Advanced Writing Skills (RED)

8/20/2019 Advanced Writing Skills (RED)

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j IDMNCED

WRITING

SKILLS


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C O N T E N T S

Acknowledgements iv

Foreword vG eneral Introdu ction vi

Introd uc tion to Students viiT ea ch er’s H and ling Notes viii

U N IT 1 Advice and Opinion 1

A dvice; future t ime clauses;

i t i s a d j e c t i v e t h a t . . . ; c o n s u m e r

v o c a b u l a r y .

U N IT 2 Plans and Arrangements 10A rrangem ents and invi tat ions; relat ive

clauses - definin g; it is a d j e c t i v e + i n f i n i t i v e ;

entertainment .

U N IT 3 Permission 19Pe rm ission ; sub stituting infinitives for

relative clauses; presen t and perfect

parti c ip le s; characte r.

U N IT 4 Suggestions 29Sugg esting courses of ac tion; expressing

contrasts and conce ssion; focus and

identification; food and health.

U N IT 5 Obl igation 39

O bliga tion; relative clauses —no n

de fining; few /a few, e tc .; life ab roa d.

U N IT 7 Protest and Com plaint 60

Protest , complaint and apology; contrast

and concession; quite/fairly/rather; reaction.

U N IT 8 Controversy 69

C ontro vers y; reasons, causes and

exp lanations; ge runds as subjects and

objects; work.

U N IT 9 Contrast and

Comparison 79Ad vantages and disad van tages; whi le and

whereas; qualifying and describing

no un s; town and country.

U N IT 10 Probabili ty 89Probab i l ity - present and futu re; w hat and

w hich ; that and w hether clauses as

subjec ts; leisure tim e.

U N IT 11 Planning 97Planning; purpose clauses; inverted

conditionals; equality and prejudice.

Key 108Resources File 117

U N IT 6 Generalisations 49

Qu alifying gen eralisations; inversion

after negative introdu ctions; qualifying

and re-expressing statem en ts; holidays

and tourism.


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A C K N O W L E D G E M E N T S

We would like to thank the following people for their help and cooperation

in the developm ent of this book: the p rincipal, teachers, an d students ofEurocentre, Bournemouth for their help and encouragement; students atthe In stituto Ang lo-Mexicano in M exico City; a nd the secretarial staff atEurocentre, Bournemouth, in particular Heather Woodley and MaryParsa. We would especially like to thank Jeff Stranks for his contribution,and Ro ger Scott for his help an d advice.

Joh n ArnoldJerem y Harmer


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F O R E W O R D

With this book, the tenth Eurocentre publication in our series Teaching Languages to Adults, we continue our program m e of providing m aterials

and techniques for language teaching in areas not yet fully covered.The recent developm ents w ithin the field of linguistics have shown a needfor a new approach to teaching English at the Advanced level; with their

experience as teachers in an organisation teaching adults, the authors haverecognised the need to interpret such developments at a strictly practicallevel both for teachers and students.

Thus Advanced Writing Skills concen trates on the pro duc tion of written

English and incorporates new concepts of Advanced lea rning by leading thestudents from controlled use to free and individual production ofappropriate language. In addition, this book provides the teacher withm aterial suitable for a variety o f learning situations.

It also offers many opportunities for really challenging and variedhom ework and encourages the responsible stud en t to make full use of hisself-study potential.We believe - and the testing of the m aterial in the English Eurocentres has proved it - that this book can make a valu able contrib ution to the teachin g

of English at the Ad vanced level for both teachers and students.

Erh. J. C. Waespi

Director o f the foundation for

European Language and Educational Centres


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G E N E R A L I N T R O D U C T I O N

In this book, language is treated under three headings

F u n c tio n s T o p ic N o t io n s G r a m m a r

U nd er F u n c tio n s we consider ways in which language is used, for example,Giving Advice. We then present some of the forms of language tha t can be usedin performing such Functions, for example, i f you take my advice you w ill . . . U nder T op ic N otio ns we deal with the vocabulary related to a particularsubject or topic, for example, Work. Under G ra m m a r we p resent and practise certa in structu ral patterns.

THE COURSE

The course is designed for students who have either passed the CambridgeFirst Certificate exam ination o r successfully completed an equiv alent courseof study.By the end of this book, successful students will be able to use the Fun ctions,Topic Notions, and Grammar studied to express themselves fluently andaccu rately, p articu larly in writing. Such students will be in a position to takethe Cam bridge Certificate of Proficiency exam ination after further trainingin the specific techniques necessary for tha t exam ination.

UNIT LAYOUTEach unit containsa) A Text, which exemplifies one or m ore Functional areas, and wh ich is

also abou t a partic ula r topic, thus providing m aterial for discussion andvocabu lary extension.

b) Com prehension and Sum m ary exercises.c) Revision-Test (except U nit 1).

d) Presentation and practice of Fu nctional Language.e) Sentence construction (i.e. G ram m ar).

f ) Features of Structure an d Style occurring in the text.g) V oca bu lary extension.h) Fina l W ritten Tasks, designed to integ rate (d)-(g) above.

DESIGN

T he course is designed in such a way that it can be used, at the one extreme,for intensive courses, an d a t the o ther, for private study. As m any s tudents atthis level follow non-intensive courses they will find the private study

potential of the book particula rly valu able; a key is pro vided for the

m ajority o f the exercises. Thus, where timetabling makes this necessary, particula r parts of the unit m ay be dealt with outside the classroom.T he following publications have been p articularly useful in the pre para tionof this book

Leech and Svartvik, A Communicative Grammar o f English, Longman, 1975.Quirk and G reenbaum, A University Grammar o f English, Longman, 1973.Wilkins, Linguistics in Language Teaching, Edward Arnold, 1973.

VI


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I N T R O D U C T I O N T O S T U D E N T S

Read this, as it will help you to get the best out o f the book.This book is especially designed for students who have passed the

Cambridge First Certificate examination or who have done a course toab ou t the same level, an d com pleted it successfully. T his book will help youtowards a higher level of English knowledge, and if you wish, towards the

Cambridge Certificate of Proficiency examination.

THE LAYOUT OF EACH UNIT

Text designed to provide discussion ma terial and show examples of the

languag e you will be studying. Exercises on the Text designed to test your ability to understand and takeinformation out of the text an d to give you practice in selecting pa rticula r

points from the text and linking this in fo rm ation together within a limited

nu m ber of words.

Revision- Test designed to give furthe r prac tice in elements of language which

you have already studied in previous units.Functional Language p r o v i d e s o p p o r t u n i t ie s t o s t u d y a n d p r a c t i se t h e

l a n g u a g e y o u n e e d f or p a r t i c u l a r p u r p o s e s , su c h a s s u g g e s t i n g c o u r s e sOF ACTION.

Sentence Construction this section revises an d ex tends your gram m atica l knowl

edge of English.

Structure and Style provides opportun ities to study and practise special stylistic

features of written English.

Topic Vocabulary here you can learn words in groups w'hich are all concerned

with a pa rticula r topic.

Writing Tasks this is the m ain piece of practice in which you can use thelanguage you have studied in the unit (as well as in previous units). Thesecompositions have been chosen to represent the kinds o f w ritten tasks whichyou might one day want to perform in English.

THE RESOURCES FILE

At the back o f the book you will find a section ma rked r e s o u r c e s f i l e . Hereyou will find pictures, forms, and other visual aids taken from newspapers

and other sources. These aids are designed to give you extra practice andrevision of wha t you have studied in the units.

i f y o u a r e f o l l o w i n g a n i n t e n s i v e c o u r s e (lO or m or e lessons a week),you can use this book un de r the gu idance o f your teacher(s). It is a good ideato read the passage of any unit in advance and look at the T alking Pointssection. T he re is a key to all of the exercises m arked (K), so you can use theexercises for revision and extra practice as necessary.


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IF YOU ARE FOLLOWING A NON-INTENSIVE COURSE (2-10 lessons a Week),you will have to do the m ajority of the exercises on your own. T he re is a key provided for all the exercises where this is possible. I f th ere are poin ts in theexplanations or exercises which you do not understand, ask your teachersabou t them w hen you have the opportunity.

You will have plenty of opp ortun ities when using this book to talk aboutyourself, give your personal opinions, and say what you think. Rememberth at learning a no ther language , especially at an adva nced level, should be

an o pp ortu nity to express yourse lf and your ideas clearly and fluently, andto enjoy learning to do this. We wish you every success in bringing yourknowledge o f English to an a d v a n c e d level.

T E A C H E R ’S H A N D L IN G N O T E S

THE TEXT

It is suggested tha t students read the text to be worked on before com ing toclass.

EXERCISES ON THE TEXT

1 VocabularyThis section is designed to show the students a variety o f vocab ulary incontext. It should be done o rally, pre ferably before the othe r exercises onthe text.

2 Talking PointsThese true/false questions are designed as oral classroom activity, e.g. the

teacher reads the sentences and the students say whether the answer istrue or false. The questions are not designed to focus on any particular

aspect of languag e, bu t should form the basis for discussion on the subject-m atter of the text.

3 Writing PointsThese questions could be done orally, b ut the inten tion is tha t the stude ntshould be able to write complete answers, as he will have to do in theProficiency examination.

4 Context QuestionsThese questions could be dealt with either orally, or in writing. T he y aredesigned to test the stud en t’s in-d ep th u nd ersta nd ing o f the text.

5 Summary Work T he m ain aim o f this is to train studen ts to summ arise, within given wordlimits, inform ation they have read. T he exercises can be used successfullyas group work in the class.


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REVISION-TEST

These can be done most effectively in the classroom under quasi-testconditions. T he very ac t of doing the test should reinforce students’ ability to

use the language which they have studied and help them to commit thatlanguag e to their memories.

FUNCTIONAL LANGUAGE, SENTENCE CONSTRUCTION, STRUCTURE AND

STYLE

Since these various aspects of language are often trea ted in similar ways theywill be dealt with together here.It is suggested that the students ’ attentio n be draw n very carefully to theway language is used in the text to perform certain functions. They thus see

that they are not merely studying grammar but are studying a languagewhose use is exem plified in the text.When studying the charts, before doing the exercises that follow them, it is

suggested tha t the teache r migh t point out the gram m atically tricky aspectsof the language. A n exam ple o f this is on pag e 43 where the c ha rt includes X has no alternative but to DO . . . A common mistake with this construction isthe omission o f but. T his can be pointed o ut to the studen t as he studies thecha rt, helping him to avoid the m istake in the future.

T he exercises that follow, for exam ple, a d v i c e , are designed for classroom

use. It is suggested that the controlled exercises that usually begin the

exp loitation should be don e ora lly; indeed, most of the exercises are suitable

for oral use, but to provide va riety it is often a good idea to make the studen tswrite one or two sentences from a pa rticu lar explo itation. Wrhere, a t the endof each section, the p rac tice is of a freer na ture, group-work is often very pro fitable .As was said in the g e n e r a l i n t r o d u c t i o n , constraints o f time m ay m ake

it impossible to do all the work in class. For this reason there is a key at the

back of the book, and parts of the units can be set as homework/self-study.Where material from the r e s o u r c e s f i l e is appropriate to the language being studied a note will be found in the unit , and the m ate ria l can th en be

used as a more interesting, or extra, o r alterna tive, s timulus for the students.

t o p i c v o c a b u l a r y

In this section the studen t is presented with a voc abu lary area. This sectionis not intended for classroom us e; the studen t should discover the m ean ing ofthe words him/herself. Teaching vocabulary is usually a fruitless exercise,

and would certainly be so here. The exercises which follow the section,however, could be set as homework. It is suggested that all the students be

equ ipped w ith a good dictionary.

WRITING TASKS

T he m ain objective of these tasks is that the student should p ractise w hat hehas learnt. S tudents must be enco uraged therefore to use the language from


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the units. O ne w ay of doing this is to pu t a tick on the page every time thestudent uses language he has studied from this book. The Option Boxes

simply provide more composition titles, should they be needed.

THE RESOURCES FILE

As has been already pointed out, the r e s o u r c e s f i l e can be used as asource of extra p ractice m ateria l, p articula rly where this is suggested. Itsmain function, however, is to provide interesting and real material forrevision. Suggestions will be found un de r each item, bu t teachers should feelfree to exploit this material as they see fit.

x


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MARKETING North Africa Division

CONSULTANCY Hamra Street

SERVICES Beirut, Lebanon

Tel: 725380 Telex: 52413

Mr J . K. Far r i ngdon,Sal es Di r ector,

Wor l d Mot or- cycl es Ltd. ,Dudl ey Dr i ve,Bi r mi ngham,Uni t ed Ki ngdom. 22nd August .

Dear Mr Farr i ngdon,

We are wr i t i ng i n repl y t o your l et t er of August 2nd, whi ch waspassed on t o us by MCS Head Of f i ce i n London. I n your l ett er, you

asked f or our advi ce concer ni ng the market i ng of motor - cycl es i nNor t h Af r i can count ri es, i n par t i cul ar Tuni si a.

5 At the moment , i t woul d seem to us t hat i t i s not possi bl e to gi vea def i ni t i ve answer about t he pr ospect s f or such a pl an. Thi s i sespeci al l y so, si nce, i n our opi ni on, t her e are such vast di f f er encesbetween t he var i ous count r i es i n t hi s area. I t woul d appear to ust hat your best course woul d be to have an area sal es survey made, a

10 t ask we woul d gl adl y undert ake on your behal f . At the same t i me asf i ndi ng out about sal es pr ospects, i t i s essent i al t hat possi bl e f ut ur edeal er s shoul d al so be i nvest i gat ed, and t hi s ser vi ce i s par t of al lsal es- sur veys we make.

I n addi t i on to havi ng a sur vey made, we woul d al so advi se you to make15 a personal vi si t to the area, per haps whi l e the survey team i s maki ng

i t s i nvest i gat i ons. Thi s woul d enabl e you to ' get t he f eel ' of t hecount r i es concer ned, whi ch, i n our opi ni on, i s vi t al f or any

busi nessman pl anni ng a maj or mar ket i ng vent ur e.

We l ook f orward to hear i ng f r om you agai n i n t he near f ut ur e. I f you20 need any detai l s about t he ki nd of sur vey we under t ake, Head Of f i ce

wi l l be very happy to suppl y t hem.

Y n u y a a -i n r»OT*oT \r

C. Cl ar k


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ADVICE >1NDOPINION

a | Exercises on the text1 V O C A B U L A R Y

Find words or phrases in the text tha t m ea n :a) advertising and selling a com modity

b) an organisation giving professional advicec) sure and finald) chances of successe) very great

J) investigation to find ou t the chances of selling somethingg) for youh) people who sell for an organisation

i) extremely im portant

Say whe ther the following statements are true o r false. If you think theansw er is false, give your reasons.

a) M r Fa rringdo n’s letter arrived at the Head Office on August 2nd.b) M r Farrin gd on ’s letter asked for advice abo ut selling motor-bikes in

North African market-squares.c) M arketing C onsultancy Services cannot yet say whethe r it is a good

idea to sell motor-cycles in N orth African countries.d) M r Fa rringdo n wo n’t be able to sell motor-cycles in all N orth African

countries because they are so different from each other.e) M r Fa rringdon is advised to make an area sales-survey.

f ) W hen M CS do sales-surveys, they also find ou t about places whichcould sell the articles concerned.

g) M CS think th at it is im po rtan t for businessmen to visit areas wherethey w an t to sell things.

h) If M r Farringdon writes to He ad Office asking for details, he willmake them very happy.

Answ er the following questions w ith com plete sentences.a) W hy did M r Farringdon write to MCS ?b) What reasons do MCS give for being unable to answer Mr

Fa rringd on ’s questions abou t m arketing?c) W hat advice do M CS give abo ut finding out whether m arketing

prospects are good ?d) W hat do M CS advise M r Farringdon to do personally, and why?

2 T A L K IN G P O I N T S

3 W R I T IN G P O IN T S

4 C O N T E X T Q U E S T IO N Sa) ‘Such a pla n’ in line 6 refers to . . .b) ‘This area’ in line 8 refers to . . .c) W hat does ‘this service’ in line 12 refer to?

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j4DVICE 4NDOPINION

d) W hat does ‘w hich ’ in line 17 refer to ?

e) ‘T hem ’ in line 21 refers to . . .

5 S U M M A R Y W O R K Ima gine you are M r Farringdon . You are prep aring a very short

m em orand um for the other directors of W orld M otor-cycles Ltd. on the

advice given by MC S. W rite the rep ort in not more tha n 50 words.

b | Advice1 Look a t the following ways of giving advice, some of w hich a pp ea r in the

text.

1would { advUe J 1 you to D O ...[ recommend J

If you take my advice you will DO . . .If I were you I would DO . . . (informal')

Susan Fisher is a student who is ab ou t to leave school. Use the following to

give her advice abo ut her future.

a) advise/learn/foreign languages

b) my advice/continue/studyc) recom m end /get/job as soon as possibled) if I/you/go/nigh t-school/learn/profession

e) advise/earn enough m oney/travel roun d the world f ) if/you/work/shop with you r father

g) my advice/get m arried, settle dow n/have a family

Now m ake m ore sentences of your own, using th e language in this section,

in which you give advice toa) Someone whose new car keeps going wrong

b) Someone whose pe t tiger has vanished c) Som eone whose w ife/husband spends most of her/his tim e away from

home

2 Look at m ore ways of giving advice (some of wh ich ap pe ar in the text) inwhich the writer/speaker gives his opinion before giving his advice.

OPINION ADVICE

In my opinionAs far as I’m concerned From my point of view I think

you should DO . . .the best thing you can DO .. .

is DO . . .

It would | seem i (to me) that[appearJ v

your best course would be to DO . . .


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ADVICE ANDOPINIONa. Now you are giving opinions and advice to someone whose neighbours

are always holding parties and throwing litter over the fence.a) seem /me/best course/tell them how/feel

b) point/view /should call/policec) opinion/throw/rubbish back

d) seem/best course/letter/com plainte) as far/concerned/bes t thing/take them /cou rt

f ) app ear/bes t course/lawyer

g) opinion/sue them/damages/nervous disorder due to the continualnoise

b. Now m ake m ore sentences of your own, using lang uage from this section,

in which you give advice toa) Someone who dresses shabbily, has untidy hair, seldom washes, and

gets turned down a t all the interviews he/she goes for b) Someone who has been accused, by one of his/her colleagues, of

em bezzling money, even though it is no t truec) Someone who is having problems with his/her English

3 Look a t the following ways of asking for advice.

What* do vou \ aĈ *SC , 1 me to DO ?[ r ec o m m e n d J

Could you give me some advice about DOING:

Where* j f \ DO ? (slightly informal}

* Other WH-quest ions are a l so common, e.g. How/when, etc.

a. Using the language from the ch art above ask for advice in the followingsituationsa) You wa nt to know where to live in Eng land in a rura l area, bu t near

Londonb) You wa nt advice abou t learning a musical in stru m en t-i.e. you do not

w an t to learn a very difficult onec) You have been offered two jobs. O ne is in a nice town bu t the pay is

low, the o ther is well-paid, b ut in a horrib le aread) W hen you try to be nice to your children, they are rude to you

e) You wan t to give up smoking, bu t you do not know how to

4 Below are five situations in which peop le need advice. Using the languagefrom 1, 2 and ^ (o n pages 3 and 4), imagine you are writing the letters inwhich advice is asked for and given.

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ADVICE >1NDOPINION

F r e d e r i c k C l a y b o r n Age 37

Heavy drinker, drink affecting hishealth; has been told by doctor

to stop.

Executive in electronics firm,says drink helps him to fulfil

work-load.

He cor responds w i th a fr iend

correspondsunde

,a Fernandez Asants to learn Eng) ,de or secretary

e corresponds with

Resources file references 1 C2 caption b) 2 G2 caption a)

c | Sentence construction

F U T U R E T IM E C L A U SE SLook at the following sentence from the text

. we would also advise you to make a personal visit to the area, perhapswhile the survey team is making its investigations' (Lines 14—16)

T he second pa rt of the sentence refers to the future, b ut the presentcontinuous tense is used because it is a t i m e c l a u s e begin ning w ith while.

T he sentence is produ ced in the following w ay :

W e would also advise you to make Perhaps the survey team will be

a persona l visit to the area . making its investigations (then).D epe nding on the situation a nd context, there are four possible tense forms

which can ap pear in t i m e c l a u s e s

you DO ( Present Simple)

you A R E DOIJVG (Present Continuous)

you HA VE D O N E (Present Perfect Simple)

you HA VE B E E N D OING (Present Perfect Continuous)

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ADVICE >4NDOPINIONEXAMPLES

i) You

11!

will

Tom He will arrive

I can m ention it

I will be talking to Jack

meetw h e n

You will m eet Tomwhen he arrives.

w h i l e I can m ention it while I am talking to

Jack.

iii) D on’t come I will have had my lunch

iv) You will get toknow our methodsYou will have been working here fo r a while

u n t i l D on ’t come until I have had my lunch.

w h e n You will get to know our methodswhen you have been working here for a

while.

t i l l / u n t i l

AS SOON a s / o n c e

Imagine you have been made redundant, and you are being giveninformation at an unem ploym ent office. C om bine the following pairs of

sentences in the same way as in the examples.a) You will get welfare money.

You will get a n ew job .b) You will be able to find work.

The economic situation will have im proved.c) W ould you fill in this form ?

You will be waiting.d) You can apply for help w ith you r rent paymen ts.

You will have been receiving welfare money for

a month.e) We will also help you.

Y our children will need to buy school books. f ) Please inform us.

You will be offered a new job .

! In the following sentences people are talking abou t their forthcom ingholidays. C om plete the sentences w ith a suitable time clause.

WHILE

a s s o o n a s

WHEN

IMMEDIATELY

a)

b)c)d)

e)

f> g) h)

W h e n ____ , you’ll need a long holiday.

I ’ll be lying in the sun, w h ile _____ As soon a s ____ , my own holidays will be starting.I ’m going to book my flight im m ed iate ly_____

15 there any chan ce o f you seeing my father, w h ile ____ ?By the tim e ____ , yo u’ll be too tired to enjoy your holidays.

I ’m not going to work so ha rd, onceYou’d better learn to drive properly, before

arrested.

or you’ll get

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ADVICE AHDOPINION

3 Here is an adve rtisement for a career in banking. Im agine you are givinginform ation a bou t job prospects to someone who is thinking of taking upthe career.

nager

iationally oriented c in Kuwait. The

/ing within a fast .ondary objective oarate subsidiary • lent full service

e.g. When you start, you will be earning at least £2 ,400 a year.

Resources file reference B1 caption a)

d | Structure and style

Th ere are a num ber of adjectives which, when used in the pa ttern

It is a d j e c t i v e th a t . . .often use s h o u l d with the verb in the ‘that-clause’.

In the text, line 12, the re is the clause‘. . . it is essential that possible dealers should also be investigated

This pattern occurs after adjectives expressingSurprise and shock (e.g. amazing, horrifying, crazy, etc.)Disapproval and disappointment (e.g. typical, sad , etc.)

Advisability and im portan ce (e.g. better, essential, vital, etc.)

Justice (e.g. (only) fa ir , (only) natural, etc.)

T he m ain use of this pa ttern is to com m ent on an idea r ath er th an on a fact,

an d such sentences with ‘should’ are ra ther subjective.e x a m p l e Compare

i) It is surprising th at you believe him.

= The f a c t that you believe him is surprising.ii) It is surprising th at you should believe him.

= j u s t t h e i d e a o f you believing him is surprising.

(Although in many cases there is very little, if any difference, between a

A CAREER INBANKING ?

Salary £2,400 rising to £4,800 after 7 years.

In-service training. Special 1 month c ourse inLondon after 1 year's service. Low interestloans for house-purchasers with no minimumservice requirement. Satisfactory experiencein all departments leads to automatic consideration for deputy manager's post. Freemedical insurance after 3 months' service.Please repty in complete con fidence to M r Hurs t, Recruitment Officer.

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ADVICE >4NDOPINION

sentence with ‘shou ld’ and one withou t, an a dva nced stud ent oug ht to begin to note examples where ‘should ’ is used and try to im ita te them.)

1 Rew rite the following sentences beginn ing with ‘It is a d j e c t i v e that

e x a m p l e You know my uncle. T h at is rath er odd.

It is rather odd that you should know my uncle.

a) Ch ildren are allowed so m uch freedom. T h a t is crazy.

b) It is essential for children to be taug ht discipline.c) It is only natu ral for parents to spoil the ir children.

d) It is extremely im po rtant for children to learn to share things.e) No two ch ildren learn in the same way. Th is is strange.

f ) It is m uch better for parents to know abo ut the problems their children

have a t school.g) It is only right for parents to get involved in the education of their

children.

h) Some parents consider school a waste of time. Th is is sad.

2 M any people are worried abo ut the increase in noise and air pollution intowns. Imagine you believe that noise and air pollution should be

reduced. Make statements on the subject beginning as followsa) I t is only fair th a t. . .

b) I t is typical th a t. . .c) I t is horrifying th a t. . .d) I t is absurd th a t . . .

e) I t is unfortunate th a t . . . f ) It is absolutely vital t h a t. ..g) It is only reasonable th a t. ..

h) I t is quite incredible th a t. . .

e |Topic vocabulary

1 C O N S U M E R V O C A B U L A R YUsing a dictionary or any other source find out the meaning of thefollowing words connected w ith advertising, buying and selling.

a) m arket; to m arketb) p ro d uct ; articlec) adv ertise; adv ert(isem ent); com m ercial; advertising cam paign

d) to hire; to ren t; hire-purchase (agreement)e) guarantee

j ) redu ctio n; to redu ce ; cu t-pric e; value (for money)g) secon d-han d; shop-soiled; ba rga in; to be (not) worth ith) bad ly-m ad e; w ell-mad e; to las t; to break dow n; to wear out

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ADVICE >4NDOPINION

2 Using the vocab ulary from 1 above, com plete the blanks in the following

sentencesa) ‘W oo f’ dog food has started a new adv er tising ____ Th ey have pu t (K)

____ in the newspapers a n d _____ on the television.b) Som ebody ow ned my car before me, so it is _____ c) ‘Sm oo th’ shirts a r e _____You can still w ear them after ten years

because they n ev e r_____ d) If you are going to buy a new camera, m ake sure you get a -------so that

you can have it repa ired free for the first year.e) T he dep ar tm en t store is hold ing a sale. Prices have b e e n -------, so tha t

everything is very cheap. You ca n pick up some really fan tas tic------- f ) They are n o t ____ buying. They a r e _____ and they on ly _____ for two

months.3 Now w rite sentences of your own (using consum er vocabulary) abo ut

things you have bought recently.

f | W ritin g tasks 150-200 words

1 You wan t to m ake a caree r as a tourist guide, and since you speak English

you would obviously be interested in working with English-speakingtourists. Write a letter to the British Embassy in your country asking for

advice abo ut the best way to achieve this am bition.

2 O P T IO N B O X

a) A letter to an Eng lish person who is com ing to stay in you r cou ntry for

two months. Give them advice abo ut clothes, money, etc.

b) A letter to someone you know in England asking for advice about

where to study English. You should explain why you want to continuewith English, and w hat sort of things you w an t to do, etc.

Resources file reference E2 caption c)

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34, Cl ar evi l l e Mansi ons, Trebel wyn,Nr . Wadebri dge,Cornwal l .

9t h November .

Dear Mr Hunt l ey,

I am wr i t i ng to you i n your capaci t y as t he Member of Par l i amentf or t hi s const i t uency about a mat t er . whi ch has anger ed and worr i edmany of us who l i ve i n Trebel wyn and nearby.

We have al ways known about t he Cr aven Hi l l gover nment r esear ch5 st at i on, t wo mi l es f r om t hi s vi l l age, and unt i l a mont h ago we

had al ways bel i eved that i t was used f or t he purpose ofagr i cul t ur al i nvest i gat i on. But as you must be awar e, t he r ecentr evel at i ons i n t he Sunday St ar, and the comment s whi ch the Pr i meMi ni st er made mean we now know f or cer t ai n t hat Cr aven Hi l l i s

10 used f or t he devel opment of mater i al s f or bi ol ogi cal war f ar e.

A l ot of us have become ext r emel y al ar med by thi s, and we havef or med a gr oup cal l ed ' Cr aven Hi l l Act i on Gr oup' . I am t heappoi nt ed l eader and I am t her ef or e wr i t i ng to you to ask f orhel p. Many of t he members of our group have ver y st r ong moral

15 obj ect i ons to the i dea of bi ol ogi cal warf ar e. I t i s f r i ght eni ngto r eal i se t hat a smal l t est - t ube f ul l of ger ms coul d dest r oy awhol e ci vi l i sati on. Even t hose, however , who do not f eel st r ongl yabout t hi s ar e det ermi ned to get t he Cr aven Hi l l st at i on cl oseddown so that our f ami l i es and chi l dr en do not have to l i ve i n

20 f ear of some t er r i bl e acci dent .

We are aski ng, t heref or e, f or your hel p. I n t wo weeks' t i me wear e hol di ng an af t er noon f ete t o r ai se money f or our campai gn,and i n the eveni ng some of our member s wi l l be put t i ng on aconcert . We wer e wonder i ng i f i t woul d be possi bl e f or you to

25 come and meet us, and maybe gi ve a speech si nce we know t hat youhave spoken agai nst nucl ear and bi ol ogi cal warf are, and you ar e a

man whose out spoken vi ews on t hi s subj ect are wel l known. I f youare not abl e t o j oi n us t hen we woul d l i ke t o come t o London andvi si t you at t he House of Commons, and we wer e wonder i ng what day

30 woul d be most conveni ent f or you.

We ar e l ooki ng f orward t o hear i ng f r om you.

Your s si ncer el y,

Kennet h Pr i ngl eCr aven Hi l l Act i on Gr oup

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PLANS >JND ARRANGEMENTS

a | Exercises on the text1 V O C A B U L A R Y ®

Find words or phrases in the text tha t m ean:a) positionb) an area that elects one m em ber of Parliam entc) concerned with the land and farming

d) disclosures, surprising new factse) organise, pu t together

f ) feelings that som ething is bad , against somebody’s principlesg) an open-air sale run by people who are not shopkeepers, which tries to

raise money

2 T A L K IN G P O IN T S ®Say wh ether the following statem ents ab ou t the text are true or false. If

you think the answer is false, give your reasons.a) M r H un tley is a politician.b) Craven Hill investigates agriculture.c) All the villagers are mem bers of the Action Group.d) Some members of the group think it is wrong to use biological

weapons.e) T he group thinks tha t Crav en Hill endang ers local people.

j ) T he group wants M r H untley to play in their concert.g) Th e group wishes to arrange a meeting in Lon don w ith M r Hu ntley.

3 W R I T IN G P O IN T S ®Answ er the following questions with com plete sentences.a) W ha t is M r H untley, and who does he represent?b) W ha t is ‘biological w arfare ’ ?

c) How could a ‘small test-tube full of germ s’ destroy a wholecivilisation?

4 C O N T E X T Q U E S T IO N S ®a) W ho is ‘us’ in line 3?b) W ha t d o es‘it’ refer to in line 6?c) W ho are ‘those’ in line 17 ?d) Whose families are ‘ou r families’ in line 19?

5 S U M M A R Y W O R K Im agine you are one of the ‘Crav en H ill Action G rou p'. You w ant to

place an advertisem ent in a national newspaper expla in in g w hat you are

and w hat you object to. You ho pe th at the ad vertisem ent will bring a lotof people to you r next m eeting. A dvertisements are expensive, so youmust limit your words to 60. Write the advertisement, using o n l y

information from the text.

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PLANS ANDARRANGEMENTS

b |Revision-test

1 Jo in the following pairs of sentences to m ake one sentence.a) Jo h n will not stop working.

He will have finished what he is doing.b) He will stop work.

He will go and hav e a drink.c) He will feel a little drunk.

He will have been drink ing for a couple of hours. (3 marks)

2 Chan ge each o f the following sentences so tha t they start with the phrasesgiven.

a) ‘Give up dr inkin g’ If I were you . . .b) ‘Stop smoking so m any cigarettes’ It would ap pe ar . . .c) ‘How can I stop smoking?’ Can you give me . . .d) ‘Eat sweets inste ad ’ In my opinion . . . (4 marks)

3 Choose the right answer, a , b , c , or d in the fo llowing questions.a) W hen he got a job , he had no difficulty i n ____ his family.

a b u y i n g b d e s e r t i n g c s u p p o r t i n g d h o l d i n g u pb) W hen the factory closed dow n he w a s_____

a s a c k e d b m a d e r e d u n d a n t c f i r e d d g i v e n u n e m p l o y m e n tc) Th is was very serious because he had signed a ____ agreement for a

new car.

a r e n t b h i r e -p u r c h a s e c s e c o n d - h a n d d s h o p - s o i l e d ( 3 m a r k s )

4 W rite three sentences to someone whose son has run aw ay from hom e,

and has disappeared. You should use

Advice languag e (5 marks)Tim e clauses (T ota l: 15 marks)

c | Arrangements and invitations

1 M A K IN G A R R A N G E M E N T S

Look at the following ways of m aking arrange m ents some o f which occurin the text.

I was wondering J if \I wonder [whetherJ

, , . . . . /convenient!Monday would be < ...' [possiblewe could DO ... on Monday.it would be possible for X to DO .

►for you

Would it be <

Could XDO

(possible \ for x to Z)0 . . . on Monday?Lconvenient^. . on Monday? (slightly informal)>

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Use the following to make arrangem ents.a) I wo nder/we/meet/Friday

b) W ould/possible/me/see you/Tu esdayc) Could you com e/my house next week d) I/wondering/possible/you/visit us/the sum mer

e) we/lunch together next week j ) W ould/convenient/m e/pay you/visit /Thursday

g) I w ond er/Friday/convenient/youh) we have/drink togethe r/Saturday

2 E X T E N D IN G IN V IT A T I O N S

Would you like to DO . . . ?Would you be interested in DOIN G .. . ?

Use the following to extend invitations.

a) you like/stay w ith us nex t weekend b) you/interested/going/theatre next Th ursd ay

c) come to a pa rty/Frida y

d) going hitch-hiking/summ er

3 R E S P O N D IN G T O A R R A N G E M E N T S AN D IN V IT A T I O N S

No

I am afraid <

I will not be able to DO .. .I can not manage to DO . . . it will not be possible for X to D . . . tim e will not be convenient

Yes I would be delighted to DO . . .It will be possible for X to DO . . . ^weak )>I would love to DO . . . (slightly informal')

Below are some situations concerning invitations or arrangements. Sayw hat you would write in each case.a) A friend has asked you to stay for the weekend. You wish to accept.b) The gas boa rd hav e written you a letter asking if they can come and

‘read yo ur m ete r’ on Th ursd ay. This would be a bad day for you.c) You have w ritten to an English com pany for a jo b interview. T heyreplied, asking you to go at 12.30 next Wednesday. You wish to

confirm the appo intmen t.d) A friend has asked you if you cou ld arrang e a pa rty for some visitors he

has. You cannot.

e) Y ou have been asked to a concert by one of your distan t relations. Y ouaccept.

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PLANS >4NDARRANGEMENTS4 George is a student who is in his last term at college. He is trying to get a

job teaching. Below is his dia ry for the next two weeks.

July JulyMon day Week 38 C / / A j - . A

^ t/VWWkjJ

O b l u s i o k lA /v ttP i/f& y C oK C M -fr l/tf/fL J tfc /h jy

5 'uosda' a J Schtnrf ^ ^ fo y itA c /uka /O jb /S~30

Tuesday

------------------------------------------------- ------------------- ¥% + > W ed ne sd ay / * / / / y

6 w7;esday , , _ . 1 o L ohvcJw K kauyK

l4-(Tb F tlvhcS ^ U u v i^ y - - - - - - —- - - - - - - - - - - - - - - - - - - - - - - - - - - ----------- . ____________ 0M 1% Thurs day t PAYE Week 24.

7 Thursdav B/iAAAM^ PAYEWeok23 1̂ / ftHrfi/iiAJ fr j a S o h s tt tfw 'Pul w it JiK,̂ M,]MaMc /«A. //-Jo

____________ _ ____ _ ______ ____ ______ Friday

8 Friday ft- r o T u *nn JJfrU £ ~ ~ 1 ® / 6 ■(fo h y b r i d yw fT

P n fa tv r B radhtM i? __ P ^ f e a ! ^ B r a d I --------------------------.------- ------------- gf l Saturday

Saturday

F rothed / foi/L CAw s ______ _____________ 0M Sunday 16th after Trinity

15tha"°'Tr,n',v lA ft/l J&tUvt] rS p o u fl i d s

Using the language o f a r r a n g e m e n t s and i n v i t a t i o n s write sentencesfrom the letters between George and others. George will refuse an

invitation if he has something arrang ed for that time.

a) George’s bank manag er wants to see him a t 11.00 on Wednesday the6th.

b) A school wants George to go for an interview du ring the afternoon ofThursday the 7th.

c) Je nny’s paren ts invite George for lunch on Sunday the 10th.

d) George’s landlord wants to call and see him on the morning ofTuesday the 12th.

e) George’s maiden au nt wants to have dinner with him on the eveningof M onday the 11th.

f ) Professor Bradbury wants to change the time of the tutorial to 12.00 onThursday the 14th.

g) One of George’s lecturers invites George to go sailing on Satu rda y the16th.

h) G eorg e’s bank m anager now wants to see him on the mo rning ofFriday the 15 th.

Resources file references 1 D1 caption b) 2 D2 caption a)

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d | Sentence construction

R E L A T IV E C L A U SE S - D E F I N IN GIn using relative (who, that, which, etc.) clauses you need to concentrate onthe following po ints :

i) when it is necessary to have a relative pron ou n, an d wh en it can be leftout;

ii) w he ther the style is with big { , ,

\car I ° I headlights.is more common than

A Iman) , ) ears ( , . A < > whose < , are big.

Icar j [headlightsJ *

1 M ake the following pairs or groups o f sentences into one sentence by usingrelative or contact clauses and omitting the word in italics. Write eachsentence in the style indicated.

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EXAMPLE

O ne m em ber of Parliam en t was very helpful. I spoke to him.


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PLANS AND ARRANGEMENTS

This is a com bination of the following two sentences

i) A small test-tube full of terms cou ld destroy a whole civilisation.

ii) W hen anyone realises this, it is frightening/R ealis ing this is frightening.1 Jo in the following pairs o f sentences in the sam e way.

a) Someone from our coun try has won a gold medal. I t is exciting wh enanyone hears this.

b) Some parents m altrea t their children. Believing this is hard.c) A spider spins its web. W hen we see how this is done, it is fascinating.

d) M ore and more young people are going to university. W hen anyone

sees this, it is encouraging .

e) O ne da y people will be living on Venus. Visualising this is difficult.

2 Make sentences in the same way about the following situations (yoursentences should reflect your pe rsonal op inions ).a) M ore and more couples are getting divorced b) M edical research is being exp and ed c) You have passed an im po rtant exam ination

d) O ur ancestors were apese) W e sometimes think we have experienced som ething before, when in

fact we have n ot

f ) Am ericans were English once

f |Topic vocabulary

E N T E R T A I N M E N T

1 Below are words connected with different types of en tertainm en t. Findout w hat they m ean, using a dictionary or any o ther source.

a. Places and typesa) thea tre; cinem a; night-club; hall

b) co nc ert; p la y ; sho w ; ca b a re t; festival; circu s; fair

b. Theatrea) com edy; tragedy ; farceb) stag e; w ings; au d ito rium ; orchestra p it ; scenery

c) cu rta in ; a c t; scen e; interval

c. Musica) p o p ; classical; ch o ra l; ja z z ; folk; ope rab) theme; m ovem ent; symphony; concerto

c) improvise; imp rovisation; live (a d j.); solo

d. Generala) pu t o n ; pe rform ; take pa rt in

b) (go on) tou r; book ing; da te; run

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Use ap prop riate words from the list above to com plete the blanks in the (R)following sentences.

a) T he first time Paul saw M aria, she w a s ____ in a play. She had them ain fem ale role.

b) T he play was a _____It was very funny, an d P aul, who was sitting inth e ____ watching, cou ldn’t help laughing.

c) The next night Paul went to a ____ concert, with the famoussaxophonist Bill Blowitt. Paul had never seen h im ____ before, he had only hea rd him on records.

d) L ater that week Paul wen t back to watch M aria. She first app eared from th e ____ at the side of the stage for her scene in the first _____ She

got married at the end of the play, jus t before th e ____ fell.e) After th e ____ Paul m et M aria, and asked her if she wa nted to go

danc ing in a ____ , where there was a ____ with a famous comedian.

150-200 wordsg I Writing tasks

1 You are a newspaper reporter, and you wa nt to interview an English

poli tician who is visiting your country. W rite a le tter asking for an

appointment with him next week (you should state when you areavailable and when you are no t).

2 O P T IO N B O X

a) A letter to an English friend, inviting him /he r to stay w ith you.b) A letter to your bank m anage r, asking for an ap po intm ent next week.c) You have been invited to stay with an Am erican friend who lives in

your cou ntry. Y ou would like to take you r sister with you because she has

nothing to do at present and would otherwise be left alone in the house.W rite accepting the invitation, asking if you can take you r sister.

Resources file references 1 A2 caption c) 2 G2 caption b)

1 8


28/143

oman or her

tiird at ird is

enings uring ee to way

rand- enter- d, but rmous ie vast iation, intent Slingy gon be las a fact, that

mous arity, ihood ing in ; have emust

1tele- 'ying

’ — a lass best de-

lany hear rks, last

hich had etri- rnal ave

ire I'ect


29/143


30/143

PERMISSION3 W R IT I N G P O I N T S (£)

Answer the following questions with complete sentences.

a) W ha t did M yers usually do in the evenings ?

b) W ho stopped M yers and asked him the way to the church hall?c) W here was the bed tha t M yers was strapped to?

d) W hy was Myers surprised when Jam es b roug ht the pills ?

4 C O N T E X T Q U E S T IO N S ®

a) ‘H e’ in line 32 refers to . . .b) W ha t mo m ent is referred to by ‘the n ’ in line 36 ?

c) W hat does ‘it ’ refer to in line 32 ?

d) W ho is ‘he’ in line 53 ?e) ‘. . . those terrib le weeks’ (line 1). W hich terrib le weeks?

5 S U M M A R Y W O R K a) W ha t does Myers ask for permission to do in the story?b) Chang e each of the incidents from 5a with the kid napp ers’ answers

back in to dia lo gue form.

b | Revision-test

1 In the following sentences, com plete the blanks and put the correct formof the words in the brackets.

a) ‘W ould it b e ____ for you (come) and see me on T hu rsda y eve ning?’b) ‘I ’m afraid I ____ Th ursd ay, b ut I (love) to come some other da y.’

c) ‘(Come) you on M on day ? I ’d like you to meet the m a n ____ was atJ e ff ’s pa rty.’

d) ‘T ha t sounds a good idea. Wo uld you (intere st) ____ coming with mesometime next w eek?’

e) ‘I (be) delighted. I w an t to see th at p la y ____ has had such good reviews.’ (10 marks)

2 R ea rrange the order of the following words to make sentences.a) think/Mars/on/may/life/to/it’s/there/exciting/be/that.

b) isn’t/sure/we/on/life/Mars/landed/man/there/can’t/be/that/until /there / has. (2 marks)

3 W rite sentences:a) asking someone to meet you next Fridayb) asking someone for advice ab ou t where to study

b) giving you r opinion abo ut where to studyd) telling someone tha t you will not be able to mee t them on Friday

(8 marks)(T o ta l: 20 marks)

2 1


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PERMISSION

c | Permission

1 In the passage you have just read, Myers often asks to be allowed to dothings; we often use to be not allowed to to say w ha t we can no t do.

e x a m p l e You are not allowed to park on a double yellow line.

Below are signs in a park. Say wha t you (impersonal) are not allowed to

do there.

NO- SUNBATHING

| KEEP OFF THE GRASS

IT IS FORBIDDEN TO FEED THE DUCKS

DONOT CLIMB THE TREES

NO RADIOS

2 W hen we talk ab ou t permission we say what we cou ld/could not do, and

wha t we can/canno t do. Below are some ways of saying this.a) Describes whether we could or not

allow X to DO . . .

(Will not allow X to DO . . .)

(Will not let X D O . . .)

. f allowed ) to be < . , > to DO . . .

) permitted j

b) Describes the a c t of saying yes or no

give X permission to DO . . .

(Will not give X permission to DO . . . )

to be 1 § ^ en I permission to DO . . . ) reiused j r

a. Re-write the following sentences starting w ith the words given. Uselanguage from (a) and ( b) above.

2 2


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PERMISSIONEXAMPLE

Yesterday M ary ’s fathe r said she could stay out late.

M ary ’s father gave her permission to stay out late. Now do these in th e same way.

a) A t the Zoo we w an ted to feed the animals. A notice said, ‘Do Not Feed

the A nim als’.W e ____________________________________________________________

b) Yesterday A nita w anted to go to the cinema w ith her friend. H erfather did n’t say no.

Anita’s father __________________________________________________ c) Yesterday F red’s boss said he could take the day off work to go to his

sister’s wedding.F red’s boss _____________________________________________________

d) F red ’s boss told Ja ke (Fre d’s friend) tha t Ja ke co uldn ’t have the day

off to go to his frien d’s sister’s wedd ing.

J a k e ____________________________________________________________ e) Tra iners of horses can ’t give the ir horses stim ulating drugs before

races.Trainers _______________________________________________________

b. W hen Jim was in the army, there were a lot of things he could not do, andsome he could. Make sentences using the information below about whatyou think he could/cou ld not do. S tart yo ur sentences in one o f the ways

suggested.

Smoke du ring lectures.

W hen Jim was in the arm y . . . Go out drinking.T ake his girlfriend back to the camp.

O ne night the se rg ea nt. . . Be absent w ithout permission.

The sergeant. . .Play cards for mon ey in the cam p.

Go on leave.Tell the sergeant wha t he thou ght o f him.

Ca n you think of other things that soldiers ca n/can not do in the army?

3 W hen we ask abo ut permission we rep ort our questions in the following

ways

if X could D O . . .

X asked - to be allowed to D O . . .for permission to D O . . .

an d we report the answer to our question in the following ways

refused ) j let X D O . . .agreed J t0 [ allow X to DO . . .

and by using expressions from 2 (above)

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PERMISSIONUsing the langu age above, change the following into ‘repo rted speech’.

EXAMPLE

Isa bel: ‘You can’t borrow my pen, R ob ert.’ Isabel refused to let Robert borrow her pen.

Now do the same with the following.a) G loria: ‘Can I leave the class early, please?’

Teacher: ‘No.’

b) F re d : ‘Can I have my holidays in Sep tem ber?’F red’s boss: ‘Yes, of course you can .’

c) Pa ula: ‘Can I have a perm it to stay in the country for three months

longer?’Im m igra tion official: ‘You ca n’t stay in the coun try any longer unless

you are a full-time s tud en t.’4 D iana Close, of Coastal T.V ., took a film crew abro ad to make a

documentary. Below is the film schedule she had planned.

Sub j e c t : V Schedule fo r : ■ C

Monday

Tuesday

Wednesday

Thursday

A.M. M i l i t a ry P h ^ a d e-

P.M.

a . m . I n t e r v i e w p r e s i d e d

P.M. S e o o iA d a r y ScW ool qA ass . l^ teW rei /O p r i v \ o p a l ;

A.M. VisiV- - to u r is t r


34/143

PERMISSIONEXAMPLE

We asked for permission to film the parade on Monday, and we wanted to include

pictures o f the soldiers training. Well, we were allowed to film the parade, but they refused to let us watch the soldiers training.

Resources file references 1 A2 caption a) 2 A2 caption b)

d | Sentence construction

S U B S T IT U T I N G IN F I N I T I V E S F O R R E L A T IV E C LA U SE S Notice in this sentence from th e text, an in finitive is used ra ther than arelative clause.

T he most difficult thing to bear (The most difficult thing which I had to bear )

was the inactivity. (Line 2)Th is structu re often occurs as a w ay o f avoiding defining relative clauseswhich either

con tain the verbs must, can, could, should, have to, and need

or define preced ing supe rlatives (the biggest , the only, the first, etc.)

EXAMPLES

i) M r Myers has a lot o f letterswhich he must answer,

to answer.

... , ( who was caught) ~li 1 he last one < , , >was fames.

[to be caught j

1 Change the sentences which follow, using an infinitive as illustrated (K)

above.a) The best way in which you can learn things is by actually doing them

yourself.b) T he first people you should go to when you need help are you r friends.

c) Tenz ing and H illary were the first m en who climbed Everest.

d) Sorry I ca n’t come earlier bu t I have a lot of arrang em ents wh ich Ihave to make.

e) O ne of the problems in some urb an areas is tha t children have no

park s which they can play in. f ) Can you imagine an ything so frustrating — a bottle of wine andnothing w hich I could open it with?

g) The re is no way which could preven t the disease from spreading.

2 Manchester is trying to encourage more tourists who visit London tomake the journey north. They have printed the following informationsheet to be handed ou t at airports and m ajor stations.

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PERMISSIONTOTHE GCE.

you want tov-cost homo

ts.-Send for

£BlOW.ng :

• a.panis t i a

1 □■ ava i lab le

Mi rcas in :cco ( infancy □ammarca □f r i t i ng □Qok-kaaping a tman Script □' Couraaa a

E S !RCP 29

V O N** RCP29

,i7 4PF j s , Moorgate,

it>«r of A.B.C.C.

II

II

II■IIIIJ

rWELCOME TO-> MANCHESTER!H i st o r i c p l a c e s ! F r i en d l y p e o p le !

LOW PRICE ACCOMMODATION

From London TRAIN 2j hours £13.00 (ret.)BUS 4j hours £5.00 (ret.)

CONNECTIONS TO THE LAKE DISTRICT

Cathedral Northern Art Gallery over 20 cinemas

Library Theatre Halle Orchestra

Restaurants to suit all tastes and pockets

Further informationThe Manchester Bureau

King's Square, London SW1 (near Victoria Station)

Accommodation arr anged if desired

Use the above inform ation to make sentences like the following exam ple I f you want to meet friendly people, the place to stay is Manchester.

e | Structure and style

P R E S E N T AN D P E R F E C T P A R T IC I P L E S — W R I T T E N S T Y LELook a t the following two sentences from the text

a i) Breathing heavily and clutching my throat, / shouted that I was havinga heart-attack. (11. 43-45)b i) Having given me the pills, James told his accomplice to let me have

something to eat. (11. 51-53)

In speech, we would probably express the same ideas as follows

a ii) I started to bre athe heavily, clutched my throat, and shouted . . .b ii) W hen h e’d given me the pills, Jam es told his accomplice . . .

Breathing and clutching are both known as p r e s e n t p a r t i c i p l e s .

Having given is w ha t is known as a p e r f e c t p a r t i c i p l e .Perfect participles are rare in normal spoken English, as are present

particip les, except when they replace re la tive clauses. For example , Jam es probably said to Myers (sarcastically)

‘W ould you m ind read ing this typed message to your firm

{which explains I , . . , .

, . . r > the situation you re in r

explaining j 12 6


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PERMISSION Note 1 We only use the p e r f e c t p a r t i c i p l e if it is necessary to show clearly

that one action finished before the other one started. If the writer had used a

present particip le in(bi),

how would the m eaning have changed? Note 2 T he subject of th e partic ip le m ust be th e same as th e subject of themain clause. For example, this sentence would be impossible:

Walking through the park, the flowers were beautiful, since it would meanthat the flowers were walking throu gh the p a rk !

1 W hen George M yers was released, he gave a press conference. He wasquestioned particularly about his feelings both during his captivity and

since his release. Using a present or perfect participle, combine the

following pairs of sentences to show how the new spaper repo rted the

interview.

EXAMPLE

‘I thou gh t they wo uld kill me if I tried to escape, so I never trie d.’i) Thinking they would kill him if he tried to escape, he had never tried.

‘I never heard the accom plice’s nam e, so I don ’t know who he was.’

ii) Never having heard the accom plice’s nam e, he did n ’t know who he was.

a) ‘I realised very early on that they were such heartless people, so I did (R)

nothing to antagonise them .’

b) ‘I tried to reason with Jam es once or twice, bu t I gave up because itclearly had no effect whatsoever.’

c) ‘I sometimes looked at Jam es an d realised wha t greed for m oney could

do to people.’d) ‘I was very close to de ath a t times, and I now know how much I value

life.’e) ‘I spent 14 days in captivity and now I am looking forw ard to a long

rest.’

2 Last nigh t you went to a circus. Using present and perfect participles,write sentences about the following thingsa) T he clownsb) Th e lion-tamer

c) Th e trapeze artist

d) An elephan t that got out of controle) Th e tight-rope walker

f | Topic vocabularyC H A R A C T E R

1 H ere are some more com mon adjectives ab ou t peop le’s personalities.Find out w hat each one means, using a d ictionary or a ny o ther source.a) goo d-natured ; bad-tempered

b) goo d-hu m oured ; cheerful

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PERMISSIONc) easy-going h) generous; mean

d) seve re; strict i) well-mannered; ill-mannered e) sym pathe tic; unsym pathetic j ) self-confident

f ) unselfish ; selfish (self-centred) k) modest; conceited g) con sidera te; inconsiderate I) hard-hearted

2 A wom an is gossiping to he r nex t-doo r ne ighb our ab ou t an elderly (K)

married couple she know's, and about their personalities. Using onlywords from the list above, complete the blanks, according to theexp lanations she gives eithe r before or afterwards.

‘Well, yesterday, I m et old M rs Jones. Lovely old lady she is - alwayscheerful and helpful - ever so ( a) which is more than I can say abo ut

tha t h usb and of hers. H e’s so (b) , arguing and shouting andcom plaining all the time. And I tho ugh t my hu sband was (c) un til I saw

the way he holds on to his money! No t tha t she worries or complains. I’venever known anyone so (d) . But he’s rea lly ( e) , I m ean he never thinksab ou t her or wha t she wants. H e’s got no feelings at all, the (f ) old d ev il!

T he y’re jus t so different - if you tell her abou t your problems, she listensand tries to understand and gives you advice, you know, very (g) . Andit’s only because of her tha t the ir children have turne d out so polite and

charming - such (h) young people! He just gave them discipline, toldthem what they could n’t do, like some ( l) schoolmaster. Still, M rs Jon eskeeps smiling and hap py —I do n’t think I ’d be that (j) , m arrie d to him !’

3 Ta ke ten other words from the original list of vocabu lary and try to thinkof people who you know th at you could ap ply them to. Th en write ten

sentences about them, showing from the context why you can use that

word to describe them.

g | Writing tasks 150-200 words1 W rite a composition abou t a teach er who once taug ht you. You should

try to include some of the ch arac ter voca bulary you have been studying,and some permission language. Start your com position with the w ord s:

‘O ne teacher who I will never forget was

2 O P T IO N B O X

a) An unfo rtunate experience at the customs.b) A journe y tha t took longer tha n expected.

c) M y grandmother .

Resources file references 1 A1 caption a) 2 D1 caption a)

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JULIA ELLIOTT discussesthe English love of pets andmakes some suggestions.

A nation of pet-lovers

A RECENT survey in the United States showed that the average family there spent more money on its pets than on its children.

5 Although this is a rather shocking statistic, it should not surprise anyone who has seen the doggy beauty parlours or the quiet shady groves where loved pets of

10 all varieties are laid to rest for ever. It' is possible that the Americans are unique in treating their little friends in this way, but

what information we do have 15 would suggest that the English,

too, are slavish in their attentions to the whims of their pets.

This can clearly be seen when we look at pet foods, which

20 often contain more vitamins than human food or, at least, are seldom less nutritious. They certainly cost as much. Last year the British public spent two

25 hundred million pounds on pet food alone, to say nothing of veterinary brlls and animal

furniture. It is difficult not to feel resentful about this when

30 one considers what the same amount could do for victims of starvation and poverty, and so it is not unusual for me to get hot under the collar when I read

35 about another old person who

has left all his/her money to a dog or cat home.

There are a variety of reasons why I, personally, find the

40 popularity of British pets alarming. Among other things they cause physical problems. An example of this is New York where they have great difficulty

45 getting rid of the mess that dogs leave on the streets. Many people find this funny, but in a number of large cities it is a

help encourageexperiments

support the Dr Hadwen Trust for Humane Research

major problem. Animals can 50 cause disease, too. It is the

threat of rabies—a disease with

no known cure -that has made the English government impose strict restrictions on animals

55 coming into the United Kingdom. When the Spanish government recently destroyed a number of stray dogs as protection against the same threat, English

60 tourists immediately wrote letters to the newspapers complaining about ’mass murder'.

Another problem is the carelessness of some pet owners.

65 Most little children want a dog

or a cat, and they continually pester their mothers and fathers until they get one. It is only when the "sweet little thing' has

70 been brought home that the parents realise how much time and money must be spent on 'Rover’ or "Bonzo’. At this point many of them abandon

75 it. This brings me to my last point. Pets which are allowed to run free are often not sweet at all. English farmers lose hundreds of sheep a year, killed by

80 someone's pet poodle or dachshund, and you must have read of children being mauled by pet alsations or even tigers.

You may think that I dislike 85 all pets, but this is not true at

all. I would only suggest that we have got our priorities wrong and that something should be done about it. For example, the

90 authorities clearly have a responsibility to introduce stricter penalties for pet-owners

whose animals savage livestock or harm little children. This 95 might deter them from being so

careless. Surely it would be a good idea, too, if we made dog licences more expensive. The increased revenue from them

100 could be used for many needy causes.

As far as I'm concerned, it s time we stopped being sentimental about pets. I can see no

105 reason, for example, why we should get upset when animals

are cut up for medical experiments. If this will lead us to discovering cures for serious

110 human diseases, then I say. ‘keep cutting!'

We are a nation of pet-lovers. Wouldn't it be better to be

. lovers of human-beings?

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SUGGESTIONS

a | Exercises on the text1 V O C A B U L A R Y (K)

Find words or phrases in the text th at m ean:a) scientifically collected fact or figureb) buried

c) tiny par ts of food, necessary for health

d) good for people as food e) upset or angry abo ut something that has happened

f ) dogs which ru n freelyg) ask annoyingly again and again

h) badly hurt

i) order of importance j ) attack and hu rt badly

2 T A L K I N G P O IN T S (g)Say whether the following statements about the text are true or false. If you think the answ er is false, give your reasons.a) M ost Am erican families seem to be m ore concerned abo ut their pets

than their children.

b) T he w riter thinks tha t old people usually leave their money to homes

for pets when they die.c) New York’s problems amuse Ju lia Elliott.d) Little children often aba nd on their pets.

e) Julia Elliott suggests that the authorities should give pet-owners

harsh er punishm ent if their animals cause dam age. J) Ju lia Elliott thinks we have stopped being sentimental ab ou t pets.

g) Ju lia Elliott does not feel unh ap py abo ut experim ents on animals.

3 W R I T IN G P O I N T S ®

Answ er the following questions w ith com plete sentences.a) How does Ju lia E lliott think money spent on pets could be better

used?b) W hy does Ju lia Elliott think th at people should not be surprised at

the way Am erican people spend m oney on pets?

4 C O N T E X T Q U E S T IO N S (g)a) W hat do es ‘this’ refer to in line 5?b) W ha t are ‘they ’ in line 22, and w ha t does ‘as m uc h’ in line 23 refer to?

c) W hat is ‘this’ in line 29?d) W ho or w ha t is ‘it ’ in line 75?

e) W ha t is it th at something should be done ab ou t in lines 88/89?

5 S U M M A R Y W O R K

a) Make a list of the four reasons the writer gives for being alarmed atthe popu larity of British pets.

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SUGGESTIONSb) M a k e a lis t o f t h e c h a n g e s t h e w r i t e r s u g ge st s .

c) I m a g i n e t h a t y o u a r e w r i t in g a r e p o r t o n t h e d a n g e r s o f p e ts , a n d

t h a t i n y o u r sh o r t i n t r o d u c t i o n y o u m u s t b r ie f ly m e n t i o n t h es e

d a n g e r s. T a k i n g y o u r i n f o r m a t i o n o n l y f ro m t h e te x t, w r i t e t h e

i n t r o d u c t i o n in n o t m o r e t h a n 8 0 w o r d s .

b | Revision-test

1 Co m plete the blanks, an d pu t the correct form of the words in brackets.

a) (Breathe) heavily, an d (gasp) in the hot air, Jam es climbe d the stepsto his bungalow .

b) Jam es had been told that the bungalow was the perfect place (spend)the ho liday ____ he took early this year.

c) It was the w eather ____ made him happiest, and in fact he felt

a lmos t ____ instead o f depressed as he norm ally did.d) It was only right tha t h e ____ have a holiday, because he (work) very

ha rd tha t year. (8 marks)

2 Pu t the following into repo rted speech.

Teacher: I wonder if I could take Friday off. My wife’s parents arearriving at H eathro w after their holiday in Greece.

P rincip al: I ’m afraid th at w on ’t be possible. (4 marks)

3 W rite sentences using the following words.

a) shop-soiled b) to hire

c) to take par t ind) unsym pathe tic (4 marks)

4 Pu t the following words in the correct order to m ake sentences.a) father/permission/him/John’s/car/the/to/gave/borrow

b) girlfriend’s/realised/he/driving/house/towards/his/suddenly/

w allet/had/h e/forgo tten/his (2 marks)

5 Write a sentence about what you could/could not do at school, using

‘perm ission’ language. (2 marks)(T ota l: 20 marks)

c I Suggesting courses of action

1 L o o k a t th e f o l l o w i n g w a y s o f m a k i n g s u g g e st io n s , s o m e o f w h i c h a p p e a r

i n t h e t e x t.

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SUGGESTIONSI would suggest D O IN G (Surely) it would be* a good idea if X D I D

W ouldn ’t it be t good if X D I D

(Surely) X could D OI would (only) suggest that X should D O (ra therformat)

X clearly has th e responsibility to D O (ra th erfo rm al: strong)

It is time X D ID (s trong)

* O th er phrases can be used here, e.g. . . . more sensible, advantageous.

t O the r words or phrases can be used here, e.g. safer , sensible, more intelligent , etc.

a. Traffic has become a major problem in most big cities. Below are somesuggestions for solving the prob lem.a) Surely/good idea/inc rease /tax on petrolb) I/suggest/ban cars/city centresc) It is time/encou rage people/use pub lic transportd) Surely/streets/mad e into pedestrian precincts

e) It is tim e/ban cars/city centres J) W ou ldn’t/sensible/improve public transp ortg) The authorities/responsibility/improve public transpo rt

h) I/suggest/people/stop driving/work i) T he government/responsibility/build better ring roads

j ) Surely city councils/ban cars/city centres

b. The rising crime rate in England has worried many people. Below aredifferent suggestions from different people. Form sentences by starting

with the words in brackets.

a) M ore psychiatric help for criminals (T he prison authorities)b) Prisons less com fortab le (Surely)

c) Police should be arm ed (I would only suggest)d) Bring back the death penalty (The government)e) Recognise that criminals - products of society (It is time)

Now complete th e fo llow ing in sim ilar ways. f ) S tricter penalties for first offendersg) Stop trea ting criminals like animals

h) M agistrates should stop being so lenient

i) T he police force - m ade larger

W ha t suggestions can you think of to help lower the crime ra te?2 In England, every houseowner pays money to the local council. This

money is called ‘Rates’. On page 33 is a diagram showing how a typical

city council spent the rates in one year. The figures are in millions of pounds.

a. Using the inform ation, imagine that you are p lann ing the city council’s budget for the following year, m a k e s u g g e s t i o n s about the amount of

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_________________________ SUGGESTIONSmoney to be spent, and the way to spend it. In particular, m a k e s u g g e s t i o n s about how much should be spent on Social Services, andw ha t exactly that m oney should be spent on.

s o c i a l s e r v i c e s include help for old people, help for children and families

with problems, homes, etc., for ill and mentally disabled, day nurseries, meals

taken to elderly people in their homes, etc.

t r a n s p o r t mean s subsidies to local bus compa nies.

b.At the end of your discussion, you should fill in the following charts.

B l I K , F T FO R TH E C O M I N G Y EA R

KI31'■CATION _____________________________________________________

POLICE_______________

S O CI A L S ERV I CES —

RO A D S _______________

HIRE SERVICE _______

R E F U S E D I S P O S A L —

I R A N S P O R T _________

TOTAL £280m

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SUGGESTIONS Elliott’s point Reader’s point

a) Rabies is a dang erous It is not a thre at becausedisease with no know n cure of im po rt restrictions

----------------- » IN SPITE OF THE FACT THAT DE SP ITE TH E FACT TH AT


45/143


46/143

SUGGESTIONST hey w alked along by the old canalA little confused, I rem em ber well,

And stopped into a strange hotelW ith a neon burning b right.

H e felt the he at o f the nigh tH it him'like a freight train ,M oving with a simple twist of fate.

A saxoph one someplace far off playedAs she was walking by the a rcade .As the light burst throug h a beat-up shadeW here he was waking up,

She dropp ed a coin into a cupO f a blind m an at the gateAnd forgot abou t a simple twist of fate.

He hears the ticking of the clocksAnd walks along with a parrot that ta lks;H unts h er down by the waterfront docks

W here the sailors all come in.M ayb e she’ll pick him out again.

How long must he waitO ne m ore time for a simple twist of fate?

Now correct the following sta tem ents , where necessary, using the pattern‘i t w a s . . .’

e x a m pl e A saxophone was playing nearby. No, it was fa r off that i t was playing.

a) He sat with her in a park one morning.

b) H e felt a spark when he looked at her.c) They stayed at a hotel they knew.d) The story took place on a cool evening.e) T he hea t hit him like an express train.

f ) She gave a blind m an a 10-dollar note.g) He walks arou nd an d talks to his parro t.h) He hunts for her by a canal.i) T he sailors all come in at the w aterfro nt docks.

f | Topic vocabularyF O O D A N D H E A L T H

1 Below are words or phrases connec ted with food and drink. Find out wh atthey mean , using a dictiona ry or any oth er source.a) a di e t; to go on a d ie t; to be on a dietb) a healthy / unhe althy / varied / we ll-balanced / calorie-controlled + diet

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SUGGESTIONSc) p au n ch ; to pu t on w eig ht; obe se; obesityd) un de rno urish ed ; w ell-nourished ; to slim ; m alnu trition

e) to sta rv e; starvation

f ) ha rve st; to ha rv est; c ro p ; yield g) fam ine; droughth) food su rplu s; to ho ard food i) fer tilisers; pesticides

j ) health foods; veg etarian ism ; vege tarian

Substitute one of the above words or phrases for the parts of the following (K)sentences which a re in italics.

a) Last week Mary stopped eating so much because she wanted to get

thinner.b) She was incredibly fa t, an d she had been getting fa tter andfatter.c) She lives in a cou ntry tha t last yea r suffered a serious food shortage.d) H er husb and, a farmer, was recently badly affected by a lack o f water.e) H e doesn’t believe in using chemicals which stimulate growth,

f H e is a. person who doesn’t eat meat.

g | Writing tasks 200-250 words1 W rite a newspaper article ab out the growing problem of a world-wide

food shortage. In the first ha lf of the a rticle you should state the p roblem ,

and in the second suggest ways of overcom ing it. Below are some notes

which m ight help.T he head line for the article is n o s e c o n d h e l p i n g ,

n o t e s

O verpo pu lation - less food for each person- less land for farming- exhaustion of na tur al resources

Ov erconsu m ption (particularly rich countries)

- less foodPollution, environm ental destruction

2 O P T IO N B O X

a) Smoking, an easy way to com m it suicide.b) People do not take enough exercise.

c) Loneliness is the old-age pensioners’ most dangerous enemy.

Resources file references 1 C 1 caption b) 2 El caption a)

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OBLIGATIONIn the light of the case of Khalem Darubi, still awaiting the result

of his appeal to the Immigration Appeal Tribunal, BERNARD FOX

looks at the immigration laws of this country.

LEAVE

TO ENTER If you are a man, and the woman you want to marry is settled in the United Kingdom, you may find it extremely difficult to enter this country. The Immigration Act states:

5 Husbands and fiances are admitted for settlement only in exceptional circum

stances and must hold entry clearances for that purpose.

This is the problem Mr Darubi faces. 10 If, however, the situation had been the

other way round there might have been less of a problem, for a woman whose fiance is a man who has settled in this country will normally be given permission

15 to enter the country for three months, and she can then ask for the time limit to be removed after she has got married.

Visitors to this country are normally admitted for six months, but foreign

20 students can usually stay for one. year. They must attend a ‘bona fide' educational institution, and they are required to studv for a minimum of fifteen hours a week oh a daytime course. Prospective students

25 have to show that they can afford their studies, and that they have sufficient financial resources to support themselves while in this country.

Another exception to the six-month 30 norm is that of au pair girls, who are given

"limited leave" of two years. But in general, visitors are only admitted for half a year,

and only on the understanding that they have come for pleasure, not work.35 In order to work here the foreigner needs

a work permit, which must be applied for by his prospective employer. The problem here is that the Department of Employment has the right to grant or refuse these

40 permits, and there is little that can be done

about it; it would be extremely unwise fora foreign visitor to work without a permit,since anyone doing so is liable to immediate deportation. There are some

45 exceptions to this rule, most notably people from the Common M arket

countries, who are entitled to work without perm its, an d who are o fte n given te m po ra ry residence perm its of up to five

50 years. Some other people, such as doctors,foreign journalists, authors and others,can work without permits, and foreignstudents are normally allowed to take pa rt-tim e jo bs while they are studying

55 here.The problem with the Act is not just that

some of its rules are unfair—why shouldMr Darubi not be allowed into thecountry?—but the way it is administered,

60 and the people who administer it.The first person a visitor to these shoresmeets is an immigration official, and it ishe, or she, who has the power to stop himcoming into the country. If this happens

65 the visitor has the right to appeal first toan Inspector, and then to the Im migrationAppeal Tribunal. While the appeals are being considered, the visi to r has no choice bu t to wait in a deten tion centre , some-

70 times for quite a long time. Few appealsare successful.

Critics of the law say that immigration

officials treat the confused visitors badly,and appear to accept or reject them for no75 apparent reason.

Whichever side of the political fenceyou are on, there seems to be an urgentneed for a good look at the Act, for itcauses frequent argument, and in the eyes

80 of many, real injustice.

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OBLIGATION

a | Exercises on the text

1 V O C A B U L A R Y ®Find w ords or phrases in the text tha t m ean:a) has m ade his or her home in a placeb) m an who has agreed to m arryc) taken away, cancelled d) likely in the futuree) enough

f ) being m ade to leave the country against your wishes

g) allowed by right or lawh) pu t into practice, organise, m anagei) thought about

j ) people who disagree or dislike som ething

2 T A L K IN G P O I N T S ®Say whether the following statements about the text are true or false. Ifyou think the answer is false, give your reasons.a) M r Da rubi wants to join his fiancee in England.b) W omen wishing to m arry residents of the United K ingdom have fewer

problems than m en do.c) Visitors to this cou ntry can no rm ally stay for a year.

d) A prospective employer can give or refuse a work perm it.e) Com m on M arket residents have problems getting a work perm it.

f ) Im m igra tion officials are sometimes unfair, accord ing to critics.g) Im m igra tion officials go to m eet im m igrants at the detention centres

on the shore.

3 W R I T IN G P O IN T S ®Answer the following questions with com plete sentences.

a) W hat would probably happen to a non-Com m on M arket resident ifhe was working without a work perm it and the police found out?

b) W ha t can visitors do to get into the cou ntry if they are refused entry?c) W ha t does the w riter think is the problem with the law?

4 C O N T E X T Q U E S T IO N S ®a) ‘T ha t pu rpose’ in line 8 refers to . . .

b) ‘T he situ atio n’ in line 10 refers to . . .c) W ho are ‘the y’ in line 21?

d) W ho is ‘him ’ in line 63?

e) W hat d o es ‘it’ refer to in line 78?

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OBLIGATION5 S U M M A R Y W O R K

a) M ake a list of the four things foreigners have to do or show to be

allowed to study in England .b) W rite a short dialogue (no t mo re than 150 words) between an official

at the British Em bassy in your co un try and someone who is a nationa lof your country a nd wants to study in En gland. Use o n l y informationfrom the text.

b | Revision-test1 Jo in the following pairs of sentences using a l t h o u g h , i n s p i t e o f , etc.a) Jo h n ’s intelligent.

Jo h n ’s lazy.b) Jo h n lives five m inutes aw ay from his office.

Jo h n never gets to work on time.c) Jo h n is paid a lot of money.

Tohn does no work. N{ o marks)

2 Jo in the following pairs of sentences using relative clauses.a) Th e man was wearing a small black hat.

I saw him.

b) T he briefcase w7as black too.He was carrying it.

c) A girl stopp ed to talk to him.H er face was very red.

d) The conversation lasted a long time.

Th ey ha d this conversation. .1 (4 marks)

3 W rite the correct form of the words in brackets, and co mp lete the blanks.

a) Surely it(is) a good idea if the gove rnm ent (ban) the saleof alcohol.

b

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