Trabajo práctico de lengua
El artículo, el sustantivo y el adjetivo
• Señalar a qué clase de palabras pertenecen las listadas debajo e indicar sus especificidades morfológicas y semánticas.
Clase Aspecto morfológico Aspecto semántico género número
arca
ángel
lo
mareados
armazón
armas
cuatro
debilucho
argentina
Argentina
mejor
celeste
solicitud
hambre
violácea
manada
violeta
Marcos
celebérrimo
flor
pantalones
buen
tercer
el
azar
• Colocar los acentos y las comas correspondientes en el relato que sigue:
Mi otra madre
–¿Ves? Finalmente salieron sentadas una al lado de la otra en un sofa recuerdo que fue el viejo quien saco la foto. Vos no te acordas porque eras muy chica. Ubico a mama y a la amiga varias veces en distintas posiciones y escenarios hasta encontrar un angulo que el definio como el mas apropiado.
No se convencia de sacarlas de pie o contra la pared. La foto quedo como el queria estoy segura. Las dos vestidas en tonos pastel resaltandose una extraña similitud entre ellas y una complicidad. El se empeño en retratarlas con las manos entrelazadas.
–¿Ves que ellas aparecen mas emocionadas que contentas? Una tenia la ropa de la otra: se habian prestado los pantalones y las remeras. El sofa azul no quedaba bien con los tonos pasteles de la ropa, se ve muy difuso. Ahora que me fijo el pelo lo tienen las dos recogido se nota la diferencia de edad y tambien que es una foto de despedida. ¿Sabes que las enfoco varias veces? Con el zoom las acercaba o las alejaba con la ilusion me parece de manipularlas pero ves que ellas estan posando quietas tristes inalcanzables ante los ojos del viejo. Tengo la impresión de que el quiso cerrar tanta tension vivida y señales evidentes en esa foto. Fue una larga semana de tortas, intercambio de fotos de nosotras y de las hijas de Irma recuerdos regalos. Yo me atreveria a decir que el de alguna manera sabia que entre ellas habia un infinito deseo no dicho.
Laura Piñero
(docente Omar Lobos)
miércoles, 15 de abril de 2009
viernes, 10 de abril de 2009
Geography of the British Isles and the Northern Europe (History- Night Shift)
Geography of the British Isles and Northern Europe
THE NORTH SEA
In many ways the North Sea is one of the most important seas in the world. Although it is not an enclosed sea in the same way that the Mediterranean, The Red Sea and the Baltic Sea are enclosed, it has only two entrances. The one, and by far the most used, is through the Strait of Dover, only 20 miles wide. The other is between Scotland and Norway, and there the Shetland Isles lie almost half-way across. Even if England and Scotland are counted like one, no fewer than eight countries lie around the shores of the North Sea – Norway, Sweden, Denmark, Germany, Holland, Belgium, France and Britain.
The North Sea is also a great highway. Ships from the Baltic or from Germany and Holland bound for the Atlantic, have to turn either to the south or to the north to avoid the British Isles, which thus guard the entrance to Northern Europe. This was of great importance during the two World Wars.
Britain´s history has been closely connected with the sea., Until modern times it was as easy to travel across water as it was across land (but roads were frequently unusable), and at moments of great danger, Britain has been saved from danger by its surroundings seas. Britain´s history and its strong national sense have been shaped by the sea
Physical features
Although of not great area the British Isles are full of contrasting scenes and variation of land-use, so packed with evidence of centuries of history of man, that there is no monotony in any day´s journey through the landscape.
It is noteworthy that the rocks of the Highlands of Scotland are similar to those of the Highlands of Norway, that the low-lying Fens are opposite the polders of Holland and that the chalk cliffs of Dove face the chalk cliffs of Calais. Facts such as these suggest that Britain was formerly joined to Europe and, indeed, it was not long ago in the geological past that the sea broke through the Strait of Dover and made Britain an island.
If the physical map is compared with the geological map it will be found that nearly all the north and west consist of old rocks, while the south and east consist of younger rocks. It is possible to divide the island of Great Britain – that is England, Wales, and Scotland into tow parts, Highland Britain and Lowland Britain. This division has been important in England history and it is at present.
The mountainous west and north of Britain became a refuge of those early settlers who were driven from the rich earth and mature forests of the southern and eastern plains by the sea-faring nomads from Eastern Europe.On the other hand, the plain and fertile south has always concentrated most of the population of Britain since ancient times.
It is well known that climate makes character. The equable climate produced the equable British character, softer and most English in the warmer south, tougher in the cooler north, more tempestuous in the wild mountains of Wales. Thus, we can say that Britain was moulded into mood and shape by the physical limits of seas and mountains.
Most of the areas of highland are in the north and west and except for the Irish Plain and Scottish Lowlands, the largest stretches of lowlands are in the south and east. Lowland Britain is the best area for agriculture and it has always been settled and farmed.
The geography of Ireland describes an island in northwest Europe in the north Atlantic Ocean. The main geographical features of Ireland include low central plains surrounded by a ring of coastal mountains.
In the Stone and Bronze Ages, Ireland was inhabited by Picts in the north and a people called the Erainn in the south, the same stock, apparently, as in all the isles before the Anglo-Saxon invasion of Britain. About the 4th century B.C., tall, red-haired Celts arrived from Gaul or Galicia. They subdued and assimilated the inhabitants and established a Gaelic civilization. By the beginning of the Christian Era, Ireland was divided into five kingdoms—Ulster, Connacht, Leinster, Meath, and Munster. Saint Patrick introduced Christianity in 432, and the country developed into a center of Gaelic and Latin learning.
THE NORTH SEA
In many ways the North Sea is one of the most important seas in the world. Although it is not an enclosed sea in the same way that the Mediterranean, The Red Sea and the Baltic Sea are enclosed, it has only two entrances. The one, and by far the most used, is through the Strait of Dover, only 20 miles wide. The other is between Scotland and Norway, and there the Shetland Isles lie almost half-way across. Even if England and Scotland are counted like one, no fewer than eight countries lie around the shores of the North Sea – Norway, Sweden, Denmark, Germany, Holland, Belgium, France and Britain.
The North Sea is also a great highway. Ships from the Baltic or from Germany and Holland bound for the Atlantic, have to turn either to the south or to the north to avoid the British Isles, which thus guard the entrance to Northern Europe. This was of great importance during the two World Wars.
Britain´s history has been closely connected with the sea., Until modern times it was as easy to travel across water as it was across land (but roads were frequently unusable), and at moments of great danger, Britain has been saved from danger by its surroundings seas. Britain´s history and its strong national sense have been shaped by the sea
Physical features
Although of not great area the British Isles are full of contrasting scenes and variation of land-use, so packed with evidence of centuries of history of man, that there is no monotony in any day´s journey through the landscape.
It is noteworthy that the rocks of the Highlands of Scotland are similar to those of the Highlands of Norway, that the low-lying Fens are opposite the polders of Holland and that the chalk cliffs of Dove face the chalk cliffs of Calais. Facts such as these suggest that Britain was formerly joined to Europe and, indeed, it was not long ago in the geological past that the sea broke through the Strait of Dover and made Britain an island.
If the physical map is compared with the geological map it will be found that nearly all the north and west consist of old rocks, while the south and east consist of younger rocks. It is possible to divide the island of Great Britain – that is England, Wales, and Scotland into tow parts, Highland Britain and Lowland Britain. This division has been important in England history and it is at present.
The mountainous west and north of Britain became a refuge of those early settlers who were driven from the rich earth and mature forests of the southern and eastern plains by the sea-faring nomads from Eastern Europe.On the other hand, the plain and fertile south has always concentrated most of the population of Britain since ancient times.
It is well known that climate makes character. The equable climate produced the equable British character, softer and most English in the warmer south, tougher in the cooler north, more tempestuous in the wild mountains of Wales. Thus, we can say that Britain was moulded into mood and shape by the physical limits of seas and mountains.
Most of the areas of highland are in the north and west and except for the Irish Plain and Scottish Lowlands, the largest stretches of lowlands are in the south and east. Lowland Britain is the best area for agriculture and it has always been settled and farmed.
The geography of Ireland describes an island in northwest Europe in the north Atlantic Ocean. The main geographical features of Ireland include low central plains surrounded by a ring of coastal mountains.
In the Stone and Bronze Ages, Ireland was inhabited by Picts in the north and a people called the Erainn in the south, the same stock, apparently, as in all the isles before the Anglo-Saxon invasion of Britain. About the 4th century B.C., tall, red-haired Celts arrived from Gaul or Galicia. They subdued and assimilated the inhabitants and established a Gaelic civilization. By the beginning of the Christian Era, Ireland was divided into five kingdoms—Ulster, Connacht, Leinster, Meath, and Munster. Saint Patrick introduced Christianity in 432, and the country developed into a center of Gaelic and Latin learning.
England and the English (History-Night Shift)
On England
Extract from a speech by Earl Baldwin, Prime Minister of England ‘1920 / 30
• Contradiction about the english “as a nation they are less open to intelectual sense than the latin race”
* He says that there is no nation that has the same talent or ability of producing geniuses.
• Personal characteristic
They always grumble, but they never worry
Grumbling is more superficial, leaves less of a mark on the character
This absence of worry keeps their nervous system sound and sane
Englishman is made for time of crisis and emergency
He is serene in difficulties but he is persistent to death and ruthless in action
• For the author when he is overseas England comes to him through the ear, the eye and certain scents such as… e.g. from the text…
• He grieves that these things that made England are not the inheritance of the people of those days, he thinks they ought to be…
• One of the strongest features of his race is the love of home, that makes his race seek for new homes in the Dominions overseas they take with them what they have learned at home: love of justice, love of truth and the broad humanity
• He hopes that just as in those days people talk about the great Romans perhaps in the future these traits of the english people survive and the men who are then on this earth may yet speak of the english race as honourable, upright and persevering men, lovers of home, of their brethen, of justice and of humanity.
A Pilgrim Observes the People
Extract from His Letters from England by Karel Capek, Czechoslovakian writer
• The most beautiful things in England are the trees, the herds, the people and the ships… including those rosy old gentlemen and old ladies on the whole, the country has produced the finest childhood and the finest old age
• Every Englishman wears a mackintosh, a cap and a newspaper in his hand, and the Englishwoman carries a mackintosh or a tennis raquet
• To know what an English gentleman is you have to be acquainted with an English club-waiter, a booking clerk or with a policeman a gentleman is a combination of silence, courtesy, dignity, sport, newspapers and honesty
• People always manage to help each other, but they never have anything to say to each other, except for the weather, a joyless and reticent people.
• In the place of taverns they invented bars, where one can stand, drink and hold one’s peace
• The more talkative people take to politics or to authorship
• If you get to know them closer they are very kind and gentle, they never speak much because they never speak about themselves
• They are: free-and-easy as young whelps,
Hard as flint
Incapable of adapting themselves
Conservatives, loyal and always uncommunicative
• You cannot speak to them without being invited to lunch or dinner
• You can trust them more than yourself
• You would be free and respected there more than anywhere else in the world.
Extract from a speech by Earl Baldwin, Prime Minister of England ‘1920 / 30
• Contradiction about the english “as a nation they are less open to intelectual sense than the latin race”
* He says that there is no nation that has the same talent or ability of producing geniuses.
• Personal characteristic
They always grumble, but they never worry
Grumbling is more superficial, leaves less of a mark on the character
This absence of worry keeps their nervous system sound and sane
Englishman is made for time of crisis and emergency
He is serene in difficulties but he is persistent to death and ruthless in action
• For the author when he is overseas England comes to him through the ear, the eye and certain scents such as… e.g. from the text…
• He grieves that these things that made England are not the inheritance of the people of those days, he thinks they ought to be…
• One of the strongest features of his race is the love of home, that makes his race seek for new homes in the Dominions overseas they take with them what they have learned at home: love of justice, love of truth and the broad humanity
• He hopes that just as in those days people talk about the great Romans perhaps in the future these traits of the english people survive and the men who are then on this earth may yet speak of the english race as honourable, upright and persevering men, lovers of home, of their brethen, of justice and of humanity.
A Pilgrim Observes the People
Extract from His Letters from England by Karel Capek, Czechoslovakian writer
• The most beautiful things in England are the trees, the herds, the people and the ships… including those rosy old gentlemen and old ladies on the whole, the country has produced the finest childhood and the finest old age
• Every Englishman wears a mackintosh, a cap and a newspaper in his hand, and the Englishwoman carries a mackintosh or a tennis raquet
• To know what an English gentleman is you have to be acquainted with an English club-waiter, a booking clerk or with a policeman a gentleman is a combination of silence, courtesy, dignity, sport, newspapers and honesty
• People always manage to help each other, but they never have anything to say to each other, except for the weather, a joyless and reticent people.
• In the place of taverns they invented bars, where one can stand, drink and hold one’s peace
• The more talkative people take to politics or to authorship
• If you get to know them closer they are very kind and gentle, they never speak much because they never speak about themselves
• They are: free-and-easy as young whelps,
Hard as flint
Incapable of adapting themselves
Conservatives, loyal and always uncommunicative
• You cannot speak to them without being invited to lunch or dinner
• You can trust them more than yourself
• You would be free and respected there more than anywhere else in the world.
Britain's prehistory (History- Night Shift)
BRITAIN’S PREHISTORY
Prehistoric Britain was a period in the human occupation of Great Britain that was the later part of prehistory, ending with the Roman invasion of Britain in AD 43, though some historical information is available about Britain before this, derived from archaeological research.
Britain has not always been an island, it became one only after the end of the last ice age. The temperature rose and the ice cap melted, flooding the lower-lying land that is now under the North Sea and the English Channel. The Ice Age was not just one long equally cold period. There were warmer times when the ice cap retreated, and colder periods when the ice cap reached as far south as the River Thames.
~ 250, 000 BC
• Our first evidence of human life is a few stone tools, dating from one of the warmer periods.
• There were two different kinds of inhabitant:
* The earlier group made their tools from flakes of flint, similar in kind to stone tools found across the north European plain as far as Russia.
* The other group made tools (hand axes) from a central core of flint, probably the earliest method of human tool making, which spread from Africa to Europe.
• However, the ice advanced again and Britain became hardly habitable until another milder period, probably around 50,000 BC. During this time a new type of human being seems to have arrived, who was the ancestor of the modern British. These people looked similar to the modern British, but were probably smaller and had a life span of only about thirty years.
~ 10, 000 BC
• As the Ice Age finally ended, there was a gradual amelioration of climate leading to the replacement of tundra by forest.
• Britain was peopled by small groups of hunters, gatherers and fishers. Few had settled homes, and they seemed to have followed herds of deer which provided them with food and clothing.
~ 5000 BC
• The rising sea levels caused by the melting glaciers cut Britain off from continental Europe and Britain had become heavily forested. For the wanderer-hunter culture this was a disaster, for the cold- loving deer and other animals on which they lived largely died out.
• Humans spread and reached the far north of Scotland during this period
~ 3000 BC (Neolithic or New Stone Age)
• People crossed the narrow sea from Europe in small round boats of bent wood covered with animal skins. These people kept animals and grew corn crops, and knew how to make pottery. They probably came from either the Iberian (Spanish) peninsula or even the North African coast. They were small, dark, and long-headed people, and may be the forefathers of dark-haired inhabitants of Wales and Cornwall today. They settled in the western parts of Britain and Ireland.
• These were the first of several waves of invaders before the first arrival of the Romans in 55 BC.
• Industrial flint mining began, with evidence of long distance trade, this period are mainly defined by technological advances and changes in tools or weapons.
• The great "public works" of this time, tell us a little of how prehistoric Britain was developing. The earlier of these works were great "barrows", or burial mounds, made of earth or stone. Most of these barrows are found on the chalk uplands of south Britain. They were airy woodlands that could easily be cleared for farming, and as a result were the most easily habitable part of the countryside. By 1400 BC, the climate became drier, and as a result this land could no longer support many people.
After 3000 BC
• The chalkland people started building great circles of earth banks and ditches. Inside, they built wooden buildings and stone circles. These "henges", were centres of religious, political and economic power.
• By far the most spectacular, was Stonehenge, which was built in separate stages over a period of more than a thousand years. The precise purposes of Stonehenge remain a mystery. It was almost certainly a sort of capital, to which the chiefs of other groups came from all over Britain.
• In Ireland the centre of prehistoric civilisation grew around the River Boyne and at Tara in Ulster.
After 2400 BC
• New groups of people arrived in southeast Britain from Europe. They were roundheaded and strongly built, taller than Neolithic Britons. It is not known whether they invaded by armed force, or whether they were invited by Neolithic Britons because of their military or metal working skills. Their influence was soon felt and they became leaders of British society. Their arrival is marked by the first individual graves, furnished with pottery beakers, from which these people get their name: the "Beaker" people.
• The Beaker people:
* They brought with them from Europe a new cereal, barley, which could grow almost anywhere.
* They probably spoke an IndoEuropean language and seem to have brought a single culture to the whole of Britain.
* They also brought skills to make bronze tools and these began to replace stone ones. But they accepted many of the old ways.
~ 1300 BC onwards
• The henge civilisation seems to have become less important, and was overtaken by a new form of society in southern England, that of a settled farming class. At first this farming society developed in order to feed the people at the henges, but eventually it became more important and powerful as it grew richer.
• The new farmers grew wealthy because they learned to enrich the soil with natural waste materials so that it did not become poor and useless. This change probably happened at about the same time that the chalk uplands were becoming drier.
• Family villages and fortified enclosures appeared across the landscape, in lowerlying areas as well as on the chalk hills, and the old central control of Stonehenge and the other henges was lost.
• From this time, power seems to have shifted to the Thames valley and southeast Britain. Except for short periods, political and economic power has remained in the southeast ever since.
• Hill-forts replaced henges as the centres of local power, and most of these were found in the southeast.
• There was another reason for the shift of power eastwards. A number of better-designed bronze swords have been found in the Thames valley, suggesting that the local people had more advanced metalworking skills.
Around 700 BC another group of people began to arrive: the Celts
Prehistoric Britain was a period in the human occupation of Great Britain that was the later part of prehistory, ending with the Roman invasion of Britain in AD 43, though some historical information is available about Britain before this, derived from archaeological research.
Britain has not always been an island, it became one only after the end of the last ice age. The temperature rose and the ice cap melted, flooding the lower-lying land that is now under the North Sea and the English Channel. The Ice Age was not just one long equally cold period. There were warmer times when the ice cap retreated, and colder periods when the ice cap reached as far south as the River Thames.
~ 250, 000 BC
• Our first evidence of human life is a few stone tools, dating from one of the warmer periods.
• There were two different kinds of inhabitant:
* The earlier group made their tools from flakes of flint, similar in kind to stone tools found across the north European plain as far as Russia.
* The other group made tools (hand axes) from a central core of flint, probably the earliest method of human tool making, which spread from Africa to Europe.
• However, the ice advanced again and Britain became hardly habitable until another milder period, probably around 50,000 BC. During this time a new type of human being seems to have arrived, who was the ancestor of the modern British. These people looked similar to the modern British, but were probably smaller and had a life span of only about thirty years.
~ 10, 000 BC
• As the Ice Age finally ended, there was a gradual amelioration of climate leading to the replacement of tundra by forest.
• Britain was peopled by small groups of hunters, gatherers and fishers. Few had settled homes, and they seemed to have followed herds of deer which provided them with food and clothing.
~ 5000 BC
• The rising sea levels caused by the melting glaciers cut Britain off from continental Europe and Britain had become heavily forested. For the wanderer-hunter culture this was a disaster, for the cold- loving deer and other animals on which they lived largely died out.
• Humans spread and reached the far north of Scotland during this period
~ 3000 BC (Neolithic or New Stone Age)
• People crossed the narrow sea from Europe in small round boats of bent wood covered with animal skins. These people kept animals and grew corn crops, and knew how to make pottery. They probably came from either the Iberian (Spanish) peninsula or even the North African coast. They were small, dark, and long-headed people, and may be the forefathers of dark-haired inhabitants of Wales and Cornwall today. They settled in the western parts of Britain and Ireland.
• These were the first of several waves of invaders before the first arrival of the Romans in 55 BC.
• Industrial flint mining began, with evidence of long distance trade, this period are mainly defined by technological advances and changes in tools or weapons.
• The great "public works" of this time, tell us a little of how prehistoric Britain was developing. The earlier of these works were great "barrows", or burial mounds, made of earth or stone. Most of these barrows are found on the chalk uplands of south Britain. They were airy woodlands that could easily be cleared for farming, and as a result were the most easily habitable part of the countryside. By 1400 BC, the climate became drier, and as a result this land could no longer support many people.
After 3000 BC
• The chalkland people started building great circles of earth banks and ditches. Inside, they built wooden buildings and stone circles. These "henges", were centres of religious, political and economic power.
• By far the most spectacular, was Stonehenge, which was built in separate stages over a period of more than a thousand years. The precise purposes of Stonehenge remain a mystery. It was almost certainly a sort of capital, to which the chiefs of other groups came from all over Britain.
• In Ireland the centre of prehistoric civilisation grew around the River Boyne and at Tara in Ulster.
After 2400 BC
• New groups of people arrived in southeast Britain from Europe. They were roundheaded and strongly built, taller than Neolithic Britons. It is not known whether they invaded by armed force, or whether they were invited by Neolithic Britons because of their military or metal working skills. Their influence was soon felt and they became leaders of British society. Their arrival is marked by the first individual graves, furnished with pottery beakers, from which these people get their name: the "Beaker" people.
• The Beaker people:
* They brought with them from Europe a new cereal, barley, which could grow almost anywhere.
* They probably spoke an IndoEuropean language and seem to have brought a single culture to the whole of Britain.
* They also brought skills to make bronze tools and these began to replace stone ones. But they accepted many of the old ways.
~ 1300 BC onwards
• The henge civilisation seems to have become less important, and was overtaken by a new form of society in southern England, that of a settled farming class. At first this farming society developed in order to feed the people at the henges, but eventually it became more important and powerful as it grew richer.
• The new farmers grew wealthy because they learned to enrich the soil with natural waste materials so that it did not become poor and useless. This change probably happened at about the same time that the chalk uplands were becoming drier.
• Family villages and fortified enclosures appeared across the landscape, in lowerlying areas as well as on the chalk hills, and the old central control of Stonehenge and the other henges was lost.
• From this time, power seems to have shifted to the Thames valley and southeast Britain. Except for short periods, political and economic power has remained in the southeast ever since.
• Hill-forts replaced henges as the centres of local power, and most of these were found in the southeast.
• There was another reason for the shift of power eastwards. A number of better-designed bronze swords have been found in the Thames valley, suggesting that the local people had more advanced metalworking skills.
Around 700 BC another group of people began to arrive: the Celts
Anglo-saxons (History- Night Shift)
Anglo-Saxons – Government and Society
THE WITAN
• During the 8th century, the Saxons created some institutions. One of these was the king’s council called THE WITAN. The Witan probably grew out of informal groups of senior warriors or churchman to whom the kings asked for advice or support on difficult matters.
• By the 10th century, the Witan was already a formal body issuing laws and charters (estatutos) but was not democratic at all since the king could decide to ignore the Witan´s advice. However, he knew that without the support of the Witan his authority was in danger because the Witan had the right to choose kings and to agree the use of the king’s laws.
• The system of the Witan remained as part of the system of government till these days, since at present the queen or king has a Privy Council, a group of advisers on the affairs of state.
THE SHIRES
• By the end of the 10th century the Saxons divide the land and established the SHIRES (Saxon word for the Norman word county). These shires were administrative areas over each of which a Shire Reeve, a king´s administrator, was appointed. Later it would be called the sheriff.
THE ORIGINS OF THE MANORIAL SYSTEM
• At the end of the 10th century, a technological change in the Saxon’s agriculture system altered the land ownership and organization.
• The Saxons introduce a PLOUGH far heavier than that of the Celts. It was particularly useful for cultivating heavier soils, but it required a team of 6 or 8 oxen to pull it and it was difficult to turn as well.
• In order to make best use of village land this was divided into 2 o 3 very large fields, and these were divided again into LONG THIN TRIPS. Each family had a “holding” of almost 20 acres. Ploughing these long straight strips was easier because avoided the problem of turning, and since few families could afford a whole team of oxen, they had to cooperate with each other.
• Each field was used for different purposes at each time: one of them for planting spring crops, another for autumn crops, a third field would be left to rest for a year and the rest of the areas, after harvest, would be used as common areas for animals to feed on.
This system was the origin of CROP ROTATION or CROP SEQUENCING, one of the main methods in use in agriculture nowadays which has several advantages:
o Avoids a decrease in soil fertility as growing the same crop repeatedly in the same place eventually depletes the soil of various nutrients.
o Farmers can keep their fields under continuous production
o Reduces the need for artificial fertilizers since rotating crops adds nutrients to the soil.
o Is also used to control pests and diseases since plants within the same taxonomic family tend to have similar pests and pathogens.
• In each district it was a MANOR OR LARGE HOUSE, a building were villagers went to pay taxes, were justice was administered and where men met to join the Anglo-Saxon army, the fyrd.
o This fyrd was called out and led by the sheriff and was integrated by every able-bodied free male. There were fines for neglecting the fyrd which varied according to the status of the individual: landholders received the heaviest fines and common laborers the lightest. So, we can see they were not very democratic but they had a well sense of social justice.
• The lord of the manor had to organize all this and make sure village land was properly shared. This was the beginning of the manorial system which reached its fullest development under the Normans.
• The class system was made up of KING – LORDS- SOLDIERS- WORKERS OF THE LAND and later, the MAN OF LEARNING who came from the Christian Church.
Christianity:
• The Anglo Saxons belonged to an older Germanic religion.
• In 597 Pope GREGORY THE GREAT sent the monk AUGUSTINE, to re-establish Christianity in England
• According to the “Ecclesiastical History of the English People" written by the monk and historian BEDE, THE VENERABLE, Augustine and his companions landed on the Isle of Thanet, at the east of KENT.
o At the beginning, ETHELBERT, the king of Kent ordered them to stay in that island until he decided what to do with them; apparently he was afraid that these men practiced some kind of magical art.
o Some days later, the king went to the island and he listened to Augustine´s prayers about the Lord and the eternal salvation. After hearing all this, Ethelbert, whose queen was already a Christian herself, said to Augustine that his words were fair enough but that they were new and uncertain for him and that he could not approve them and forsake all in he had believed till then.
o However, Ethelbert said that he would allow them to stay in Canterbury, the metropolis of his dominions; that he would supply them with the necessary sustenance; and that he would not prevent them from preaching their religion.
o Agustin was very successful and within a year almost 10.000 of the king’s subjects, and the king himself, underwent baptism.
o Ethelbert became the first Anglo-Saxon king to convert to Christianity.
• But the problem of Augustine arose with ordinary people since they were reluctant to the rules of the new faith.
o Here is where Celtic Church comes into action. Celtic bishops started to walk from village to village teaching Christianity and they were immediately accepted by Anglo-Saxons despite their differences.
o The reason was that CELTIC CHURCH was more interested in the hearts of ordinary people while ROMAN CHURCH was interested in authority and organization.
• The competition between the Celtic and Roman Churches reached a crisis because they disagreed over the date of Easter.
• Bede wrote about this disagreement as well: apparently, after years of controversy it was agreed that a synod (a meeting) should be held where the difficulty might be settled.
• In 663 at the SYNOD (MEETING) OF WHITBY the king OSWIU OF NORTHUMBRIA decided to support Roman rather than Celtic practices.
• Since that moment Rome extended its authority over all Christians, even in the Celtic areas.
• Saxon kings helped the church to grow but the church also increased the power of the kings by giving them its support which made it harder for royal power to be questioned since kings had “GOD`S APPROVAL”. This was very important especially in terms of royal succession. For example, when KING OFFA arranged for his son to be crowned as his successor he made sure that this was done at a Christian ceremony led by a bishop, which suggested that his son was chosen not only by people but also by God.
• A lot of MONASTERIES, or minsters, where established. These were places for education in which men were trained to read and write so they had the necessary skills for the growth of royal and church authority.
• ALFRED, the king who ruled Wessex from 871-99 was the one who made most use of these literate men of church to help establish a system of law, to educate the people and to write down important matters. He started the Anglo-Saxon Chronicle, a collection of early English history which together with the work of Bede was the most important written records regarding British history of that time.
• Those who could READ AND WRITE became more powerful and this increased the DIVISION OF CLASSES.
o Landlords who had been given land by the king were empowered because their names were written down.
o On the other hand, peasants who could neither read nor write could lose their traditional rights on their land only because there was not written register.
• Villages and towns grew around the monasteries, and local trade was enlarged. Many bishops and monks from France and Germany were invited by English rulers who whished to benefit from economic contact with Europe since these bishops used Latin, the written language of Rome.
• Anglo-Saxon England became well known in Europe for its EXPORTS of woollen goods, cheese, hunting dogs, pottery, and metal goods. And imported wine, fish, pepper, jewellery and wheel made pottery.
THE WITAN
• During the 8th century, the Saxons created some institutions. One of these was the king’s council called THE WITAN. The Witan probably grew out of informal groups of senior warriors or churchman to whom the kings asked for advice or support on difficult matters.
• By the 10th century, the Witan was already a formal body issuing laws and charters (estatutos) but was not democratic at all since the king could decide to ignore the Witan´s advice. However, he knew that without the support of the Witan his authority was in danger because the Witan had the right to choose kings and to agree the use of the king’s laws.
• The system of the Witan remained as part of the system of government till these days, since at present the queen or king has a Privy Council, a group of advisers on the affairs of state.
THE SHIRES
• By the end of the 10th century the Saxons divide the land and established the SHIRES (Saxon word for the Norman word county). These shires were administrative areas over each of which a Shire Reeve, a king´s administrator, was appointed. Later it would be called the sheriff.
THE ORIGINS OF THE MANORIAL SYSTEM
• At the end of the 10th century, a technological change in the Saxon’s agriculture system altered the land ownership and organization.
• The Saxons introduce a PLOUGH far heavier than that of the Celts. It was particularly useful for cultivating heavier soils, but it required a team of 6 or 8 oxen to pull it and it was difficult to turn as well.
• In order to make best use of village land this was divided into 2 o 3 very large fields, and these were divided again into LONG THIN TRIPS. Each family had a “holding” of almost 20 acres. Ploughing these long straight strips was easier because avoided the problem of turning, and since few families could afford a whole team of oxen, they had to cooperate with each other.
• Each field was used for different purposes at each time: one of them for planting spring crops, another for autumn crops, a third field would be left to rest for a year and the rest of the areas, after harvest, would be used as common areas for animals to feed on.
This system was the origin of CROP ROTATION or CROP SEQUENCING, one of the main methods in use in agriculture nowadays which has several advantages:
o Avoids a decrease in soil fertility as growing the same crop repeatedly in the same place eventually depletes the soil of various nutrients.
o Farmers can keep their fields under continuous production
o Reduces the need for artificial fertilizers since rotating crops adds nutrients to the soil.
o Is also used to control pests and diseases since plants within the same taxonomic family tend to have similar pests and pathogens.
• In each district it was a MANOR OR LARGE HOUSE, a building were villagers went to pay taxes, were justice was administered and where men met to join the Anglo-Saxon army, the fyrd.
o This fyrd was called out and led by the sheriff and was integrated by every able-bodied free male. There were fines for neglecting the fyrd which varied according to the status of the individual: landholders received the heaviest fines and common laborers the lightest. So, we can see they were not very democratic but they had a well sense of social justice.
• The lord of the manor had to organize all this and make sure village land was properly shared. This was the beginning of the manorial system which reached its fullest development under the Normans.
• The class system was made up of KING – LORDS- SOLDIERS- WORKERS OF THE LAND and later, the MAN OF LEARNING who came from the Christian Church.
Christianity:
• The Anglo Saxons belonged to an older Germanic religion.
• In 597 Pope GREGORY THE GREAT sent the monk AUGUSTINE, to re-establish Christianity in England
• According to the “Ecclesiastical History of the English People" written by the monk and historian BEDE, THE VENERABLE, Augustine and his companions landed on the Isle of Thanet, at the east of KENT.
o At the beginning, ETHELBERT, the king of Kent ordered them to stay in that island until he decided what to do with them; apparently he was afraid that these men practiced some kind of magical art.
o Some days later, the king went to the island and he listened to Augustine´s prayers about the Lord and the eternal salvation. After hearing all this, Ethelbert, whose queen was already a Christian herself, said to Augustine that his words were fair enough but that they were new and uncertain for him and that he could not approve them and forsake all in he had believed till then.
o However, Ethelbert said that he would allow them to stay in Canterbury, the metropolis of his dominions; that he would supply them with the necessary sustenance; and that he would not prevent them from preaching their religion.
o Agustin was very successful and within a year almost 10.000 of the king’s subjects, and the king himself, underwent baptism.
o Ethelbert became the first Anglo-Saxon king to convert to Christianity.
• But the problem of Augustine arose with ordinary people since they were reluctant to the rules of the new faith.
o Here is where Celtic Church comes into action. Celtic bishops started to walk from village to village teaching Christianity and they were immediately accepted by Anglo-Saxons despite their differences.
o The reason was that CELTIC CHURCH was more interested in the hearts of ordinary people while ROMAN CHURCH was interested in authority and organization.
• The competition between the Celtic and Roman Churches reached a crisis because they disagreed over the date of Easter.
• Bede wrote about this disagreement as well: apparently, after years of controversy it was agreed that a synod (a meeting) should be held where the difficulty might be settled.
• In 663 at the SYNOD (MEETING) OF WHITBY the king OSWIU OF NORTHUMBRIA decided to support Roman rather than Celtic practices.
• Since that moment Rome extended its authority over all Christians, even in the Celtic areas.
• Saxon kings helped the church to grow but the church also increased the power of the kings by giving them its support which made it harder for royal power to be questioned since kings had “GOD`S APPROVAL”. This was very important especially in terms of royal succession. For example, when KING OFFA arranged for his son to be crowned as his successor he made sure that this was done at a Christian ceremony led by a bishop, which suggested that his son was chosen not only by people but also by God.
• A lot of MONASTERIES, or minsters, where established. These were places for education in which men were trained to read and write so they had the necessary skills for the growth of royal and church authority.
• ALFRED, the king who ruled Wessex from 871-99 was the one who made most use of these literate men of church to help establish a system of law, to educate the people and to write down important matters. He started the Anglo-Saxon Chronicle, a collection of early English history which together with the work of Bede was the most important written records regarding British history of that time.
• Those who could READ AND WRITE became more powerful and this increased the DIVISION OF CLASSES.
o Landlords who had been given land by the king were empowered because their names were written down.
o On the other hand, peasants who could neither read nor write could lose their traditional rights on their land only because there was not written register.
• Villages and towns grew around the monasteries, and local trade was enlarged. Many bishops and monks from France and Germany were invited by English rulers who whished to benefit from economic contact with Europe since these bishops used Latin, the written language of Rome.
• Anglo-Saxon England became well known in Europe for its EXPORTS of woollen goods, cheese, hunting dogs, pottery, and metal goods. And imported wine, fish, pepper, jewellery and wheel made pottery.
The Romans (History - Night Shift)
THE ROMANS
For four centuries, Britain was an integral part of a single political system that stretched from Turkey to Portugal and from the Red Sea to the Tyne and beyond. Its involvement with Rome started before the conquest launched by Claudius in AD 43 (It had established diplomatic and commercial relations with the Romans since Caesar’s expeditions in 55 and 54 AC).
We are dealing with a full half-millennium of the history of Britain.
The name “Britain” comes from the word “Pretani”, the Greco-Roman word for the inhabitants of Britain. The Romans mispronounced the word and called the island “Britannia”.
The Romans had invaded because the Celts of Britain were working with the Celts of Gaul against them. There was another reason. Under the Celts Britain had become an important food producer because of its mild climate. It now exported corn and animals, as well as hunting dogs and slaves, to the European mainland. The Romans could make use of British food for their own army fighting the Gauls.
The Romans brought the skills of reading and writing to Britain. The written word was important for spreading ideas and also for establishing power. Further the toga (the Roman cloak) came into fashion. The Celtic peasantry remained illiterate and only Celtic-speaking.
Latin completely disappeared both in its spoken and written forms when the Anglo-Saxons invaded Britain in the Fifth century AD. Britain was probably more literate under the Romans than it was to be again until the fifteenth century.
Julius Caesar first came to Britain in 55 BC, but it was not until almost a century later, in AD 43, that a Roman army actually occupied Britain. They had little difficulty, apart from Boadicea’s revolt, because they had a better trained army and because the Celtic tribes fought among themselves.
The Romans established a Romano-British culture across the southern half of Britain, from the River Humber to the River Severn. The areas were watched from main towns. Each of them was held by a Roman legion of about 7.000 men. The total roman army in Britain was about 40.000 men.
The Romans could not conquer “Caledonia” (Scotland), although they spent over a century trying to do so. At last they built a strong wall along the northern border, named after the emperor Hadrian who planned it. At the time, Hadrian’s wall was simply intended to keep out raiders from the north. But it also marked the border between the two later countries, England and Scotland.
Romans control of Britain came to an end as the empire began to collapse. The first signs were the attacks by Celts of Caledonia in AD 367. The Roman legions found it more and more difficult to stop the raiders from crossing Hadrian’s wall. The same was happening on the European mainland as Germanic groups, Saxons and Franks, began to raid the coast of Gaul. In AD 409 Rome pulled its last soldiers out of Britain and the Romano-British, the Romanised Celts, were left to fight alone against the Scots, the Irish and Saxon raiders from Germany. When Britain called to Rome for help against the raiders from Saxon Germany in the mid-fifth century, no answer came.
The most obvious characteristic of Roman Britain was the towns, which were the basis of Roman administration and civilization. Broadly, there were three different kinds of towns in Roman Britain. These were the Coloniae, towns peopled by Romans settlers, the Municipia, large cities in which the whole population was given Roman citizenship, and Civitas, through which the Romans administrated the Celtic population in the countryside.
The Romans left about 20 large towns of about 50.000 inhabitant, and almost 100 smaller ones. Many of these towns were at first army camps, and the Latin word for camp, castra, has remained part of many town names to this day (with the ending chester, caster or cester). This towns were built with stone as well as wood, and had planned streets, markets and shops. They were connected by roads which were so well built that they survived when later roads broke up. Six of this roads met in London, a capital city of about 20.000 people.
Outside the towns, the biggest change during the Roman occupation was the growth of large farms called “villas”. Each villa had many workers. The villas were usually close to town so that the crops could be sold easily. There was a growing difference between the rich and those who did the actual work on the land.
In some ways life in roman Britain seems very civilized, but it was also hard for all except the richest. The bodies buried in a Roman graveyard at York show that life expectancy was low. Half the entire population died between the ages of twenty and forty, while 15 per cent died before reaching the age of twenty.
It is very difficult to be sure how many people were living in Britain when the Romans left. Probably it was as many as five million, partly because of the peace and the increased economic life which the Romans had brought to the country. The Saxon invasion changed all that.
The Story of Boadicea/Boudica
Boudica (also spelled Boudicca, formerly known as Boadicea - d. AD 60 or 61) was a queen of the Iceni tribe of what is now known as East Anglia in England, who led an uprising of the tribes against the occupying forces of the Roman Empire.
Boudica's husband, Prasutagus, an Icenian king who had ruled as a nominally independent ally of Rome, left his kingdom jointly to his daughters and the Roman Emperor in his will. However, when he died his will was ignored. The kingdom was annexed as if conquered, Boudica was flogged and her daughters raped, and Roman financiers called in their loans.
In AD 60 or 61, while the Roman governor, Gaius Suetonius Paulinus, was leading a campaign on the island of Anglesey in north Wales, Boudica led the Iceni, along with the Trinovantes and others, in revolt. They destroyed Camulodunum (Colchester), formerly the capital of the Trinovantes, but now a coloniae and the site of a temple to the former emperor Claudius, built and maintained at local expense, and routed a Roman legion, the IX Hispana, sent to relieve the settlement.
On hearing the news of the revolt, Suetonius hurried to Londinium (London), the twenty-year-old commercial settlement which was the rebels' next target, but concluding he did not have the numbers to defend it, evacuated and abandoned it. It was burnt to the ground, as was Verulamium (St Albans). An estimated 70,000-80,000 people were killed in the three cities. Suetonius, meanwhile, regrouped his forces in the West Midlands, and despite being heavily outnumbered, defeated Boudica in the Battle of Watling Street. The crisis had led the emperor Nero to consider withdrawing all Roman forces from the island, but Suetonius's eventual victory over Boudica secured Roman control of the province.
For four centuries, Britain was an integral part of a single political system that stretched from Turkey to Portugal and from the Red Sea to the Tyne and beyond. Its involvement with Rome started before the conquest launched by Claudius in AD 43 (It had established diplomatic and commercial relations with the Romans since Caesar’s expeditions in 55 and 54 AC).
We are dealing with a full half-millennium of the history of Britain.
The name “Britain” comes from the word “Pretani”, the Greco-Roman word for the inhabitants of Britain. The Romans mispronounced the word and called the island “Britannia”.
The Romans had invaded because the Celts of Britain were working with the Celts of Gaul against them. There was another reason. Under the Celts Britain had become an important food producer because of its mild climate. It now exported corn and animals, as well as hunting dogs and slaves, to the European mainland. The Romans could make use of British food for their own army fighting the Gauls.
The Romans brought the skills of reading and writing to Britain. The written word was important for spreading ideas and also for establishing power. Further the toga (the Roman cloak) came into fashion. The Celtic peasantry remained illiterate and only Celtic-speaking.
Latin completely disappeared both in its spoken and written forms when the Anglo-Saxons invaded Britain in the Fifth century AD. Britain was probably more literate under the Romans than it was to be again until the fifteenth century.
Julius Caesar first came to Britain in 55 BC, but it was not until almost a century later, in AD 43, that a Roman army actually occupied Britain. They had little difficulty, apart from Boadicea’s revolt, because they had a better trained army and because the Celtic tribes fought among themselves.
The Romans established a Romano-British culture across the southern half of Britain, from the River Humber to the River Severn. The areas were watched from main towns. Each of them was held by a Roman legion of about 7.000 men. The total roman army in Britain was about 40.000 men.
The Romans could not conquer “Caledonia” (Scotland), although they spent over a century trying to do so. At last they built a strong wall along the northern border, named after the emperor Hadrian who planned it. At the time, Hadrian’s wall was simply intended to keep out raiders from the north. But it also marked the border between the two later countries, England and Scotland.
Romans control of Britain came to an end as the empire began to collapse. The first signs were the attacks by Celts of Caledonia in AD 367. The Roman legions found it more and more difficult to stop the raiders from crossing Hadrian’s wall. The same was happening on the European mainland as Germanic groups, Saxons and Franks, began to raid the coast of Gaul. In AD 409 Rome pulled its last soldiers out of Britain and the Romano-British, the Romanised Celts, were left to fight alone against the Scots, the Irish and Saxon raiders from Germany. When Britain called to Rome for help against the raiders from Saxon Germany in the mid-fifth century, no answer came.
The most obvious characteristic of Roman Britain was the towns, which were the basis of Roman administration and civilization. Broadly, there were three different kinds of towns in Roman Britain. These were the Coloniae, towns peopled by Romans settlers, the Municipia, large cities in which the whole population was given Roman citizenship, and Civitas, through which the Romans administrated the Celtic population in the countryside.
The Romans left about 20 large towns of about 50.000 inhabitant, and almost 100 smaller ones. Many of these towns were at first army camps, and the Latin word for camp, castra, has remained part of many town names to this day (with the ending chester, caster or cester). This towns were built with stone as well as wood, and had planned streets, markets and shops. They were connected by roads which were so well built that they survived when later roads broke up. Six of this roads met in London, a capital city of about 20.000 people.
Outside the towns, the biggest change during the Roman occupation was the growth of large farms called “villas”. Each villa had many workers. The villas were usually close to town so that the crops could be sold easily. There was a growing difference between the rich and those who did the actual work on the land.
In some ways life in roman Britain seems very civilized, but it was also hard for all except the richest. The bodies buried in a Roman graveyard at York show that life expectancy was low. Half the entire population died between the ages of twenty and forty, while 15 per cent died before reaching the age of twenty.
It is very difficult to be sure how many people were living in Britain when the Romans left. Probably it was as many as five million, partly because of the peace and the increased economic life which the Romans had brought to the country. The Saxon invasion changed all that.
The Story of Boadicea/Boudica
Boudica (also spelled Boudicca, formerly known as Boadicea - d. AD 60 or 61) was a queen of the Iceni tribe of what is now known as East Anglia in England, who led an uprising of the tribes against the occupying forces of the Roman Empire.
Boudica's husband, Prasutagus, an Icenian king who had ruled as a nominally independent ally of Rome, left his kingdom jointly to his daughters and the Roman Emperor in his will. However, when he died his will was ignored. The kingdom was annexed as if conquered, Boudica was flogged and her daughters raped, and Roman financiers called in their loans.
In AD 60 or 61, while the Roman governor, Gaius Suetonius Paulinus, was leading a campaign on the island of Anglesey in north Wales, Boudica led the Iceni, along with the Trinovantes and others, in revolt. They destroyed Camulodunum (Colchester), formerly the capital of the Trinovantes, but now a coloniae and the site of a temple to the former emperor Claudius, built and maintained at local expense, and routed a Roman legion, the IX Hispana, sent to relieve the settlement.
On hearing the news of the revolt, Suetonius hurried to Londinium (London), the twenty-year-old commercial settlement which was the rebels' next target, but concluding he did not have the numbers to defend it, evacuated and abandoned it. It was burnt to the ground, as was Verulamium (St Albans). An estimated 70,000-80,000 people were killed in the three cities. Suetonius, meanwhile, regrouped his forces in the West Midlands, and despite being heavily outnumbered, defeated Boudica in the Battle of Watling Street. The crisis had led the emperor Nero to consider withdrawing all Roman forces from the island, but Suetonius's eventual victory over Boudica secured Roman control of the province.
The Druids (History-Night Shift)
THE DRUIDS
The word druid is an anglicized and probably latinized form of the Gaulish "druvis." The word itself has been subject to intense speculation as to its origins, though most scholars associate it with the Greek "drus" meaning oak. An alternate, and perhaps better explanation is based on the Indo-European roots *deru, meaning "steadfast" or "strong," and *wid connected with knowledge, and wisdom, presented by Edred Thorsson, Ph.D. Hence, the original word may have been something like *deruwid, meaning "one of steadfast knowledge.
The Roman occupation of Britain lasted from 43AD to around 400. Before the Romans invaded, the druid priesthood was the undisputed power in the land. For the previous two or three centuries the druids had been a dominant force throughout what was then the Celtic world, which included France, the Netherlands and parts of Scandinavia as well as Britain.
History is written by the victors; that is why it is difficult to obtain a true account of the Druids. When the Romans conquered the Celts and Ancient Britons, they gave unflattering descriptions of the druids. Some sources describe the druids as bloodthirsty barbarians who were addicted to human sacrifice. Others maintain that they were gentle and peaceful, and that they derived their authority from being in touch with nature.
There are a few things we can say for certain.
Druids:
held ceremonies in oak groves
saw mistletoe as a sacred plant with healing powers
practised divination and believed they could foretell the future
Their powers of divination underpinned the druids' authority. Their supposed ability to foretell the future made the druids a vital source of information, equally able to advise the community on when to start the harvesting and the king on when to go to war. The druids brandished a power based on their superior insight into the workings of the universe.
Information about druid practices can also be gained from archaeological evidence. The Gundestrup Cauldron was preserved for 2000 years in a peat bog in Denmark. It was made of solid silver and strangely carved. The carvings on the cauldron suggest human sacrifice.
More gruesome - and mysterious - evidence is supplied by Tollund Man. The body of Tollund Man was found in 1950 in a Danish peat bog, where - like the Gundestrup Cauldron - it had been preserved since the 1st century BC. Tollund Man was about 40, and it was presumed that he had been killed.
Tollund Man was not the only victim. Other bog bodies have been found in Denmark, Germany, the Netherlands, Ireland - and Britain. In 1984, a 2000-year-old body was found in a peat bog in Cheshire: Lindow Man. This time the signs of human sacrifice were unmistakable. There were traces of mistletoe in his stomach suggesting a definite druidical connection.
The druids' political authority was severely limited under Roman rule. However, druidical practices and Roman religion seem to have coexisted. In particular, the druidical arts of divination appear to have survived into the Roman era: one Romano-British burial site in Colchester has been found to contain equipment for a divining ritual.
Knowledge of the Druids comes directly from classical writers of their time. Julius Caesar, made a description of their political and social organization and also of their beliefs.
Caesar describes them as one of the two classes of dignity, the other being the knights (which are of course the warriors of the Celts). The common folk, he says are less than nothing and "treated almost as slaves." (Caesar 335) He goes on to say that these Druids are "concerned with divine worship, due performance of sacrifices, public and private, and the interpretation of ritual questions: a great number of young men gather about them for the sake of instruction and hold them in great honor." (Caesar 335-337)
Next Caesar describes the Druid role in the Celtic justice system. Druids, as described by Caesar, settle all disputes ranging from property disputes to murder. Druids are also responsible for the punishment to be issued to the criminal. Druids from different tribes are respected with the same power as Druids from other tribes, allowing them to punish foreigners.
"Of all these Druids one is chief, who has the highest authority among them. At his death, either any other that is prominent in position succeeds, or if there be several of equal standing, they strive for the primacy by the vote of the Druids." (Caesar 337) This excerpt from Caesar's descriptions show that the Druids actually held a democracy. It is known that the Celts were in the north of Italy about 400 BC and that that they even lay siege to the Capitol of the Roman Empire. It is also interesting to note that Rome was founded as a Republic. Perhaps there could be a connection between the two through transliteration.
The word druid is an anglicized and probably latinized form of the Gaulish "druvis." The word itself has been subject to intense speculation as to its origins, though most scholars associate it with the Greek "drus" meaning oak. An alternate, and perhaps better explanation is based on the Indo-European roots *deru, meaning "steadfast" or "strong," and *wid connected with knowledge, and wisdom, presented by Edred Thorsson, Ph.D. Hence, the original word may have been something like *deruwid, meaning "one of steadfast knowledge.
The Roman occupation of Britain lasted from 43AD to around 400. Before the Romans invaded, the druid priesthood was the undisputed power in the land. For the previous two or three centuries the druids had been a dominant force throughout what was then the Celtic world, which included France, the Netherlands and parts of Scandinavia as well as Britain.
History is written by the victors; that is why it is difficult to obtain a true account of the Druids. When the Romans conquered the Celts and Ancient Britons, they gave unflattering descriptions of the druids. Some sources describe the druids as bloodthirsty barbarians who were addicted to human sacrifice. Others maintain that they were gentle and peaceful, and that they derived their authority from being in touch with nature.
There are a few things we can say for certain.
Druids:
held ceremonies in oak groves
saw mistletoe as a sacred plant with healing powers
practised divination and believed they could foretell the future
Their powers of divination underpinned the druids' authority. Their supposed ability to foretell the future made the druids a vital source of information, equally able to advise the community on when to start the harvesting and the king on when to go to war. The druids brandished a power based on their superior insight into the workings of the universe.
Information about druid practices can also be gained from archaeological evidence. The Gundestrup Cauldron was preserved for 2000 years in a peat bog in Denmark. It was made of solid silver and strangely carved. The carvings on the cauldron suggest human sacrifice.
More gruesome - and mysterious - evidence is supplied by Tollund Man. The body of Tollund Man was found in 1950 in a Danish peat bog, where - like the Gundestrup Cauldron - it had been preserved since the 1st century BC. Tollund Man was about 40, and it was presumed that he had been killed.
Tollund Man was not the only victim. Other bog bodies have been found in Denmark, Germany, the Netherlands, Ireland - and Britain. In 1984, a 2000-year-old body was found in a peat bog in Cheshire: Lindow Man. This time the signs of human sacrifice were unmistakable. There were traces of mistletoe in his stomach suggesting a definite druidical connection.
The druids' political authority was severely limited under Roman rule. However, druidical practices and Roman religion seem to have coexisted. In particular, the druidical arts of divination appear to have survived into the Roman era: one Romano-British burial site in Colchester has been found to contain equipment for a divining ritual.
Knowledge of the Druids comes directly from classical writers of their time. Julius Caesar, made a description of their political and social organization and also of their beliefs.
Caesar describes them as one of the two classes of dignity, the other being the knights (which are of course the warriors of the Celts). The common folk, he says are less than nothing and "treated almost as slaves." (Caesar 335) He goes on to say that these Druids are "concerned with divine worship, due performance of sacrifices, public and private, and the interpretation of ritual questions: a great number of young men gather about them for the sake of instruction and hold them in great honor." (Caesar 335-337)
Next Caesar describes the Druid role in the Celtic justice system. Druids, as described by Caesar, settle all disputes ranging from property disputes to murder. Druids are also responsible for the punishment to be issued to the criminal. Druids from different tribes are respected with the same power as Druids from other tribes, allowing them to punish foreigners.
"Of all these Druids one is chief, who has the highest authority among them. At his death, either any other that is prominent in position succeeds, or if there be several of equal standing, they strive for the primacy by the vote of the Druids." (Caesar 337) This excerpt from Caesar's descriptions show that the Druids actually held a democracy. It is known that the Celts were in the north of Italy about 400 BC and that that they even lay siege to the Capitol of the Roman Empire. It is also interesting to note that Rome was founded as a Republic. Perhaps there could be a connection between the two through transliteration.
The Vikings (History-Night Shift)
The Vikings
The Viking invasions to Britain started by the end of the eighth century.
It is impossible to assign the various Viking groups precisely to places of origin. But broadly speaking, adventurers from the coast of Norway and Denmark raid the north of England and continued round the Scottish coast to Ireland. Vikings from the same region later settle in the Scottish islands, Iceland and parts of Ireland.
The word Viking is Scandinavian (from Scandinavia: Sweden, Denmark and Norway) for 'pirate', and it accurately describes these men who for two centuries raid the coasts of Britain.
The coast of the British isles were dotted with monasteries with sufficient wealth to attract Viking raiders. So when they arrived there they burnt churches and monasteries all along the east, north and west coast of Britain and Ireland.
In 865 they arrived in England armed and ready to battle. This time they were going to conquer and settle there too. They took York in 866 (and becomes, as Yorkvik, the Danish capital in England). Nottingham in 867. Then in 870 they advance into Wessex where they found the hardest opposition. During the next year nine battles are fought in this district. And during the same year (871), at Ashdown, the English won their first significant victory of the war; a Danish king and nine earls are killed on the battle field. This Victory introduced a figure of significance in English history. This army was commanded by Alfred, brother of the king of Wessex. Later on, in the same year Alfred's brother died and he became the king of Wessex.
In this period the Vikings had accepted Christianity and did not disturb the local population. By 875 Alfred, in the west of Wessex, was the only king who could held out the Vikings that have taken most of England. After some serious defeats Alfred won a decisive battle in 878 and got enough power to make a treaty with the Vikings. The treaty known as the treaty of Wedmore Guthram stated that Guthram agree to move his men out of Wessex and convert to Christianity.
Viking rule was recognized in the east and north of England. It was called the Danelaw. In the rest of the county Alfred was recognized as King. During this period he built walled settlements to keep them out (burghs, now spelled borough).
Later on by 950 the Danish Vikings started raiding westwards and when they met the Saxon King Ethelred, he decided to pay the Vikings to stay out of his territory. So he set a tax upon all his people called Danegeld.
When Ethelred died Cnut (Canute), the leader of the Danish Vikings controlled much of England. He became a king because the Witan and everyone else feared disorder. It was better to have a Danish king that no king. Canute died in 1035 and his son lasted only 5 years more and died too. After that the Witan chose Edward to be the king. He was the son of the Saxon king Ethelred.
King Edward was known as “The Confessor” because he was more interested in the church than in kingship. He built churches in almost every village and spent almost all his life in Normandy because his mother was daughter of the duke of Normandy.
Edward died in 1066 having no heir. So, who should follow him as a king became the most important question for England during those days. Norman were not liked by the most powerful Saxon nobles, particularly by the most powerful family of Wessex, the Godwinson. The Witan chose Harold Godwinson to be the next king of England, even though he had no royal blood.
Harold's right to the English throne soon was threatened and challenged by William who was a Duke of Normandy. During this period he faced several dangers from the south and north with the Danish Vikings that were still claiming to the English throne. In 1066 he went north to Yorkshire to defeat the Danes in that area. He was informed that during his absence William had landed in England with an army. His men were tired but had no time to rest and marched back to England as fast as possible. This time Norman soldiers were better armed, better organized and were mounted on horses. Harold was defeated and killed in the battle of Hastings. After that William marched to London and started burning villages outside the city so they soon gave in and crowned him king on England in 1066.
The long-term linguistic effect of the Viking settlements in England was threefold: over a thousand words eventually became part of Standard English; numerous places in the East and North-east of England have Danish names; and many English personal names are of Scandinavian origin. Scandinavian words that entered the English language included landing, score, beck, fellow, take, busting, and steersman. The vast majority of loan words did not appear in documents until the early twelfth century; these included many modern words which used sk- sounds, such as skirt, sky, and skin; other words appearing in written sources at this time included again, awkward, birth, cake, dregs, fog, freckles, gasp, law, neck, ransack, root, scowl, sister, seat, sly, smile, want, weak, and window. Some of the words that came into use are among the most common in English, such as both, same, get, and give. The system of personal pronouns was affected, with they, them, and their replacing the earlier forms. Old Norse influenced the verb to be; the replacement of sindon by are is almost certainly Scandinavian in origin, as is the third-person-singular ending -s in the present tense of verbs.
There are more than 1,500 Scandinavian place names in England, mainly in Yorkshire and Lincolnshire (within the former boundaries of the Danelaw): over 600 end in -by, the Scandinavian word for "village" or "town" — for example Grimsby, Naseby, and Whitby; many others end in -thorpe ("farm"), -thwaite ("clearing"), and -toft ("homestead").
The distribution of family names showing Scandinavian influence is still, as an analysis of names ending in -son reveals, concentrated in the north and east, corresponding to areas of former Viking settlement. Early medieval records indicate that over 60% of personal names in Yorkshire and North Lincolnshire showed Scandinavian influence.
(Martin Romano)
The Viking invasions to Britain started by the end of the eighth century.
It is impossible to assign the various Viking groups precisely to places of origin. But broadly speaking, adventurers from the coast of Norway and Denmark raid the north of England and continued round the Scottish coast to Ireland. Vikings from the same region later settle in the Scottish islands, Iceland and parts of Ireland.
The word Viking is Scandinavian (from Scandinavia: Sweden, Denmark and Norway) for 'pirate', and it accurately describes these men who for two centuries raid the coasts of Britain.
The coast of the British isles were dotted with monasteries with sufficient wealth to attract Viking raiders. So when they arrived there they burnt churches and monasteries all along the east, north and west coast of Britain and Ireland.
In 865 they arrived in England armed and ready to battle. This time they were going to conquer and settle there too. They took York in 866 (and becomes, as Yorkvik, the Danish capital in England). Nottingham in 867. Then in 870 they advance into Wessex where they found the hardest opposition. During the next year nine battles are fought in this district. And during the same year (871), at Ashdown, the English won their first significant victory of the war; a Danish king and nine earls are killed on the battle field. This Victory introduced a figure of significance in English history. This army was commanded by Alfred, brother of the king of Wessex. Later on, in the same year Alfred's brother died and he became the king of Wessex.
In this period the Vikings had accepted Christianity and did not disturb the local population. By 875 Alfred, in the west of Wessex, was the only king who could held out the Vikings that have taken most of England. After some serious defeats Alfred won a decisive battle in 878 and got enough power to make a treaty with the Vikings. The treaty known as the treaty of Wedmore Guthram stated that Guthram agree to move his men out of Wessex and convert to Christianity.
Viking rule was recognized in the east and north of England. It was called the Danelaw. In the rest of the county Alfred was recognized as King. During this period he built walled settlements to keep them out (burghs, now spelled borough).
Later on by 950 the Danish Vikings started raiding westwards and when they met the Saxon King Ethelred, he decided to pay the Vikings to stay out of his territory. So he set a tax upon all his people called Danegeld.
When Ethelred died Cnut (Canute), the leader of the Danish Vikings controlled much of England. He became a king because the Witan and everyone else feared disorder. It was better to have a Danish king that no king. Canute died in 1035 and his son lasted only 5 years more and died too. After that the Witan chose Edward to be the king. He was the son of the Saxon king Ethelred.
King Edward was known as “The Confessor” because he was more interested in the church than in kingship. He built churches in almost every village and spent almost all his life in Normandy because his mother was daughter of the duke of Normandy.
Edward died in 1066 having no heir. So, who should follow him as a king became the most important question for England during those days. Norman were not liked by the most powerful Saxon nobles, particularly by the most powerful family of Wessex, the Godwinson. The Witan chose Harold Godwinson to be the next king of England, even though he had no royal blood.
Harold's right to the English throne soon was threatened and challenged by William who was a Duke of Normandy. During this period he faced several dangers from the south and north with the Danish Vikings that were still claiming to the English throne. In 1066 he went north to Yorkshire to defeat the Danes in that area. He was informed that during his absence William had landed in England with an army. His men were tired but had no time to rest and marched back to England as fast as possible. This time Norman soldiers were better armed, better organized and were mounted on horses. Harold was defeated and killed in the battle of Hastings. After that William marched to London and started burning villages outside the city so they soon gave in and crowned him king on England in 1066.
The long-term linguistic effect of the Viking settlements in England was threefold: over a thousand words eventually became part of Standard English; numerous places in the East and North-east of England have Danish names; and many English personal names are of Scandinavian origin. Scandinavian words that entered the English language included landing, score, beck, fellow, take, busting, and steersman. The vast majority of loan words did not appear in documents until the early twelfth century; these included many modern words which used sk- sounds, such as skirt, sky, and skin; other words appearing in written sources at this time included again, awkward, birth, cake, dregs, fog, freckles, gasp, law, neck, ransack, root, scowl, sister, seat, sly, smile, want, weak, and window. Some of the words that came into use are among the most common in English, such as both, same, get, and give. The system of personal pronouns was affected, with they, them, and their replacing the earlier forms. Old Norse influenced the verb to be; the replacement of sindon by are is almost certainly Scandinavian in origin, as is the third-person-singular ending -s in the present tense of verbs.
There are more than 1,500 Scandinavian place names in England, mainly in Yorkshire and Lincolnshire (within the former boundaries of the Danelaw): over 600 end in -by, the Scandinavian word for "village" or "town" — for example Grimsby, Naseby, and Whitby; many others end in -thorpe ("farm"), -thwaite ("clearing"), and -toft ("homestead").
The distribution of family names showing Scandinavian influence is still, as an analysis of names ending in -son reveals, concentrated in the north and east, corresponding to areas of former Viking settlement. Early medieval records indicate that over 60% of personal names in Yorkshire and North Lincolnshire showed Scandinavian influence.
(Martin Romano)
jueves, 19 de marzo de 2009
UNIT 2- New Proficiency Gold Course Book
Learning for life
Speaking
1) Which of the following features do you associate with a) a traditional approach to education b) a more ‘progressive’ approach?
• choice of subjects
• questioning ideas
• written examinations
• continuous assessment
• individual assignments
• collaborative activities
• mixed-ability classes
• fixed curriculum
• streaming
• rote learning
Which have been features of schools you have attended?
2) The following extracts from job advertisements mention qualities which are often required in the modern working environment. Which qualities do you think are developed by schools? Which are not developed? Which of the features listed in Exercise 1 are most likely to encourage these qualities?
must be self-motivated and able to work independently
should possess well-developed leadership and communication skills
understanding of and empathy with other cultures
you will be a reliable team player with sound commercial judgement
excellent time management skills and attention to detail
good analytical ability is essential for success in this role
Reading
Paper 1, Part 4
1) The following text is taken from a book by Charles Handy, an educator with many years’ experience in business and public services, who has written extensively on the role of business in modern society.
In this extract evaluates how useful his own education was a preparation for the world of work. Read paragraphs 1, 5 and 6 quickly. Does the writer think his own education was useful preparation for work? What does he say about the present situation?
A PROPER EDUCATION
1 I left school and university with my head packed full of knowledge; enough of it, anyway, to pass all the examinations that were put in my path. As a well-educated man I rather expected my work to be a piece of cake, something at which my intellect would allow me to excel without undue effort. It came as something of a shock, therefore, to encounter the world outside for the first time, and to realize that I was woefully ill-equipped, not only for the necessary business of earning a living, but, more importantly, for coping with all the new decisions which came my way, in both life and work. My first employers put it rather well: ‘You have a well-trained but empty mind,’ they told me, ‘which we will now try to fill with something useful, but don’t imagine that you will be of any real value to us for the first ten year.’ I was fortunate to have lighted upon an employer prepared to invest so much time in what was, in effect, my real education and I shall always feel guilty that I left them when the ten years were up.
2 A well-trained mind is not to be sneezed at, but I was soon to discover that my mind had been trained to deal with closed problems, whereas most of what I now had to deal with were open-ended problems. ‘What is the cost of sales?’ is a closed problem, one with a right or a wrong answer. ‘What should we do about it?’ is and open problem, one with any number of possible answers, and I had no experience of taking this type of decision. Knowing the right answer to a question, I came to realize, was not the same as making a difference to a situation, which was what I was supposed to be paid for. Worst of all, the real open-ended question – ‘What is all this in aid of?’ was beginning to nudge at my mind.
3 I had been educated in an individualist culture. My scores were mine. No one else into it, except as competitors in some imagines race. I was on my own in the learning game at school and university. Not so in my work, I soon realized. Being an individual star would not help me there if it was in my failing group. Our destinies were linked, which meant that my co-workers were now colleagues, not competitors. Teams were something I had encountered on the sports field, not in the classroom. They were in the box marked ‘fun’ in my mind, not the ones marked ‘work’ or even ‘life’. My new challenge, I discovered, was to merge these three boxes. I had discovered, rather later than most, the necessity of others. It was the start of my real education.
4 ‘So you’re a university graduate are you?’ said my new Sale Manager. ‘In classics, is it? I don’t think that is going to impress our Chinese salesmen! How do you propose to win their respect since you will be in charge of some of them very shortly?’ Another open-ended problem! I had never before been thrust among people very different from me, with different values and assumptions about the way the world worked, or should work. I had not even met anyone more than two years older, except for relatives and teachers. Cultural exploration was a process unknown to me, and I was not accustomed to being regarded as stupid and ignorant, which I undoubtedly was, in all the things that mattered in their world.
5 My education, I decided then, had been positively disabling. So much of the content of what I had learned was irrelevant, while the process of learning it had cultivated a set of attitudes and behaviors which were directly opposed to what seemed to be needed in real life. Although I had studied philosophy I hadn’t applied it to myself. I had assumed that the point of life was obvious: to get on, get rich, get a wife and the get a family. It was beginning to be clear that life wasn’t as simple as that. What I believed in, what I thought was worth working for, and with whom, these things were becoming important. So was my worry about what I personally could contribute that might not only earn me money but also make a useful contribution somewhere.
6 It would be nice to think that this sort of experience could not happen now, that our schools, today, prepare people better for life and for the work which is so crucial to a satisfactory life. But I doubt it. The subjects may appear to be a little more relevant, but we are still left to learn about work at work, and about life by living it. That will always be true, but we could, I believe, do more to make sure that the process of education had more in common with the processes of living and working as they are today, so that the shock of reality is less cruel.
2) It is important to have an overall idea of the organization of the text and its main message before looking at the details.
Match the following main topics to the numbered paragraphs of the text. Then underline the phrase or sentence in that paragraph which answers the question below.
Personal conclusions (para. …………)
What was the writer’s main conclusion about his education?
Initial expectations of work (para. …………)
What were the writer’s initial expectations of how he would cope at work?
Relevance to today’s educational systems (para. …………)
To what extent does the writer think that things are better today?
Broadening awareness of other cultures (para. …………)
In what ways were the people the writer worked with different from the people he had been educated with?
Dealing with problems and making decision (para. …………)
What were the differences between the types of problem he had to deal with in education and at work?
Attitudes to colleagues (para. …………)
What difference did the writer find between his relationships at school and at work?
3) Now answer the multiple-choice questions below. Choose the answer (A, B, C or D) which you think fits best according to the text.
1 When the writer left university, he expected to succeed by
A using the qualities his education had developed.
B gaining further qualification.
C developing his decision-making skills.
D acquiring relevant skills in his place of work.
2 He feels he treated his first employers badly because he did not
A give them a true idea of his strengths and weaknesses.
B contribute to the company financially.
C repay them fully for the help they gave him.
D stay with them any longer than he was obliged to.
3 He found that he needed to re-evaluate his approach at work because he
A was asking the wrong types of question.
B had been trained to deal with problems in the wrong way.
C met new kinds of problems in his working life.
D was dealing primarily with moral problems.
4 What was one of the first things he learned at work?
A that he could no always be first
B that other people were willing to help him
C the importance of having leisure interests outside his work
D the link between team sport and work
5 He realized that he lacked understanding of other cultures when he
A had to work with people who had different values.
B had to work outside his own country.
C realized that his subordinates did nor respect him.
D found that his qualifications were not relevant.
6 What was the writer’s main conclusion about his education?
A It had taught him to value money too much.
B It had been much too theoretical to be of any use.
C It had been not just useless, but actually harmful.
D It had taught him that life was not simples.
7 The writer feels that nowadays
A life is changing so fast that schools can never prepare for it.
B the way in which students are taught to think should be re-examined.
C the content of syllabuses should be brought fully up-to-date.
D educational reforms have bridged the gap between school and work.
4) How do you think Charles Handy’s education could have prepared him more effectively for his working life? Using information from the text, discuss whether and so what extent the following suggestions would have helped him. Give reasons for your decisions.
• more vocational or practical subjects (give examples)
• compulsory involvement in competitive team sports
• school trips and exchange visits to other countries
• more cross-curricular projects
• work experience placements
Can you add any more suggestions to the list?
Language Focus: Vocabulary
Context and style
1) You will often find clues to the meaning of difficult words and expressions with the txt itself. Find the following expressions in the text on pages 24-25 and use the context to work out what they mean. Which expressions are formal and which are informal?
1 a piece of cake (para. 1)
(CLUE: The following words explain the meaning of this idiom in relation to the topic.)
2 excel (para. 1)
(CLUE: This is a verb related to the adjective ‘excellent’.)
3 encounter (paras. 1 and 3)
(CLUE: Use both contexts to work out the meaning.)
4 closed problems/open problems (para. 2)
(CLUE: The text goes on to give examples and explanations.)
5 nudge (para. 2)
(CLUE: This is a verb usually meaning ‘to give a gentle push’. Here it is used metaphorically.)
6 merge (para 3)
(CLUE: Look back at the previous two sentences.)
7 thrust (para. 4)
(CLUE: A passive verb followed by ‘among people’.)
8 undoubtedly (para. 4)
(CLUE: Word formation: an adverb formed from the root ‘doubt’ and a negative prefix.)
9 cultivated (para. 5)
(CLUE: A verb usually used about farming or gardening. Here it is used metaphorically.)
10 crucial (para. 6)
(CLUE: The immediate context.)
2) Like much written English, the text on pages 24-25 contains a mixture of formal and semi-formal or even informal language. The following sentences are written in neutral language. Re-express them using a phrase from the text to replace the words in italics. Which of the expressions from the text are typical of formal language? Which are informal or idiomatic?
1 He therefore felt that starting work would be very easy for him.
2 He thought that he would succeed in business without needing to work hard.
3 The hard reality of the business world was quite a surprise to him.
4 He realized that he was not adequately trained for the demands of the business world.
5 He still felt that a well-trained mind could be useful, but that it was not enough for the world of work.
6 He had been trained specifically to deal with closed problem but now he needed to solve open-ended problems.
7 He felt unhappy and asked himself the question, ‘What is the purpose of all this effort?’
8 He had previously only met the idea of being part of a team when he played sports.
9 He also knew nothing about finding out about other cultures.
10 He had assumed that the point of work was to become wealthy, but began to question this philosophy.
3) The text on pages 24-25 contains fewer phrasal verbs than would be found in a more informal written text or spoken language.
Try to think of verbs or phrases with similar meanings to the ones below. Then check your answers with the text.
non-phrasal verb phrasal verb/expression
found (by chance) (1) …………
(2) ………… went away
(3) ………… find out
solve (4) …………
was involved (5) …………
(6) ………… had come across
(7) ………… join together
(8) ………… go over well with
(9) ………… built up
succeed (10) …………
Language Focus: Grammar
Conditionals (1) + wishes and preferences
1) Conditionals: review of basic patterns
1 Read through the text below, then complete it using the verbs in brackets.
My father’s job took him all over the world, so I was sent to a boarding school from the age of eight to 18. Looking back on it now, I think I (1) ………… (be) happier, and maybe better educated, if instead of sending me away, my parents (2) ………… (keep) me with them during those years and (3) ………… (send) me to local schools in the countries they were living in. But they did it for the best.
Now I’m trying to decide on my own career. I’d really like a job that involves travelling, and I’ve applied for two so far. The first one’s in South America – I don’t think I’ll get it though. If I (4) ………… (know) some Spanish or Portuguese, I (5) ………… (probably have) a better chance, but we only did French at school. The second job’s in Australia so there isn’t a language problem, and the salary’s fantastic! I’m on the short-list, so things look hopeful. If I (6) ………… (get) it, I (7) ………… (have) to sign a five-year contract, but that doesn’t really worry me. After all, I suppose that if you (8) ………… (want) a good job, you (9) ………… (have) to be prepared to commit yourself.
2 Find examples in the text above of conditional structures related to:
• something regarded as a general truth
• a future situation seen as likely to occur
• a hypothetical situation in the present or future
• a hypothetical situation in the past.
Grammar reference p. 211
3 Work in pairs. Complete these sentences, then compare your sentences with your partner. Have you used the right tenses?
1 If you want to get a job in my country, …
2 … unless I get my work finished tonight.
3 If I had the chance to go abroad to study, I …
4 I’d never have chosen to study … if …
5 My parents used to let me … as long as …
6 We might find English easier if …
2) wish/if only
We use wish to express a desire for something to be different, from reality, so the tenses used after wish are similar to the ones used in the if-clause of hypothetical conditions.
1 Work with a partner. Underline the correct alternative in the following sentences.
1 I wish I’d had/I had the chance to do more sport when I was at school.
2 I wish our school offered/offers more vocational subjects. I’d like to take Information Technology.
3 I wish success doesn’t/didn’t depend so much on exam results.
4 I wish we could/can go on more school trips abroad.
5 I wish the authorities will/would do something to reduce class sizes.
6 I wish we weren’t getting/didn’t get the exam results tomorrow! I’m really nervous.
2 Now answer the following questions.
1 What verb form is used after wish when the statement refers to a) the past? b) the present of the future?
2 Re-express sentences 1-6 above using if only. Does the grammatical pattern change? Is there a difference in meaning? Which expression is more emphatic? Which is more appropriate to the context?
3 Read these sentences. Which example in each set is wrong Cross it out. Which rule below applies in each case?
1 a) I wish you would stop smoking so much.
b) I wish I would stop smoking so much.
c) I wish I could stop smoking so much.
d) I wish I didn’t smoke so much.
2 a) I wish they would give us a holiday!
b) I wish you liked me.
c) I wish you would like me.
• We can’t use would with verbs that describe a state.
• We can’t use would when we ourselves are the subject. We have to use could or a past form.
4 Compare these examples. What is the difference in meaning between wish and hope?
1 I wish the authorities would revise the curriculum.
2 I wished the authorities would revise the curriculum.
3 I hope the authorities will revise the curriculum.
4 I hoped the authorities would revise the curriculum.
Grammar reference p. 212
5 Which of the statements in Exercise 2.1 do you agree with? Do you have any other wishes, regrets or hopes? Make similar statements using wish/if only and hope:
• Your first school or the place where you are studying at present
• Your first job or your current place of work, if you have left school.
Watch Out! meanings of wish
1 I wish you were here.
2 I wish you the best of luck.
3 Do you wish to make a formal complaint?
What does wish mean in each of the examples?
3) It’s time, I’d rather/I’d prefer
1 Read the following examples. What tenses and patterns can follow the underlined expressions? What time is referred to in each sentence? When can the infinitive be used after these expressions, and when is it not possible?
1 It’s high time they changed the curriculum.
2 I didn’t really want him to do that course – I’d rather he’d done something more practical.
3 I quite like my job, although I’d rather have worked somewhere where I could use my language skills.
4 I’d prefer it if you didn’t invite her.
5 I’d prefer not to come on Saturday.
Grammar reference p. 213
2 Fill in the gaps with suitable words.
1 It’s high ………… messing about and got down to some serious work. You’ve got an exam next week!
2 ‘Do you mind if I smoke?’ ‘………… didn’t, if you don’t mind. I’ve got a horrible sore throat.’
3 I didn’t really want to live in London - ………… lived in the country.
4 ‘Are you coming to the sales conference next month?’ ‘Well, actually, ………… not to, if you can find anyone else.’
Grammar reference p. 213
4) Use of English: Paper 3, Part 4
Complete the second sentence with three to eight words so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.
1 It would have been a disaster for him to be made responsible. put
If he ………………………………………… would have been serious consequences.
2 I think it would be better to get on as fast as possible. much
I’d prefer us …………………………………………… progress as we can.
3 I wish he would learn to make his own breakfast. high
It’s …………………………………………… for himself.
4 If only I had travelled more widely when I had the chance. taken
I wish …………………………………… more widely.
5 I feel I must say how worried I am about the proposed changes. concern
I wish ……………………………………….. over the proposed changes.
6 She thinks it would be better if he discovered the answer for himself. found
She’d prefer …………………………………… for himself.
7 I’d be happier if you kept it a secret. rather
I’d …………………………………….. anyone.
8 I’d prefer to be given the chance to work with other people. allowed
I think it would be better ………………………………… a team.
Listening
Paper 4, Part 2
1) Look at the advertisement and discuss the following questions.
1 Have you ever done a puzzle like this? Was it easy or difficult?
2 What kind of mind do you think you need to be able to do this kind of puzzle?
It’s The World’s Best-Selling Puzzle
Rubik’s cube is back!
Re-launched to stretch the brain cells of a new generation, this simple-looking cube puzzle can be solved in just a few moves. That is, as long as you choose the right ones from the 43 quintillion possibilities!
2) You will hear a talk about different ways in which we think. First, read through the gapped sentences below. Can you predict any of the content of the talk?
1 The fastest mental process involves a reaction which is ¬________________ and which the speaker calls our ‘wits’.
2 The second mode is the function of the brain that things like _______________ test.
3 We know least about the slowest level because it is __________________ , and may be illogical or irrational.
4 The two girls in the science lesson wanted their teacher’s help because they _____________________
5 The girl was using her ________________ to manipulate the puzzle.
6 She was still making progress with the cube, although she appeared not to be __________________
7 When the speaker questioned her, the girl initially believed he was __________________ for playing with the cube.
8 When questioned, the girl was unaware of the _____________________ she had been using.
9 Adults who try to use their _______________________ are unable to do the puzzle.
3) Now listen and complete the sentences with a word or short phrase. You should not need more than two or three words for any answer.
4) Listen to the recording for the second time. Check and complete your sentences. Have you made any spelling errors?
5)
1 Using ideas from the talk, decide which type of thinking is needed for each of the activities below: wits, intellect or wisdom. Discuss why.
• doing a maths problem
• writing poetry
• choosing a holiday
• driving a car
• playing the piano
2 Add three more activities to the list and discuss which type of thinking they need.
6) Discuss the following questions.
1 Does your own experience support the idea that you learn different things in different ways? Give examples.
2 Which types of skills do you think are the easiest to learn? Which are most difficult? Why?
7) Say it again
Art Proficiency level you are expected to be able to produce a wide range of structures and expressions. To help you do this, you will be given regular opportunities to practice rephrasing sentences.
The following sentences are from the Listening text. Re-express them using the framework given.
1 The theory makes a lot of sense to me.
I find ………………………… convincing.
2 She seemed to be paying very little attention.
She looked ……………………………… very little attention.
3 She explained it to the best of her ability.
She explained it as ……………………………….. could.
4 Adults have lost the knack of this way of learning.
Adults …………………………….. this way any more.
Language Focus: Vocabulary
Meaning in context
1) Use of English: Paper 3, Part 3
In Paper 3, Part 3 you have to find one word to complete three different sentences. Read the following sentences.
Secondly there’s a rather slower process, which we can ………… the intellect. (term/call)
When I ………… your name, could you please stand up? (say/call)
I need to ………… at the dry cleaner’s to collect my suit. (stop/call)
Although there are other correct possibilities for each gap, the word call can be used in all three sentences.
For questions 1-6, think of one word only which can be used appropriately in all three sentences.
1 He’s a nice boy and he’s very …………, but he doesn’t do much work.
A ………… light shone through the open curtains.
She likes wearing ………… colours, but her sister always wears black.
2 The colourful pictures should ………… the children’s interest.
My son will soon ………… the majority of the shares in the company.
Be careful! I don’t think that branch will ………… you.
3 She’s always on the ………… - I don’t know how she has the energy.
He’s going to start his own company, which sounds like a smart …………
Be careful. They’ll be watching your every …………
4 She ………… the tray down on a table next to his bed.
The teacher ………… the class some work to do.
The princess was given a necklace ………… with diamonds and emeralds.
5 The fog and ice meant that it was a very ………… journey.
Business is rather ………… at present but we hope it will pick up soon.
You’d better check the time – the clock might be a few minutes …………
6 She had dark ………… around her eyes from too many sleepless nights.
The thief escaped with a diamond brooch, two gold ………… and some cufflinks.
Only one of the ………… on the electric cooker is working.
2) Read the following sentences and work out the meaning of the expressions in italics. What helped you to decide?
1 You need to keep your wits about you in Paper 3 of the Proficiency exam.
2 I’ve tried everything I can think of, but I still can’t get him to agree – I’m at my wits’ end.
3 I was scared out of my wits all alone in that huge empty house.
4 To the best of my knowledge, the project’s going ahead as planned.
5 Didn’t you realize he was married to that actress? I thought it was common knowledge.
6 I’ve got that song on the brain – it’s driving me mad!
7 Can I come and pick your brains? I’m having problems with my new computer software.
8 I’ve been racking my brains trying to remember where I’ve met him before.
3) Phrasal verbs with think
Complete the following sentences with a particle or preposition from the box. Use each word once only. There are two extra words that you won’t need.
across back of on over through up
1 They’re still trying to think ………… a name for the baby.
2 When I think ………… to childhood holidays, it’s the long, lazy days on the beach that I remember.
3 I wonder how anyone could ever have thought ………… such a complicated story.
4 Why don’t you think it ………… for a while, and give me your answer in a few days?
5 You plan isn’t going to work – you haven’t thought it ………… carefully enough.
4) Take turns to interview a partner, using the following questions.
1 Have you ever been scared out of your wits in a film? What was the film/scene about?
2 What’s the most important thing you’ve ever changed your mind about? What would have happened if you hadn’t changed your mind?
3 Is there anything you’ve particularly set your mind on doing in the next few years?
4 If I ask you to name a man or woman who’s in the news at present, who springs to mind? Why?
5 Think over what you’ve done in class today. What do you think you’ve learned?
Exam Focus
Paper3, Part 2
In Paper 3, Part 2 you have to read a text with ten gaps. The stems of the missing words are given in the margin of the text. You have to decide on the correct form of the word in this context. You need to think about both the grammatical use and the exact meaning of the word required.
You may need to:
• add a suffix (e.g. confirmation). This usually depends on the part of speech required, e.g. noun, adjective, adverb or verb. But it may also be related to meaning (e.g. useless).
• add an inflection (e.g. confirmations, confirming). This gives information about singular or plural, tense, etc.
• add a prefix (e.g. unconfirmed, reconfirmations). Here you need to think about the meaning of the word in this context. The prefix may make the world negative or add other information such as repetition or location.
• Change the stem itself (e.g. affect – effect).
Here is a procedure to follow for this task.
• Read through the whole text quickly to get a general idea of what it is about.
• Complete any gaps you feel sure of.
• For the remaining gaps, the surrounding words will help you decide what part of speech is required.
• Check whether an inflection such as a plural –s or participle ending is needed.
• Think about the meaning. Does the word need a prefix?
• Finally, read the whole text again and check that it makes sense.
1) Suffixes
1 This exercise will help you to identify and classify some common suffixes. First match the following headings to the groups of suffixes 1-7.
• making adjectives from nouns
• making adjectives from verbs
• making nouns from verbs
• making nouns from adjectives
• making nouns from other nouns
• verb suffixes
• adverb suffixes
Then complete each sentence using the word given and adding the correct suffix. You may also need to add an inflected ending such as plural –s.
1 …………………………………………………
The car’s cheap as it has low ………… (mile)
I’ve lost the ………… that came with my mobile phone. (book)
In his autobiography, he describes his unhappy ………… (child)
If you would like to apply for …………, please complete this form. (member)
2 …………………………………………………
To his ………… he won the competition. (amaze)
We hire out glasses for big parties, but we ask for a deposit to cover any …………. (break)
His ………… to accompany them upset her more than she admitted. (refuse)
The press refused to divulge the names of their ………… (inform)
3 …………………………………………………
His ………… with money was legendary. (mean)
The ………… of this material makes it suitable for sportswear. (elastic)
4 …………………………………………………
I think his behaviour’s really ………… - he’s old enough to know better. (child)
Although now an old man, he was still ………… in his trust and refused to see harm in anyone. (child)
The ………… discovery of the diary led to serious problems. (accident)
She’s got quite an ………… style, but it’s rather misleading. (authority)
5 …………………………………………………
It was a very ………… incident. (regret)
He’s an ………… man. (attract)
6 …………………………………………………
You need to ………… the water in the swimming pool. (chlorine)
You don’t need to ………… your language – she’s very fluent. (simple)
The colour red in our flag ………… the blood shed in the fight for independence. (symbol)
7 …………………………………………………
In order to unscrew, turn in a ………… direction (clock)
We reckoned we were travelling more or less ………… (north)
2 Can you think of any more examples of suffixes which fit these seven categories?
3 Complete the following sentences. You will need to use two or three suffixes to make the correct form of each word.
1 The ………… of the facilities was more expensive than they had expected. (modern)
2 He unlocked the door slowly and ………… (care)
3 …………, he wasn’t hurt in the accident. (amaze)
4 The music blared out ………… from the amplifiers. (deaf)
5 His ………… and ………… make him a very strong candidate for the job. (adapt, resource)
6 The village is ………… located in a sheltered valley. (picture)
2) Prefixes
1 The sentences below do not make sense because some prefixes have been omitted. Find the words which need prefixes and choose a suitable prefix from the box for each one.
anti sub dis fore il in mis multi out over un semi
1 If you do not pay your telephone bill within the next ten days the service will be connected.
2 She was not aware of any change, but consciously she must have realized something was wrong.
3 ‘Didn’t you ask me to bring a parachute?’ ‘No, you must have heard me, I asked for a pair of shoes!’
4 The essay was totally legible and so I couldn’t give it any marks.
5 The river is flowing its banks and some streets are already flooded.
6 The leader sat with his back to a high wall and his followers sat in a circle around him.
7 Although most of the major transactions were shown, the accounts were complete.
8 He seems to enjoy himself at public functions, despite his social tendencies.
2 Now write sentences of your own for the four remaining prefixes.
3) Stems
As well as adding prefixes and suffixes, you will sometimes need to make changes to the stems themselves. Complete the table below with the appropriate form of the word.
noun verb adverb adjective
poverty (1) ………… poorly (2) …………
safety (3) ………… (4) ………… (5) …………
(6) ………… (7) ………… peaceably (8) …………
(9) ………… honour (10) ………… (11) …………
blood (12) ………… (13) ………… (14) …………
4) Read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the space in the same line. There is an example at the beginning (0).
GET THE GIRLS TO SCHOOL
The (0) education of girls is the surest way of (EDUCATE) reducing (1) ………… . So why are ninety million (POOR) primary school age girls not in school? It is because they contribute (2) ………… to the family (ECONOMY) by looking after younger children, or working in the fields. But these girls face a life of backbreaking work, with children who die of (3) ………… diseased, subordination to a husband (PREVENT) and his family, and an early death. And the uneducated woman transmits to her children the same doomed life. But it does not have to be like this. Educational campaigns have meant that (4) ………… is almost unknown in Southern India, (LITERATE) and the infant (5) ………… rate there is (MORTAL) (6) ………… the lowest in the developing world. (CONSEQUENCE)And in Africa and south Asia, where women do most of the farming, education is allowing them to learn how to improve (7) ………… farming (EFFICIENT) practices and at the same time is raising awareness of the (8) ………… needs of the land. (ECOLOGY) While to rural families it might seem an unavoidable (9) ………… to keep girls working (NEED) at home, it is in both the national and international interest – as well as in the interest of the girls themselves – to (10) ………… the (COME) short-term difficulties and provide these girls with the education they need.
Language Focus: Vocabulary
Education
1) Put the words in the box into the correct column below. Some words can go in more than one column.
an exam a course a subject history lessons homework a module revision
a test notes
do take sit study pass make follow
2) Read the following text and fill in the gaps using verbs from Exercise 1. Try to use each verb at least once.
In secondary schools in England, students have to (1) ………… 10 different subjects until they are 16, and these must include English and maths. After that they specialize, and from age 16 to 18 they usually (2) ………… a maximum of four or five subjects. Sometimes timetabling problems in the school mean that not all the students are able to (3) ………… the course of their choice. In their final year they (4) ………… the final school exams, which are known as A-levels.
If students want to (5) ………… a particular subject at university, they must normally have (6) ………… the same subject, or a related one, at A-level. It’s very difficult to go to university unless you have (7) ………… you’re a-level exams with good grades. However, it is always possible to (8) ………… the exam again to get a better grade. Although in the majority of courses, students (9) ………… just one exam at the end of the course, many new courses involve modules where the student (10) ………… smaller tests and builds up credits, These are popular with students because they are less stressful.
3) The following words are sometimes confused. Underline the best word for each sentence below.
1 The format/formula of examinations in the British educational system is changing.
2 He would have preferred to study more practical/practicable subjects at school.
3 This involves a process of continuous/continual assessment done by the teacher throughout the course.
4 It has the advantage that if the student makes one mistake/fault they will not necessarily fail.
5 Instead, they can improve their grade/level in the next piece of work they do.
6 Many students like this form of testing because it is less stressful/agitating for them.
4) Now answer these questions.
1 How similar or different is the English education system to the one in your country?
2 Describe the way in which students qualify for university in your country. What is your opinion of the system?
Speaking
Interactive communication
In the last part of the interview you will have to discuss a series of questions with your partner. The questions will all be on the same topic. One of the criteria you are assessed on is ‘interactive communication’. This involves being able to keep a conversation going by:
• responding to what the other speaker says e.g. ‘Yes, that’s a good point…’
• expressing your own opinion or making a new point e.g. ‘It seems to me that…’
• inviting a response from the other speaker e.g. ‘What do you think…?’
1) Read the question below and discuss some ideas with a partner.
How far do you think that formal written exams are a good way of measuring progress?
2) Now listen to two English speakers discussing the question. Which point of view do you agree with?
3) Listen again and note any useful expressions you hear under the following headings.
• Acknowledging an opinion before disagreeing
• Disagreeing
• Agreeing
• Asking for opinions
4) Read the question below and discuss your ideas with a partner.
To what extent do you agree the continuous assessment is the best way of testing students?
Writing
Paper 2, Part 1 (proposal)
For the compulsory task in Paper 2, Part 1 you may be asked to write a proposal. A proposal uses a similar format to a report, with headings, but whereas a report focuses on a past or present situation, the focus of a proposal is on making recommendations for future action of further discussion. These recommendations will form the longest and most important part of the proposal. In a Part 1 proposal you have to present, develop and evaluate different points of view. (In a Part 2 proposal you will generally focus on one point of view.)
1)
1 Read the following writing task.
TASK
You have read the extract below, which is part of a letter sent to the local newspaper. You decide to write a proposal to put to the school authorities, making suggestions about how the curriculum and facilities could be improved.
(300-350 words)
I’ve been extremely disappointed in the way in which my son has been let down by a narrow-minded attitude towards his education. His strengths lie in practical areas, but he has to study academic subjects. Surely there is no place in the modern world for outdated subjects like history? Should they not be replaced by useful vocational training such as accountancy – and by life skills? I for one resent the time and money spent on teachers and would rather see more facilities and training for the modern world.
2 To start you thinking about the topic, interview a partner about your own school and ways in which you could improve the syllabus. Make notes under the following headings.
• Current situation and problems
• Recommendations for change with reasons
• Conclusion summarizing advantages of changes suggested
2) Read the following proposal which was written in answer to the task. Note down any ideas that are different from your own.
Proposal to up-date the school curriculum
Current situation
The school curriculum currently covers a wide range of subjects, including traditional areas such as history and Latin. Although exam results in these subjects are generally good, they cost the school a great deal in teacher salaries and provide only practical subjects such as information technology, which are vital in today’s world.
Recommendations
Current research indicates that educational needs are changing, and that children need to be better prepared for the modern world. So we’ve got to make drastic changes to the curriculum to take into account these needs.
Firstly I suggest that subjects such as Latin and history are a waste of time. Some people say they train the mind, developing understanding of cause and effect, but I feel that the information they provide will be useless in later life. These qualities could be more effectively developed in other ways. I therefore propose that these subjects should be dropped from the curriculum, saving money which could be diverted into other areas.
If it is felt that students need to develop more effective life skills, I propose that we should set up links with local businesses, which would give students more useful experience than pure academic study can provide.
While I do not agree that there is little need for teachers, I do feel that there is a place for developing the skills of independent study. I would like to put forward the idea of developing an area dedicated to self-study. I reckon it would be a good plan to use money saved by the reduction in the number of subjects studied to finance this.
Conclusion
We always have to remember that the school must maintain its reputation as one of traditional excellence while moving into the modern world. The proposals outlined above will achieve this result by providing a more up-to-date curriculum and resources which will be perceived by teachers, pupils and parents as sensible preparation for life after school. I hope that you will think about these ideas a lot.
(349 words)
3) You must use the information you are given for the task in Exercise 1 to give you ideas for your writing. Read the extract given in the task again and compare it with the proposal.
1 What ideas in the extract have been used in the proposal?
2 How do the introduction and the conclusion link to the extract?
3 What other ideas have been added by the writer in the proposal?
4) How many points has the writer made in the recommendation section of the proposal? Underline the phrases used to introduce each new point.
5) A proposal should be written in a formal style throughout. The underlined expressions used in the proposal on page 35 are too informal. Choose more formal expressions from the box below to replace them. You do not need to use all the expressions.
… these proposals will be given due consideration …… clearly pointless …
It is vital …
I therefore recommend that we should …
I propose that radical changes should be made to …
6) Read the following writing task.
TASK
You have read the extract below from a report written following an inspection of your school. Your principal has now been offered funding to address some of these problems and has asked students to provide suggestions for how the money should be spent. You decide to write a proposal responding to the points raised and expressing your views.
(300-350 words)
… student motivation throughout the institution is generally high, and there was evidence of learning taking place. However, the facilities available to both students and teachers are outdated and uninspiring. There is little for students to do outside the classroom and nothing to tempt them to stay in the building for longer than necessary. The environment is not conducive to the full learning experience which should be the benchmark of the 21st century.
1 Discuss your ideas with a partner and make noted for your proposal, using the headings in Exercise 1. Remember to use the information given in the extract.
2 Write your proposal. Remember to use a formal style and to order your points clearly using a variety of phrases.
3 Check your proposal for accuracy, style and length.
UNIT 2 review and extension
1) Complete these sentences by putting the verbs in brackets into the correct form.
1 Since starting her degree, Molly wishes she ………… greater attention during maths lessons at school. (pay)
2 If you ………… me earlier that you haven’t got a computer, I ………… you to do those calculations. (tell) (not ask)
3 It’s high time students in this school ………… to study subjects relevant to the world of work. (begin)
4 If only my teachers ………… me running this company – they ………… totally amazed. (see) (be)
2) Complete the second sentence with three to eight words so that it has a similar meaning to the first sentence, using the world given. Do not change the word given.
1 Could you help me tackle this problem? deal
I’d be grateful ………………………………………… this problem.
2 I regret that my education has left me so ill-equipped for real life. prepared
If ………………………………………… for real life.
3 She never passed any exams, as far as I know. knowledge
To ………………………………………… no paper qualifications.
4 He’d better abandon all hope of promotion. thoughts
He should ………………………………………… promoted out of his mind.
5 What is the point of all this research? aid
What is ………………………………………… of?
6 The scriptwriter said that she’d invented the whole plot herself. thought
The scriptwriter said that she’d ………………………………………… help.
7 None of us expected to have a test yesterday. blue
Yesterday’s test ………………………………………… for us all.
8 It’s difficult for some people to express their feelings. words
Putting ………………………………………… is difficult for some people.
3) Read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits the space in the same line.
When people enjoy whatever they are doing, they report some (0) characteristic feelings (CHARACTER) that distinguish the (1) ………… moment from (PLEASURE) the rest of life. The same types of feelings are reported in the context of playing chess, climbing mountains, playing with babies, reading a book or writing a poem. They are the same for young and old, male and female, American or Japanese, rich or poor. In other words, the nature of enjoyment seems to be (2) ………… . We call this state of (UNIVERSE) (3) ………… a flow experience, because many (COUNSCIOUS) people report that when what they are doing is (4) ………… enjoyable, it feels like being carried (SPECIAL) away by a current, like being in a flow.
At present, (3) ………… few students would (LAMENT) recognize the idea that learning can be like that. But if educators invested a fraction of the energy on (6) ………… the students’ enjoyment of (STIMULUS) learning that they now spend in trying to transmit information, we could achieve much better results. Once students’ (7) ………… is engaged, once they (MOTIVATE) can be (8) ………… to take control of their own (POWER) learning and provided with clear (9) ………… on (FEED) their efforts, then they are on their way to a lifetime of self-propelled (10) ………… of knowledge. (ACQUIRE)
4) This picture is being considered for the cover of a brochure advertising holiday courses for young people. Say why young people might want to go on a holiday course and decide if this is a suitable picture for the cover of the brochure or not.
Speaking
1) Which of the following features do you associate with a) a traditional approach to education b) a more ‘progressive’ approach?
• choice of subjects
• questioning ideas
• written examinations
• continuous assessment
• individual assignments
• collaborative activities
• mixed-ability classes
• fixed curriculum
• streaming
• rote learning
Which have been features of schools you have attended?
2) The following extracts from job advertisements mention qualities which are often required in the modern working environment. Which qualities do you think are developed by schools? Which are not developed? Which of the features listed in Exercise 1 are most likely to encourage these qualities?
must be self-motivated and able to work independently
should possess well-developed leadership and communication skills
understanding of and empathy with other cultures
you will be a reliable team player with sound commercial judgement
excellent time management skills and attention to detail
good analytical ability is essential for success in this role
Reading
Paper 1, Part 4
1) The following text is taken from a book by Charles Handy, an educator with many years’ experience in business and public services, who has written extensively on the role of business in modern society.
In this extract evaluates how useful his own education was a preparation for the world of work. Read paragraphs 1, 5 and 6 quickly. Does the writer think his own education was useful preparation for work? What does he say about the present situation?
A PROPER EDUCATION
1 I left school and university with my head packed full of knowledge; enough of it, anyway, to pass all the examinations that were put in my path. As a well-educated man I rather expected my work to be a piece of cake, something at which my intellect would allow me to excel without undue effort. It came as something of a shock, therefore, to encounter the world outside for the first time, and to realize that I was woefully ill-equipped, not only for the necessary business of earning a living, but, more importantly, for coping with all the new decisions which came my way, in both life and work. My first employers put it rather well: ‘You have a well-trained but empty mind,’ they told me, ‘which we will now try to fill with something useful, but don’t imagine that you will be of any real value to us for the first ten year.’ I was fortunate to have lighted upon an employer prepared to invest so much time in what was, in effect, my real education and I shall always feel guilty that I left them when the ten years were up.
2 A well-trained mind is not to be sneezed at, but I was soon to discover that my mind had been trained to deal with closed problems, whereas most of what I now had to deal with were open-ended problems. ‘What is the cost of sales?’ is a closed problem, one with a right or a wrong answer. ‘What should we do about it?’ is and open problem, one with any number of possible answers, and I had no experience of taking this type of decision. Knowing the right answer to a question, I came to realize, was not the same as making a difference to a situation, which was what I was supposed to be paid for. Worst of all, the real open-ended question – ‘What is all this in aid of?’ was beginning to nudge at my mind.
3 I had been educated in an individualist culture. My scores were mine. No one else into it, except as competitors in some imagines race. I was on my own in the learning game at school and university. Not so in my work, I soon realized. Being an individual star would not help me there if it was in my failing group. Our destinies were linked, which meant that my co-workers were now colleagues, not competitors. Teams were something I had encountered on the sports field, not in the classroom. They were in the box marked ‘fun’ in my mind, not the ones marked ‘work’ or even ‘life’. My new challenge, I discovered, was to merge these three boxes. I had discovered, rather later than most, the necessity of others. It was the start of my real education.
4 ‘So you’re a university graduate are you?’ said my new Sale Manager. ‘In classics, is it? I don’t think that is going to impress our Chinese salesmen! How do you propose to win their respect since you will be in charge of some of them very shortly?’ Another open-ended problem! I had never before been thrust among people very different from me, with different values and assumptions about the way the world worked, or should work. I had not even met anyone more than two years older, except for relatives and teachers. Cultural exploration was a process unknown to me, and I was not accustomed to being regarded as stupid and ignorant, which I undoubtedly was, in all the things that mattered in their world.
5 My education, I decided then, had been positively disabling. So much of the content of what I had learned was irrelevant, while the process of learning it had cultivated a set of attitudes and behaviors which were directly opposed to what seemed to be needed in real life. Although I had studied philosophy I hadn’t applied it to myself. I had assumed that the point of life was obvious: to get on, get rich, get a wife and the get a family. It was beginning to be clear that life wasn’t as simple as that. What I believed in, what I thought was worth working for, and with whom, these things were becoming important. So was my worry about what I personally could contribute that might not only earn me money but also make a useful contribution somewhere.
6 It would be nice to think that this sort of experience could not happen now, that our schools, today, prepare people better for life and for the work which is so crucial to a satisfactory life. But I doubt it. The subjects may appear to be a little more relevant, but we are still left to learn about work at work, and about life by living it. That will always be true, but we could, I believe, do more to make sure that the process of education had more in common with the processes of living and working as they are today, so that the shock of reality is less cruel.
2) It is important to have an overall idea of the organization of the text and its main message before looking at the details.
Match the following main topics to the numbered paragraphs of the text. Then underline the phrase or sentence in that paragraph which answers the question below.
Personal conclusions (para. …………)
What was the writer’s main conclusion about his education?
Initial expectations of work (para. …………)
What were the writer’s initial expectations of how he would cope at work?
Relevance to today’s educational systems (para. …………)
To what extent does the writer think that things are better today?
Broadening awareness of other cultures (para. …………)
In what ways were the people the writer worked with different from the people he had been educated with?
Dealing with problems and making decision (para. …………)
What were the differences between the types of problem he had to deal with in education and at work?
Attitudes to colleagues (para. …………)
What difference did the writer find between his relationships at school and at work?
3) Now answer the multiple-choice questions below. Choose the answer (A, B, C or D) which you think fits best according to the text.
1 When the writer left university, he expected to succeed by
A using the qualities his education had developed.
B gaining further qualification.
C developing his decision-making skills.
D acquiring relevant skills in his place of work.
2 He feels he treated his first employers badly because he did not
A give them a true idea of his strengths and weaknesses.
B contribute to the company financially.
C repay them fully for the help they gave him.
D stay with them any longer than he was obliged to.
3 He found that he needed to re-evaluate his approach at work because he
A was asking the wrong types of question.
B had been trained to deal with problems in the wrong way.
C met new kinds of problems in his working life.
D was dealing primarily with moral problems.
4 What was one of the first things he learned at work?
A that he could no always be first
B that other people were willing to help him
C the importance of having leisure interests outside his work
D the link between team sport and work
5 He realized that he lacked understanding of other cultures when he
A had to work with people who had different values.
B had to work outside his own country.
C realized that his subordinates did nor respect him.
D found that his qualifications were not relevant.
6 What was the writer’s main conclusion about his education?
A It had taught him to value money too much.
B It had been much too theoretical to be of any use.
C It had been not just useless, but actually harmful.
D It had taught him that life was not simples.
7 The writer feels that nowadays
A life is changing so fast that schools can never prepare for it.
B the way in which students are taught to think should be re-examined.
C the content of syllabuses should be brought fully up-to-date.
D educational reforms have bridged the gap between school and work.
4) How do you think Charles Handy’s education could have prepared him more effectively for his working life? Using information from the text, discuss whether and so what extent the following suggestions would have helped him. Give reasons for your decisions.
• more vocational or practical subjects (give examples)
• compulsory involvement in competitive team sports
• school trips and exchange visits to other countries
• more cross-curricular projects
• work experience placements
Can you add any more suggestions to the list?
Language Focus: Vocabulary
Context and style
1) You will often find clues to the meaning of difficult words and expressions with the txt itself. Find the following expressions in the text on pages 24-25 and use the context to work out what they mean. Which expressions are formal and which are informal?
1 a piece of cake (para. 1)
(CLUE: The following words explain the meaning of this idiom in relation to the topic.)
2 excel (para. 1)
(CLUE: This is a verb related to the adjective ‘excellent’.)
3 encounter (paras. 1 and 3)
(CLUE: Use both contexts to work out the meaning.)
4 closed problems/open problems (para. 2)
(CLUE: The text goes on to give examples and explanations.)
5 nudge (para. 2)
(CLUE: This is a verb usually meaning ‘to give a gentle push’. Here it is used metaphorically.)
6 merge (para 3)
(CLUE: Look back at the previous two sentences.)
7 thrust (para. 4)
(CLUE: A passive verb followed by ‘among people’.)
8 undoubtedly (para. 4)
(CLUE: Word formation: an adverb formed from the root ‘doubt’ and a negative prefix.)
9 cultivated (para. 5)
(CLUE: A verb usually used about farming or gardening. Here it is used metaphorically.)
10 crucial (para. 6)
(CLUE: The immediate context.)
2) Like much written English, the text on pages 24-25 contains a mixture of formal and semi-formal or even informal language. The following sentences are written in neutral language. Re-express them using a phrase from the text to replace the words in italics. Which of the expressions from the text are typical of formal language? Which are informal or idiomatic?
1 He therefore felt that starting work would be very easy for him.
2 He thought that he would succeed in business without needing to work hard.
3 The hard reality of the business world was quite a surprise to him.
4 He realized that he was not adequately trained for the demands of the business world.
5 He still felt that a well-trained mind could be useful, but that it was not enough for the world of work.
6 He had been trained specifically to deal with closed problem but now he needed to solve open-ended problems.
7 He felt unhappy and asked himself the question, ‘What is the purpose of all this effort?’
8 He had previously only met the idea of being part of a team when he played sports.
9 He also knew nothing about finding out about other cultures.
10 He had assumed that the point of work was to become wealthy, but began to question this philosophy.
3) The text on pages 24-25 contains fewer phrasal verbs than would be found in a more informal written text or spoken language.
Try to think of verbs or phrases with similar meanings to the ones below. Then check your answers with the text.
non-phrasal verb phrasal verb/expression
found (by chance) (1) …………
(2) ………… went away
(3) ………… find out
solve (4) …………
was involved (5) …………
(6) ………… had come across
(7) ………… join together
(8) ………… go over well with
(9) ………… built up
succeed (10) …………
Language Focus: Grammar
Conditionals (1) + wishes and preferences
1) Conditionals: review of basic patterns
1 Read through the text below, then complete it using the verbs in brackets.
My father’s job took him all over the world, so I was sent to a boarding school from the age of eight to 18. Looking back on it now, I think I (1) ………… (be) happier, and maybe better educated, if instead of sending me away, my parents (2) ………… (keep) me with them during those years and (3) ………… (send) me to local schools in the countries they were living in. But they did it for the best.
Now I’m trying to decide on my own career. I’d really like a job that involves travelling, and I’ve applied for two so far. The first one’s in South America – I don’t think I’ll get it though. If I (4) ………… (know) some Spanish or Portuguese, I (5) ………… (probably have) a better chance, but we only did French at school. The second job’s in Australia so there isn’t a language problem, and the salary’s fantastic! I’m on the short-list, so things look hopeful. If I (6) ………… (get) it, I (7) ………… (have) to sign a five-year contract, but that doesn’t really worry me. After all, I suppose that if you (8) ………… (want) a good job, you (9) ………… (have) to be prepared to commit yourself.
2 Find examples in the text above of conditional structures related to:
• something regarded as a general truth
• a future situation seen as likely to occur
• a hypothetical situation in the present or future
• a hypothetical situation in the past.
Grammar reference p. 211
3 Work in pairs. Complete these sentences, then compare your sentences with your partner. Have you used the right tenses?
1 If you want to get a job in my country, …
2 … unless I get my work finished tonight.
3 If I had the chance to go abroad to study, I …
4 I’d never have chosen to study … if …
5 My parents used to let me … as long as …
6 We might find English easier if …
2) wish/if only
We use wish to express a desire for something to be different, from reality, so the tenses used after wish are similar to the ones used in the if-clause of hypothetical conditions.
1 Work with a partner. Underline the correct alternative in the following sentences.
1 I wish I’d had/I had the chance to do more sport when I was at school.
2 I wish our school offered/offers more vocational subjects. I’d like to take Information Technology.
3 I wish success doesn’t/didn’t depend so much on exam results.
4 I wish we could/can go on more school trips abroad.
5 I wish the authorities will/would do something to reduce class sizes.
6 I wish we weren’t getting/didn’t get the exam results tomorrow! I’m really nervous.
2 Now answer the following questions.
1 What verb form is used after wish when the statement refers to a) the past? b) the present of the future?
2 Re-express sentences 1-6 above using if only. Does the grammatical pattern change? Is there a difference in meaning? Which expression is more emphatic? Which is more appropriate to the context?
3 Read these sentences. Which example in each set is wrong Cross it out. Which rule below applies in each case?
1 a) I wish you would stop smoking so much.
b) I wish I would stop smoking so much.
c) I wish I could stop smoking so much.
d) I wish I didn’t smoke so much.
2 a) I wish they would give us a holiday!
b) I wish you liked me.
c) I wish you would like me.
• We can’t use would with verbs that describe a state.
• We can’t use would when we ourselves are the subject. We have to use could or a past form.
4 Compare these examples. What is the difference in meaning between wish and hope?
1 I wish the authorities would revise the curriculum.
2 I wished the authorities would revise the curriculum.
3 I hope the authorities will revise the curriculum.
4 I hoped the authorities would revise the curriculum.
Grammar reference p. 212
5 Which of the statements in Exercise 2.1 do you agree with? Do you have any other wishes, regrets or hopes? Make similar statements using wish/if only and hope:
• Your first school or the place where you are studying at present
• Your first job or your current place of work, if you have left school.
Watch Out! meanings of wish
1 I wish you were here.
2 I wish you the best of luck.
3 Do you wish to make a formal complaint?
What does wish mean in each of the examples?
3) It’s time, I’d rather/I’d prefer
1 Read the following examples. What tenses and patterns can follow the underlined expressions? What time is referred to in each sentence? When can the infinitive be used after these expressions, and when is it not possible?
1 It’s high time they changed the curriculum.
2 I didn’t really want him to do that course – I’d rather he’d done something more practical.
3 I quite like my job, although I’d rather have worked somewhere where I could use my language skills.
4 I’d prefer it if you didn’t invite her.
5 I’d prefer not to come on Saturday.
Grammar reference p. 213
2 Fill in the gaps with suitable words.
1 It’s high ………… messing about and got down to some serious work. You’ve got an exam next week!
2 ‘Do you mind if I smoke?’ ‘………… didn’t, if you don’t mind. I’ve got a horrible sore throat.’
3 I didn’t really want to live in London - ………… lived in the country.
4 ‘Are you coming to the sales conference next month?’ ‘Well, actually, ………… not to, if you can find anyone else.’
Grammar reference p. 213
4) Use of English: Paper 3, Part 4
Complete the second sentence with three to eight words so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.
1 It would have been a disaster for him to be made responsible. put
If he ………………………………………… would have been serious consequences.
2 I think it would be better to get on as fast as possible. much
I’d prefer us …………………………………………… progress as we can.
3 I wish he would learn to make his own breakfast. high
It’s …………………………………………… for himself.
4 If only I had travelled more widely when I had the chance. taken
I wish …………………………………… more widely.
5 I feel I must say how worried I am about the proposed changes. concern
I wish ……………………………………….. over the proposed changes.
6 She thinks it would be better if he discovered the answer for himself. found
She’d prefer …………………………………… for himself.
7 I’d be happier if you kept it a secret. rather
I’d …………………………………….. anyone.
8 I’d prefer to be given the chance to work with other people. allowed
I think it would be better ………………………………… a team.
Listening
Paper 4, Part 2
1) Look at the advertisement and discuss the following questions.
1 Have you ever done a puzzle like this? Was it easy or difficult?
2 What kind of mind do you think you need to be able to do this kind of puzzle?
It’s The World’s Best-Selling Puzzle
Rubik’s cube is back!
Re-launched to stretch the brain cells of a new generation, this simple-looking cube puzzle can be solved in just a few moves. That is, as long as you choose the right ones from the 43 quintillion possibilities!
2) You will hear a talk about different ways in which we think. First, read through the gapped sentences below. Can you predict any of the content of the talk?
1 The fastest mental process involves a reaction which is ¬________________ and which the speaker calls our ‘wits’.
2 The second mode is the function of the brain that things like _______________ test.
3 We know least about the slowest level because it is __________________ , and may be illogical or irrational.
4 The two girls in the science lesson wanted their teacher’s help because they _____________________
5 The girl was using her ________________ to manipulate the puzzle.
6 She was still making progress with the cube, although she appeared not to be __________________
7 When the speaker questioned her, the girl initially believed he was __________________ for playing with the cube.
8 When questioned, the girl was unaware of the _____________________ she had been using.
9 Adults who try to use their _______________________ are unable to do the puzzle.
3) Now listen and complete the sentences with a word or short phrase. You should not need more than two or three words for any answer.
4) Listen to the recording for the second time. Check and complete your sentences. Have you made any spelling errors?
5)
1 Using ideas from the talk, decide which type of thinking is needed for each of the activities below: wits, intellect or wisdom. Discuss why.
• doing a maths problem
• writing poetry
• choosing a holiday
• driving a car
• playing the piano
2 Add three more activities to the list and discuss which type of thinking they need.
6) Discuss the following questions.
1 Does your own experience support the idea that you learn different things in different ways? Give examples.
2 Which types of skills do you think are the easiest to learn? Which are most difficult? Why?
7) Say it again
Art Proficiency level you are expected to be able to produce a wide range of structures and expressions. To help you do this, you will be given regular opportunities to practice rephrasing sentences.
The following sentences are from the Listening text. Re-express them using the framework given.
1 The theory makes a lot of sense to me.
I find ………………………… convincing.
2 She seemed to be paying very little attention.
She looked ……………………………… very little attention.
3 She explained it to the best of her ability.
She explained it as ……………………………….. could.
4 Adults have lost the knack of this way of learning.
Adults …………………………….. this way any more.
Language Focus: Vocabulary
Meaning in context
1) Use of English: Paper 3, Part 3
In Paper 3, Part 3 you have to find one word to complete three different sentences. Read the following sentences.
Secondly there’s a rather slower process, which we can ………… the intellect. (term/call)
When I ………… your name, could you please stand up? (say/call)
I need to ………… at the dry cleaner’s to collect my suit. (stop/call)
Although there are other correct possibilities for each gap, the word call can be used in all three sentences.
For questions 1-6, think of one word only which can be used appropriately in all three sentences.
1 He’s a nice boy and he’s very …………, but he doesn’t do much work.
A ………… light shone through the open curtains.
She likes wearing ………… colours, but her sister always wears black.
2 The colourful pictures should ………… the children’s interest.
My son will soon ………… the majority of the shares in the company.
Be careful! I don’t think that branch will ………… you.
3 She’s always on the ………… - I don’t know how she has the energy.
He’s going to start his own company, which sounds like a smart …………
Be careful. They’ll be watching your every …………
4 She ………… the tray down on a table next to his bed.
The teacher ………… the class some work to do.
The princess was given a necklace ………… with diamonds and emeralds.
5 The fog and ice meant that it was a very ………… journey.
Business is rather ………… at present but we hope it will pick up soon.
You’d better check the time – the clock might be a few minutes …………
6 She had dark ………… around her eyes from too many sleepless nights.
The thief escaped with a diamond brooch, two gold ………… and some cufflinks.
Only one of the ………… on the electric cooker is working.
2) Read the following sentences and work out the meaning of the expressions in italics. What helped you to decide?
1 You need to keep your wits about you in Paper 3 of the Proficiency exam.
2 I’ve tried everything I can think of, but I still can’t get him to agree – I’m at my wits’ end.
3 I was scared out of my wits all alone in that huge empty house.
4 To the best of my knowledge, the project’s going ahead as planned.
5 Didn’t you realize he was married to that actress? I thought it was common knowledge.
6 I’ve got that song on the brain – it’s driving me mad!
7 Can I come and pick your brains? I’m having problems with my new computer software.
8 I’ve been racking my brains trying to remember where I’ve met him before.
3) Phrasal verbs with think
Complete the following sentences with a particle or preposition from the box. Use each word once only. There are two extra words that you won’t need.
across back of on over through up
1 They’re still trying to think ………… a name for the baby.
2 When I think ………… to childhood holidays, it’s the long, lazy days on the beach that I remember.
3 I wonder how anyone could ever have thought ………… such a complicated story.
4 Why don’t you think it ………… for a while, and give me your answer in a few days?
5 You plan isn’t going to work – you haven’t thought it ………… carefully enough.
4) Take turns to interview a partner, using the following questions.
1 Have you ever been scared out of your wits in a film? What was the film/scene about?
2 What’s the most important thing you’ve ever changed your mind about? What would have happened if you hadn’t changed your mind?
3 Is there anything you’ve particularly set your mind on doing in the next few years?
4 If I ask you to name a man or woman who’s in the news at present, who springs to mind? Why?
5 Think over what you’ve done in class today. What do you think you’ve learned?
Exam Focus
Paper3, Part 2
In Paper 3, Part 2 you have to read a text with ten gaps. The stems of the missing words are given in the margin of the text. You have to decide on the correct form of the word in this context. You need to think about both the grammatical use and the exact meaning of the word required.
You may need to:
• add a suffix (e.g. confirmation). This usually depends on the part of speech required, e.g. noun, adjective, adverb or verb. But it may also be related to meaning (e.g. useless).
• add an inflection (e.g. confirmations, confirming). This gives information about singular or plural, tense, etc.
• add a prefix (e.g. unconfirmed, reconfirmations). Here you need to think about the meaning of the word in this context. The prefix may make the world negative or add other information such as repetition or location.
• Change the stem itself (e.g. affect – effect).
Here is a procedure to follow for this task.
• Read through the whole text quickly to get a general idea of what it is about.
• Complete any gaps you feel sure of.
• For the remaining gaps, the surrounding words will help you decide what part of speech is required.
• Check whether an inflection such as a plural –s or participle ending is needed.
• Think about the meaning. Does the word need a prefix?
• Finally, read the whole text again and check that it makes sense.
1) Suffixes
1 This exercise will help you to identify and classify some common suffixes. First match the following headings to the groups of suffixes 1-7.
• making adjectives from nouns
• making adjectives from verbs
• making nouns from verbs
• making nouns from adjectives
• making nouns from other nouns
• verb suffixes
• adverb suffixes
Then complete each sentence using the word given and adding the correct suffix. You may also need to add an inflected ending such as plural –s.
1 …………………………………………………
The car’s cheap as it has low ………… (mile)
I’ve lost the ………… that came with my mobile phone. (book)
In his autobiography, he describes his unhappy ………… (child)
If you would like to apply for …………, please complete this form. (member)
2 …………………………………………………
To his ………… he won the competition. (amaze)
We hire out glasses for big parties, but we ask for a deposit to cover any …………. (break)
His ………… to accompany them upset her more than she admitted. (refuse)
The press refused to divulge the names of their ………… (inform)
3 …………………………………………………
His ………… with money was legendary. (mean)
The ………… of this material makes it suitable for sportswear. (elastic)
4 …………………………………………………
I think his behaviour’s really ………… - he’s old enough to know better. (child)
Although now an old man, he was still ………… in his trust and refused to see harm in anyone. (child)
The ………… discovery of the diary led to serious problems. (accident)
She’s got quite an ………… style, but it’s rather misleading. (authority)
5 …………………………………………………
It was a very ………… incident. (regret)
He’s an ………… man. (attract)
6 …………………………………………………
You need to ………… the water in the swimming pool. (chlorine)
You don’t need to ………… your language – she’s very fluent. (simple)
The colour red in our flag ………… the blood shed in the fight for independence. (symbol)
7 …………………………………………………
In order to unscrew, turn in a ………… direction (clock)
We reckoned we were travelling more or less ………… (north)
2 Can you think of any more examples of suffixes which fit these seven categories?
3 Complete the following sentences. You will need to use two or three suffixes to make the correct form of each word.
1 The ………… of the facilities was more expensive than they had expected. (modern)
2 He unlocked the door slowly and ………… (care)
3 …………, he wasn’t hurt in the accident. (amaze)
4 The music blared out ………… from the amplifiers. (deaf)
5 His ………… and ………… make him a very strong candidate for the job. (adapt, resource)
6 The village is ………… located in a sheltered valley. (picture)
2) Prefixes
1 The sentences below do not make sense because some prefixes have been omitted. Find the words which need prefixes and choose a suitable prefix from the box for each one.
anti sub dis fore il in mis multi out over un semi
1 If you do not pay your telephone bill within the next ten days the service will be connected.
2 She was not aware of any change, but consciously she must have realized something was wrong.
3 ‘Didn’t you ask me to bring a parachute?’ ‘No, you must have heard me, I asked for a pair of shoes!’
4 The essay was totally legible and so I couldn’t give it any marks.
5 The river is flowing its banks and some streets are already flooded.
6 The leader sat with his back to a high wall and his followers sat in a circle around him.
7 Although most of the major transactions were shown, the accounts were complete.
8 He seems to enjoy himself at public functions, despite his social tendencies.
2 Now write sentences of your own for the four remaining prefixes.
3) Stems
As well as adding prefixes and suffixes, you will sometimes need to make changes to the stems themselves. Complete the table below with the appropriate form of the word.
noun verb adverb adjective
poverty (1) ………… poorly (2) …………
safety (3) ………… (4) ………… (5) …………
(6) ………… (7) ………… peaceably (8) …………
(9) ………… honour (10) ………… (11) …………
blood (12) ………… (13) ………… (14) …………
4) Read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the space in the same line. There is an example at the beginning (0).
GET THE GIRLS TO SCHOOL
The (0) education of girls is the surest way of (EDUCATE) reducing (1) ………… . So why are ninety million (POOR) primary school age girls not in school? It is because they contribute (2) ………… to the family (ECONOMY) by looking after younger children, or working in the fields. But these girls face a life of backbreaking work, with children who die of (3) ………… diseased, subordination to a husband (PREVENT) and his family, and an early death. And the uneducated woman transmits to her children the same doomed life. But it does not have to be like this. Educational campaigns have meant that (4) ………… is almost unknown in Southern India, (LITERATE) and the infant (5) ………… rate there is (MORTAL) (6) ………… the lowest in the developing world. (CONSEQUENCE)And in Africa and south Asia, where women do most of the farming, education is allowing them to learn how to improve (7) ………… farming (EFFICIENT) practices and at the same time is raising awareness of the (8) ………… needs of the land. (ECOLOGY) While to rural families it might seem an unavoidable (9) ………… to keep girls working (NEED) at home, it is in both the national and international interest – as well as in the interest of the girls themselves – to (10) ………… the (COME) short-term difficulties and provide these girls with the education they need.
Language Focus: Vocabulary
Education
1) Put the words in the box into the correct column below. Some words can go in more than one column.
an exam a course a subject history lessons homework a module revision
a test notes
do take sit study pass make follow
2) Read the following text and fill in the gaps using verbs from Exercise 1. Try to use each verb at least once.
In secondary schools in England, students have to (1) ………… 10 different subjects until they are 16, and these must include English and maths. After that they specialize, and from age 16 to 18 they usually (2) ………… a maximum of four or five subjects. Sometimes timetabling problems in the school mean that not all the students are able to (3) ………… the course of their choice. In their final year they (4) ………… the final school exams, which are known as A-levels.
If students want to (5) ………… a particular subject at university, they must normally have (6) ………… the same subject, or a related one, at A-level. It’s very difficult to go to university unless you have (7) ………… you’re a-level exams with good grades. However, it is always possible to (8) ………… the exam again to get a better grade. Although in the majority of courses, students (9) ………… just one exam at the end of the course, many new courses involve modules where the student (10) ………… smaller tests and builds up credits, These are popular with students because they are less stressful.
3) The following words are sometimes confused. Underline the best word for each sentence below.
1 The format/formula of examinations in the British educational system is changing.
2 He would have preferred to study more practical/practicable subjects at school.
3 This involves a process of continuous/continual assessment done by the teacher throughout the course.
4 It has the advantage that if the student makes one mistake/fault they will not necessarily fail.
5 Instead, they can improve their grade/level in the next piece of work they do.
6 Many students like this form of testing because it is less stressful/agitating for them.
4) Now answer these questions.
1 How similar or different is the English education system to the one in your country?
2 Describe the way in which students qualify for university in your country. What is your opinion of the system?
Speaking
Interactive communication
In the last part of the interview you will have to discuss a series of questions with your partner. The questions will all be on the same topic. One of the criteria you are assessed on is ‘interactive communication’. This involves being able to keep a conversation going by:
• responding to what the other speaker says e.g. ‘Yes, that’s a good point…’
• expressing your own opinion or making a new point e.g. ‘It seems to me that…’
• inviting a response from the other speaker e.g. ‘What do you think…?’
1) Read the question below and discuss some ideas with a partner.
How far do you think that formal written exams are a good way of measuring progress?
2) Now listen to two English speakers discussing the question. Which point of view do you agree with?
3) Listen again and note any useful expressions you hear under the following headings.
• Acknowledging an opinion before disagreeing
• Disagreeing
• Agreeing
• Asking for opinions
4) Read the question below and discuss your ideas with a partner.
To what extent do you agree the continuous assessment is the best way of testing students?
Writing
Paper 2, Part 1 (proposal)
For the compulsory task in Paper 2, Part 1 you may be asked to write a proposal. A proposal uses a similar format to a report, with headings, but whereas a report focuses on a past or present situation, the focus of a proposal is on making recommendations for future action of further discussion. These recommendations will form the longest and most important part of the proposal. In a Part 1 proposal you have to present, develop and evaluate different points of view. (In a Part 2 proposal you will generally focus on one point of view.)
1)
1 Read the following writing task.
TASK
You have read the extract below, which is part of a letter sent to the local newspaper. You decide to write a proposal to put to the school authorities, making suggestions about how the curriculum and facilities could be improved.
(300-350 words)
I’ve been extremely disappointed in the way in which my son has been let down by a narrow-minded attitude towards his education. His strengths lie in practical areas, but he has to study academic subjects. Surely there is no place in the modern world for outdated subjects like history? Should they not be replaced by useful vocational training such as accountancy – and by life skills? I for one resent the time and money spent on teachers and would rather see more facilities and training for the modern world.
2 To start you thinking about the topic, interview a partner about your own school and ways in which you could improve the syllabus. Make notes under the following headings.
• Current situation and problems
• Recommendations for change with reasons
• Conclusion summarizing advantages of changes suggested
2) Read the following proposal which was written in answer to the task. Note down any ideas that are different from your own.
Proposal to up-date the school curriculum
Current situation
The school curriculum currently covers a wide range of subjects, including traditional areas such as history and Latin. Although exam results in these subjects are generally good, they cost the school a great deal in teacher salaries and provide only practical subjects such as information technology, which are vital in today’s world.
Recommendations
Current research indicates that educational needs are changing, and that children need to be better prepared for the modern world. So we’ve got to make drastic changes to the curriculum to take into account these needs.
Firstly I suggest that subjects such as Latin and history are a waste of time. Some people say they train the mind, developing understanding of cause and effect, but I feel that the information they provide will be useless in later life. These qualities could be more effectively developed in other ways. I therefore propose that these subjects should be dropped from the curriculum, saving money which could be diverted into other areas.
If it is felt that students need to develop more effective life skills, I propose that we should set up links with local businesses, which would give students more useful experience than pure academic study can provide.
While I do not agree that there is little need for teachers, I do feel that there is a place for developing the skills of independent study. I would like to put forward the idea of developing an area dedicated to self-study. I reckon it would be a good plan to use money saved by the reduction in the number of subjects studied to finance this.
Conclusion
We always have to remember that the school must maintain its reputation as one of traditional excellence while moving into the modern world. The proposals outlined above will achieve this result by providing a more up-to-date curriculum and resources which will be perceived by teachers, pupils and parents as sensible preparation for life after school. I hope that you will think about these ideas a lot.
(349 words)
3) You must use the information you are given for the task in Exercise 1 to give you ideas for your writing. Read the extract given in the task again and compare it with the proposal.
1 What ideas in the extract have been used in the proposal?
2 How do the introduction and the conclusion link to the extract?
3 What other ideas have been added by the writer in the proposal?
4) How many points has the writer made in the recommendation section of the proposal? Underline the phrases used to introduce each new point.
5) A proposal should be written in a formal style throughout. The underlined expressions used in the proposal on page 35 are too informal. Choose more formal expressions from the box below to replace them. You do not need to use all the expressions.
… these proposals will be given due consideration …… clearly pointless …
It is vital …
I therefore recommend that we should …
I propose that radical changes should be made to …
6) Read the following writing task.
TASK
You have read the extract below from a report written following an inspection of your school. Your principal has now been offered funding to address some of these problems and has asked students to provide suggestions for how the money should be spent. You decide to write a proposal responding to the points raised and expressing your views.
(300-350 words)
… student motivation throughout the institution is generally high, and there was evidence of learning taking place. However, the facilities available to both students and teachers are outdated and uninspiring. There is little for students to do outside the classroom and nothing to tempt them to stay in the building for longer than necessary. The environment is not conducive to the full learning experience which should be the benchmark of the 21st century.
1 Discuss your ideas with a partner and make noted for your proposal, using the headings in Exercise 1. Remember to use the information given in the extract.
2 Write your proposal. Remember to use a formal style and to order your points clearly using a variety of phrases.
3 Check your proposal for accuracy, style and length.
UNIT 2 review and extension
1) Complete these sentences by putting the verbs in brackets into the correct form.
1 Since starting her degree, Molly wishes she ………… greater attention during maths lessons at school. (pay)
2 If you ………… me earlier that you haven’t got a computer, I ………… you to do those calculations. (tell) (not ask)
3 It’s high time students in this school ………… to study subjects relevant to the world of work. (begin)
4 If only my teachers ………… me running this company – they ………… totally amazed. (see) (be)
2) Complete the second sentence with three to eight words so that it has a similar meaning to the first sentence, using the world given. Do not change the word given.
1 Could you help me tackle this problem? deal
I’d be grateful ………………………………………… this problem.
2 I regret that my education has left me so ill-equipped for real life. prepared
If ………………………………………… for real life.
3 She never passed any exams, as far as I know. knowledge
To ………………………………………… no paper qualifications.
4 He’d better abandon all hope of promotion. thoughts
He should ………………………………………… promoted out of his mind.
5 What is the point of all this research? aid
What is ………………………………………… of?
6 The scriptwriter said that she’d invented the whole plot herself. thought
The scriptwriter said that she’d ………………………………………… help.
7 None of us expected to have a test yesterday. blue
Yesterday’s test ………………………………………… for us all.
8 It’s difficult for some people to express their feelings. words
Putting ………………………………………… is difficult for some people.
3) Read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits the space in the same line.
When people enjoy whatever they are doing, they report some (0) characteristic feelings (CHARACTER) that distinguish the (1) ………… moment from (PLEASURE) the rest of life. The same types of feelings are reported in the context of playing chess, climbing mountains, playing with babies, reading a book or writing a poem. They are the same for young and old, male and female, American or Japanese, rich or poor. In other words, the nature of enjoyment seems to be (2) ………… . We call this state of (UNIVERSE) (3) ………… a flow experience, because many (COUNSCIOUS) people report that when what they are doing is (4) ………… enjoyable, it feels like being carried (SPECIAL) away by a current, like being in a flow.
At present, (3) ………… few students would (LAMENT) recognize the idea that learning can be like that. But if educators invested a fraction of the energy on (6) ………… the students’ enjoyment of (STIMULUS) learning that they now spend in trying to transmit information, we could achieve much better results. Once students’ (7) ………… is engaged, once they (MOTIVATE) can be (8) ………… to take control of their own (POWER) learning and provided with clear (9) ………… on (FEED) their efforts, then they are on their way to a lifetime of self-propelled (10) ………… of knowledge. (ACQUIRE)
4) This picture is being considered for the cover of a brochure advertising holiday courses for young people. Say why young people might want to go on a holiday course and decide if this is a suitable picture for the cover of the brochure or not.
UNIT 1- New Proficiency Gold Course Book
UNIT 1
Nearest and dearest
Speaking
1) Look at the photos. They show scenes from an extremely popular American TV programme, Friends.
1 Describe the situation in each picture. Which aspect of friendship do you think each picture shows?
• sharing problems
• sharing good times
• learning together
• learning to get on
2 Why do you think programmes like this are so popular? Do you think they give a realistic picture of friendship?
2) What do you think makes a good friend? Think of three qualities or characteristics that you value in a friend.
3) Discuss the following questions.
1 What are friends for?
2 Do different personalities and different beliefs make friendship impossible?
3 'The only way to have a friend is to be one.' (Ralph Waldo Emerson) How far do you agree?
4 How far do you think that developments such as e-mail and mobile phones are affecting personal relationship?
5 Do you think that the nature of friendship remains the same throughout a person's life?
Listening
Paper 4, Part 3
1) You will hear a psychologist being interviewed about friendship. Before you listen, read through the incomplete statements and the options A-D below. Discuss which option best completes each statement and underline it.
1 From 3 to 5 years old, children
A are happy to play alone.
B prefer to be with their family.
C have rather selfish relationships.
D have little idea of ownership.
2 From age 5 to 8 or 10, children
A change their friends more often.
B decide who they want to be friends with.
C admire people who don't keep to rules.
D learn to be tolerant of their friends.
3 According to Sarah Browne, adolescents
A may be closer to their friends than to their parents.
B develop an interest in friends of the opposite sex.
C choose friends with similar personalities to themselves.
D want friends who are dependable.
4 Young married people
A tend to focus on their children.
B often lose touch with their friends.
C make close friends less easily.
D need fewer friends than single people.
5 In middle or old age people generally prefer
A to stay in touch with old friends.
B to see younger friends more often.
C to have friends who live nearby.
D to spend more time with their friends.
2) Now listen and choose the answer (A, B, C or D) which fits best according to what you hear. How far did your ideas match those of the psychologist?
3) Vocabulary: phrasal verbs
1 Read the following summary of the Listening texts. Replace the verbs in Italics with phrasal verbs from the box. There is one you will not need to use.
Build up carry on fall off give up Keep to keep up taken on turn to
Between the ages of 3 and 5, a child is unlikely to (1) sacrifice anything for a friend. After the age of 5 children co-operate more but they expect their friends to (2) follow certain rules. This stage will usually (3) continue until the child is aged between 8 and 10.
In adolescence, friendships with the same sex (4) acquire great importance. Young adults may initially (5) maintain close relationships with their friends. Later on, the number of friendships begins to (6) decline and after middle age, people (7) develop new friendships less easily.
2 Are phrasal verbs more likely to be used in spoken or written English?
Study Tip
When you record new phrasal verbs in your vocabulary notebook, look up their equivalents in the dictionary and record those too. You should also record an example sentence or sentences to help you remember the phrasal verbs in context. A good dictionary will give examples of the most frequent uses. A good knowledge of phrasal verbs and their neutral or more formal one-word equivalents is important, as they may be tested in the Proficiency exam.
Get together phr v 1 [I] if two or more people get together, they meet each other: we must get together some time for a drink. | [+with] It’s ages since I got together with the gang from school. 2 [I] if two people get together, they start a romantic or sexual relationship: Those two should get together – they have a lot in common. 3 get yourself together to begin to be in control of your life, your emotions etc: She needs a bit of time to get herself together.
(Longman Dictionary of Contemporary English)
For example:
Get together = meet
We must get together some time for a drink.
It’s ages since I got together with the gang from school.
Reading
Paper 1, Part 2
In Paper 1, Part 2 you have to read four short extracts from different sources and answer two multiple-choice questions on each. The extracts will all be linked by a common theme. The questions may test your understanding of:
• the main ideas, detail and implication
• the writer’s attitude, tone and purpose
• text organization.
1) The following four extracts are all on the topic of friendship. Read the extracts quickly to get a general idea of the style and content. Then match them to the following sources:
• a novel or an autography
• a specialist journal or an academic reference book
• a popular magazine
2) Now read the extracts again and choose the answer (A, B, C or D) which you think fits best according to the text.
Ourselves and our friends
Most of us have friends as close as family, who, at a pinch, we’d call at 3 am for consolation or congratulations because we know they won’t resent us. They’re almost part of us, and we regale them confidently with our troubles and triumphs. But while I love these Pour Your Heart Out friends, I also need the energy of my Let’s Party friends. These friends care on a different level – less intense, less deep – but they still care.
And such friendships are important. ‘With some friends, you want to be playful rather than deeply disclosing,’ says psychotherapist Susie Orbach. ‘It’s not just a relief to them that you won’t give chapter and verse, it’s a relief to you. It’s healthy to have lots of different friends at different levels of intimacy because not only is it impossible to be close to everyone, it’s also undesirable. You need the full spectrum. This is the only way you can experiment with different parts of yourself.’
Of course, it’s exasperating to feel stranded with friends who can’t – or won’t – allow you to open up when there’s opening up to be done. But if we accept our ‘lite’ friends for what they do want to offer us – fun, laughter, full stop – then we enrich our lives immeasurably.
1 The writer feels her relationships with her ‘lite’ friends
A are valuable but not fully satisfying.
B can be relied on in difficult times.
C offer more than laughter and enjoyment.
D are often frustrating.
2 In this extract, the writer is
A opposing an argument.
B describing a problem.
C justifying an opinion.
D reporting on research.
Talking to Helena
‘You know what you said to Neale about underestimating friendship?’ I said.
‘Yes?’
‘I was just thinking I’ve never experienced it.’
‘Now you’re being silly again,’ said Helena. ‘I’m sure you have. I’m sure you’re a very warm-hearted person.’
‘No. I’ve been in love, or acquainted with people because I wanted them to give you something, always. Still, it’s natural to be impatient when you’re young.’
‘I once told Neale I could stand anything but a status quo.’
‘And now,’ said Helena, ‘one would give anything for a status quo. If only it would last. What were you and Neale really looking for?’
‘A moment,’ I said, ‘that should be immortal. A moment to set up against those moments when you wake up in the night and realize – oh, that Venice will crumble into the sea one day, and that even before that you’ll be dead yourself.’
Helena nodded. ‘Oh, those moments in the night,’ she said. ‘When they come on me now, I just say to myself: Well, you know now. You’re going to die. That’s all there is to it.’
I looked at her, smiling. ‘Oh Helena, I do like you.’
‘That’s a good thing.’ She gathered herself robustly in her chair. ‘Because I like you.’
3 What does Helena mean by saying ‘If only it would last.’?
A She would like to have more power over her life.
B She would like her friendship with the narrator survive.
C She would like her situation to remain unchanged.
D She would like to stay young forever.
4 The two main themes of their discussion are friendship and
A love.
B patience.
C death.
D fear.
STUDYING FRIENDSHIP
ALTHOUGH friendship is a common term in modern cultures, it has not been studied much by social scientists. The word is loosely applied in Anglophone society, although there seems to be general agreement that it has a deeper meaning in Europe than in North America. Arguably, in non-Western cultures it has a more explicit meaning and is used as the basis of structured social relationships. The word ‘friendship’ is not used in any context to describe a family relationship, but it does imply some type of reciprocity and obligation between otherwise unrelated individuals, although this varies according to situation and context. Friendships can range from the relatively casual, depending on shared activity or setting (such as a sports club), to deep and enduring relationships of mutual support.
The systematic study of friendship has two main strands. The social-psychological study of the ways in which children develop friendships usually focuses on the correlation between type of friendship and chronological age in childhood. Studies of friendship among adults, however, concentrate on patterns of sociability and tend to focus on class differences. Graham Allen claims that working-class friendship choices are dominated by kin links, although neighbours and work-mates also feature. The middle classes, on the other hand, have a wider, more conscious choice of friends.
5 Compared with English-speaking countries, friendship in other parts of the world
A has a deeper meaning.
B is less vaguely defined.
C has been little studied.
D is more closely linked to family ties.
6 What are the two main strands in the study of friendship?
A social patterns and psychology
B patterns of friendship for children and adults
C working-class and middle-class friendships
D children’s friendships and chronological age
In my own world
I spent a great deal of time inside myself, as if in my own world, screened off from everything else. But there was no world there inside me, only a kind of nothing layer, a neither-nor, a state of being hollow without being empty or filled without being full. It just was, inside myself. This emptiness and the emptiness was inside me – no more than that. It was nothing but an extension of time – I was in that state and it just went on. But the sense of unreality and of always being wrong when I was out in the world, outside myself, was harder to bear.
I often sat in the garden, looking at something, absorbed in a flower or a leaf. Then I felt neither wrong nor right, I just was and that never stopped. I never suddenly wanted to do something else. Nothing was happening there inside me. I sat looking observing.
I had no problem dealing with failing at something that I had decided to do on my own. I simply tried again until it worked. When I had set the goal myself, my patience was infinite. But when other people demanded something of me, I found it difficult that I failed so often. And every time it happened, I became even more sensitive and felt I was one great failure.
7 When she was apart from others and ‘inside herself’ the writer felt
A nothing at all.
B hopeless and lonely.
C at one with nature.
D cut off from the world.
8 The writer was demoralized when she
A was unable to achieve her objectives.
B felt unjustly condemned by other people.
C could not express her feelings about her situation.
D could not live up to the expectations of others.
3) Discuss the following questions.
1 What does the writer of the first extract mean by saying that friends help you to ‘experiment with different parts of yourself’? Do you agree?
2 The author of the last extract is autistic – she has a medical condition which means that she finds it difficult to relate to other people and to develop social skills. An autistic person appears to live in his or her own world and may display the following symptoms:
• Severely limited physical abilities
• Difficulty in coping with new experiences
• Lack of outward response to people and actions
• Difficulty in forming relationships with others.
Underline evidence in the extract for one of these symptoms.
Language Focus: Grammar
Diagnostic review of verb forms and uses
In order to convey your meaning effectively in writing and speech in Papers 2 and 5, and also to complete the tasks in Paper 3, you need to be able to use a good range of grammar and vocabulary appropriately and accurately, and be aware of how they affect one another. The Language Focus sections in this book highlight specific areas of grammar and vocabulary to help you to do this.
1) Talking about the past
1 The writer of the extract ‘In my own world’ on page 11 managed to overcome her autism and write an account of how she did so. Some autistic people display great creative powers. The following text describes an interview with the teacher of an autistic child called Stephen Wiltshire, who was an exceptionally gifted artist. Read the text below and put the numbered verbs into the correct tense. There may be more than one possible answer.
Stephen’s London Alphabet, drawn when he was 10.
When Chris Marris, a young teacher, (1)¬¬¬…………….. (come) to Queensmill in 1982, he was astonished by Stephen’s drawings. Marris (2)……………. (teach) disabled children for nine years, but nothing he (3)…………… (see) (4)……………… (prepare) him for Stephen.
‘When I first (5)……………. (see) him, Stephen (6)………………. (sit) on his own in the corner of the room, drawing,’ Chris told me. ‘He was absolutely amazing. He (7)………………. (draw) and draw and draw – the school (8)………………. (call) him “the drawer”. And he (9)……………….. (produce) these most unchildlike drawings, like St Paul’s and Tower Bridge, in tremendous detail when other children his age (10)………………. (draw) stick figures. It was the sophistication of his drawings, their mastery of line and perspective, that (11)………………… (amaze) me – and these (12)………………. (be) all there when he was seven.’
2 Which sentence:
a) establishes the main topic and time frame of the text?
b) Sets the scene and describes an event supporting the main idea?
c) Describes a repeated activity that occurred over a period of time?
d) Gives information about events occurring before the time of the main event?
e) Describes two different activities, suggesting that they occurred at the same time?
Grammar reference p. 210
3 Divide into two groups. Students from Group A should complete the text on page 234 by filling in the gaps with the correct past tense form of the verbs given. Students from Group B should complete the text on page 238.
Now get together with a student from the other group and tell your completed story from memory.
Stephen King (1) was writing horror stories since he was seven years old, but in his early years he had little success. Throughout his twenties he (2) has worked as an English teacher during the day and (3) spent his free time writing. One day, in despair at receiving yet another publisher’s rejection slip, he (4) was throwing away the manuscript of his latest novel. However, his wife (5) retrieved it from the rubbish and soon afterwards it (6) has been accepted for publication. The book was called ‘Carrie’. It (7) since sold over 2.5 million copies and the film (8) terrified viewers ever since its release in 1970.
The undisputed king of literary and film horror, King (9) had made a fortune through his writing but (10) is still living simply today with his family in the small American town where many of his novels (11) are being set.
2) Relating the past to the present
1 The extract above is about the author Stephen King, a successful writer of horror stories, many of which have been made into films.
Work with a partner. Read the extract and decide if the numbered verbs are in an appropriate tense or not. If not, correct them. Discuss and justify your decisions.
2 Find and example of each of the following in the corrected text.
a) a verb used for a completed event occurring in the past but relevant to the present
b) a verb used for a repeated event which first happened in the past and is still happening now.
c) A verb used to talk about novel or film
d) A verb that could be either in the present simple or present continuous tenses, without changing the meaning
Grammar reference p. 211
3) State and event verbs
1 Complete the following definitions with the correct terms, event verbs or state verbs.
1 ……………….. refer to activities and situations that may not have a definite beginning or end, e.g. be, have, know, and are not commonly used in the continuous form.
2 ……………….. refer to activities with a definite beginning and end, e.g. ask, leave, offer, and may be used in the simple or continuous form.
Grammar reference p. 211
2 Read the following lines the extract on page 8 and answer the questions.
‘You know what you said to Neale about underestimating friendship?’ I said.
‘Yes?’
‘I was just thinking I’ve never experienced it.’
‘Now you’re being silly again,’ said Helena. ‘I’m sure you have. I’m sure you’re a very warm-hearted person.’
1 Are the underlined verbs usually state verbs or event verbs?
2 What is the difference between ‘I was just thinking’ and ‘I just thought’?
3 Why does Helena say ‘you’re being silly’ but ‘you’re’ a very warm-hearted person’?
Grammar reference p. 211
3 Both sentences in the following pairs are possible. For each pair, decide whether the verb has the same or a different meaning. If the meaning of the verb is the same, what is the effect of using simple or continuous forms?
1 a) I have a lot of friends in Australia.
b) I’m having some friends round for dinner at the weekend.
2 a) I’m feeling really hungry – let’s stop and eat.
b) I feel it’s important to do your very best.
3 a) Did you want to see me?
b) Were you wanting to see the manager?
4 a) Our tickets cost an arm and a leg.
b) The whole holiday was costing an arm and a leg.
5 a) That food tastes a bit salty.
b) I’m just tasting the pudding to see if it needs more sugar.
6 a) I imagine you must be tired.
b) Thank goodness you’re safe – I’ve been imagining all sorts of terrible things.
Exam Focus
Paper 1, Part 1
In Paper1, Part 1you have to read three texts taken from different sources, and unconnected in theme. Each text contains six gaps, and is followed by six multiple-choice options, testing your knowledge of the following areas of vocabulary:
• Collocations
• Fixed expressions
• Idioms
• Word complementation (the grammatical patterns that words are used with)
• Phrasal verbs
• Semantic precision (words with similar meanings).
The exercises in this section will help you to become aware of the types of vocabulary tested, and show you the best technique for dealing with this task. For each exercise, read the information and complete the sentences below.
1) Collocations
Collocations are words which are frequently found together. They may consist of verb + noun (take an exam), adjective + noun (a huge relief), verb + adverb (admire enormously), adverb + adjective (highly successful) or other combinations.
Choose the word or phrase which best completes each sentence. Then decide which type of collocation each combination is.
1 I’m going ………………. a big party for Ella’s birthday this summer.
A make B do C throw D run
2 I managed to pass my driving test first time, but it was a …………….. thing.
A thin B close C fine D narrow
2) Fixed expressions
In fixed expressions, particular words always go together. Other words cannot normally be substituted. For example:
• People were walking to and back across the square. χ
• People were walking to and fro across the square.
1 Her maths improved by leaps and ………… and she got 90% in her final exam.
A jumps B walks C races D bounds
2 I was in the ………..... of despair before I heard the good news.
A pits B abyss C depths D valley
3) Idioms
Idioms are a type of fixed expression in which the meaning of the whole expression cannot be worked out from the meanings of the individual words. For example:
• The whole thing was so easy – in fact, it was a piece of cake.
1 You’re just …………… your head against a brick wall – you might as well give up now.
A putting B hitting C breaking D banging
2 She didn’t give chapter and ………… but I got a general idea of what she meant.
A line B book C verse D page
4) Word complementation
Some words are followed by special grammatical patterns, e.g. verbs + gerund or infinitive, nouns or adjectives + specific prepositions.
Choose the word or phrase which best completes each sentence, using the hints to help you.
1 I’ve always been very ………… of my grandmother.
A close B fond C affectionate D attached
(HINT: Which preposition – of, to, towards – follows each adjective?)
2 His comments about our project ………… me thinking.
A made B began C got D encouraged
(HINT: Which of the four words A-D fits which of the following patterns? 1 ………… me think 2 ………… me to think 3 ………… to make me think 4 ………… me thinking)
5) Phrasal verbs
You may have to choose the entire phrasal verb for a particular context, or select either the verb or particle.
Choose the word or phrase which best completes each sentence below.
1 The girl managed to ………… a conversation while doing her homework.
A carry out B keep up C make out D go on
2 The bedspread was ………… up of hundreds of small squares of material sewn together.
A formed B done C taken D made
6) Semantic precision (words with similar meaning)
Many words that have the same general meaning cannot be used interchangeably, either because they don’t have the same connotation (associations). For example, stride, stroll, trudge and shuffle all mean walk, but the suggest different ways of walking. You may have to look beyond the sentence with the gap to the whole text and think about very precise distinctions in meaning.
1 Local residents have complained about the music constantly ………… from the club.
A blaring B roaring C booming D thundering
2 The film’s success is amazing ………… the poor reviews it has received.
A considering B seeing C remarking D evaluating
7)
Read the following three texts and decide which answer (A, B, C or D) best fits each gap.
Here is a procedure to follow for this task.
• Read the text carefully. Decide what it is about and what style it is written in.
• Try to fill in the gaps without looking at the choices. This will help you to decide what kind of word you need for the gap, and will prevent you from being confused by distractors.
• Read the choices carefully. You may be able to eliminate one or two immediately or you may have already guessed the right answer.
• If several words look similar, think carefully about their meaning. They may be very different.
• If several words have similar meanings, think about
a) their grammatical use. The words before and after the gap may suggest a particular grammatical pattern.
b) Words they collocate with. Look at words before and after the gap for help.
Remember that a collocation may be found two or three words away from the gap.
• If you aren’t sure, read the text again, take a chance and go for the one that ‘feels’ right.
• Finally, read the whole text through again to check that it makes sense.
Jessica
The trouble was just Jessica had been brought up by a strong, clear-minded and independent woman, and (1) ............ with the expectation that she would be the same. This had meant that at the earliest (2) ………… she had been encouraged to fly the nest and (3) ………… her wings. At no time had she considered marriage or ever having children; the two things didn’t (4)………… into her thinking. As a child there had been no bed-time stories of young girls being rescued by handsome princes. ‘Whatever you want to do,’ her mother would say when kissing her goodnight, ‘believe you can do it and you will.’ And more important than anything else, make sure you enjoy what you do. Which might have (5) ………… some children into becoming (6) ………… achievers, but not Jessica. What it did was convince her from an early age that whatever she did would be because she wanted to do it, and for no other reason.
1 A raised B grown C produced D reared
(HINT: Semantic precision)
2 A occasion B possibility C opportunity D moment
(HINT: Fixed phrase)
3 A spread B open C flap D try
(HINT: Idiom)
4 A come B go C move D get
(HINT: Phrasal verb)
5 A caused B provoked C incited D incensed
(HINT: Word complementation)
6 A great B big C huge D high
(HINT: Collocation)
Phone home
It was 7 a.m. and Amber Scott was driving to college. She had stopped at a level crossing when a truck ploughed into the back of her car and (7) ………… her into the middle of the train. The front of her car wedged under one of the carriages and she was dragged along for more than three miles, sparks (8) ………… .
At this point Amber dug out her mobile phone and phoned home. ‘I knew I couldn’t just sit there and be scared, so I called my mom.’ Her mother, more accustomed to calls about the humdrum events of the (9) ………… grind, was confused. For one thing, the phone’s battery was on the blink. ‘She could hear the noise of the train but she couldn’t (10) ………… out what it was – all she heard was “Mom, mom! I’ve been hit!” and then the line went (11) ………… .’
Finally, after seven minutes, Amber was knocked clear of the train, nursing cuts and bruises but (12) ………… unharmed.
7 A shunted B crashed C pulled D slipped
8 A shooting B flying C blazing D jumping
9 A daily B regular C ordinary D common
10 A find B make C work D get
11 A cold B blank C quiet D dead
12 A otherwise B elsewhere C nevertheless D conversely
Child’s play
Child’s play? Not at all, says Dr David Campbell, consultant clinical psychologist, who explains that children as young as seven as busy (13) ……… their identify outside the family. ‘They are developing relationships that give them (14) ………… about what kind of person they are – pretty, sporty, and so on. It’s a very important time for them. As they get older, relationships become more routine.
Psychological theories indicate that women are more (15) ……… to find their identify through relationships than boys, who define themselves more through activities,’ he adds. ‘At first, rejections are (16) ………… painful for girls, so they can seem much more important than they really are.’ He points out that the oldest child may feel more threatened by relationships that (17) ………… wrong. ‘If they lose a girlfriend at school, it reverberates with all their past experiences of (18) ………… to siblings.’
13 A constituting B establishing C basing D grounding
14 A feedback B reports C advice D references
15 A possible B probable C likely D given
16 A greatly B extremely C highly D utterly
17 A come B get C go D do
18 A losing out B getting out C bowing out D running out
Use of English
Paper 3, Part 1
1) Read the following statements. Which one do you think is more likely to be true? Give reasons for your opinions.
A Parents and adolescents argue mainly over everyday matters, and these arguments seem to change very little from generation to generation.
B Parents and adolescents have always argued over small things, but these days these arguments are becoming more serious.
2) In Paper 3, Part 1 you have to complete a text with fifteen gaps. To do this successfully, it’s essential to understand what the text is about.
Read through the whole of the text, ignoring the gaps for the moment, and decide which of the statements in Exercise 1 best summarises the text.
Does the text mention any of the ideas you discussed in Exercise 1?
3) In the first paragraph the words tested have been supplied. To help you identify the types of words that are being tested, match each of the following descriptions to one of the words 0-7 in the text.
a) part of a phrasal verb …………
b) part of an expression used to introduce an example …………
c) a preposition which follows an adjective …………
d) a preposition meaning about …………
e) a negative …………
f) a form of the verb often used in the expression to … a discovery ……O……
g) a conjunction meaning taking the circumstances into account …………
h) an auxiliary verb …………
4) Read the second paragraph and fill in the answers that are immediately obvious. Don’t spend time thinking about difficult items. Don’t fill in anything you’re not sure of at this stage, because you need to keep an open mind when you look back at the gap.
Causes of conflict between adolescents and their parents
Some interesting discoveries have been (0) made by psychologists studying conflicts between adolescents and their parents. One notable feature is that they seldom argue about such major topics (1) as sex, drugs, or politics. This is surprising, (2) given that great differences often exist between the attitudes of parents and adolescents (3) on such issues. Researches suggest the explanation may be that such topics (4) do not usually relate to day-to-day family interaction and are (5) not discussed as they are not directly relevant (6) to family life. Instead, parents and children tend to (7) fall out over everyday family matters such as housework.
Despite the changes that have (8) ………… place over the past fifty years, adolescents appear to have the same kinds of arguments with their parents as their parents had (9) ………… they themselves were young. It seems to come (10) ………… to the conflict between the adolescent’s desire for independence (11) ………… the parent’s authority. Teenagers spoke of their right to be free of restrictions, while parents were equally (12) ………… of their right to exert control, backing this up (13) ………… referring to the needs of the family as (14) ………… whole. Interestingly, both groups could see the other’s (15) ………… of view even though they disagreed with it.
5) Read the text again and use the hints below to help you with the more difficult items.
8 part of a collocation meaning occur
9 a conjunction
10 part of a phrasal verb
11 part of the structure the conflict between (something) … (something)
12 an adjective followed by the dependent preposition of
13 a preposition
14 part of an expression meaning altogether
15 a fixed expression: to see someone’s … of view
6) Discuss the following questions.
1 Do you think the text is right about what causes arguments between parents and children nowadays?
2 Do you think your parents had similar arguments when they were young?
3 What do you think can help parents and children have a close relationship?
4 In what ways is your relationship with your grandparents similar to or different from your relationship with your parents?
Speaking
Paper 5, Part 3
1) Read the prompt card below.
How easy is it for parents and children to understand each other?
• Generation gap
• Financial problems
• Education and careers
1 First discuss the following questions, which will give you some ideas to talk about.
• What problems do you think are caused by people of different ages living together? (Think about music, living styles, etc.)
• In what ways do you think attitudes change as you get older? (Think about tolerance, priorities, etc.)
• In what ways can money cause arguments between parents and children? (Think about what people like to spend their money on.)
• Do you think what young people have a sense of the importance of money? (Think about how much young people save, what they like to do with their money.)
• Do you think that parents and children have different attitudes to school and homework? (Think about how children like to spend their time.)
• How important is academic success to children? (Think about your plans for the future.)
2 Now think about organizing your talk. Use the headings below to help you. Remember that although you are giving your own opinion, you should show awareness of other points of view.
Introduction
Main part
Conclusion
3 Work in pairs. Present your talks to each other and give feedback on language, content and timing.
2) Now read the prompt card below, and follow the same procedure.
How far do you agree that friends are more important than family?
• Having problems
• Facing problems
• Finding problems
Improving your writing
In Paper 2 your writing may be assessed according to the following criteria:
a) accuracy, including grammatical accuracy, spelling, punctuation
b) range of grammatical structures used
c) range and accuracy of vocabulary used
d) consistency and appropriacy of style and register
e) effect on target reader
f) organization and discourse management
The exercises in this section will help you with a), b) and c). You will work on the other areas in Units 3, 9 and 13.
1) Accuracy
The sentences below have mistakes in grammar, word formation, spelling and punctuation. Identify and correct the errors.
1 I think children shouldn’t be aloud to watch violence cartoons.
2 I live in a city in Sweden. It is a lot of small shops there.
3 Some family let theirs children to do a lot of thing after the school.
4 When a six year old children, that is watching Robocop’, doesn’t understand the differences between TV and reality, its because his parents don’t explain him the differences.
5 When I had seen him I realized that he was the same person I saw before.
2) Range of grammatical structures
The following extracts would all lose marks because of lack of variation and range in grammatical structure. Each extract has been rewritten to express the ideas more precisely through use of appropriate structures and linking words.
1 Read Extract 1 and then complete the gaps in the rewritten version using the phrases given.
Extract 1
I am majoring in film at my university. I am writing a film script, but I keep in mind not to write anything violent. I think this is not interesting. Also it can be dangerous. People can be influenced by it.
but even more importantly one of my main concerns here
as part of partly because I do not find
(1) ………… my university major in film, I am writing a film script. (2) ………… is to avoid writing anything violent, (3) ………… violence particularly interesting, (4) ………… because it can be such a dangerous influence on people.
2 Read Extract 2 and then complete the rewritten paragraph by adding an appropriate linking word in each gap.
Extract 2
James is a handsome boy. He puts a lot of emphasis on his hair. His hair is short and brown but always fixed with a lot of gel. I’ve never seen him without gel on his hair. The strange thing about his hair is that he combs it according to the way he feels. That’s very unusual. You can tell his mood only by looking at his hair.
James is a handsome buy (1) ………… takes a great deal of care of his hair, (2) ………… is short and brown (3) ………… always held in place with gel. I’ve never seen him with ungelled hair. The strange thing is that he combs his hair according to the way he feels, (4) ………… is very unusual, (5) ………… means that you can tell his mood just by looking at his hairstyle.
3 Read Extract 3 and then combine the jumbled phrases below into a paragraph consisting of three sentences, forming an improved version of the original paragraph. Add punctuation where necessary.
Extract 3
George was a quite short man to play basketball, his height was 1 metre and 81 centimetres, that is why he was the playmaker of the team. George was the greatest and most talented player in the whole championship. He got this title because he was extremely fast, he had an incredible dribble and shot, a superb jump and he was calm and energetic too.
(1) At only just over 1 metre 80,
and jump superbly
these skills
in addition to being extremely fast
made him the most talented player in the whole championship
he could dribble and shoot incredibly well
together with his combination of calmness and energy,
and was therefore the team’s playmaker
George was quite short for a basketball player
3) Range and accuracy of vocabulary
The following three extracts do not express the writer’s meaning clearly because of problems with the range and accuracy of the vocabulary used. Complete the gaps in the three rewritten versions by choosing a word or phrase from the box below.
arising convicted created current affairs drunkenness emotional
existence ideal persistent potentially repeatedly sent
shocking unstable
Extract 1
I think we have too many bad programmes for example tv drama and movies. When there is a bad problem we can watch tv news about that many times so young people imitate it as funny problems. I think people have some problems in its heart, people who don’t have a good family, they are difficult to solve.
I think that too many of the TV dramas and movies we see are (1) ………… harmful, and in addition to this, (2) ………… programmes (3) ………… show (4) ………… events that young people sometimes imitate for fun. These people may have complex (5) ………… problems (6) ………… from (7) ………… family backgrounds.
Extract 2
In our country there are some schools for criminal children. Most of them come there because of their unrealizable faults: drugs, overdrinking, or just imitating the violence in films.
In our country there are some special schools for children who are (8) ………… criminals. Most of them are (9) ………… there because of (10) ………… crimes: drug-taking, (11) …………, or just imitating violence in films.
Extract 3
He influenced my life, because he invented the motto I was looking for. I need a motto to give my life meaning.
He influenced my life, because he (12) ………… the (13) ………… I was looking for, and which I need to give meaning to my (14) ………… .
Writing
Paper 2, Part 1 (letter)
For the compulsory task in Paper 2, Part 1 you may be asked to write a letter, and article, an essay or a proposal. This will involve putting forward an argument and supporting it with your own ideas. You will be given information to base your writing on. In this section you will work on a formal letter.
1) Read the following writing task.
TASK
You have read the text below which is an extract from a magazine article on the lack of inspiring role models in public life. You decide to write a letter responding to the points raised and describing a person who has inspired you.
(300-350 words)
We are becoming a society of cynics, money-grabbers, people whose sole purpose in life is furthering self-interest. Te sad truth is that there are no longer inspirational people among us; manipulation of the media and wealth creation have become paramount for those in public life. Most people just want an easy life; few take risks for the sake of others, or push for knowledge without anticipating financial reward. Where are the role models of today?
2) Read the following letter which was written in answer to the task. Note down:
• why the writer recommends John Gleen as the role model
• how she has used the information in the extract from the magazine to help to give her ideas for her letter
• what extra details she has added to support her argument.
Dear Sir,
I am writing in response to your article about the lack of role models today. I feel that it was most unfair and that there are many admirable role models to inspire us today. I have always felt that people who attempt to push back the frontiers of knowledge or who put their lives in danger for others should be admired. I would like to describe someone who has inspired me personally and who in my opinion has fulfilled these criteria – the American astronaut John Glenn.
Throughout his life Glenn constantly looked for new challenges. He proved his courage and adventurous spirit in 1962, becoming the first American to orbit the Earth. This was a major technological breakthrough and made him world-famous. After that spectacular trip into space it could have been difficult for him to settle back into the routine of normal life, and indeed later astronauts had psychological problems. But, admirably, he then set about carving a new career for himself in politics. He became a well-respected and popular senator, making an important contribution to the American political scene.
Even then Glenn didn’t rest on his laurels. Instead, after reaching the top in these two professions, he decided to go back into space to help with medical research into the process of ageing. This would have been major undertaking at any age, but John Glenn did it at 77, an age when most people just want to sit back and relax. Not surprisingly, there was considerable opposition, as people felt it would put too much strain on him. However, he had kept himself fit throughout his political career and was therefore ready to undertake this final challenge.
Overall, I think that I most admire his spirit and optimism. Neither cynical nor money-grabbing, he took great personal risks to push for knowledge. He achieved more in his lifetime than most people ever dream of, and was truly inspirational to others, not only of his own generation but also of mine. Who could ask for a better role model for our time?
Your faithfully,
(348 words)
3) To show you how the writer has used the information given in the magazine extract, answer the following questions.
1 How does the writer show that John Glenn had a purpose in life other than ‘furthering self-interest?’
2 What information does she give to show that he was ‘inspirational’?
3 What ‘risks’ did he take and why?
4 What evidence does she give for showing that John Glenn did not opt for an ‘easy life’?
4) To help you to think about how the letter is organised, complete the following outline by adding notes.
Opening paragraph
Reason for writing:
I am writing to respond to your article about…
Writer’s point of view:
I have always felt that…
In my opinion…
First supporting paragraph
Main idea: constantly looking for new challenges
Supporting details:
…………………………………………………………
new career as US senator
Second supporting paragraph
Main idea: he kept going – didn’t relax
Supporting details:
…………………………………………………………
Closing paragraph
Summary of points made in relation to magazine article:
…………………………………………………………
…………………………………………………………
Return to reason for writing given in opening paragraph:
…………………………………………………………
5)
1 Read the following writing task.
TASK
You have read the text below which is an extract from a magazine article on the declining role in the family of fathers today. You decide to write a letter responding to the points raised and describing a person who, in your opinion, has been an ideal father.
(300-350 words)
A father is more than a male parent. Fathering a child is easy – being a father is not. Many people say that fathers no longer have a clear role in the family. They spend most of their time outside the home and never really get to know their children. Without models to follow, how can today’s boys understand the concept of ‘being a father’? Are there no real fathers left?
2 Here are some questions to start you thinking about the topic. You may find it helpful to jot down some notes from the text to give you ideas for your letter.
1 What role do you think fathers should play in a family today? Is it taking financial responsibility, feeding and clothing a child, teaching a child how to behave, or something different?
2 How do you think the person you are describing has demonstrated the best aspects of ‘being a father’?
6) Using the model in Exercise 4 to guide you, prepare your own outline for the task.
Opening paragraph
Give your reason fro writing.
Introduce the person you are describing and give your reason for this.
Supporting paragraphs
Give specific examples of how this person is a model father and what makes him a caring parent. What has he contributed to maintaining ‘family values’?
Closing paragraph
Summarise your points in relation to the extract.
Return to your reason for writing.
7) Now write your letter, using the outline above.
8) Exchange your letter with a partner. Evaluate each other’s work and suggest improvements. Use the checklist on page 231.
9) Write an improved version of your letter.
Exam Strategy
In any piece of writing, planning in advance will save you time and help you to organize your ideas clearly. Get into the habit of always writing an outline before you start.
UNIT 1 review and extension
1) Match the two halves of each sentence in the following story.
1 Last week I invited a colleague of mine round to supper
2 It was one of the worst evenings
3 I’d only just got home from work
4 Only minutes after he’d arrived,
5 He zapped through all the channels on TV
6 He didn’t leave
7 I think he’s easily the most inconsiderate person
a) and didn’t even try to make conversation.
b) because he didn’t seem to know anyone.
c) he was lying with his feet up on the sofa.
d) I’ve ever met.
e) until he’d finished off all the food and drink in the house.
f) when he arrived – an hour early.
g) I’ve ever had.
2) For questions 1-8 complete the second sentence with three to eight words so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.
1 We sometimes argue, but I get on well with him most of the time. usually
Despite ................................................ get on well with him.
2 My friends are the most important thing in my life. mean
My friends ................................................ else.
3 I only just managed to win the race. close
I won the race, ................................................ thing.
4 There’s been a great improvement in Hannah’s relationship with her sister. leaps
Hanna’s relationship with her sister ................................................ bounds.
5 That is the most outrageous suggestion I’ve ever heard! such
I’ve ................................................ life!
6 No-one could deny that he had won all the international competitions. undisputed
He was ................................................ world.
7 The music was so loud that she couldn’t understand what he was saying. make
She couldn’t ................................................ the loud music.
8 The opinion of parents often has less effect on children as they grow older. parental
As children grow older, ................................................ to decline.
3) Read the following text and decide which answer (A, B, C or D) best fits each gap.
As a child I lives near an American air base in central England, and so had several American friends, but after I left school I lost touch with most of them.
Recently I decided to try to (1) ………… them, but my efforts were in (2) ………… , and I resigned myself to the fact that I would not see any of them again. Then, completely out of the (3) ………… , I received a postcard from one of my old friends, now living in Seattle, bringing me up to date on her news and inviting me to pay her a visit. It’s extraordinary how rapidly a single event like this can turn your life (4) ………… . I had been having a tough time trying to (5) ………… with a job I hated and an unsatisfactory social life, which had meant that my opportunities for new experiences had been (6) ………… limited – until now. Without hesitation I booked a flight and set off for new horizons.
1 A discover B trace C place D identify
2 A failure B despair C vain D loss
3 A sky B blue C distance D past
4 A up B out C in D around
5 A cope B manage C run D handle
6 A strongly B closely C tightly D severely
4) Look at the photo below. It has been chosen as the centerpiece for a campaign promoting the values of family life.
Discuss what positive aspects of family life the picture shows, and decide if there are any other positive aspects that are not portrayed. Would this be a good picture for the campaign? What other issues do you think could be portrayed in campaign instead?
Nearest and dearest
Speaking
1) Look at the photos. They show scenes from an extremely popular American TV programme, Friends.
1 Describe the situation in each picture. Which aspect of friendship do you think each picture shows?
• sharing problems
• sharing good times
• learning together
• learning to get on
2 Why do you think programmes like this are so popular? Do you think they give a realistic picture of friendship?
2) What do you think makes a good friend? Think of three qualities or characteristics that you value in a friend.
3) Discuss the following questions.
1 What are friends for?
2 Do different personalities and different beliefs make friendship impossible?
3 'The only way to have a friend is to be one.' (Ralph Waldo Emerson) How far do you agree?
4 How far do you think that developments such as e-mail and mobile phones are affecting personal relationship?
5 Do you think that the nature of friendship remains the same throughout a person's life?
Listening
Paper 4, Part 3
1) You will hear a psychologist being interviewed about friendship. Before you listen, read through the incomplete statements and the options A-D below. Discuss which option best completes each statement and underline it.
1 From 3 to 5 years old, children
A are happy to play alone.
B prefer to be with their family.
C have rather selfish relationships.
D have little idea of ownership.
2 From age 5 to 8 or 10, children
A change their friends more often.
B decide who they want to be friends with.
C admire people who don't keep to rules.
D learn to be tolerant of their friends.
3 According to Sarah Browne, adolescents
A may be closer to their friends than to their parents.
B develop an interest in friends of the opposite sex.
C choose friends with similar personalities to themselves.
D want friends who are dependable.
4 Young married people
A tend to focus on their children.
B often lose touch with their friends.
C make close friends less easily.
D need fewer friends than single people.
5 In middle or old age people generally prefer
A to stay in touch with old friends.
B to see younger friends more often.
C to have friends who live nearby.
D to spend more time with their friends.
2) Now listen and choose the answer (A, B, C or D) which fits best according to what you hear. How far did your ideas match those of the psychologist?
3) Vocabulary: phrasal verbs
1 Read the following summary of the Listening texts. Replace the verbs in Italics with phrasal verbs from the box. There is one you will not need to use.
Build up carry on fall off give up Keep to keep up taken on turn to
Between the ages of 3 and 5, a child is unlikely to (1) sacrifice anything for a friend. After the age of 5 children co-operate more but they expect their friends to (2) follow certain rules. This stage will usually (3) continue until the child is aged between 8 and 10.
In adolescence, friendships with the same sex (4) acquire great importance. Young adults may initially (5) maintain close relationships with their friends. Later on, the number of friendships begins to (6) decline and after middle age, people (7) develop new friendships less easily.
2 Are phrasal verbs more likely to be used in spoken or written English?
Study Tip
When you record new phrasal verbs in your vocabulary notebook, look up their equivalents in the dictionary and record those too. You should also record an example sentence or sentences to help you remember the phrasal verbs in context. A good dictionary will give examples of the most frequent uses. A good knowledge of phrasal verbs and their neutral or more formal one-word equivalents is important, as they may be tested in the Proficiency exam.
Get together phr v 1 [I] if two or more people get together, they meet each other: we must get together some time for a drink. | [+with] It’s ages since I got together with the gang from school. 2 [I] if two people get together, they start a romantic or sexual relationship: Those two should get together – they have a lot in common. 3 get yourself together to begin to be in control of your life, your emotions etc: She needs a bit of time to get herself together.
(Longman Dictionary of Contemporary English)
For example:
Get together = meet
We must get together some time for a drink.
It’s ages since I got together with the gang from school.
Reading
Paper 1, Part 2
In Paper 1, Part 2 you have to read four short extracts from different sources and answer two multiple-choice questions on each. The extracts will all be linked by a common theme. The questions may test your understanding of:
• the main ideas, detail and implication
• the writer’s attitude, tone and purpose
• text organization.
1) The following four extracts are all on the topic of friendship. Read the extracts quickly to get a general idea of the style and content. Then match them to the following sources:
• a novel or an autography
• a specialist journal or an academic reference book
• a popular magazine
2) Now read the extracts again and choose the answer (A, B, C or D) which you think fits best according to the text.
Ourselves and our friends
Most of us have friends as close as family, who, at a pinch, we’d call at 3 am for consolation or congratulations because we know they won’t resent us. They’re almost part of us, and we regale them confidently with our troubles and triumphs. But while I love these Pour Your Heart Out friends, I also need the energy of my Let’s Party friends. These friends care on a different level – less intense, less deep – but they still care.
And such friendships are important. ‘With some friends, you want to be playful rather than deeply disclosing,’ says psychotherapist Susie Orbach. ‘It’s not just a relief to them that you won’t give chapter and verse, it’s a relief to you. It’s healthy to have lots of different friends at different levels of intimacy because not only is it impossible to be close to everyone, it’s also undesirable. You need the full spectrum. This is the only way you can experiment with different parts of yourself.’
Of course, it’s exasperating to feel stranded with friends who can’t – or won’t – allow you to open up when there’s opening up to be done. But if we accept our ‘lite’ friends for what they do want to offer us – fun, laughter, full stop – then we enrich our lives immeasurably.
1 The writer feels her relationships with her ‘lite’ friends
A are valuable but not fully satisfying.
B can be relied on in difficult times.
C offer more than laughter and enjoyment.
D are often frustrating.
2 In this extract, the writer is
A opposing an argument.
B describing a problem.
C justifying an opinion.
D reporting on research.
Talking to Helena
‘You know what you said to Neale about underestimating friendship?’ I said.
‘Yes?’
‘I was just thinking I’ve never experienced it.’
‘Now you’re being silly again,’ said Helena. ‘I’m sure you have. I’m sure you’re a very warm-hearted person.’
‘No. I’ve been in love, or acquainted with people because I wanted them to give you something, always. Still, it’s natural to be impatient when you’re young.’
‘I once told Neale I could stand anything but a status quo.’
‘And now,’ said Helena, ‘one would give anything for a status quo. If only it would last. What were you and Neale really looking for?’
‘A moment,’ I said, ‘that should be immortal. A moment to set up against those moments when you wake up in the night and realize – oh, that Venice will crumble into the sea one day, and that even before that you’ll be dead yourself.’
Helena nodded. ‘Oh, those moments in the night,’ she said. ‘When they come on me now, I just say to myself: Well, you know now. You’re going to die. That’s all there is to it.’
I looked at her, smiling. ‘Oh Helena, I do like you.’
‘That’s a good thing.’ She gathered herself robustly in her chair. ‘Because I like you.’
3 What does Helena mean by saying ‘If only it would last.’?
A She would like to have more power over her life.
B She would like her friendship with the narrator survive.
C She would like her situation to remain unchanged.
D She would like to stay young forever.
4 The two main themes of their discussion are friendship and
A love.
B patience.
C death.
D fear.
STUDYING FRIENDSHIP
ALTHOUGH friendship is a common term in modern cultures, it has not been studied much by social scientists. The word is loosely applied in Anglophone society, although there seems to be general agreement that it has a deeper meaning in Europe than in North America. Arguably, in non-Western cultures it has a more explicit meaning and is used as the basis of structured social relationships. The word ‘friendship’ is not used in any context to describe a family relationship, but it does imply some type of reciprocity and obligation between otherwise unrelated individuals, although this varies according to situation and context. Friendships can range from the relatively casual, depending on shared activity or setting (such as a sports club), to deep and enduring relationships of mutual support.
The systematic study of friendship has two main strands. The social-psychological study of the ways in which children develop friendships usually focuses on the correlation between type of friendship and chronological age in childhood. Studies of friendship among adults, however, concentrate on patterns of sociability and tend to focus on class differences. Graham Allen claims that working-class friendship choices are dominated by kin links, although neighbours and work-mates also feature. The middle classes, on the other hand, have a wider, more conscious choice of friends.
5 Compared with English-speaking countries, friendship in other parts of the world
A has a deeper meaning.
B is less vaguely defined.
C has been little studied.
D is more closely linked to family ties.
6 What are the two main strands in the study of friendship?
A social patterns and psychology
B patterns of friendship for children and adults
C working-class and middle-class friendships
D children’s friendships and chronological age
In my own world
I spent a great deal of time inside myself, as if in my own world, screened off from everything else. But there was no world there inside me, only a kind of nothing layer, a neither-nor, a state of being hollow without being empty or filled without being full. It just was, inside myself. This emptiness and the emptiness was inside me – no more than that. It was nothing but an extension of time – I was in that state and it just went on. But the sense of unreality and of always being wrong when I was out in the world, outside myself, was harder to bear.
I often sat in the garden, looking at something, absorbed in a flower or a leaf. Then I felt neither wrong nor right, I just was and that never stopped. I never suddenly wanted to do something else. Nothing was happening there inside me. I sat looking observing.
I had no problem dealing with failing at something that I had decided to do on my own. I simply tried again until it worked. When I had set the goal myself, my patience was infinite. But when other people demanded something of me, I found it difficult that I failed so often. And every time it happened, I became even more sensitive and felt I was one great failure.
7 When she was apart from others and ‘inside herself’ the writer felt
A nothing at all.
B hopeless and lonely.
C at one with nature.
D cut off from the world.
8 The writer was demoralized when she
A was unable to achieve her objectives.
B felt unjustly condemned by other people.
C could not express her feelings about her situation.
D could not live up to the expectations of others.
3) Discuss the following questions.
1 What does the writer of the first extract mean by saying that friends help you to ‘experiment with different parts of yourself’? Do you agree?
2 The author of the last extract is autistic – she has a medical condition which means that she finds it difficult to relate to other people and to develop social skills. An autistic person appears to live in his or her own world and may display the following symptoms:
• Severely limited physical abilities
• Difficulty in coping with new experiences
• Lack of outward response to people and actions
• Difficulty in forming relationships with others.
Underline evidence in the extract for one of these symptoms.
Language Focus: Grammar
Diagnostic review of verb forms and uses
In order to convey your meaning effectively in writing and speech in Papers 2 and 5, and also to complete the tasks in Paper 3, you need to be able to use a good range of grammar and vocabulary appropriately and accurately, and be aware of how they affect one another. The Language Focus sections in this book highlight specific areas of grammar and vocabulary to help you to do this.
1) Talking about the past
1 The writer of the extract ‘In my own world’ on page 11 managed to overcome her autism and write an account of how she did so. Some autistic people display great creative powers. The following text describes an interview with the teacher of an autistic child called Stephen Wiltshire, who was an exceptionally gifted artist. Read the text below and put the numbered verbs into the correct tense. There may be more than one possible answer.
Stephen’s London Alphabet, drawn when he was 10.
When Chris Marris, a young teacher, (1)¬¬¬…………….. (come) to Queensmill in 1982, he was astonished by Stephen’s drawings. Marris (2)……………. (teach) disabled children for nine years, but nothing he (3)…………… (see) (4)……………… (prepare) him for Stephen.
‘When I first (5)……………. (see) him, Stephen (6)………………. (sit) on his own in the corner of the room, drawing,’ Chris told me. ‘He was absolutely amazing. He (7)………………. (draw) and draw and draw – the school (8)………………. (call) him “the drawer”. And he (9)……………….. (produce) these most unchildlike drawings, like St Paul’s and Tower Bridge, in tremendous detail when other children his age (10)………………. (draw) stick figures. It was the sophistication of his drawings, their mastery of line and perspective, that (11)………………… (amaze) me – and these (12)………………. (be) all there when he was seven.’
2 Which sentence:
a) establishes the main topic and time frame of the text?
b) Sets the scene and describes an event supporting the main idea?
c) Describes a repeated activity that occurred over a period of time?
d) Gives information about events occurring before the time of the main event?
e) Describes two different activities, suggesting that they occurred at the same time?
Grammar reference p. 210
3 Divide into two groups. Students from Group A should complete the text on page 234 by filling in the gaps with the correct past tense form of the verbs given. Students from Group B should complete the text on page 238.
Now get together with a student from the other group and tell your completed story from memory.
Stephen King (1) was writing horror stories since he was seven years old, but in his early years he had little success. Throughout his twenties he (2) has worked as an English teacher during the day and (3) spent his free time writing. One day, in despair at receiving yet another publisher’s rejection slip, he (4) was throwing away the manuscript of his latest novel. However, his wife (5) retrieved it from the rubbish and soon afterwards it (6) has been accepted for publication. The book was called ‘Carrie’. It (7) since sold over 2.5 million copies and the film (8) terrified viewers ever since its release in 1970.
The undisputed king of literary and film horror, King (9) had made a fortune through his writing but (10) is still living simply today with his family in the small American town where many of his novels (11) are being set.
2) Relating the past to the present
1 The extract above is about the author Stephen King, a successful writer of horror stories, many of which have been made into films.
Work with a partner. Read the extract and decide if the numbered verbs are in an appropriate tense or not. If not, correct them. Discuss and justify your decisions.
2 Find and example of each of the following in the corrected text.
a) a verb used for a completed event occurring in the past but relevant to the present
b) a verb used for a repeated event which first happened in the past and is still happening now.
c) A verb used to talk about novel or film
d) A verb that could be either in the present simple or present continuous tenses, without changing the meaning
Grammar reference p. 211
3) State and event verbs
1 Complete the following definitions with the correct terms, event verbs or state verbs.
1 ……………….. refer to activities and situations that may not have a definite beginning or end, e.g. be, have, know, and are not commonly used in the continuous form.
2 ……………….. refer to activities with a definite beginning and end, e.g. ask, leave, offer, and may be used in the simple or continuous form.
Grammar reference p. 211
2 Read the following lines the extract on page 8 and answer the questions.
‘You know what you said to Neale about underestimating friendship?’ I said.
‘Yes?’
‘I was just thinking I’ve never experienced it.’
‘Now you’re being silly again,’ said Helena. ‘I’m sure you have. I’m sure you’re a very warm-hearted person.’
1 Are the underlined verbs usually state verbs or event verbs?
2 What is the difference between ‘I was just thinking’ and ‘I just thought’?
3 Why does Helena say ‘you’re being silly’ but ‘you’re’ a very warm-hearted person’?
Grammar reference p. 211
3 Both sentences in the following pairs are possible. For each pair, decide whether the verb has the same or a different meaning. If the meaning of the verb is the same, what is the effect of using simple or continuous forms?
1 a) I have a lot of friends in Australia.
b) I’m having some friends round for dinner at the weekend.
2 a) I’m feeling really hungry – let’s stop and eat.
b) I feel it’s important to do your very best.
3 a) Did you want to see me?
b) Were you wanting to see the manager?
4 a) Our tickets cost an arm and a leg.
b) The whole holiday was costing an arm and a leg.
5 a) That food tastes a bit salty.
b) I’m just tasting the pudding to see if it needs more sugar.
6 a) I imagine you must be tired.
b) Thank goodness you’re safe – I’ve been imagining all sorts of terrible things.
Exam Focus
Paper 1, Part 1
In Paper1, Part 1you have to read three texts taken from different sources, and unconnected in theme. Each text contains six gaps, and is followed by six multiple-choice options, testing your knowledge of the following areas of vocabulary:
• Collocations
• Fixed expressions
• Idioms
• Word complementation (the grammatical patterns that words are used with)
• Phrasal verbs
• Semantic precision (words with similar meanings).
The exercises in this section will help you to become aware of the types of vocabulary tested, and show you the best technique for dealing with this task. For each exercise, read the information and complete the sentences below.
1) Collocations
Collocations are words which are frequently found together. They may consist of verb + noun (take an exam), adjective + noun (a huge relief), verb + adverb (admire enormously), adverb + adjective (highly successful) or other combinations.
Choose the word or phrase which best completes each sentence. Then decide which type of collocation each combination is.
1 I’m going ………………. a big party for Ella’s birthday this summer.
A make B do C throw D run
2 I managed to pass my driving test first time, but it was a …………….. thing.
A thin B close C fine D narrow
2) Fixed expressions
In fixed expressions, particular words always go together. Other words cannot normally be substituted. For example:
• People were walking to and back across the square. χ
• People were walking to and fro across the square.
1 Her maths improved by leaps and ………… and she got 90% in her final exam.
A jumps B walks C races D bounds
2 I was in the ………..... of despair before I heard the good news.
A pits B abyss C depths D valley
3) Idioms
Idioms are a type of fixed expression in which the meaning of the whole expression cannot be worked out from the meanings of the individual words. For example:
• The whole thing was so easy – in fact, it was a piece of cake.
1 You’re just …………… your head against a brick wall – you might as well give up now.
A putting B hitting C breaking D banging
2 She didn’t give chapter and ………… but I got a general idea of what she meant.
A line B book C verse D page
4) Word complementation
Some words are followed by special grammatical patterns, e.g. verbs + gerund or infinitive, nouns or adjectives + specific prepositions.
Choose the word or phrase which best completes each sentence, using the hints to help you.
1 I’ve always been very ………… of my grandmother.
A close B fond C affectionate D attached
(HINT: Which preposition – of, to, towards – follows each adjective?)
2 His comments about our project ………… me thinking.
A made B began C got D encouraged
(HINT: Which of the four words A-D fits which of the following patterns? 1 ………… me think 2 ………… me to think 3 ………… to make me think 4 ………… me thinking)
5) Phrasal verbs
You may have to choose the entire phrasal verb for a particular context, or select either the verb or particle.
Choose the word or phrase which best completes each sentence below.
1 The girl managed to ………… a conversation while doing her homework.
A carry out B keep up C make out D go on
2 The bedspread was ………… up of hundreds of small squares of material sewn together.
A formed B done C taken D made
6) Semantic precision (words with similar meaning)
Many words that have the same general meaning cannot be used interchangeably, either because they don’t have the same connotation (associations). For example, stride, stroll, trudge and shuffle all mean walk, but the suggest different ways of walking. You may have to look beyond the sentence with the gap to the whole text and think about very precise distinctions in meaning.
1 Local residents have complained about the music constantly ………… from the club.
A blaring B roaring C booming D thundering
2 The film’s success is amazing ………… the poor reviews it has received.
A considering B seeing C remarking D evaluating
7)
Read the following three texts and decide which answer (A, B, C or D) best fits each gap.
Here is a procedure to follow for this task.
• Read the text carefully. Decide what it is about and what style it is written in.
• Try to fill in the gaps without looking at the choices. This will help you to decide what kind of word you need for the gap, and will prevent you from being confused by distractors.
• Read the choices carefully. You may be able to eliminate one or two immediately or you may have already guessed the right answer.
• If several words look similar, think carefully about their meaning. They may be very different.
• If several words have similar meanings, think about
a) their grammatical use. The words before and after the gap may suggest a particular grammatical pattern.
b) Words they collocate with. Look at words before and after the gap for help.
Remember that a collocation may be found two or three words away from the gap.
• If you aren’t sure, read the text again, take a chance and go for the one that ‘feels’ right.
• Finally, read the whole text through again to check that it makes sense.
Jessica
The trouble was just Jessica had been brought up by a strong, clear-minded and independent woman, and (1) ............ with the expectation that she would be the same. This had meant that at the earliest (2) ………… she had been encouraged to fly the nest and (3) ………… her wings. At no time had she considered marriage or ever having children; the two things didn’t (4)………… into her thinking. As a child there had been no bed-time stories of young girls being rescued by handsome princes. ‘Whatever you want to do,’ her mother would say when kissing her goodnight, ‘believe you can do it and you will.’ And more important than anything else, make sure you enjoy what you do. Which might have (5) ………… some children into becoming (6) ………… achievers, but not Jessica. What it did was convince her from an early age that whatever she did would be because she wanted to do it, and for no other reason.
1 A raised B grown C produced D reared
(HINT: Semantic precision)
2 A occasion B possibility C opportunity D moment
(HINT: Fixed phrase)
3 A spread B open C flap D try
(HINT: Idiom)
4 A come B go C move D get
(HINT: Phrasal verb)
5 A caused B provoked C incited D incensed
(HINT: Word complementation)
6 A great B big C huge D high
(HINT: Collocation)
Phone home
It was 7 a.m. and Amber Scott was driving to college. She had stopped at a level crossing when a truck ploughed into the back of her car and (7) ………… her into the middle of the train. The front of her car wedged under one of the carriages and she was dragged along for more than three miles, sparks (8) ………… .
At this point Amber dug out her mobile phone and phoned home. ‘I knew I couldn’t just sit there and be scared, so I called my mom.’ Her mother, more accustomed to calls about the humdrum events of the (9) ………… grind, was confused. For one thing, the phone’s battery was on the blink. ‘She could hear the noise of the train but she couldn’t (10) ………… out what it was – all she heard was “Mom, mom! I’ve been hit!” and then the line went (11) ………… .’
Finally, after seven minutes, Amber was knocked clear of the train, nursing cuts and bruises but (12) ………… unharmed.
7 A shunted B crashed C pulled D slipped
8 A shooting B flying C blazing D jumping
9 A daily B regular C ordinary D common
10 A find B make C work D get
11 A cold B blank C quiet D dead
12 A otherwise B elsewhere C nevertheless D conversely
Child’s play
Child’s play? Not at all, says Dr David Campbell, consultant clinical psychologist, who explains that children as young as seven as busy (13) ……… their identify outside the family. ‘They are developing relationships that give them (14) ………… about what kind of person they are – pretty, sporty, and so on. It’s a very important time for them. As they get older, relationships become more routine.
Psychological theories indicate that women are more (15) ……… to find their identify through relationships than boys, who define themselves more through activities,’ he adds. ‘At first, rejections are (16) ………… painful for girls, so they can seem much more important than they really are.’ He points out that the oldest child may feel more threatened by relationships that (17) ………… wrong. ‘If they lose a girlfriend at school, it reverberates with all their past experiences of (18) ………… to siblings.’
13 A constituting B establishing C basing D grounding
14 A feedback B reports C advice D references
15 A possible B probable C likely D given
16 A greatly B extremely C highly D utterly
17 A come B get C go D do
18 A losing out B getting out C bowing out D running out
Use of English
Paper 3, Part 1
1) Read the following statements. Which one do you think is more likely to be true? Give reasons for your opinions.
A Parents and adolescents argue mainly over everyday matters, and these arguments seem to change very little from generation to generation.
B Parents and adolescents have always argued over small things, but these days these arguments are becoming more serious.
2) In Paper 3, Part 1 you have to complete a text with fifteen gaps. To do this successfully, it’s essential to understand what the text is about.
Read through the whole of the text, ignoring the gaps for the moment, and decide which of the statements in Exercise 1 best summarises the text.
Does the text mention any of the ideas you discussed in Exercise 1?
3) In the first paragraph the words tested have been supplied. To help you identify the types of words that are being tested, match each of the following descriptions to one of the words 0-7 in the text.
a) part of a phrasal verb …………
b) part of an expression used to introduce an example …………
c) a preposition which follows an adjective …………
d) a preposition meaning about …………
e) a negative …………
f) a form of the verb often used in the expression to … a discovery ……O……
g) a conjunction meaning taking the circumstances into account …………
h) an auxiliary verb …………
4) Read the second paragraph and fill in the answers that are immediately obvious. Don’t spend time thinking about difficult items. Don’t fill in anything you’re not sure of at this stage, because you need to keep an open mind when you look back at the gap.
Causes of conflict between adolescents and their parents
Some interesting discoveries have been (0) made by psychologists studying conflicts between adolescents and their parents. One notable feature is that they seldom argue about such major topics (1) as sex, drugs, or politics. This is surprising, (2) given that great differences often exist between the attitudes of parents and adolescents (3) on such issues. Researches suggest the explanation may be that such topics (4) do not usually relate to day-to-day family interaction and are (5) not discussed as they are not directly relevant (6) to family life. Instead, parents and children tend to (7) fall out over everyday family matters such as housework.
Despite the changes that have (8) ………… place over the past fifty years, adolescents appear to have the same kinds of arguments with their parents as their parents had (9) ………… they themselves were young. It seems to come (10) ………… to the conflict between the adolescent’s desire for independence (11) ………… the parent’s authority. Teenagers spoke of their right to be free of restrictions, while parents were equally (12) ………… of their right to exert control, backing this up (13) ………… referring to the needs of the family as (14) ………… whole. Interestingly, both groups could see the other’s (15) ………… of view even though they disagreed with it.
5) Read the text again and use the hints below to help you with the more difficult items.
8 part of a collocation meaning occur
9 a conjunction
10 part of a phrasal verb
11 part of the structure the conflict between (something) … (something)
12 an adjective followed by the dependent preposition of
13 a preposition
14 part of an expression meaning altogether
15 a fixed expression: to see someone’s … of view
6) Discuss the following questions.
1 Do you think the text is right about what causes arguments between parents and children nowadays?
2 Do you think your parents had similar arguments when they were young?
3 What do you think can help parents and children have a close relationship?
4 In what ways is your relationship with your grandparents similar to or different from your relationship with your parents?
Speaking
Paper 5, Part 3
1) Read the prompt card below.
How easy is it for parents and children to understand each other?
• Generation gap
• Financial problems
• Education and careers
1 First discuss the following questions, which will give you some ideas to talk about.
• What problems do you think are caused by people of different ages living together? (Think about music, living styles, etc.)
• In what ways do you think attitudes change as you get older? (Think about tolerance, priorities, etc.)
• In what ways can money cause arguments between parents and children? (Think about what people like to spend their money on.)
• Do you think what young people have a sense of the importance of money? (Think about how much young people save, what they like to do with their money.)
• Do you think that parents and children have different attitudes to school and homework? (Think about how children like to spend their time.)
• How important is academic success to children? (Think about your plans for the future.)
2 Now think about organizing your talk. Use the headings below to help you. Remember that although you are giving your own opinion, you should show awareness of other points of view.
Introduction
Main part
Conclusion
3 Work in pairs. Present your talks to each other and give feedback on language, content and timing.
2) Now read the prompt card below, and follow the same procedure.
How far do you agree that friends are more important than family?
• Having problems
• Facing problems
• Finding problems
Improving your writing
In Paper 2 your writing may be assessed according to the following criteria:
a) accuracy, including grammatical accuracy, spelling, punctuation
b) range of grammatical structures used
c) range and accuracy of vocabulary used
d) consistency and appropriacy of style and register
e) effect on target reader
f) organization and discourse management
The exercises in this section will help you with a), b) and c). You will work on the other areas in Units 3, 9 and 13.
1) Accuracy
The sentences below have mistakes in grammar, word formation, spelling and punctuation. Identify and correct the errors.
1 I think children shouldn’t be aloud to watch violence cartoons.
2 I live in a city in Sweden. It is a lot of small shops there.
3 Some family let theirs children to do a lot of thing after the school.
4 When a six year old children, that is watching Robocop’, doesn’t understand the differences between TV and reality, its because his parents don’t explain him the differences.
5 When I had seen him I realized that he was the same person I saw before.
2) Range of grammatical structures
The following extracts would all lose marks because of lack of variation and range in grammatical structure. Each extract has been rewritten to express the ideas more precisely through use of appropriate structures and linking words.
1 Read Extract 1 and then complete the gaps in the rewritten version using the phrases given.
Extract 1
I am majoring in film at my university. I am writing a film script, but I keep in mind not to write anything violent. I think this is not interesting. Also it can be dangerous. People can be influenced by it.
but even more importantly one of my main concerns here
as part of partly because I do not find
(1) ………… my university major in film, I am writing a film script. (2) ………… is to avoid writing anything violent, (3) ………… violence particularly interesting, (4) ………… because it can be such a dangerous influence on people.
2 Read Extract 2 and then complete the rewritten paragraph by adding an appropriate linking word in each gap.
Extract 2
James is a handsome boy. He puts a lot of emphasis on his hair. His hair is short and brown but always fixed with a lot of gel. I’ve never seen him without gel on his hair. The strange thing about his hair is that he combs it according to the way he feels. That’s very unusual. You can tell his mood only by looking at his hair.
James is a handsome buy (1) ………… takes a great deal of care of his hair, (2) ………… is short and brown (3) ………… always held in place with gel. I’ve never seen him with ungelled hair. The strange thing is that he combs his hair according to the way he feels, (4) ………… is very unusual, (5) ………… means that you can tell his mood just by looking at his hairstyle.
3 Read Extract 3 and then combine the jumbled phrases below into a paragraph consisting of three sentences, forming an improved version of the original paragraph. Add punctuation where necessary.
Extract 3
George was a quite short man to play basketball, his height was 1 metre and 81 centimetres, that is why he was the playmaker of the team. George was the greatest and most talented player in the whole championship. He got this title because he was extremely fast, he had an incredible dribble and shot, a superb jump and he was calm and energetic too.
(1) At only just over 1 metre 80,
and jump superbly
these skills
in addition to being extremely fast
made him the most talented player in the whole championship
he could dribble and shoot incredibly well
together with his combination of calmness and energy,
and was therefore the team’s playmaker
George was quite short for a basketball player
3) Range and accuracy of vocabulary
The following three extracts do not express the writer’s meaning clearly because of problems with the range and accuracy of the vocabulary used. Complete the gaps in the three rewritten versions by choosing a word or phrase from the box below.
arising convicted created current affairs drunkenness emotional
existence ideal persistent potentially repeatedly sent
shocking unstable
Extract 1
I think we have too many bad programmes for example tv drama and movies. When there is a bad problem we can watch tv news about that many times so young people imitate it as funny problems. I think people have some problems in its heart, people who don’t have a good family, they are difficult to solve.
I think that too many of the TV dramas and movies we see are (1) ………… harmful, and in addition to this, (2) ………… programmes (3) ………… show (4) ………… events that young people sometimes imitate for fun. These people may have complex (5) ………… problems (6) ………… from (7) ………… family backgrounds.
Extract 2
In our country there are some schools for criminal children. Most of them come there because of their unrealizable faults: drugs, overdrinking, or just imitating the violence in films.
In our country there are some special schools for children who are (8) ………… criminals. Most of them are (9) ………… there because of (10) ………… crimes: drug-taking, (11) …………, or just imitating violence in films.
Extract 3
He influenced my life, because he invented the motto I was looking for. I need a motto to give my life meaning.
He influenced my life, because he (12) ………… the (13) ………… I was looking for, and which I need to give meaning to my (14) ………… .
Writing
Paper 2, Part 1 (letter)
For the compulsory task in Paper 2, Part 1 you may be asked to write a letter, and article, an essay or a proposal. This will involve putting forward an argument and supporting it with your own ideas. You will be given information to base your writing on. In this section you will work on a formal letter.
1) Read the following writing task.
TASK
You have read the text below which is an extract from a magazine article on the lack of inspiring role models in public life. You decide to write a letter responding to the points raised and describing a person who has inspired you.
(300-350 words)
We are becoming a society of cynics, money-grabbers, people whose sole purpose in life is furthering self-interest. Te sad truth is that there are no longer inspirational people among us; manipulation of the media and wealth creation have become paramount for those in public life. Most people just want an easy life; few take risks for the sake of others, or push for knowledge without anticipating financial reward. Where are the role models of today?
2) Read the following letter which was written in answer to the task. Note down:
• why the writer recommends John Gleen as the role model
• how she has used the information in the extract from the magazine to help to give her ideas for her letter
• what extra details she has added to support her argument.
Dear Sir,
I am writing in response to your article about the lack of role models today. I feel that it was most unfair and that there are many admirable role models to inspire us today. I have always felt that people who attempt to push back the frontiers of knowledge or who put their lives in danger for others should be admired. I would like to describe someone who has inspired me personally and who in my opinion has fulfilled these criteria – the American astronaut John Glenn.
Throughout his life Glenn constantly looked for new challenges. He proved his courage and adventurous spirit in 1962, becoming the first American to orbit the Earth. This was a major technological breakthrough and made him world-famous. After that spectacular trip into space it could have been difficult for him to settle back into the routine of normal life, and indeed later astronauts had psychological problems. But, admirably, he then set about carving a new career for himself in politics. He became a well-respected and popular senator, making an important contribution to the American political scene.
Even then Glenn didn’t rest on his laurels. Instead, after reaching the top in these two professions, he decided to go back into space to help with medical research into the process of ageing. This would have been major undertaking at any age, but John Glenn did it at 77, an age when most people just want to sit back and relax. Not surprisingly, there was considerable opposition, as people felt it would put too much strain on him. However, he had kept himself fit throughout his political career and was therefore ready to undertake this final challenge.
Overall, I think that I most admire his spirit and optimism. Neither cynical nor money-grabbing, he took great personal risks to push for knowledge. He achieved more in his lifetime than most people ever dream of, and was truly inspirational to others, not only of his own generation but also of mine. Who could ask for a better role model for our time?
Your faithfully,
(348 words)
3) To show you how the writer has used the information given in the magazine extract, answer the following questions.
1 How does the writer show that John Glenn had a purpose in life other than ‘furthering self-interest?’
2 What information does she give to show that he was ‘inspirational’?
3 What ‘risks’ did he take and why?
4 What evidence does she give for showing that John Glenn did not opt for an ‘easy life’?
4) To help you to think about how the letter is organised, complete the following outline by adding notes.
Opening paragraph
Reason for writing:
I am writing to respond to your article about…
Writer’s point of view:
I have always felt that…
In my opinion…
First supporting paragraph
Main idea: constantly looking for new challenges
Supporting details:
…………………………………………………………
new career as US senator
Second supporting paragraph
Main idea: he kept going – didn’t relax
Supporting details:
…………………………………………………………
Closing paragraph
Summary of points made in relation to magazine article:
…………………………………………………………
…………………………………………………………
Return to reason for writing given in opening paragraph:
…………………………………………………………
5)
1 Read the following writing task.
TASK
You have read the text below which is an extract from a magazine article on the declining role in the family of fathers today. You decide to write a letter responding to the points raised and describing a person who, in your opinion, has been an ideal father.
(300-350 words)
A father is more than a male parent. Fathering a child is easy – being a father is not. Many people say that fathers no longer have a clear role in the family. They spend most of their time outside the home and never really get to know their children. Without models to follow, how can today’s boys understand the concept of ‘being a father’? Are there no real fathers left?
2 Here are some questions to start you thinking about the topic. You may find it helpful to jot down some notes from the text to give you ideas for your letter.
1 What role do you think fathers should play in a family today? Is it taking financial responsibility, feeding and clothing a child, teaching a child how to behave, or something different?
2 How do you think the person you are describing has demonstrated the best aspects of ‘being a father’?
6) Using the model in Exercise 4 to guide you, prepare your own outline for the task.
Opening paragraph
Give your reason fro writing.
Introduce the person you are describing and give your reason for this.
Supporting paragraphs
Give specific examples of how this person is a model father and what makes him a caring parent. What has he contributed to maintaining ‘family values’?
Closing paragraph
Summarise your points in relation to the extract.
Return to your reason for writing.
7) Now write your letter, using the outline above.
8) Exchange your letter with a partner. Evaluate each other’s work and suggest improvements. Use the checklist on page 231.
9) Write an improved version of your letter.
Exam Strategy
In any piece of writing, planning in advance will save you time and help you to organize your ideas clearly. Get into the habit of always writing an outline before you start.
UNIT 1 review and extension
1) Match the two halves of each sentence in the following story.
1 Last week I invited a colleague of mine round to supper
2 It was one of the worst evenings
3 I’d only just got home from work
4 Only minutes after he’d arrived,
5 He zapped through all the channels on TV
6 He didn’t leave
7 I think he’s easily the most inconsiderate person
a) and didn’t even try to make conversation.
b) because he didn’t seem to know anyone.
c) he was lying with his feet up on the sofa.
d) I’ve ever met.
e) until he’d finished off all the food and drink in the house.
f) when he arrived – an hour early.
g) I’ve ever had.
2) For questions 1-8 complete the second sentence with three to eight words so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.
1 We sometimes argue, but I get on well with him most of the time. usually
Despite ................................................ get on well with him.
2 My friends are the most important thing in my life. mean
My friends ................................................ else.
3 I only just managed to win the race. close
I won the race, ................................................ thing.
4 There’s been a great improvement in Hannah’s relationship with her sister. leaps
Hanna’s relationship with her sister ................................................ bounds.
5 That is the most outrageous suggestion I’ve ever heard! such
I’ve ................................................ life!
6 No-one could deny that he had won all the international competitions. undisputed
He was ................................................ world.
7 The music was so loud that she couldn’t understand what he was saying. make
She couldn’t ................................................ the loud music.
8 The opinion of parents often has less effect on children as they grow older. parental
As children grow older, ................................................ to decline.
3) Read the following text and decide which answer (A, B, C or D) best fits each gap.
As a child I lives near an American air base in central England, and so had several American friends, but after I left school I lost touch with most of them.
Recently I decided to try to (1) ………… them, but my efforts were in (2) ………… , and I resigned myself to the fact that I would not see any of them again. Then, completely out of the (3) ………… , I received a postcard from one of my old friends, now living in Seattle, bringing me up to date on her news and inviting me to pay her a visit. It’s extraordinary how rapidly a single event like this can turn your life (4) ………… . I had been having a tough time trying to (5) ………… with a job I hated and an unsatisfactory social life, which had meant that my opportunities for new experiences had been (6) ………… limited – until now. Without hesitation I booked a flight and set off for new horizons.
1 A discover B trace C place D identify
2 A failure B despair C vain D loss
3 A sky B blue C distance D past
4 A up B out C in D around
5 A cope B manage C run D handle
6 A strongly B closely C tightly D severely
4) Look at the photo below. It has been chosen as the centerpiece for a campaign promoting the values of family life.
Discuss what positive aspects of family life the picture shows, and decide if there are any other positive aspects that are not portrayed. Would this be a good picture for the campaign? What other issues do you think could be portrayed in campaign instead?
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