Cambridge Complete CAE Student's Book With Answers (PDFDrive)

Guy Brook-Hart and Simon Haines

Includes an official CAE exam paper from Cambridge ESOL

k with answe Guy Brook-Hart and Simon Haines

~ CAMBRIDGE ;:;

UNIVERSITY PRESS

CAMBRIDGE UNIVERSLTY PRESS

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi, Dubai, Tokyo, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK

www.cambridge.org lnformation on this title: www.cambridge.org/9780521698436 ©

Cambridge University Press 2009

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2009 3rd printing 2010 Printed in Dnbai by Oriental Press

A catalogue record {ar this publicatían is auailable {mm the British Library ISBN ISBN ISBN ISBN ISBN ISBN ISBN

978-0-521-69843-6 978-0-521-69842-9 978-0-521-69845-0 978-0-521-69847-4 978-0-521-69844-3 978-0-521-69849-8 978-0-521-69848-1

Student's Book with answers with CD-ROM Student's Book without answers with CD-ROM Teacher's Book Class Audio CDs (3) Student's Book Pack (Stndent's Book with answers, CD-ROM and Class Audio CDs(3)) Workboak with answers with Audio CD Workboak without answers with Audio CD

Cambridge University Press has no respansibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any cantent on su eh websites is, or will remain, accurate or appropriate. Informatian regarding prices, travel timetables and other factual information given in this work are correct at the time of tirst printing but Cambridge University Press does not guarantee the accuracy af such informatian thereafter.

Contents

Map oi the units Introduction CAE content and overview 1

2 3 4

5 6

7 8 9 10

11 12 13 14

Our people Mastering languages Vocabulary and grammar review AII in the mind Office space Vocabulary and grammar review Dramatic events Picture yourself Vocabulary and grammar review Leisure and entertainment Don't blame the media Vocabulary and grammar review At top speed A lifelong process Vocabulary and grammar review Being somewhere else The living world Vocabulary and grammar review Health and lifestyle Moving abroad Vocabulary and grammar review

Units 1 and 2

Units 3 and 4

Units 5 and 6

Units 7 and 8

Units 9 and 10

Units 11 and 12

Units 13 and 14

106

108

117

126

128

137

146

Grammar reference Writing reference Speaking reference CAE model paper from Cambridge ESOL Answer key

148

164

175

179

207

Acknowledgements

263

Contents r 3 '

Use u r [ 1'YII!ih

Wr lUng

1 Our people

Read lng Part 1: The subject of a book, Wnting Part 1: A letter Startlng a conversatl on, My choice of career

Use of English Part 4

2 Mastering languages

Readlng Part 2 Kenneth Hale, Master UngUlst

Use of Enghsh Part3 : The namlng af products

3 AII in the mind

Readlng Part 3 The next step In brain evolution

4 Oflice space

Readlng Pan 4: Is the re an architect In Wntlng Part 1 A repon the house?

5 Dramatic events

Reading Part l . A nlght of fear. An unpleasant night. A nlght among the teees

Wntlng Pan 2: A competl1ion entry

Use of Engllsh Part 5

6 Picture yourself

Reading Par! 3: Teenage self-portralls

Wrlting Part 2: A revlew

Use of Eng lish Part 2 Art tor offlces

7 leisure and

Reading Part 2: How to gel the IIfe you Wriling Pan 2: An informalletter reallywant

Use af Engllsh Part 1 The chang.ng face of Bollywood

Reading Part 3: The ethlcs of re811ty

Use of English Part 3 Broadcasters must fin d ways to rega ln publlc trust

Wntlng Part 2: A report

Vocabu/ary and grammar reVlew Units ¡

an.~_

Writing Part 1 An artlcle

Use of Engllsh Part 2 : Nature vs Nurture

Use of Enghsh Pan 1_ Friends benefit firms

Vocabulary 8nd grammar"review Unils 3 a!!.r1. 4

Vocabulary and urammar revlew Units 5 and ti entertainment

e Don't blame the media

Itelevision prod ucers

~~.bufary

Wnting Part 1: A proposal

and grammar review Unils 7 and 8

9 At top speed

Readmg Part 2: Bugattl Veyron

10 A lifelong process

Reading Pan 4: What our students say Wnting Pan 1: A report aboutus

11 Being somewhere

else

12 The living world

Wnting Pa rt 2: A n essay

Use af Engllsh Part 4

Use of Enghsh Pan 1 Why do we need lifelong learning?

Vocabufary and grammar review Unirs 9 and 10 - - - - - ---------r -':--'----..,..,--:-::-:-~ Readin g Part 3: Disappearing Into Wrltm g Part 2: A contribution to a Use of Eng llsh Part 2: Island wanted

Africa lon ger plece

Read ing Part 2: A lex (he Afrl can

G~·riting Part 2: An informatlon sheet IUse of En glish Part 3. Species loss accelerating

Vocabulary and grammar review Units 11 and 12 13 Health and lifestyle

Reading Pan 4: Unusual nalJonal sports

Writing Part 1: A letter

Use of Engllsh Part 4

14 Moving abroad

Readlng Part 1: Th e AUanuc passage, When tal ent 90es abroad , Getting a

student visa or permit

Wflting Pa rt 2: An artlc le

Use of English Part 5

Vo cabulary and grammar review Units la and 14

Map 01 (he uníls

Llstening Part 4: Unusual occupations Two students doing Speakmg Pan 1

Speaklng Pa rt 1

Collocations with give, do and make

Verb forms to talk about the past

u 'tenlna Part 1: Khalkha. Spelhng reform, Job mtervlews Opinioos about language A uONerslty student talklng about two photos

Speaklng Part 2

CoHocatlons with maKe. getand do

Expressi ng purpose. reason and result

Spe aking Part 3

Formal or informal?

• No, none. not

.. . . ....,---,-.., Listening Part 2: A psychological eondltion Two people dlseussmg photographs

• The passive

Listening Part 2: A skills shortage Two people glving opinions

Speakmg Part 4

Adjectlve/noun collocallOns (1 )

Expressing posslbility, probability and eertamty

Listenlng Part 1: Dramatle past experiences A student speaking about the phOlOS

Speakmg Part 2

Idlomatlc language

Verbs followed by lo the - mg farm

Ll stenlog Part 3: An mtervlew wlth artist Liam Carolao Talking about self- portralts Two palrs of students doing Speaking Part 3

Speakmg Pan 3

Adlectlve/noun callocatlons (2)

Avoiding repetltian

Listenm g Pan 4: Talking about mus lc Two people dOlng Speaking Part 2

Speaklng Part 2

Listening Part 3: An Intervlew wlth journalist Harry Cameron Two people dOlng Speaking Part 3

Speaklng Part 3

._... _.- -- .

Prepos lt.Janal phrases Money verbs

'Talklng' verbs

_~-

Ways of linking

+ Infinitive or

Ideas

Tr-ansitlVe verbs Reported speech

Llsten mg Part 1: Rall travel, Olympic records, Spaceshlps A stude nt doing Speaking Part 2

Speaklng Part 2

Action, acriviry, evem and programme

lIstening Part 2 : Studying Arabie in

Speaklng Part 3

Chance, occasion, opportumty and pOSSlblfity Modal veros expresSl ng ability,

Egypt

Tenses m t ime clauses and time adverblals

possl bility and obligation

Two people doi ng Speaklng Part 3

Uste-nlllg Part 1: Travelling on a flver, A Speaklng Part i sponsored walk. A n lotervlew w ith a traveller Three people domg Speakmg Part 1 Listelllng Par! 2: Chmate change and the Inuit Two people dOlng Speaking Parl3

Speakmg Part 3

Speaking Pan 2

lIstemng Part 4: M lgratian M ig rants taíkmg about thelr experiences Two people doing Speaklng Pan 4

Speaking Part 4

Ar. m and on to express lacatlOn

Word formatlon Prepasltians following verbs

CondltlOnals

Nou ns and anlcles

PreposltlOns after adjectives

Ways of contrasting Ideas The language af compenson

Leam. lind out and know

Comment adverbials Emphasis

Provide. offer and g/Ve

Map 01 Ihe unil. { 5

Introduction

Who

h·~ lOO

Speaki ng a nd Writíng reference section s. These explain the possible tasks you may have 10 do in the Spea king and Writing papers, and t hey give you examples toget her with add itional exereises an d adv iee on how b es t to approaeh th ese two CAE papers .

·S U

Complete CAE is a s tim ul ating and thoroug h prepara tion

caurse fo r students who wish to take the Certificat e in Adva nced Engli sh exam from Cam bridge ESOL. \t teaches you t he read ing, w rit ing, lis te n ing and s peaking skill s wh ieh are neeessa ry fo r the exam a s weJl a s the grammar a nd voeabu la r y wh ieh , fro m resea reh into the Ca mbrid ge Lea roe r Co rp us, a re known te be essent ia l fo r exam sneeess. For th ose of yo n who are not planning to take th e exa m in the near fu tur e, th e b ook provides you with skills and language h ighly re levant te an advaneed level oí English (Common European Framew ork (CEF) level CI).

What the boo contains In th e St udent's Book th e re a re : • 14 units tor clas sroom study. Each u nir contains:

one part of each of the ñve papers iu the CAE exam. The units provide language input and skills prac tice to help you deal sueeesslully with th e tas ks in eaeh parto • essential information on what eac h part of th e exam involves, and the best way to approaeh eaeh task. o a wide range 01 enjoyab le and stimu lating speak ing activities designed to increase your flueucy and yo ur abilit y ta express yo urself. o a step-by-step a pproach to doing CAE Writin g tasks_ • grarnma r activities and exercises io r the grammar you need to kn ow fo r the exam . When you a re doing grammar exercises you w ill sometimes see this symbol: @ . These exercises are b ased on research from the Cambridge Learner Cor pu s and th ey de al with the afeas which are kn own to cause problems for students in the exam. o voeabu lary necessary lar CAE. W hen you see t his sy mbol 0 by a voeab ula ry exe reise, the exereise foeu ses on word s whi ch CA E cand idates oflen can fuse or use wrongly in the exam. • a un it review. These co ntain exercises wh ich rev ise the gra m mar and voeabu lary that you have st udied in eaeh un i\. A Gramma r refer ence section which clearly explains all the main areas 01 grammar whieh you will need to k now for th e CAE exa m. o

Introduct ion

• A co mplete CAE exa m su pplied by Ca mbridge ESaL lar you to practise w ith . • A CD-ROM whi eh provides you with ma ny interac tive exercises, incl udi ng fu rt he r lis te n ing prac tice exclusive to the CD-ROM. All these ext ra exereises a re linked to lhe tapies in the Stu dent 's Book. AIso available are : Th ree a ud io CDs cantaining liste n ing material lar lhe 14 unit s of the Student"s Book pl us the Listening Test supplied by Cambr idge ESa L. The listening material is ind iea ted by dillerent colo ured icons in the Student's

Book as follows: ( ) CDI, ( ) COl, ( ) cm.

A Teacher 's Book cantaining:

step-by-ste p guidan ce fo r handli ng all the ae tivi ties in the Stude nt's Book . o a la rge nu mber 01 suggesl ions lor a lte rna tive l reatme nts Di activ ities in lhe Studen t's Book a nd suggestions fa r exte ns ion acti v ities. o ex tra photocopiable mate ri a ls lor eaeh unit of t he Student 's Book to praetise a nd extend lauguage abil ities ou tside th e requirements of the CAE exa m . • complete a nswer k eys including reco rding scripts lor all the listening material. o fo ur ph otoco piab le progress tes ts at regular

intervals throu ghout the book.

o 14 photocopiable word lists (one for eaeh unir) eontai ning voeabu la ry lo un d in the uni!s. Eaeh voea bu lary item in the word li st is aeco mpa n ied by a deñni tion supplied by a eorpus-informed Cambrid ge d ie tion a ry. o

A Studen t's Workbook co ntainin g: 14 units fo r homework an d self-stud y. Eaeh uuit eo ntains lull exam p ractiee in one part 01 the CA E Readi ng Pap er or in two parts 01 th e CAE Use 01 English Pa per o fu ll exam practice in one pa rt of the CAE Liste ni ng Pa per in each unit. • fu rthe r practice in lhe g rarnmar and vocabu la r y taught iu the Studen t's Book . • exercises for l he de ve lopme nt oi essenti al writ in g skills su eh as paragraph orga nisation, self correetion, spelling and punc tuation ba sed on the results Irom the Ca m bri dge Leam er Cor pu s 0 . o an au di o CD eontailling all t he listening materia l for the Workb ook. o

CAE content and overview

Part 1 Three tex ts on one theme from a range 01 so urces. Each text

READING

has two multiple-cho ice quest ia ns.

Part 2 A text from w hich six paragraph s ha ve been removed and

1 haur 15

minutes

2 WRITlNG 1 hour 30

-j

Candidates a re expeeted to show und erstand ing of attitude, detail, implication,

placed in a jurnbled arder, togethe r with an add itional paragraph, a lter ma in idea, apinion, purpose, specific information, te xt th e text.

orga nisat io n features, ton e Pan 3 A text lollowed by seven multiple -choiee queslians.

and te xt stru cture. Part 4 A text or several shart texts preceded by 15 multiple-matching quesl1ons .

Candidates are expected

Part 1 One compulsory question. Part 2 Cand idates choose one task from a cho ice of five question s

to be able to write non

(including the set text aptions) .

speeiali sed tex t ty pes sueh as an artide, a co ntribution to a longer piece, an essay, in format ion sheets, a propasal, a repart, a rev iew, or a compel ition e ntr y, with a focus on adv ising, compa ri ng, evalu ating, expressing

minutes

opinions, hypoth esisiug,

, justifying. and persuading. 3 USEOF ENGLISH

1 ho ur

Part 1 A modified cloze test containiug 12 gaps and lollowed by 12 multiple-choice items.

Pan 2 A modified cloze test co ntaining 15 gaps.

Pan 3 A lext contai ni ng la gaps. Each gap eonesponds to a word.

The stems of the miss ing words are given beside the text and must be changed to form th e missing word . Par t 4 Five questions, each arre containing three discrete sentences.

Cand idates are expected lO demonstrate the ability 10 app ly their knowledge ol the Ja nguage system by completing a number 01 tasks.

Each sentence cantain s ane gap, which must be completed with e ne word wh ich 1S approp riate in a1l three sentences. Part S Eight separate ques tions, ea eh with alead-in sentence and a

gapped second sentence to be eompleted in three lo six words, one 01 ~_ _ _ _ _ _-,-w:.:h.:.:i"eh=-ci.:.:sc:a-,g"i"v"en ,,---':.: key wotd:..:'._ _ _ __

4 LISTENING

Approximately 40 minutes

Part 1 Three short extrac ts, fram exchanges between in teracting spea kers. There are tWQ multiple-choice qnestions for each extract.

Pan 2 A monologue with a sente nee eompletion tas k which has eight

nndetstanding 01 agreement ,

items. Part 3 A text involving inte ract ing speakers, w il h six multiple·choice questions.

atlit ude, course of act ian , deta il. fee ling, functian , g ist, interpreling con text, main

Part 4 Five shon the rned monologues, w it h l a multiple-matching

poiuts, opinion, purpose,

qu es ti ons.

5 SPEAKING 14 minutes

Candidates are expec ted

to be able to show

_ _ _ _--t_s-'p_e_e_ifi_·c info~[~mation, etc.

Pan 1 A conversa tion between the interlocutor and each cand idate (spoken qu estion s).

Part 2 An individual 'long turn ' la r each candidate wi th a briel

Ca ndidates are expec ted

response trom the second candidate (vi sual and written stimuli , w ith

spoken in struc tion s).

Part 3 A two-way conversabon between the ca ndidates (v isual and

w ritte n stimuli, with spoken interaction).

conversational English.

lO be able to respond to queslions a nd to interaet in

Par! 4 A discussion on tapie s re lated to Part 3 (spoken questions).

CAE content and overview

Our people

o Starting off O Work in small groups. How do you think these things reflect our persona lity? (Give examples.) • • • • • •

the job we choose the subjecl(s) we choose lO study

our free-time interesls

lhe clothes we wear the friend s we choose the place where we choose to live

Work alone. Choose one of the things aboye and spend a few minutes preparing a two-minute talk on how it reflects ~our personality.

€ ) Work in small groups and take turns to give your talks. While you are listening to your partners, think of one or two questions to ask them when they nnish.

Listening Part 4

o Work in pairs . The photos show people with interesting or unusual occupations. 1 Look at the list of occupations (A - H) in Task One on the right and match each occupation with one of lhe photos. 2 What do you think attraclS people lo these

occupations?

3 Which do you lhink is easiesl

and which is lhe most

difficnll lO learn'

Unit,

You will hear five short extraets in wh ieh people are talking about a member of thei r family who they admi re. Before you listen, work in pairs. Whieh of these phrases would you associa te with each job? (You ca n associate sorne of the phrases with more than one job.) • • • • • • • •

a few of his/her recordin gs complete dedication to his/her craft perform a new trick his/het und erwater adventures

out in a H weathers

the lirsl person to set foot in a place what it wou ld be like tomorrow digging at sorne excavation or other

Now think of one more phrase you might associate with each jobo

e Look at the list of qualities (A-H) in Task Two and explain what each of Ihem means in your own words. Whieh quality would you associate with each ¡ob?

Task One For questions 1-5, choose from the list A-H the person who each speaker is talking abou!. A a deep·sea diver

Speaker 1

Speaker 2

Speaker 3

Speaker 4

Speaker 5

B a lisherman/ lisherwoman

a glass-blower

D a magician E a musician

F a weather forecaster G a n archaeologist

H an explorer

Task Two For questions 6- 10, choose from the list A-H the qna lity the speaker admires about the persono A a positive outlook on life

Spea ker 1

Spea ker 2

Speaker 3

Speaker 4

Speaker 5

I 10 I

B ability to anticipate

problems

an enquiring mind

D attention to detai l E ca lmness nnder pressure

F readiness to explain things G kindness to childre n

H originality and

inventiveness

o (2) Now listen to the five speakers and do the two tasks.

Exam information In Listening Part 4, you hear five short monologues and you have to do listening tasks.

tWQ

in each task yo u have to choose cne answer fo r each speaker from a list of eight options.

you hear each speaker twice.

o Work in pairs. Tell each other about someone interesting or unusual in your fam ily. • What do th ey do? • What are they like? • What is your relationship with Ihem like'

Our people

Grammar

€ ) Put the verbs in brackets in the following

Verb forms lo talk about the pasl

O Look at these extraets from Listening Par t 4. Match the underlined verb forms with their names (a-h). a past si mple b past continuous

present perfec t simple í present perfect contínuous e past perfec t simple g used to + infin itive d past perfect continuou s h would + infinitive e

1 We loved his staries of ... the strange creatures h e'~.

2 lt was a rea l eye·opener to see her at work. 1 mean,

she wa s doing what many people think is a man's jobo

sentences into the simple or continuous forms of the pas!, past perfect or present perfeet. (In sorne cases more than one answer is possible.) 1 Chen .M'sP'l~~.. WOr)(i11~ . (work) in Singapore

since he . . .......... .......... (leave) university two years ago, but next yea r he expec ts lo be tran sferred ta Hon g Kong. 2 Sven takes university life very seriously. He (study) here for six months and he still . .. (not gol ta a single party! 3 Maria. . (come) round to dinner last night; she. . (slart) telling me her life story while 1 .. (make) the salad and . (contiuue) tell ing it during dinner.

3 She invited me to come out on one of her trips ...

We've lis tened ta them so many times ... S He'll.QrQ¡;¡ whatever he was doing ... 6 She never used to ganic ... 7 ... even if he was tired because he 'd been working aH day. 8 He's been getting dÚs uew show ready receutly. 4

Which of the verb forms in Exercise 1 is used to do the following1 1 . refer to somethiug that happened at a spec ific time

in the pas!:

p"st..si",p.i.~

2 refer to a re peat ed action or habit in the past

which doesn't happen now: and 3 refer to an activity which started before and (possibly) continued after au event in the pas!: 4 indicate that we are talking about something which happe ued before another activity or situation iu the past which is described in the past simple: . S indicate th at we are talki ug aboUl something which happened before another aetivity or situation in the past simple, but focu sing on the leugth of time: 6 refer to something that started in the past and is sti ll happening now and emphasises the activity rather than the result: . 7 refe r to something that sta rted in the past and still happens now and often says how many times something has been repeated: .

page' 48 Grammar reference: Verb forms to talk about Ihe pasl

4 Ivan.

(have) a splitting headache yesterd ay evening because he ..... (work) in Ihe sun all day and ............... (not wear) a hat. he. S l . (grow) up in a house which . (belong) to my great·great· grandfather. We . . ........... (seH) it now because it is too big for our sma ll fami ly.

() Cirele Ihe eorrect alternative in i(alíes in each of the following senlenees. a M teachers 1 were oflen gelling / oflen used lo gel a uuoyed with me when 1 was at school because [ (2) never used lo bring / had never brougltt a peu with me and I (3) would always ask / /tave always asked someone il J eonld borrow theirs. b The villa ge (4) used to be / would be very quiet and remote nntil they (5) buill/ /tad buill the motorway two yea rs ago. lu those days everybody (6) would know / used 10 know everyone else, but sinee then, a lot of new people (7) carne / /tave come to live in the area a nd the old social strue tnres (8) gradually c/tanged / /tave gradually been cltanging.

e When J was a ehild, both my parents (9) used 10 go / were going out to work, so when they (10) would be / were out, my grandmother (11) was looking / would look after me.

Uní! 1

41)

CAE cand idates often make m istakes with present perfect, past and past pe rfect tenses. In the sentences below, circle the correct a lternative jn itaties. 1 In recen t times people had / (íUWe7Wd)more

contact with lheir friends through email and mobile phones than they did in the past. 2 The feedback we received from on r clients meant we have been / were able to provide excellent advice to the people developing the product which th ey then acted on. 3 The part y was great and the best bit for me has been / was the jazz bando 4 We should have had a really good holiday for what we paid, but unfortunately we discovered that they didn'¡ organise / hadn'¡ organised anyth ing very mueh so it was rather a disappointment. 5 While I wa s studying in England, I haven'¡ raken / didn'l take a n examination because it was no t offered to me or 10 any of my fellow students eith er. 6 Are you going to the dinner on Saturday? A lO! of my ot her friends were invi¡ed / have been i nvi¡ed and I know they'd·love 10 meet you. 7 I have on[y [ived / have only been living in Geneva for th e pasl few month s, though Madeleine, who yo n met yesterday, lived / has [ived here a H her life. S . Pet ra looks after my ehildren very well . 1 haven'l noliced / didn'l norice any weaknesses in her eharaeter, so J'm sure you'lI be happy to offer her a jobo

Reading Part 1 O Work in pajrs. You are gojng to read three shor! texts about people, their activities and their relationships. Before you read, discuss t his question: If you were going 10 write a short text about one of your acriv ities or rela tionships, what or wh o would you write about? Why?

@ Read the three texts quite quick ly. Which text comes from: a a novel?

b a biography?

c an autobiography?

€ ) Now read each text again and answer the two questions which follow each one in your own words.

The subject of a book 1 spent hou rs li sten ing to the bookse lle r 's sto ries about his battles against the different r egimes an d their cen sors. How he launched his personal fig ht, hiding books from the 5 police, lending them out to others and fina lly going to prison for it . He was aman who had tried to save t he art a nd literatu re of his count ry, while a string of dictators did their best to destroy ¡hem. 1 realised that he was 10 himself a living piece of hi s cou ntry's cultural hi stor y: a hislOry book on two feet. One day h e invited me home for an evenin g m eal. His family - o ne of his wives, his sons, sisters, brother, mother and a few cousins 15 was seated o n the floor roun d a s umptuous feast. Sultan recounted stories, the so ns laughed and joked. Th e atlnosphere was un restrained and a huge contrast to the sim ple mea ls l'd shared w ith t he people in the lO mountai os. When 1 left l said to myself: ' How interesting it wo uld be to w rite a book abo ut th is family: The next day 1 cal!ed on Su ltan in his bookshop and told him my idea. ". 'Thank you: was al! h e said. ' But this means that I wo uld have to come and

live w ith you:

' You are welcom e:

From The Bookscller of KabuJ by Ás ne Seierstad

1 In line 11, wh at does the writer want 10 show by

using the phrase Q history baak on tUJa feet?

2 What do we undersland from Ihe writ er's use of

Ihe word unrestrained in Une 18?

OUt' people

my choice of career Starting a conversation

'Have I missed something here7' It was an ordinary Thursday evening in January - at least I thought so. I was round at my girlfriend Mel's nat and it was to her that I'd aimed my question, as for so me unknown reason she'd just turned off the TV even though I'd quite clearlybeen watching il What really wound me up, however: was the fact that she'd used the remote control to do it, adding insult to injury. It was an unoflidal rule al ours that I looked after all TV channel changing duties - in the same way that Mel got f1rst grazing rights on the top layer of any box of chocolates that came into our possession. We'd arrived at these and other rules through a process of trial and error over the course of our four-year relationship. These rules made me happy. I always knew where I stood. But when you abandon rules there's bound to be chaos, and right now what I had on my hands was a serious case of anarchy. My obviously deranged beloved pursed her perfect fulllips together and blew into the end 01 the remote haughtily as if she'd just battled the TV lor my attention and won. There's no need far you to be quite so pleased with yourself, I thought. Alter all, it was only a repeat 01 Star Trek. ' So what is it7 ' I asked carefully.

'It's us .'

1 am a woman. ram a fisherman. Neither abused nor neglected, 1am the product of a blissful and unique childhood, arare claim these days. Like all young children, [believed wholeheartedly in the words of rny mother and father. Tt was only natural that 1 tcok seriously the assertions of my parents that [cou ld do whatever [liked with my life, become anything [ wanted. Although the advice they gave was well intentioned, rny parents never drearned that it might come back to haunt them when [ decided that what [ liked and wanted to become was a fisherman. One day, when [ was just t2, my sister asked, 'Aren't you going to play in the woods today" 'No.' 1smiled. 'Taday ['m going to sea.' And go to sea [ did, every chance [ got for the next twenty years. Rarely did a day leave me ashore. Fishing rn y way through college, r made rny first deep-sea trip at the age of nineteen aboard the Wa lter Leeman. My primary job was cooking, and although r disliked the ga Hey chores) 1liked the rnoney. Ir wasn)1 until a feHow crew member hit the bunk wit h a back iojury that 1was aUowed to work 00 deck, work [ enjoyed for years. By the time [ gradnated from college [ had outlasted the original crew members 1had started with ) most ofwhom moved on to boats of their own, and beca me captain of the boat by at tritioo. Prornising my parents that [would postpone law school for jnst one year, r became a full-time fi sherman. Adapted from The Hungry Ocean by Linda Greenlaw

'Us?' 'Us: she said calmly. 'Le!'s talk about us: From Hr Commitment by Mike Gayle

5 How did the writer's parents feel about her becoming a fi sherm an? 6 How did she become captain of the Walrer

Leemanl 3 Wha t particularly upset the writer? 4 Wh at impression do we have of the wri ter trom readi ng lhis text?

Uni.l

Text 2 3 The writer was particularly upset because his girlfriend had A eaten all the chocolates. B interrupted his favourite TV programme. C scared a victary aver him. D lIsed something tha( narmally only he used. 4 What impres sion do we have of the wr iter fram

reading this text? A He di slikes talking about relationships.

B He's dominaled by hi s girIfriend.

C He likes clearly defined relationships.

D He's highly sensitive lo insu lts.

Text 3 5 How did the writer 's parents feel about her be coming a fi sherman' A They encouraged her to join Ihe profession. B They thought that it was a normal thing far her to do. C They hadn't expected her to make (his choice. D They felt that her education had been wasted. 6 How did she become captain 01 the Walter Leeman,

instead 01 the other crew members? A She studied harde r. B She wo rked harder.

C She stayed on the boat for longer. D She found the wo rk more enjoyable.

Exam information

o Now, for questions 1-6 below, ehoose the answer (A, B,

e or D)

which you think fits best aecording

to the tex!. Text 1 1 In line 11, the writer uses the phrase a history book on two feet to show that A the bookseller was working to conserve his conntry's cultu ral heritage. B the culturallife 01 the country was very Iragi le . e the bookseller had 10 move lram place to pl ace Irequently. D the bookseller could teach her a lot about the country.

In Reading Par! 1, you read three short texts on th e same theme. answer two multiple-choice questions, each with four opti ons, about each text. In the exam you have approxímately 18 minutes forthis parto

o Work in smal! groups. Diseuss these questions. • Which 01 the people in th e texts would you be most interested to mee!? • Wh at questions would you ask that person?

2 What do we understa nd fram the writer's use of the word unrestrained in line 18' A Other people the wr iter had eaten with had been more rese rved with her. B The lamily was mare relaxed when they were with the writer. e Family members were always ready 10 express t hemselves openly. D The family was keen to feature in the writer's book. Our people

Voc~blllar Collocations with give, do and make

Look at this sentenee fram Reading Part 1, Text 3. Write the correet verb A-D in the gap. Although the advice they ........................ was well intentioned, my parents never dreamed that it might come back to haunt them .. A made

B gave

e said

Use of English Part 4 O Many words have severa l difierent meanings. Look at this sentence iram Reading Part 1, Text 2. Which oi the iour definitions (a-d) from the Cambridge Advanced Leamer's Dictionary (CALD) do you think the word missed matches? 'Have 1 m;ssed something here?'

D expressed

6 0

CAE candidates oflen use the wrang verb when they should use give, do or make. In most of the sentences below, the underlined verb is wrong. Replace the underlined verb with e ither give, do or make, or write correct if you think there is no m istake. 1 When you print the anicle, we also expeet you to

gWe an apology.

..."re

2 Ca rla a lways gives her best, even if she does nol

a lways manage to get ver y high marks. 3 Her repon on the trip did not show aeeurate information so we were quite eonfused. 4 1 have sorne suggest ions lO give before the fonheoming trip.' 5 I hope you r eompany wi ll ~ me at least a panial refundo 6 I'm so gratefu l thal you have made me the ehance to attend the co urse, 7 In my boss's absence, I give telephone ea ll s lO euslOmers, elea n desks, and write emails, 8 Insta lling modern teehnology will give a good impression of the eollege, 9 Gur evening leetures were mad e by 'experts' who knew nothing aboul the subjecL 10 There is anolher reeom mendation 1 would like to give coneerni ng Ihe elub,

~ What meanings does missed have in the three

sentences below? Match the sentences with the definitions in Exercise 1. 1 Dani oversJept and missed (he bus, so she arrived

rea lly late for elass. I enjoyed going on holiday with my fr iends though I missed my family to Slarl with. 3 The ball missed the goal mouth eompletely and flew harmlessly into the crowd. 2

€ ) Look at the groups oi three sentenees below. What sort of word is needed for each group (noun, verb or adjective)? 1 My friends gave me a really " weIcome when 1 got baek from holiday,

Take a" "" eoat if yo u're going oul lOnight because it's absolutely freezing oulside. Ci ndy decided lO decora te the hallway using ". "". """. """"". colours to make it feel friendlier. 2 It's a good

€ ) Words which are oflen used together (e.g. make an apology) are caHed collocations. Which verb

oflen forms a collocation with these nouns? Wr ite give, do or make in each gap.

4 5 6 7 8 9

................. someone an impressiotl

"" oi~e

a speech, leelure, laJk or performance "". someone inform alion, details, adviee 01' instructions """" "" . a reeommendation, eomment, apology, suggestion someone a chanee, opportunity someone a refuud, their money back """. "". ". your best, Ihe best you can ".""" "" "". a lelephone call ............ an impressioll OU someone

1 2

Unit 1

" " the poliee didn't see you driving so fasl! Paola's desperale lO work, but unfortunately she never manages to hold down a . 101' long, They didn't make a very good " 01 printing out the lea flet, did they?

3 The new trallie regulations will come into ... on 1 January, He's persuaded the Couneil to adopt his ideas b y sheer.. 01 personality. Magda is thinking 01 joining the poliee ........ after she graduates.

4 Sofia has been in the same eompany all her working .. , so it's quite surprisiug thal she's leaviug, You would expeet the ocean floor to be dead, but in laet it's lull of .. Ca refu l use will prolong the . .. 01 yo ur machi ne.

o For questions 1-4 in Exercise 3 on page 14, which word from the box will lit all three gaps? bright career elleet job life thick time

force

friendly wa rm work

Speaking Part 1 Exam information

heavy

Exam information

You do the Speaking Paper in pairs. In Part 1, the examiner asks each of you question s about your lives, your interests, your activiti es, your experiences. your background, etc. You discuss these things w ith the examiner an d the other candidate. Thi s part of the exam la sts three minutes.

In Use of English Part 4, there are five questions. Each question con sists of three sentences, each with a gap. You have to think of ene word which fits the gaps in all three sentences.

o Work in pairs. Read the questions below Irom Speaking Part 1. Which questions are:

The word will:

a mainly about the presentl b mainly about the past?

be the same type of word, 8.9. noun, verb, etc., and have the same form in all three gaps

How would you answer each question?

have a different meaning in each sentenee.

1 What do yo u most enjoy doing with yo ur friendsl Have you ever had the opportunit y to really help a friend? How? 3 Would you preler to spend your holidays with your lamily or your Iriends' 4 What is the best way for people visiting your country to make lriends' 5 Who do you think has had the most influence on your life so far? Why? G What's your happiest childhood memory' 7 Who is the best teacher you 've ever had? 8 TeIl me about a friend 01 yours aud how you got to know him or her.

o For questions 1-5, think 01 one word only which

can be used appropriately in all three sentences. 1 1 entirely agree with the government's ................ on free mediciue for pensioners. I'm feeling very stiff beeause I slept in a really uncomfortable .. las! night. Najib has applied for the .. ............. in our company lhat was advertised in the papeL 2 Stella has been

............ the business almost single-handed sinee her assistant left. 1 never knew you were interested in polities and now 1 see yon're .. ..... lor parliament l We'd better stop at a filling station soon as we're ....... ... ........................... out 01 petral.

E) (3) Listen to two students, Nagwa and Carlos. Which question does each 01 them answer? Nagwa Carlos.

3 If yon think you need a bit more exereise, why

don't you ....... .... ...... up tennis? If you find the gadget doesn't suit your needs, it back to the shop. 1. it you'll be at the meeting tomorrow - it's really vital that you are. 4 The place where 1 study has a ver y

............ policy towards time-keeping and you can't be late lor class. Candela is a .. .. ............... vegeta rían a nd refuses to eat meat Or poultry. We need a very . ........ translation 01 the report so as to avo id any misunderstaudi ngs. 5

1 wasn't

enjoying stndying law at university, so 1 .... to history at the end of the ñrst

yeaL 1 found his speech very boring so I'm afraid I ................... off befare the end . The weather has been so mild that we haven 't the heating on yet this winter.

o {4\ Now listen to them again, with lhe examiner's questions, and say if the lollowing slatements are true (T) or lalse (F). 1 They both give very brief answers.

2 3 4

They give a lew details to support their answers.

They use a variet y of tenses appropriately.

They speak in a relaxed, n atural way.

o Work alone, Think about how you could answer

each of the questions in Exercise 1. Then work in pairs and take turns to ask and answer the questions. page 175 Speak¡(¡g reference: Speaking Pan I

Our people

Writing Part 1 A letter Dear Elena ,

Exam information

Thanks for your letter asking about coming to Millwall College . I think it's a really good idea because you'II learn so much English. And don't worry about loneliness at all beca use yo u'll make plenty of friends .

In Writing Part 1 lhere is one task you must do.

The task may be an artide, leUer, report or propasa!.

You are given some input material (e.9. a letter, an

advertisement, an artide, etc.) and notes you have made about it. Vou must dea) with al! the points in the notes. Vou will also have la exp ress opinions, evaluate opti ons and

One really good friend (1) I made 1(fVemacJe) is Martyna, who I (2) actual/y m e t / hove actual/y met befo re leven arrived! It was quite a coincidence beca use we (3) sot / were sitting next to each other on the bus and we got chatting and discovered we (4) hove been / had been on the same plane co ming he re and were going lo the same college! Anyway, she's really good fun and (5) we've been doing / we did lots of Ihings together.

persuade the reader. Vo u have abo ut 45 minutes and you should write between 180

and

220

word s.

o Work in pairs. Read Ihe writing task below and answe r the queslions which follow. You are studying at an international eollege for a few months. Your friend , Elena, is thinking of studying at the sa me eollege this s ummer and has written to yo u aski ng about il. Read the extraet from he r e ma il and you r notes. Then w rite her a letter saying whether you Ihink s he should study al the eollege or nol and giving you r reasons.

It would be ve ry good for c..o.....e me to improve my English, be-c...'!Ase. ... but nI be livi ng abroad for the first time. I'm worried about feeling lonely and wonder how easy inl be to make friends. Also, I'd be O'!Ay doing this in my summer te. ..cl>I.e.y holiday, so 1 want to have is ;rYe...t time off to enjoy myself as be.",,'lAse. ... well. It's quite expensive: ---------- are the teachers good? Best wishes,

That brin gs me to free tim e. We get plenty of it , by the way, and (6) I've already visited / I olready visited quile a few places round about. La st week Marlyna and I (7) hove joined / joined a local s ports club and (8) we've ployed / we've been playing tenni s Ih ere severa l limes. I know it's you r s ummer holiday, b ut , speaking for myself, (9) I've been having / I've had a really good lime!

íe.!l MY .. bO'lAt tM ,t'rie..,.o :r .....de. tM .j';yst

d..~

As for your last worry: ves, the college is expensive, but my teacher, Jackie, is excellent. (10) She'staught / She's been teaching in several different co u ntries, so she's pretl y ex perienced and inte resting. Apparently, her first teaching job (11) has been / was in Thailand, where s he (12) actually used to teach / has actually taught some members of the royal family'

"I'lAst .........tia1'l

0'lA y ,t're.e.- ti...... Mtivitie.s

Do come if you can - you won't regret it!

Elena

Best wishes, Toni

1 Who will read your letter'

2 So should you write in a for mal or informal style?

3 What things must you deal with in your letter'

Underline them in the task aboye.

€ ) Read Ihe letler again and cirele Ihe correcl verb

4 What things can you say to persuade Elena 10

form from Ihe aIternatives in italics.

come to the college? Make sorne notes.

a Read Toni's letler on Ihe righl and an swer Ihe

question s.

1 Has he dealt w ith all the pOints in the task? 2 Has he written in a formal or an informal style ? 3 What has he said to persuade Elena to come to the college ?

Uni! 1

O Read the letler again and wrile in your nolebooks any words or phrases you Ihink ma y be usefllllo use in yonr writing.

o Work alone and write your own answer lo Ihe Writing task in Exercise 1.

page 173 Writing reference: Leiters

Mastering languages

Starting off O Work in pairs. Read Ihe following remarks and

Living in the cou ntry, you just (6) the language naturally and that's just about the best way to lea rn il.

wrile a word or phrase from Ihe box in each gap. an excellenl command l3il iA~~al a bil rusly accurately fashionable loanwords molher longue persuasion pick up switch fl uency highly articulate

aim 10 achieve (7) of English, which means becoming I

People tend lo be

(l) ..b,I'""01i~L ... - they speak the region al and the .national language and they

(8)

(2)

and being able to use the language (9) .. .......... .................... .

between langu ages wilh ease.

of (3) .

are coming into the language.

oa rticularly from English. so my

(4) ...... is nol al all the same as it was. sayo 'ifty years ago. LOlS

I wouldn't consider accuracy to be as important as (10) .... when learning a foreign language.

We should be teaching young people to use language for My English has gOl (5) ................... .

(11)

rather th an self- expression.

""""--, because I don't use it very often.

a (s\ Check your an swers by lislening lo Ihe speakers. ~ Work in pairs. Which opinions do you agree wilh? Which do you disagree with? Why?

Maslering lao guages

Reading Part 2 O Work in small groups. You wiII read an artiele about a linguist called Kenneth Hale. Befare you read: what do you think is the best way to go about learning a new language?

Read the main part of the artiele quite quickly. (There are six missing paragraphs.) What advice did Kenneth Hale give about learning new languages? _.

SummaryoL 1st para :

Kenneth Hale, Master Linguist 50MITIMES Kenneth Hale was asked how long it would take him to leam a new language. He thought ten or fifteen minutes would be enough to pick up the essentials if he were listening to a native speaker. After that he could probably converse; obviously not flu ently, but enough to make himself understood. To those whose education, however admirable in other respects, had provided only rudimentary language skilis, he seemed a marvel.

2nd para:

As many of these languages had no written grammar or vocabulary, and indeed were spoken by few

people, Kenneth picked them up orally. His tip for anyone who pressed him for advice on leaming a language was to talk to a native speaker. 5tart with parts of the body, he said, then common objects. After leaming the nouns, you can start to make sentences and get attuned to the sounds.

12 3rd para:

This is all the more eonfusing as language is much more complex than, say, simple arithmetic, which often takes years to master. It is often hypothesised lhat language is an innate human faeulty, with its own specialised system in Qur brain.

4th para:

He spent his childhood on a ranch in Arizona and started his education in a one-roomed schoal in the deserto Many years later, lecturing at MIT, he stiU felt most comfortable in cowboy boots. On his belt was a buckle he had won at a rodeo by riding bulls, and he had the slightly bowed legs of a horseman. His students were impressed that he could hght a match with his thumbnail.

5th para:

One lndian language at its last gasp was spoken by the Wopanaak, the tribe lhat greeted the Pilgrim Fathers in 1620. It is now spoken again by several thousand people around Cape Cod. A Wopanaak who studied under Kenneth is preparing a dictionary of her language. 'Ken was a voice for the voiceless; said Noam Chomsky. And he worked tirelessly to leam endangered languages.

15 6th para:

Despite lhese setbacks, Ken did contribute to an understanding of the apparently innate human eapaeity for speech. He made a number of what he called 'nea!' discoveries aboul lhe strueture of language, and had an instinctive sense of what alllanguages had in common. After his retiremenl from MIT, he said he would 'reaUy get down lO work', an ambition he was unable to aehieve, though his other achievements were considerable.

7th para:

And these people are often particularly upset by a scholarly argument which surfaces from time lo time about the desirability of keeping alive languages that have httle chance of survival. Occasionally lhe argument tums nationalistic. For example, is what Kenneth called the 'revitalisation' of Welsh merely a nuisance in Britain where, obviously, English is the working language? Kenneth Hale had an indignant answer to that question. 'When you lose a language; he told a reporter, 'you lose a culture, intellectual wealth, a work of arto The damage thars done is irreparable. It's Iike dropping a bomb on a museum, the Louvre.'

Adapted from The Economist

Unil2

@) Read the

article again and match the paragraph summaries from the box below with each paragraph. A A language Ken helped save

B l,eA's abilily te leam la,l§ua§es ~uielta over",,bl'/J' (l"0VU->tI->t(l"¡ (l"over"or¡ Oover""bl1.d·'/J

a Look at your answers 10 Exercise

1. Which 01

these sulftxes did yo u use? -ion, -ment, ·less, -ise, -al/y, -haad, -able, ·ly, -fui, -en, -ity, -ship

new wo rd s.

C lt wOllld lead 10 considerable eco nomic savi ngs.

Which al Ihe sulftxes above are used lO form: 1 verbs'

2 nouns?

3 adjeetives?

4 adverbs?

Can you think al olher su lftxes which are used in eaeh al the categories 1-4 in Exercise 2? For each suffix, write one word as an example, e.g. nauns: -ness: kindness.

O Which al Ihe words in the box are spelled eorreclly? Correct the word s which are spelled ineorreclly.

Extract Th ree ','ou hear an interview wit h Peggy, a researeher who has 5tudied job interviews eonducted in English. 5 What does she eonsider the main problem for non native speakers? A Their Eng li sh is not good enongh. B Their body language gives the wrong message. C Their answers are llnsuitable. 6 She sllggests improv ing lhe reem itment proeess by A re plaeing interviews wilh practical tests. B training interviewers to ask cJearer questions. C ehanging interviewers' expectations.

(s) Now li sten, and lor questions

1-6, choose Ihe a n swer CA, B or Cl which ftls best accord ing lO what yo u hear. There are two queslions lor each extrae!.

€) Work in pairs. • What are the main difficu lties for people wanting 10 lea rn yOllr language? • What, for you, are the main difftculties of doin g an interview lar an exa m or for a job in English?

. occurrence happenning developement statement . referrence opening realy factually beautifuly trulhfull disa ppointed disa tisfied iregularrity reliable undenyable useable refuseing basicaly arguemenl

o p age

151 Grammar reference: SpellJi1g rules far affixes and

inflect/Ons

(;) @ Find and correcl Ihe spelling mislakes in the sentences below, made by CAE candidates in Ihe exa m . 1 As yOll ca n see in the ae,e flísffleftl, the holiday is quite cheap. ",dve.d'ise....e->tt 2 People are begining lO get tired al being promised things it 's imp oss ible ta give ihem. 3 I'm sure yo u're going to be as succesflll as yOllr predecessor was. 4 He was sent 10 prison for expressing his disagreement wit h the goverment. 5 By implementing th ese proposals we wiJl be doing more to protect the enviroment. 6 The family 1 stayed with was realy kind and

helpful.

Mastering [anguages

(i) Work in pairs. You are going to read a text about

names fo r new products. Befare you read:

• Are lhere any prodncts produ ced by international compa nies whose names sonnd strange or funny

in yo nr langnage l

• What do you think each of the following prodncts are? --_._---- . - _.- , - --:-;-

Gold Blend Lego Ka Macíntosh Brut

• How much does a prodnct·s name inflnence yo u

when deciding whether to buy or not?

O Read the lexl below quile quickly lo find out: 1 how campanies name products

what problems they have when naming prodncts.

Ka or ca/"'

International companies are find ing it (O) ..... ..i.->\C,re..t\S.i->\1J"~V...... important to develop brand na mes that can be used in a w ide range al conntríes. A product with a single, nniversally ........ ............. in production and promotion recognised name ca n lead to major (1) . costs - especially now lhat worId adverti sing is a (2) . ...... in snch contexts as major sporting events.

INCREA5E 5AVE RE AL

lt is said that more time is (3) .

spent deciding the na me ol a prodnct than ACTUAL on its (4) Thonsands of poss ible names may need lo be investigated to DEVELOP find one that is internationally (5) . ACCEPT

An indication al the scope of the problem can be seen from the experience of Dnnlop, who spent over lwo years (6) . researching a name for a new tyre. They then launched an internationa l (7) . . ..... amongst their employees, receiving over 10,000 entries. Aronnd 30 names were selected lrom the enormous number (8) . .............. - bnt not one wa s lound to be legally available in more than a small number 01 countries. Olten companies end up with a na me that is (9) . for legal or linguistic reasons. For example, a word may be nnprononnceable in sorne languages; and lhere is always the danger of the na me being the same as a word which is either (10) ......... ............ or taboo.

SUCCEED COMPETE SUBMlT USE

RELEVA NT

Adapted from The Cambridge Encyclopaedia o{ La.nguage by Dav id Crystal

(l) For questions 1-10, read the text again. Use the

word given in capitals at the end 01 sorne oí the

lines lo lorm a word that fils in lhe gap in the same lineo There is an example at the

beginning (O).

Exam information In Use of English Part 3, there is a text with ten gaps. Yo u have

lo wrile Ihe eorreel lorm 01 Ihe word given IN CAPITALS at Ihe

end 01 the line in th e gap.

@ Unit2

o Work in pa irs. • How do people in your country choose names lor their children?

• Are fashions in children's names changing' • In Britain, people also na me their pets and sometimes their houses. What things do people in yo nr countr y nam e, and what sorts of name do they choose'

Grammar Express ing purpose, reason and result

o Match the beginnings oi the iollowing sentences

Speaking Part 2 Exam information

(1-8) with their endings (a-h).

In Speaking Part 2 you are each given three photos and are

asked lo choose two of the photos lo speak about

1 I thought 1 should pick the language up while I was there, so c. 2 Ir might be beller to set up a simulation of the job in q uestion so as 3 The eandidate often lacks the sort oí cultural background lhal wo uld stand ¡Ilem in good stead in Ihese situations with lhe resuh thal 4 They used lO give us dictations in elass to make sure 5 I always write new vocabu lary down in my nOlebook in case 6 Pavla is studying languages at universily with the i ntent ion oi 7 We found Ihe leeturer difficull to hear due lO 8 You'lI need lO use a microphone, otherwise

You must speak on your own tor one minute. You have to:

a b e d e i g

even lually working as an interpreter.

1 forget ir.

1 immersed myself in the neighbourhood .

the people al the back won'¡ hear you.

the poor aco usties in the hall.

lheir respon ses lake lhe interviewer by surprise.

lO see whether lhe candidate ha s the skills and

altitude Ihey're looking for.

h we knew things like putting a double 'p' in

'approve' ...

compare the tWQ photos

answer a question connected with both photos.

When the other candidate is speaking, you listen and th en

answer a brief question about the photos.

o Work in pairs. Follow lhe examiner's instructions below. Now in this part of the tesl I'm going to give eaeh of you three pietures. I'd like you to talk abou t Ihem on yo ur own for about a minute. Here are your pietures. They show people explaining things. l'd like you te compare two of lhe pielures and say whal they might be explaini ng and whieh situation is the most diffieult for the speaker.

6 Answer Ihe iollowing questions. 1 Which of the bold phrases in Exereise 1 ex press: a a purpose? b a reason? e a resull? 2 Which of the words/ ph rases are followed by : b a noun / verb + ·lngl a an infinitive' e a sentence?

O page 150 Grommar reference. Expressrng purpose, reason and resu/t

g @ CAE candidates oflen make mistakes with words and phrases to express rea son, purpose and resu)\. Circle the correct alternative in itulles in each oi the foUowing senlences. 1 My ltalian is exeellent @aüSe) / due to llived in Italy fo r four years. 2 By / For technical reasons, lhe flig ht was delayed for several hours. 3 Over lhe last decade, our lives have changed a lot beeause o{ / by comp uters. 4 Cou ld you please send us a brochure SO as / so thal we can see exactly what you are offering? 5 [hope the organisation's efficien cy will improve {or nor lO / in arder nol lO wasle people's lime and money. Mas tering languages

a (7\ Liste n lo Bethia, a university s ludenl, lalking aboul Iwo of Ihe photos on page 23.

Writing Part 2 A report Exam information

Oid she answer all par!s of lhe examiner's in sl ructions? 2 What ideas did she express? (Take notes.) I

In Writing Part 2 there are tour question s numbered 2-5, from w hich you choose ene to answer. Questions 2-4 may ask you to w rite an article. a competition entry, a contrib ution 10 a longer piece (such as a brochure), a ¡etter, an information sheet, a report, an essay, a propasal or a review.

€) A Listen again. Which of Ihe adverbs in lhe box did she u se?

I~~tu a lly I.p'erh aps

almost certainly cleal'ly obviously possibly probably really

Question 5 is base d on a set book (reading the sel book is

opli ona!).

--~.

Work in pairs. Make your own senlences about the photos u sing sorne of Ihe a dverbs in the box.

O The examiner u sed Ihe word difficult in his question. Which Iwo words m eaning difficult d id Bethia u se in her a nswer?

o Change parlners and lake turns lo talk for a minule aboul the photos using your ideas. FolJow the instruc tions in Exercise 2. Try lo u se word s from Exercise 4 and try lo avoid repeating the words from the question loo oflen.

(!) Work in pairs. Look al the pholos below and read

You must w rite between 220 and 260 words and you have about 45 minutes to do this.

o Work in p a irs. Read Ihe fo llowing writing lask and answer the questions below. An international media company is investigating Ihe influence that television programm es imported from English-speaking countries have on different countries around the wortd. You have been asked to wrile a reporl on Englis h- Ianguage TV programmes in your country. In your report you shou ld address the following: how popula r Ihese progra mmes a re an d wh y.

the examiner's inslructions. t'd like you to ta lk on yo ur own for about a minute. Here are yo ur pictures. They show adults a nd children talking to eaeh other. I'd like yo u lo compare two 01 the piclures and say why Ihey mighl be talking to each other and how they might be feeli ng. Sludenl A: Follow the examin er's in slruc tions above. Sludenl B: Whe n Student A has fi nished , foll ow the exa miner's in struclious above using the photo Student A didn 't use and one of the others.

O page 176 Speaking reference' Speakmg Parl 2

Unit2

Ih e effect Ihey are having on loca l culture. any cha nges you wou ld recommend. Wrile your repor!. I Who is expecled to read this reportl 2 Shou ld you use a form al or informal style 1 3 What are Ihe four main point s you should dea l 4

with? In what order would yo u deal with them?

Read Ihe sample report on the right and write one word/ phras e lrom t he box in each gap.

- -- - - _ .. --,

accounted fo r tlle aim. as a consequence

due to means meant

resu_l_t_ed_ _ _ ___ the eflect the result

so :~

g Work in pairs. Read Ihe reporl again and answer Ihese questions. 1 How is the layout 01a rep or! different lrom other types 01 writ ing? 2 Has the writ er incJuded al! the points in the writing task? Where are they dealt with in the repor!? 3 Is the style approp ri ate lar the target readers? Work in pairs. Read the lollowing writing lask and: 1 2 3 4

underline the points you must deaI with

ide ntily who wiII read the report

decide what style you wi l! need to use

decide what title to give your re por! and what

seclions and secrio n headings you wil! need.

A lead ing educational publisher is interested in lang uage learnin g in different countries. You have been as ked to write a report on foreign langu ag e lea rning in yo ur country. In your report you should deal with the languages people learn, who learns them and where th ey leam them. recommendations for improving langu ag e-Iearning in yo ur country. Write your reporto

(1) Work alone and write the reporto Use the sample report in Exercise 2 as a model.

o page 171 Writing re;erence: Reports

English-language TV prograrnrnes in rny country Introduction (1) .. ...1"",. "".i",, 01 t his repart is t o comment on t he popularity oí imported English-language tele vision programmes in my country, t o explain how t hey are affecting local culture and to re commend changes that could be made in the way these programmes are shown.

Popularity of irnported prograrnrnes Approximately fiíty percent of the programmes shown on TV in this country have been made in an English-speaking country and were originaUy in En glish. The popularity of these programme s can be (2) ...... by their large r budget s, whic h (3) .... ... ...... .. they a re generaUy more spectacular than 10caUy made progra mmes and may inelude int ernationaUy famous st ars in t heir casts. On most ch annels, viewers can choose which language t hey wish to watch the progra mme in, with (4) that people with a goo d command oí English tend to watch programmes in t heir original versions.

Effects on local culture The popularity 01 English-lang uage programmes has (5) ................................ .... .. that it is hard fOI local programme-makers to compete, given t heir limited budgets. (6) .................................. , local culture has been heavily influenced by American values of consumerism. Moreover, expos ure to mistranslations of Enghsh-languag e film s has (7) . in words in our languages being used with new or wrong meanings . However, a positive effect has been that people have become mo re open and ready t o change (8) .... . t he fact t hat t hey see other ways of living and thinking.

Recornrnended changes 1 would recommend t he government to subsidise national television companies (9) .. to encourage them to make mo re quality programmes. This would have (10) of reducing our rehance on import ed prog rammes while at the same time promoting local values and culture.

Mastering language s

Unit 1 Vocabulary and grammar review

Vocabulary O Complete each oí the sentences below by writing the correet íorm oí give, do or make in eaeh gap.

~tht~~:~i~t~~ the~~~?;::~~ ·

a rousing spee ch

1 2 Carrie sat through the entire meeting without ......... a single suggestion 10 salve the problem. 3 Although she's been . .. her best, J know she's find ing it hard to cope. 4 Fergus a pretty bad impression in Sat urday's match, so the manager is . him just one last chanee ar he'll be dropped from the team. S Jf yo u'd just.. ..... . me the deta ils, J'I! take a note of them and pass them to the person respon sible. 6 I ne ver expected to see you at the concert because the last time we met, yo u .. . ..... .. me the impressiou that you didn 't like c1assic al mu sic. 7 Jf you're uot co mpletely satisfied with the result, we'll . ............ you a fuI! refundo 8 Patsy is just . . a phoue call at the moment, so she'll be with Il S in a sec.

For questions 1-5, think oi one word only which can be used appropriately in all three sentences. 1 Where do you .................. ou the issue of student loans lO pay for un iversity educatiou ? I cau'I. . . ....... the souud of her voice - J find it so irritating ' You don't .. ...... a chane e of passing the exam if you don't work harder. 2 Jvan . ..... ........... what he was doing and ran lO help the accident victims. He's been playiug so badly lately that they've ........ him from the team. Se rgei was disappointed with his course, so he . ont of university and fouud a job iustead. 3 JI's only .. far young people to wanl to leave home and become independent !t's a delicious, h ealthy drink made entirely from ....... i ngredients. There's little that can be done to prevent ..... ... ........ disasters such as earthquakes and hnrricanes.

@ Unit 1 Vocabulary and grammar review

4 If you're .. ...... ... , could I see you in my office in about ten minutes? Please feel .. .. to ask me any questions during my talk. We've managed to enrol on the course completely ...... ..... .. of charge.

S I'm going to need a holiday at home after all thi s travelling - it 's.. me out. I expect everyone will be something formal to go to the Parkinsons' party. These boots are .. out, so J'11 have to buy some new ones.

Grammar

e Cirele the best alternative in italics in the sentences below. 1 We got 10 the park quite soou after lunch and fortunately the rai n stopped /(fúíiS-wpjjeJJ by then. 2 We'd stood / We'd been standing in the rain for at least twellty miuutes before the bus arri ve d, by which time we were (ee/ing / had been (eeling pretly cold aud wet, as you can imagiue. 3 I've driven / ['ve been d riving aloug this road a thollsand times - I eonld alm ost do it with my eyes shut' 4 You'd expeet Fran to be looking tired because she's studied / she's been studying for her final exams far Ihe las t three weeks. S Maisie ate / had been eating sweets al! evening so it was not surprising she didn't want a ny supper! 6 1 think people used ro work / would work mllch harder in the past than they do nowadays. 7 So mnch noise had come / had been coming from our flat al! afternoon that eventnally the neighbours complained a nd we had to explain that we repaired / were repairing the heater and that we'd be fiui shing SOOn. 8 We always nsed to go to the Mediterranean for our holiday s whe n J was a ehild . I think we went / used ro go 10 Ibiza at least five times.

Unit 2

Vocabulary and grammar review

3 How long have yon been ................................... yo ur curreut job ? 4 It was a difficuh decision, but 1 think yo u .............................. the right choice. S l dou'l uudersland yo u. What point are you trying to ....................................... ? ......................... you any har m to 6 It wouldn't . take a bit more exercise!

ocabulary

o Complete this crossword using words related to language.

r;¡

'3 1

€ ) Each of the sentences below contains one or two

I I I

¡- 7 1

¡-

5 1

¡- 6

'1 ¡-

i- -

spelling mistakes, Find and correel them.

1 Carol played the piano bestltiftll, at the openning

¡-

8 1

• -

Across 5 You've got to be able lO write .. for this jobo We can'! aflord to have people making mistakes . (10 letters) 6 Amina expresses her ideas very clearly - but then young woma n. she's a highly ..

concert of th e festival. UI\1Ati-t1Afi.')'¡ Brenda had a highly sueeessfull carlfer as editor 01 a Londou daíly. There are st rong arguements in favour of giving permission 10 the company to proeeed with the new housing develapemenL Basically, [just feh embarras sed at the begining af the leelure beeause 1 thought peapie were laughing al me. Pat ricia has been studing really hard aud she's beeoming extremely knowledgable on the subjeet as a resull. Gaby and Jean felt extremely dissapointed about the flight cancelation because they thought they were going to miss their honeymoon.

(lO)

Having lived in Chile lar seven years, Ph ilippe ha s a perfeet . al Spa ni sh . (7) 8 It takes a great dea l of praclice lO achieve .................... in a langnage. (7) 7

Down 1 I'm not

keen on going 10 classes. l prefer to just ..................... lhe language while I'm in the country. (4, 2) 2 Maria's En gli sh is virtuaUy perfect although her ................................... is Greek. (6, 6) 3 With a Japanese father a nd a French mother, Motoko grew up completely .................................... (9) 4 Tattoo is a.. in English . It was originallya Polynesia n term o (8) 100

a Complete each of these sentences by writing the correct form of make, get or do in Ihe gaps. 1 Lee has been working ha rd becan se he needs

better professional

to ............... 3~t.. . qnalifieations.

2 The new principal is plan ning on .. quite a few cha nges to the way this college is run o

Grarnmar

o Complete each oí the sentences below by writing a word or phrase írom Ihe box in each oí Ihe gaps.

Ivvittl ~v~t~t~ in case otherwise the iAteAtioFl of

so as

so that

1 1 eaught an earlier train this morning w it0,tf:.&i1',t"c1',ti91',.9f .... fini shing the rep ort befare my boss arrived in the affice. 2 Natalie delivered the parcel herself ......................................... to make sure it arrived sa fely. 3 If 1 were you, I'd take yo ur bank ca rd ....................................... yo ur money runs out. 4 Yo u really should write new voca bulary in yo nr notebook, .. .... yo u'U forget il. S Services on North-Easl Trains were cancelled today ........................................ a tra in dri vers' strike. 6 Amin covered his face as he left the building no one wo uld recognise him .

Vocabulary and grammar review Unil 2

AII in the mind

Starting off

a Now consider what type 01 a thinker you are.

o Work in pairs. • Do you believe it is possible to measure a person's in telli gence fairly and accurately? Why (not)? • Even if you beJieve it is possible, do you think we should measure intelli gence?

Read through the nine types 01 thinker below and choose which type describes you bes!. Give yourself a score between Oand 5 lor each statement. (O ~ completely untrue for me / 5 ahsolutely true lor me) Compare yourself with other students. How similar or different are you?

, . I~

You like lo undersland patterns and relalionships belween objecls or aclions.

Logicalf Malhematical

You are good al Ihinking crilically, and solving problems crealively.

.. ... J

_ _ o

You think in words and like to use language lo express complex ideas.

Linguislic

You are sensilive lo Ihe sounds and rhythms 01 words as well as Iheir meanings.

- -------, .. -

You like lo think aboul and Iry to understand people.

Inlerpersonal

You make an efforl lo cullivale good relalionships wilh lamily, Iriends and colleagues.

- _.--
rl{)lJ~ ," !(JIII

rrcOfJ·'1,':;.e

-'f.r,'):ft?J...,.

S/n.'lií,'

me po$Slb./¡','tl'

,,~{JO....~'1J';¡,')

uf domg SG'ilNhmg '/lO: ptlSSii:JiHfj Id dfJj. 'M pos.c't(,'i¡ thal + ,r'io'SIJ

1 Schools try to ensure that every student has an equa l (i5j5jJQr~ / possibility to succeed. 2 On several occasions / opportunities recently the university has made changes to the syllabu s without consulting students. 3 [f yo u study abroad, yo u should take every occasion / oppoTtunity to learn the lang uage. 4 There's a s trong opportunity / possibility that yo u will win oue af the three available schalarships. 5 Our graduatian ceremony next week will be a ver y special opportunity / occasion. 6 According to the weather forec ast, there's a distinct possibility / occasion 01 raiu tomorrow.

O Now read the extract on t he right and complete the sentences below it with chanee, oceasion, oppoTtuuity or possibility. Sometimes two answers are possible.

1 If you don't do well in your exams, you'll have the ... ... .. .. e-:M:11c..e. .. .. .. to retake them again nex t summer. 2 Our education system is based on the principie 01 equal. 3 Have yo u ever considered the . of training to be a teacher? 4 [1 you go on working hard, yo u stand a good of getting to Har vard. 5 Your exams start on Monday, so this weekend is the last .. .. .. you'lI have to revise. .. . .. ...... .. .. that 1'11 6 1think there's a real .. get the grades J need. 7 We're having a party to celebrate the end 01 our exa ms - it'U be a great .. 8 Is there any . that yo u could help me with my ho mework?

€) Complete these sentences with yonr own words, then compare ideas with a partner. 1 2 3 4

1 hop e one day 1'11 have the opp ortunity 01 . Next year there's a possibility that 1'11 ... Unlortunate)y, 1 have ve ry little chance 01 ever . 1 hope the occasion never arises, when [

listening Part 2 O Work in pairs to discuss these qnestions. 1 2 3 4

Would you like to study abroad? Why (not)? Which country/countries would you choose! Why! What difficulties might yo u experience? What difficulties might a loreign st ude nt experience in your country? 5 How do you th ink a period of study abroad wauld change yo u'

Chanee cau mean possibility or opportunity, but is generally used less formally than these word s. A lifelong process

a You are going 10 lisIen lo lhe experiences 01 Amy, a British student who is spending ayear studying in Egypt. Whal diflerences between Britain and Egypt do you think she noticed?

0 @1 Listen lo lhe recording again and complele senlences 1-8 in Exercise 4 with words or phrases you hear.

@ Work in pairs. 1 Imagine you had the cha nce to sludy any language

in the world: • wh ieh language would yo u choose? • where wou ld you ellOose to learn it' 2 Do yo u think single-sex groups learn belter than mixed-sex groups? 3 How influenl ial do yo u think teachers are in

students' choice 01 subjeets?

€ ) @I Listen lo the recording lo find OUl if any 01

your ideas are menlioned.

Exam advice Remember:

Use of English Part 1 O You are going lo read a short article describing lhe importance of training in the workplace. Before you read, answer the questions in Ihe Exam round-up box.

Exam round-up

Read the gapped sentences befare you listen lo get information about t h~ tapie of the record ing an d a c\e ar idea of what yau are listening for. You w iU hear th e actual words you need to fill the gaps.

How much do you remember about Use of Engli sh Part l ?

Cirele the correet alternative in ¡tafies in eaeh of th ese

se ntences.

In Use of English Part 1, there is a tex t with

Check that you r an swer is grammatically correet after ya u have written i1.

(¡) Now read senlences 1-8. Can you guess which wor ds or phrases are missing Irom eaeh sentence? The number oí missing words is in brackets.

1 The speaker chose to study Arabie beeause OIle 01 lhe leelm ers had a re.l\tff'ssio1'< .for .. lh e subject. (3) 2 The

............ spoken in Alexandria is commonly understood all aeross the Ara b world. (3)

3 The sludents were nOl allowed to sIal' al Ihe lir st

hOlel beeause lh ey were an group. (2) 4 One of th e speaker's friends went baek home so ou after a rri ving because he was suffering from (2)

5 The Alexaudri a Centre for Languages is localed near.. where people sit drinking tea. (3) 6 In lhe role plays they do wilh their leacher Iugy, Ihe students learn how lO. taxi drivers. (2) 7 One 01 lhe difliculties of learni ng Arabie for the speaker is that it has lwo - one spoken and the other wrinen. (2) 8 The spea ker and her frieuds spend their weekends at a. where they ca u swim aud lie by lhe pooL (2)

Unil lO

(tWéíVe) / fifteen

ga ps. 2 For each gap yo u are given a choice of three I four pos sible

answers.

3 You have about ten I (jfteen minut es for this pan of the

papero 4 You should read the text befare I arter reading the options.

a Write your own definitions for these phrases, which appear in the article .

ilifelon9 learning

relralning

to upgrade (your) skills

--1

€ ) Work in pairs. Compare your definitions, then discuss Ihese questions. Why do sorne ad ulls want to leam somelhiug new? 2 How is learning as an adult differe nt fra m learning 1

as a yOllllger perso n ?

Why do yo u think the idea of lifelong learning has become so popu lar iu recenl yea rs?

O Read Ihe article opposile. Does Ibe writer mention any of lhe ideas you discussed?

€ ) Read Ihe article again. For questions 1-12, decide whicb answer CA, B, C Or D) besl fits eacb gap. There is an example at the beginning (O).

Speaking Part 3 O Look al the six pholographs oí ncentives play an important (O) C. in our decisions to leafn. As we get older. the outcomes 01 (1) in learning may not be the same as dhen we were younger. For example. we are less likely to be (2) as a resul! ol training. The type 01 work-related training or learning we do also changes as we get older. Workers over 45 years old are more likely to participate in learning (3) ................. that relate directly to their lunction. So they may choose to (4) ................. those technical skills directly related to their work. By contrasto young workers are more (5) ................. to participate in training ¡hat is an investment in their luture careers. Organ isations also want to continually (6) .............. their skills base. Recently. business has (7) this largely through a steady inllow 01 newly-(8).. .......... young people onto the labour (9) Traditionally. we have had a mix 01 those young people who bring new lormal skills to the workplace. and a small proportion 01 older workers who (10) . ............ their experience. Vhat we are seeing now is a decreasing proportion 01 young people entering ¡he worklorce and an increase in the proportion 01 older people. So. unless IVe change ¡he (11) ................... 01 our education an d learning across lile, IVe

will see a (12).. .. ......... in formal skills in the IVorking population.

OA 1A 2A 3A 4A SA 6A 7A 8A 9A lOA llA 12 A

focus participation raised ac tions

relea rn probable restan affecled educated worklorce donate way decline

B game B contribution B promoled B activities B promole B Iikely B reno va te B fulfilled B taught B employment B supply B melhod B cutback

e e e e e e e e e e e e e

role attendance advanced acts res tore possible resto re ac hieved qualified stall contribute means fall

D D D D D D D D D D D D D

different tearning situations. and discuss these questions in pairs or smatl groups. 1 Which 01 these situations have you personally experieuced 1 What did you like or dislike about the silualions' 2 How is the teacher-Iearuer relationship different iu the six situ ations?

a You are going lo hear two pe opte discussing the pholographs. Firsl read wha! they were asked lo talk about. Here are sorne pictures showing differe nt approaches to learning. First. talk about the approaches shown in these pictures. then decide which approach is the most suitable for st udents learning a foreign language.

leature activity upgraded modules upgrade

Iiable renew

succeeded g raduated

ma rket sell nature lessening

A lifelong process

€ ) {l3'¡ As yo u listen to the conversatíon, thínk about these queslÍons. 1 How weH do the speakers meet these CAE crítería for Spea kíng Pan 31 • kee píng the conversatíon fl owi ng • exchangíng ideas • expressi ng and .iustifying opínions • agreeí ug aud/ ar disagreeing • makíng suggestions • speculating • reachi ng a decision tbrough discussion 2 Do both speakers llse 'a range of vocabulary to meet the task reqnirements'? The sentences below are quite precise ways of describ ing the photos. If you don't know t he exact words lo say something, you can use vaguer, less precise language (see page 84). Replace the words and phrases in ira/ies with vaguer alternalÍves.

Writing Part 1 A report Exam advice Read the instructions ca refully to id entify: w ho will read the repart the purpase af the report. You should: deal with all the information in the input material give factual informati on and make recommendations organise your repart clearly into section s with heading s.

o Work in pairs. Read the writing task below and answer t hese questions. 1 What sections would be appropriate for lhis

repon? What headings co uld you give these sections ? Z Are there a ny point s in the notes that eould be combined'

1 ... lhe next picture is of a student and inslruelOr in

a son of one-lO -o ne lea roing session which wo uld probably be suitable for lea ruing eertain skWs. ... t v.,e ."ext pic.t1Are is o-F " stwJe."t "."" SO\1t.e011e} '14.ot S1AYe. wko, ;11 ~ " .. 2 the next one's a studen l ou a computer - probably learni ng {acls and in{ormaUon off the uet, whieh again probably wou ldn' t be a suitable mechod of learning a [a nguage . 3 M Interacting wiih people, perha ps. W Yes, that'd probably be a good way to lea fll a lauguage,

You are part of a stud ent committee looking into ways of improving (he facilities in yo ur place of study. You have been asked (o write a report summarising some of the s uggestions made by people you have interviewed as part of your research. You have made a note of comments made by three groups of people.

M Having conversaciolls wilh chem ...

€ ) {l3'¡ Listen to !he conversatíon again and check your answers.

(i) Work in pairs. Answer the same questíon as the two speakers on the recording. Make sure yOll: • keep the co nversation f1 0wing (it should be

co ntillIlou s)

• • • •

exchange ideas, express and jnstify opin ions agree or di sagree make suggestious aud specnlate use a wide range of vocabulary.

Exam advice Although the examiner w ill ask you lo try lo reach an agreement with you r partner or lo make a joi nt decision, it IS more important that you use appropriate language and conve rsation strategies to negotiate and discuss w ith each other than that you come to agreement. If you do nol ag ree or reach a jaint decisian, yo u shou ld express polite disagreement.

Uni! 10

Write your report. Write 180-220 words.

€) Read

th e report aga in and dis c u ss these ques tions.

As you read this sample report, t h ink al suitable he a diugs lar the sections.

1 What structures are used with the verbs Tecommend a ud suggest' 2 Ma ke a note 01 the reporting verbs used i ns tead al

Report on improving college fa cilities (1) .

:L1't:tfoJ~¡:.:/:i91't

said,

The purpose of this rep ort is to suggest ways in which

college fac ilities could be improved for student s, staff

a nd visitors. The re port is based on co mm e nts from

th ese three groups.

What ve rb s aud phrases are used to mean would

like?

O page 171

Wríting reference: Reporrs

Work in pairs. Read the writing task below.

1 W ho w ill read the report you write' 2 Will you qu ote directl y lrom the ema ils? W hy (nor)? 3 How many sections will you include in your report? What headings will you give these sections?

(2)

80th students and staff commented on the need for

increased provision of computers. Students wou ld

welcome more study a reas eq uipped with computers,

while staff felt stro ngly that they would work more

efficiently if they had their own computers.

Your college principal has established a com mittee al students to write a report recommending how more students can be attracted to the co llege in t he future. You r eomm ittee has ema iled p rospeeti ve and e urrent s tudents. Below are ex traets fro m some 01 th e e ma il re plies from the t wo groups.

(3) . Staff expressed the view that the cost of food in the ca ntee n was unn ecessa ri ly high a nd recommended a reduction. Students dia not me ntion price, but would apprec ia te a wider choi ce of food.

Prospective students

(4)

• 'l!\Ihy don't you or ganise an open week when we can sample eollege activi ties?'

Dissatisfaction with ca r parking facilities was expressed by staff and visitors. Staff would like reserved spaces away from other parking areas, while visitors would be grateful for extra spaces to be made available to them,

• 'You need to give new students an incentive

that's better for us than the othe r colleges. Give them a freebie of some kind.' 'Get students a lready there to visit sehools to tell us what it 's like, l!\Ie don't know at the moment:

(5) .. Stud ents suggested that th e gy m and othe r sports fa ci lities be e nla rged to take account of this yea r's

Current students • 'You co uld offer new s tudents a free laptop

increase in student numbers.

computer.'

Visitors would like important places, like the main reception, to be more dearly signposted.

• 'Sh ow how sucees sf ul the eollege is - publis h our exam resu lts.'

• 'l!\Ie could make a TV eommercial showing what a great place it is.'

(6) .... """"""",.".

1 would recommend implementing all the suggestions listed above with the exce ption of providing more ' car par king spaces, It is dear from pa st expen ence that demand In th,s area is neve r satisfi ed. 1 wo uld sugges t that drivers should make alte rnative tra ve"l.. . arrangements.

Write yo ur report. Write 180-220 words.

Write yo u r report, making use oí the íollowing: • the verbs suggest an d Tecommend • a va riet y al reporti ng ve rbs • a va riety al wo rd s a nd phrases meaning the same as would like.

A lilelong process

Unit 9 Vocabulary and grammar review

Vocabulary

o Complete Ihe senlences below by writing Ihe correcl word, action, actiuity, euent or programme, in Ihe gaps. 1 Tlle sladium is a hive al ...... Mtivitlr .... wilh

workers hurrying to get it finished be'íare the games. 2 The aulhorities have asked the políce to take , ............... against anyone caught scraw hng graffili on the lown hall. 3 The sporting .. [ mosl enjoy doing is sa iling. 4 Ca n yo u [ook ou lhe. to see when the interval isi S For me, oue of the mosl exciting and hisloric ..... of Ihe lasl centur y was the la ll of Ihe Berlín Wall. 6 The tinal ..................................... 01 Ihis weekend's lestival of Iri sh culture will be a Iradilional lolk dance. 7 Thauks lo prompl.. by the tire service, the school tire was prevented from spreading to the neighbouring houses . 8 The goverument plans to unveil it s lates t ................. of tax relarm laler tod ay.

a For queslions 1-5, think 01 one word only which can be used approprialely in all three sentences. 1 By cycling hard we actually managed to .................................. aboul 100 kilometres in jnst under three hours. The second volume 01 the series will ......... .......... the period lrom lhe Freuch Revolul ion in 1789 lo the Battle of Waterloo in 1815. Belare placing lhe tish in the oveu, .................. it ..................... wilh a sheet of aluminium foil. 2 My car broke down yesterday, bUI Ih eu il wasn't very relíable in Ihe firsl . Igar carne in sh ivering lrom cold, so we gave him a .................................... by the tire. Tauya lives in rather an old behiud Ihe painl laclory.

Unit 9 Vocabulary and grammar review

3 They ad milled Ihe assignment was ..... ............... ..... , but they managed to do it nevertheless. I think that meat is ralher ............ so you'd probably do better to buy something more lender. Chri s must be pretty ..................................... if he wanls lO pursue a career in the army. 4 Marcia is oue 01 those teachers who enjoys out her students' mislakes. They c1early think you're the culprit because lhey're a ll ..................................... al yo u' Once you've gol lhe guu .. ........................... in Ihe righl direc lion, all you have lo do is pulllhe Irigger. S The fisher man held the boat o.

while we all climbed aboard.

Toni and Paola have had a

relatiouship lar more Iha n tive years.

Look' My ha ud is completely .

- it's nol shakiug at all.

Grarnrnar € ) Cirele Ihe correct allernalive in italics in each oí Ihe íollowing senlences. 1 Souia will call you as soon as she will fin.ish / (íWSfinished) lunch. 2 1'11 do Ihe cooking tonight when everyone el se works / is working. 3 It wasu't uutil Ihe malch was / had been over Ihat he realised he'd strained a muscle . 4 l haven't seen him al all siuce he is working / has been working Ihere. S [n fulure, plea se dou'l ca ll me while 1 have / I'm hauing my supper. 6 Rory lea rnl 10 speak Arabic perfeclly wheu he was working / had worked iu Cairo. 7 As soon as the teacher has arrived / had arrived, we slarted work. 8 Tracey aud Pierre performed together iu pedect harmony and while she played / was playing the piano, he sang in a high leuor voice.

Unit 10 Vocabulary and grammar review

Vocabulary

o Cirele the correct words in these sentences .

1 The system aims to give everyone (áJUe--p;;ii) / a same opportun ity at the beginning oí their Jives. 2 Thursday is the last / late chance we'll have lO euter the competilion. 3 The sweariug·in 01 the first womau president was a historie / historieal occasion . 4 There's a slight / little possibility that I won't be back in time fa r tomorrow's meeting. S Don't lose / miss this gold / golden opportuuit y to w in a two -wee k holiday iu the south of France. 6 There seems to be a factual/real possibilit y that the party willlose at the next election . 7 The fun eral of the fi refighters who died in the blaze was a very depressed / solemn occasion. 8 In my opinion everyone deserves a next / second chance in life. , Think oí one word which can be used appropriately in al! three sentences . 1 We tried to wake her, but she was asleep. Our village is . becom ing a dormitory town lar London. When I was a child 1 got my head stuck in sorne railings. 2 Could you ............. the cheese, please? Everyone expects me to ..... allmy exams, but ['m not so confident. lf you ..... a supermarket, could you gel me some bread, please? 3 Eveutually, we'd Jike to .. down a nd have a fa mily 01 our own. ['ve had a lelter írammy phone company asking me to ....................................... my account immediately. I'd rea lly like a praper mea l, but we' re shor! oí time, so I suppose ['11 have to lar a sa nd wich.

Grammar € ) Complete these sentences with lhe correcl lorm 01 one 01 the modal verbs must, need or have (to). In sorne cases more than one answer is possible. 1 My new ¡ob starts next Monday. Hopefully, I ...w.o:"d.. h~w .. t.Q...... work such long hours as I do

now. 2 I ..................................... make sure I wake up in time for my tirst lecture. Yesterday, I didu't have any lectu res, so I get u p at all . 3 Our lecturers have told us that we .. send them OUT assig nmeuts by ema il . otherwise they wo n't mark (hem. This means we . ................. ha ve our ow n e mail. 4 Take i( easy ' Today's lecture's been cancelled, so you .............................. hurr y. S You ........................ smoke in here. Didn't yo u see the sign? If you want a cigarette, yo u ...................................... go outside. 6 ....................... ......... get some cash out before the weekend - otherwise I'm goiug to mn out.

O Correct any oí these sentences with mistakes in the modal verbs. 1 !t's a complicated raute - I hope 1 ee\iltI tind my way back. c."", 2 You can find al! the inlormation you·" ever ueed on Wikipedia. 3 We're delighted to infarm you that we could oifer you the post 01 manager. 4 At the lourth attempt I could pass my driving test. The tirst three times, [ fa iled spectacu larl y. 5 If you were a fast reader, you could be able to tinish that novel in one evening.

Vocabulary and grammar review Unit 10

Being somewhere else

Starting off

O Work in pairs. The photos here and on page 109 show diflerent types of journey. Choose two 01 the photos and think of voeabulary, phrases, expressions and topies whieh are relevant to the photos. Example: Pic.t·w" ¡ - ¡",wdSkip, pyov¡"'7r t""'....sdv"s, " vO')t{;\O" i.,.,ta t k" 1A",y",aw"" y"p,ds, w"t&y.p"fP.s, ...asB1Aita&S, "xpfoy{;\f,a1tte"!>tMS .

no more tha n two words will be missing from each sentence

the sentences are not identical to sentences on the recording

you should compl ete the sentences with wards from the recordin g.

6 You are going lo listen to a radio talk about the effects of climale ehange on lhe Inuit people 01 the Arelie. Belore you listen, diseuss these questions. 1 What do you know abont lhe Inuit? 2 Whal natural resourees does the Inuit lifestyle depend on? 3 How do yon lhink climate change is affecting the Inuit?

€ ) {lB} Listen to this hrief introduction to the Inuit. Does lhe speaker eonfirm any of the Ihings you talked about in answer to Exereise 21 () ~ Now listen to the main recording. Does il inelude any of the ideas you had in answer to question 3 in Exercise 2 above?

The living world

(;) M LisIen lO the main recording again and

V cabulary

complete the sentences with words or phrases you hear.

..¡;-.~

.,..!'S ~ >~

=--ce. w01Afd ..1\9.t..~¡..ye missed the plane. 2 Nelson didn't ge t the job becau se when he ca me to his job interview, he arrived late. TIME If Nelson . hi s job interview, he would have go t the jobo 3 Veron ique couldn't apply lar the job in IT be cause sh e know s tha! her computer skills aren 't yet good enough. BETTER Veronique knows that if her computer skills ................ .. for th e job in lT.

4 Could you please refund my money as soon as

possible ? GRATEFUL 1 would refund my money as soon as possible . 5 We wo uld have gane swimming if Bruno hadn't advised us not to. FOR If it we wou Id h ave gan e sw imming.

Unit 12 Vocabulary and grammar review

Grammar

ocabulary Use the words in capitals at the end 01 these

sentences to íorm a word that fíts in the gap in

the sentence.

I 1 don't know why everyone's being so

Global warming is one of the world's most serious ................ problems.

FRIENO

ENVIRONMENT

3 It can be difficult for people with certain .. . ............. ................. to find a

jobo 4 She has an extensive ................... . ...... of French history. 5 You can teH from his .....,that he spends a lot of money on clothes. 6 In Ihis job you have to be original and to think .. . ....................... . 7 1 hope my solieitor wiH be able to ... my legal situation. 8 Yesterday there was a sudden downward ................................. in share priees.

(he fírst paragraph oí this reporto

North Polar ice cap is melting at (2) an I o a larming rate due to (3) the I 0 global warming, NASA scientists said today, with sateBite images showing (4) an I the ice cap contin uin g to shrink. '(5) The I 0 part of (6) the I 0 Aretie Ocean that remains frozen all year round h as been shrinking at (7) the I 0 rate of 10 per eent (8) a I the decade sinee 1980,' NASA researeher Josefino Comiso said. (1) A I @

.......1«""'.f:6?c:"d.~tJ.. . towards me. ['ve done nothing w rong.

€ ) Circle the most appropriate articles in ilalics in

ABLE

KNOW

_ _ _ __ _ _ _ _ _ __ _.__.____._.---1

o Complete the second paragraph oí the same report with the most appropriate article in each gap.

APPEAR

'(1) .. 0

CREATE

CLEAR

MOVE

Most 01 the prepositions íollowing verbs in these sentences are wrong. Replace them with the correct prepositions. I Over a hundred thousand people participated with yesterday's marathon. ,')1 2 Whethe r we go skiing or nol depends 10 the weather and the state af the snow. 3 Do you have anything useful to contribute in our diseussion? 4 This morning's leeture will foeus on Pieasso's early work. S You needn't fill in that seetion of the form - it doesn't apply for you. 6 lf the CD doesn't play properly, I'd take it back to the shop and insist far a refuud. 7 Ca n you turu the TV down? l can't eoneentrate 10 what you're sayiug. 8 Do you believe in supernatural phenomeua?

snow and sea-ice are highly re/lective because they are white,' Comiso said. 'Most of (2) ... ........ sun's energy is simply re/lected baek to

(3) ........... space. With (4) ... retraetion of

(5) ............. ice cover, that means that less of (6) . surface is covered by this highly reflective snow and sea-ice, and so more energy has been absorbed and (7) ........... climate warms.'

Seientists reported in (8) .. September that

(9) .. largest ice shelf in (10) .............. Arctie off

Canada's coast has broken up due to (11) ..

elimate change and eould endanger (12) .............. ships

and drilling platforms in (13) ............. Beaufort Sea.

Vocabulary and grammar review Unit 12

Health and lifestyle

Starting off Work in pairs. Discuss these questions.

1 What are lhe heallh adva nlages a nd disadvantages 01 the lollow ing'

• doing sporl or olher physica l activities • having childho od vacc inalions • living in a rura l afea • living in a cily 2 Which do you think has a greater influence on someone's health, lheir lifestyle or their genes? 3 What do you do to make sure yo u slay healthy and tit?

Listening Part 3 O Before doing Listening Part 3, answer the questions in the Exarn round-up box.

Exam round-up Circle t he corree! alternative in ita/ies tor each of the

statements below.

In Listening Part 3:

you will hear a talk / 2

the recording lasts approximately two I tour minutes

you will have to answer six I eight multiple-choice qu estions

there will be que stion

yo u should listen far the 5ame ideas I words as are used in

three / tour alternative

answers far each

the qu esti ons.

6 Vou are going to hear a radio phone-in programme on lhe subjecl of allergies. Before you listen, discuss wilh a parlner what you understand by !hese words and phrases: allergen ,

asthma, immune system, pallen.

Uni! 13

What do you know about aIlergies? Work in pairs, u s ing the words from Exercise 2. Do more people snffer fram a llergies now than in the past' 2 Whal pereenlage 01 tbe popu lalion has an allergy? 3 What aspecls 01 modern lile can increase the chance al people snffe ring fram allergies '

o ~ Li sten to the recording and check your answers to the questions in Exercise 3. " Now read these questions. How many can you already answer? 1 Which 01 these possible explanations for the

increase in allergies do es the pragramme presenter mention in her introduction? A People a re expos ed lo mo re dangerolls substances than in the past. B People's resistance 10 allerge ns is lower than in the pas!. C More new allergens a re being released into tbe environment. O Higher levels of stress have made people more prone to a llergies. 2

Wbieh 01 the questions does the tir st ca ller, Tim. want to know the answer to? A What is the mos t li kely canse of his a llergy' B Why is he allergic to grass and pa lIen? e Will he ever be free of lhe a llergy' D How can he improve hi s eondition?

3 According to Dr Egerton, allergies A affec t the very old or the very young. B often start between the ages of 30 and 40. e can start al any age. D are most likely to develop after the age 0160. 4

ArabeUa, the caller !rom Am sterda m, A thinks she may have passed on her allergy 10 her childre n. B asks how she ea n mini mise the ri sk 01 her ehildren having allergies. C wants to know whet her her peannt al!ergy wiU

5 If both a child's pa rents have a particu la r a llergy, that child A is more than likely to have the same allergy. B h as a less than fi fty per cent chance of getting lhe same allergy. e w ill probably develop a diffe re nt allergy. D is at no grealer risk al developing the a l!ergy than any ot her child. 6 According to Dr Bawaldi , sorne people believe lhal the increase in asthma among yonng children may result Irom A living in centrally heated or air-condilioned bnild ings. B being in area s wil h ver y high levels 01 exhau st lumes. e spending too much time in hygienic environments. D receiving medical treatment for other types 01 iUness.

o ~ Listen to the record ing a second time. For

questions 1-6 choose the a nswer CA, B, e or D) which fits best according to what y ou hear.

O Work in pairs to disc uss these quest ions. 1 Would yon be prepared to do withoul air conditioning and cenlral heating if you were Sure

lhat th is would lead to a rednction in allergies? Do you agree that our modern culture is obsessive about clea nliness? 3 Sorne people say that food allergies a re more common now tha n in the pas!. Why do you thin k thi s might be?

Vocabulary Prepositions after adjectives

O Complete these extracts from the recording with the correct prepositions_ 1 These days we're all too familia r with... 2

3 4

continue in the future. D asks how probable it is that her children wil!

have allergies.

the word 'allergy' . ... and phrases like Tm allergic ..... pollen or eggs or cat s.' Are we really becoming less resistant . allergens' We are getting better .......... .. diagnosing and treating sorne a llergies. Exhau st fumes a re widely regarded as being responsible.. the inerease in asthma. Sorne experts blame our modero cullure fo r being obsessed cJeanliness.

Heallh and Jifestyte

CAE candidates olten make mistakes with prepositions alter adjectives. Five of the following sentences eonta in preposition mistakes and one of the sentenees is corree!. Correct the mistakes. 1 2

5 6

We sincerely apologise and hope thi s 10 % discount w ill be aeceptable by yo n. t o Drivers exeeeding the speed limit are responsible [or 90 % of accidents in the eity. She ha s been inlerested for mu sie since she was abo nt three years old. Living on the outskirts al the city is very convenient to the matorway system. I eaehers should try to be sensitive for the needs of their stndents. Ihat pa rt of the stadiu m is closed for visitors - it's for athletes only.

Grarnrnar Ways of contrasting ideas

O Look at these extraets lram the recording and underline words and phrases used to point out a contrast between Jwo faets or ideas, 1 Someone who was allergie lo eggs wo uld fin d it

fairly eas y lo avoid eat ing anything eontaini ng eggs, whereas you would find it imposs ible to avoid all eontact with grass and pollen ... l've got to be rea lly carefnl abo nt foads which contain even small traces of peanuts, bul what l'd like 10 know is ... In your case, this wo uld rise to a 20 % risk. However, il the child's father also had a n allerg y of sorne kind, th is risk would inerease 10 40 %. Even though we are getting beuer at diagnosing and treatin g sorne allergies, Ihere is a year-on-yea r in crease in the number of palients ... Sorne experts blame onr modern cultnre for being obsessed wilh cJeanliness, while olhers believe lhat vaeeination s 10 protect our child ren from certain diseases may actually weaken lh eir immune system .

a D iscuss these questions in paírs or gronps. 2

3 4 5

Which unde rlined words or phra ses contrast faets or ideas in a single sentence? Of these, whieh words or phrases mu st be plaeed between the two clauses? Which word is an adve rb which contrasts facts or idea s in separate sentences? What olher contrasting words and phra ses do yo u know? Which words or phrases conId replace whereas and euen though in extraets 1 and 4 above?

O page 161 Grammarreference ' Ways ofeonlraslmg ideas @ Unil13

6) Complete the lollowing sentences using words Irom the box. elthoegh

bul

even though

how;;-~;---w¡'er~!

1 I recognised yo u as soon as I saw yo u .. P,~t¡.,.p.1I'0kc

we'd never met before. Sorne people seem 10 enjoy cold, rainy wealher, ['m not one of them . 3 AdnIts can be slow 10 lea rn new skill s, . ehildren pick things up very quiekly. 4 We thought the case was over. . new ev idence has just come to light. I've been here tw ice befare, rd 5 fargottel1 where the post offi ce was. 2

o We can also use despite I in spite of (the faet that) to express contras!. Which two sentences in Exereise 3 can you ehange to use one 01 these, and what other changes would you have to make?

CAE candidates sometimes make mistakes in theír u se of contrasting link words. Find and correct the mislakes in each of these sentences. (There are often severa l ways 01 correeting these senlences,) 1 Desj3ite you are not a mechanie, you should leam

to nndersta nd how ca rs work.

Mtko1AO"'- I

De.spite tke t:Mt tk~t 2 Ihere are several kinds of snacks you ca n have between 9.00 am a nd 6.00 pm, however hot meals a re li mited to lunchtime. 3 l would like to point out that however he was

llsllallya very efficient teac her, he wasn't available when I needed thi s informat ion. 4 [ appreciate bein g asked lO give lhis talk again. Iho ugh I would like to suggest ways 01 improving lhis yea r's evento 5 [n the pa st we u sed to have only a few TV channels, where nowadays we have many more choices. 6 While he left school at th e age 01 16, he went on to beeome one of the mo st famou s politieian s of his generation.

@ Complete Ihese sentences with your own endings. 1 [don 't mind going lo th e

dentist, but ...

I reali se thal it's very

important to keep fit.

However,

3 Wherea s most people I

know go 10 the gy m at least

twice a week, I .

4 Even though many people

eat better food than they

did a hundred yea rs ago, .

Speaking Part 2 O Before doing Speaking Part 2, answer the questions in the Exam round-up box .

Exam round-up Say ir the rollowing statements are true (TJ or false (FJ . Ir a state ment is false, rewrite ;t lO make

true.

In Speaking Part 2: 1

you have to speak about three photos F

sp",«ch ..",d -Feel t/.w.", b~ siO...t. Now group your examples by type. For example: • Comparative adject ives and adverbs: more gentleman1y ... than, . • Superlative adjectives and adverb s: ¡he oldest (orm, ... • Comparative;Superlative form + noun: the most goals, ...

~.".,--_.

Health and lifestyle

_...,.........

6 Answer these questions about comparison language from lhe examples you lound in the article. 1 What kinds o[ \Vord s can [ollow more and mose? 2 M ore has two Opposiles: less and fewer? How are

¡hese words used differemly? What kinds of words can [oll ow each' 3 Did yo u fin d th e negative compa rison in Tex¡ B? Can you Ihink of a way o[ rephra sing th at compa rative'

O page 162 Grammar re{erenee: The language of companson O Rewrite these sentences, using th e words in brackets. 1 Many people don 't ea ro as mueh money as they did fi ve years ago. (less) "",,",,~pe-Opfe. ....,"" fe.ss ....a...e.(J t iA"",, tiAe.(J ,lid

-hve. ""'S "(jo. 2 Ftnd g a new job was easier Ihan I expened it to

be. (difficult) 3 There aren't as many nnemployed people tod ay as

there were ten years ago. (fewer) 4 Working eonditi@ns are worse than ¡hey used (O be. (good) S Increa sing nu mbers of people are going abroad to find work. (more)

CAE candidates sometimes make mistakes in their use 01 comparative words. Find and correct the mista kes in these sentences.

1 Previous models \Vere mueh ~ lha n whal is available now. bi(j~e., 2 Aetn ally, eating junK food is even worst [or yo ur healt h lhan smok ing. 3 Doing the exa m was mueh more stressful that I had expee ted il would be. 4 I notieed thal rhere were less angry people Iha n Ihere had been a year ago. S Easily Ihe harder Ihing abonl foolball for me is the trainiug 1 have to do. 6 Unemployment was lower in sorne of Ihe eo untries less induslria lísed. 7 lf yo u lravel at night, you'lI fiud Ihere is fewer tra ffie on lhe roads. 8 This wíll make the problem 01 obesily di ffieult even mor e.

o Work in pairs. Compare the two mosl popular sports in your country. Think about the following a spects 01 the sports: the r ules, the players, the spectators and the media interes!.

Uní! 13

Use of English Part 4 O Before doiog Use of Engli sh Part 4, an swer the questioos in the Exam round-up box.

Exam ro und-up How much do you rememb er about Use of En glish Part 4? Circ! e th e correet al ternative in ¡tafies in each of th ese sentences. In Use of Engli sh Part 4:

th ere are 2

tour /

(five) questions

there are three l four gapp ed sentences in each question

3 the mi ssing word wi\\ a/ways / usually be th e sam e type of

wo rd (e.g . a nou n)

4 th e word can / can 't be in a differen t form , e.g. singular or

plural, in the different sentences.

6 Many words in English have severaJ different meanings. How many m eanings can you think of for these word s? Adjeetives: brighl , fa ir

No uns: eha raeter, cla ss

Verbs: cateh, presenl

Compare your answers with a partner, then check in a dictionary.

O Here are three dictionary definition s for the word plot. Match each meaning to the use of the word in sentences a- c beJow. prot ( t) (he sto ry of a book, film or play plot (2) a sec ret plan malle by severa l p eop le tO do something

{hat is w rong , harm ruI or nOl legal, especialIy to do damage

tO a pe rson Or go vernment

plot (3) a smaU piece of lanll thal has beeo marked o r measured for a pa rticular p urpose

a We're going to tnm pa rt of our ga rdeu into a vegetable plor. b The eritics feIt that the tortuous piat made Ih e slory difficult lO [ollow. c The paliee have foiled a piat to assassinate the president.

o In Pa rl 4 a l the Use al English paper, you have to lh ink al words with three different meanings which will fi t into three sentences. For questions 1- 5, think oí one word only which can be used appropr ia tely in a H three sentences. 1 There is growi n g concer n ayer the .. 01 our ch ildren·s heaith and die\. oí He's been go vernor 01 th e California lor just over three years. After gaining independence in 1957, t he nation quickly translo rmed itsell in to a modern democratic . an 2 Scientists a re going to.. ex periment into the elfects 01 slee p depri va tion . All kinds 01 me ta l . ................. elect ricity ver y wel l. He's re tired now, but he used to one 01 Enrope's top orchestras.

Writing Part 1 A letter O Answ er the ques lions in the Exam round-up box. Exam. round-up

How much do you remember abou t Writin g Part Complete the fo llowing se ntences by writing cne word or figure from the li st be low in each space. (rhere are tw o word s th at you do not

need lo use.) input no notes persuade (eader report review 220 260 ,

You have """ ........ .~q.

The ta sk may be an article, a letter, a .................................... .

choice of task.

or a proposal. 3 The task is always accompanied by .. material and . 4

on thi s.

You should w rite 180 .................................... words for this

parto 5 You should identify the target ...................................... in your writing. You will oHen have to express opinions, evaluate opti ons and ..................................... the rea der.

f:) Work in pairs. Read th is writing task. You be long to a small neighbourhood sports c lub a nd have bee n as ked by other members to wri te a letter of compla int to the club manag e r, Ma ndy Dawso n, outlining reasons lor your dissatislaction with t he c lub and the way it is currently runo Base your letter on the points made in these text message s and emails you have received fr om othe r members. Now write your letter in 180- 220 words. 3 Did you get the.. .... I left, a skin g yon to phone m e' J'm rie h' J've just lound a twenty·pound in my poeket.

The pia n is t played a wrong ..

but nobody notieed .

Club's hardly ever busy - if we can't get more peo ple te ¡oin. we'lI go busto

4 The priee 01 grain is rising as more and more fa rmers a re ehoosing to .. livestoek fo r food . Cou ld you a ll please sta nd a nd . your glasses to the bride and groom. J'd s ta ft my ow n business if 1 eo uld . the money fo r the equ ipme nt 1 need .

Sorne 01 our people are leaving us and going to eheaper places.

5 You shou ld keep a . of ever ything you spend a nd eam in a mont h . The m an a rres ted last nig ht by poliee has a long criminal. She h as just set a new world for runn ing the 1,000 metres.

... asked for squas h courts and s hower room s 2 years ago .

Could make things cheaper for older people and families with kids.

Really got to resurface tennis court s - incredibly dangerous at the momen to

Hea lth and lifestyle

El Read this sample letter written in answer to the above task. Has the wriler answered al! parts of the question and included all information pravided by the input material?

Oear Ms Oawson,

I'm writing on behalf of a number of club members who

have (1) been worried /(íúi[c~ about the elub and

(2) the way it's being run / its orgonisation. (3) For a stort, / Firstly, it has been elear to us far (4) quite a while / sorne time th at we have a membership probLem. The club, which I visit reguLarLy, has been (5) noticeably less busy / pretty ernpty recentLy.

In our view, there are two possibLe expLanations for this

decline. FirstLy, we think that sorne members are joining

other clubs with more up-to-date (6) facilities / stuff.

Secondly, the cost of membership at our club may be high

compared wi th other clubs (7) in the orea / round here.

As to what action can !:te taken, our main suggestion is for the club to (8) change / rethink the cast of members hip. We could (9) bring in / introduce reduced charges for (10) old people / the elderly, and also have a family rate to encourage parents to come with their children. We aLso beLieve that we shouLd resurface the tennis courls, which are currentLy in a dangerous candition. Sorne time ago, we aLso asked for squash caurts and shower rooms to be provided. We trust that you will (11) think about / consider our ideas and suggestions and we look fo rward to receivi ng a response from you (12) at your earliest convenience / as soon

as possible.

(l) Whal phrases does the writer of the letter use to introduce: • explanations for the decline in membership? • suggestions far solving the problem? () Read the fol!owing writing task, then before you write your letter, discuss questions 1-3 below. It has recently been announced tha! your area will receive funding for a range of new sports and fitness faci lities for yo ung people. Read the story from a local newspaper a nd the notes yo u w rote on the story, then w rite a le tte r to the newspaper saying why you think this funding is needed and suggesting ways in which the money could be spent. Now write your letter in 180-220 words.

NEWCASHFOR

YOUTHSPORT The Sports M inister announced yeste rday that town s and cities in our area wiH be eligibJe for funding for new sport s facilitie s. These will be aimed specitieally al increasing titness [evels in ehildren and teenagers. Concerns have been expressed recently that young people aH over the eountry are not ! as lit as they were twent y yea rs ago. It will be up to local couneils to decide exaetly how the money should be spent.

Not be..f'on ti",e. 1 De.spe.mte. ."ud .f'e> ...ore. 'lAp-to-de.te. .f'MI1itie.~ - """" ...ore. o.f' tiAe.,.) ~c.iAoois

iA"ve. c.'lAt

bM~ o." ~port ~ids

wO'IAid r"tiA.... do tiAl"'O~ i.,,~ide ."ud sports c.e.."tre.s i", "li tow.,,~

¡Y0'IAtiA ie."O'IAe.s be. set 'lA? .f'or ...ost pop1Ai"r

~1i.o1Aid

~ports

Yours faithfuLLy,

o Work in pairs. A Jelter Jike this should be written in formal Janguage. CireJe Ihe more for mal words and phrases (1-12) from Ihe two alternatives given. (You may want to refer back lo lhe Iist of formal and informallanguage features on page 33 in Unit 3.)

o Whal is Ihe difference in meaning between Ihese groups of words? • m ember / membership (Can you think 01 other pairs of words like this ?) • cost / (ee / charge / price / (are / raee

Unir 13

1 What are the implications al the note 'desperate need for more up-to-date facilities - and more of them'? 2 Why do you think schools have 'cut back on sport'? 3 How wilJ setting up 'youth le agues' in the most 'popular sport s' help 10 increase le veIs of titness?

@ Write your lelter. Remember lo use formal language. You may be able to use s orne of Ihe explanation and suggestion Janguage fram Ihe sample. •~ page 173 Wnttrlg reference: Letters

Moving abroad

Starting off O Work in pairs. Why do people migrate? Think oi as many reasons as you can.

f) (2ijYou a re going to hear six people who have migrated talking about their experiences. Li sten and m atch each person with the aspect of migration (A- H) the y mention. (There a re two a spects you do not need .) Speaker l

Speaker 2

Spea ker 3

I S p ea keJ~ 4

Spea ker 5

Speaker 6

A l migrated to ful fi l my ambitions.

B l encountered sorne negative attitudes to start

e D E F G H

w it h.

I've felt homesick sinee J Jelt .

l find it diffie ult to stay in one plaee far long.

l moved beeause al a relationship.

l wa nted a better environment lar my ehildren.

1 was led up wit b tbe weather.

,' m surprised how well my life ha s turned out.

€ ) Work in s mall groups. 1 Do you know anyone whose rea sons la r emigra ting 0 1 experiences oCerni grating are

similar to the ones you've just heard? 2

How ca n emigration benefit

• •

the country people emigrate from? lhe connlry people immigrate to?

Moving abroad

o The AtlantlC. Passage There is a sentence th at has stirred the imagination of Euro pe as powerfully as an y caH to arms. I've seeo it writtell a hundred times, aod have always felt a pang of envy for its lucky authar. Tt is so jaunty, so unreasonably larger than 5 life. It promises l O deliver th e unexpec ted - sorne fantastic reversa] offortune, sorne miraculous transfiguration in th e character of the wTiter. It deserves a paragraph lo itself, and should be printed in ceremonious itaEes. Having arrived in Liverpool, ] took ,hip for the N ew World.

10 Behind the sente nce crowd the emigra nts themselves - a crew of people ding y enough lo take th e shine out of

the words. They stand in line: the long-out-of work, the illiterate, th e hapless optimis ts, the bankrupt adventurers. Sorne are d ignified by t he involu ntary heroism tb at attaches

15 itselfto any persecuted people; but most of the single men and famil ies on tbe dock are not - were not - refu gees. Tf

· Part' 1 Readtng O Work in pairs. You are going to read three extracts which are al! concerned in sorne way with emigration. Before doing Reading Part 1, do the exercise in Ihe Exam round-up box.

Exam round-up How mu ch do you remember ab out Reading Part 1? Cirele the correet alternative in ¡talies in eac h of these senten ces.

tb ey were on the run, they were more likely to be fieeing tallymen and ereditors than cruel kings and des pots. Very few of th em couId seriously claim to earn the sentimental 20 welcome which wouId meet th em on the far side of the oeean as their ship passed the Statue of Liberty on its way

in to dock at EUis ¡sland. Few of them would be able to read (or understand) th e words ofEmma Lazarus's poem on Libert y's plinth, that grandiloquent adva nce advertising of 25 America as the sanctuary of freedom and dem ocracy. To most of the irnmtgrants America was simply a tantal ising rum our of easy m oney - of jobs, clotb es, food .

In Reading Pa rt 1:

Ghfe;) /

(¡j;)/

there are tour texts and eight questions; you have to choose th e best alternative, A , B, or

you have about fifteen I eíghteen minutes tar this part

you should read the texls quickly befare reading (he questions / th e questions quíckly befare reading the tex ts

you should read the alternatives befare / afterreading the section of text wh ere a question is answered

th ere willl needn '( be w ards in the text whi ch support the alternative you've ch osen.

From Hu nting A1isrer Heartbreak by Jonath an Raban

e o

6 Read Ihe lexts quite quickly. Where might you read eaeh of them?

€ ) For questions 1-6, choose the answer (A, B,

or O) which you think fits best aecording lo the texto (Note: there are two questions about eaeh extract.)

Extraet Dne 1 How does the writer leel about the person who wrote the sentence in hne 91 A He wishes he was in the writer's situation. B He worries thal the writer will have an unpleasa nt surprise. e He is delighted that the writer wiU benefit lrom the journey. D He thinks the writer de serves sorne good luck. 2 According to the write r, why did most migrants want to lea ve their own count r y? A to escape from oppression B to ¡ive in a free society

to escape povert y

O to escape lamily ties

Uni! 14

When talent goes abroad

Getting a Student Visa or Permit

[n general, when immigrants send money home, this has the greatest impact in country districts, which tend to send the unskilled, not the skilled, abroad. And because the most educated are more Iikely to emigrate with their families and to integrate quickly into their new homeland, they seem less likely to send money back. One of the few attempts to estimate whether remittances by the skilled offset the loss of intellectual capital to the sending country concluded that they did not. On the other hand, emigration may bring other benefits to the sending country. The possibility of leaving and the higher income to be earned abroad may encourage more people to go into higher education. As not everyone will leave, the result will be a bigger pool of skills than would otherwise be the case. What rich countries should do is make migration simple, but temporary. The tougher it is for migrants to en ter a country, the more relucta nt they will be to risk leaving to go home. However, the longer they stay abroad, the more Iikely their stay is to become permanent. The old contacts go, and it becomes harder to fit in. Mobility, which fits in comfortably with today's employment patterns, is more Iikely to benefit both sending and receiving countries than the old idea of migrating for good.

You must provide all the relevant evidence listed on the checklist on the Iront pages 01 th e App/ícatian to Study in New Ze%nd (NZIS 1012). II you do not provide all 01 the necessary documents, your application may be returned to yOU. All applicants under Student policy must be bona fide applicants, be 01 good character and 01 an acceptable standard 01 health.

Charaeter requirements II you are aged 17 yea rs or over and inte nd being in New Zealand far 24 manths or /onger, or are required by a speeilie policy or a visa or immigration offieer lo provide evidenee of your eharaeler, you must provide poliee eertifieales from your country of eitizenship (unless yo u can provide satisfaetory evidenee that you have never lived there) and from any eountry in which you have lived for five or more years sinee attaining the age of 17 years. Note: All poliee eertificates must be less than six months old when you make your applieation.

The Economist

From Cuide fOl Studying in NelV lea/and

From

Extraet Two 3 What point do es the writer make in the first paragraphl A r eople in rura l areas benefit trom emigration more than urban dwellers. B Sending countries do not benefit fina ncially lrom the emigration 01 skil led workers. e Emigration places an enormOllS strain ou the education system s 01 sendillg countries . D SkUled workers are more likely to emigrate than unskiJJed workers. 4 Aecording to the writer, rieh eouutries should ease immigralio n res (rictions iu arder

A help immigrants to integrate.

B a!traet skilled immigrants inlO key industrie s.

e give immigrants the ehanee of permanent jobs.

D make it eas ier lar immigrants ro return to their

home couutry.

Abona lide applicant is a person who can show they genuinely intend a temporary stay in New Zealand for a lawful purpose. Evidenee 01 genuine intent and lawlul purpose may inelude, but is not limited to, the lollowing: • any inlormation or submissions showing you have a legitimate need to spend time in New Zealand for a speeilic period; and • any doeuments or submissions showing you meet the Studenl poliey provisions.

Extraet Three 5 Abona fide applicant is someone WllO A behaves well and meets health requirements. B wishes to make New Zeala nd their permanent home. e intends to stay in New Zea land for a limited periodo D has never been in troubl e with the police. 6 Appl ieauts sllould provide police certifieates il they A h a ve never lived in thei r eOllnlry al eil izenship. B are over a eerlain age and wish lO spend long periods in the count ry. e have lived far long periods in coulllries where I hey are not eitizeus. D have reeelltly been couvieted al a criminal aetivity.

o Work in small groups. Imagine someone your age was t hinking oí coming to live in your country. • What opportunities might Ihere be lar tllem? • What problems might Ihey lacel Mov ing abroad

Grammar

Listening Part 4

Comment adverbial s

o Work in pairs. You will hear five short extracts

o Look at these sentences from Starting off. Which word o r phrase in each sentence shows the speaker's atti tude or opinion about what he says? You see, unfortunately ['m one of those typical expatriates who spend s two years working in this co untry a nd th ree yea rs working in that. [ don't think I conld ever go bac k 10 my home country because quite hon estly r just wouldn't tit in.

O page 163 Grammal reference: Cammen¡ adverblals 6

Rew rite each sentence below, replacing the underlined words with a commenl ad verbia l from the box in each gap.

¡appa re~ily F B Ft~ABtely gene rally speaking kindly lobviously personalIy to be ho nest undoubtedly ,___ __ _-1 1 It's lucky Ihal she comes fram a very snpport ive

fa mily,

2 3 4

.... FQr.t:t1:>t"tef(J' , she comes [rom a ver y sup portive famlly, ¡'m absolutelv (ertain that he's the bes t player. He's ... the bes t pI ayer. Mos t of the time the weather here is pleasa n!. , the weather here is pleasan!. I'm telling vou the tmth when ¡ sav t hat 1 fo und the journey very uncomfortable, .................... , 1 found lhe journey ver y uncomfortable, From what I've heard, Bill is thinking of emi gratin g 10 Canada . ... .. ... , Bill is thin king of emigratin g 10 Ca nada. Anaya's pa rents have invited me to stay with them, which is very kind of them, Anaya's parents have .. . invited me to stay with them, !t's clear that he wasn't happy with the way he was treated, .. ............. , he was n' t ha ppy with the way he was treated. r o give vou mv oRini on, ¡ wo uldn't buy that car. , 1 would n't buy that ca r.

Unit 14

in which people are talking about migrants and m igratio n . Before yo u listen, do the task in the Exam ro und -up box.

Exam round-up Say if the following statem ents are tru e (T) or false (F). If a

statement is fal se, rewrite it to rnake it true.

In listening Part 4: 1 you have to do two tasks í 2

you hear five different speakers a nd you have lO choose from seven options

3 you hea r the piece tw ice. Vou should do the first task the first time you listen and the second task the second time you listen 4 you may he ar the answe r l o th e secon d l as k before the

answer t o the first ta sk.

6 {22j Now listen and complete the two tasks.

Vocabulary

While you listen yo u must complete both tasks.

Leam, find out and know; provide, offe,. and give

Task One

O CAE eandidates often confuse leam,

find out and know. Which verb, leamt, found out or knew, is possible in the sen!ence below?

For questions 1-5, choose from the list A-H the as pect of migration that each spea ker is relerring to.

A loss 01 local culture

Speaker 1

Speaker 2

.. that she's working here as a nurse to Anyway, l.. support her lamily back home ... (Speaker 2)

B integratian in schools

e changing eating habits D find ing accommodation

E mi xed marriages

F communieat ion pro blems

Speaker 3

Speaker 4

Speaker 5

G sending money home

H starting a business

Match the words with their definitions trom CALD. (Two of the words have two meanings,) 1 know

find ont

3 leam

a t O ger in fo rmacio n abo nt som ething because you w ant to know more abom it. o c to lea rn a fa ct o r piece o f info rmatio n fo r (he

first time

10 gel know1edge oc skill in a llew subject oc aCtiVitY._~

Task Two

For questions 6-10, choos e from the list A-H the thing

which has impressed each speaker the mosl.

A Employment is created.

B Famil ies are divided.

d to make yourse1f remembe r a piece of w riting by read ing it o r

Speaker 1

Speaker 2

Speaker 3

Speaker 4

e The quality 01 life improves.

F Local people lose their

jobs.

G Local people lea m

H Attitudes are more diverse. Speaker 5

....

......

_ .....)

provide*, Complete these extraets from Listening Part 4 by writing offer, give or provide in the correct form in the spaces. * pro vide somebody with something / provide somethíng for somebody

I 10 I

~ Work in smal! groups. Take turn s lO summarise

what one of the speakers said. Eaeh student should ehoose a different speaker.

---------_ _._

~ CAE candidates oflen confuse offer, give and

something new.

repe::uing it many times

e (.O be ce nain

D The cos t of living rises.

E Sta ndards are raised.

C_to_ _ h_ a\~~.~e_I·nfo~~ __ , ._atj __o___yotl n jn ______ r mjnd_ _ _ _ _ _ _ _.....)

Before you speak, spend a minute or two thinking about what you're going to sayo Tr y to use sorne 01 the comment adverbia ls from Gramma r Exercise 2 on page 140 when you speak.

The ot her day she was rea lly looki ng dead tired so 1 ............. to get her a coffee afterwards.

2 Her salary here's enough to . thei r schooling, their clothin g a nd a1l sorts olother things back horne. 3 They're already doing so well th a! they've even been able to . .. .... jobs to a couple 01 loca ls as welL

(¡) Provide, offer and give afien have very similar meanings. However, sometimes their meanings are slightly different. When their meanings are different, which word, provide or offer, means: 1 2

give sorneone sornething the y need? ask someone il they would like 10 have

something or if they would like yon to do

something 2

10 10

Moving abroad

Each of the sentences below c ontains a mistake made b y CAE candidates with learn, find out, knaw; provide, atter and give. Correet the mistakes. 1 1 phoned a taxi eompany to lfflew the average rate from the airport to t he eity centre. -I'í",d o1At 2 You should go to the inform ation desk to know where to pick up your luggage. 3 While studyi ng Engli sh , yo u al so know abou t their eustoms and trad ition s. 4 J've eheeked the timetable to learn the time of the next train to l ódZ. S Com fy Ca teri ng Services a ims 10 give good foad for students at low eos!. 6 We feel that the authorities should be prepa red to give a solution 10 those pa rents who wish to ta ke il. 7 Studying at the Aee Sehool in London will offer you the opportunity 10 ma ke new friends and meet people. 8 I'm writing to complain about the service you offered during our sta y in your hote L

Circle the correct alternative in italícs in the followin g

sentences. Speaking Palt 4 lasts about two minutes / €r~,

You are asked to give your opinions on subjects connecred

with !he sarne theme as Speaking Part 3 / a new theme.

3 You and your partner are asked differen t questions I are

expected lo discuss yaur ideas about the same questions. 4 You should give a brief answer / quite a long answer.

6 Work in pairs. Whieh 01 the phrase s in the box below eou ld you use when answering each 01 these questions? (You can use sorne 01 the phrases with more than one answer.) 1 Wh at are the benefits of a multieultural society' 2 Should people who go to live in another country adopt the culture 01 that eou ntr yl Why (not)' 3 Ho w ean gove rn ments help immigra nts?

- -- -- ".__..---,--

, cover peo ple's basic needs ereate cultural diversity . ma ke society a richer place open up people's minds ¡encourage tole rance towards other ways 01 lile . make the transition into a new society peopl e fro m different backgrounds, different outlooks provide housing help them integrate to live SIde by side

Uni! 14

Sara's answers by writing a modal verb (can, may, slwuld, etc.) in each gap. Then check your answ ers by listening to the ext raets. 1 I lhi n k it . ""'" .... open up people 's minds to other exp erieuces that they ........ not be able to have otherwise. 2 I p ersona lly thin k il ....................... ma ke society itself rieher by having di versity within ir. 3 1 think people .. be a llowed 10 have sorne 01 the element s 01 their ow n culture as long as they're not detrimental to the good o/ the majority. 4 What they .. ..... ... 10 do is provide lots o/ information at th e beginning so that people ............ m a ke th e transition into the new society. 5 Housing is something 1 th ink they be providing.

@ Work in pairs to discuss the questions.

Exam round-up

--,-:-.,.--,--

o {24'¡ Comple te these extracts Irom J a mes' and

questions in Exercise 2 . Try to u se sorne 01 the phrases lrom the box in Exercise 2 when you speak.

Exam round-up box below.

the questions. Note down the ir answers to eaeh question.

o Work in pairs. Discu ss yo ur answers to the three

Speaking Part 4 O Belore doing Speaking Part 4, do the task in the

€ ) {23¡ Now listen to James and Sara answering

1 Many companies ex pect their employees to be ready to move to dilferent place s and countries to work. Do you think everyone should be ready 10 move far their job l Why (not)? 2 Ho w has your eountry changed in reeent years as a result of irnmígration or em igratia n ? 3 Sorne people suggest that immigra nts shou ld be obliged to leam the la nguage of the country they go too Do you agree l

Use of nglish Part S

€)

o Do the exercise in the Exam round-up box below, Exam round-up How much do yau remember about Use of English Part 5? Complete the following sentences by writing one word from the IiSl below in each space.

word contractions change same number given six eight There are (1) ............ ~;OG.L

.. the word given.

Read the queslion and decide what grammar and vocabulary yau need. When yau have finished, read your answer and check: as the original

sentence if yau have used the correet (7) . words

you haven't changed the word (8)

1 Could you remind me to phone Charlie on Friday' GRATEFUL I'd ..................................................................... me to phone Charlie on Friday. Clue.· There are two parts to this answer.· a request and an indirect question. projecL

ALL

Mario completed

himself.

Clue: Use an expression which means 'alone' .

(4) ..................................... count as lwo words.

il it means the (6)

yOli,

2 Mario wasn't given any help completing the

. questions.

You have to write between three and (2) .......................... words in each space, using the (3).. given.

You must not (5).

Do questions 1-4, using the cIues given to help

Complete the second sentence so that it has a similar meaning to the first sentence, using the word given, Do not change the word given, You mnst use between three and six words, incIuding the word given, Work in pairs, For the question below, which would be the correct answer: a, b, c or d? Why are the other answers incorrect?

3 You won't get into the national team unless you try

much harder. MAKE You'U have. il you're going to get into the national team. Clue: What no un can we use with 'make' to mean 'try hard" 4 Fatima still hasn't decided il she']] study in New

Zealand next year. MIND Fatima hasn't . to study in New Zealand next year. Clue: What expression with 'mind' means 'to decide'?

o Now do these questions without clues (as in the exam),

Boris should have contacted us the moment he

arrived.

TOUCH

Boris was supposed.

as soon as he arrived.

1 !t's possible that Katya has been delayed by the

a Boris was supposed getting in touch with us as soon as he arrived. b Boris was supposed to get in touch with us as soon as he arrived. c Boris was supposed to have got in touch with us as soon as he arrived. d Boris was supposed to have made contact with us as soon as he arrived.

2 1 wasn't sure who was to blame lor the accidenL

heavy traffie. HELD Katya may. by the heavy traffie. FAULT 1 couldn't te]] .

was.

3 Alter Ranjit had discovered the truth, he reported

the lacts to the police. OUT Having. . ................................... , Ranjit reported the lacts to the police. 4 Franz said he had tried as hard as he could to make Sonia happy. BEST '1 have. make you happy, Sonia; said Franz.

Moving abroad

Grammar

Writing Part 2 An articIe

Emphasis

o Work in pairs. Answer quest ion 1 or 2_

O Read the Grammar reference on page 163, then

loo k at sentences 1-7 below. Match them with

the ways oí adding emphasis a-d. (Sorne oí the

sentences have more than one way oí adding

emphasis.)

o p age 163 Gtammar reference: Emphas/s a b c d

Fronting

Cleft sentences

Using adverbs lar emphasis

Using reflexive pronouns

1 Behind lhe sentence crowd lhe emigranl s lhemselves. 1>, 2 To most oí the immigrants America was simply a tantalising rumour oí easy money ... 3 And because the mosl educated are mo re Ii kely lO emigrate with their íamilies and to integrate quick ly inlo rheir new homela nd, they seem less Iikely to send money back. 4 What rich count¡ies should do is make migration simple, bnt temporary. 5 Whal struck me mOSl was seeing t heir mums-in law being taught how to cook new dishes. G I thought it was quite rem arkable actua lly because we give the impression 01 being rather a nationalistic lot bnl lhat doesn't seem 10 be the case al all in fac l. 7 I personally think it can make society ilself richer by havi ng di versily withi n it .

a Express lhe ideas in the sentences below in a more emphatic way. (There may be several ways of doiug this.) 1 I believe lhat yo nng people benefit from living and working abroad. - :r: pe.rso1H/\ bdie.ve. t¡".{).t n01A."it pe.opf.e.

be.1tú"'3 ~",á possibLy u~",ái"'3 tl'lsk. !3ut I t~ke pLe~sure i", worás ~>tá tke pOwex of worás, I k"ve ",Lwl'lys e>tjoyeá bei"'3 ~bLe to ,koose worás to express ,ert~i", feeLi"'3s or ,o",vey pl'lrÚ,uLl'lr MeI'!",i"'3s i>t ""'y ow", LI'I"'3u"3e ~>tá MW I wouLá Like tke opportu,,"ity to be ~bLe to áo tkis i,," E"'3Lisk, My sao",á L""'3u"3e, Tkis is wky I wo,,-Lá Like to p,,-t ""'yseif forw"rá for tkis ,ompeútio>t. Aftex d"ss, I spe>tá forty mi~tes Or "",ore .30i"'3 over my Mtes, 100k.''''3 up worás i", tke áidioMry ",M ,kuki"'3 ""'Y.3rl'l""'J1.1."r Mtes "3"il1-St wk"t J1.1.y .3"'J1.1."",,,r S"YS. Ap"rt from tkis, 1 re~á extel1-SiveLy i>t E"'3lisk - I've just fi"úkeá 1'1 MVeL by tke re,e~ NobeL Pr,u wi",~r Dorés Lessi"'3 - "M wke~ver pOJSibLe 1.30 to tke ú~m" to w"t,k fil ms '>t E"'3LisM.. 1300b " ,,"á fiLMS i,," tkei r origiML L""'3u"3e ",re i>tft>úteLy better tk",," i", tr"'I1-SL",Úo>t. Tkis bei",.3s me to J1.1.y re",sO", for wiski"'3 ta stuáy i,," !3ritl'li",. MY.3re"t "mbiúo,," is to joi", tke áipLom"ú, serviu, for wki Indepe ndenl Ne ws & Me dia Lld , 2008. Key: I "" Left, r "" Right. I "" Top, bk = Bac kground , b - SOl lom . e - Ce ntre, u - Uppe r, w "" Lower, f ." Fa r.

For pe rmi ssion 10 re produce pholOgrapbs: () 20lh Cenl ury Fox 1 Everelt

/ Rex Fea lures p. n (r); Action Plus p. 88 {2l, p. 132 (1 ); () ADAC P.

Par is a nd DACS, Londo n 2008 p. 29 (r) Son of Man , 1964 (o il o n

can vas) by Re ne Magrille, (1898- 1967) / T he Brid ge ,nan Art Library;

Ala my/ p. 9( 7) (He nry Owen),/ (Sa m Ta re n) p. 12,! (Ca llas) (Conte nl

Mine Inlern alional) p. 29,/ (SalJy & Ric ha rd Creen h ill) p. 35 (t l),/ (Joe

Foxx) p. 35 (bl)./ (slan GameSler) p. 39 (1')./ (Bell y LaRue) p. 44 (el) ,/

(pow iNrzynski) p. 49 (11') ./ (M ike Boot h) p. 58./ (M a rwood Je nkin s)

p.63 (c1 ),/ lTed Fox x) p. 63( br),! (va rio ¡mages CmbH & CO. I

Cambridge Complete CAE Student&#x27;s Book With Answers (PDFDrive) - PDFCOFFEE.COM (2025)

Cambridge Complete CAE Student's Book With Answers (PDFDrive) - PDFCOFFEE.COM (2025)