previous posts I have w't^'d in
personnel and restattrtrttt'
housekeeping' "ttp'io'-t'
B (d) As you will see from my c.v., I have the qualifications, experience and
language proficiency you require.
(e) I would like to apply for the post of Hotel Manager at the Glasgow Angus
as advertised in this month's issue of 'The Caterer'.

hotel which deals with

1.,.1 rhree years'

lived in France for three Years'
tluently having
te) The first. French' I speak
and some rtalian'
if,l i;il:;"t g""a lansuages well'
sp'nish
i';' i ;;.;k.J"'-fo"ign
(i) There are a number of reasons for my applying for this.post'
Furthermore, I would like to work in , irig.. hotel with a more
varied and
(k)
international clientele.
(l) irra fi.r"tty I would also like to live and work in Glasgorv - the citt' *'hc're I
frierrcls still live'
was brought up as a child and where most of my familf irnd
(m) First. hr',rlg worked as a deputy manager for.several ]'erlrs' norv feel
I read'
to take on the challenge and responsibility of being a manager'

G) lr.r" included ones on health and hygiene, fire prevention' and interviewing
skills and techniques.
Hotels'
(o) I have both an external qualification as well as internal certificates from Fiesta
of training courses run by Fiesta Hotels'
ioi ," addition to that, I have attended a number and Catering Institute of
iqi i"iii^ffy I obtained a diploma from the Hotel
Management Association.

I look forward to hearing from You.

Yours faithfully,
a,w14
/ P ?-c'/'1
f. D. Ferguson

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Unit 5'l Jobhunting

()rgartise rhe informrrriou in cach pr,rr,rgrrri-rh

ertrcftrllr'. Kcep the Jiit'ercrrr r]'l'res oi
iniorrtrrrrion in srprrretc par:rgrirphs.

Making applications
Now look at the complete letter of application on page 70. Underline any words or
expressions which you think might be useful in otherletters of application.

Make a note of useful formal expressions

that you can use in other letters and be
:i: sure to revise them so that vou can use
l$ ,n.- if you have to write a similar letter in
ir the exam.

aa

Planning 2
Look back at the questions you wrote in Planning 1 and answer as many of them as you can
about yourself relating to the composition question below. Organise the information into
groups as you did in Planning 1.

Exam question (formal letter)

You would like to become a tourist guide for English speaking tourists in your country.
You see the advertisement below in the local paper. Write your letter of application in
120-180 words. Remember to set out your letter correctly. Look back at Unit 3 if necessary.

{lcntrotours \vuEcIr
edge of their local
Successful applicants deal with people'
=",0,.",.,*9,Y*I:"Is'"YJP*?"*wide'1oca'lionsror
arear reasonable En !
PO Brlx 147' SouthPort'
The Managing Director
Uazit 7l Jobhunting www.frenglish.ru

12 PriorY Road
Scarborough
North Yorkshire

19th November 1'999

The Personnel Officer

Ansus Hotel GrouP
75:81Sauchiehall St

Glasgow

Dear Sir or Madam'

at the Glasgow Angus
as
the post -91I":l Manager f'o* mv c'v'' I
I would like to apply for .rrr. c",;;.;:."i; you will
advertised in this -";;h,;'i;r;. "i
"t
proficiency you requrre'
lntg"ge
have the qrrli{it"tio""'ltil;; 'nd ates from Fiesta Hotels'
g Institute of Management
of training' courses run
ne, fire Prevention' and

nlques.
in hotel Tlnasem:nt' For jffiff$lttX5t"
the last
I have considerable experience Fiesta' In previous post
been deputv *'""*Ji;;il;'itntt'oto"gh ttttption' personnel and
a wide variety .f ,.;;;;.i;;;; h.r,Jkttpi"g'
speak{luentiv' having lived
languages welr.,The first, French,I
;:HT;.e foreign
go'oiii'"iJ '"a t"me Italian' t feel this
in France for three;*;':;;i;; 'p'ut' with clients from all over
fri.i;li.h;t'ls
woutd be usefui ,,.' I1Xlr. t"r.r"il."if
i post' First' having'Io'k'd
lT.:J: numher of rer io t'kt on the challenge ano'
"
cleputv man:rgcr for : '
as I
responsirrilitl'ofrrei.gar ii",f,lirl'J|Ji:'"ll;i:1""
where
child and
ht up as a
[::l;:'*il'liL]:Ui
*y}"-ifv
,,
ftitt.tdt still live'
;;il "nd
to hearing from You'
I look forward
Yours faithfullY

/ P k4 '4'/1'd1''a

J. D. Ferguson

Now turn back to Exam Tip 27 onpage 69.

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Anit €X Jobhunting

lmproving your work

Checking and polishing
Compare your letter with your partner's. Check for mistakes. Look particularly at the
organisation of the paragraphs, the structure of each paragraph, and the language used.

Planning in the exam

1 In the exam you have 45 minutes for each composition. How will you divide that time
between planning, writing, and improving?
One possibility is:
planning - 10 minutes writing - 30 minutes improving - 5 minutes
Whatever you do, the planning phase is going to be much shorter than usual. It is therefore
a good idea to get used to planning compositions quickly. It is also a good idea if you use
your planning time to write down some of the words and expressions that you are going to
use in your composition.

You might divide your time like this:

thinking of ideas - 4 minutes
organising ideas into paragraphs - 3 minutes
noting useful words and expressions - 3 minutes
On your own decide:

- how you will divide up your time for each composition.

- how you will divide up your planning time.
2 Now plan compositions for one or two of these titles in the time you have allowed
yourself:
1 Your teacher, Mrs Ferguson, is leaving to become the Head of a new school in a
neighbouring town. You have been asked to write her a letter from the students
thanking her for her hard work and wishing her luck in her new job.
2 You have been on holiday in your country for a couple of weeks. \7rite a letter to a
penfriend telling him/her what you have been doing.
3 'Keeping pets inside one's house is a disgusting practice.'Discuss.
4 \frite a story that ends with the words '. . . the little boy ran up the stairs shouting,
"He's here! He's here!"'

x
I
+
used

]i
i:
ii
tg
t
I

t1
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,,12
{",irnit Getaway
Planning technique: using a 'spidergraph'
Language skills: organising descriptions (P art 2)
prepositions following adjectives (Parts 1 & 2)
Exam question: description: place (Part 2)
Improuing: checking and polishing in the exam

Preview
Work in groups of six. Choose one of the following holidays for each member of the group.
Persuade the other members of the group to let you have the holiday you want.

- a cruise down the River Nile

- a month on a Pacific island
- a Kenyan safari
- a camel journey across the Sahara
- a week in the European capital of their choice
- a cycling holiday in the Himalayas

Planning 1

A 'spidergraph' (see Unit 4) is often a useful way of noting down information about places.
Complete this diagram using the words in the box opposite, adding some ideas of your own.

LOCAL
INFO(MATION

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 ' ' Getaway
www.frenglish.ru
..,''."'.

nightclubs train history bed and breakfast art galleries travel

cinemas accommodation architecture guest houses monuments discos

Organising descriptions
1 Read the text and answer the questions that follow.

It is a maze of rooms, altars, temples, halls and

o matter from what direction You
approach the Potala, it always appears
unspoilt by its surroundings - it looks
as
there
,f it t-tna ,-to,hi.,g to do with them, floating
on its mountainside. To its west the Chinese

dominant colours.

sight of it.
The present palace was built in the mid
seven-
great Fifth Dalai Lama'
te..rth c".tt.,iy by the
a century
and it took thousands of workers half
metres up'
to complete. Standing over a hundred ues of Buddha in all his forms'
of switchbacks' the steps
it is reached by a series
And at the very heart of the paiace is its heart
indeed the enormous chamber containing the
-
tombs of the former Daiai Lamas' The biggest
shrines are those of the Fifth and the
Thirteenth
Dalai Lamas - the former is covered with
300,000 ounces of gold'
Paladin I 988)
(adapted from Dartziger's Iralelsr Nick Darrzigcr'
Lama's living quarters'

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i..!*,{. "i.i: Getaway

1 \7hat does the writer describe in

the first paragraph? a)
the second paragraph? b)
the third paragraph? c)
the fourth paragraph? d)
the last paragraph? e)
2 \fhy do you think he has followed this order?
3 Do you think he began with the most important thing?
4 \7hich adjectives has he used to describe the palace?
5 Which senses has he focused most on: sight, sound, taste, smell, etc.?
6 What do you think is the best part of the description?

2 Think of a famous place near where you are now. Discuss with a partner and make notes
about how you would organise a description of it.

The text gives one example of how to

organise descriptions. You and your
classmates have probably thought of
other ways.
Remember - organise your writing.

Prepositions following adjectives

1 Look at the text on page 73 and find prepositions to complete the phrases below.
unspoilt its surroundings
.........

hidden ,. ...view
concealed .., a vast curtaln
decorated , rich materials
covered 300,000 ounces of gold

'Isn't it exciling, Ralpb, 1'ue n@e/ beil

tbis larlrom a McDonald s belore

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i":':l'ii'':"'i' GetawaY

2 Now look at the following sentences. Fill the blank in each with one of the followino
prepositions

to of for with

1 She wiu; verl pleased ,,.,.,.,.. her holiday photos.

2 Local people are often very generous ..................... foreigners who pass through
their village.
3 Boats between the islands are quite capable .......... arriving a day late or even
more.
4 The scenery here is similar .......... that in the south of the country.

5 The tour company were responsible ....,...,. our luggage.

6 I became extremely angry ...,.,...... them when our suitcase disappeared.
7 The architectural style of this palace is related ........., that of the early fifth
century Greek temples.
B I suddenly became aware .......... someone tryrng to take my wallet out of my
pocket.
9 Going on a cruise is not suitable .....,................ people who get bored easily.

3 Tell your partner about:

- a place you are familiar

- a type of transport you are fond ..-............

- something your family is famous

Now complete the boxes below:

to with

of for

Add other adjectives to the boxes as you come across them in the next few weeks.
Remember that some adjectives can take different prepositions in other contexts.

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l)ryit 32 Getaway www.frenglish.ru

Planning 2
Look at the exam question below and draw a'spidergraph' including on it all the
information relevant to your answer.
Compare your plan with your partner's.

Exam question (description)

Insight magazine - an international English language magazine - is running a series of
articles in which students describe the place where they spent the most enjoyable holiday of
their lives. Write your article describing where you went and saying why you enjoyed your
holiday. ( 120-180 words)

lmproving your work

Checking and polishing
Compare your answer with a partner. Check for mistakes. Look particularly at the way the
description is organised and the use of prepositions.

Checking and polishing in the exam

You will not have time in the exam to write out a neat copy, so now is the time to start
writing your compositions only once. You will have to do the checking and polishing and
make any changes to your first copy.
Make sure that you make any alterations neatly and legibly. Make quite sure that it is clear
to the examiners which is the correct version, and which is crossed out.
If necessary, write on alternate lines so that you have enough room for corrections.
Go through your work systematically. Look for the mistakes that you know you make the
most often.
How long willyou need for checking and polishing? Decide now. Make sure you leave
enough time.

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Unit V3 Crime doesn't pay

Planning ttchniqwe: opening sentences
Langaage s&dlls; using direct speech in narrarirres (Pan 2)
making yotrr wridrrg more irteresting (Parts 1 UZI
fuam question: narrarive: short srory (Parr2) ,

Intprcuing: wrlting the correcr number of words

Preview
Work in groups of three or four. Look at the sentences below. Decide if you agree or
disagree. If you disagree, change the sentence so that every member of the grorp agrees
with it.
a) AII murderers should be execured.
b) Corporal punishment should be reintroduced for certain crimes.
c) People who drink and drive should lose their driving licences for ever.
d) k should be illegal for parents to smack their children.
e) Prisons should be as uncomfortable as possible.
f) Judges should retire ar the age of 60.

Planning 1

Read the passages below. Each contains the first sentences of a novel. Work in pairs and
discuss how you think the plots in the various books develop.

A The woman was lying dead on the floor when he came in. She was already dead and covered
up from head to toe but \Texford only knew that afterwards, not at the time. He looked back
and realised the chances he had missed but it was useless doing that - he hadn't known and
that was all.

B I rnet the boy on the morning of the kidnapping. It was a bright and blowing day. The wind was
fi-eshfrom the sea, and the piled r.vhite cubes of the city sparkled under a swept blue sky. I had to
force mvself to go to work.

C Tom glanced behind him and saw the man coming out of the Green Cage, heading his way.
Tom walked faster. There was no doubt that the man was after him. Tom had noticed him five
minutes ago, eyeing him carefully fiom a table, as if he weren't quite sure, but almost. He had
looked sure enough for Tom to down his drink in a hurry, pay and get out.

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l-t*ft li{ Crime doesn't pay

Using direct speech in narratives

1 Work in pairs. Look at the passage below and then choose the best answers to the
questions which follow.
'S7hen
Saltfleet came back from shopping, three hours later, Geraldine was sitting on the doorstep.
He was delighted, but then immediately began to worry.
'\7hat are you doing here?'
She kissed him. 'I got bored so I thought I'd come and see you and Mummy,' she explained.
They went into the kitchen, and he unloaded his purchases on the table. Geraldine opened the
refrigerator and poured herself a glass of milk.
'I'm dying of hunger . . . Are you doing anything nice this afternoon?'
'\7e thought we'd go to Regent's Park and have tea there.'
'Oh good! Can we go to the zoo?'
'I expect so.'

1 \7hat are inverted commas (") used for?

a) to stress words
b) to show which words are actually spoken
c) to show who is speaking
2 \7hich of the following can separate the spoken words from other words?
a) a comma
b) a question mark
c) a full stop
d) an exclamation mark
e) nothing
3 'SThere is the punctuation mark separating the spoken words from the words which
follow?
a) inside the inverted commas
b) outside the inverted commas
4 \7hen is a new line started?
a) whenever someone speaks
b) when the speaker changes
c) for each new sentence
5 lWhen is a paragraph indented?
a) only when it starts with narrative
b) only when it starts with direct speech
c) both

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Unit 13 Crime doesn't pay

2 Work in pairs and use what you have just found out about direct speech in narrative to
punctuate the passage below.
You don't like me much do you Inspector. I wouldn't say that replied Morse defensively, lt's
lust that you've never got into the habit of telling me the truth have you l've made up for it
now I hope Have you Morse's eyes were hard and piercing, but to his question there was
now Morse remained silent for a while You think it's better this way
no reply, Shall I sign it
he asked veryquietly But again there was no reply, and Morse passed across the statement
and stood up You've got a pen Sheila Phillipson nodded, and opened her long, expensive
leather handbag,

Make sure you know the rules for

punctuating direct speech. Using direct
speech ciin mirkrl rr nitrrilrivr' l'n'id ;rnd
n'lore Interestrt'lg.

Making your writing more interesting

1 Look at passage C in Planning 1. How many different words can you find to do with the
verb see?

2 You will make your writing considerably more interesting if you do not always use the
simple words such as walk, say and see. There are plenty more descriptive words in
English that you can use.
Look at the word squares below, find as many words as you can that mean something
similar to the word that has been circled and write them below. You will find the words
horizontally, diagonally and vertically.

awm)s H x PROMISE G SE
}Tz{TUT flzr A NUA L TN
NUS URRI /nlu v R s GD A AO
D N Q S OR P \v/p o G r c v N RT
EALHLYT Ycc u s Er C EI
R MS X L V O VSQETSS E HC
ZOC HAS E OADMI TE P SE

79
Areit '13 Crime doesn't pay www.frenglish.ru

3 Now work in pairs and rewrite the passage below to make it sound more interesting.
Hopkins walked into the bar and sat down. He looked round but no one was looking at him.
The barman walked up.
'Beer,' said Hopkins.
'Budweiser?' said the barman.
'Yes,' said Hopkins.
Just then a man walked into the bar. Hopkins turned and looked at him. The man walked up to
the bar. 'You can keep the beer,' he said to the barman. Turning to Hopkins, he said, 'I'm
'West
Goodman. Sussex Police. You're under arrest.'

Using a variety of language will show .<fr, ?rrfr ir

your range of vocabulary and structure 5y001 1 CRY

and make your writing more interesting. L*.,LAt14 t,

ti
&l

t'
il
L'

2:*Giqi#!1/.hrli!diiii:#i;:Jnr1.\ir;,;!r;!5r*r!.frrr"s=q...14!:!ii;;9?rlfa.iBqa!,!;*nii{?;:r:i*:- r6r..iibi,n;;qqiii

Planning 2
Look at the question below. Think of a good first sentence or two and write them down.
Exchange sentences with a partner and speculate as to how the plot might develop. When
you have exchanged ideas, draw a'flow diagram' (see Unit 1) to illustrate how you will
develop the story.

Exam question (narrative)

An English Language Association has recently been formed in your country. The association
is holding a competition with prizes for the best short storie.s written in English. The stories
must end with the words:
.. . she felt a hand on her shoulder and heard a voice say, 'Lisa Altman. I arrest you in the
name of the law.'
Write your com in 120-180 words.

"OK, sergeant, Scotland Yad'll handle it now-

where exactly was tbe body found?"
 www.frenglish.ru
t"tnit"t3 Crime doesn't pay

lmproving your work

Checking and polishing
Remember your time limit for checking in the exam. Check through your work within the
time limit. Look particularly at your use of language and your punctuation of direct speech.

Writing the correct number of words

'The question paper asks for 120-180 words. How many words should I write?'
Less than 120 words: Too short. You will lose marks if you write less than you should. For
example, if you write 90 words (three-quarters of the length), your best possible mark will
be three-quarters of the total marks.
120-150 words: Okay. A lot will depend on the quality of what you write. However, you
probably hayen't written enough to be able to show the examiners quite how good your
writing is.
150-180 words: Very good. Just the right length and you have given yourself enough space
to show how well you can write.
180-200 words: Good. The extra few words won't count against you and they may help the
general impression that your answer will create. The examiners will only mark the first 180
words. However, they can give credit for anything extra that is relevant. So if you need the
extra words to finish what you are writing, that is okay.
Ouer 200 words: Too long. The extra words won't count against you, and they may
possibly add to the general impression of your answer. However, you will have wasted a lot
of time writing more words than you needed to when you could have spent that time
checking the 180 words that are important.
No/e: The examiner will not count the words in your composition but he or she will
immediately realise if your composition is too short or too long. You will probably know
without counting the words how much you need to write. However, if you want to feel safe,
count them.

'lfritethe correct number of words, but

don't waste roo much time counting.
Have an idea of what 150-180 words
Iooks like in your handwriting.

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{s V Customer relations

Exam questioi::
Imp,roaing: :,

Preview
Tick your answers on the questionnaire below and then work out your score. Compare your
answers with a partner.

HOW GOOD ARE YOU AT COMPLAINING?

1
^ You order souP in a restaurant'
Wfr., it arrives it is cold' What do you
do?

A Eat it and saY nothing' :

B Call the waiter and send it back'

C Say nothing but don't leave a tiP'
When you
You have some photos developed'
you rotice that
ok. ;h.- o.rt oi the envelope'
do?
il;;i;;. reproduction i' poot' what do vou
bad photographer' :.-
;;;;; r"urself for being a
i;k; them back to the shop and.ask them to try agaln'
B
"C else'
;;;;;hi.g u"t tnkt vo" next fiim somewhere
local supermarket' When you try 1t'
"3 You buy a bottle of milkdoat yourdo?
it tart.s horrible' What You
A Throw it awaY'
s i;k. l, i"ck and ask for another bottle'
C Drink it anYwaY'
you get home'
department store' When
4 What do You do?
le unde. the arm'
notice it'
B Take it back and ask to change
it'
C Mend the hole'
points for each A'
Score 3 pointsfor each B, 1 point for each C' 0 Try to get a
.what u gro,_r.l-ri you complain about absolutell' everything'
10 and over:
something is important
:'i':;:fi'#'l?l;r"""0,e attitude to life and know when
all over vou'
;:::-J.H.':il$:t}::::l,..tru.r At the moment vou ret people walk

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Anit 14 Customer relations

Planning 1

You have had a terrible meal in a restaurant and are about to write to the manager to
complain. Look at the list of points below and cross out those which you would not
mention in your letter.

- The soup was cold.

- My wife was wearing her new dress.
- The table wasn't ready when we arrived.
- Lobster was not on the menu.
- The 'fresh' prawns were frozen.
- The napkins did not match the tablecloth.
- Our table was near the door to the street.
- The person at the next table was smoking.
- The service was slow.
- \7e had to wait 35 minutes for our first course.
- The waiter was rude to me.
- The waiter was not wearing a tie. 'Tonight's specials are: Sueetbreads en Brochette,
- The wine waiter spilt wine on my trousers. Lobsteri I' Americaine and Brook Trout Meuniire.
'We And tonight's topic of conuersation is: the slout seruice
- had to wait 30 minutes to get the bill.

Linking words for attitude

Read this letter of complaint and cross out the two wrong options in each box.

43 Wimbledon Ave
Wendover
Bucks HW3 5TO
23rd March 1999

The Manager
Plum Tree Restaurant
Hampstead Court
Wendover
Bucks

Dear Sir,
I am writing to complain about the meal we had at your restaurant last Saturday.

not what I expect from a with your reputation We arrived at

To my surprise 2
having booked a table earlier by phone, Fortu nately the head waiter had no
To make matters worse

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 r'f ?4 Customer relations www.frenglish.ru

knowredse or our bookin,

E:J'hJl or perhaps
HmI the resraurant was not
Obviously,
l I naturatty, 4l
l
full and we were able to stay

When we had ordered our meal, the waiter told us there would be a short delay. lt was

then 7 45 We sat and waited for our f irst course until g.45 I feel that an hour is

too long to wait for one's f irst course. you do not

Moving on to the food, the menu had stated that the soup was 'homemade' but it
rorlunatety /
n lo c rl', came from a tin. We also ordered 'f resh' prawns but these were
to make matters worse

To make matters worse,

as they were still frozen in the middle To be honest,
Clearly, 9
when we tried to complain the staff seemed to take no interest at all

I do not feel that the service or the food was worth the fl48 g0 that we

had to pay. I am therefore enclosing a copy of the bill and would be grateful if you would send
I

me a complete refund as soon as possible

Yours faithfully,

fr,AtLA cl.l\Ntfl,t
Aileen Snaith (Mrs)

Use linking words to make your writing

more fluent.

;t:
iti

:i
:t

'i' , ii:

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Anit 74 Customer relations

The past in sequence

1 Study these two sentences from the letter on page 84.
1 When we had ordered our meal, the waiter told us there would be a short delay.
2 \7hen we tried to complain,the staff seemed to take no interest at all.
'Why
is when followed by past perfect in sentence L, but by the simple past in sentence 2?
In which sentence can you put after instead of uthen? Discuss your answer with a partner.

2 Now join these sentences together with uben or after. You may need to change the tense.
1 She saw the fly in her soup. She complained.
2 The waiter brought my steak. The head waiter asked if everything was all right.
3 She saw the advertisement in the estate agent's window. She went in and asked about
the flat.
4 The plane took off. The terrorists announced there was a bomb on board.
5 \X/e took our washing to the launderette. 'S7e had a cup of coffee.
6 Our washing finished. We took it out of the machine.
7 I saw the dog in front of me on the pavement. I crossed over the road.
8 I picked up the newspaper. I saw the result of the election.
9 She arrived at the hotel. She registered at receptron.

Planning 2
Look at the exam question. Write down five important points that you should include
in your letter and five points that you do not think you should include. Look back at
Planning 1 for some ideas if you need to. Make sure you mix up the points.
Now exchange lists with a partner and see if they can identify which are the five points to be
included.

Exam question (formal letter)

You sent for the jacket shown in the advertisement on page 86, but when it arrived it was not
what you expected.
Read carefully the advert on which you have made some notes. Then, using this information,
write a letter of complaint to the manufacturer, saying what is wrong with the jacket and
what you want them to do about it. Your letter should be polite but firm.
Write a lelter ofbetween 120 and 180 words in an appropriate style. Do not write any
addresses.

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{."lrpit'i4 Customer relations www.frenglish.ru

Stay dry while you work or play!!

WATERPRO OF, BREATHABLE IACKET
Not. Eroto apu The WEATHERMAN jacket is macle lrorl a revolutionary nes. frbric
urd is gnaranteed 100% r'rterproofl The speciirl fleecy cotton lirring keeps
o^a s Nol too"A
4s vou urf,rur rvhile the lantf,stic outerjacket keeps you clry - rvhatever the
,.tafuproof
* Fleec,v cottol lining to keep you u,arnr - laks in
Taped seams make it rotrlly waterproof
Zippod potutk *'Strorg, hearry-dut1 zip frstener hu'g mia
* 1 rvo Lrrgc pocker. wirh .tuJ fa\tener.
is loo * Large zipped rnap pocket at lront
fu,o * Tightly-fitting cuffii ro keep hands
rvr rm an c1 drv
t Can be rvrshed or dl.-cleaned
* Sizes to 6t everyonc 36" :t0" ,+.+" .1t3"
liood is nol * Attractive tlrrk blue or drrk green

fulNho"bla
At the amazing price of d42.50 (includes postage)
Weathermrn Clothilg C)olrpary, 18 Ash lld, Green Lanes Estate

Iloribla byf(
jrut ulorr

lmproving your work

Checking and polishing
Remember your time limit for checking in the exam. Check through your work within the
time limit. Look particularly at the sequence of tenses, and at any words you have used to
convey attitude.

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Urcit "t 4, Customer relations

Brief and accurate writing

Look at these three passages from letters of complaint. Which do you think is best and why?

I hrtaanfi a v'6hop v,/Lu\h l,w,l

,ts vYtumo

Keep your writing as brief and accurate

as possible.Don't leave out important
information. Don't put in unnecessary
information.

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gffi Food for thought

Preview
Match the words to each picture.
butter egg orange chips burger fish steak bread
apple tomato biscuits sugar coffee cream cflsps
carrots sweets banana

Now divide the items into rwo groups:

- things which are healthy to ear
- things which are not so healthy to eat
Compare your answers in pairs.

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?S Food for thought

Planning 1

'Brainstorming'
You have:
- three minutes to add to your list of healthy foods as many things as you can
- three minutes to add to your list of unhealthy foods as many things as you can

Giving and justifying opinions

The library in your town is going to be closed. There are three plans for the building:
1 to turn it into a fast food restaurant
2 to turn it into a health food caf6
3 to turn it into a private club
Read the following extracts from letters to the local council and do the exercises below.

ln my view a private cjub would

ontyl-ui-.uO by older
people and a fast food restaurant
we ought to have a health food caf6 u*;;;,
by people so
whici could be used
by everyone

is thal sufury rtp a pn'tafu cl.'ub^ is an w'dlonl idaa

tv\t h-o)iaq
i a,taj]" vo'tk il fr'y v'tant lo'
i*pri *" ial
{a^o

I think that a health food caf6 is

because it would encoura peo
;e

n good iden
ln mt1 opinion ahealth food cafd.rlyld.be
these dnys'
,urri'pr|opl, eat fnr too much rubbish

lf soar^s ?o *,0, il^aaf paopl

oalr or1, in ,fhis fown.'\nla
l-1^n acJz^
l4qa ,-- - l,-
rastra,tran?s. AA r
,lhoruforu, is ,lha?
\ &rl,"S,
^
fu*;|' food, ras,trattra.n( is f-ia rnosf sonsibla idoa.
a

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Unit 75 Food for thought www.frenglish.ru

1 Which extracts support each proposal? Write letters in the appropriate boxes.

fast food restaurant

health food caf6
private club

2 Make a note in the boxes below of the language used to express opinions and to give
reasons.

expresslng oplnlons grvrng reasons

ln opinion .., aS
1y

3 What do you think should happen to the old library? Write down your opinion. Give
reasons to support it and reasons why you do not favour the other suggestions.
Go round the class. Read out what you have written to other students and find out what
they think. Make brief notes on what your classmates say.

In a report you often have to give

an opinion and justify it. Remember the
language that you will need!

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xir ?$ Food for thought

Reporting opinions
A committee of the local council then had to write a report on how the townspeople
felt about the different proposals. Read these extracts from the report and then do the
exercises below.

restaurant would
lluny p.opt" predicted that a fast food
i""Ji"'""in.i.ur" in noise and litter the town centre'
in

The majority of people thought that

the best iaea was . ..

Look at the table below and write letters in the appropriate column.

FOR AGAINST
fast food restaurant A
health food caf6
private club
other

How do you think sentence H should finish?

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 U*fr ?5 Food for thought www.frenglish.ru

2 Look at the extracts again and list the verbs used to report opinions. Think of other verbs
to add to your list.

3 Look back at the notes you made before about your classmates' opinions. Write five
sentences reporting the opinions of your classmates. (Jse some of ihe verbs from exercise
2.

Planning 2
Look at the exam question below and write down 25 words and ideas that you will need for
your composition.
Now use another planning technique to order what you have written.

Exam question (report)

Your_ school/place ofwork is thinking of providing new canteen facilities. The
Head/Managing Director has asked you 6 write a report on what people would like. Write
yoar report in 120-180 words commenting on:

- people's eating habits

- what sort of facilities they would like
- where they should be
- price, etc.

lmproving your work

Checking and polishing
Remember your time limit for checking in the exam. Check through your work within the
time limit. Look particularly at the language you use to give,
iustiiy ard report opi.riorr.
Managing time in the exam
You should now have. done. some timed practice questions and be aware of how long it takes
you to plan, write and check your exam answers. Now is the time to make any final"changes
to your plan.

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{"lnit t5 Food for thought

You have to write two compositions of 120-180 words in one and a half hours. Fill in your
time plan below.

Actiuity Minutes
reading the paper and choosing
which two questions to answer
first composition: planning
wrltrng
checking
second composition: planning
wrrtrng
checking
final check

Make sure your time plan is clear

before you go into the exam. It can
be flexible, but it must exist.

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gW g Literary figures

Preview/Planning 1

What do you look for when you choose a book to read? Number the sentences below in
order of priority (1 = most important . . . 10 = least important). When you have finished
compare your answer with a partner's.

tr It musr be cheap.
tr It must have an exciting plot.
tr It must be by a famous author.
tr It must be about the present day.
tr lt must have an atrractive cover.
tr It must have been recommended by a friend.
tr It must be long.
tr It must be non-fiction.
tr It must have interesting characters.
tr If i read the first page, it must make me want to read on.
tr Something else?
Getting the reader's attention
1 Look at the opening paragraphs of different articles below. Which ones make you want ro
read on? Which do you find less inreresring? Why?

I hate ]ames Bond! When I was sixteen'

I saw Moonrnker
with Roger Moore as Bond' I hated.the c*,h"
d1oY,l^"
everything
clothes f," *o.", his smug smile - absolutely
about him. Why? We1l, where shall I start?

disappear,;;;;* hf_
ry
and three children? This is
L-,,- -, JLudu uoes rn anne Tyrer, what
lot of sympathy
, tuai)io,iiJ:r: Hi:
for her and I like her O".ur."
makes the character and her the author
crisis so real
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 ?rr i www.frenglish.ru
Literary figures

.An1'critic.ri srudv of'the qenrn nFf,-.,.., ....-:-j_-- .,, ---. -,-l

{1+::".1il,i,;:ffi iH*Tii"l_}",j"::Jlli:?x,:liirde,he
Gaiman's Neyerwlmc, lvho s.rdclenly;,r;;."
u,orld beneath the streets of Londm
, new and ver] weird
,"t .r",^iog.rher with a girl
named Door, he has a series of
strange r,vith the
i,habitants of this r,vorld, resulting
i"', "r.orrrr..,
;;ililg advenruresrory that is
," irxightful allegory on nrodern life
I:.
busy capiral.
in the hustle and bustle of a

is Jane Eyre' the heroine of

My favourite character in fiction way Jane develops
Charlotte tlro
'. ---^-r--t,,1 ln*c srorV. I like the:.^.^
^^-f;.lcnr and
-:--r into a^ tonfident
.ung girl
i,:il,:t;i#: Rochester'
^nd
intelligent ma

2 Look at the quotes below. Which paragraph(s) above does each quote refer to?

Do you agree with the quotes?

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 d-!*it 76 Literary figures www.frenglish.ru

In an article your opening paragraph

should catch your reader's attention.
They should sit up and take notice!

Relative clauses
Look at the sentences and underline the relative clauses.
a) The person who wrore that book lived in Antibes.
b) Phillip Swallow, who is a university lecturer, travels to a conference in the United
States.
c) You would like the romantic novel which I bought for my sister.
d) The book which would inreresr you most is cry The Beloued country.
e) This novel, which I read lasr week, has a wonderful plot.

2 Answer the following questions.

a) $7hich sentences have commas around the relative clause?
b) Which relative clauses contain extra information?
c) XThich relative clauses contain essential information?

3 Now.complete the top two lines of this table. Use your answers from question 2
to help you.

Type of relative clause

defining/non-defining
Sentence letters
Extra informarion I . tbot can be used instead I . thot cannor be used
of who or which
o relative pronoun can be | . relative pronoun cannot
omitted if it is the object I b. omitted
of the relative clause
. no commas | . commas are used round
I

the relative clause

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Usiit tr6 Literary figures

4 Join each of the two sentences below to make one sentence beginning with the words
given and using a relative clause.
1 I liked that book by Graham Greene. I read it last month.
I liked . ..
2 John Grisham is the world's best-selling author. He writes legal dramas.
John Grisham ...
3 Count Fosco is a character in \Tilkie Collins' The 'Woman In lYhite. He is one of
literature's most evil creations.
Count Fosco ...
4 Jack Stanton is the 'hero' of Primary Colors. He closely resembles a real US president.
Jack Stanton ...
5 My sister would like one of the books. It's the biography of Virginia 'S7oolf.
The book ...

Make sentences from the box below.

love
people
like
'm fond of
books which.
films that ...
'm not very fond of
characters who ..
don't like
teachers
can't stand

Planning 2
Look at the exam question below. Choose the character that you are going to write about.
1 Make a list of all the important points you want to make about the person's character.
2 Make a list of all the important things that the person does in the story.
3 Look at your list and number the different points in order of priority.
4 Decide how many different paragraphs your article will have and what each paragraph
will be about.
5 Decide how to catch your reader's attention in the first paragraph.

Exam question (article)

You see this announcement in an
international magazine. T HE I n ternq ti o nal E n g tisl, CHA
"^'
R A C TERS
IN FICTIoN Co}IPETii;;"n,
-
!!lWin a set of c.Iassjc
English novels!!!
Many characters in ficti
Write your article in . u a.,, .' ; ; ; ;.
"r"'.',1,'.0.,J'''," ", r, -j
120-180 words. You may f i.,.
rnsprres
:
::,.J l, :
;
1
parricularly strong
write about a character feelingr,n'rorl,,*.,,.
br ng t h''h"u't'i;;;'.;;i.;,,,
from one of the set books ;:,:':;:;.:'scri
if you wish.
 U*it ?6 Literary figures www.frenglish.ru

lmproving your work

Checking and polishing
Remember your time limit for checking in the exam. Check through your work within that
time limit. Look particularly at any relative clauses you have used.

Reading and answering the question

Look at the questions and the students' answers below. Which students read the question
properly? Which students answered the question fully? Which students do you think will get
the highest marks? Discuss your
".,s*err.
Think about a book you have read recently which did not end as you expected. Why did
it not end as you expected? How did you feel about the ending? What did you think was
going to happen? Do you prefer the author's ending or yours?

,n +l^a<. l,,aXs hz urw^l/. nat

2 r'w Ju^* fitw,l'ril"'LaAlrt of letrs'. A+t+u a..,r, 4 t+u" br6k- Der140n,6+r^r,
ut1lw d" W ,,s W +o .rtafi ntuo l,r{<. ,
6ou b.*. f twi t.fl
tW,'yl^L yya^U %.*b^" "it|,L l"t ^ tv." il"rill* l;k,o..1 ,4dt rct1,/*a
1^ rw
ry ,7-
+),i^k +hrt .,{auU, Lta& beh a" be,fro." o&1 aaL
1 rraa nilw

'Tfu Tel.oafu,a. ru ilfl4/' lill nnt %oL ai a.t/ aa ,lL <*feiuL. ,tnA hL
uta,i d, nu*trettl, ./ r;u".1<tn fu un
Trf
u'ilo{", I
ati A,*rory

Remember to read the question carefully

and answer everything the question asks
),ou. Underline the important parts of the
question so that you don't forget to

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8x g7 Stay healthy!

Preview
Find someone in your class who:

- has never been to hospital

- is a vegetarian

- takes some sort of exercise every day

- hasn't had a cold for two years

- always goes to bed before midnight

Planning 1

1 Look at this composition question.

\7hat do you think are the main reasons that people live longer now than
100 years ago?
Add to the notes below:

Medical care Diet

- improved facilities - people eat more healthily
- available to more people
- people are more aware

Fitness Educatic.tn

When you have finished your notes, compare them with a partner and discuss how you
would organise your composition.

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 ff f7 Stay healthy! www.frenglish.ru

iii:iii: ili;1]1r::':il.t;:
lilrilili:::,,:;:1,1;!!,,::r;,liiis:i:y:i,I

ri Use bores to collect information for a

i
tt
discussion essay.
,i

Writing a paragraph
1 Look at the paragraph below and match the correct label to each sentence.
One of the main reasons that people live longer is that there has been considerable progress
in the field of medical care Not only have knowledge and facilities improved but medical
services are also available to more people than ever before Many countries, for example,
have national health systems which provide free treatment for the whole population In
addition to this, people have become more aware of the importance of staying healthy As a
result, they take greater care of themselves and thus avoid many fatal illnesses and diseases

Sentence 1 example of illustration 2

Sentence 2 illustration 3
Sentence 3 result of illustration 3
Sentence 4 illustrations 1 and 2
Sentence 5 toprc sentence
Paragraphs usually consist of a topic sentence (see Unit 11) and illustrations and
development of the point made in the topic sentence.

2 Looking atyour notes in Planning 1, write another paragraph that might appear in your
answer to the composition question.
When you have written it, exchange paragraphs with your partner and see if they can
label each sentence in a similar way to the exercise above.

Think about how you organise your

sentences into paragraphs.
iil

)21

,11

!i
ti
ir:
r!:
,ii

xt

. !il .:ii . 1,ri..1;,

:i
,rrr: i ;r.",,,,..irlrrrrij.te:;i.rr"r.:ri,.ir.;r-..j tir-...::rir;..t:rrrr.riirr.i.ii..:r:ii,;i.ii,rr:..iiii ,r,,,i;';!irili-;,j.rrlrii,.rr.a:,;e,:iirra..ri:liitit::!!!.r:rr.r::rt:i;l;:itti,i.:rrrtr.:rtr:1)]:1r,isr.rf;lrtri:!:;rriil

100
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Unlt"iT Stay healthyl

lnversion
Study this sentence taken from the paragraph in exercise 1 on page 100.
Not only have knowledge and facilities improved but medical services are also available to
more people than ever before

The writer could also have put:

Knowledge and facilitles have not only improved but medical services are also available to
more people than ever before
What is the difference between these two sentences?

2 In each sentence below underline the inversion of the subject and the verb and circle the
phrase which causes that inversion.

3 Now write a short and colourful paragraph

about an imaginary and particularly unhealthy
person. [Jse some of the phrases above.

Planning 2
Look at the exam question on page 102. Use the table to help you organise your ideas.
When you have finished compare your notes with a partner. Decide how you will organise
your composition.

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 it 'tX Stay healthy! www.frenglish.ru

Exam question (discussion essay)

You have been having a discussion in class about the caring professions and why people
choose to become doctors and nurses. Your teacher has asked you to write a composition
giving your views on the following question:
Why do you think people want to become doctors and nurses?
Write your composition in 120-180 words.

lmproving your work

Checking and polishing
Remember your time limit for checking in the exam. Check through your work within the
time limit. Look particularly at the structure of your paragraphs and any inversions you
have used.

Checking in the exam

In the exam, which mistakes are you particularly going to look out for? Look back over
your last few compositions and note down what sort of mistakes you make most often.
In the exam you don't have very much time to check, so make sure you look especially at the
areas where you are most likely to go wrong.

Check especially for the mistakes you

know you make most often.

r:i

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&W g Sport for all!

Preview
Work in pairs or small groups. Decide if the following are sports or games or neither.
chess football fishing rowing table tennis
crosswords swimming hunting juggling jogging
karate cycling yoga bridge poker
Try and define a sport and a game.

Planning 1

What, for you, are the most important aspects of any sport or leisure activity? Number the
sentences below in order of priority (1 = most important ......... 10 = least important). When
you have finished compare your answer with a partner.
E It must be cheap.
E It must make me think.
E It must involve hard physical activity.
E It must involve meeting other people socially.
E It must be something I can do on my own or with only a few other people.
E I must be able to do it at or near my home.
E lt must be comperitive.
E It must be a ball game.
E It must be something I can continue to do when I get older.
E It must involve animals.

Combining information
Read the two leaflets and summarise the information in the table on page 105.

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Unit ?8 Sport for all!

L00I( Barton Sports Centre

Come and visit the NEW centre)
(incorporating the BEACT|VAIEfitness

on uly 14th with

Afterathreemonthclosureforredecorationandrefitting,theBartonSports
that it will be reopening
centre is pleased,o"u"n-*rn"e
and courses'
;it,;; and dynamic new facilities
o sQUrsH -
H:lJ::: ;il;m'jffiH:lxx1lli?J:;H::['
uP to one week in advance'
art
keep fighting fit while
learning the ancient chinese
O T,[I GHI - rs for besinners onlv'
of self defence' il'i;;"* "ouit"
from 10-12'30'
Wednesday and Friday mornings

This season promises to

oR0ttERHoGIGY_within-lineorordinaryskates.Participantsmusthave
some exper'"n"" of skating'
be very exciting al tf''"
t"ui' *ill' for the first time' play
Wednesday and Friday
in a local r"ug'L' i'uining
at weekends'
evenings 6-8 o'm' Matches

And our usual activities continue:

TheFooTBII,I,teamwillmeetonTuesdayeveningsfortrainingandonFriday
talent is always welcome'
evenings for a match' New

p'm'
p'm' or Friday evenings 6-8
TheGYGI,INGsquadshavecontinueddespiteourclos.u.reandtherearestilla
few places left' Wednesday afternoontl-s
new members are
joggers go every afternoon from 3 p'm' and
The I0GGING
alwaYs welcome to
join them'

US AT
COME ALONG AND JOIN

Tne NEW Ir00[ Barton SPorts Centre

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 i*
www.frenglish.ru
'g Sport
for all!

Cotro- (o

J (otnla
c-a"'^t''rQ- irr
arrd .bo,s( ft4-..e-ss
Enrol now on our new courses: Come
physical and mental fitness"
o YOGA: The relaxing-*uY to i"'l-t:-" Tuesday evenrng
itO a'm't or a
along on a Monday mormng
(6 P'm')'

o tuDo: rhe classic JJT,}",H; l,l't;llt

Your mind
at 11 a'm''
fitness at the same
muscle tone' Fun and
o AEROBICS: Music' movement'.and on u tttotsday' Mornings
at 11 a'm''
time' Come and join u'
evenings at 8 P'm'

oBADMINTON;Ifyoudon'tknowhow-toplay'comealongandlearn'Wednesday
onlY - from 6 P'm'
"'Ln'ng'
. wErGHrsj t#::Ti:*:'l?H"J$J,1:x["i,::vo,,r,uno
e'
a suitable Prograr
t00K Barton Sports centre)
now part of ttre NEItrI
flEACT|VAIEis

Monday Tuesday \X/ednesday Tbursday Friday

mo_rnlng
urabtcs ll- a.m.

afternoon

evenrng
badr in%n
lrom 6 p.ru'.

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{."rnJf 7 Sport for all!

You may need to combine information

from different sources - especially
in Part 1.

Verbs which take the gerund and/or infinitive

1 Look at the following pairs of sentences. Underline the -ing and infinitive forms.
Find the incorrect sentences. (Sometimes both sentences in a pair are right.) Look at the
other sentences and decide if there is any difference in meaning when the verb is followed
by a gerund and when it's followed by an infinitive.
1 a) He began to run after the doctor had told him to get fit.
b) She began running in 197 5 when she went to school.
2 a) She isn't very keen on sport generally, but she enjoys swimming.
b) She enjoys to swim in the morning when the pool is empty.
3 a) They tried to walk faster but the wind was too strong.
b) Their feet were cold so they tried walking faster.
4 a) \7hen I got to the top of the hill I stopped to look at the view.
b) \7hen I noticed the time, I stopped looking at the view and set off home.
5 a) Jim promised to play football with me on Saturday afternoon.
b) Although the weather was terrible, he promised playing football with me.
6 a) She continued cycling even though her legs ached.
b) She continued to cycle until she was 86.

2 Now put the verbs from the sentences above into one of the boxes below.

verbs which only take -ing verbs which only take

to + infinitive

verbs which take -ing or verbs which take -ing or

to + infinitive with no to + infinitive with a
change in meaning change in meaning

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[fil# fS Sport for all!

3 Now write down:

- a sport you enjoy doing
- something you neyer remember to do
- a place you want to visit
- a book you intend to read
- a terrible meal you remember eating

Compare your answers with a partner.

Now add these verbs to the boxes on page 106. Continue adding (to add) verbs as you
come across them.

Planning 2
Think back over the time you have been using this book and make a list of all the different
techniques you have used to practise planning your compositions. Try and remember them
all - but when you get stuck, have a look at the Contents page.
Is there any technique you use more than the others? If so, which? Are there any techniques
you don't use? Compare and discuss your answers with a partner.
Read the exam question on page 108 and choose one or more of the techniques you have
discussed to plan your answer.

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it n Sport for all!

Choose planning techniques which are

appropriate to the exam question you
choose to answer.

Exam question (formal letter)

The NEITI [00K BARTON SPORTS CENTRE has just reopened and is asking its customers
to make suggestions for improving the activities they offer.
Look at the note from the NEW t00K BARTON SPORTS CENTRE and the REACTIVATE
fitness centre and the timetable of their activities with the notes that you have made.
Then write a letter to the Director of the sports centre making suggestions for
improvements. ( 120-180 words)

INVITATION
The management of the NEIII t00I( BARTON SPORTS CENTRE
and the BEACTIVATE fitness centre invites all its customers to
write in with comments and suggestions on the service and
the activities we provide. We look forward to hearing from you
at your convenience.

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ir ?S Sport for all!

should havo dass rvrorU oftU ho"t abool Na^i^q

litru, badr infun sossio^s - lit;-0, iod,o?

\ Monday Tuesday \X/ednesday Tbursday Friday

\
morning \ yoga 10 a.m. judo L1 a.m. T'ai Cbi aerobics Yr"--%
10-12.30 11 a.m. to-,
@-"
sqttash squash squash squash

afternoon ueight training weight training trammg weigbt training tueight training
2-5 p.m. 2-5 p.m. 2-5 p.m. 2-5 p.m. 2-5 p.m.
jogging from jogging from jogging from jogging from logging from
3 p-*. 3 p.*. 3 p.*. 3 p.*- 3 p.*.
cycling 3-5
squash squash squash squash squash

evenlng judo 7 p.m. football badminton judo 7 p.m. cycling

tralntng from 6 p.m. 6-8 p.m.
aerobics 8 p.m.
yoga 6 p.m. roller hocketr roller hockey
6-8 p.m. 6-8 p.m.

football match
squash sqwash squash squash squash

\10t3 sr^all 0r patu - nothi,t3 for boSinnots

^o Pro1ran\N\o, a( ,,MkLndS - .ity ao(? - skafu hirul

lmproving your work

Checking and polishing
Remember your time limit for checking in the exam. Check through your work within
that limit.

You should now feel confident about

tackling the writing activities in the
First Certificate. Remember what you
have learnt and . .. Good luck!

, ":
.::

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Unit 18 Sport for all!

The future
Where do you go from here? You probably won't stop learning English or learning to write
English even if you have taken the First Certificate.
Work with a partner and discuss how you might continue learning English. Here are some
suggestions:

- Enrol in another class.

- Think about taking a higher exam: Oxford Higher
Cambridge Advanced
Cambridge Proficiency
- Find a penfriend in an English-speaking country.
- Join a library which has English books and read one a month.
- I(eep a diary in English.
- Study in an English-speaking country.
- Start an English newsletter with your friends.
Make two resolutions and write them helow.

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ffis w e6Kl-X8

How much do you know about the exam?

Are the following questions about Paper 2 true or false?
1 You haye to do three tasks.
Z You are given one and a half hours for the whole paper.
3 You can use English-English dictionaries.
4 One of the questions could ask you to write a speech.
5 In Part 2 you have to write a letter.
6 You have a choice of question in Part 1.
7 You must answer a question about the set book.
B You will have to use the information provided in Part 1.

9 The examiners will count each mistake.

10 It's important to be aware of the number of words you write.

How much do you remember about planning?

In this book you have practised eleven different techniques for helping you to plan your
writing tasks. Some planning techniques will help you with particular types oftask. Match
the technique on the left with the type(s) of composition onihe right thai you might use it
for. One has been done for you.
'flow diagram'/order of events
order of priority
listing questions NAITATIVCS

'spidergraph' descriptions
listing advantages and disadvantages articles
questionnaires letters
'brainstorming' reports
selecting points discussion essays
'headlights' all types of task
openlng sentences
boxes

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g^ .."."*:t
vv **/ri

How much do you remember about the Exam Tips?

Work in pairs. Look at the key words and phrases below and together recall some of the
advice given throughout the book. One has been done for you.

brief and accurate writing

ET 34, Unit 14

. be brief and accurate

. don't leave out anything important
o don't put in anything unnecessary

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ffg w esc?it

How prepared are you?

1 Look at the questions below. For each one:
a) identify the rype of wriring required
b) decide what planning technique(s) you would use.
1 A parcel that was posted to you one month ago has not arrived. Write to the Post
Office explaining the situation, describing the parcel and its contenrs, and saying where
it was sent from. \7rite your letter in 120-180 words. Do not write any addresses.
2 A local magazine in your town called Tbe English Speaker is holding a shorr-story
competition. A prize will be given for the best story beginning with the words 'The
moment we met I knew something extraordinary would happen.'\7rite your short
story in 120-180 words.
3 Your class have been discussing the advantages and disadvantages of modern
telecommunications (cellphones, fax, e-mail, etc.). Your teachei has asked you all to
summarise the arguments and give your opinion by writing the following composition.
'Discuss and evaluate the advantages and disadvantages of modern
telecommunications.'
Xfrite your composition in 120-180 words.
4 Your class is producing a guide to caf6s and restaurants in your area. You have been
asked to write a report for the guide on one of your favourite places. Write your report
in 120-180 words.

2 Now compare your answers with your partner's. Then:

a) note down any particular language you might need
b) plan the composition you would write.

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'-. "',-..*

How good are you at polishing your work?

The letter below was written in answer to the task in Unit 3. Look back at the question,
read the letter and make whatever changes you think necessary to improve it.
Read through the letter again and note the good points about the letter.

11+ V'[ookfuc1,<- Road

Orfurd O\z +Ag
tzlh fibrrtaS 1111
Xpo,, Sirt

ho,.trs of E,13lish is il pu utuk

rQt ,nqn(hg, ,,thu tan
I s%*?.
,.o, lha. aracl
Joo Ji\/a, fu, fo, all

loll abo* trha

^r ,,*!,.pleoso,,
and il i( is indodpd ^o ,:o* \pa of w.ummodahoa
i^ tha-
PnQ,.
I ar look:,tg
fur,,tard lo jortr ruspo^s;,.

You.s
far{i"fu!
Carolo, ?oinlo,-aao

Note: You do not need to write addresses in the exam.

Don't panic in the exam!! You have practised

all the language and writing skills you need.
Stop and think! Use the skills you have learnt. "\\
\",,\
:A;

114