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Unit 13
Vocabulary
space, place, room, area, location BOE
square
1 Candidates often confuse the following words: space, place, room, area, location and square. Circle the correct word in italics in these sentences from Reading and Use of English Part 5. Uncle Leo gives me a suspicious look when I call this place / area the ‘Scacchi Palace’. When I lie in bed at night, I can hear the chatter and songs of the passing gondoliers and the conversations in the square / place nearby. The place / location of the house is near the city centre and easy for our clients to find. Furthermore, the printing trade has many roots in this area / place of Venice.
2 Look at the definitions on page 185. Then circle the correct word in italics in these sentences. We don’t have enough area / space in our garden to hold the party. I hope I will have enough place / room for all the things I am bringing. Sorry I’m late. I just couldn’t find a parking place / space anywhere. I’m enclosing a map which shows the location / place of my school. It’s dangerous to go walking in a mountainous area / place without the correct equipment. The animals in this zoo have a lot of area / space to move around. The concert will take place in the main square / place in front of the cathedral. The area / space of forest where they’re going to build a new shopping centre is over 500 years old. There isn’t enough place / space to build more houses in this neighbourhood. It’s fine for you to stay at our place, as we’ve got loads of room / place.
3 Work in pairs. Write area, place, room or space in the gaps to form collocations, e.g. hiding place. Then discuss what each of them means, e.g. A hiding place is a place to hide or to hide something. hiding / market / meeting floor / green / office / parking / personal / public
head / leg / standing dining / penalty / picnic / play / reception
4 Complete these sentences by writing one of the collocations from Exercise 3 in the gaps. Teachers get angry when students leave their cars in their personal. If someone makes you feel uncomfortable by standing too close to you, we say that they have entered your . I love my school. It’s surrounded by with lots of trees and lawns. I’m tall, and the seats on the plane didn’t have enough . There are lots of stalls in the selling fresh fruit and vegetables. When you go to the country, it’s good to find a ............... ..................... where you can sit and eat a sandwich.
Listening | 1BSU
1 Work in pairs. You are going to hear a student giving a talk to his classmates about his house, which he claims is haunted. Before you listen, do you think it’s possible for houses to be haunted? Why? / Why not?
2 Answer the questions in the Exam round-up box.
How much do you remember about Listening Part 2? Say whether these statements are true (T) or false (F). If a statement is false, correct it. In Listening Part 2, you hear a conversation. 2 There are eight questions. 3 You will need just one or two words for each gap. 4 You hear the actual words you need to write. 5 You must spell your answers correctly. 6 Before you listen, read the questions as quickly as possible. 7 When you finish, make sure your answers form grammatical sentences.
Exam round-up
House space
3 Now read these sentences and predict what type of information or what type of words you need for each gap, e.g. question 1 is probably a length of time.
4 31 For questions 1–10, listen and complete the sentences with a word or short phrase.
5 Work in groups. Would you be happy to live in a house with a reputation for being haunted? Do you know of any haunted houses?
Grammar
$BVTBUJWF have BOE get
1 In Listening Part 2, Jeff describes two changes to the house. What were they? Listen again if necessary.
2 Look at these sentences and answer the questions in the next column. B She turned the old garage at the back of the house into a study. C She had the old garage at the back of the house turned into a study.
B Then my dad checked the whole house. C Then my dad got the whole house checked by a specialist.
Which sentences (a or b) did you hear in Listening Part 2? Which sentences (a or b) mean ...? t IFTIFEJEJUIJNTFMGIFSTFMG t IFTIFBTLFETPNFPOFFMTFUPEPJUGPSUIFN In the b sentences, who do you think did these things?
QBHF-BOHVBHFSFGFSFODFCausative have and get
3 Complete the sentences below by writing the correct form of have or get and the correct form of one of the verbs in the box in the gaps.
You’ll need your passport before you go to America next autumn. She went to the dentist yesterday and a tooth , so she’s not feeling too well today. We’re thinking of the house blue. What do you think? There’s a tree hanging dangerously over the house, and I think we ought to it. Our house is too small. If we could afford it, we’d it. He hates cooking and all his meals from the restaurant opposite.
4 For questions 1–4, 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. Someone stole my bag during the bus journey. )"% I I was on the bus. A professional photographer is taking a photo of Stephan. 1*$563& Stephan by a professional photographer. Marianne wants the hairdresser to change the colour of her hair. %:&% Marianne wants to at the hairdresser’s. The college rejected Pascual’s application. 563/&% Pascual had by the college.
cut down deliver pull out extend paint renew
Jeff has lived in the house for (1).
He thinks his house is haunted because of the (2) which people have had there. His (3) saw medieval soldiers. Another guest saw furniture moving in the (4). When doing homework, Jeff has felt a person (5) him. His mother decided to convert the (6) into a study. An expert told them the house was built on the site of a (7). His father recently had a (8) installed. One of the workers saw a man with (9) on his clothes. His father is normally at home (10).
House space
Speaking | 1BSU
1 Work in pairs. Before doing Speaking Part 2, answer the questions in the Exam round-up box.
2 Work in pairs. Look at the speaking task on the right and the examiner’s instructions. Then brainstorm words and phrases you could use to talk about each photo.
3 Look at these words and phrases. Which could you use with the first photo (1), which with the second photo (2) and which with both (B)?
4 Work in pairs. Take turns to speak for a minute about the photographs following the examiner’s instructions.
How much do you remember about Speaking Part 2? Say whether the following statements are true (T) or false (F). If a statement is false, correct it. Each candidate must speak alone for about one minute. 2 You have to compare four photos and answer a more general question about them. 3 You should compare the photos in detail. 4 You should spend about half the time on the photos and half the time on the printed question. 5 After your partner has spoken, you will be asked a question about the same photos.
Exam round-up
close to nature environment fresh air hi-tech maintain a lifestyle occupants organic food a rural setting spend quality time social life sophisticated entertainment pollution
5 32 Work in pairs. Listen to Peter and Martyna doing the task, then say whether the statements on this checklist are true (T) or false (F). Checklist T F 1FUFSTQFOETBMPUPGUJNFEFTDSJCJOHXIBUIFTFFTJO FBDIQIPUP 2 )FPVUMJOFTUIFNBJOJEFBPGFBDIQIPUP 3 )FDPODFOUSBUFTPOBOTXFSJOHUIFRVFTUJPONPSFUIBO DPNQBSJOHUIFEFUBJMTPGUIFQIPUPT 4 )FDPNQBSFTXIBUJUXPVMECFMJLFUPMJWFJOFBDIQMBDF 5 )FNFOUJPOTUIJOHTXIJDIIFUIJOLTBSFTJNJMBSBCPVU UIFQFPQMFJOCPUIQIPUPT 6 )FVTFTMBOHVBHFXIJDITIPXTIFJTJNBHJOJOHUIF MJGFTUZMFJOFBDIQIPUP 7 )FVTFTBHPPESBOHFPGWPDBCVMBSZUPFYQSFTTIJT JEFBT 8 )FVTFTTIPSU TJNQMFTFOUFODFT .BSUZOBHJWFTBMPOH EFUBJMFEBOTXFSUPIFSRVFTUJPO
Here are your photographs. They show two different places to live. I’d like you to compare the photographs and say what you think it is like for the people to live in each of these places.
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WKHVHSODFHV"
Unit 13
6 Pronunciation: linking (2) In order to speak more fluently, you sometimes put a consonant between the first and the second word when the second word begins with a vowel.
33 Listen to these extracts from Peter’s answer. In the highlighted phrases, what consonant is used in the extracts to link: B the yellow highlighted words? t XJUIthe occupants, a family standing in the garden t 0Othe other hand, living in the city flat might be quite exciting C the green highlighted words? t XIFSFUIFZHSPXtheir own vegetables t .POFZBOETVDDFTTJOZPVSDBSFFSBSFOPUTP important as being close to nature and the countryside t XIJDIJTQSPCBCMZbusier and more stressful D the blue highlighted words? t .POFZBOETVDDFTTJOZPVSDBSFFSBSFOPUso important t 5IFGBNJMZJOUIFTFDPOEQIPUPNVTUOFFEto earn quite a lot of money
Work in pairs. Take turns to read Peter’s phrases in Exercise 1 aloud.
34 In the gaps in these sentences, write the consonant which you think can link the two words. Then listen to check your answers. We live further away from the old town. Does he ever answer your questions? Our aunt comes to stay at our house just now and then. Fewer and fewer shops in our area are open at weekends. Many of you are busy and in a hurry. The end of the story is more exciting than the beginning.
Work in pairs. Take turns to read sentences 1–6 in Exercise 3 aloud.
Write three or four sentences as part of your answer to the task in (Speaking) Exercise 2. t Think about how you can link words in the sentences using consonants. t Then work with a partner and take turns to read your sentences aloud.
7 Work in pairs. Choose either Task A or Task B. Then discuss what you can say to do the task in a similar way to Peter (see questions 2–7 from the checklist in (Speaking) Exercise 5).
8 Change partners and work with someone who chose the other task. t Take turns to do your tasks. t While you are listening to your partner, use questions 2–7 from the checklist in (Speaking) Exercise 5 as a checklist. t When your partner has finished, use all the questions from the checklist in Exercise 5 to give him/her feedback.
5BTL"
Here are your photographs. They show people on holiday in different places. I’d like you to compare the photographs and say what you think the people are enjoying about having a holiday in these places.
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KROLGD\LQWKHVHSODFHV"
Unit 13
4 Which speaker said each of these sentences? If necessary, listen again to check. I don’t have to do anything around the house. I had to buy the food and cook it. They don’t allow me to have big parties. Apparently, I was supposed to phone to say I wasn’t coming. They didn’t let me invite a couple of friends to dinner the other day. I needn’t clean the bathroom or do any shopping.
5 Work in pairs. Copy this table into your notebook. Complete it using the phrases from Exercises 2 and 4.
obligation prohibition permission no obligation
QSFTFOU
QBTU
QBHF-BOHVBHFSFGFSFODFModal verbs – expressing obligation, prohibition and permission
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. ‘You can’t go to the club,’ Steve’s father told him. "-- Steve’s father did to go to the club. When you do the exam, it’s not necessary to copy out the question. )"7& You copy out the question when you do the exam. I shouldn’t wear shoes inside the house. 461104&% I off my shoes before I enter the house. You can’t enter the room marked ‘Private’. "--08&% You into the room marked ‘Private’. Diane wouldn’t lend Celia her car. -& Diane refused her car. We were not allowed to use dictionaries during the exam. -& They did dictionaries during the exam.
Writing | 1BSU"OBSUJDMF
1 Work in pairs. Before working on Writing Part 2, answer the questions in the Exam round-up box.
2 Work in groups of three. Read this writing task and discuss the questions below.
What would be the ideal location for your house? What sort of house would you choose? What features would your ideal house have?
3 Work in pairs with someone from another group. t Take turns to give a short talk describing your ideal house. t When your partner finishes speaking, ask a few questions to find out more details.
How much do you remember about how to do Writing Part 2? Put these tasks in the correct order by writing a number 1–6 by each. a Check what you have written, looking for specific mistakes you know you make. C Organise your notes into a plan. c Read all the questions and quickly choose the one you think you will find easiest. d Think and make notes. F Underline the things you must deal with in your answer. f Write your answer (140–190 words) following your plan.
Exam round-up
My ideal home
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LVVXHRI RXUPDJD]LQH
<RXVHHWKLVDQQRXQFHPHQWLQ\RXUFROOHJHPDJD]LQH
:ULWH\RXU article
House space
4 Look at the writing task again and discuss these questions. Who will read your article? What style would be suitable for this article? Which of these should your article particularly use: present simple, going to / will , conditional? Why? What information must it contain? How can you make the article interesting for your readers?
5 Read the sample answer below to the writing task, ignoring the gaps. How does this ideal home compare with your own? Has the writer answered the question completely?
6 Complete this plan for the sample answer in Exercise 5 by writing the notes in italics below beside the correct the paragraphs. Para. 1: Para. 2: Para. 3: Advantages of ideal flat Characteristics of flat Conclusion: room for my things My present accommodation Type of flat and location
7 Complete the sample answer by writing one word in each of the gaps.
8 Work in pairs. Discuss whether these statements are true (T) or false (F). T F 5IFBSUJDMFVTFTQMFOUZPGBEKFDUJWFT 2 *UVTFTDPOEJUJPOBMUFOTFT 3 5IFXSJUFSNFOUJPOTUIFGVSOJUVSFTIFXPVMEOFFE 4 :PVDBOUFMMTPNFUIJOHBCPVUUIFXSJUFSTQFSTPOBMJUZ BOEUBTUFTGSPNUIFBSUJDMF 5 5IFSFBSFQMFOUZPGSFMBUJWFDMBVTFT 6 5IFXSJUFSEPFTOUTBZXIFSFTIFMJWFTOPX
9 Write your own article. t Before you write, decide what features of the sample answer on the left you could also use. Then think and write a plan. t When you write, follow your plan. t Write 140–190 words.
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LQDKLVWRULFROGEXLOGLQJQHDUWKHFHQWUHRI D
ODUJHFLW\ (0) DV%DUFHORQDRU%RORJQD
:KDWDFKDQJHWKDWZRXOGEH (1) WKH
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DOLJKWDLU\VLWWLQJURRPDQGDKDQG\OLWWOH
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such
My space, my place
Fiesta!
Listening | 1BSU
1 Work in pairs. You are going to hear an interview with a street performer at festivals, including one called the Hat Fair. Before you listen discuss these questions. t What sort of things do street performers do? t Do you enjoy watching street theatre? Why? / Why not?
2 Answer the questions in the Exam round-up box.
How much do you remember about Listening Part 4? Complete the following sentences with the words and phrases in italics. seven general ideas an interview underline different words Listening Part 4 is or a conversation between two or more speakers. There are questions; you must choose A, B or C. Read the questions carefully and the main ideas. These will be expressed using from the question. Listen for as well as specific information.
Exam round-up
3 36 Now listen, and for questions 1–7, choose the best answer (A, B or C). Why is the festival called the Hat Fair? " It was started by local hat-makers. # Many participants wear hats. $ Street performers collect money in hats.
What does Max most enjoy about the Hat Fair? " the type of audiences he gets # the other street performers he meets $ the shows he can do
How did Max start in street theatre? " He lost his job in a circus. # He did it while he was at university. $ He learned it from his father.
What do audiences enjoy most about Max’s act? " the jokes # the acrobatics $ the danger
According to Max, what makes street performers perform well? " They earn a lot of money. # They are paid by results. $ They enjoy their work.
What does he say is usually the main problem with street theatre? " the weather # the location $ the police
According to Max, how does the Hat Fair help the city? " It attracts visitors to the town. # It encourages people to work together. $ It helps people to relax together.
4 Work in pairs. Sometimes towns and cities discourage street theatre. Why do you think this is?
7
Unit 14
Grammar
5IFQBTTJWF
1 The passive is formed by the verbs be or get + a past participle ( eaten, done, played , etc.). Read the following extracts from the recording script and underline the verbs in the passive. BI’ve been told the fair was only started in 1974, as a way of encouraging street performers like myself. CA hat’s passed around so that the performers can earn a living. DThey really seem to love it when they’re being made a fool of by other people in the crowd. EI actually went to quite a famous circus school in Canada as a teenager where I was taught juggling and acrobatics. FHere we’re given the main shopping street, which is fine. In other places, if you haven’t got permission, you’ll get moved on by the police.
2 Work in pairs. In which extracts (a–e) does the speaker do the following? (You can use the extracts for more than one answer.) He tells us who or what does/did the action. In extract c and part of extract e (the police) He uses the passive because he doesn’t know who or what does/did something. He uses the passive because he doesn’t need to say who or what does/did something because it’s obvious from the situation or context. He uses the passive because what happens is more important than who does it.
QBHF-BOHVBHFSFGFSFODFThe passive
3 Rewrite these sentences in the passive, starting with the words given. They founded our school in 1904. Our school. Someone has stolen my wallet! My wallet! You won’t be able to email me while they are repairing my laptop. You won’t be able to email me while my laptop . Have you heard? They’ve given me a place on the course! Have you heard? I. If you hadn’t done the work, your teacher would have told you off. If you hadn’t done the work, you.
4 Candidates often make mistakes when they use the passive. Correct one mistake in each of these sentences. First of all, I’d like to show you a castle, which might be built in the 16th century. might have been built I was expecting the performer to be Danny Brook, but you didn’t even mention that he was going to replace by someone else. I’m writing to you now because I’ve been told that is going to be read on the radio a short story by Agatha Christie. Moreover, how could we acquire a knowledge of the universe if the computer weren’t invented? Ekaterina’s story, which has already published in the school magazine, is really fun to read. Also, museums display many old things which have been using in the past. To sum up, nobody wants to be revealed their private life in public.
5 Read this text quickly to find out what happens at the Egyptian festival of Sham el Nessim.
might be built
A
large number of contemporary Egyptian traditions (1) said to have their origins in very ancient times. These include the holiday which is known (2) Sham el Nessim. This holiday may have (3) celebrated as early as 4,500 years ago. It is thought (4) have been the first festival to celebrate the beginning of the spring. Nowadays, in the early morning of Sham el Nessim millions of Egyptians come out to crowded public parks and other open areas. Young men swim in the Nile and families generally enjoy the cool breeze of spring.
S
ham el Nessim (5) also celebrated by eating traditional foods and these include salted fish, coloured eggs, sunflower seeds and raw onions. The reason for each of these foods (6) eaten is supported (7) a different myth. For example, offerings of fish are believed to (8) been made to the ancient gods and by (9) this a good harvest was ensured. Salted fish symbolised welfare to the ancient Egyptians and in ancient times fish (10) easily caught by being trapped in natural pools created by the movement of the Nile.
Sham el Nessím
Unit 14
The world’s highest festival?
It felt as if we had been climbing for hours. I stopped to catch my
breath as a wave of dizziness swept over me in the thin mountain
air. I stood to one side of the path to let the mass of travellers with
us pass. I was trekking with Marco, my guide to experience the
festival of Qoyllur Rit’i which takes place at 4,300 metres in the
southern Andes of Peru, a festival which few foreign tourists see.
As I looked back down the trail we had climbed and up towards
where we had to go, I marvelled at the colourful sight. Entire
families wearing local costumes were travelling to this unique
festival from all over Peru. Among them there were old men,
mothers with small babies and children all following the same
route. Many of them had horses and donkeys to carry their
food, blankets, cooking pots and tents. 1 Others had made
their way on foot through the mountains for days to attend this
remarkable event.
We continued our upward ascent for another hour and a half before
reaching the Sinakara valley. There we looked down on a flat plain
of open grassland crossed with streams from the glaciers and
overlooked by snow-topped mountain peaks. Right across this
fl at piece of ground people were putting up shelters and tents of
blue plastic to protect themselves from the freezing mist and rain.
2 The air of excitement, even from our vantage point more
than a mile away, was palpable.
We chose a spot between two icy streams to put up our tent. While
thus occupied, one of the many women dressed in the traditional
costume of a wide-brimmed hat, woolly jacket, skirt and stockings
came to sell us some very welcome hot soup and fi sh. 3
Not far away in another open market, people were buying tiny houses,
cars or small pictures showing a baby or a wedding. Marco explained
that these represented something the pilgrims desired. 4 This,
they believed, would ensure that what they wished for would come true
in the year ahead.
After dining in a makeshift restaurant and sampling the dancing
and partying, we went to bed fully clothed inside our sleeping bags.
5 The ukukus, men wearing black masks and costumes, had
left the encampment in the early hours to climb the nearest mountain
by the light of the full moon. 6 In the dawn light, we watched
them winding their way back down like a great black serpent. As they
descended, they were joined by groups of dancers in bright traditional
costumes. They performed wherever there was a space. Although there
did not seem to be anyone organising them or any timetable, the whole
festival had become a huge harmonious celebration.
Reading and Use of English | 1BSU
1 Answer the questions in the Exam round-up box.
How much do you remember about Reading and Use of English Part 6? Say whether the following statements are true (T) or false (F). If a statement is false, correct it. This part of the exam will contain eight questions, including the example. 2 You should first read the whole text carefully to form an idea of how it develops. 3 Underline clues in the text while you read such as pronouns (e.g. this, he, etc.), adverbs which suggest something mentioned before (e.g. the second point, however , etc.), relationships of meaning, ( e.g. it was expected to be huge ... in fact it was tiny ..., etc.). 4 Read each sentence carefully, thinking about where it could fit and looking for clues. 5 When you’ve finished, quickly go to the next part of the paper.
Exam round-up
Where the
writer was
going
2 Work in groups. You will read an article about a Peruvian festival. Before you read, look at the festival in the photos. t What do you think is happening? t Would you enjoy a festival like this? Why? / Why not?
3 Six sentences have been removed from the article. Read the article (but not the missing sentences) quite carefully. As you read: t think about and perhaps quickly note down the subject of each paragraph. t underline any words and phrases before and after the gaps which may refer to the missing sentences (one has been done for you as an example).
Fiesta!
4 Now choose from the sentences A–G the one which fits each gap (1–6) in the text. There is one extra sentence which you do not need to use. As you do this, t think about how the sentence matches the subject of the paragraph t underline words in the sentences which refer to things in the paragraph.
5 Quickly read the article again with your answers to check that it makes sense.
6 Work in pairs.
t Would you be interested in visiting this festival?Why? / Why not? t Do you think festivals in your country are more for tourists or more for local people?
Reading and Use of English |1BSU
1 Look at these extracts from Reading and Use of English Part 6 and use the word given in capitals at the end to form a word that fits in the gap. Then check your answer by looking at the text again. … a festival which few see. TOUR They were joined by groups of in bright traditional costumes. DANCE
QBHF-BOHVBHFSFGFSFODFWord formation – forming personal nouns
2 EP^ Form personal nouns from the noun or verb given. noun/verb person noun/verb person EFTJHO 7 NPUPS 2 OPWFM 8 DPNFEZ 3 SFTFBSDI TBMFT 4 DPMMFDU TQFDJBM 5 TVSWJWF SFGVHF 6 DPOTVMU
3 Answer the questions in the Exam round-up box.
How much do you remember about Reading and Use of English Part 3? Circle the correct option in italics in these sentences. This part contains eight / ten questions. 2 Write an answer as soon as you see a gap / Read the whole text quickly before answering the questions. 3 If you can’t think what to write, leave the gap blank / think what type of word you need. 4 Make sure you have spelled the word correctly (look at the base word you have been given) / Correct spelling is not important in this part. 5 When you have finished, go to Part 4 / read the completed text again.
Exam round-up
" From time to time during the procession, they stopped to dance on
the glaciers, believing this would bring luck to their villages for the
year to come.
B We were up early the next morning, the main day of the festival,
despite having slept badly on the frozen ground.
$ It was clear, however, from the sound of drums and singing rising
from this improvised camp that the weather was not going to
dampen the festival spirit.
D But just as the celebrations were reaching their climax, it began to
rain and everyone ran for shelter.
E Others, meanwhile, were offering goods for purchase such as warm
clothes, food, torches and trinkets by spreading them on blankets
on the ground.
F Some, like me, had come by bus to Mahuayani, the nearest town,
and were walking up from there.
G They would take them and bury them in the mountain.
Fiesta!
4 39 Now listen to Antonia and Nikolai doing the first part of Speaking Part 3. Were their ideas different from yours?
5 Listen again. Antonia and Nikolai help each other to do this part of the exam. How is it clear that they are listening carefully to each other, and why is this important? What phrases do they use to: B encourage each other? C help their partner to express an idea? D take over when their partner gets into trouble?
6 40 Work in pairs. Listen to the examiner’s instructions and do the first part of this Part 3 task. Try to use phrases you noted down in Exercise 5 to help the discussion along.
7 41 Listen to the examiner’s instructions and do the second part of the Part 3 task.
8 42 Work in pairs. Listen to Antonia and Nikolai answering this Part 4 question. Who do you agree with more? Why?
How do towns and cities benefit from having festivals and other celebrations?
0 Work in groups of three. One student should take the role of the examiner and ask these questions to the others. When you have finished, change roles and ask and answer the questions again. What can tourists learn from visiting a festival in another country? Do you think that some towns and cities spend too much time and money on organising festivals? How important is it for people to remember their traditions? Do you think there should be a limit to noise at festivals or other celebrations?
9 Pronunciation: improving fluency
43 Work in pairs. Read and listen to Antonia’s answer and underline the words she stresses
Listen again and mark with a or a to show where her voice rises or falls on stressed words.
Use a ( / ) to mark where you think she pauses. Then listen again to check your answers.
44 Now read and listen to Nikolai’s answer and follow steps 1–3 above.
Take turns to read both answers aloud.
Think for a moment how you will answer this question. Then take turns to answer the question using stress, intonation and pauses suitably.
Hmm, that’s a good question. / Some people say that it’s good for, what’s it called, community spirit, but I think the main benefit is for local businesses because tourists and visitors are attracted to the town to spend their money in shops and restaurants.
Yes, I partly agree with her. I think in many places people spend a lot of time during the year preparing for their festival and I think it really encourages a feeling of cooperation and a community feeling.
Do you think festivals should be organised more for tourists or more for local people?
How should we celebrate each of these occasions?
a new baby in the family
moving into a new home winning at a sport
a first car
passing exams
Unit 14
Writing | 1BSU"OFTTBZ
1 Before doing Writing Part 1, answer the questions in the Exam round-up box.
2 Work in pairs. Read the writing task below.
t Underline the key points in the task. t Make a list of the advantages and disadvantages of going to music festivals and concerts to listen to live music instead of listening to recorded music. t Discuss: Which do you prefer? Why?
How much do you remember about Writing Part 1? Choose the best option in italics in these sentences. *O8SJUJOH1BSU you must write an essay of between 120–180 words / 140—190 words in 40 / 60 minutes. 2 you can write whatever you want / must deal with three points, one of which is your own idea. 3 you should write a plan first / just start writing your answer. 4 you should check your answer carefully when you finish / you won’t have time to check your answer.
Exam round-up
3 Decide which of the ideas you discussed you can use in this essay and write a brief plan. When you have finished, work in pairs and compare your plans.
Although people can listen to recorded music on their music players when they^1 are travelling working or studying music festivals and concerts are becoming more and more popular. This 2 is because I believe they^3 offer two main advantages. The fi rst advantage is that the quality of the sound is much better at live concerts where the music and voices come directly from the performers. This^4 makes it^5 a much more emotional experience because you have direct contact with the musicians and you react to them^6 and they react to you. The second advantage is the atmosphere. Instead of listening to a recording alone on your personal music player you are listening with a huge crowd of people and enjoying the music together. This 7 means it is a social as well as an artistic experience. The main disadvantage is that you cannot listen to live music whenever you want like you can on a personal device. Apart from that 8 , the noise from the audience sometimes spoils the quality of the sound. In my opinion however the best way to enjoy music is the spontaneous atmosphere of a live concert. It^9 is more exciting because you are surrounded by other enthusiastic fans who are dancing with you.
4 Read Ulli’s essay and answer these questions. Which of her ideas are the same as yours? Which is her own idea? Do you agree with her opinion?
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Vocabulary and grammar review Unit 13
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1 Circle the correct word in italics in these sentences.
You can leave your car in the parking space / place just outside my house. Bring your family to stay with us! We’ve got plenty of room / place for all of you. He loves travelling and the first thing he does when he arrives in a new location / place is take a photo. The university campus is in an excellent location / space surrounded by countryside, but within easy reach of the city centre. The schools are excellent in this area / location , so it might be a good place to buy a house. There’s an empty place / room at that table if you want to sit there. We may have to take two taxis because I don’t think there’s space / place in one for all of us. You can buy international newspapers at the newsagent’s in the main square / place , just behind the station. I found the flight uncomfortable because there wasn’t enough leg place / room. She’s got a good hiding place / room for the money she keeps in her bedroom.
(SBNNBS
2 For questions 1–8, read this text and think of the word which best fits each gap. Use only one word in each gap.
3 For questions 1–6, 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. We’re hoping to employ someone to build a tennis court for us in the garden. )"7& We’re hoping to for us in the garden. Make sure that someone checks the car before you buy it. HAVE Make sure that before you buy it. Magda must tidy her room each morning. $-&" Magda has her room each morning They make us do three hours of homework a day in this school. )"7& We three hours of homework a day in this school. In this restaurant, you should pay for your food when you order it. 461104&% In this restaurant, you for your food when you order it. Speaking is forbidden during the exam. "--08&% You during the exam.
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LIVING IN CAVES
Wherever people live, they need to protect themselves (0) the weather, and ever (1) humans started to walk the Earth, they have lived in caves. To start with, they (2) use of natural caves, but they soon ran (3) of these. It then became simpler for them to create their own caves (4) to build shelters using other materials or techniques. On volcanic islands, for example, people found the rock was soft (5) to dig into, and (6) are places in the world where these
artificial caves are still inhabited. Modern-day caves have some unexpected advantages. For anyone who has ever visited (7) , the benefits are immediately apparent: they will have found that the cave is isolated from noise and has a generally pleasant temperature. It is not too hot in the summer, while it stays warm in the winter. (8) is more, a modern cave is likely to contain all the modern household gadgets that make life comfortable.
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Vocabulary and grammar review Unit 14
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1 EP^ Read this text. Use the word given in capitals at the end of the lines to form a word that fits in the gap in the same line.
2 Complete each of the following sentences by using the word given in capitals at the end of each question to form a word that fits in the gap. Tanya has a as a very hard-working student. 3&165& In this airline, we make sure that we follow all the procedures in order to avoid accidents. 4"'& My teacher just looked at me in when I answered all the questions perfectly. ".";& We have expressed our with the work, which was very badly done. 4"5*4':
Visitors are often confused to find the of two streets with similar names in the town. &9* If only Maria would tell us the instead of trying to deceive us with obvious lies! 536& Pierre swam the of the river in five minutes. 8%& The of a swimming pool has made the hotel much more popular. "%% Can you tell the between this fake Rolex and the original one made in Switzerland? %''& I have several other in July, so I won’t be able to go on holiday then. 0#-*(&
(SBNNBS
3 For questions 1–6, 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. It is almost certain that the flight will arrive on time. &91&$5&% The flight on time. Thieves entered my house last night. #30,&/ My house thieves last night. According to reports, seven firefighters were injured in the fire. 3&1035&% Seven firefighters been injured in the fire. It’s five months since my car was serviced. #&&/ My car five months. According to many people, she’s living in Mexico. 4"*% She in Mexico. There were very few cakes left by the end of yesterday’s party. &"5&/ Almost every by the end of yesterday’s party.
Getting work experience is a good
way for young people who are still at
school to see whether they will enjoy a
particular career. Future (0)
like to see work experience on CVs and
it can be a good way to see whether,
for example, someone will enjoy being a
(1) before they start on a law
degree. They get the chance to consider
various (2) for a future career
with working professionals whose advice
they will fi nd (3) helpful when
thinking about the different choices they
will have to make. Work experience often
involves uncomfortable situations but
people who do it learn how to behave
(4) in front of clients and
how to take (5) for things in
the workplace. Appearance is important
and they need to dress (6)
whether they are going for a job as an
air-traffi c controller or an IT specialist
or a job which is perhaps less technical
but equally (7) such as a sales
(8) or teacher.
employers EMPLOY
LAW
POSSIBLE
SPECIAL
SUIT
RESPOND
APPROPRIATE
DEMAND
REPRESENT
