Lengua Inglesa 2
Lengua Inglesa 2
Lengua Inglesa 2
LENGUA INGLESA II
Ingeniería de Organización Industrial
conorna@unizar.es
Teléfono: +34 976 739871
Extensión: 6971
Tutorías
Las tutorías se coordinarán con los horarios de clase y, por tanto, los horarios variarán
semanalmente. La profesora proporcionará las hojas con los horarios para reservar la hora.
Se ruega, si es posible, avisar a la profesora, por mail o personalmente, para planificar el tiempo de
tutorías adecuadamente.
Fuera del horario especificado, solo se atenderán tutorías que hayan sido concertadas previamente.
Objetivos
El objetivo de la Módulo Lengua Inglesa del grado de Ingeniería de Organización Industrial, es dotar
al alumno de las necesarias capacidades de organización y liderazgo, para desenvolverse en un
entorno de trabajo multinacional incluyendo además de las competencias relacionadas con el
ejercicio del liderazgo, la aplicación del derecho tanto internacional como específico militar, la exacta
y necesaria comunicación en el idioma inglés, la rigurosa comprensión de los espacios geopolíticos y
de las relaciones internacionales, de la gestión logística y de los sistemas de información geográfica
(Objetivo 7). El Módulo se propone con el objetivo de ayudar a los futuros egresados a conseguir la
capacidad para trabajar en un grupo multidisciplinar y en un entorno multilingüe (Competencia
Genérica 9 del Grado) y, específicamente, a capacitarlos para el ejercicio profesional en lengua
inglesa (Competencia Específica 48).
La filosofía del diseño del Módulo pretende en primer lugar responder a las necesidades académicas
de los egresados. Asimismo, el diseño del Módulo ha pretendido ser particularmente sensible al
criterio de la empleabilidad de los futuros egresados y, por tanto, a sus futuras necesidades una vez
se conviertan en oficiales de las Fuerzas Armadas españolas, en especial, a su necesidad de
certificar su competencia lingüística en los idiomas extranjeros considerados de interés para las
Fuerzas Armadas de acuerdos con el STANAG 6001. La Orden Ministerial 64/2010, de 18 de
noviembre, modificada por la OM 87/2011, de 18 de noviembre y por la OM 86/2011, de 28 de
noviembre de 2011, establecen los procedimientos y parámetros de evaluación, estrechamente
vinculados con los establecidos por el Marco Común Europeo de Referencia para las Lenguas
(Common European Framework of Reference for Languages)1.
Con estos objetivos el diseño del Módulo de Lengua Inglesa se plantea con un triple perfil
competencial: en primer lugar como una revisión y consolidación de los conocimientos del inglés
general y además como una introducción al inglés específico, profesional y académico, del ámbito
militar, así como de las áreas de ingeniería industrial y de gestión empresarial. Para ello, el Módulo
está diseñado en cuatro asignaturas: Lengua Inglesa I, II, III (6 ECTs cada una) son obligatorias en
los tres primeros cursos del grado; Lengua Inglesa IV (6 ECTs), es optativa, aunque será obligatoria
para aquellos alumnos que no haya alcanzado con plenas garantías el nivel de salida del grado.
La asignatura parte de un nivel B1.1 del Marco Común Europeo de Referencia para las Lenguas y se
propone como objetivo alcanzar al finalizar el grado el nivel B2.2 del citado marco, secuenciados
para alcanzar el nivel B 1.2 en la asignatura Lengua Inglesa I, el nivel B 2.1 en Lengua Inglesa II y el
nivel nivel B 2.2 en Lengua Inglesa III. Lengua Inglesa IV se orientaría a la consolidación del nivel
para aquellos alumnos que lo requieran.
Para alcanzar el nivel B 2.1 la asignatura Lengua Inglesa II pretende conseguir los siguientes
objetivos docentes:
1. Leer artículos e informes relativos a problemas contemporáneos en los que los autores
adoptan posturas o puntos de vista concretos. Comprender la prosa literaria contemporánea.
2. Comprender e interpretar textos en lengua inglesa con contenidos profesionales
relacionados con el ámbito militar, con la ingeniería y con la gestión.
1
http://www.coe.int/t/dg4/linguistic/cadre_en.asp
3. Escribir textos claros y detallados sobre una amplia serie de temas relacionados con mis
intereses. Escribir redacciones o informes transmitiendo información o proponiendo motivos
que apoyen o refuten un punto de vista concreto. Escribir cartas que destacan la importancia
que le doy a determinados hechos y experiencias.
4. Redactar documentos relevantes para su ámbito profesional, tanto formales como
informales, empleando léxico, estructuras y técnicas retóricas y textuales apropiados.
5. Comprender discursos y conferencias extensos e incluso sigo líneas argumentales
complejas siempre que el tema sea relativamente conocido. Comprender casi todas las
noticias de la televisión y los programas sobre temas actuales. Comprender la mayoría de
las películas en las que se habla en un nivel de lengua estándar.
6. Presentar descripciones claras y detalladas de una amplia serie de temas relacionados con
mi especialidad. Explicar un punto de vista sobre un tema exponiendo las ventajas y los
inconvenientes de varias opciones.
7. Exponer de forma oral trabajos con contenidos descriptivos, narrativos o argumentativos
sobre temas relativos a los contenidos del curso. Participar en una conversación con cierta
fluidez y espontaneidad, lo que posibilita la comunicación normal con hablantes nativos.
Tomar parte activa en debates desarrollados en situaciones cotidianas explicando y
defendiendo mis puntos de vista.
8. Utilizar el léxico fundamental necesario para el desarrollo de las actividades profesionales
relacionadas con la formación profesional y el planeamiento y dirección de operaciones y
procesos en lengua inglesa.
Evaluación de la asignatura
Para superar la asignatura los alumnos deberán adquirir, como mínimo, el nivel B1.2 del Marco
Común Europeo de Referencia para las lenguas.
La evaluación consistirá de tres partes
1. Una tarea sumativa (20%), que constará de dos partes:
1.1. Una presentación oral individual (en clase) en la que los alumnos tendrán que hablar sobre un
tema propuesto durante 3-4 minutos.
1.2. Unas preguntas sobre la presentación 2-3 minutos.
2. Una prueba de evaluación continua que constará de dos pruebas escritas (en clase) (25% de la
evaluación final), programadas para las semanas 3 y 10 del segundo cuatrimestre. Las pruebas
son obligatorias y permitirán a los estudiantes que hayan superado al menos el 50% de la prueba
no volver a presentarse a la parte escrita del examen final.
3. Una prueba de evaluación final (80%) que constará de las siguientes pruebas:
3.1. comprensión oral / listening comprehension (25%), en la cual el estudiante tendrá que
escuchar textos cortos y contestar unas preguntas (verdadero/falso, respuestas de elección
múltiple, ejercicios de respuesta corta, ejercicios de respuesta larga, etc.) para constatar su
comprensión.
3.2. comprensión escrita / reading comprehension (25%), en la cual el estudiante leerá textos en
inglés y tendrá que contestar unas preguntas cortas o de tipo test (rellenar huecos, respuestas
de elección múltiple, ordenar párrafos, etc.) para constatar su comprensión del mismo.
3.3. producción escrita / writing (25%), en la cual el estudiante tendrá que redactar un texto en
inglés. A esta prueba podrán presentarse todos los alumnos que hayan suspendido la
evaluación continua (nota inferior al 50%) o aquellos que lo deseen para mejorar su nota. Los
alumnos que deseen volver a presentarse a la prueba de producción escrita de la evaluación
final han de tener en cuenta no obstante que su nota final será siempre la de esta prueba y no
se tendrá en cuenta la nota obtenida en la evaluación continua.
3.4. producción oral / interview (25%), tipo entrevista, que constará de las siguientes partes:
Preguntas personales (2 minutos) que buscan que los candidatos se sientan cómodos y
relajados. El objetivo es evaluar la capacidad del candidato de usar la lengua para el
contacto y la interacción social.
Descripción de una fotografía (3-4 minutos). En esta parte se espera que el candidato haga
una descripción individual de la fotografía durante un minuto sin interrupción y que a
continuación responda a una serie de comentarios y preguntas sobre la imagen. El objetivo
es evaluar la capacidad del candidato para organizar sus ideas, para expresarlas con lógica
y coherencia, con precisión y utilizando un lenguaje adecuado para hablar sobre temas
familiares y conocidos para él o ella.
Conversación (5-6 minutos). En esta parte el examinador dirige la interacción a través de
preguntas que buscan que el candidato amplíe y discuta los temas introducido en la
entrevista y temas relacionados con ella. El objetivo es evaluar la capacidad del candidato
para expresar y justificar sus opiniones, para manifestar su acuerdo o desacuerdo con los
comentarios del examinador, para intercambiar información, para clarificar ideas, evaluarlas
y especular sobre ellas.
examen - 80%
presentación - 20% listening reading interview writing
25% 25% 25% 25%
Para aprobar la asignatura será necesario alcanzar el 60% del total, que será la media de las partes
del examen señalado (comprensión oral, comprensión escrita, expresión escrita, y la prueba oral), y
de la tarea sumativa.
Tabla de baremación
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navigation or persons is essential. The paramount reason is to ensure intelligibility of voice signals
over radio links.
Some more information
http://en.wikipedia.org/wiki/NATO_phonetic_alphabet
http://www.airwaysmuseum.com/Phonetic%20alphabet.htm (includes listening activities)
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clothing = ropa
outfit = atuendo
smart = elegante
causal = de sport
formal = formal / de etiqueta
loose = ancho / suelto
tight / tight fitting = ajustado
wool = lana
leather = piel
fabric = tela / tejido
cloth = paño / tejido
cotton = algodón
pattern = estampado
lapel = solapa
1. cocking handle
collar = cuello 2. change lever
sleeve = manga 3. magazine catch
cuff = puño 4. magazine
waist band = cintura / cinturilla 5. sights
seam = costura 6. safety catch
hem = dobladillo 7. muzzle
8. rounds
9. trigger
The rifle
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Academic routines
attend a course / a school = asistir (attend a course / a school)
have / start / finish clases = tener / empezar / terminar las clases
degree = título universitario
have a degree in = tener un título universitario (Remember! I have a career)
Bachelor / Master / PhD = título de grado / máster / doctorado
have a Bachelor / Master / PhD in = tener un Grado / Máster / Doctorado en …
course / subject = asignatura
compulsory / optional course = asignatura obligatoria / optativa
pass / fail = aprobar / suspender
graduate = (vb) graduarse / terminar la carrera
assess / assessment = evaluar / evaluación
mark / grade = (vb) corregir exámenes / (n) nota
sit / take an exam = presentarse a un examen
sitting = convocatoria
lecture = clase magistral practical classes = práctica
workshop = seminario tutorial = tutoría
project = trabajo essay / composition = redacción
presentation = presentación task / assignment = tarea / ejercicio
turn in / hand in = entregar (un ejercicio, trabajo, etc.)
submit / submission = entregar / entrega
(re)submit / resubmission = repetir / repetición
Management Engineering = Ingeniería de Organización Industrial
engineering / engineer = ingeniería / ingeniero
syllabus = guía docente
university entry exam = selectividad
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Military routines
command = (vb) dar órdenes / (n) orden
give / follow orders = dar/acatar órdenes
drill command = voz de mando (firmes, descanso, etc.)
attention =firmes
stand at / to attention = ponerse firmes
at ease (AmE) / stand easy (BrE) = descanso
parade rest (AmE), stand at ease (BrE) = estar en posición de descanso a discreción
rest = a disccreción
halt = alto
report = (vb) presentarse / dar novedades / (n) informe
report sth to sb / report on sth / report to sb
nothing to report
salute = (vb) saludar
(n) saludo / salva
dismiss = retirarse, romper filas
on /off duty = de servicio/ fuera de servicio
guard duty = guardia
duty officer = oficial de guardia
on leave = baja / permiso
on call = de imaginaria
parade = (vb) desfilar / (n) desfile
parade ground = patio de armas
oath of allegiance = jura de bandera
raise the flag = izar la bandera
raising of the flag = izado de bandera
Military training
drill = (vb) instruir, hacer instrucción / (n) instrucción en orden cerrado
formation = formación
physical training = educación física
firing range = campo de tiro
rifle = fusil
weapon = arma
marksmanship
Nuclear, biological & chemical (NBC) = NBQ
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considered a treat. Also, I’m used to it because I used to have morning practices over the summer in
high school.” After swim practice, at 6:55 a.m., she joins the rest of the school at Breakfast Formation,
when the entire corps of cadets assembles in groups based on regiment, battalion, company, platoon,
and squad, for accountability purposes.
Each class, which begins promptly at 7:30 a.m., lasts for 55 minutes. Classes run on an alternating
schedule, so before lunch, Ng takes Information Technology and Advanced Multivariate Calculus on
Day 1, and Advanced Multivariate Calculus and Advanced Chemistry on Day 2. “I enjoy math and
chemistry the most, but that’s probably just because I’m good at those subjects” Ng said. After, Ng
takes either U.S. History or Composition.
Most of her classes are like those in a traditional college, but she noted that WestPoint is “probably the
only school where it is hard for most people to pass PE [Physical Education],” she said. Adding on
some more physical activity, her sports team practice
at 3:15 p.m. every day takes the place of another
class.
In terms of meals, Ng’s experience is similar to that of
Ko’s at the USNA, with formations preceding every
meal. In this mess hall, each table seats three plebes
(freshman) and seven upperclassmen. The younger
students perform the table duties. “One would be
responsible for pouring drinks, another for cutting the
dessert, a third to get coffee and make sure that all the
condiments at the end of the table are lined up in
height order,” Ng said.
As a D1 athlete, Ng has to sit with her team during
lunch and dinner, so she is only able to sit with her company during breakfast. Dinner begins at 6:30
p.m., and students dress up based on specific themes on “spirit dinner” Thursdays.
West Point also stresses the importance of extracurricular activities, and mandates students to take
“Athletics.” During this hour and a half, students can partake in physical activities such as intramurals,
which are recreational activities, perform drills and ceremonies, or do military/physical training. Some
other non-athletics related alternatives include clubs such as debate.
As academic excellence is expected in addition to being physical adeptness, there is a mandatory
evening study period for plebes and sophomores from 7:30 p.m. to 10:00 p.m. During this time, some
students do homework, while others meet up to do club work.
Cleanliness is another must for the students. Plebes do chores for an hour and a half after the study
period, such as cleaning, sweeping, and taking out the trash.
Despite the regulations, Ng’s love for her school has not wavered since she first applied. “Everything
is pretty much how I thought it’d be. There are times you really appreciate the little things,” she said.
One of the unique aspects of the school is its room standards. When the rooms are in AMI, which is
every day until 9:30 a.m., the door is open and students are not allowed to take naps, partially to
stress the importance of obeying the set bedtime. Any student who has the first two hours of the
school day free and wishes to take a nap during this time has to use the auditorium in the academic
building. “It’s funny that I thought it was ingenious when I found out about it, whereas one of the
sophomores in my company thought it was sad that there are times we aren’t even allowed to sleep in
our own beds,” Ng said.
Even the extra freedom that the upperclassmen have is
limited. Standard bedtime is at 11:30 p.m., when the
TAPS, or advisors come around to each room to check
that everyone is in their rooms.
Rachel Kim – United States Military Academy at
WestPoint
An even earlier riser, Rachel Kim starts her day at 5:10
a.m. on Mondays, Wednesday, and Fridays to work. Like
Ng, Kim looks upon her early mornings with a bright
attitude. “Granted I don’t get a lot of sleep on the
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weekdays, [but] I think Stuy prepared me well enough on how to manage sleep deprivation,” Kim said.
Before they leave, Kim and her peers have to clean their rooms, which are inspected on a daily basis,
to meet cleanliness standards. Before morning formation, some students work out, while others catch
up on work. On Wednesdays or on days of importance, uniform sessions at 6:45 a.m. are used to iron
clothes and shine shoes.
Classes officially begin at 7:30 a.m. Alternating on a two-day cycle, a day is composed of five or six
classes lasting 55 minutes each. The core curriculum requires cadets to take a total of 26 to 30 core
academic classes depending on the major, not including the
core physical education classes, military science classes, a
job title after plebe year, as well as a leadership position that
is a major factor of the cadet’s military grade. Kim plans to
study solely classes related to her major at the United
States Naval Academy next year, and so is taking extra core
classes to meet the requirements of the school. Her extra
classes include Systems Engineering (Computer/Database
Design), Advanced Military Science (studying infantry tactics
from the perspective of a platoon leader), Military
Leadership, and two Physical Education classes:
Combatives (boxing and grappling) and Survival Swimming
(swimming while geared in full army combat uniform and
boots).
“The abundance of core classes makes it less enjoyable at times, but I really enjoy the DP
[Department of Physical Education] classes, especially Survival Swimming, when you have to escape
in full uniform. It’s really different from anything else that you would ever take,” she said. “Research
Methods class is applicable towards groundwork for research in general, and my Systems Engineering
class showed me something new.”
Outside of these mandatory classes, Kim also dedicates much of her time to soccer, and numerous
clubs, including Sandhurst (which prepares members for the military skills competition called
Sandhurst Competition, dubbed SANCOM),Glee Club, Korean Seminar, and Christian Club.
At West Point, there is also a notably smaller teacher to cadet ratio (12 to 18 cadets per teacher) than
at other military schools, which allows for more individualized instruction. Teaching by the Thayer
Method of Instruction, instructors have the cadets read and teach themselves the material before
coming to class. This contributes to altering the class from being entirely lecture based to being more
interactive. “The military instructors are [also] typically more invested in your learning because we will
technically be future employees in their organization,” Kim said.
Immediately after graduation, cadets are commissioned as Second Lieutenants. Kim is currently
leaning towards Military Intelligence in either Germany or South Korea. And since it is also often the
case that the officers were West Point graduates themselves, they are able to offer advice to the
cadets based on their own experiences. Such advice would involve “specific branches, military
schools, career advancement, cadet-officer transition and how to succeed as a brand-new second
lieutenant leading a platoon,” Kim said.
At West Point, juniors like Kim herself faced a difficult decision at the beginning of the school year.
Unless they plan to transfer, juniors have to commit to completing the “next two years at the Academy,
five years in the Army as Active Duty personnel and three years in the Reserves,” Kim said.
Last year, because of her conflicting interests, Kim was dubious of the route that she would take. She
wanted to focus on her academics and conduct research, but because West Point emphasizes a
holistic military, with fit cadets who are able to lead well, it makes it impossible to focus on just one
activity. “I realized that I have still so much to learn about what it means to be a leader. I am constantly
learning something new every day in the classroom, in the field, in the company, from my classmates
or instructors. While my perspective shifted from plebe year, it’s changed for the better.” She said.
Kim looks back contented with the decision she made three years ago. “It’s definitely a different
college experience in that I have to take extra core classes, have mandatory events, summer training
all in a military setting[…] but after a while, you get used to the formalities.” she said. “It’s hard to
imagine what my life [would be like] otherwise. I imagine I would have more personal time and
freedom to pursue different opportunities, but then again, I think West Point provides similar, if not
more, opportunities.”
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Objectives
Listening
Understand people describing houses (p. 58)
Reading
Understand a short questionnaire about preferences (pp. 56/57)
Understand a description of a house (pp. 58/59)
Speaking
Ask for and give opinion (pp. 57/58)
Ask and talk about unreal situation (p. 57)
Ask and talk about where I live (p. 58)
Describe my dream house (p. 58)
Describe objects in a room (p. 58)
Talk about people and houses (p. 58)
Contents
General English :New English File 4B – In an ideal world
Suggested Homework Tasks
Grammar – Second conditional (NEF ex.1b/c/d p. 57)
Reading – Houses you’ll never forget (NEF ex. 5c p. 58)
Classroom Tasks
Vocabulary – Houses (NEF ex. 3b p. 58)
Pronunciation – Sentence stress (NEF ex. 2a p. 57)
Speaking (NEF ex. 1e p. 57, ex. 2d p. 57, ex. 3c p. 58)
Listening (NEF ex. 4a/b/c/d p. 58)
Writing Practice
Image Bank
Extra Practice
Unit Review: Workbook U4B
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3. Listen to a meeting
and complete with these
words: NATO UNCLASSIFIED
TASKER
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7. Listen to the second part of their conversation and write the questions Captain Smith asks:
1. CS: .........................................................................................................................................
CE: No, I got a train from London to Andover and then I got a taxi to the garrison.
2. CS: .........................................................................................................................................
CE: It was fine, it’s only two hours from Madrid to London.
3. CS: .........................................................................................................................................
CE: No, I was here last year with my family. We spent five days in London.
4. CS: .........................................................................................................................................
CE: Well, the people are very friendly.
5. CS: .........................................................................................................................................
CE: It’s quite cold at the moment in Madrid.
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1 Cooks prepare food and soldiers have their meals here. ............................................
2 Soldiers parade and practice drill here. ............................................
3 NCOs sometimes eat and sleep here. ............................................
4 Accommodation for single soldiers. ............................................
5 Accommodation for married soldiers and their families. ............................................
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The world's hodgepodge of military bases run the gamut from hazardous mountaintop forts to
seemingly impenetrable underground bunkers. Then there are bases on remote islands tracking
objects in deep space and high-tech laboratories probing the most lethal microbes in existence. The
design of a base needs to address the immediate needs of a military while still being versatile enough
to remain useful as threats and technology evolve. We tracked down some of the most interesting
active military facilities and spoke with Brad Schulz, vice president of federal architecture at HNTB,
about why they're notable.
Thule Air Base
Qaasuitsup, Greenland:
Background: Thule Air Base sits within 800 miles of the Arctic
Circle, making it the northernmost U.S. military installation. Among
the many challenges posed by the region's climate is that the base's
port is only accessible for three months each year, so major supplies
need to be shipped during the summer. The base may be frozen and
remote, but the 12th Space Warning Squadron operates an early warning system for Intercontinental
Ballistic Missiles from Thule, while the 21st Space Wing is in charge of space surveillance operations.
How It's Unique: Brad Schulz, vice president of federal architecture at HNTB, who recently worked on
a dormitory replacement project at Thule, explains that construction crews essentially need to build on
the most stable layer of permafrost they can get to. With temperatures dropping below minus-60 F,
keeping troops warm is crucial. One of the more interesting weather-specific features is that all of the
utilities are above ground, because it would be too hard to quickly access them if something went
awry. "You don't bury any waterlines, communication lines or even sanitary lines," Schulz says.
"They're all insulated and triple-heat-taped." Schulz also notes that all the buildings on the base are
equipped with so-called arctic vestibules, which provide 24/7 access to shelter while ensuring the
buildings remain secure.
Dugway Proving Ground
Great Salt Lake Desert, Utah:
Background: Within two months of the attack on Pearl Harbor,
President Franklin D. Roosevelt set aside the first 127,000 acres of
Dugway Proving Ground in Utah's Great Salt Lake Desert. Over the
past 60 years, the site has expanded to nearly 800,000 acres,
roughly the size of Rhode Island.
How It's Unique: Dugway's massiveness allows it to be the premiere site for testing defense systems
against chemical and biological weapons, as well as military-grade smoke bombs. During World War
II, the facility played a vital role in the development of incendiary bombs. In order to test the fire-
causing weapons, crews at Dugway built replicas of German and Japanese villages, even going so far
as to fill the model buildings with furniture that would be similar to that found in the respective country.
Today, the remains of the German village are eligible to be included on the U.S. National Register of
Historic Places.
Navy Support Facility Diego Garcia
Diego Garcia BIOT, Chagos Archipelago:
Background: This joint U.S. and U.K. operation is situated on a
tiny atoll about 1000 miles from India and tasked with providing
logistical support to forces in Afghanistan and Iraq.
How It's Unique: "There's a certain amount of logistical difficulty"
with ultra-remote facilities like Diego Garcia, Schulz says, and
shipping materials can be costly. Diego Garcia's remoteness,
though, allows it to be a key hub for tracking satellites, and it is one of five monitoring stations for
GPS. Additionally, the island is one of only a handful of locations equipped with a Ground-based
Electro-Optical Deep Space Surveillance system for tracking objects in deep space. As an atoll, the
land itself is rather oddly shaped, too. From end to end, Diego Garcia is 34 miles long, but its total
area is only 11 square miles.
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2. Complete each part sentence (1-8) with one of the endings (a-h).
..... 1. Please sit down and make yourself ... a. room for all of them in the wardrobe.
..... 2. Many of our language students share ... b. a block of flats on the south side of the
..... 3. I like Do-It-Yourself, but I've decided to city.
have ... c. directions at the bus station.
..... 4. Alan seems to have so many clothes that d. at home, while I make some tea.
he can never find ... e. accommodation in the villages nearby.
..... 5. lf you can't find the house you can f. the decorating done by a local firm.
always ask for ... g. a lot of noise through the wall from the
..... 6. Susan lives on the tenth floor of ... family next door.
..... 7. lf you're short of money you can buy ... h. furniture from the street market near
..... 8. As we live in a semi-detached house, we the cathedral.
hear ...
3. Complete the sentences with a compound word formed from two words in the box. One
word is used twice.
arm ash basin bed bin book case chair dish down
dust flower hole key room stairs tray wash washer
4. Complete each sentence with a verb from the box in a suitable form.
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More Words in 4B
airy leader share
ceiling minimalist spacious
competition modern statue
cupboard painting stylish
dresser period supper
floor pet unspoilt
gallery picturesque upstairs
impractical remote view
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Objectives
Listening
Understand short anecdotes about friends (p. 61)
Understand a speaker’s point of view and opinion (p. 63)
Reading
Understand a short description of a person (p. 60)
Understand a short article about a website (pp. 60, 61)
Understand the main points in an article about friends (p. 62)
Speaking
Ask and talk about friends and family (pp. 60, 62, 63)
Agree and disagree (p. 62, 63)
Ask for and give opinion (p. 63)
Give reasons (p. 63)
Describe past habits or states (p. 61)
Contents
General English New English File 4C – Still friends?
Homework tasks
Grammar – usually & used to (NEF ex. 2d/f p. 60)
Listening – Friends reunited (NEF ex. 3b/d p. 61)
Reading – Do you need to ‘edit your friends’? (NEF ex. 5c p. 62)
How words work – Expressions with get (NEF ex. p. 63)
Classroom practice
Vocabulary – Friendship (NEF ex. 1a p. 60)
Pronunciation – /s/ or /z/ 4a (NEF ex. p. 61)
Speaking (NEF ex. 1b p. 60, ex. 4c p. 61, ex. 5a p. 62, ex. 6d p. 63)
Listening 6a/c (p. 63)
Military English:
Reading: Forces Reunited
Extra Practice
Unit Review: Workbook U4C
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Forces Reunited
Testimonials
I went to school with Mervyn then we went our own ways me to sea and he to the RAF. I meet him
briefly some years ago. I now have another pal mutual to both of us. If you are there Mervyn please
reply. If you know me or Mervyn (ex Sdn Leader) Then please help anyway you can. Many Thanks.
Dennis Taylor
I’m looking for service men that served with my brother Private Ian Rayson. Killed In road traffic
accident ctober 26th 1979. I would like to find some photos of my brother. Army Number: 14516393.
michel rayson
In MEMORY of Dinger Bell Who Passed away unexpectedly, He was True Giant, and a
GENTLEMAN, Loved his boat and the sea, He was always full of Life, Always Laughing and having
Fun. You will be sorely MISSED by All who Knew Him. Rest in Peace my old Friend will always think
of you.
david shannon
HAVING SERVED TOGETHER 31 YEARS AGO, AT RAF THORNEY ISLAND, WE GOT IN TOUCH
,WITH EACH OUTHER. THANKS TO F.R. AND MET UP IN GLOUCESTER TO TALK ABOUT OLD
TIMES AND HAD A GREAT DAY TOGETHER. MANY THANKS PAUL NASH (TAFF)...
paul nash
Hi I am surching for somone serving HMS Saintes during 1953 to 1955 and who was on board towing
Empire windrush in 1954; many thanks
john swinnen
I am looking for anyone who would remember me and I them who served in Delhi Armada Road in the
wellington before they disbanded then Dakotas with 117 squadron
Eric Frank Harvey
I started tracking down members of my own army apprentice intake at Harrogate 35 years ago and
with the HELP of forces united I have managed to find 97 so far. They really are first class can you
help find those listed below please. Their army numbers would have been in the range of 23503XXX
and 2351XXXX.
Fred Carslake
Through another FR contact I was able to find Sue Stedman who I shared time with in Malta 1964.
Our husbands were in the DERR, well her’s, Tony, was the PI. Our children played together in the flat
in Moroni Street. Gzira. My husband, "Nat" Mills was away so much that Sue and I had a lot of time
together. We lost touch when I moved to Australia. After a couple of brief letters catching up, Sue died
suddenly. Her now ex husband Tony informed me and I was devastated. No more memories to shared
but how thankful we had that short time.
eileen mills nee rose
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Something used to happen = something happened regularly in the past but no longer happens:
I used to play tennis a lot but I don’t play very often now.
Diane used to travel a lot. These days she doesn’t go away so often .
Do you go to the cinema very often?’ ‘Not now, but I used to.’ (= I used to go ... )
We also use used to ... for something that was true but is not true any more:
This building is now a furniture shop. It used to be a cinema.
I used to think he was unfriendly but now I realise he’s a very nice person.
I’ve started drinking coffee recently. I never used to like it before.
Janet used to have very long hair when she was a child.
I used to do something’ is past. There is no present form. You cannot say *I use to do. To talk about
the present, use the present simple (I do).
Compare:
past he used to smoke we used to live there used to be
present he smokes we live there is
We used to live in a small village but now we live in London.
There used to be four cinemas in the town. Now there is only one.
The normal question form is did (you) use to ... ?
Did you use to eat a lot of sweets when you were a child?
The negative form is didn’t use to .... (used not to ... is also possible)
I didn’t use to like him. (or I used not to like him.)
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Do not confuse I used to do and I am used to doing. The structures and meanings are different:
I used to live alone. (= I lived alone in the past but I no longer live alone)
I am used to living alone. (= I live alone and 1 don't find it strange or new because I've
been living alone for some time)
Do not confuse I am used to doing (be/get used to) and I used to do. They are different in structure
and meaning.
I am used to (doing) something = something isn't strange or new for me:
I am used to the weather in this country.
I am used to driving on the left because I've lived in Britain for a long time.
l used to do something = I did something regularly in the past but no longer do it. You can use
this structure only for the past, not for the present. The structure is I used to do (not *I am used
to do):
I used to drive to work every day, but these days I usually go by bike.
We used to live in a small village, but now we live in London.
2. Read the situation and complete the sentences using used to.
1 Some friends of yours have just moved into a flat on a busy street. It is very noisy.
They’ll have to .................................................................................................................... .
2 Jack once went to the Middle East. It was very difficult for him at first because of the heat.
He wasn’t ........................................................................................................................... .
3 Sue moved from a big house to a much smaller one. She found it strange at first.
She had to ................................................................................... in a much smaller house.
4 The children at school had a new teacher. She was different from the teacher before her but this
wasn’t a problem for the children. The children soon ............................................ .
5 Somebody from Britain is thinking of going to live in your country. Warn him/her!
You would have to .............................................................................................................. .
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3. Compare what Carol said five years ago and what she says today:
TODAY FIVE YEARS AGO
My dog died two years ago. I'm a hotel receptionist.
I eat lots of cheese now. I travel a lot.
I read a newspaper every day now. I've got lots of friends.
I work very hard these days. I play the piano.
I haven't been to a party for ages. I'm very lazy.
I don't know many people these days. I never read newspapers.
I haven't played the piano for years. I don't like cheese.
I work in a bookshop now. I don't drink tea.
I don't go away much these days. I’ve got a dog.
Tea's great! I like it now. I go to a lot of parties.
Now write sentences about how Carol has changed. Use used to / didn’t use to / never used to
in the first part of your sentence.
She …………………………………………… but ……………………………………………………
2 ……………………………………………………………………………………………………………
3 ……………………………………………………………………………………………………………
4 ……………………………………………………………………………………………………………
5 ……………………………………………………………………………………………………………
6 ……………………………………………………………………………………………………………
7 ……………………………………………………………………………………………………………
8 ……………………………………………………………………………………………………………
9 ……………………………………………………………………………………………………………
10 ……………………………………………………………………………………………………………
4. Brian changed his lifestyle. He stopped doing some things and started doing other things:
studying hard smoking
He stopped going to bed early He started going out in the evening
running three miles every
spending a lot of money
morning
Write sentences about Brian with used to and didn’t use to.
1 ..............................................................................................................................................
2 ............................................................................................................... ...............................
3 ..............................................................................................................................................
4 ..............................................................................................................................................
5 ..............................................................................................................................................
5. Read the situations and complete the sentences. Use (be/get) used to as in the example.
1 Jane is American. She came to Britain and at first she found driving on the left difficult.
When she arrived in Britain, she wasn’t used to driving on the left, but she soon got used to it.
Now she has no problems. She is used to driving on the left.
2 Juan is Spanish and came to live in England. In Spain he always had dinner late in the evening,
but in England dinner was at 6 o’clock. This was very early for him.
When Juan first came to England, he ………………………………………. dinner so early, but
after some time he ………………………………………. it. Now he finds it quite normal. He
………………………………………. at six o’clock.
3 Julia is a nurse. A year ago she started working nights. At first she found it hard.
At first Julia didn’t like it. She ………………………………………. nights and it took her a few
months to ………………………………………. it. Now, after a year, she’s quite happy. She
……………………………. nights.
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6. What do you say in these situations? Use I’m (not) used to ....
1 You live alone. You don’t mind this. You have always lived alone.
FRIEND: Do you get a bit lonely sometimes?
YOU: No, I ……………………………………………………………………………..………… .
2 You sleep on the floor. You don’t mind this. You have always slept on the floor.
FRIEND: Wouldn’t you prefer to sleep in a bed?
YOU: No, I ………………………………………………………………………………..……… .
3 You have to work hard. This is not a problem for you. You have always worked hard.
FRIEND: You have to work very hard in your job, don’t you?
YOU: Yes, but I don’t mind that. I ....................................................................................... .
4 You normally go to bed early. Last night you went to bed very late (for you) and as a result you
are very tired this morning.
FRIEND: You look tired this morning.
YOU: Yes, ................................................................................................................... ....... .
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alike children couple elder engaged friendship housewife husband single twin
2 Complete each sentence with a noun formed from a verb in the box.
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5 Match each sentence (1-8) with a sentence (a-h) which helps to explain the meaning of the
word in italics.
..... 1 We’ve got a new neighbour called Helen Willis.
..... 2 This is Sue. She’s a colleague of mine.
..... 3 Andrew is going to be our best man.
..... 4 At the end of the evening I thanked our host.
..... 5 I’m sure that Mary will be a wonderful bride.
..... 6 Next week I’m going to stay with my grandparents.
..... 7 I’ve always got on well with my sister-in-law.
..... 8 Georgina is the ideal guest.
More Words in 4C
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Objectives
Listening
Understand advice in a short interview about lifestyles (p. 69)
Reading
Understand a short article about lifestyles (pp. 68/69)
Understand a short leaflet (p. 70)
Understand the main points in a newspaper article about lifestyles (pp. 70/71)
Speaking
Ask and talk about everyday activities (p. 68)
Ask and answer about work and free time activities (p. 68)
Ask for and give opinion (p. 69)
Give reasons (p. 71)
Agree and disagree (p. 71)
Describe lifestyles (p. 70)
Contents
General English: New English File 5A – Slow down, you move too fast!
Homework Tasks
Grammar – Quantifiers(NEF ex. 1c/d p.68 /p. 138)
Reading & Vocabulary – Slow down, you move too fast (NEF ex. 4a/c p. 70)
Vocabulary – Noun formation 5a/b (p. 71)
Classroom Tasks
Pronunciation – -ough & -augh (NEF ex. 2a/c p. 69)
Speaking (NEF ex. 1a/e p. 68)
Listening (NEF ex. 3a/b p. 69)
Speaking (NEF ex. 6 p.70)
Writing Practice
Image bank
Extra Practice
Unit Review: Workbook U5A
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1. Rewrite each sentence so that it contains the word given in capitals, and the meaning stays
the same. Do not change the word in any way.
a. This is the only money I have left.
ALL .................................................................................................................................
b. There wasn’t anyone at the meeting.
NO ...................................................................................................................................
c. Both singers had bad voices.
NEITHER .........................................................................................................................
d. All of the cups are dirty.
NONE .............................................................................................................................
e. Everyone was cheering loudly.
ALL .................................................................................................................................
f. You both deserve promotion.
EACH .............................................................................................................................
g. I read both books, but I liked neither of them.
EITHER ...........................................................................................................................
h. Whenever I cross the Channel by boat I feel seasick.
EVERY .............................................................................................................................
2. Rewrite each sentence, beginning as shown, so that the meaning stays the same.
a. Everyone in the office was given a personal parking space.
Each .................................................................................................................................
b. This town doesn’t have any good hotels.
There are ..........................................................................................................................
c. Love is the only thing that you need.
All .....................................................................................................................................
d. These two pens don’t write properly.
Neither .............................................................................................................................
e. We are all responsible for our own actions.
Each .................................................................................................................................
f. All of us feel lonely sometimes.
We ...................................................................................................................................
g. All of the shops are closed.
None ................................................................................................................................
h. Both jobs were unsuitable for Helen.
Neither .............................................................................................................................
3. Complete each sentence with the most suitable word or phrase.
a. Jack walked into the room with a gun in either ..... .
A. side B. door C. hand D one
b. I had ..... a hundred offers for my house.
A. neither B. each C. all D. no less than
c. I feel so tired this evening. I’ve been working hard ..... .
A. all day B. every day C. each day D. day by day
d. The two cars for sale were in poor condition, so I didn’t buy ..... .
A. either of them B. both of them C. neither of them D. each of them
e. I tried to lift the heavy trunk but it was ..... .
A. not good B. no less than good C. neither good D. no good
f. The room was full of people and ..... were speaking.
A neither of them B. all of them C. none of them D. each of them
g. ..... spent more time walking a century ago.
A. People all B. All persons C. Each people D. All
h. My friend Jonathan has a gold earring in ..... .
A. his two ears B. each ear C. every year D. the ears
i. I looked everywhere for my pen and it was here ..... .
A. none of the time B. every time C. all the time D. each time
j. People say that there is ..... like show business.
A. all business B. no business C. not business D. all business
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4. Complete each sentence with the most suitable word from the box.
5. Complete the second sentence so that it has a similar meaning to the first sentence, using
the word given. You must use between two and five words, including the word given.
6. Some of the lines are correct, and some have a word which should not be there. Tick each
correct line. If a line has a word which should not be there, write the word in the space.
Supermarkets
The every time I go to a supermarket I ask the
1. myself why I go shopping there so often.
2. Last time I ended up buying all the kinds of things 2 .......................
3. when the all I really wanted was a packet of 3 .......................
4. rice and a small loaf, but could find neither 4 .......................
5. of them. I looked in every one comer of the shop 5 .......................
6. but there was simply no a sign of these products. 6 .......................
7. I looked carefully on either side of the aisles 7 .......................
8. but it was no any good. I ought to confess here 8 .......................
9. that I had forgotten my glasses! All of I could see 9 .......................
10. was rows of colorful shapes of all sizes. I decided 10 .......................
11. to ask an assistant. They were all a busy of course 11 .......................
12. and none of them was anywhere nearby in any 12 .......................
13. case. Meanwhile I had been filling my basket with 13 .......................
14. all the kinds of things I thought I wanted. After I 14 .......................
15. had paid, I had no money left for the weekend, 15 .......................
16.but I hadn’t bought the either of the things I wanted! 16 .......................
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More Words in 5A
abroad laugh see friends
ban lively similar
benefit mass-produced succeed
counter-revolution meditation survive
delighted promote tip
fridge propose tough
government remind unemployment
gym resident value
hardly ever rule wildlife
instead salary
keep fit satisfying
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Objectives
Listening
Understand the speaker’s opinion about a product or service (p. 74)
Understand the meaning of words and phrases (p. 74)
Understand a song (p. 75)
Reading
Understand short texts about men and women (p. 72)
Understand a short newspaper article about stereotypes (p. 73)
Understand a short introduction to a newspaper article (p. 74)
Speaking
Talk about interests (p. 73)
Ask and talk about personal experiences (p. 74)
Ask and talk about personal issues and say how I feel (p. 75)
Agree and disagree (pp. 72/75)
Give reasons (p. 75)
Contents
General English: New English File U5B – Same planet, different worlds
Homework Tasks
Grammar – Articles (NEF ex. 1a/b/c p. 72 /p. 138)
Pronunciation – Sentence stress / the (NEF ex. 2a/b/c p. 72)
Reading – A gossip with the girls (NEF ex. 3c p. 73)
How words work – A gossip with the girls (NEF ex. ½ p. 73)
Classroom Tasks
Speaking (NEF ex. 3a/d p. 73) / ex. 5 p. 75)
Listening (NEF ex. 4c/d p. 74)
Vocabulary – Verbs and adjectives + preposition (NEF ex. 6a p. 75)
Writing practice
Image bank
Extra Practice
Unit Review: Workbook U5B
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Clauses of reason
Women can't do an infantryman's job since they lack the upper body strength.
main clause + as / because / since + reason clause
Since women have to work 50-80% harder than men to be able to lift the same loads, they are
likely to get more injuries.
as I because / since + reason clause + main clause
For this reason, they can‘t do the standard infantry task of carrying another soldier ...
for this reason + noun phrase
Another reason why women don't make good infantry soldiers is that they lack natural aggression.
another / the reason why / that + noun + verb
Many of the (1) ............................................. excluding women from the front line are social and
cultural. For example, some people believe that women should be excluded from close combat
(2) ............................................. as mothers, or potential mothers, they are simply too valuable to
put in danger. Others feel that the idea is too radical (3) ............................................. traditionally
men have the role to protect, not to kill women. Other reasons are more practical, (4)
............................................. hygiene in the field is basic and facilities are usually shared.
Similarly, many wives of servicemen have expressed concern (5) .............................................
small mixed-sex units would mean women and men sleeping in the same trench.
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(CNN) Capt. Kristen Griest and 1st Lt. Shaye Haver made history Friday as the first two women to
graduate from the U.S. Army's elite Ranger School.
The two received their tabs as part of Ranger Class 08-15 at Fort Benning, Georgia, marking a historic
moment in the integration of women in the U.S. military, after completing weeks of grueling physical
training across woods, mountains and swamplands.
At an outdoor ceremony, Maj. Gen. Austin S. Miller, commanding general of the U.S. Army Maneuver
Center of Excellence, addressed critics who questioned whether standards of the rigorous course
were lowered for the two female Rangers. They met every requirement the men did, he said.
"Standards are still the same ... a 5-mile run is still a 5-mile run," he said. "Standards do not change. A
12-mile march is still a 12-mile march."
Miller added, "When I shake your hand, I know there's something behind that handshake. Rangers
lead the way."
Griest, of Connecticut, is an Airborne-qualified military police officer. Haver, a Texas resident, is an
Apache helicopter pilot.
"Clearly, these two soldiers are trailblazers," Defense Secretary Ash Carter told reporters Thursday.
The women have been hailed as pioneers for passing the course in the first year the Army has opened
it to women on a trial basis.
"We felt like we were contributing as much as the men, and we felt that they felt that way, too," Griest
said.
The pressure of paving the way for future generations was not lost on her, she said.
"For me, the biggest accomplishment was that it was a goal I had for so long," Griest said. "It was
always just about trying to get the best training that the Army can offer us."
Haver said it was "definitely awesome to be part of history."
The women in her class "came to Ranger School as skeptics, with our guards up, just in case of the
haters and naysayers, but we didn't come with a chip on our shoulder with anything to prove," Haver
said.
She added, "I think the battles that we won were individual. ... We were kind of winning hearts and
minds as we went."
Some of their male classmates said the two women at various points in the course were the only ones
to volunteer to take on the heavy weight of their male counterparts.
"You're way too tired and way too hungry to really honestly care," one soldier said of the female
classmates. "At the end of the day, everyone was a Ranger."
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Miller on Thursday described the two female soldiers as "physically and mentally very capable" and
said the standards of the course were not changed.
Pilot: Female army rangers earned huge respect 02:07
"We've shown that it's not exclusively a male domain here," he said.
Haver was a cross-country runner in her Texas high school and graduated in 2008.
"To Mom and Dad: Thank you for being the voice of reason and helping me through the hard times. I
couldn't have done this without you," she wrote in 2012 yearbook at West Point.
Griest was picked as the distinguished honor graduate of a course run in December to prepare
soldiers for Ranger School, according to a Facebook post by her reported unit, the 3rd Brigade
Combat Team, 101st Airborne Division.
"The Army announced earlier this year that it would begin allowing females to attend Ranger School,
and 1LT Griest is well on her way to making history!" it said.
Grueling leadership training
The Pentagon describes Ranger School as "the Army's premier combat leadership course, teaching
Ranger students how to overcome fatigue, hunger, and stress to lead soldiers during small unit
combat operations."
The current class started in April at Fort Benning, with 381 men and 19 women. The students were
forced to train with minimal food and little sleep and had to learn how to operate in the woods,
mountains and swamplands.
Students also had to undergo a physical fitness test that included 49 pushups, 59 situps, a 5-mile run
in 40 minutes, six chin-ups, a swim test, a land navigation test, a 12-mile foot march in three hours,
several obstacle courses, four days of military mountaineering, three parachute jumps, four air
assaults on helicopters and 27 days of mock combat patrols.
By the end of the 62-day course, 94 men and two women met all the requirements.
It's not clear what awaits the female graduates, however.
Unlike the male graduates, the two women can't apply to join the 75th Ranger Regiment, an elite
special operations force.
The Pentagon isn't expected to make final decisions about exactly what combat roles women will be
allowed to fill until later this year.
Army Ranger female graduates won't be last
CNN's Barbara Starr, Holly Yan, Eugene Scott and Kristina Sgueglia contributed to this report.
http://edition.cnn.com/2015/08/21/us/women-army-ranger-graduation/
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4. Complete each sentence (a-i) with one of the endings from 1-9. More than one answer may
be possible.
1. a. Some people say that the ..... 1. good job is an important part of life.
2. b. Most people think that a/an ..... 2. single injection can protect you from so many
c. I don’t agree that ..... diseases.
3. d. I feel that a ..... 3. hundred miles an hour is too fast even on a
e. I don’t believe that a/an ..... motorway.
4. f. I didn’t realize that the ..... 4. the unemployed should receive more help from the
g. It’s incredible to think that a/an ..... state.
5. h. I didn’t know that ..... 5. queen of England doesn't pay any income tax.
6. i. I think it’s quite unfair that the ..... 6. tiger may well become extinct very soon.
7. 7. third of a person's income should be paid in tax.
8. 8. English are difficult to get to know at first.
9. 9. the Tower of London was built by William the
Conqueror.
5. Underline the most suitable phrase in each sentence.
a. I was under an impression / under the impression that you had left.
b. I have to go. I’m in a hurry / in hurry.
c. I managed to sell the old painting at a profit / at profit.
d. I think I prefer the other restaurant on the whole / on whole.
e. How many hours do you work, on average / on the average, every week?
f. I was in pain / in a pain after I twisted my ankle.
g. Jack recovered from his accident and is now out of danger / out of the danger.
h. Excuse me, but you’re in the way / in a way.
i. Sue felt seasick on the cross-channel ferry / a cross the channel ferry.
j. The burglar hit me on my back of the neck / the back of my neck.
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U 5B Different worlds 72
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3. Complete the sentences so that it has a similar meaning to the first one. Do not change the
word given. You must use between two and five words, including the word given.
1. William could do better work.
capable William ............................................................................ doing better work.
2. I own this car.
belongs This car .................................................................................................. me.
3. The job received over a hundred applications.
applied Over a hundred people .................................................................... the job.
4. Mrs Jones’ death was caused by old age.
died Mrs Jones ....................................................................................... old age.
5. ‘Well done, Tony, you have passed the exam,’ said Joe.
congratulated Joe ............................................................................................... the exam.
6. Jean borrowed Shirley’s camera.
lent Shirley ............................................................................................. camera.
7. Graham found the film very boring.
by Graham ........................................................................................... the film.
8. We all pitied Stephen.
sorry We all ............................................................................................ Stephen.
4. Complete each sentence with the most suitable word or phrase.
a. Thank you very much. It’s very ............ you to help me.
A) good with B) good of C) good for D) good about
b. The bad weather was ............ the series of power cuts.
A) blamed for B) blamed on C) blamed with D) blamed by
c. I’m sorry, but I ............ seeing the manager at once!
A) arrange for B) look for C) agree with D) insist on
d. Why do you spend all your time ............ your sister!
A) arguing about B) arguing for C) arguing with D) arguing at
e. Helen is very ............ going to work in Germany.
A) excited about B) excited for C) excited with D) excited to
f. The tourists were not ............ the danger of bandits in the hills.
A) known about B) aware of C) provided with D) guessed at
g. I understood the problem after it had been ............ me.
A) explained to B) admitted to C) confessed to D) replied to
h. I wish you wouldn’t show off and ............ your success so much!
A) full of B) bored by C) boast about D) congratulate on
i. lf you listen to music, you can’t ............ your homework.
A) read about B) arrange for C) specialise in D) concentrate on
j. Will we be ............ the storm if we shelter under a tree?
A) happy about B) safe from C) depended on D) cared for
5. Rewrite each sentence beginning as shown. Do not change the meaning.
1. Two men stole the old lady’s handbag.
The old lady was ................................................................................................................... .
2. John finds photography interesting.
John is .................................................................................................................................. .
3. Helen has a good knowledge of car engines.
Helen .................................................................................................................................... .
4. The food in France is famous.
France is .............................................................................................................................. .
5. I’d like to thank your brother for his help.
I am very grateful ................................................................................................................. .
6. Can you and Stephen share this book, please?
Can you share this book ...................................................................................................... .
7. I find studying all night rather difficult.
I’m not used to ...................................................................................................................... .
8. Harry feels frightened when he sees a snake.
Harry is afraid ........................................................................................................................ .
9. I’m sorry about breaking your camera.
Please forgive me ................................................................................................................. .
10.Peter knows how to draw well.
Peter is good ......................................................................................................................... .
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7. Some of the lines are correct, and some have a word which should not be there. Tick each
correct line. If a line has a word which should not be there, write the word in the space.
More Words in 5B
absent heaven steam
admire massage stick to
anniversary multinational sticky
be lost pedicure stuntman
chat planet subject
cleanse play games suit
concentrate polish tend to
divine salesman thermal
DJ sauna topic
facial sheets trainer
frivolous skin treatment
fuel injection spa trivial
glad stay in
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U 5B Different worlds 75
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Objectives
Listening
Understand short description of a job experience (p. 79)
Reading
Understand a short questionnaire about personality and jobs (p. 60)
Understand a short article about a TV programme (p. 78)
Speaking
Ask and talk about work and jobs (pp. 76/79)
Ask and talk about present habits and past or future activities (p. 77)
Ask and answer questions about a TV programme (p. 78)
Tell a story (p. 76)
Agree and disagree (p. 77)
Contents
General English: New English File 5C – Job swap
Homework Tasks
Grammar – Gerunds and infinitives (NEF ex. 3a/c p. 77/p. 138)
Reading – From librarian to political reporter (NEF ex. 4b/c p. 78)
Listening - From librarian to political reporter (NEF ex. 5 p. 79)
Classroom Tasks
Vocabulary – Work (NEF ex. 1a/c p. 76/p. 152)
Pronunciation – Word stress (NEF ex. 2a p. 76)
Speaking (NEF ex. 3c/f p. 77)
Writing practice
Image bank
Extra practice
Worksheet U5C: Workbook practice
U 5C Job swap 77
Lengua Inglesa II
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In line of promotion
.....................................................................
Kimura: I reckon you just didn't realise people
7. Listen and answer true or false.
were joking - you know, one thing I won't (8)
.....1. Kimura has a good opinion of Dalton.
.................................... when I leave is all the
.....2. Kimura wasn't interested in this job.
silly rumours.
.....3. Most people have a better sense of
organisation than Dalton.
.....4. Dalton has a bad reputation among
people that know him.
.....5. There are a lot of silly rumours in the
force.
The United States Air Force (USAF) divides personnel 10.Find words that mean ...
into enlisted ranks and officer ranks. The enlisted ranks
are further divided into Airmen and Non-commissioned 1 the number of years or months that
Officers - the Air Force's mid-level supervisors. All an airman, NCO or officer has served in
NCOs are promoted from junior enlisted ranks. The first theair force.
level of NCO rank is Staff Sergeant and promotion to ................................................
this rank, as well as further promotion, is based on a
recommendation from an airman's commander plus 2 the amount of time that an airman,
points awarded for time in service, time in grade, NCO or officer has held a particular rank.
performance reports, decorations and the results of ................................................
examinations. 3 to hold a higher rank than another
Commissioned officers provide management and service member.
leadership in their area of responsibility. Officers hold ................................................
the highest ranks in the military and they receive their
commission from the President. Every year, the Air 4 prohibited relationships between
Force selects a number of enlisted members for officer officers and enlisted members.
training but most officers come from the Air Force ................................................
Academy or from a civilian university. In a similar way 5 a military court that tries people
to NCOs, the promotion of officers depends on merit. accused of breaking military law.
Commissioned officers outrank all enlisted personnel ................................................
and even a recently commissioned second lieutenant
officially outranks the Chief Master Sergeant of the Air 6 voluntary or involuntary discharge
Force. However, in practice junior officers normally only from the armed forces.
exercise authority over direct subordinates in their ................................................
chain of command. For example, because the
squadron first sergeant reports directly to the squadron
commander, a lieutenant would not normally give
orders to this NCO.
Enlisted personnel salute all commissioned officers
and commissioned officers salute their superiors. The
salute is a sign of respect towards the officer's
commission and is generally accompanied by a polite
greeting. The officer returns the salute and will
generally offer a similar greeting. Enlisted personnel do
not normally salute each other.
The Air Force has strict rules about the conduct of
officers and enlisted members. Close personal
relationships and business relationships between
officers and enlisted members are prohibited. These
relations are known as fraternization and the penalties
for officers can be severe, including court martial and
separation from the service.
Taliban that they were going to bomb people. People went out and voted despite all of that. I knew
that I was witnessing history. It was a tremendous moment for freedom and women’s rights, and an
experience I’ll never forget.
There is so much that the military does in other countries that people aren’t aware of that’s really
important. What we do helps shape the economy in other countries and it really helps shape people’s
view of Americans in other countries. As a news journalist, I’m able to cover these stories and tell
them both to fellow soldiers and to the American public.
David Meyers
I entered the military immediately after high school and
served for four years. I accomplished a lot in time. I was
unsure what I wanted to do in the military so my
recruiter suggested an “Open Contract.” The Marine
Corps suggested various career paths for which they
had needs and I ranked the listed jobs in order of
personal preference. The Marines selected me to be an
amphibious assault vehicle (AAV) crewman.
I went through the basic 12 weeks of boot camp training at Parris Island, South Carolina, then to a
Marine Corps Basic Warfare Training Course in Camp Lejeune, North Carolina. After these, I had to
do training in specialty areas such as desert warfare, jungle warfare, urban combat training, and
guerilla warfare.
Initially my primary job was the care and maintenance of my assigned amphibious assault vehicle
(AAV). After various promotions I eventually became the section leader to an Amphibious Assault
platoon. My responsibilities included the care, maintenance and inventory of four multi-million dollar
vehicles and their crew members. I designed and developed training activities, taught classes on
various tactics and weaponry and was responsible for the overall combat readiness of my section.
My duty stations included Oceanside (Camp Pendleton), California. I spent a few months there within
the AAV training battalion. It was here that I learned the capabilities of the AAV. We drove the vehicles
in every type of terrain available in southern California. We learned the weapon systems of the AAV
and spent much time on the shooting ranges. We also spent classroom time learning, not only about
the AAV, but basic tactical maneuvers. I was also assigned to Camp Lejeune, North Carolina. While
this was my “Primary Duty Station,” I didn’t spend much time there. I went from California to North
Carolina to Saudi Arabia and Kuwait for the first Persian Gulf War.
I also spent some time with an infantry unit in Camp Schwab, Okinawa. There, I led squad maneuvers
and training exercises, inspections, and also conducted night-time jungle training and jungle warfare
classes. After this assignment, I was sent to the USS Sumter and back to my AAV battalion. I visited
such countries as Kuwait, Saudi Arabia, and Turkey, and also had the opportunity to train with
Spanish, Moroccan, and Israeli forces.
The best thing about the Marine Corps was the amount of traveling I was able to do. How many
people, from the ages of 18-22 can say that they spent more time in foreign countries than in the US?
Throughout my tenure in the Marines I visited Kuwait, Saudi Arabia, Okinawa, Japan, Spain, Israel,
Italy and Turkey.
Jim Hendrickson
My job as a deputy comptroller in the Navy is to
manage the spending of funds by various groups within
our branch. I put together the budget for them, make
sure that it’s spent properly and that they don’t exceed
it. I also justify or defend their budget requirements,
getting them the funding that they need to execute their
mission.
Being a supply corps officer, when aboard a ship I am
accountable not only for the funds, but all the material that we are charged with managing. We’re
constantly resupplying. As far as food goes, we typically carry enough for about a month. There are
various contracts in place with different vendors, but you have to establish those relationships. So
there’s a lot of responsibility that comes along with that.
A big challenge we faced was about a year- and-a-half ago. I was the assistant supply officer onboard
the USS Theodore Roosevelt, an aircraft carrier, and we were deploying. As we were in our transit to
the Arabian Gulf, we went around the coast of South Africa. That was the first time that an aircraft
carrier actually made a port visit in Cape Town, South Africa. There was quite a logistics challenge to
make that happen as far as the resupply of parts and food. Going to South Africa, where we hadn’t
been in quite a number of years, there was a lot of uncharted territory there. We had to build a lot of
new relationships that the Navy hadn’t had before. That was quite a challenge that we had to work
through.
I’m hoping to go back to sea now that I’m a commander. There’s a selection process to go back and
be a supply officer on an aircraft carrier. Hopefully, I’ll be selected to go back to sea one more time.
Then, I’m looking forward to getting the opportunity to work with the Army or Air Force in a joint
assignment, which will help me to make captain someday. The best part about being a leader is
helping those that work for you in developing their career and their leadership skills themselves.
Erica Simmons
Toward the end of high school, I had no clue what I
wanted to do after graduation. I was pretty sure my
parents didn’t have much, if any, money for me to go to
college so I started looking at other options. One day I
walked past the military recruiters that had set up
tables in our school. Picking up a brochure of a Marine
playing a trumpet, I began to spin a different plan.
I started playing the flute in 4th grade, and I absolutely
loved it. So when I found a way to keep music in my life and get paid to do it I couldn’t think of
anything better. I was sold!
After passing an entrance audition, I enlisted in the Marine Corps into their Delayed Entry Program.
Once I graduated high school, I shipped off to boot camp, completing basic training at Paris Island.
From there, it was onto combat training at Camp Lejeune, then the Armed Forces School of Music
(SOM) in Virginia Beach, where I received 6 months of rigorous training equivalent to two years as a
college music major. After a lot of hard work, I had the distinction of graduating at the top of my class!
Once I graduated from the SOM, I had the opportunity to serve in two of the 12 Marine Corps Field
Bands currently deployed domestically and abroad, 1st Marine Division Band in Camp Pendleton, CA,
and The Quantico Marine Band stationed at Quantico Marine Base in Virginia. With these units, I
traveled all over the country, marched in nationally televised parades and news programs, for
dignitaries and heads of state, and many more exciting venues. We also played commitments on and
off base in support of military ceremonies and functions. With a crisp appearance and sharp musical
cadence, we served as ambassadors for the United States Marine Corps, infusing military pride with
our love of Country and Citizen.
While playing music was certainly the focus of our daily responsibilities, we were also often assigned
collateral duties as training officers, administrative officers and instrument repair assistants. We also
got to do all the usual Marine Corps duties, such as maintaining physical fitness standards,
participating in field training activities and annually qualifying on the rifle range.
After serving my time in the Marine Corps, I received an honorable discharge and decided to take
advantage of my GI Bill. I pursued a degree from George Mason University, majoring in Political
Science. I am currently employed as a Federal Government employee and find that my military
experience has benefitted me greatly, using much of the knowledge and skills I used as an active duty
Marine on a daily basis.
William Alston
I am originally from Boston MA. I wanted to attend
college, but did not have the finances, so I worked in
sheet metal after high school. I joined the Army so that
I could both go to school and have a career, I originally
intended to join the reserves, but after the career
counselor and I talked about things, we decided the
best thing for me to do was to join active duty. We
mapped out a number of different jobs based on the
qualifications I had met and I chose to become a Patriot Launching Station Enhanced
Operator/Maintainer.
After basic training, I went to advanced individual training for on-the-job training. I was promoted and I
moved to permanent party to join my actual unit. I was in permanent party for about two years, and I
moved up the ranks to Specialist. As a Specialist, I was in charge of five soldiers. I was promoted to
Sergeant when I became a non- commissioned officer (NCO) and I served as a Launcher Assistant
Section Chief.
I’ve been mostly stationed in Texas. However, I did a year in Korea where I served as Assistant
Section Chief. In Korea, I was in charge of the training, maintenance and the welfare of my soldiers. I
was responsible for the care and maintenance of 152 live Patriot Missiles. This included making sure
that all the maintenance, paperwork, and inspections were completed. It was exciting to live there,
although it was definitely a culture change since I did not know the customs or the language. But it
was a fabulous time. While there, about 20 of my soldiers & I volunteered our time at one of the
children shelters. Working with that homeless shelter for the little children was a worthwhile
experience.
I came back to Texas and was promoted to Staff Sergeant which resulted in added responsibility and
an increased number of soldiers to supervise along. I then became a Platoon Sergeant and have
several people who work under me. As a Staff Sergeant, it’s my job to be sure the soldiers receive
training, that all the training is being conducted, and that all my non-commissioned officers take care
of their soldiers. I also ensure that the soldiers have no financial or family issues. Basically I am
responsible for making sure my soldiers have a good work environment.
My platoon serves as a launcher platoon in a patriot battery. A patriot battery is made up of three
platoons. My platoon is assigned sic launching stations and one GMT (Guided Missile Transporter).
Our mission is to get this equipment out to its specific location – get it deployed, placed and ready to
shoot down missiles at a moment’s notice.
I’ve been fortunate in that I’ve done well in the military and I’ve had the opportunity to advance
because I’ve applied myself. I’ve always liked the idea of teaching people something. I think that is
what is the most rewarding to me as an NCO. In my role, I train new soldiers. I am able to see a new
soldier come out to the field not knowing anything about his job and then watch the soldier certify.
Knowing that I taught him and that I had something to do with his success is very rewarding.
Thanks to the educational opportunities in the Army, I’m about 12 credits away from my associates
degree in criminal justice. I plan on making the military a career, however I want to have something as
a back- up plan just in case. I encourage all my younger soldiers to pursue educational opportunities
in the military because there are a lot of courses you can take and other training that you can do to
enhance not only your career, but yourself for life after the military.
I’ve enjoyed every moment of my job and work. It’s been a life- changing experience and I’m glad I
enlisted in the Army.
http://www.careersinthemilitary.com/index.cfm?fuseaction=main.profiles
1. Match each job in box A with a place in box B. More than one answer may be possible.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
2. Match each job from the box with the sentence which best refers to the job.
accountant chef estate agent plumber refuse collector firefighter carpenter vet
3. Which person from 1 and 2 above would you need in each situation?
a. One of the radiators has burst and flooded your bedroom. ...........................................
b. You have to carry a lot of heavy bags at the airport. ...........................................
c. You think you need three fillings. ...........................................
d. Your fringe is too long and you want a perm. ...........................................
e. The floorboards in the living room need replacing. ...........................................
f. Your pet goat has started sneezing. ...........................................
g. You have read the menu twice and you are feeling hungry. ...........................................
h. Your car makes a funny whistling noise. ...........................................
a. I think we should ........................................... over our plan again before we tell the managing
director.
b. Have you ........................................... up with any ideas for advertising the new products?
c. Our deal with the Chinese company may ........................................... through, but we can sell
the machinery to the German firm if necessary.
d. You have to ........................................... in this form, and return it to the manager.
e. She didn’t ........................................... on with her boss, so she left the company.
f. If they don’t give us a better price, we’ll ........................................... down their offer.
g. I’m afraid we have to ........................................... up to the fact that we are losing money.
h. Our lawyers are going to ........................................... up a new contract tomorrow.
i. A multinational company is trying to ........................................... over our firm, but we want to
stay independent.
j. We had to ........................................... off the office party because of the economic situation.
5. Complete each sentence (a-h) with a suitable ending (1-8). Use each ending once.
..... a. If you work hard, the company will give you ..... .
..... b. In a different job I could get a higher ......
..... c. The best way to find new staff is to put a/an ......
..... d. Because he had stolen the money, we decided that ..... .
..... e. She has a pleasant personality but hasn’t got the right ..... .
..... f. In the meeting we are going to discuss the ..... .
..... g. I think it would be a good idea to send in your ..... .
..... h. We cannot give you the job without ..... .
6. Complete each sentence with a word from the box. Use the words more than once.
7. Use the word given in capitals to form a word that fits in the space.
Leaving a job
I recently left my job in an (1 ADVERTISEMENT) ............................................. agency after a
disagreement with my boss. She accepted my (2 RESIGN) ............................................. but
warned me that because of the (3 ECONOMY) ............................................. situation, I might have
to get used to the idea of being (4 EMPLOY) ............................................. for a while. I thought that
she was trying to make a point, but after I had made over fifty (5 APPLY)
............................................. to other companies, I realised that she was right. Although I am a (6
QUALIFICATIONS) ............................................. designer, I didn’t receive any offers of a job. After
that I tried working from home, but it was not very (7 PROFIT) ............................................. Then I
became an (8 EMPLOY) ............................................. in a fast-food restaurant, even though my (9
EARN) ............................................. were extremely low. I wish I had accepted early (10 RETIRE)
............................................. from my old job. That is what I disagreed with my boss about!
9. Rewrite each sentence so that it contains the word or words given, and so that the meaning
stays the same. Do not change the words given in any way.
More Words in 5C
(do) overtime engineering sacked
alternatively get a job salary
analytical improvise shake
apply (for a job) instinct spatial
architecture interview stock market
boss optimistic team
caring persuade (sb to so sth) theoretical
challenge politics tough
criminal professional unemployed
CV promoted
election publishing
employee punish
Objectives
Listening
Understand the main points in a radio programme about consumer issues (p. 87)
Reading
Understand a short narrative and the speaker’s intentions (p. 84)
Understand a short newspaper article about making a complaint in a shop (p. 86)
Guess the meaning of words and phrases (p. 86)
Speaking
Re-tell a story in the past (p. 84)
Ask and talk about types of shops (p. 85)
Complete a short questionnaire about shopping habits (p. 85)
Ask and talk about problems and making complaints (pp. 86/87)
Make a complaint in a shop or restaurant (p. 87)
Ask for and give opinion (p. 86)
Use standard phrases to gain time when I’m speaking (p. 87)
Contents
General English: New English File 6A – Love in the supermarket
Homework Tasks
Grammar – Reported speech (NEF ex. 1b/c p. 84 / 1e p. 140)
Vocabulary – Shopping (NEF ex. 2c p. 85/p. 153)
Pronunciation – Consonant sounds (NEF ex. 3a p. 85)
Reading – Making a complaint – is it worth? (NEF ex. 5b/d/e p. 86)
Grammar – Reported speech (NEF ex. 6b p. 87)
Listening (NEF ex. 7a p. 87)
Classroom Tasks
Vocabulary (NEF ex. 2a/b p. 85)
Speaking (NEF ex. 4 p. 85 / ex. 5a p. 86 / ex. 7b p. 87 / ex. 7c (p. 87/p. 118/p. 121)
Writing practice
Image bank
Extra practice
Worksheet U6A: Workbook practice
2. Put the correct form of either say, tell or ask in each space.
a. I ...................... you that you had to be on time. Why are you late?
b. When you ...................... her if she’d work late, what did she ......................?
c. I think that Alan .............................. us a lie about his qualifications.
d. When I ...................... him what he was doing there, he ...................... me it was none of my
business.
e. I ...................... I would help you, so here I am.
f. Did you hear what Sheila ...................... about her new job?
g. What did Carol ...................... you about her holiday?
h. There, you see! I ...................... you the bus would be on time.
3. Put the correct form of one of the verbs in the box into each space.
accuse decide admit apologise deny offer remind advise confess doubt suggest
8.- Rewrite each sentence, beginning as shown. Do not change the meaning.
a. What time does the next boat leave?
Do you think you could tell me .................................................................................................... ?
b. Where can I change some money?
Can you tell me ........................................................................................................................... ?
c. Where is the toilet?
Could you possibly tell me .......................................................................................................... ?
d. How much does this pullover cost?
I’d like to know ............................................................................................................................ ?
e. How do I get to Victoria Station?
Can you explain .......................................................................................................................... ?
f. Does this train go to Gatwick Airport?
Could you tell me ........................................................................................................................ ?
g. Where do you come from?
Would you mind telling me ......................................................................................................... ?
h. What do you think of London?
Do you think you could ten me ................................................................................................... ?
10.Look carefully at each line. Some of the lines are correct, and some have a word which
should not be there. Tick each correct line. If a line has a word which should not be there,
write the word in the space.
Satellite television
0. When my parents decided that to get a new 0. that
00. satellite television, I asked them why they 00.
1. thought this was a good idea. I doubted it 1. .....................
2. whether it was really necessary, and told to them 2. .....................
3. that I had thought they spent too much time 3. .....................
4. watching television. They agreed they didn’t 4. .....................
5. go out very much, but were insisted that they 5. .....................
6. had had thought about the matter very carefully. 6. .....................
7. ‘We enjoy television,’ they said me, ‘and when we 7. .....................
8. asked you, you said that you agreed with us.’ 8. .....................
9. I replied them that I didn’t remember being asked, 9. .....................
10. and that I would have tried to stop them. Then 10. .....................
11. they were admitted that they had asked me while I was 11. .....................
12. watching my favourite programme. I asked them 12. .....................
13. what was I had been watching, and they said 13. .....................
14. it was a football match. ‘You told us that 14. .....................
15. to keep quiet, so we thought that you agreed!’ 15. .....................
5. Complete each sentence with a word from the box. Use each word once only.
baked beans chocolates jam orange juice soap
breakfast cereal flowers margarine paper tissues toothpaste
a. You push this in the supermarket and fill it with food. ........................................
b. You are given this as proof of buying something. .........................................
c. This tries to persuade you to buy something. .........................................
d. You put money, especially banknotes, in this. .........................................
e. This person is in charge of a shop. ........................................
f. You might make this before you go shopping. ........................................
g. Leave this if you can’t pay now but want to buy later. ........................................
h. Do this if you want to get a better price. ........................................
i. Coins are usually carried in this, especially by women. ........................................
j. Read this to find descriptions of goods. ........................................
9. Use the word given in capitals to form a word that fits in the space.
Supermarkets
Nowadays, a great (1 VARY) ...................................... of different food is available from large
supermarkets. There are rarely any (2 SHORT) ...................................... of fresh food, and there is
far less (3 LIKELY) ...................................... of our having to rely on (4 FREEZE)
...................................... products. Does this mean that supermarkets have become the most (5
SUCCESS) ...................................... shops of all time? Certainly they seem to have made some
kinds of food less (6 EXPENSE) ...................................... and most people enjoy shopping in them.
There has been a (7 REDUCE) ...................................... in the number of (8 COMPLAIN)
...................................... made against supermarkets in recent years. The assistants are no longer
(9 POLITE) ...................................... , but smile and try to be helpful. Above all, supermarkets have
shown a (10 WILLING) ...................................... to listen to their customers, and to adapt to
customers’ needs.
More Words in 6A
argument luckily retailer
bill order royalty
compensate (for sth) outstanding satisfactory
delivery receptionist
diagnose reserve
Objectives
Listening
Understand a short interview and identify the speaker’s point of view (p. 91)
Reading
Understand the main points in a description of a film (p. 88)
Guess the meaning of words and phrases (p. 90)
Speaking
Ask and talk about films and their locations (pp. 88/89)
Complete a short questionnaire about films (p. 90)
Ask for and give opinion (p. 91)
Ask and talk about preferences and personal experiences (p. 90)
Contents
General English: New English File 6B – See the film ... get on a plane
Homework Tasks
Reading – Famous films that moved us (NEF ex. 1b/c pp. 88/89)
Grammar – Passive (NEF ex. 2c p. 89 / 6B p.140)
Pronunciation – Sentence stress (NEF ex. 3a p. 89)
Vocabulary – Cinema (NEF ex. 4a p. 90)
Classroom Tasks
Speaking (NEF ex. 1a p. 88 / ex. 1d p.89 / ex. 5a/b p. 90)
Listening (NEF ex. 6a/b/c/d/e p. 91)
Writing Practice
Image bank
Extra practice
Worksheet U6B: Workbook practice
4. Rewrite each sentence so that it contains a form of have something done. Do not include
the agent.
a. A painter painted our house last month.
.........................................................................................................................................................
b. The hairdresser is cutting my hair this afternoon.
.........................................................................................................................................................
c. Someone has stolen my motorbike.
.........................................................................................................................................................
d. The dentist has taken out all of Ricky’s teeth.
.........................................................................................................................................................
e. I haven’t been to the car-wash for a long time.
.........................................................................................................................................................
f. The men are coming to put in the new central heating on Saturday.
.........................................................................................................................................................
g. Someone broke Harty’s nose in a fight.
.........................................................................................................................................................
h. Isn’t it time someone fixed your television?
.........................................................................................................................................................
5. Rewrite each sentence, putting the verb in italics in the passive where possible. Do you
need to mention the agent?
6. 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 must use between two and five words,
including the word given.
7. Rewrite each sentence so that it contains a passive form, and does not contain the words
in italics.
8. Look carefully at each line. Some of the lines are correct, and some have a word which
should not be there. Tick each correct line. If a line has a word which should not be there,
write the word in the space.
2. Complete each sentence with a word from the box. Use each word once only.
7. Replace the verbs in italics with a verb from the box. Do not change the meaning. Change
the verb form where necessary.
call off go over pick up take over turn up come out look up put on take up work out
More Words in 6B
battlefields impressed rebuild
courage instructions replace
destination interpret scenery
destroy keep doing sign
disaster masterpiece speech
for instance objective suitable
guided pack translate
Objectives
Listening
Understand a radio quiz programme (p. 94)
Understand a song (p. 95)
Reading
Understand short descriptions of famous personalities (p. 94)
Speaking
Do a short quiz which contains factual information (p. 92)
Ask about and define people, places and objects (p. 94)
Comment on and give opinion about photos (p. 92)
Talk about people I admire and give reasons why (p. 95)
Contents
General English
New English File 6C – I need a hero
Homework Tasks
Grammar – Relative clauses (NEF ex. 1a/d/f p. 93)
Reading – Heroes & icons of our times (NEF ex. 3b/d p. 94)
Vocabulary & Pronunciation – What people do, word stress (NEF ex. 3a p. 95)
Classroom Tasks
Speaking (NEF ex. 5 p. 95)
Writing practice
Image bank
Extra practice
Worksheet U6C: Workbook practice
5. Listen to the rest of the talk and tick the leadership qualities the speaker talks about.
1 maintains high standards of discipline.
2 has personal courage.
3 uses his / her imagination.
4 knows the men under his / her command.
5 has self-confidence and the confidence of his / her men.
6 has the ability to delegate command.
7 look after the men under his / her command.
8 has a sense of humour.
I know everyone would say shes just my wife, but she is my sunshine when I am feeling overwhelmed
from work always smiling and so helpful. She is my battery when I come home so drained from
working, and making sure I eat healthy and encouraging me to exercise to stay in good shape. She
motivates and inspires me to always be positive no matter what even when we have the minimum of
things I am truly blessed to have her as a wife and best friend. She really deserves to be given an
award for all she does. Thank you
Winning hero for 2013 Jason Simms
How does your nominee exemplify hard work, determination, and
durability?
The Marine Corps was my husband, Jason’s reason for living. He was
devastated when he had to medically retire in 2008. The Dept of Navy
(HRSC) came to the Wounded Warrior Barracks at Camp Lejeune, where
Jason was working (Platoon Sgt). They help find Marines (and other
branches) any government employment after they enter civilian life. The
HRSC hired him a couple months later to help anyone find government
employment. Shortly after he was hired-He started to specialize in finding
Wounded Warriors employment. Most people would just do their job.
Jason isn’t most people, he puts his heart and soul into his job. He started traveling to the WWB
(Lejeune) with the HRSC, he brought them into the Semper Fi Odyessy (Wounded Warrior retreat in
Boswell, PA) as well as the Wounded Warrior Marine Detachment in BAMC. When he goes to these
places, he always shares his story of his injuries as well as his success with the Wounded Warrior
Program with the HRSC. He will sit and talk to anyone who needs a listening ear, support,
encouragement, direction, and just brotherly bonding. Jason misses the Marine Corps every day and
wishes he were still active. Being able to go and talk to his military brothers and sisters helps him heal,
helps him learn, gives him a sense of accomplishment, and two of the things he misses the most…the
Marine Corps and camaraderie that comes along with it. He has gone above and beyond to make sure
this program is a success. Most people get a headache or had a bad night sleep, the entire world will
know about it. You would never know my husband lives in pain every day. You will never hear my
husband complain about his injuries, TBI, or PTSD. He probably gets around 3-4 hours of sleep (on a
good night), he has never called off and gets up every morning at 6:15 to head to work. . He has good
and bad days but he always makes the best of it. He isn’t bitter or resentful. He doesn’t agree that he
is a hero. He always says he was doing the same thing his other brothers were doing, he was just at
the wrong place at the wrong time. He will tell you that one of his best buddies, LCpl Timothy Creager,
the driver on his vehicle who sadly made the ultimate sacrifice that day is the hero.
How has your nominee shown courage in the face of adversity?
Sadly his career ended when he was medically retired in April of 2008. His LAV hit an IED on July 1st,
2004. Jason was critically injured. He suffered from 2nd and 3rd degree burns on his face and hands,
had his little finger amputated, was shot 3 times in the leg, suffers from TBI from hitting his head on
the LAV from the force of the blast, PTSD,had over 20 painful surgeries, had to learn how walk again.
Instead of letting this bring him down- like a Marine, he saw this as a challenge and wasn’t letting the
enemy win. He fought through the skin graphs, painful hours of therapy to walk and to make fists and
he fights every day to his recovery. Although his fight will never be over, my husband will never give
up. He strives to do his best with everything. There is no challenge to great or scary for him. He almost
didn’t make it through his initial injuries but he is Marine-they don’t give up.
What does your nominee mean to you and / or your family?
Jason is absolutely amazing. He can make you feel special just by looking at you. Jason has taught
and showed me what it is like to be loved and safe in every way. He will endanger himself to keep us
safe. Move the world just so we won’t get hurt. And when hurt is inevitable, he will absorb as much of
it as he can. He is everything that I could only hope our kids will aspire to be when they are older. He
always puts himself last to make sure we are happy and have everything we want and need. There
are days when he is limping because his feet/leg/back hurt so badly but he will still play with our kids,
we still go on dates, and we still travel. Our kids will always look back and remember their childhood
with their amazing father. Words couldn’t ever express how much we adore, need, and love him. I am
so thankful that I am lucky and blessed enough to have married my best friend, soul mate, and hero.
So what does Jason mean to us, that is simple…….EVERYTHING!!
https://militaryhero.com/
1. Underline any relative pronouns that can be left out in these sentences.
a. I think that my boss is the person who I admire most.
b. Harry, who was tired, went to bed very early.
e. We’re taking the train that leaves at 6.00.
d. Have you seen the book that I left here on the desk?
e. The film which we liked most was the French one.
f. My radio, which isn’t very old, has suddenly stopped working.
g. The clothes which you left behind are at the reception desk.
h. The couple who met me at the station took me out to dinner.
i. Last week I ran into an old friend who I hadn’t seen for ages.
j. Don’t cook the meat that I put in the freezer - it’s for the dog.
4. Put a suitable relative pronoun in each space, or leave the space blank where possible.
a. My bike, ..................... I had left at the gate, had disappeared.
b. The shoes ..................... I bought were the ones ..................... I tried on first.
c. The bag in ..................... the robbers put the money was found later.
d. The medicine ..................... the doctor gave me had no effect at all.
e. Peter, ..................... couldn’t see the screen, decided to change his seat.
f. I really liked that tea ..................... you made me this morning.
g. What was the name of your friend ..................... tent we borrowed?
h. The flight ..................... Joe was leaving on was cancelled.
5. Make one new sentence from each pair of sentences. Begin as shown, and use the word
given in capitals.
a. Brenda is a friend. I went on holiday with her. WHO
Brenda is .......................................................................................................................... .
b. This is Mr Smith. His son Bill plays in our team. WHOSE
This is Mr Smith ................................................................................................................. .
c. Her book was published last year. It became a best seller. WHICH
Her book ........................................................................................................................... .
d. This is the bank. We borrowed the money from it. WHICH
This is the bank from .......................................................................................................... .
e. I toId you about a person. She is at the door. WHO
The person ........................................................................................................................ .
f. Jack’s car had broken down. He had to take a bus. WHOSE
Jack, . ................................................................................................................................ .
7. These sentences are all grammatically possible, but not appropriate in speech. Rewrite each
sentence so that it ends with the preposition in italics.
a. Margaret is the girl with whom I went on holiday .
..............................................................................................................................................
b. The golf club is the only club of which I am a member.
..............................................................................................................................................
c. That’s the girl about whom we were talking.
..............................................................................................................................................
d. It was a wonderful present, for which I was extremely grateful.
..............................................................................................................................................
e. This is the school to which I used to go.
..............................................................................................................................................
f. Is this the case in which we should put the wine glasses?
..............................................................................................................................................
g. Can you move the chair on which you are sitting?
..............................................................................................................................................
h. That’s the shop from which I got my shoes.
..............................................................................................................................................
i. Is that the person next to whom you usually sit?
..............................................................................................................................................
j. This is Bill, about whom you have heard so much.
..............................................................................................................................................
8. Put one suitable word in each space, or leave the space blank where possible.
Murder At The Station by Lorraine Small. Episode S. Trouble on the 6.15. The story so far. Jane
Platt, (1) ..................... is travelling to London because of a mysterious letter, is the only person (2)
..................... witnesses a murder at Victoria Station. The detective to (3) ..................... she gives
her statement then disappears. Jane goes to an office in Soho to answer the letter (4) .....................
she had received. There she discovers that her uncle Gordon, (5) .................... lives in South
America, has sent her a small box (6) ..................... she is only to open if in trouble. Jane, (7)
..................... parents have never mentioned an Uncle Gordon, is suspicious of the box, (8)
..................... she gives to her friend Tony. They go to Scotland Yard and see Inspector Groves, (9)
..................... has not heard of the Victoria Station murder, (10) ..................... was not reported to
the police. Jane gives Inspector Groves the murdered man’s ticket (11) ..................... she found
beside his body. Then Jane and Tony decide to go to Redhill, (12) ..................... was the town (13)
..................... the murdered man had come from. On the train they meet a man, (14) .....................
face is somehow familiar to Jane, (15) ..................... says he knows her Uncle Gordon .. .
More Words in 6C
admire (sb) icon prize
alive illness racism
asthma inspire refugee
award insult sack
belong law star
dead matter tirelessly
democratic medicine unbearable
elegant nickname vaccinate
foundation otherwise wonder
hero penny
honour poster
Writing U6C.a
Write a narrative text talking about a person who you think is one of most famous
military leader in Spanish history. Refer to the leadership lessons we can learn from this
person.
Topics: luck
Objectives
Listening
Understand a short narrative in the past (p. 101)
Reading
Understand a short narrative in the past (p. 100)
Understand a short questionnaire about luck (p. 101)
Understand the main points in an article about luck (p.102/103)
Understand the meaning of words and phrases (p. 103)
Speaking
Ask about and compare answers to a questionnaire (p. 101)
Ask for and give an opinion (p. 103)
Talk about hypothetical situations in the past (p. 101)
Contents
General English: New English File 7A – Can we make our own luck?
Homework Tasks
Grammar – Third conditional (NEF ex. 2d p. 100)
Reading – Can we make our own luck? (NEF ex. 5b/d p. 102)
Vocabulary – Making adjectives & adverbs (NEF ex. 6a/b/c p. 103)
How Words Work – what or which (NEF, p. 103)
Classroom Tasks
Speaking (NEF ex. 4a/b/c p. 101, ex. 5a p. 102)
Writing practice
Image bank
Extra practice
Worksheet U7A: Workbook practice
If only
We can replace I wish with If only for emphasis.
If only I knew the answer to this question!
If only I had gone to your party last week!
In speech, only is often heavily stressed.
It’s time
The construction it’s time I/you/we ... is followed by a past tense.
Sorry, but it’s time we went home.
The meaning here is similar to a second conditional.
If we went home, it would be better.
High can be added far extra emphasis.
It’s high time you learned to look after yourself!
It’s time can also be used with the infinitive. The meaning changes slightly.
It’s time you started work! (you are being lazy and not working)
It’s time to start work. (a simple statement of fact)
I’d rather
The construction I’d rather I/you/we ... is followed by a past tense.
I’d rather you didn’t tell John about this.
The meaning here is similar to a second conditional.
If you didn’t tell John about this, it would be better.
6. 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 must use between two and five words,
including the word given.
More Words in 7A
book (sth) genuine solution
cardiologist ironic solve (a problem)
careful leave behind surprise
careless list technique
commit luck terminal
dice lucky unfortunate
effort realize unlucky
emergency routine vague
engagement rush wedding
fiancé scream
fortunate seem
Objectives
Listening
Understand a radio interview with an expert on murder mysteries (p. 104)
Reading
Understand a mystery story (p. 104)
Understand a short extract from a detective novel (p. 106)
Speaking
Ask for and give personal information in an interview (p. 105)
Ask and answer general knowledge questions (p. 107)
Confirm that information is correct (p. 105)
Ask personal questions in a polite way (p. 107)
Contents
General English: New English File 7B – Murder mysteries
Homework Tasks
Grammar – Question tags (NEF ex. 2a p. 105/ ex. 7B p. 142)
Pronunciation – Intonation in question tags (NEF ex. 3a p. 105)
Grammar – Indirect questions (NEF ex. 4f p. 107)
Vocabulary – Compound nouns (NEF ex. 5a p. 107)
Classroom Tasks
Reading & listening – Jack the Ripper - case closed? (NEF ex. 1b,c p. 104-105)
Speaking (NEF ex. 4a / 5c p. 106/107)
Writing practice
Image bank
Extra practice
Worksheet U7B: Workbook practice
The crime figures for last year reflect a definite move towards
stability in Blueland. Two significant trends stood out: a
decrease in crimes against persons and an increase in property
crimes. Murders fell by more than half compared to the
previous year and attempted murders decreased by about 35%.
Although reported cases of rape and attempted rape went up,
increasing from 150 to 215, this figure does not necessarily
mean an increase in cases of rape. It is likely that more cases
were reported to the police, suggesting greater public
confidence and that women were more willing to report rape
than they had been in the past. The number of reported
kidnappings remained steady. 12 months ago, we reported that
car thefts had decreased dramatically during the conflict
between Blueland and Redland but last year the number of car
thefts began to increase. Other kinds of theft have also gone
up. In particular, cases of robbery have increased from 340 to
490 during the last 12 months. Most often crimes against
property, including cases of arson stayed the same.
1 Why does the writer suggest that the figures for rape may
not be accurate?
2 Which crimes have increased / decreased / stayed the same?
go up = .........................................................................................
stay the same = ............................................................................
fall = ..............................................................................................
During the transition phase, continuing to fulfill its mission, as part of military expeditionary
force, facilitating co-ordination and co-operation with local or international police units;
During the disengagement, facilitating the seamless and smooth transfer of responsibilities
from the military to the civilian chain of command.
Scenarios of Intervention
The possible scenarios of intervention for EUROGENDFOR are mainly the following:
Substitution of local police forces taking place in an area where the conflict has led to a
significant breakdown of the central administration. The international police presence may be
mandated to perform the full range (or just some) of the police functions, thus being entitled to
executive police powers, and should therefore be armed.
Strengthening of local police forces in a scenario characterized by a high level of insecurity
and criminality due to the lack of a proper Rule of Law system. The international police officers
would monitor, mentor and advise as well as train the Local Police in order to raise their
professional standards, contributing to the restructuring of the Local Police also through
screening and vetting programs.
Other possible uses in humanitarian operations in case of natural or manmade disasters,
unsafe environments, lack of adequate infrastructure, internally displaced persons (IDPs) or
refugees.
Added Value
Rapid Planning and rapid deployment.
Civilian Police forces are, in general, not
capable to deploy as fast as the military.
On the contrary EUROGENDFOR is able
to deploy alongside the military in the first
stage of a crisis management operation,
generally the most critical, thus filling the
deployment and security gaps.
Possibility to act under a military chain of
command or under civilian authority
The possibility to act under civilian and
military chain of Command and even to
assure the transition from the military to the civilian primacy in a CMO will allow synergy of efforts and
consistency of action. Generally civilian polices are not allowed to act under military Chain of
command.
Capability to operate in non benign environments
Gendarmerie forces have some military skills and robust equipment that allows them to act in
destabilized environments performing police tasks from the very outset of a crisis
Steal – to secretly take something that does not belong to you, without intending to return it
Rob – to steal from someone or somewhere, often using violence
Break into – to get into a building or car using force, usually to steal something
innocent sentence verdict witnesses trial judge victims testified suspects arrest
1. None of the ....................................... wants to testify in the murder trial because they are afraid
the suspect will kill them when he gets out of prison.
2. I hope they ....................................... the guy that has been breaking into cars soon.
3. Voltaire said it is better to risk saving a guilty person than to condemn an ............................. one.
4. Before sentencing, the ....................................... said that it was the most horrible crime he had
ever heard of.
5. During the trial, the old woman ....................................... that on the night of the murder, she
heard the accused threatening to kill the victim.
6. The murderer received a ....................................... of twenty years in prison.
7. Many old people are afraid of becoming ....................................... of crime, but studies show the
elderly are actually the least likely members of society to be attacked or robbed.
8. The suspect cried with relief when the ....................................... was read out.
9. The police have no ....................................... as of yet in the murder case.
10.The witness gave evidence at the ....................................... which suggested the police had
arrested the wrong person.
More Words in 7A
admit godparents nod
associate incredible rise
brutal inhabitant robbery
century make fun of rub
detective member sarcasm
DNA merchant signal
fascinated murder witness
forehead mystery
Objectives
Listening
Understand a conversation where the speakers apologize and respond politely (p. 112)
Understand a short conversation and identify how the speakers feel (p. 112)
Reading
Understand short texts about the media and TV (p. 109)
Understand a short text about the good and bad points of TV (p. 109)
Use a dictionary (p. 108)
Speaking
Complete a short questionnaire about TV habits (p. 108)
Apologize, make an excuse and respond politely (p. 112)
Use polite expressions and phrases (p. 112)
Contents
General English: New English File 7C – Switch it off
Homework Tasks
Grammar – Phrasal verbs (NEF ex. 2b/e p. 108/ex. 7C p. 142)
Reading – Couple switch on after 37 years without power (NEF ex. 5c/e p. 111)
Classroom Tasks
Speaking (NEF ex. 1a/b p. 108 / ex. 4b/c p. 110)
Pronunciation – Revision of sounds/linking (NEF ex. 3a/b/c p. 110)
Listening (NEF ex. 6a p. 111)
Writing practice
Image bank
Extra practice
Workbook practice U7C
2. Develop a five-day training course for journalists who are deploying with your unit on a
peacekeeping mission in a war-torn country. What other advice would you give to
journalists deploying to war zones?
1. A journalist who lives and travels with a military unit on an operational tour. ................................
2. A staff officer with responsibility for relations with the media. .....................................
3. Protection of important military information. .....................................
4. A journalist who reports far a radio or television station. .....................................
5. When a military unit decides not to use communications equipment. .....................................
Now say how you think they feel. Use these words.
calm confident excited focused nervous scared worried
10.Listen to the next part of the conversation and tick the things Paul has in common with the
soldiers.
..... 1. He only showered once a month ..
..... 2. He ate combat rations every day for a month. Describe a dangerous
..... 3. He wore a military uniform. experience and say how
..... 4. He carried a weapon. you felt.
..... 5. At night, he often had to dig a trench to sleep in.
Discuss how the media coverage of a conflict can benefit the military. Talk about
1 the effect on public opinion
2 the influence on political decision
3 the effect on soldiers’ morale
humanitarian-relief workers than with the U.S. military. Given that all these groups push various
political agendas, it is fair to ask why embedding has struck a raw nerve.
The common denominator among the non-military groups is that they derive from the same elevated
social and economic strata of their societies. Even relief workers are often young people from well-off
families, motivated by idealism and a desire for adventure. An American journalist would most likely
find it easier to strike up a conversation with a relief worker from another Western country than with a
U.S. Marine or soldier, especially if that Marine or soldier were a noncommissioned officer. This is not
necessarily because the journalist and the relief worker share a liberal outlook; a neoconservative
pundit would fare no better with the NCO, for example. The NCO is part of another America—an
America that the media elite is blind to and alienated from.
I am not talking about the poor. The media establishment has always been solicitous of the poor, and
through much fine reporting over the years has become intimately familiar with them. I am talking
about the working class and slightly above: that vast, forgotten multitude of Americans, especially
between the two cosmopolitan coasts, with whom journalists in major media markets now have fewer
and fewer opportunities to engage in a sustained, meaningful way except by embedding with the
military.
The U.S. military—particularly at the level of NCOs, who are the guardians of its culture and
traditions—is a world of beer, cigarettes, instant coffee, and chewing tobacco. It is composed of
people who hunt, drive pickups, use profanity as an element of ordinary speech and yet have a
simple, sure, demonstrative belief in the Almighty. Though this is by and large a politically
conservative world, neoconservatives might not feel particularly comfortable in it. Some neocons, who
have taken democracy and turned it into an ideological ism, wouldn't sit well with Army and Marine
civil-affairs and psy-ops officers who pay lip service to new democratic governing councils in Iraq and
then go behind their backs to work with traditional sheikhs. The meat-and-potatoes military is about
practicalities: it does whatever is necessary to, say, restore stability in Iraq and Afghanistan. In
Afghanistan, Army Special Forces work regularly with undemocratic warlords and tribal militias, and
see no contradiction with their own larger belief in democracy. Arguing over abstractions and refining
differences between realism and idealism is the luxury of a well-to-do theory class.
The military is an unpretentious environment in which, for instance, the word "folks" is commonly used
for people both good and bad. When, after 9/11, President George W. Bush drew snickers from some
writers for his reference to al-Qaeda terrorists as "those folks," it was an indication not of Bush's poor
speech habits but of the regional and class prejudices afflicting the media establishment.
The starkly differing attitudes toward Bush that one encounters within the media and the military go to
the heart of this class divide. You may not get much of a sense of it at the Pentagon, or at military
academies such as West Point and Annapolis. The Pentagon is about as indicative of the rest of the
military as Washington is of the rest of America; West Point and Annapolis are about as indicative of
U.S. military schools as Harvard and Yale are of colleges and universities across the heartland. To
know what soldiers, Marines, and other uniformed Americans think, visit the housing for young NCOs
at a base such as Camp Lejeune, North Carolina; Fort Campbell, Kentucky; Camp Pendleton,
California; or Fort Hood, Texas. Visit the Army Sergeants-Major Academy in El Paso, Texas, or the
Army and Marine infantry schools at Fort Benning, Georgia, and Twentynine Palms, California. Visit
U.S. barracks and military chow halls around the world.
NCOs in these places appreciate President Bush, whatever his manifold weaknesses, for subjective
cultural reasons. His voice is a clear, simple one that speaks of a clash between good and evil,
between good guys and bad guys. Bush talks like a believer; he is unabashedly Christian. He says
openly that it is all right to kill the enemy, which goes a long way with military fighting units. One Air
Force master sergeant told me, "I reject the notion that Bush is inarticulate. He is more articulate than
Clinton. When Bush says something, he's clear enough that you argue about whether you agree with
him or not. When Clinton talks, you argue over what he really meant."
Bush, from an elite East Coast family, connects with sergeants and corporals in the same visceral,
almost tribal way that I saw Israeli Prime Minister Menachem Begin, a sophisticated European Jew
who relaxed to the music of Chopin, connect with the tough, working-class Oriental Jews of Israel's
slums and development towns a quarter century ago. The Oriental Jews, like American NCOs, were
looking not for subtlety or complexity but for clarity. How deeply does this man believe? Will he fight to
the finish?
In a recent article in The National Interest, Samuel Huntington, of Harvard University, writes about the
divide in American society between the elites, who are cosmopolitans, and the mass of citizens, who
are nationalists. The media and the armed forces, respectively, are poster children for these two
categories. The world of the media is just as easily defined as that of the military. Journalists are
increasingly global citizens. If they themselves do not have European and other foreign passports,
their spouses, friends, and acquaintances increasingly do. Whereas the South and the adjacent Bible
Belt of the southern Midwest and the Great Plains dominate the military, and the only New Yorkers
and Bostonians one is likely to meet in the barracks are from working-class areas, heavily Irish and
Hispanic, the urban Northeast, with its frequent air connections to Europe, is where the media cluster.
Whereas the military is a lower-middle-class world in which a too-prominent sense of self is frowned
on, the journalistic world too often represents the ultimate me, me, me culture of today's international
elite.
The military and the media occupy distinct cultural and economic layers. For the military this doesn't
really present a problem. Its culture is appropriate to its task, which is to defend the homeland, through
the violent use of force if necessary. The troops who do this require nationalism more than they do
cosmopolitanism, though a bit more of the latter would certainly be healthy. They also require a
religious spirit that is both martial and compassionate, a requirement that the Old Testament
orientation of southern evangelicalism satisfies nicely. The soldiers I have met harbor no particular
resentments. They are middle-class in their minds, whether or not they are in reality; the military offers
a telling demonstration that class resentment is mainly an obsession of the elite.
But the media do have a problem. They are supposed to explain what is happening in a diverse world,
which is difficult to do if journalists all hail from the same social and economic background. The media
establishment may claim eclectic origins, but whether a journalist grew up in New York or Hong Kong
or Mexico City matters less than you might think if in any case he is affluent and well educated: the
New Yorker will have more in common with his colleagues from Asia or Latin America than he will with
someone from a working-class background in Allentown, Pennsylvania.
To deny that this is an issue for the media is to deny a basic truth of writing: though journalists assume
the mantle of professional objectivity, a writer brings his entire life experience to bear on every story
and situation. A journalist may seek different points of view, but he shapes and portrays those
viewpoints from only one angle of vision: his own.
The blue-collar element that once kept print journalism honest has been gone for some time.
Journalists of an earlier era may have been less professional, but they were better connected with the
rest of the country. The mannered intrigues of the well-heeled Washington and New York media world
have come to resemble those of the exclusive Manhattan society that Edith Wharton chronicled a
hundred years ago.
How many members of this world really know people in the active-duty military or the National Guard?
The East Coast media's social circle is much more likely to include aging sixties protesters than
Vietnam veterans. Of course there are exceptions to all of this, but exceptions don't cut it.
Yes, the editorial boards of prestigious newspapers regularly invite top military brass up to their
offices, and a contingent of colonels are always studying at Harvard's Kennedy School of Government
and similar places. Furthermore, the military correspondents of the major newspapers are in a
category by themselves in terms of considerable expertise and well-rooted personal relationships with
military men and women. But such cross-fertilization does not go very deep in the larger scheme of
things. Besides, generals and colonels are not really what the military is about.
So although some journalism professors may worry that military embedding is subverting the media, I
would argue the contrary. The Columbia Journalism Review recently ran an article about the
worrisome gap between a wealthy media establishment and ordinary working Americans. One solution
is embedding, which offers the media perhaps their last, best chance to reconnect with much of the
society they claim to be a part of.
Verbs are often followed by particles like back, off, through, up, etc (the word particle means
adverb or preposition). Sometimes both verb and particle have their normal meaning. At other
times there is a new meaning when they are put together. Compare:
Can you bring up the radio from downstairs? (normal meaning)
She has brought up two children on her own. (new meaning = look after until adult)
The term ‘phrasal verb’ is used for the second case, where the verb + particle together has a
special meaning. Phrasal verbs are common in informal English.
Often one phrasal verb can have several different meanings and the correct one is only clear from
the context.
Cut down on = reduce the amount of (I’ve decided to cut down on smoking.)
Catch up with = reach the same place as ( They are too far ahead for us to catch up with them.)
Come up against = meet, find (I’m afraid we’ve come up against a problem we can’t solve.)
Come up with = think of (Have you come up with an answer yet?)
Drop in on = visit for a short time (I dropped in on Bill and Sheila on my way home.)
Face up to = accept, deal with (You must face up to reality! )
Feel up to = have the strength and energy to do (You must feel up to going to work.)
Get away with = do something bad and not be punished (Jack stole the car and got away with it.)
Get along/on with = have good relations with (Do you get along l on with your new boss? )
Get on with = continue with (Stop talking and get on with your work! )
Get out of = avoid a responsibility (I managed to get out of working late.)
Get round to = find time to do (I haven’t got round to decorating yet.)
Get up to = do something bad (What has young Bill been getting up to?)
Go in for = have as a hobby (Do you go in for sailing? )
Grow out of = become too old for (Julie has grown out of playing with dolls )
Keep up with = stay in the same place as (You’re going too fast! I can’t keep up with you!)
Look down on = feel superior to (Our neighbours look down on anyone without a car.)
Look up to = respect (I really look up to my teacher.)
Look forward to = think we will enjoy (We are looking forward to our holiday.)
Make up for = compensate for (This wonderful dinner made up for the bad service.)
Put up with = accept without complaining (I can’t put up with these screaming children!)
Run out of = have no more of (Oh dear, we’ve run out of petrol!)
Stand up for = defend (You must learn to stand up for yourself!)
Ask after = ask for news of (Jim asked after you yesterday.)
Call for = come to your house and collect you (I’ll call or you at six.)
Call on = visit for a short time (I called on some friends in Plymouth.)
Come across = find by chance (Joe came across this old painting in the attic.)
Come into = inherit (Sue came into a large sum o money.)
Count on = depend on (I’m counting on you to help me.)
Deal with = take action to solve a problem (How can we deal with the traffic problem)
Do without = manage without having (We’ll have to do without a holiday this year.)
Get at = suggest (What are you getting at?)
Get over = recover from (Barry has got over his illness now.)
Go over = discuss the details (Let’s go over our plan once more.)
Join in = take part in, contribute to (Try to join in the lesson as much as you can.)
Live on = have as income (They live on the money her father gives them.)
Look into = investigate (The government is looking into the problem.)
Look round = look at everything (Let’s look round the town today.)
Make for = go in the direction of (Where are you making or exactly?)
Pick on = choose a person to punish (My teacher is always picking on me.)
Run into = meet by chance (I ran into Steve in the supermarket yesterday.)
See about = make arrangements (Well have to see about getting you an office.)
See to = attend to, take care of (Can you see to the dog’s food )
Stand for = tolerate (I won ‘t stand for such rudeness!) / = be a candidate for (Andrew is standing or
parliament.)
Take after = have the same characteristics as (Helen t:akes after her mother.)
Break down = stop working (The car broke down on the motorway.)
Break out = begin suddenly (The war broke out unexpectedly.)
Come out = be published (Her new book came out last week.)
Draw Up = come to a stop (Suddenly an ambulance drew up outside.) / write a legal document (My
lawyer is drawing up a contract for us.)
Fall out = quarrel (Charles and Emily have fallen out again.)
Get away = escape (The bank robbers got away in a stolen van.)
Give in = stop fighting against (She pleaded with me, and I finally gave in.)
Go off = explode (Everyone panicked when the bomb went off.)
Look out = beware (Look out! There’s a car coming!)
Set in = to arrive and stay (I think the rain has set in for the day.)
Show off = behave to attract attention (You always show off at parties.)
Take off = leave the ground (Your plane takes off at 6.00.)
Turn up = arrive, often unexpectedly (Guess who turned up at our party?) / increase (Can you turn up
the sound*?)
Wear off = become less strong or disappear (When the drug wears off you may feel pain.)
1. Rewrite each sentence so that it contains the phrasal verb in brackets. You may have to
change the form.
a. Sorry, but I haven’t found time to fix your bike yet. (get round to)
.........................................................................................................................................................
b. Oh bother, we don’t have any milk left. (run out of)
.........................................................................................................................................................
c. It took me a long time to recover from my illness. (get over)
.........................................................................................................................................................
d. Julie must be too old to bite her nails. (grow out of)
............................................................................................................................ .............................
e. I think we’ve found an answer to the problem. (come up with)
.........................................................................................................................................................
f. I don’t think I’m well enough to play football today. (feel up to)
.........................................................................................................................................................
g. Ann is someone I really respect. (look up to)
.........................................................................................................................................................
h. I must arrange to have the kitchen painted. (see about)
.........................................................................................................................................................
i. Please help me. I’m relying on you. (count on)
.........................................................................................................................................................
j. Peter is just like his father! (take after)
.........................................................................................................................................................
2. Complete each sentence with one of the words from the box.
across against for in into on round to up with
a. I’ll send someone to call ...................... the parcel on Thursday.
b. You’ll have to work hard to keep ...................... with the rest of the class.
c. Jean didn’t expect to come up ...................... such difficulties.
d. It’s not fair. You’re always picking ...................... me.
e. Terry sang the first verse and then everyone joined ....................... .
f. I came ...................... one of your novels in a second-hand bookshop.
g. I’m not interested in buying anything. I’m just looking ....................... .
h. Don’t you think the manager should deal ...................... this problem?
i. George came ...................... a lot of money when his uncle died.
j. You look very guilty! What have you been getting up ...................... ?
3. 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 must use between two and five words,
including the word given.
a. The weather was fine, and everyone was ...................... the coast.
A. going in for B. making for C. joining in D. seeing about
b. How much money do you manage to ...................... ?
A. come into B. go in for C. deal with D. live on
c. There isn’t any sugar, I’m afraid. You’ll have to ...................... .
A. run out B. put up with C. do without D. make for
d. I was passing their house, so I ...................... Claire and Michael.
A. dropped in on B. came up with C. got on with D. ran into
e. I don’t really ...................... winter sports very much.
A. deal with B. face up to C. go in for D. get round to
f. Losing my job was a great shock, but I think I’m ...................... it.
A. seeing to B. putting up with C. standing for D. getting over
g. Sheila’s gone to ...................... having a new phone installed.
A. see about B. deal with C. get round to D. ask after
h. I’ve had to ...................... a lot of insulting behaviour from you!
A. look down on B. put up with C. stand up for D. get on with
i. The hotel was terrible, but the wonderful beach ...................... our disappointment.
A. got over B. faced up to C. saw to D. made up for
j. Jack has decided to ...................... the time he spends watching television.
A. run out of B. see to C. cut down on D. come up with
6. Choose the most suitable ending for each sentence. Note that some of the phrasal verbs
have a different meaning to the one given in the Explanations section.
7. Rewrite each sentence using a verb from the box so that the meaning stays the same. You
may have to change the form.
8. 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 must use between two and five words,
including the word given.
12.Choose the best meaning for the words in italics. Note that some of the phrasal verbs have
a different meaning to the one given in the Explanations section.
More Words in 7C
battery gadget reality show
charge go off schedule
chat show grow (sth) soap
(a) cold habit store
corner invent sweep the floor
cough iron towel
discuss manage TV channel
embarrassed miss (a) well
first and foremost nightmare
flexible quiz show
Writing Practice
A NARRATIVE STORY
is usually written for an English-language magazine or anthology, or a website.
The main purpose is to engage the interest of the reader.
Effective answers have a clear storyline which links coherently to the prompt sentence and
demonstrates a sound grasp of narrative tenses
The question for a narrative story can be worded in a few different ways. For example, you may
have to answer something like this:
i. Write a text about
a. a personal anecdote: my first fight, my last Japanese meal, my new shoes...
b. the events leading to the situation in the picture:
The B2 narrative story task probably poses two major problems. For some students who believe they
lack creativity to invent stories, it is perhaps difficult to decide what to write about. For others, it is
difficult to tell a story within the word limit.
In the short story, students should be aware of the importance of developing a clear and coherent
storyline from the prompt sentence. There is ample scope for imagination in this task, and the use of
interesting adjectives, adverbs and expressions should be encouraged. Good use of linking words,
particularly time expressions, is also important in this task. A firm grasp of the correct use of past
tenses is essential. The immediate purpose of a narrative story would be to engage the interest of the
reader, so a strong beginning is important. In any case the most important thing is to answer the
question!
Main part. This is the part where the action happens. In the second and third paragraph there is
usually a buildup to the main event in the fourth and last paragraph in the main part.
Remember, in each paragraph one specific thing should happen that advances the story along.
Conclusion. In the conclusion there is usually a summing up, or lesson learned, or the writer’s
feelings or impression of the events, if the story is told in the first person.
Write a story which sounds INTERESTING. It can be something funny or where you learnt an
important lesson. It should have some kind of point to it.
What should you write about? That’s up to you. You might like to write a true story, something
that happened to you or someone you know; you might like to write a fantasy, like a ghost story;
you might like to write about something exciting, like a rescue. That’s the fun of story writing: the
fact that you can choose any subject.
But whatever you choose, recognize your limitations. Don’t try to tackle novel-length subject
matter. Don’t try to summarize an entire movie you’ve seen. In this length of story you only have
the space to write about one incident, one thing that happens. The rest of the story adds detail.
Finally don’t be afraid to show some of your PERSONALITY!
Stages you should follow to write the narrative: pre-writing, writing and
proofreading.
A. Pre-writing
1. Write an outline of what the story could basically be about. Read the exam rubric carefully.
2. Brainstorming
Try to get more details. To help with this, ask yourself questions about the three main parts of a
story (that is, the plot, the characters, and the setting). For example: where did this all take place
and when? Who are the participants? What time of day was it when the story begins? What was
the weather like? ... ). Note down important points.
The plot
The plot of your story tells the actions and events that take place in your story. It’s usual to describe
events in the order in which they happened but this is not compulsory.
Your plot should have an introduction, a problem and its resolution.
The story can be fact or fiction. It’s usually easier to write a story which is based on your own
experience, but don’t be afraid to change the details or invent new parts if this helps to make the
story more interesting or entertaining. A good plot is not only entertaining, but also surprising and /
or funny.
The characters
A person, animal or imaginary creature in your story. There are usually one or two main characters.
There can be many secondary characters too. Make your characters interesting so that they hold
your reader’s interest.
The setting
This is where your story takes place. The setting is a time - the future, the past, or now. Think of
the weather, time of year ... Use phrases to show when things happened in your story (e.g. Almost
three months before ... / By the beginning of May ... ).The setting is also the place (e.g. on the
moon, in Chicago, at the Whitehouse).
A final aspect to decide before starting to write is from whose point of view the story is going to be
told. Narratives can be written in the first person, that is, using I / we or third person he / she / it /
they. Sometimes the exam makes this clear. For instance, if the exam rubric reads: Write a story
which ends with the following words: “But next time I visit a foreign country I’ll definitely learn a few
key words of the language before I go”; you obviously have to use the first person narrator.
3. Organization
Arrange the ideas into paragraphs. Stories are often told in 4 stages:
1. Introduction: who was involved, time, place, or even source of the story (I was told this story by
my grandfather when I was a child.)
2. Background: weather, moment of day, description of places and information / description of the
characters ... The introduction and background can be both presented in the first paragraph.
3. Problem / Body: consisting usually of two or more paragraphs, where you develop your story,
presenting the events that happened.
4. Resolution / Conclusion: the last paragraph, where you tell what happened at the end of the
story, including people’s feelings, final comments or reactions. Decide whether your story will
have a happy or a sad ending. A surprising ending makes a good impression on the reader.
B. Writing
Write the composition, using the number of words you are told and taking into account the four stages
mentioned before (i.e. introduction, background, problem and resolution).
While writing
While writing pay particular attention to :
1. Narrative Tenses
Stories can be fun to write but they are also challenging, and one of the most difficult grammar
aspects is the correct use of verb tenses. Stories should be told mainly in simple past tense, with
occasional use of past progressive or continuous, and past perfect. Don’t mix present and past
tenses, and don’t make the common mistake of using past progressive for simple past. Watch your
tenses!
It is important to have a good handling of tenses for the reader to follow the sequence of events.
Try to vary your structures, you can use reported speech or quote some words from the characters
to make it more vivid. Sentence length and punctuation require some thought, too.
Past Simple:
o to describe simple facts and states (She opened her eyes, yawned, and slowly got up.)
o to describe events that follow each other (She left the building, went to the shop where she
realised she did not have enough money and returned home.)
Past Continuous:
o to set the scene (The wind was blowing, dark clouds were gathering over his head and he
was getting cold.)
o (used with Past Simple) to show that the continuity of one action is interrupted by another
action (Tom was watching the news when a strange noise came from the basement.)
Past Perfect/ Continuous:
o ‘past in the past’- to indicate that something happened earlier than the action described (She
stared at him trying to remember where she had seen that face before.)
o to indicate that what happened earlier was a longer activity (She was dirty and sweaty as
she had been playing volleyball all day.)
In short:
Use past continuous for background information. For example – It was raining heavily as we left
the house….
Use past perfect before the main events of the story: but Anne had kindly lent me her umbrella.
Use simple past for the main events: There wasn’t a single person on the street.
Practice
Now choose the correct past tense that you would have used in the story above.
A local newspaper is holding a story competition and you have decided to enter. Your story should
start with: I stood on the deck staring at the huge waves. Write your story for the competition.
An unforgettable journey
I stood on the deck, staring at the huge waves. From the moment we 1. had left / were
leaving port and sailed into the English Channel, the weather had got worse and
worse. Now, lightning flashed across the sky, which was covered in dark clouds.
Suddenly, the noise of the engines 2. had stopped / stopped. The ship 3. slowed / was
slowing, rolling heavily in the rough sea. A voice over the loudspeakers 4. told / were
telling us to remain calm - then added that a fire had started in the engine room,
and said that all passengers must go immediately to the nearest lifeboat station.
We all 5. ran / had run onto the deck, following the signs to the lifeboats. The ship’s
officers arrived, made sure we had lifejackets and 6. showed / were showing us how to
put them on.
I 7. looked / was looking again in horror at the wild, stormy sea. The thought of
being out there in a tiny boat was terrifying. Minutes 8. had passed / passed like
hours, until at last a voice 9. was announcing / announced that everything was
under control and the danger was over. We all 10. cheered / had cheered as the
engines started again and the ship 11. moved / was moving forward into the waves.
I still couldn’t believe it was over - not until we had reached port and 1 12. was
standing / had stood solid ground again!
Practice
1 Circle the correct linking words in the text.
About a week before / in the end (1) I went to Peter’s birthday party, I bought him a present. I got
to the party early but later / as soon as (2) I arrived I gave him the present and he liked it. Then
some more people came and the party started. First / Suddenly (3) we had a drink. Next / During
(4) we had tea. After that / During (5) tea I talked to Sue but before / as soon as (6) we started
talking her mother phoned. There was an emergency at home and she went home. But she came
back later / as soon as (7). It was a summer evening and we went outside. First / Suddenly (8)
the moon came out and we all looked at the moonlight in the garden. After that / During (9) we
went back in again. We played some music, talked and danced. Suddenly / In the end (10) we all
went home. It was a good party.
d) Ranega Airport is on the east coast of the island. It is one of the most modern airports in the
country. (past participle: situated)
........................................................................................................................................................
e) Aucklard has more boats than anywhere else in the world. It also has some of the best beaches
in New Zealand. (as well as)
........................................................................................................................................................
f) The audience was mostly teenagers but they liked the 1960s dance. (although)
........................................................................................................................................................
g) The audience was mostly teenagers but they liked the 1960s dance. (However)
........................................................................................................................................................
h) I put a table-tennis table in the cellar. We can play table-tennis in the evenings. (so that)
........................................................................................................................................................
i) We have a swimming pool in the garden. Swimming is the sport I like best. (because)
........................................................................................................................................................
3. Grammar Structures
Try to use a variety of structures (conditionals, reported and direct speech, relative clauses,
passive and active voices, etc.)
Participles are also useful when telling a story because they are economical (you can join two
simple sentences into one longer, more sophisticated sentence):
• Instead of: He turned on the light. He saw someone in the room.
You can use a present participle (-ing): Turning on the light, he saw someone in the room.
• Instead of: She was relieved. She left the police station.
You can use a past participle: Relieved, she left the police station.
Direct speech can be used occasionally for dramatic effect, but don’t use direct speech for very
long. Remember to use inverted commas correctly:
“…”, said Fred “…”, shouted Fred “…”, whispered Fred “…”, announced Fred
“…”, thought Fred “…”, screamed Fred “…”, cried Fred “…”, promised Fred
“Mummy”, I said that night, “do you think if I prayed hard God would send daddy back to the war?”
She seemed to think about that for a moment.
“No dear”, she said with a smile, “I don’t think he would”.
“Oh!” I said.
Concluding stories:
When it was all over Looking back now In retrospect In the end
It ended with After all that had happened
Physical Actions
see (use your eyes); look (at) (look carefully); watch (pay attention to sth that is moving);
Sight
glance (look at sb/sth very quickly)
taste (When you’ve got a heavy cold, you can’t really taste things properly.)
sweet (honey); salty (crisps); bitter (strong coffee); sour (vinegar); spicy/hot (Indian
Taste
food).
tasty (food); tasteful (clothes, furnishings, architecture ... ); exquisite; delicious; tasteless
feel (It was a terrible fire, they could feel the hot air.)
touch (Don’t touch those wires -they’re dangerous.)
Touch
grab (take sth suddenly and roughly) (She grabbed her bag and ran.)
hold (Could you hold my hand?)
Smell: Always smell wine before tasting it.
Smell Positive: aromatic (with a pleasant smell), e.g. aromatic oil
Negative: smelly (with a strong or unpleasant smell), e.g. smelly feet
Hearing hear (able to hear); listen (to) (pay attention to things you hear)
verbs connected with the breathe (through your nose or mouth), yawn (when you are tired or
mouth/nose and breathing bored), cough, sneeze, sigh, snore, smile, laugh
verbs: whisper (soft), shout (loud, angry or excited), scream (loud,
frightened or excited)
adverbs:
verbs / adverbs connected
if sb feels angry: angrily, furiously
with speaking
if sb feels unhappy: unhappily, sadly
if sb feels happy: happily, gladly
if sb feels worried: anxiously, nervously
verbs connected with chew (grind food with the teeth), bite (cut, crush with the teeth),
eating/drinking swallow (let food go down the throat)
verbs connected with the blink (shut and open the eyes quickly), cry, blush (become red in
eyes and face the face)
verbs connected with the nod (move your head to mean yes), shake (move your head to
head/hair mean no··), comb
verbs connected with the clap (strike one’s hands to applaud), knock (on a door), wave
hands/arms (goodbye), point (at sb/sth), shake hands
verbs connected with the sweat, shiver (shake slightly and uncontrollably), stroll (walk in a
body slow casual way), march (walk quickly and with a clear purpose)
Places
C. Proofreading
Read through the story in order to see if you can find any mistakes.
1. Make sure you stick to the question.
2. Evaluate the layout and organization.
3. Revise grammar.
4. Revise vocabulary. In narrative stories repetition of words and structures is quite frequent.
And Pinocchio’s nose started to grow, and the more he lied, the more it grew, and the more it
grew, the more he lied.
However, when describing it’s important to vary the adjectives so that you do not use “nice” and
“good” all the time.
5. Revise spelling, capitalization and punctuation.
6. Revise style: narrative stories have a rather informal style. Therefore, you can use ...
6.1. Informal vocabulary: words of Anglo-Saxon origin (e.g. wrong instead of incorrect),
colloquial expressions/idioms, phrasal verbs (e.g. get on) ...
6.2. You can use the first person and expressions of personal feelings. Example:
I saw him once, in the distance, a mysterious figure in his black cloak with his silver
walking stick in his hand.
6.3. You can use informal structures (imperative sentences, contractions, direct speech ... )
but also formal ones (passive voice, indirect speech ... ) to give your text variety of
structures.
6.4. You can use informal punctuation marks such as exclamation marks (!), dashes (-), or
parentheses. Pausing ( ... ) is also frequent to add dramatic effect.
And as I pushed open the door ... I saw a huge figure standing by the window.
Practice
Look at the short story and do the exercises to improve your writing skills.
Sample stories
Totem Pole
My grandparent's house was a magical place for me when I was a little girl. There was
an amazing loft where I could spy down on my brothers, a smelly chicken coop to visit
every morning to check for fresh eggs, a wonderful swing in a gigantic, old maple
tree and a tall, black totem pole on the front steps. The totem pole had always
fascinated me and loved to stare into the blank eyes of the thunderbird at the top
and wonder what he was thinking. I enjoyed running my small hands over the
chiseled black wood and marveling that the carver had included details such as eyes,
wings and even feathers. However, it was the thunderbird's nose that intrigued me the
most His long black beak stuck out from the totem pole and had two carved nostrils at
the curved end. The nostrils were curious black holes that tempted me. One day I
cautiously poked my finger into the thunderbird's nostril, not sure how far it would
go. I suddenly felt a sharp sting and I screamed as I yanked my finger out. Not only
had I poked my finger into the nose of the thunderbird, but also right into the back
end of a bumble bee. Whenever I see the stately totem, now on my parents' front steps, I
remember what a painful and embarrassing way it was for me to learn· to "keep my
fingers to myself".
My Trip to Maui
One time my family and I went to rn.aui. We went because it was spring break and
my dad was able to take some time off. My mom told me we were going one day at
dinner. I screamed, I was so excited. So we packed are bags, drove to the Airport and
got on the plane. It was fun going on the plane because I’d never been on one before.
Then we watched a movie on the plane-it was "Pirates of the Caribbean". Then we
landed on Maui picked up our rental car and drove to our hotel. Our hotel was real
nice. It had a pool shop's a nice beach and a cute lifeguard. We did lots of fun things
on Maui. It was my first time going to the tropics, which I really love. We drove to
Hana, snorkeled and went to the beach everyday. One day I almost drowned when I
got caught in a riptide and in some big waves. It is scary. Then we came home and
the plane is delayed in Honolulu. Then we had to go to school and I was sad. I love
Maui, it was the best vacation ever of my life, it was great, you should go.
Easily the most embarrassing incident of my life happened to me when I was at university.
Tired of trying to study at home with my noisy flatmates, I’d gone to the university library
for some peace and quiet. At first, I saw no reason to regret my decision as everyone was
studying in complete silence. But after about twenty minutes an alarm clock went off near
my table.
'Ring screech screech ring!' It was one of these alarms designed to wake up not just the
owner of the clock but anyone in the same street. After about five minutes, I'd had enough
so I stood up, stared around the room and shouted: 'Would the idiot who's brought their
alarm clock with them please turn off now!' At this point the librarian came up to my table
and said cautiously: 'Actually Sir, the noise seems to be coming from your bag'. I stared at
her and said: 'Do I look like the sort of person who would set off an alarm in a library?'
The librarian moved away reluctantly, but didn't take her eyes off me. Everyone else had
started to look at me. Meanwhile, the noise continued. I was just about to leave the library
when the librarian marched up to my table, picked up my bag and pulled out an alarm
clock with a triumphant smile on her face. 'So it wasn't you then?' she said, loud enough
for everyone to hear.
On the way out of the library, I realized what had happened. My flatmates had stuck the
clock in my bag for a joke. My embarrassment turned to anger and I started to plan the
revenge.
I’d never been so angry in my whole life. 2005’s New Year reminds the worst evening
I’ve ever spent.
I was flying to Rio de Janeiro to receive the new millennium and spend my holidays
with my dear father, as I usually did since my parents had divorced in 1992. The
journey began well. The flight was very quiet, I could enjoy watching a romantic film
called ‘Shakespeare in Love’ and before getting anxious the airplane had landed.
My father was there. He seemed to have changed since the last time I had seen him.
Although he was in his sixties, he kept on being an attractive man. We were just
arriving at home when he gave me a marvellous piece of news. 'I'm engaged with a
charming woman and I can't wait you meet her'.
I was still shocked when a very young lady appeared with a big smile to receive us.
She was his girlfriend. I couldn’t believe my eyes and I shouted: ‘Is it a joke? She is on
her thirties; she can be your daughter?’ You can imagine the dinner.
As the song says: ‘The time goes by...', and fortunately my father recovered his
common sense and that love story finished in a few months.
Jane woke up in the middle of the night. Her room was filled with the moonlight. She
lay in her bed for a while watching weird figures appearing on the wall. 'Hmm. It is
strange. The moonlight does not cast shadows' - Jane observed but she was too drowsy
to give it a deeper thought.
The girl began falling asleep again when she heard a strange whisper. The sound was
unusual enough to draw her attention. Jane got up and tiptoed to the window.
Hidden behind the curtain and unnoticed by anyone, she witnessed an
extraordinary meeting.
It was sort of an animal counsel. There were a lot of different species participating in
this specific get-together. They sat together in two circles - bigger animals found place
on the ground and birds shared the branches above them. The group discussed
something - Jane was sure of that, but she did not understand a single word of their
language.
Next morning Jane woke up on the floor next to her bed. She still thought of her funny
dream while making breakfast. Her cat was sitting on the sill, watching her with
narrowed eyes...
Although I wasn’t feeling well, somehow I managed to get onto the tram to work.
Rather foolishly, I’d cooked some food the previous night with an old sauce which
had gone off. Now I was paying the price. I’d seen there was a little mold on top of the
carrots I was eating yet this Australian attitude came across me:
“She’ll be right.”
So I kept on eating. I should have known that something was up when I felt a little
dizzy. On the tram I felt faint. Things got worse when the tram was re-routed about 5
minutes’ walk from the school. Damn.
As I was getting off, a girl came up to me.
“Do you remember me?”
I thought it was Pavla joking about her absence the week before.
Writing tips
“Sorry, not feeling well. I may have to cancel today’s lesson.”
What to do before writing
“But..you taught me 5 or so years ago. Don’t you remember?” Now I was delirious. But
I for
didPart 2 choose the
remember, topicIt
slowly. you know Pavla.
wasn’t most about
read the question carefully
Looking a little perplexed, Aneta pointed in the direction of the school. Then she
underline the key information required in the question
smiled
think ofand walked
as many ideasaway.
as possible for the question
think about vocabulary you could use in relation to this subject
remember the characteristics of the type of writing you are required to do (article, report, etc.)
5. Complete each sentence with one of the phrases from the box.
all night long in a few moments in the nick of time once and for all all the time
from time to time over and over again the other day this time next week
one at a time all year round for hours on end
a. Don’t carry the boxes all together. We’ll move them ............................................................. .
b. I’ve told you ............................................................................................. , don’t leave it here!
c. It’s time you stopped biting your nails ................................................................................... .
d. Sheila grabbed Bill ........................................................................................... before he fell.
e. Hurry up! The bomb will go off .............................................................................................. .
f. We shouldn’t have trusted Michael. He was lying ................................................................. .
g. Gerry sits staring at the television ......................................................................................... .
h. ................................................................. I’ll be lying on the beach, not working in the office!
i. The swimming pool on the common is open ......................................................................... .
j. I met your friend Janet in the café ......................................................................................... .
k. Dave isn’t a keen fisherman, but he goes fishing .................................................................. .
l. The party finished at dawn after we had danced ................................................................... .
7. Replace the word or phrase in italics with one of the words or phrases given (A-C., so that
the meaning stays the same)
a. The weather was bad at first, but it cleared up in the end. .....
A. at last B. eventually C. lately
b. Jane was leading the race, but all at once she fell over. .....
A. suddenly B. one by one C. after that
c. Have you been swimming recently? .....
A. lately B. already C. yet
d. I enjoy going skiing every now and again. .....
A. frequently B. immediately C. occasionally
e. I saw Terry in the street the other day. .....
A. recently B. yesterday C. last night
f. I think we’ve solved this problem once and for all. .....
A. in the end B. forever C. temporarily
g. Kath told Martin that she was leaving for good. .....
A. for ever B. for a while C. early
h. We arrived for the train in good time. .....
A. on time B. at the right moment C. with time to spare
i. I believe we met on a previous occasion. .....
A. once before B. the last time C. completely by chance
j. The political situation seems to be changing minute by minute. .....
A. from time to time B. time after time C. very rapidly
Oral Practice
The interlocutor will ask yes/no questions and he/she may also ask follow-up questions after your
answer, so you might have to explain your answer further. Giving full answers to the examiner’s
questions will help get the interview off to a good start. Avoid giving short, uncommunicative replies.
Q: Tell me something about your family.
A: I live with my mum, dad and sister and brother. (Don’t stop there!) My sister’s younger than
me and still goes to school. My brother works as a computer technician.
Avoid short, ‘yes’, ‘no’ answers to closed questions. (These are questions beginning Have you ..., Do
you ..., Is it ... , etc. which can be answered simply with a yes or no answer).
Q: Do you have any plans for a holiday this year?
A: Yes. (Don’t stop there!) If I get the chance, I’d like to visit my friend in Germany. We haven’t
seen each other for a while and I’m really looking forward to seeing him and getting to know
Germany.
Q: Do you play any musical instruments?
A: No. (Don’t stop there!) We had music lessons when I was at school but I was never very
good.
Expand your answers! Remember that the whole reason you are taking the exam is to prove that you
have a very high level of English skills. Prove it by giving detailed answers that showcase your skills,
and remember: a “yes/no” or one sentence answer is never enough.
Student B’s answer is better for several reasons: it is more detailed and it uses more sentence
structures and more impressive vocabulary. Instead of simply answering “yes”, Student B replies “Yes,
I certainly do…”; in addition, the student uses the passive voice (“to be hired”), several modals (“must”
and “can”), and the phrase “dealing with” very naturally. All of these things will probably be noted by
the assessor and will result in a higher score for Student B.
Describing a photograph
Basic phrases
Describing a place
A description of a place can be of a building, a room, a town, an area or a visit. We can write about:
its appearance: what it is like / How it is different from other places
its position or location (ten minutes from where I live / on the coast / in the town centre /
opposite / next to / near)
things that happen there and why we like or dislike it (What I like about ... is / I love ... / The
main reason is ... / I think everyone should visit ...)
extra information (what the weather is like / what the food is like there / what people are like
there)
Describing a person
Some advice on describing a person
To write a descriptive essay, you’ll need to describe a person, object, or event so vividly that the
reader feels like he/she could reach out and touch it. Remember to avoid simply telling us what
something looks like—tell us how it tastes, smells, sounds, or feels!
Not all the details of a person’s profile are necessary or relevant. You will have to decide which
information you know, and most importantly how that should be used in every particular context,
depending on the degree of formality/informality, depending on the expected audience (who is going
to read what you are writing) or depending on the purpose of the text (a professional report, a
classroom assignment, a magazine or newspaper article, etc.)
The following layout can be used for orientation.
1. Introduce the person (Name / job, position, status, rank, etc. / personal background: age,
nationality, race, etc.
2. Describe the person (physical description: appearance, clothes, etc.)
3. Describe the person’s actions ( what they are doing in the picture)
4 Describe the person’s personality/character (you can give an anecdote, incidents that help
to illustrate it)
5. Describe their job, position, etc. (what they job involves: responsibilities, duties, etc./ working
routines, timetables, etc.)
6. Give a hint of what you feel about this person
At any stage you can refer to any particular detail that is relevant for the description (is the person
doing/wearing anything significant/unusual/surprising? / is the person in any particular / significant /
unusual location? / etc.). You can also introduce your personal opinion or conclusions about what you
see in the picture or about what you guess might be happening.
Here are two examples of descriptive paragraphs:
Jacques has been my close friend for two years. I first met him on a school exchange trip to
Calais, France. I asked him the way to the library and we started talking. We've been friends
ever since. Jacques is quite good-looking. He's tall and slim, with olive skin and curly dark hair.
Like many French people, he has a great sense of style, so he always looks well-dressed even in
casual clothes. Jacques is very outgoing. He is always friendly and loves to have fun. He's got a
fantastic sense of humour and he always makes me laugh. However, he can be a bit immature at
times. For example, when he doesn't get what he wants, he acts childishly and stamps his feet.
Jacques is very keen on water sports. He likes sailing and he spends a lot of time on his boat. He
enjoys scuba diving, too, and loves exploring life under sea. All in all, I'm glad to have Jacques
as my friend. It's a pleasure to be with him and I really enjoy his company. I'm sure we'll always
be close friends.
I am forty years old, rather tall and I have blue eyes and short black hair. I wear casual clothes
as I teach students in a relaxed atmosphere. I enjoy my job because I get to meet and help so
many different people from all over the world. During my spare time, I like playing tennis which
I play at least three times a week. I also love listening to classical music and I must admit that I
spend a lot of money on buying new CDs! I live in a pretty seaside town on the Italian coast. I
enjoy eating great Italian food and laughing with the likable people who live here.
Remember!
Taking about age
* I have twenty years old. I am twenty years old.
* I have twenty years. I am twenty years old. I am twenty.
Fun or funny?
Fun se usa para describir algo que nos divierte hacer o algo con lo que lo pasamos bien.
It is fun to play football.
I have fun when I learn English.
I have lots of plans for the weekend, it is going to be fun
Fun se usa como adjetivo.
Joe is fun.
The exhibition was a lot of fun.
Funny se usa normalmente para hablar de cosas que nos hacen reír.
This movie is very funny, I haven’t stopped laughing.
I always laugh at funny jokes.
I like going out with Paul, he is very funny.
Funny también se usa para describir algo que es extraño, o inusual. Los siguientes ejemplos se
habituales en inglés y ninguno de ellos se asocia con la risa. De hecho, tienen un sentido negativo.
I have drunk too much wine, I head feels funny.
There is a funny smell in this room.
What is wrong with David, he is acting funny with me.
This milk tastes funny, how old is it?
Hay que tener en cuenta que funny no es el equivalente de ‘divertido’, sino de ‘gracioso’. Fun se
traduce como ‘divertido’.
Simpático / Sympathetic
El adjetivo ingles sympathetic no significa ‘simpático/a’ sino ‘compasivo’, ‘que muestra empatía’.
El adjetivo español simpático/a equivaldría a adjetivos ingleses como nice, friendly or easygoing.
Describing an object
Being descriptive about something is very important and will be used on a daily basis, particularly
when speaking to a foreigner. There may be a specific object that you like and may want as a present.
You may be recommending it to a friend or colleague. Describing something you have had in the past,
and you are reminiscing about and want the person to know what it is you are talking about. How
would you do this? As above, think of how you would describe it as specifically and clearly as
possible. Is it soft; fragile; rough; hard; strong; weak; flexible; what colour is it; what shape is it?
Dimensions
It is 2m long /wide / high / deep
What is its length / width / height / depth?
Its length / width / height / depth is 2m
How long / wide / high / deep is it?
It has a length width / height / depth of 2m
What is its weight? / How heavy is it? It weighs 2kg. (*It’s 2kg heavy)
Price $$$
How much does it cost? It costs / is €20
Construction materials
It is made of ...
steel / leather / rubber / fibreglass / nylon /
What’s it made of? gold / cardboard / wool / ceramic / wood /
plastic / polystyrene / glass / wax / paper /
polythene / foam rubber / cotton / aluminium
The type or sort
What type / kind / sort of … / is it / does it
use / have?
Available options
What sizes / colours does it come in?
When everyone is ready the first technician pulls the string and rings the bell. Then the second
technician cuts the rope and the wheel spins round. The golf driver hits the ball at the plunger
and pushes the plunger into the bag of air. Some air escapes and turns the turbine. The gauge
indicates the estimated distance of the shot.
Describing objects
The class they belong to a device, a part, a type of ... , a piece of ...
Adjectives long, rotating, electrical, mechanical, cylindrical, sliding
Components or features has a plug, with a bump on one side
Locations or connections is located between, connects, attaches, fits tightly inside
What things do creates, moves up and down, rotates, allows, prevents
for draining off the oil, used to convert circular motion into up and
Purpose
down motion
Describing a photograph
Look at the two pictures below. What are they pictures of?
I would say that the first one is a picture of a little girl listening to music with headphones and the
second one is a Chinese doll that looks like it is wearing headphones.
Make assumptions
Then you want to describe as much as you can. This is where you have to use your imagination to
make assumptions. I think... / Maybe... are great ways to start talking and to compare photos. For
example:
The girl could be listening to classical music to improve her mind. Maybe her mother makes her
listen to music...or maybe she just listens for fun. Maybe she is listening to music on a train to pass
the time. Maybe it isn’t even music at all. Maybe she is learning a language....a CD course
perhaps.
Get creative.
It is best to think about the WHO WHAT WHERE WHEN WHY HOW of each picture. Think about the
subject, environment, time of day, weather, location, culture...this will give you ideas to keep you
taking. Imagine something crazy and work it into the picture.
For example the Chinese doll could be a new toy that someone received on their birthday. It might
run on batteries and it might play music. On the other hand maybe it is just a play figure that kids
can play with. Maybe the headphones are removable and can be used as speakers.
Compare ideas
In terms of getting your sentences longer, try to tie your ideas together. Say one thing and then
contrast it with another.
The girl is listening to fun music...or maybe I am wrong maybe she is learning a language.
The little girl is wearing headphones, like the ones my dad had when I was about 6 years old. I
remember he used to use them to play the electric key board without bothering my mom. When I
wore those headphones some of the black plastic would come off and get stuck on my ears and
face. They were huge headphones...not like the ones you can buy today...
Talking about examples about your life while still describing the pictures...of a girl with headphones but
you are more relaxed and comfortable.
LOCATION
(Describe where things are in the picture)
What can you see in the picture?
Remember to use the position language you
Where are things placed in the picture?
have learnt so far in order to do it in a proper
way.
ACTION
What are the people doing?
(describe what is happening )
PEOPLE
(speculate about the characters ) What are the people like?
Talk about people s appearance, clothes, What are they wearing ?
relationship. If there is not a main character, How are they related?
focus on the group
Introduction
Give a general overview of what the picture is about (WHERE + WHAT)
This picture was probably taken at .......
It shows ................
Interpretation of People
What do the facial expression and body language of a character tell you about:
a. how he is feeling or thinking?
b. what he intends to do?
c. his relationship with the others in the picture?
Exam tips
Practice!
Knowing what’s in the exam doesn’t mean that you can do it. So you need to practise NOW. When
you’re in class, maximise any opportunities to speak with your teacher or classmates by:
responding to what your teacher or classmates say
starting a discussion point yourself
trying to work towards an outcome. eg instead of saying “I agree”, say MORE: “I agree because
……. and not only that, ….”
In addition, join in discussions in English in class and with friends or any people you speak in English
with: agree, disagree, ask follow up questions, give your opinion, start new discussions, interact!
The most important thing is to start practicing and compare photos EVERY DAY from now until the
exam. Do this for a minimum of 15 minutes.30 minutes is best. If you get your mind use to doing the
activity you will find that during the exam you will not struggle to find ideas. Your ideas will come to
your mind quickly and with little effort.
Get an opinion!
Keep asking yourself: “what do I think?”
Read the newspaper. Watch the news. Listen to what people around you are saying. How would you
respond to the problem that is being discussed? In short, get an opinion!
Listen!
In order to be a good speaker, you need to be a GOOD LISTENER. During the speaking test you
have to listen to and follow instructions from the examiner. If you don’t listen properly you might
jump in and answer a different question.
Say calm and follow the conversation. Don’t keep jumping ahead to what you think the next
question might be.
In the oral English, if you jump in with an answer, even in perfect English, but it’s not the answer to
the question, you won’t impress the examiner.
Q: Why are you learning English?
A: I have been learning English since I was five years old. (Beautiful English, but is this
the answer to the question? Was the candidate listening?)
Speak up!
In exams, there are two examiners: an assessor and an interlocutor. The assessor usually sits
apart from the candidate and does not take an active part in the test. He or she just listens.
It is therefore important to speak up! Don’t mumble your answer; don’t look down as you speak.
LOOK UP AND SPEAK OUT and be heard by everyone!
Remember! The examiners are not looking for perfect English in your Oral English Test. They are
looking for evidence that you are at that level – to do your best, you must SHOW them your level of
English, SHOW them how good you are.
5 Tips:
Don’t give yes/no answers
Explain ‘why’
Keep going
Speak up!
Listen
The oral English test is your chance to show that you can speak and communicate in English. Take
the opportunity! Give full answers, listen to the questions you are being asked. Don’t focus on being
perfect; focus on communicating with the examiner and the other candidate. You might even enjoy
yourself. Good luck!
Exam Preparation
Reading Comprehension
1. Multiple choice
You are going to read an extract from a novel. For questions 1 – 8, choose the answer (A, B, C
or D) which you think fits best according to the text.
I shifted uncomfortably inside my best suit and eased a finger inside the tight white collar. It was hot in
the little bus and I had taken a seat on the wrong side where the summer sun beat on the windows. It
was a strange outfit for the weather, but a few miles ahead my future employer might be waiting for
5 me and I had to make a good impression.
There was a lot depending on this interview. Many friends who had qualified with me were
unemployed or working in shops or as labourers in the shipyards. So many that I had almost given up
hope of any future for myself as a veterinary surgeon.
There were usually two or three jobs advertised in the Veterinary Record each week and an average
10 of eighty applicants for each one. It hadn’t seemed possible when the letter came from Darrowby in
Yorkshire. Mr S. Farnon would like to see me on the Friday afternoon; I was to come to tea and, if we
were suited to each other, I could stay on as his assistant. Most young people emerging from the
colleges after five years of hard work were faced by a world unimpressed by their enthusiasm and
bursting knowledge. So I had grabbed the lifeline unbelievingly.
15 The driver crashed his gears again as we went into another steep bend. We had been climbing
steadily now for the last fifteen miles or so, moving closer to the distant blue of the Pennine Hills. I had
never been in Yorkshire before, but the name had always raised a picture of a region as heavy and
unromantic as the pudding of the same name; I was prepared for solid respectability, dullness and a
total lack of charm. But as the bus made its way higher, I began to wonder. There were high grassy
20 hills and wide valleys. In the valley bottoms, rivers twisted among the trees and solid grey stone
farmhouses lay among islands of cultivated land which pushed up the wild, dark hillsides.
Suddenly, I realised the bus was clattering along a narrow street which opened onto a square where
we stopped. Above the window of a small grocer’s shop I read ‘Darrowby Co-operative Society’. We
had arrived. I got out and stood beside my battered suitcase, looking about me. There was something
25 unusual and I didn’t know what it was at first. Then it came to me. The other passengers had
dispersed, the driver had switched off the engine and there was not a sound or a movement
anywhere. The only visible sign of life was a group of old men sitting round the clock tower in the
centre of the square, but they might have been carved of stone.
Darrowby didn’t get much space in the guidebooks, but where it was mentioned it was described as a
30 grey little town on the River Arrow with a market place and little of interest except its two ancient
bridges. But when you looked at it, its setting was beautiful. Everywhere from the windows of houses
in Darrowby you could see the hills. There was a clearness in the air, a sense of space and airiness
that made me feel I had left something behind. The pressure of the city, the noise, the smoke –
already they seemed to be falling away from me.
35 Trengate Street was a quiet road leading off the square and from there I had my first sight of Skeldale
House. I knew it was the right place before I was near enough to read S. Farnon, Veterinary Surgeon
on the old-fashioned brass nameplate. I knew by the ivy which grew untidily over the red brick,
climbing up to the topmost windows. It was what the letter had said – the only house with ivy; and this
could be where I would work for the first time as a veterinary surgeon. I rang the doorbell.
1. As he travelled, the writer regretted his 3. The writer uses the phrase ‘I had grabbed
choice of the lifeline’ (line 15) to show that he felt
A seat. A confident of his ability.
B clothes. B ready to consider any offer.
C career. C cautious about accepting the invitation.
D means of transport. D forced to make a decision unwillingly.
2. What had surprised the writer about 4. What impression had the writer previously
the job? had of Yorkshire?
A There had been no advertisement. A It was a beautiful place.
B He had been contacted by letter. B It was a boring place.
C There was an invitation to tea. C It was a charming place.
D He had been selected for interview. D It was an unhappy place.
5. What did the writer find unusual about 7. How did the writer recognise Skeldale
Darrowby? House?
A the location of the bus stop A The name was on the door.
B the small number of shops B It had red bricks.
C the design of the square C There was a certain plant outside.
D the lack of activity D It stood alone.
6. What did the writer feel the guidebooks 8. How did the writer’s attitude change
had missed about Darrowby? during the passage?
A the beauty of the houses A He began to feel he might like living in
B the importance of the bridges Darrowby.
C the lovely views from the town B He became less enthusiastic about the
D the impressive public spaces job.
C He realised his journey was likely to
have been a waste of time.
D He started to look forward to having the
interview.
2. Gapped text
You are going to read an extract from a novel. For questions 1 – 8, choose the answer (A, B, C
or D) which you think fits best according to the text.
At the age of seven I had learnt to ski and by fourteen I was competing internationally. When I was
eighteen a close friend was injured in a ski race, and as a result, I gave up competitive skiing. To fill
the gap that skiing had left I decided to swap two planks of wood for two wheels with big tyres.
My first race was a cross-country race in 1995. It wasn’t an amazing success. 1 After entering
a few more cross-country races, a local bike shop gave me a downhill bike to try. I entered a downhill
race, fell off, but did reasonably well in the end, so I switched to downhill racing.
I think my skiing helped a lot as I was able to transfer several skills such as cornering and weight-
balance to mountain biking. This year I’m riding for a famous British team and there are races almost
every weekend from March through to September. 2 In fact, there’s quite a lot of putting up
tents in muddy fields.
Last season I was selected to represent Great Britain at both the European and World
Championships. Both events were completely different from the UK race scene. 3 I was totally
in awe, racing with the riders I had been following in magazines. The atmosphere was electric and I
finished about mid-pack.
Mountain biking is a great sport to be in. People ask me if downhill racing is really scary. I say, ‘Yes it
is, and I love it.’ Every time I race I scare myself silly and then say, ‘Yeah let’s do it again.’ When
you’re riding well, you are right on the edge, as close as you can be to being out of control. 4
However, you quickly learn how to do it so as not to injure yourself. And it’s part of the learning
process as you have to push yourself and try new skills to improve.
Initially, downhill racing wasn’t taken seriously as a mountain-biking discipline. 5 But things are
changing and riders are now realising that they need to train just as hard for downhill racing as they
would do for cross-country.
The races are run over ground which is generally closer to vertical than horizontal, with jumps, drop-
offs, holes, corners and nasty rocks and trees to test your nerves as well as technical skill. At the end
of a run, which is between two and three minutes in this country your legs hurt so much they burn.
6 But in a race, you’re so excited that you switch off to the pain until you’ve finished.
A lot of people think that you need to spend thousands of pounds to give downhill mountain biking a
go. 7 A reasonable beginner’s downhill bike will cost you around £400 and the basic equipment,
of a cycle helmet, cycle shorts and gloves, around £150. Later on you may want to upgrade your bike
and get a full-face crash helmet, since riders are now achieving speeds of up to 80 kilometres per
hour.
3. Multiple matching
You are going to read a magazine article about people who collect things. For questions 1 – 15,
choose from the people (A – D). The people may be chosen more than once
A Ron Barton shares his home with about 200 sewing machines. His passion began when he was
searching for bits of second-hand furniture and kept seeing ‘beautiful old sewing machines that were
next to nothing to buy’. He couldn’t resist them. Then a friend had a machine that wouldn’t work, so
she asked Barton to look at it for her. At that stage he was not an authority on the subject, but he
worked on it for three days and eventually got it going.
Later he opened up a small stand in a London market. ‘Most people seemed uninterested. Then a
dealer came and bought everything I’d taken along. I thought, “Great! This is my future life.” But after
that I never sold another one there and ended up with a stall in another market which was only
moderately successful.’
Nowadays, he concentrates on domestic machines in their original box containers with their
handbooks. He is often asked if he does any sewing with them. The answer is that, apart from making
sure that they work, he rarely touches them.
B Janet Pontin already had twenty years of collecting one thing or another behind her when she
started collecting ‘art deco’ fans in 1966. It happened when she went to an auction sale and saw a
shoe-box filled with them. Someone else got them by offering a higher price and she was very cross.
Later, to her astonishment, he went round to her flat and presented them to her. ‘That was how it all
started.’ There were about five fans in the shoe-box and since then they’ve been exhibited in the first
really big exhibition of ‘art deco’ in America. The fans are not normally on show, however, but are kept
behind glass. They are extremely fragile and people are tempted to handle them. The idea is to have,
one day, a black-lacquered room where they can be more easily seen.
Pontin doesn’t restrict herself to fans of a particular period, but she will only buy a fan if it is in
excellent condition. The same rule applies to everything in her house.
C Sylvia King is one of the foremost authorities on plastics in Britain. She has, in every corner of her
house, a striking collection of plastic objects of every kind, dating from the middle of the last century
and illustrating the complex uses of plastic over the years.
King’s interest started when she was commissioned to write her first book. In order to do this, she had
to start from scratch; so she attended a course on work machinery, maintaining that if she didn’t
understand plastics manufacture then nobody else would.
As she gathered information for her book, she also began to collect pieces of plastic from every
imaginable source: junk shops, arcades, and the cupboards of friends. She also collects ‘because it is
vital to keep examples. We live in an age of throw-away items: tape-recorders, cassettes, hair dryers –
they are all replaced so quickly.’
King’s second book, Classic Plastics: from Bakelite to High Tech, is the first published guide to
plastics collecting. It describes collections that can be visited and gives simple and safe home tests for
identification.
King admits that ‘plastic is a mysterious substance and many people are frightened of it. Even so, the
band of collectors is constantly expanding.’
D As a boy, Chris Peters collected hundreds of vintage cameras, mostly from jumble sales and
dustbins. Later, when the time came to buy his first house, he had to sell his valuable collection in
order to put down a deposit. A few years after, he took up the interest again and now has over a
thousand cameras, the earliest dating from 1860.
Now Peters ‘just cannot stop collecting’ and hopes to open his own photographic museum where
members of the public will be able to touch and fiddle around with the cameras. Whilst acknowledging
that the Royal Camera Collection in Bath is probably more extensive than his own, he points out that
so few of the items are on show there at the same time that I think my own personal collection will
easily rival it.’
Which person
had to re-start their collection? 1.
has provided useful advice on their subject? 2.
was misled by an early success? 3.
received an unexpected gift? 4.
admits to making little practical use of their collection? 5.
regrets the rapid disappearance of certain items? 6.
is aware that a fuller collection of items exists elsewhere? 7.
has a history of collecting different items? 8.
performed a favour for someone they knew? 9.
is a national expert on their subject? 10.
is aware that they form part of a growing group? 11.
insists on purchasing top-quality items? 12.
noticed items while looking for something else? 13.
has to protect their collection from damage? 14.
would like to create a hands-on display of their collection? 15.
4. Multiple choice
You are going to read an extract from a writer’s journal. For Questions 1-8, choose the correct
answer A, B, C or D.
Six months ago I made a rash promise. The
leader of the youth club in our village rang me I needn’t have worried of course as it turned out
in March saying, “We’re thinking of running a to be a marvellous day. We watched
children’s playscheme for a day in October half- entertaining dvd clips, learned ‘action’ songs,
5 term. Would you be prepared to help?” My 40 made clay pyramids, decorated biscuits, played
response was “Sure, why not?” In truth I was a memory games and spent some time in quiet
little flattered to be asked, even though working reflection. I say ‘we’ because I rediscovered my
as a care assistant with old people hardly inner child and joined in all the activities.
qualified me for the role. Still, I duly put the date The particular highlight for me was the final
10 in my diary and of course I forgot all about it. I 45 rendition of “He’s got the whole world in his
don’t know if you’ve noticed this but time has a hands” in the closing part of the day. The
habit of speeding along faster than a police car children knew the words and actions off by
chasing a robber and, before I knew it, the day heart and sang so loudly it was almost enough
was dawning. to bring the roof down. It’s difficult to explain
15 I arrived at the youth centre that morning feeling 50 those moments; only that the body tingles with
full of trepidation. There was a gang of 12 the pleasure of having witnessed something so
helpers including me and each pair had been magical.
allocated a particular age group. Mine was the Of course there were also moments of great
10 to 11 year olds. Even with the planning poignancy. I found it difficult to stop thinking of
20 meeting I had attended the week before, I 55 one little girl, who mentioned oh-so-casually
worried about whether I was up to the task. that her mum was in hospital and would be
Why hadn’t I read through the copious lesson there for a long time. It’s easy for us adults to
plans we were given beforehand? And wasn’t idealise childhood and forget that some children
the average 10-year-old more interested in the have their own burden of anxieties and
25 latest Play Station game than making things 60 concerns. When I got home utterly exhausted,
with paper and glue? still with modelling clay under my fingernails, I
All too quickly the children began arriving. The reflected on what a privilege it had been.
look of relief on parents’ faces as they handed There was one disappointment for the children
their offspring over to us was quite comical. A and that was that the playscheme was only
30 handful of the children were already members 65 running for a day, and not the whole week. As I
of the club but the other forty five or so were said farewell to my group, one of the children
from the local primary schools. Again I asked turned and said “Can we do it again in the next
myself why I had elected to spend a day with all holiday, Miss?” My response was, “Sure, why
these ‘little monsters’ especially when I have not?
35 two all of my own to contend with!
1. When the offer of the job was made the 5. The writer needn’t have worried because
writer a. the children were quiet during the day.
a. felt she had made a mistake to agree. b. the children weren’t doing messy activities.
b. thought she had appropriate experience for c. she had fun herself.
the job. d. the time passed quickly.
c. believed she shouldn’t have been asked. 6. The writer’s best moment
d. gave the impression she wasn’t sure about a. occurred in the middle of the day.
accepting the job. b. took her by surprise.
2. When the day arrived the writer was c. was hard to put into words.
surprised d. was when the day was over.
a. that the day had come round so quickly. 7. According to the writer, adults
b. because she’d forgotten to write down the a. think that being a child is a privilege.
date. b. sometimes forget that children have
c. because she witnessed a car chase on the worries too.
way. c. are usually exhausted by bringing up their
d. that she woke up at dawn. children.
3. When the writer arrived to start her job she d. don’t have a stressful life.
a. put the children into pairs. 8. What is the writer’s attitude by the end of
b. realised she should have done more the day?
preparation. a. She could imagine doing the job again next
c. felt confident she could deal with 10 and time.
11 year olds. b. She was sad to say good bye to the
d. saw the children had brought their own chidlren.
electronic games to play with. c. She was disappointed with the experience.
4. According to the writer, the parents were d. She hopes the playscheme will be longer
a. happy to stay with their children all day. in future.
b. worried about children from the other
schools.
c. nervous that their children might not
behave themselves.
d. glad to leave their children.
5. Gapped text
You are going to read a magazine article about John Prince, a dancer, dance teacher and
choreographer. Seven sentences have been removed from the article on the left. Choose the
most suitable sentence from the list A-H on the right for each part (1-7) of the article. There is
one extra sentence which you do not need to use.
As for the future, I’ve come to realise that I would never be content to be just a chorus dancer - I’m too
much of an individual for that. Like all artists I’d love to become a household name by writing and
choreographing my own musicals.”
John was born in Jamaica to a Jamaican father and a Scottish mother but the family emigrated to
England 20 years ago. “I have a little sister I adore, who is also training to be a dancer.” How does it
feel to have someone else following in your footsteps?
4
Has he much more to learn, I wondered. “I’ve spent an incredible amount of my life training to get
where I am. I went to college for two years in England, I trained for six months in Paris and about eight
months in America. But you never really stop training or learning your art.”
5
So, would you say it’s been plain sailing? “I feel I’ve been lucky to a degree; many people hit problems
breaking into the arts. It can be a vicious circle really. You can’t become a member of Equity, which is
the actors’ and dancers’ union, without good contracts. and you can’t get good contracts without being
a member of Equity. My advice to people who want to get into the arts would be to go out into the
world, and try everything else first.
6
What has a dance career done for you as a person? “Thanks to dancing, I’ve visited and performed in
23 countries so far. This has opened my eyes to the world, and I’ve been able to understand issues
like racism and inequality from a wider perspective.
7
“So all in all I’m really happy to be a dancer!”
A It's fine, but I try not to give out too much advice as it gets irritating!
B And if nothing you like comes out of it, then come back and be an actor or dancer.
C Without a strict daily timetable like this you find yourself wasting too much time.
D After that it's back to England to start a new term of dance classes.
E Hopefully this has enabled me to become a better and more tolerant person as a result.
F When it comes to coping with stress, I find that exercise helps me to cope with my problems, so
I stay in good shape mentally as well.
G Like any profession where you're always travelling, you tend to acquire something new almost
every day.
H Being fully equipped with all this stuff beforehand makes it easier when you go for auditions.
6. Multiple Matching
You are going to read a selection of letters from a motoring magazine. For questions 1-15,
choose from the people (A-E). The people may be chosen more than once.
Your Letters
B
This month we feature your early driving My most unfortunate driving experience
experiences. happened ages ago, before I'd actually
passed my driving test. My girlfriend's father
A
used to let her borrow his car whenever we
I'd been taking lessons for a year before I
were going to the cinema or something.
passed my driving test at the age of eighteen,
Anyway, I'd been thinking about learning to
but my dad never gave me any help. Even
drive and I persuaded her to let me have a go.
after I'd passed he never let me use the car.
We took the car down to the beach on the
So I used to take my dad's keys before
sand where no one could see us and she let
leaving the apartment block where we lived
me take the wheel. We were having such fun
and would run round to the car park at the
that we didn't notice the tide was coming in
back where my father left the car at night. He
until the car was actually swimming in the
hardly ever used the car after getting in from
water. We had to leave the car where it was
work. I used to go and see my girlfriend or just
and catch the bus back to tell her dad. By the
drive around and then come back and leave
time the three of us returned, the car was
the car in exactly the same place. One night
almost covered in water. Needless to say, her
though, I got back at around ten thirty only to
father wasn't too pleased. The funny thing is
find there were no parking spaces left. I
her dad ended up selling me the car after I
suppose because I went in and told my dad
passed my test.
the truth straight away he was quite good
Carl
about it. Although he did stop my allowance
for four weeks.
Terry
D
My advice about learning to drive would be to
C have proper lessons from a qualified
I was teaching my mum to drive and we were instructor and never to let a friend or family
coming down a rather narrow road which had member try to teach you. It's a guaranteed
cars parked on both sides. Suddenly, from way to spoil a good relationship. Every
nowhere there was a young man on a bike Sunday, when the traffic was quieter, my
coming towards us. Mum slammed the brakes father would pick me up and take me for a
on but she crashed into us, landed on the car drive along the streets of our hometown and
and then rolled off. My mother and I both give me a lecture on how to drive, explaining
jumped out of the car to see if he was all right. everything he was doing and why. Eventually
Fortunately, he stood up and said he was OK, it was my turn to have a go. My dad was so
just a little shaken. My mum offered to give nervous that he panicked before I'd even
him some money for the repair of the bike, started up the engine. He used to shout at
and then an old lady came along. When she the slightest mistake, and when the lesson
saw what had happened, she began shouting was finally over he'd come home and have a
at my mother, saying she must have been large glass of whisky to calm down.
driving too fast and that it was a bad example Karen
to set her young daughter. Poor old mum
didn't say a word and I had to explain that she
was still learning to drive
Sarah
E
I didn't start learning to drive until I was twenty one. I'd spent lots of money on lessons but I was a
terrible driver, I must admit. The first time I took my driving test nobody expected me to pass. But
after failing another four times the pressure was really on. I took my test for a sixth time and failed
yet again, but I was too embarrassed to admit it to my family, so I just pretended that I'd passed
after all. My family were delighted and my mother went out and bought me a car the next day. I
didn't know what to do so I just got in and drove. I continued to drive - illegally - for three months.
Fortunately I was never stopped by the police and the next time I took my driving test I passed.
Mike
7. Multiple choice
You are going to read an article about online safety. For questions 1-8, choose the answer (A,
B, C or D) which you think fits best according to the text.
BE WEB WISE
Protect your computer, by all means, but don’t forget to protect yourself, advises web safety
expert, Amanda Knox
We’re always being urged to stay safe online. But in an era where the internet is part of our everyday
lives - for work, fun, study, shopping, even managing finances - it’s not always easy to spot the
dangers. Web safety expert, Amanda Knox, explores some of the issues lurking in cyberspace.
Her first piece of advice is to install software and a firewall to protect your computer from viruses,
5 hackers and criminals who want to steal your data or financial information. “Think of these as your first
line of defence,” says Amanda.
So much for protecting yourself against intruders, but what about other problems? Say you’ve
accidentally deleted an important file or you’ve been at the mercy of a natural disaster. Katy Marsh
runs an online photography business from home and when a fire destroyed part of her house it could
10 easily have spelled ruin for her business too. “Luckily I keep a regular back-up of my data so it wasn’t
a catastrophe.” Amanda advises that while back-ups are good to have we must ensure we protect our
computers to start with.
Whilst most of us are aware of the need to protect our computers, it seems we’re more lax when it
comes to looking out for ourselves, at least according to a recent web awareness survey. Web safety
15 specialists say better personal awareness is needed and this is due in part to the rise of ‘Social
Networking’ sites like ‘Bebo’, ‘MySpace’ and ‘Facebook’, which allow us to connect with people around
the world with similar interests and professional backgrounds. Chris Simpson, a computer
programmer, learnt the hard way. “I joined a free online networking group in the hope of making some
professional contacts to help me find a new job. After a month, one of my online contacts invited me to
20 take out a subscription to a club that promised access to a network of job recruiters. It turned out to be
a waste of money. I ended up a laughing stock with my mates - they couldn’t believe that someone in
my job could get taken in so easily.” No wonder then that Amanda warns, “It’s easy to get complacent
and let our guard down when we meet someone with the same interests online.”
This brings us to other potential pitfalls. Are the people you meet online who they really claim to be?
25 Can you be sure the person you’re chatting with is in fact a 22-year-old Maths undergraduate from
London and not someone merely masquerading as a student to win your trust? Khaled, a postgrad
from Manchester University, quickly realised that it was unwise of him to post his phone number and
email address in the public forum of an online academic discussion group. He was soon bombarded
with unwanted emails and nuisance phone calls. Yet, it’s astonishing how many highly educated
30 people do this without considering the consequences that anyone in the world could use the
information to make (unwanted) contact.
When networking and joining online communities it’s better to be cautious about the amount of
personal information you share. For example, it isn’t always necessary to use your real name as a
username when registering for a service. You could instead use a pseudonym, or a name that doesn’t
35 give away your real identity to other users. And is it really important to tell the world details about your
school, college or any local clubs you’re a member of? Sometimes it pays to be a little vague and
simply say something like ‘I’m studying at college in Madrid at the moment and I’m a member of a
local tennis club’.
If you do experience problems from another user be prepared to report them for misusing the service.
40 You’ll be doing other users a favour too. And if all else fails, check to see if it is easy to delete your
account and leave the service if you choose to and that you have the option to delete all your details.
A general rule of thumb is not to post any information about yourself that you would not be happy for
the world to know – not just now but in years to come. This includes photographs of yourself,
particularly embarrassing shots of you at that party which you may later regret! It’s not always easy to
45 remove information after it’s been posted so you - not to mention your future employer - may have an
unpleasant surprise a few years down the line.
1 In the second paragraph the phrase ‘first 5 Regarding Khaled’s experience, the
line of defence’ suggests something writer is surprised that
A. is the only option. A. people telephone complete strangers.
B. offers protection. B. people don’t think of the results of their
C. is an instruction. actions online.
D. shows weakness. C. university students take part in online
2 The effect of the fire was discussions.
A. worse for Katy’s business than her D. people sent emails to Khaled without
home. asking permission.
B. to ruin Katy’s business. 6 What tip does the writer give for joining
C. not as serious for Katy’s business as it an online community?
could have been. A. Always use a false name.
D. to make Katy start to back up her data. B. Make sure you are properly registered.
3 According to the web awareness survey, C. Limit the information you give to
our attitude to our personal safety is others.
rather D. Tell other users where you’re studying.
A. relaxed. 7 The writer says that you should report
B. concerned. troublesome users
C. positive. A. because other people will benefit.
D. uncertain. B. so you can stop using the service.
4 Chris first joined the networking group C. only if nothing else works.
A. because it promised him a job. D. if you want to delete your own details.
B. in order to make friends and have fun. 8 In the final paragraph, the writer advises
C. to assist him in a job search. people
D. because it didn’t cost him anything. A. not to put photos online.
B. to apply for a job online.
C. not to have any personal information
online.
D. to consider what may cause problems
in the future.
8. Gapped text
You are going to read a magazine article about a type of fruit. Seven sentences have been
removed from the article on the left. Choose the most suitable sentence from the list A-H on
the right for each part (1-7) of the article. There is one extra sentence which you do not need to
use.
Tongue Trickster
Never mind the tongue twister – here’s the tongue trickster Frank Parsons reports on the craze for a
strange type of fruit.
Imagine drinking a glass of pure, freshly-squeezed lemon juice with nothing added. It’s enough to turn
your stomach.
1
I watch as one-by-one they down the drink, tentative at first, and then smiling broadly as they declare,
“It tastes just like grandma’s lemonade.”
Fifty or so people crowd around a table on the rooftop terrace of Larry’s small but swish apartment. I
edge my way forward and arrive at the table that positively groans with the array of food piled high.
2
My host appears at my shoulder, and says, “Here, have this.” This turns out to be a small red berry
about the size of a blueberry, but slightly elongated, the shape of a coffee bean.
He looks at the expression on my face. “It’s known as the miracle fruit. Just put it in your mouth,” he
instructs, “and chew it slightly to separate the pulp from its seed.
3
I obey his command and then discreetly spit the remains into my handkerchief while his glance is
averted.
“Done?” he asks, turning back to me. I nod. He grabs a glass of the lemon juice from a passing waiter
and offers it to me. “Now drink.” I take a small sip, and close my eyes. The guests are right.
4
My host states knowingly I have experienced first-hand the phenomenon of the Synsepalum
Dulcificum, or the Miracle Fruit. This small berry has the amazing effect of causing bitter or sour foods
to taste as sweet as sugar candy.
5
When it comes into contact with acidic foods, like vinegar, it starts to behave like a sweetener. A
native fruit of West Africa, the fruit was discovered by western explorers around 1725.
6
Left uncultivated, the miracle fruit grows in bushes reaching six metres in height. It produces crops
twice yearly, usually after the rainy season, and has attractive white flowers.
Despite being around for centuries it is only in recent years that the miracle fruit has been cultivated as
a potential sweetener.
7
Not only that – the fruit can aid patients receiving medical treatment that may leave an unpleasant
taste in the mouth.
A. These range from wedges of fruit, strong cheeses and pickles to plates of Brussel sprouts.
B. It’s like I’ve been transported back to childhood, sitting on the porch with Grandma and her
delicious homemade pop.
C. According to scientists the result happens because of a protein called miraculin.
D. There has been some albeit limited interest from the diet food industry.
E. Then push it around your mouth like you’d do with a piece of gum for about sixty seconds.
F. Yet that is what the guests of host, Larry Walters, are given on their arrival at one of his tasting
parties in an upmarket district of New York.
G. Not everyone is a fan of the berry’s strange effect, however.
H. They first noticed its distinctive property when they saw local people chewing the berry before a
meal.
9. Multiple matching
You are going to read a selection of letters from a problem page in an International English
Language magazine. For questions 1-15, choose from the people (A-H). The people may be
chosen more than once.
Which person:
C
D
I’m writing to ask your opinion on a matter which
Can you help me? I really want to speak English
is really annoying me. My English teacher never
the right way, with the correct accent. Do you
corrects my mistakes when I am speaking. Isn’t
have any good ideas? I have a particular problem
that her job? How am I going to improve
with sounds like ‘s’. I plan to work in the UK in the
otherwise? Also she’s always telling me that now
future and nobody will take me seriously if my
I’m an advanced student, I should forget all the
English pronunciation is anything short of
rules of grammar that I learnt when I was
excellent.
younger.
Jose
Gunther
F
E
I am an intermediate student of English (I have
I am working as an au pair in London looking
been studying it for 3 years). I’m quite good at
after 2 small children. I love my job but the way
reading and writing but listening is very difficult
that English people speak is a little puzzling. For
for me. My teacher suggested that I listen to the
example, I often hear them say things like ‘more
BBC World Service every day in order to improve
friendlier’, whereas I thought it should be ‘more
my listening. The problem is that it’s hard for me
friendly’. It also seems to be common for them to
to understand every word. Do you have any
say ‘we was’ instead of ‘we were’. Can you
ideas about how to make listening to the radio
explain this? Would it be impolite of me to correct
less difficult? I like listening to the news and
them?
knowing what’s going on in the world.
Lana
Yuki
G
H
I have studied English for 5 years at school but
Could you please give me some advice on a
for the past 6 months I have been doing self-
problem I have at the moment with my English
study using the Internet and books to improve.
studies. I decided to go to the UK to improve my
There are lots of materials to choose but I’m not
English but the college I am studying in at
sure what is best for me and how I should use
present is full of people from my own country.
them. I really would like to take the FCE
Although the teachers tell us we should only try
examination but don’t know how to study on my
to speak in English with each other, it is very
own. Should I take a course in my local school -
difficult to do this, especially in our free time
which is a little expensive for me now - or is it
when we go out together. I am worried that my
possible to prepare for the exam doing self-
speaking will not improve.
study?
Maria
Paula
10.Multiple choice
You are going to read a magazine article about crime prevention. Choose the correct answer-
A recent survey of crime statistics shows that we are all more likely to be burgled now than 20 years
ago and the police advise everyone to take a few simple precautions to protect their homes.
The first fact is that burglars and other intruders prefer easy opportunities, like a house which is very
obviously empty. This is much less of a challenge than an occupied house, and one which is well-
5 protected. A burglar will wonder if it is worth the bother.
There are some general tips on how to avoid your home becoming another crime statistic. Avoid
leaving signs that your house is empty. When you have to go out, leave at least one light on as well as
a radio or television, and do not leave any curtains wide open. The sight of your latest music centre or
computer is enough to tempt any burglar.
10 Never leave a spare key in a convenient hiding place. The first place a burglar will look is under the
doormat or in a flower pot and even somewhere more ‘imaginative’ could soon be uncovered by the
intruder. It is much safer to leave a key with a neighbour you can trust. But if your house is in a quiet,
desolate area be aware that this will be a burglar’s dream, so deter any potential criminal from
approaching your house by fitting security lights to the outside of your house.
15 But what could happen if, in spite of the aforementioned precautions, a burglar or intruder has decided
to target your home? Windows are usually the first point of entry for many intruders. Downstairs
windows provide easy access while upstairs windows can be reached with a ladder or by climbing up
the drainpipe. Before going to bed you should double-check that all windows and shutters are locked.
No matter how small your windows may be, it is surprising what a narrow gap a determined burglar
20 can manage to get through. For extra security, fit window locks to the inside of the window.
What about entry via doors? Your back door and patio doors, which are easily forced open, should
have top quality security locks fitted. Even though this is expensive it will be money well spent. Install
a burglar alarm if you can afford it as another line of defence against intruders.
A sobering fact is that not all intruders have to break and enter into a property. Why go to the trouble
25 of breaking in if you can just knock and be invited in? Beware of bogus officials or workmen and,
particularly if you are elderly, fit a chain and an eye hole so you can scrutinise callers at your leisure.
When you do have callers never let anybody into your home unless you are absolutely sure they are
genuine. Ask to see an identity card, for example.
If you are in the frightening position of waking in the middle of the night and think you can hear an
30 intruder, then on no account should you approach the intruder. Far better to telephone the police and
wait for help
1 A well-protected house 5 Gaining entry to a house through a small
a. is less likely to be burgled. window:
b. is regarded as a challenge by most criminals. a. is surprisingly difficult.
c. is a lot of bother to maintain. b. is not as difficult as people think.
d. is very unlikely to be burgled. c. is less likely to happen than gaining entry
2 According to the writer, we should: through a door.
a. avoid leaving our house empty. d. is tried only by very determined burglars.
b. only go out when we have to. 6 According to the writer, window locks,
c. always keep the curtains closed. security locks and burglar alarms:
d. give the impression that our house is a. cost a lot of money but are worth it.
occupied when we go out. b. are good value for money.
3 The writer thinks that hiding a key under a c. are luxury items.
doormat or flower pot: d. are absolutely essential items.
a. is a predictable place to hide it. 7 The writer argues that fitting a chain and
b. is a useful place to hide it. an eye hole:
c. is imaginative. a. will prevent your home being burgled.
d. is where you always find a spare key. b. avoids you having to invite people into your
4 The ‘aforementioned precautions’ refer to home.
steps that: c. is only necessary for elderly people.
a. will tell a burglar if your house is empty or not. d. gives you time to check if the visitor is
b. are the most important precautions to genuine.
take to make your home safe. 8 The best title for the text is:
c. will stop a potential burglar. a. Increasing household crime.
d. will not stop an intruder if he has decided b. Protecting your home from intruders.
to try and enter your home. c. What to do if a burglar breaks into your home.
d. Burglary statistics
11.Gapped text
You are going to read a magazine article about Sarah Bryant, an acupuncturist. Seven
sentences have been removed from the article on the left. Complete the text with one of the
options A-H. There is one extra sentence which you do not need to use.
This month in lifestyles we feature Sarah a practising acupuncturist.
I’ve done a lot of travelling in Europe and Asia throughout my adult life and it was whilst I was teaching
in China that I became interested in acupuncture.
1
It was after returning from China and witnessing how successful it had been that I reached the
decision to become an acupuncturist myself. I was lucky to discover that the town where I lived had a
famous and well-reputed college of traditional acupuncture.
Alternative medicine is particularly important for me because I firmly believe that it works on the level
of body, mind and spirit.
2
Of course this medicine is very powerful and can consequently have powerful side effects. Alternative
medicine like acupuncture on the other hand is aimed at treating the person as a whole. When a
person’s ill, there’s something in their life which is putting their energy levels out of balance. What
alternative therapies try to do is help to gradually push that energy back into balance. The result is that
any disease present might naturally disappear as it cannot survive when energies are balanced.
The treatments consist largely of balancing the energy between the different meridians of a person’s
body.
3
Treatment aims to free blocks of energy in these meridians which may be causing ill health and which
may have been there for many years.
It would be an odd state of affairs if a practising alternative therapist had not had treatment themselves
and this is certainly not the case for myself.
4
I’ve never suffered particularly from physical problems but treatment for my mental and spiritual
wellbeing has been very successful.
I’ve treated a wide range of people for various conditions, for example people suffering from stress
and anxiety and helped them to cope with stressful situations in their lives.
5
There’s another woman who suffers from arthritis of the hip and at the moment I’m treating an old lady
who has several health problems, one of them being Parkinson’s Disease. All these people have
found that acupuncture has made them feel more balanced in themselves and they have certainly
benefited from the treatment.
To date I currently own the Licentiate in Acupuncture. This course lasted three years and I had to go
to the college about one weekend in three.
6
I had a large amount of homework to do and practical work, which I did two or three evenings a week.
This entailed locating points on different people. As you can imagine, this isn’t straightforward as
people are different sizes and have different shaped bodies.
In the future I hope to set up an alternative health clinic which will involve myself as an acupuncturist
but perhaps other people as well.
7
I’d like to set this up somewhere in a rural setting, where people could enjoy coming not only for the
treatment but where they would be able to sit and enjoy the scenery, go for walks and basically feel
free from the stresses of life.
A These are twelve acupuncture channels along which energy travels in the human body.
B Also on a physical level I’ve treated a woman for problems with eczema.
C I'd like to work with practitioners of homeopathy, reflexology, aromatherapy and perhaps
counselling.
D There was a lot more to it than that though.
E It is common for people there to have acupuncture treatment, not only if they’re ill but also to
prevent the onset of diseases.
F Contrary to popular belief, having the needles placed in your body is quite painless.
G I’ve had a lot of acupuncture treatment and found it particularly useful.
H This is very different from Western medicine which is supposed to work solely on the body.
12.Multiple matching
You are going to read a magazine article about various local campaigns. For Questions 1-15,
choose from the people (A-D).
A Homes For All C New Youth Club
Organisations that help the homeless are Youngsters in the city-centre will lose out on a
warning that people will face even greater much-loved project if substantial funds are not
hardship this winter unless urgent action is taken found this year. The ‘New Youth Club’, which is
to offer shelter to those without a home. This open to young people from the ages of 10 to 17,
warning follows publication of figures showing an is being threatened with closure by Health and
increase in the number of homeless people. Safety officials who claim the building is unsafe.
Susan Evans of the organisation ‘Homes for All’ The club, built 30 years ago, was badly damaged
said: “With a shortage of accommodation, more by heavy storms last year and city engineers
people than ever before - young and old - are estimate that one hundred thousand pounds in
having to sleep rough. A cold winter is predicted needed to repair structural damage. With only
this year which means that these people will have limited funds at their disposal, managers fear the
to put up with sub-zero temperatures. Action club will have to close. Youngsters from the club
must be taken urgently to offer these people have organised an Open Day on Tuesday in an
shelter.” A nationwide demonstration to raise effort to raise some of the money needed to
awareness of the problem will take place this enable the repairs to be undertaken. “This alone
weekend. Supporters welcome. won’t be enough, however” warned Adam Ross,
B Village Protest Youth Leader.
Residents of local village, Shilden, are preparing D Save Lea Valley
for a night of protest to save their village from A rare species of butterfly and many native plants
Government planners. Proposals for a new face extinction if the ‘Lea Valley office complex’
motorway to be built that will run within 2 project goes ahead. This is the claim made by
kilometres of Shilden have caused uproar local environmentalists involved in the ‘Save Lea
amongst residents. They claim that they were Valley’ campaign. They argue that the proposed
given insufficient time to respond to the proposal. development, to be built on the site of woodland
Tony Fellows, spokesperson for the ‘Village dating back hundreds of years, will rob the
Protest’ campaign explains: “The planned route country of several rare species of wildlife. ‘Local
cuts across some of the most picturesque people would be horrified if they knew of the
countryside in the region. Shilden welcomes consequences of this project,’ claimed
thousands of tourists each year. Many of the environmentalist Ian Wilson yesterday. “We need
shopkeepers depend on this trade and would to instigate a local campaign to alert everyone to
almost certainly face ruin if tourists were put off the dangers. We are starting by writing letters to
coming by the damage this road is likely to everyone in the area asking for their support. The
cause”. The all-night protest will take place in the office complex developers must not be allowed to
fields where the building work is likely to begin. do this.”
Listening Comprehension
1. Short extracts
You will hear people talking in eight different situations. For questions 1-8, choose the best
answer, A, B or C.
4. Multiple choice
You will hear an interview about a computer experiment carried out among poor children in
India. For questions 1-7, choose the best answer, A, B or C.
1. Why was the idea of bringing computers to 5. Dr Mitra gives the example of riding a
poor children so unusual? bicycle to show that
A Many of them have homes with no A children are impatient when learning
running water. new skills.
B They would be unlikely to be interested B formal instruction can help anyone learn.
in computers. C one can learn a new skill by practising it.
C Giving them access to computers 6. Working in groups contributed to the
seemed unrealistic. children’s success because
2. The aim of the experiment was to see if A one child often helped another to solve a
A all children could learn computer skills problem.
on their own. B they were given explanations.
B the quality of computer education could C they were willing to keep trying till they
be improved. succeeded.
C very young children learned more 7. Dr Mitra believes poor children could have
quickly than older ones. a better future if
3. What was a constant feature of the A more jobs were created for them.
experiment? B they learned to use computers.
A the number of children in the group C more teachers were trained in computer
B the types of games that were installed skills.
C the type of locations that were chosen
4. What happened in one particularly poor
village?
A The children were unable to use the
computer.
B The children learned English
vocabulary.
C The teachers in the school got involved.
5. Short extracts
You will hear people talking in eight different situations. For questions 1-8, choose the best
answer, A, B or C.
1. You hear part of a radio programme. What 5. You overhear a man telling a friend about a
kind of programme is it? book he’s reading. How did the man first
A news hear about the book?
B weather A from a shop assistant
C traffic report B from his wife
2. You hear a woman talking about a new C from a critic
shop. What really surprised her? 6. You hear a woman telling a friend about a
A The customers are rich. course she’s taking. How does she like the
B The selection is limited. course’
C The prices are too high. A It is boring.
3. You hear a radio interviewer ask an artist B It is difficult.
about his work. How does the artist feel C It is useful.
when he is painting? 7. You hear somebody talking at a school.
A curious Who is she talking to?
B anxious A parents
C hopeful B teachers
4. You hear a woman talking to a friend about C children
an issue concerning her new flat. How is 8. You hear a man talking on the radio. How
she going to deal with it? does he feel about his career?
A She’ll look for a larger fiat. A unconcerned about his early failure
B She’ll wait till she has more money. B surprised by his success
C She’ll borrow a bed from her friend. C disappointed with his earnings
6. Sentence completion
You will hear an interview with a young woman called Mika Lawrence, who volunteered at an
animal refuge called Parque Ambue Ari in Bolivia. Complete the sentences.
7. Multiple matching
You will hear five different people talking about preparing food. For questions 1-5, choose from
the list (A-F) the comment that each speaker made. There is one extra letter which you do not
need to use.
8. Multiple choice
You will hear an interview about sporting events that take place in very different climates. For
questions 1-7, choose the best answer, A, B or C.
1. What did the sports in the Nunavut 5. Why has camel racing developed into a
competition have in common? formal sport?
A. They were very unusual. A. It is a good way to make money.
B. They could be held in a small space. B. It helps the local tribes.
C. They demanded great strength. C. It is more exciting than horse racing.
2. How often are the Northern Games 6. Why were children being used as camel
held? jockeys?
A. every year A. They were used to it.
B. every two years B. They needed the money.
C. every six years C. They weighed very little.
3. What is the advantage of the Northern 7. Susan thinks the future of camel racing
Games for the Inuit? depends on
A. They familiarise athletes with sports A. the use of robots.
from other countries. B. adults being used to ride the camels.
B. They teach the young athletes C. people protesting about using
survival skills. children.
C. They help to preserve sporting
traditions.
4. How long can camels go without water
in very hot weather?
A. several months
B. nearly a week
C. a couple of days
9. Short Extracts
You will hear people talking in eight different situations. For questions 1 – 8, choose the best
answer, (A, B or C).
1. You hear a young man talking. Why did he 5. You hear part of a lecture about the role of
go back to college? retired people in the economy. What is the
A He needed a better job. lecturer describing?
B He needed an evening activity. A reasons why something is changing
C He needed new skills. B errors in statistical information
2. You hear a man talking on the radio. What C disagreements between researchers
is he? 6. You hear a chef being interviewed on the
A an inventor radio. Why did he decide to become a
B a company employee chef?
C a writer A to follow a family tradition
3. You hear someone talking on the radio B to develop a natural talent
about an artist. How does the artist feel C to pursue his love of cooking
about his work? 7. You hear a teenager talking about the sport
A He would like to exhibit it in an art she plays. How does she feel while she is
gallery. playing the sport?
B He wants to make his creations last A uncomfortable
longer. B embarrassed
C He is happy to see his work destroyed. C confident
4. You hear a woman talking to her son. Why 8. You hear an explorer talking about a
is she talking to him? journey he is making. How will he travel
A to give him a warning once he is across the river?
B to refuse permission A by motor vehicle
C to make a suggestion B on horseback
C on foot
10.Sentence completion
You will hear an interview with a woman called Helen Hunter who runs a summer camp for
teenagers. For questions 1 – 10, complete the sentences.
SUMMER CAMPS
Helen says that people taking part in the summer camp usually sleep in a ........................................... .
The summer camp is a chance for teenagers to meet people and learn .......................................... .
As an example of a practical activity, Helen tells us about a team which built a .................................... .
In the next camp, teams will work out problem-solving activities such as a ...........................................
with clues.
Helen gives the example of ........................................... as the only typical sporting activity at the
camp.
The day when teams can choose their own activities is called ........................................... .
The summer camp is good for people who don’t have opportunities or have little ................................. .
On ‘Battle of the Bands’ day, the teams make a pop record and a ........................................... .
For the teenagers taking part, the camp lasts for ........................................... .
You can book for a summer camp that will be held in the month of ...........................................
11.Multiple matching
You will hear five different people talking about a mistake they recently made. For each
speaker choose from the list (A – F) the type of mistake that each person made. Use the letters
only once. There is one extra letter which you do not need to use.
12.Multiple choice
You will hear an interview with a conservationist who has built a cable car in the rainforest. For
questions 1 – 7, choose the best answer (A, B or C).
1 What feature of the cable car makes it 4 Why was the cable car redesigned?
particularly good for seeing wildlife in the A so that people could touch the trees
rainforest? B to avoid cutting down too much forest
A the speed at which it moves C because it had to be brought in by air
B the height at which it travels 5 How does Donald react to the suggestion
C the distance that it covers that he has disturbed the wildlife?
2 What is the main aim of the cable car A He explains what happened in the past.
project? B He criticises what happens elsewhere.
A to educate local people C He denies that there’s been any
B to persuade people to save the disturbance.
rainforest 6 Why is Donald sure his project is a
C to raise money for other conservation success?
projects A This piece of forest has survived.
3 What is the advantage of the project for the B Animals have returned to the area.
local people? C Other projects have copied his ideas.
A They can use the land if they want. 7 Donald thinks the future survival of the
B They can sell forest products to the rainforest will depend on
visitors. A the size of the world’s population.
C More work is available to them. B the attitude of people towards it.
C the size of the areas left as forest