Nelson English Language Teaching 100 Avenue Road London NW3 SHF A division of Thomas Nelson and Sons Ltd ‘An Intemational Thomson Publishing Company London + Bonn * Boston + Madrid * Melbourne * Mexico City « New York « Paris * Singapore * Tokyo ©WS.Fowler 1989 First published by Thomas Nelson and Sons Ltd 1989 ISBN 0-17-555747-0 NPN9 8 Al rights reserved. This publication is protected in the United Kingdom by the Copyright Act 1988 and in other countries by comparable legislation. No part of it may be reproduced or recorded by any means without the permission of the publisher. This prohibition extends (with Certain very limited exceptions) to photocopying and similar processes, and written permission to make a copy or copies must therefore be obtained from the publisher in advance. It is advisable to consult the publisher if there is any doubt regarding the legality of any proposed copying, Printed in China ‘ACKNOWLEDGEMENTS Texts The publishers are grateful to the following for permission to reproduce copyright material: The Illustrated London News Picture Library for the extracts trom Catching Halley's Comet by Patrick Moore p54 and The Race fo Cross the Channel by James Bishop p56. Photographs ‘The publishers wish to thank the following for permission to reproduce copyright photographs: J. Allan Cash Limited pp38, 48, 51, 83; The Wasa Museum, Stockholm, Sweden p51; Camera Press p62; Popperphoto pé4; Kobal Collection pp73, 74, 75, 81; Thomas Nelson and Sons, Penni Bickle p79; Wandsworth Public Libraries p79; Weidenteld (Publishers) Limited p80. Every effort has been made to trace owners of the copyright, but if any omissions can be rectified the publishers will be pleased to make the necessary arrangements.Contents Page Introduction v Unit Personal letters: invitation, acceptance, refusal 1 Unit2 Narrative: teling a story in chronological order 4 Unit3 Description: people 6 Unit Formal letters: requesting and giving information 10 Unit Discussion: comparison 12 Unité Guided writin: instructions 4 Unit? Personallletiers: directions 16 Unit8 Narrative: sequence of tenses 18 Units Description: objects 2 Unit10 Formal letters: applications for jobs 24 Unit 11. Discussion: for and against (1) 27 Unit 12 Guided writing: making choices 30 Unit 13 Personal letters: narrative 32 Unit 14 Narrative: direct and indirect speech 4 Unit 15 «Description: places 38 Unit 16 "Formal eters: complaint, apology and explanation 40 Unit17 Discussion: for and against (2) 4a Unit Guided writing: using a diary 46 Tair Descriptive narrative: human scenes 38 Unit20 Making and reporting speeches: informal 50 Unit21 Discussion: for or against 52 Unit22 Summary: fact, 54 Unit 23 Formal writing: reports vr Unit 24 Guided writing: using graphs 60 Unit25 Descriptive narrative: biography @ Unit26 Making and reporting speeches: formal 66 Unit27 Summary: opinion 68 Unit28 Discussion: solutions to problems 70 Unit29 Formal witing: commenting on a book or film 73 Unit30 __Guided writing: classified advertisements 76 Unit31 Descriptive narrative: changes in people and places 78 Unit32 Making and reporting speeches: newspaper reports 82 Unit33._—_Discussion: choosing an approach 84 Unit34 Summary: dialogue 87 Unit35. Formal writing: otters tothe editor 90 Unit36 Guided writing: solving problems 92 Reference Section 34 Index 119Introduction Progressive Writing Skil intended to provide students at intermociate level with models, techniques and practice enabling them to carry out any writing task they may be ‘asked to perform. Although it covers all the tasks Customary required by an examination ike Cambridge First Cerificate, itis by no means limited to ther. In my View, the book willbe used most effectively fits begun in 2 pre-First Cerificate level course, but some ofthe tasks included, such as writing summaries fo diferent purposes, gobeyond the requirements ofthe First Certticate Curriculum. ‘The book can be taughtin one oftwo ways. Itis genuinely ‘progressive’ in the sense thatthe tasks steadly increase indifculty and the level of structural competence required, when different kinds of writing task are re-cycled (See Contents}, rises corespondingly. This means thatthe Units can be taught in the order presented. On the other hand, students who need to concentrate on certain kinds ‘of task, such as oficial letters, can begin withthe relevant units and complete the sequence before attempting other {types of wing. In tis case, I would emphasise thatthe ‘oréor within the sequence should be retained, so that ‘students begin with Unit 4 and then go on to Unit 10 and Unit 16. ‘Approach Inmy opinion, students cannot write successfully ina foreign language without models, and these models must bbe accessibie to them in the sense that they can be imitated. Ihave therefore provided models for all the writing tasks in the book that exemplily techniques but are within the structural and vocabulary range an intermediate student already possesses or can easily leam or revise These models lend themselves to analysis in terms of organisation as well as usage. Students often fail to appreciate that the organisation of ideas in a discussion ‘composition, for example, is more important than the ideas themselves and as important as the control of language. Throughout the book, therefore, models and exercises are sed to draw students’ attention to such things as the importance of paragraphing and the use of connectors and. ‘modifiers. in the same way, the techniques that make a story interesting, and these are similar in all languages, depend on knowing where as well as how to employ different structures. Therefore, these narrative techniques ‘must be analysed and practised, as well as the sequence ‘of tenses and the use of direct and indirect speech. Input Every kind of writing task requires a certain technique, and inallcases there is also an input in terms of structural ‘competence, vocabulary and register (socially appropriate language) which varies according to the task. My objective thas therefore been, not only to analyse and exempify the ‘kills themselves through models and exere'ses, but also 1 predict the input. tis not within the scope of a book lke this to provide grammatical exercises for every structure that may be needed or to predict and pre-teach every item of, vocabulary. The techniques and input (what the student ‘must earn to perform the task successfully) are clearly very different when the interpretation of the task depends largely on the student's imagination, as in narrative, from ‘those in offical letters written with a well-defined purpose. ‘At the same time, a least in terms of structural ‘competence and register, the input can be calculated with reasonable accuracy, and in consequence, | have included ‘a detailed Reference Section atthe back of the book. Reference Section This section explains the use of all the structures that appear in models, unit by unit, andin some cases suggests items of vocabulary appropriate for diferent tasks. Since ‘tasks are re-cycled throughout the book, | have also suggested which structures are most likely to need revision for a given task, as well as those occurring In a Unit forthe irs time, Persistent structural dificlties can be ‘overcome by using the cumulative index to the Reference ‘Section that appears at the end, ‘Summary of Content and Objectives ‘Writing well ina foreign language demands suitable preparation. In this book, preparation consists of the {ollowing elements: 1 models exempitfying the specific techniques required by different writing asks; these models and the ‘accompanying exercises enable students to analyse their content, organisation and technique, as well as 10 recognise the sequences of structures that ‘customarily appear in them: 2 further exercises aimed at drawing students’ attention to the different components of apiece of writing and ‘enabling them to practise techniques and sequences ‘before attempting to put what they have learnt into practice in open-ended tasks; 8 achoice of comparable writing tasks at the end of ‘each unit ~ I would normally expect students to ‘choose only one of these ~ requiring the use of the skill they have been taught and the suecesstul ‘employment of appropriate structures, vocabulary and register; 4 areference section, accompanied by a cumulative Index, explaining the use of structures, connectors ‘and modifiers, and, where necessary, vocabulary and. register. Each unit of the Reference Section from 7 to 36 lists items that have previously appeared but are likely to be needed and so may need to be revised before students attempt the new tasks, “The results obtained in pretesting this material encourage ‘me to believe that intermediate students with this kind of preparation can be successfully rained to deal with any writing task appropriate to their level of English. WILL FOWLER, Barcelona, June 1988rc | Personal Letters: invitation, acceptance and refusal Z Invitation Jane Calder is seventeen. She has a pen-triend in Greece Called Katerina, and has just received a letter trom her Read her reply. Study the layout of the letter, and the content of each paragraph. Decide where Jane does the following, writing the paragraph number (1, 2.0r 3) at ‘does not include the point in her letter, write 0. Jane: (a) invites Katerina to her house (c) tells her she will have hher own bedroom (@) says she will goto ‘Cambridge {g) suggests how long (b) asks her to reply soon (@) refers to the content of her etter (0) thanks her for hertetter {h) suggests the dates when Katerina must Katerina could stay come () mentions Katerina’s ——)_ mentions her own. family family ‘Now put the points in order of appearance in each paragraph and decide ifthe main purpose of the paragraph 's:to find out if Katerina can come to stay; to invite her to slay; to assure hor that she will be welcome Which phrases introduce the main topic? Which phrases are conventional endings to a letter? —_—eTCEOEOEESSSSS Practice Study Jenny Marshall's lettorto her friend Anne. Complete the letter by putting the sentences and phrases in the appropriate places. # to you for such along time. 've been ‘80 busy a the university. But now something has come up thal would give us the chance to meet. The university «drama department are organising a trip to Stratford on ip see Twelfth Night. know you and Bod ive nearby, bu il you havent seen this production yet, *71s0, lean get wo extra tickets. ‘We're planning to come up by coach on Friday, but my new boy-fiend, Trevor lives in Warwick, and his parents have invited me for the weekend. t would be lovely to see you on Saturday if you wore 00... " by next Friday. Could you lel me know before then if you would lke to come? In any case, | hope we can meet a he weekend Love to Bob. Bliesie Aero. Np April 174 1954 Dear Katerina, (eter abies] POMS $0 tc for your artivad Bet ee gee Soa Siege Mart a hope youl be eb Suc IE, We sera wekome & s Pout 5 te FS aiey angi Wid aes LSP (oom, so there's Py awl @ soon and tel me if an cone. ty tee esies rents evel Meee tes ko.gcur (iy puns Sad eee Se Laue, {have to book the tickets, Friday, May Sth 4th Apri, 1989 Love Dear Anne 46 Cranford St., ‘would you lke to joinus London ''m sorry thaver't written Looking forward to hearing from you NW35PQ I'dlike you to meet Trevor p——1 Persona letters @ Acceptance and Refusal Study Richard's acceptance ofthis invitation, and then study the lotter trom Marian Winsiow to Margaret Stafford, ‘explaining why she and her husband cannot accept a similar invitation. Then answer the questions that follow. | 53 Murray Avenue. Birmingharn Gly 6K May 22nd 1484 ear Mr ard Mrs Stafford, ° “Tank you very much for your Kind anitation 40 your daughter Margaret's wedding Sandra and Lare delighted toaccept, Tt was very thoughtful of you toenquire fumes and Eileen Statlord have pleasure in inviting Richard and Sandre Connor to the marriage of their daughter Magerez Franke Ackinson. at St-Anne's Chueh, Abberley, Stsex ‘on Saturday, 23rd June at 12.00 pm. and to the reception at The Fox and Hounds, Abberley 19 Horsham Road Aberley, sussex. HRS TAB RSVP accompanying, robe winelher we. were ae err he previous evening avd Sher te tind us somenttere to shay in the lage. Ae we have 2 mall baby, we do wt eee we. anay For tno long), 80 we plan drive vou im the morning. Prank ells us that Ihe seek ion a ely to gp on for some time. but athe came reason we will only stay 7 drink the nealth of the bride and grvom, ava then nell have to make un edtriy stark for home. Thanks, amyniay, for thinking of US- Wwe look forward temeetiig you on Saturday, 281d Tune. Yours sincerely; Riche! Cowray {jo + Compare the beginnings and ends ofthe two letters. In what ways are they different, and why? 2 Whose friend is Richard, and whose fiend is Marian? How do we know this from the content of the letters? 3. Compare the three main paragraphs in each case. In what way is their purpose alike? Account for the diferences, 7 Hillside Close, Jurnenouch, Dorset "BAI2" 380 Moy 24h 1989 Dex Magge, le Was very Kind of ty Kd of your parenes £9 invite John ‘tnd me : or wes Veforeunately we wore be eble to come, nd | have, Briten to thems exproasicg sor mage, bur fle thal had to tre Peenally © aay how Sry ore thot oe 1 Go, OU i that de let wes (Sore ore the only ones whoa don orl | Can bod get auc rom work epter so 65 soon a8 Us vn ta ce oe 7 ay 2 con change ie a We BS sucha pity because ! uns | eae very rnc to Goring pu reaniey early welts thnk ys on or fen eerie tive! Pe Sith gro Fe, we're Sure what youl be happy fra cach a onda See sends his love Cor kivdese regerds to Frank hove, Maran,Practice Martin Hardy is celebrating his twenty-fist birthday party fn Saturday, November 12th, and he has invited two of his friends, Julian and Stephen. Complete their letters, inventing addresses and dates, and writing the paragraphs that are missing IndJulan's letter (list paragraph) he should thank Martin for his invitation and accept; inthe last, ne should say he's looking forward tothe party, and end appropriately. Stephen (second paragraph) should explain why his job prevents him from accepting; inthe last, he should say he 's sorry to miss itand end appropriately, with regards to friends who will be there. Julien vs first paragraph seve 's very kind of you to offer to put me up forthe night, and I'd ike to take advantage of your offer. Il be coming ‘on my scooter, and I don't much lke the idea of celebrating your birthday in style and then going out into the cold night ait fora thity-mile ride home. Thanks very much, third paragraph 1 Personal eters Stephen ‘Thanks very much for your invitation to your twenty-first birthday party. 'm sorry to say that l won't be able to make it Ireally is annoying, because | was looking forward to ‘seeing you again, and meeting all cur old friends from ‘school. But on this occasion work comes firs, I'm afraid ‘As you know, I'm working as a trainee comouter programmer for IXL, and they're sending me ona course. third paragraph .vncunnne ZF Further Practice 1 Write a letter to.a pen-riend in Britain, inviting him/her to spend a fortnight in your country 2 Write Katerina’s answer to Jane (o. 1), accepting her invitation and suggesting dates for your arrival and departure. 3 You and some fronds are planning to go toa folk music/dance festival about 100 km from where you live. Write to 2 friend who lives in another town and invite him/her to go with you. 4 Some of your classmates at your former school are planning a reunion in honour of your favourite teacher, Whois ratiring. Write toa friend from your schooldays and invite himher to the dinner. 5 You have received the invitation in question 4. Write (a) accepting the invitation and asking if you can help in any way (b) explaining why you wil not be able to attend theNarrative: tel Hing a story in chronological order ZB Telling a story Before re ‘eading the story, look at the nates on the use of tenses and narr ind narrative in the Reference Section (p.95). When you have re 2d the story, answer the questions that follow. | Blackout in Barcelona te blackoutin Baroolona happened on a YRICR ane etn October 1987, about ten ook au for, my vile was roading aDOOK. Sn wating 2 ety ate on TV. Sudden ate Hts 9 house went Out Se on the fim was getting ineresting, ™Y S2° said indisgust. GioUet onto te landing to see ithe blaceent 2s af te whole block of fais. Eventing WAS areas. Then |went backvnto the ing eT ‘Our flats darkness, grand we have a good view of hat of the city, oe ip ights could see were in two WRG the The oranda few near the port beside He Se shart ae the whole city i affected okt Ty wit ‘She want ino the kitchen to Look for ‘some candies, and my gontunmed on an ld radio that works! ‘with batteries 10 my

-> SE EEEE==== > ‘You can got all the shopping at the supermarket, Julie, ‘except forthe bread. I don't Ike that sliced bread, so would you mind going to Basset's the baker's? Is a bit out of. your way, but! hope you won't mind. On the way, would you call atthe library, please, and take these two books back? Don't worry about choosing two more. Just bring the library tickets back. The most important thing is my ppension, though. Could you callin atthe post office and collect for me? Mrs Webster knows you, but ve written a ote to her authorising youto pick it up for me. !think that’s all oh, there's one other thing. Could you buy the TV Times for me at tha newsagents? Thank you so much bry pesssagents | [ mse 146 Guided writing Practice 2 Bernard Mori isthe Managing Director o a printing fmt is Friday afternoon, and he has to go abroad on business immediatly. Ho plans to be back inthe ofice on Thursday morning, The Deputy Managing Director, Gordon Scot, is ‘onholday, buthe willbe back on Monday. Berard asks his secretary, Judy Cole, to write a memo to Mr Scat toling tim what needs tobe done while Bomardis away Read what Bernard says to Judy. Then wito hor memo, using the same format. Numer each topic according fo the date and time when ihe action must bo takon, not according fo importance. Remember hatin the context of the memo, Mr Scott wll become you' and Judy wil become ‘Judy’ or ‘my secretary hotels end celephone cached, Typ ay VUE Cole, Pep. Bernacd Morte (ietared by Me, Moret Of course the most important thing isthe visit from Graham John Walton to mari his retirement, haven't we? That's on Miles of Wellington Publishers. He's coming about eleven Tucsday evening at ‘The Half Moor’. I'm sorry I won't bs ‘on Monday morning, and he knows I can't be there myself, there, but ask Gordon to apologise for me and make the land Mr Scottis going to look after him. Tell Gordon to take presentation. ‘him round the works, introduce him to all the technical staff The other thing thats really urgentis that we must finish land give him a goodlunch at'The Half Moon’. You can _the Basic Geography books nex! week and get them to the ‘book a table for him, but Gordon must tell you ihe wants binders on Friday, That's the first priority on Monday toinvite anyone else. ‘morning, because we're behind schedule. Ask Gordon to Then there's a meeting with the staff representatives __speed up the work on that. He can pay the men overtime, if about the Christmas party. That's on Wednesday afternoon necessary. at 3.30. lleave the details to them, but Gordon must make If anything really important happens while Im away, you sure they don't go over the budget of £300, have the list ofthe hotels where I'm staying and the Talking of parties, we've arranged a goodbye party for telephone numbers, so you can attach itto the memo. a | @Z Further Practice | 1 You are going away on holiday for a fortnight and have where you have stayed before and alternatives if they asrod a hondr neighewurlefecdyoureet Maea”—eegeu | list, showing the times when the cat mustbe fed, and say 4 You are planning a party for twenty people. Make a of the food and drink you will need, and write it out tor friend, showing where he/she can buy the different things. Imagine there is no supermarket near you. | where the food is. 2 You are going away for the weekend, but your brother/ sister is coming to the house with a friend, Make list reminding him/her of where things are, and ask him/her § Youre the English teacher at your school, with five todo two things for you while you are away. itferent classes during the day. You have to goto a 3 You are going abroad on business fortive days, slaying __conference, and another teacher is going to substitute inthree cites in a foreign country. Decide on a schedule, _for you one day. Make a ist ofthe times and levels of the land then write a memo for your secretary, asking her to _—_classes, the books used, and what you would like the book flights and hotels. Help herby indicating hotels, teacher to do in each class 15ZB Finding the way Mark and Penny Wallace have just moved into anew house and want to invite all ther friends to a ‘housewarming’ party. Read thelr letter to Angela Vickers, ‘and in particular compare the second paragraph to the map Mark and Penny have attached to help Angela find her || way. Then complete the tasks that follow. Personal Letters: Use the map to write diferent second paragraphs, giving directions to (a) Steve, who is coming by bus from the west (0) Mary, who is coming by train to Walbury from the south {¢) Maurice, who is coming by underground to Walbury Park from the north, | 28 Walbury Park Road, Lendlon SWI’ GWE May th, (48a, Dear Angela, last areve got everything more or less straightened out inour new house and to celebrate Une mere having party on | | Friday, June 2nd. We very mach hope you can come, and look forward bo seeing you any time ‘from seven omards. The phone hocnt been installed yeb, so I'm writing Lo you instead ff yascant male &, please drop ine a ime or vring me at the office (68iy 2801) Limagine you'll bs cumnby by auch Ive. drown yee a vp ta help you fied the hoses You ab adie the main aa into London from Chitlington until you come to the crossroads ab Walbury station. About a hundred yards further on, you'l come to Woodside Road, There's a pub on the corner called ‘The Woedeutter’. Turn left along Woodside Rood, and take the second on the right, Vine Road Vine Road joins Walbury Park Rood, and our house is Bie third on the lett, Faomg the park We look forward t9 Seeing you hove, Fay 167 Personal letters Practice ] | John Long is expecting a vist from an Italian friend, Giovanni, but Giovanni has just written to him to say he has hhad to change his flight. He will arrive at Gatwick airport on Friday afternoon next week, instead of Saturday morning, and John cannot now meet him at the airport as he planned. Complete the extract from John’s reply with the correct word or phrase from this list: at, for, from, in, on, opposite, out of, aver, to, under. 17 Victoria, get a single ticket ‘s n't be abla to ot you ee 12 Penge East, which is ia tm very sory that wont beable t07 sepa MS a waar, Because SS atemoon, he Orpington in, Ns te ah sala 2 work .. vs ° ‘i theretore going to give you some | ions so th fact, When you come iiaitheretore going to give you some instructions 9¢ 75 t 6 i ‘eporaeEg bridg seve tO way “A my fat. ‘tation, you will see a footbridge stee sseenen Warne your ised aa un rare teane asta Tams meagre rat crbungien aeatongs enn, Sebastien Hs rl ~ {roe ji sergeant ig ‘second floor. other side of the road. 1. How do you think John began and ended his etter? Write a beginning tothe first paragraph and a short last paragraph 2 Drawa map that John could have enclosed to direct Giovanni from Penge East station to his house. FZ Further Practice 1 Write altter oa friend who ives in another partof your _ sightseeing, Imagine that they are staying ata hotel in town or city inviting him/her to apart at yourhouse and —_the centre, and want to walk from one place to another Giving directions. Assume that he/she is coming by 3. Imagine you are Angela and cannot goto the public transport. ‘housewarming’ party. Write to Mark and Penny, 2 White instructions for a group of tourists coming to your making an apology. (For guidance, look at Martan's town orcity to help them spend an interesting morning _—_letteronp.2) 7Narrative: tense changes ZB Telling astory Before reading the story, study the notes on the use of tenses in narrative and of time expressions (Reference Section 8). Then answer the questions that follow. The Level Crossing Keeper Iwas one of those cold, wet, miserable February afternoons when no one wants to go out I had sarted raining about midday and the rain was sil falingsteadiy. Now it was beginning to get dark, and mist was forming on |_| the other side of tne railway line. Jack looked at the clock | | overthe itie destin his hut. Then he put on bis coat and Cap and went out to shut the crossing. He was expecting a goods train to come through in thee minutes’ time, at 4.87, and he imagined it wou'd be on time because no one had rungto say it was running late. Itwas a lonely spot, with very tle trafic ether on the | | road or tne raitway. When Jack retized the following year, they would probably replace him with an automatic crossing, but meanatife he stl had his ob todo. He brought the lever down to lower the barrier, and then went back into the doorway of his hut to sheter trom the rain | | while the train went through. The mist was growing thicker. | | Asthe train passed, Jack counted the wagons from habit. There were eighty-sovon. When the last had gone by, he raised the lover and the gates swung back. Ashe did so, he saw a big black car waiting on the far side of the crossing. He could just make out the figure of a man, siting Read through the first two paragraphs again toobiain 3 the maximum information you can about the time and place where the events occurred, and about the weather. Point to all the details that provide you with this information. What time, exactly, does the story begin and. ‘approximately how long does the action last? Give 4 reasons for your answer. 18 Past Perfect, Upright.n the driving seat. He waved. but there was no ‘answer, s0 he turned on his heel and went back into his hut. He would have time for awarm cup of tea before the next train appeared about ten past ve, He put the kettle on the stove. tt a ogaratte and waited {or the water to boil. Five minutes tater. he was enjoying his tea when he happened to look out ofthe window. To his surprise, the car wasstil standing at the crossing, Perhaps Ithad broken down. He decided he would go out to see it the driver needed help. but frst he wousd finish his tea. The car still had not moved when Jack went out again, bbuttoning up his coat, because the ran was dripping down his neck. As he approached the ca. peering through the ‘mist, he Was surprised that there was no sign of the driver. Iwas not until he came level wn the Font window that he ‘saw that the man had fallen on hes ssde onto the Passenger's seat, Perhaps he's had a heart attacx: Jacx said aloud to himself But thon, as he opened the door. he sew the small round hole in the windscreen and anewver. seraar hove inthe man's forehead, Make a lst ofall the actions in the Past Sampie tense in chronological order. win: Jack iooked at the lock .."(1.5), and put an apprommate time against ‘them. Then complete the table below forthe verbs in ‘other tenses and compare itto your fst. What is the pattem that emerges? Continue the story. Decide what Jack cid immediately, and what happened the same everang. You need not solve the crime, but you should decade how and when the man was killed. and how these facts were established, Past Continuous Conditional was faling 494 had started midday would be 437 was beginning had rung, would replace ‘was forming hhad gone by would have ‘was expecting had broken down would go out was running had not moved would finish was growing had fallen was enjoying was standing was drippingPractice 8 narrative Read the whole stor Fy below before (a) choosing the correct Perfect or Conditional. Then answer th Nn angwer the questions that Time expression rom thet low: () puting he ver Imo one fhe aouing tenses, rae! Common Pant follow. Note: the time in Spain is Slow Not th tine a Sela eure aon Mad An unexpected stop (st inthe airport restaurantin Miami having neh. At aro Sotethey (al) me that my fight (eave) at 4.90 . "BUR se “2 |did not trust their “Sees uncemenis. | was in a counity | (not expect to visit on ary way i act where people (come) to mock me, = 3. Apart from that, the clock said 1.15 and ‘aywaich said 716 but understood everthing poate Fey wat ihe ables around mo and because of al the ss (Gee) everything was strangely familiar found myself in pase il ness yO the United States... y accident. The trouble (start) cose when | (wait) forthe ones enty plane in Madrid airport. The plane (come) [rom Paris onits return journey to Mexico (discover) thatit (not take oft) yet ooveng to schedule, the plane was due in Mexico Oily about eight o'clock wnat focal time, (which ‘would be four . by my watch). 1 Luis lake) me to ahotel and (rave) 2 #8 meeting an important put someone just day's test ‘customer for dinner... sea Nira caster tra waiting period i sent a telegram 10 Luts, warning Hiexitnat (be) late, and sat down to wait for turther information. "3, we took oft ring much happened on the fight across the Atlante About four hours later after ath As soonas_atmight Ethie. atthemoment nen Peter Gung forthe tte fraly_inmyite “inte morng Iniieattemoon” ntheerening fnevoweintes ‘Ten the prevous evenirg the next event the night before oe the day before but 1+ we (got out) of the plane at Miami for a Siniaute stop to refuel, al the lights went out, We @raited in a lounge hour after hour until late 5 ae ‘oe they told us to fillin 3 temporary immigration form and sent us to 2 not pe motel a clerk (try) to issue room numbers 10 & ot of very tired Spanish-speaking travelers wn de Pot Venlerstand him, | could see that we (stan) inthe gues im 37 unless someone did sometning, £0! numbers ahead of me and . anne goto the tron. jo you mean you can speak their language? the Tet ata astonishment, ooking al my Britsh passpon- ie vo ded. since then, have discovered that 40% of he population of iam! speakit bute was ovidenty not one of them. ‘wansiated all the cee! NQOEUD, worsened” TOW snouts slogp vid to ring Luis but the telephone operator mouse they didrt know the code for Mexico. |had @ se ran breaklast, and sel off for he airport cer over lunch, | (worry) abgut Luis. (say uP) Pe waiting for Me w--~ 2"? (pe) he a the airport 10 wating read we the customer for dinner, 2s we (Plan)? (Keep) awake it we cid? 1 Compare the time scale here with Scale here with that ofthe story on the Srontte ow oun Hy Sse facing ite ave telng ne le torn Past Pevet 2 Continue the story fortwo mor freight tock of 90 What fappored when ho writer arrived in Mexico City? pened when he8 Narrative | B The beginning and the end at innit tthe beginning of a story, the writer should set the scene sothat So that wo understate eves and their importa Read the main body ofthe story and: The tory should endwth alagial imax portance, quostonstnatfolow. Y “namnenanswe the first and last paragraphs of this story are missing. Use your answers to decide which of the beginnings and rings an ‘endings on the opposite page you prefer, and why. The Cross-Country Race Ac Tom stood waiting fr the reco tostarthe glanced at they came over [Ne hill, oked back and saw thatthe rest nic esainrivals, Julian Mayne and Gary Cummings forthe were 2 on0 4 ‘behind. The race would be decided Dig ly. They both locked confident and relaxes, while, | Pers the three of them. Barre sly shifting rom one oot othe other, But Mayne and Cato ‘sprinted away from him down the Tom was rettered more tohim. He id notlook ats father hill and Tom had to hold himself back to keep to his plan. the race Mc glttriend, ntne crowd. hwas importantto His ony nope Ne {0 trust in his knowiedge of the course. them, too. St Mary's stood on flat ground and someone who did not em, 100 as to getaway from the mass ofrunners. know the coves oat “would imagine thatthe last mile, Tee ee edb able to run teal athis own pace. The | trough Ye village streets, was even, too. But Tom nad Then Pe tno race started, he moved alongside Mayne and trained ove’ ay yard oft, The slope they had cimbed at ‘Rey wore soon part ofa group of about wenty wholedtne the eegrner ‘of the race was really the end of along hil Rey tp the steep slope away from St. Mary's church into “Ae tos lot the fields and turned back onto the road, Tom the fields at the top of the hil, saw Mayne disappearing round a bend a hundred yards = ile at wo eles the course ran downhilacwoss ahead him. Curren twas further ahead, out of sight muy helds before turing sharply atthe factotanather | Now he ‘vould have to trust in the plan his father had cy elnay reached the top, ney would se the spie.ot_ worked out eure ‘the winter. He stil felt strong as he si hany's standing outcearyinthedistance worales, forced himselt to run faster, Uphil furiner on, He kept close to Mayne and Curnmings but as Beginning Where of year was td 4 1g place? What time Endin atone cpyeulmaane”Whsoberneratondo, Sido ture ccna honeras yo weed io understand he ancepere? Why doyoutirkgarinue? Who amore od Who's Stay pase blayed in preparing him othe ace?” igri pases ba rama ahr wus ie sfBeginning 1 The first cross-country race in Tom's village had taken place many years before. His father had won itand had received a medal. Now a lot ofrunners from the city entered for the race, and the village runners cid not have much chance. But Tom had been training all winter, and his father had given him some advice. He did not tt he would win because the city runners were more experienced. K Beginning 2. The cross-country race took place in ‘Tom's village every year in March. It was a great event for the villagers, but fora long time now runners from the city hhad taken the prizes. The last local victory had been twenty years before but the medal that hung on the wall at home always reminded Tom that the winner had been his father. Tom had been training hard all winter over the ‘course and his father had planned his tactics. Now, on a bright sunny morning after three days of rain, he was impatient to put his plan into action 8 narrative Ending 1 He soon caught Mayne, and now he could see ‘Cummings in front of him. The village was full of people. ‘They were shouting his name and telling him that he could win. He ran faster, and Cummings came nearer. When ho ‘saw the church a hundred yards ahead, he was not sure if he could catch him, buthe did. As they reaches the line, his father and Jenny ran out of the crowd to congratulate him, His father said that he was very proud of him, Ending 2 Mayne was very tied, and Tom soon overtook but Cummings was stil along way ahead, Everyone {rom the village was shouting his name, but Tom kept to his plan, reserving his energy for his final effort. As the church came in sight, he sprinted at last. Cummings heard him breathing at his shoulder, and looked back, but at that moment Tom passed him and crossed the line a yard ahead. His father and Jenny came out ofthe crowd to greet him. ‘You were wonderful. Tom.’ jenny said “Just good planning, his tether said, but from his smile ‘Tom knew he was proud and happy. FH Further Practice Inattempting the topics below, decide when you begin the story where itis taking place, what time of year itis, what the weather is like, and how much information the reader ‘needs about the background to the story to understand what happens, End the story with a comment that summarises its meaning, either of your own or spoken by one of the characters. 1 Arobbery. Either the main character comes home and. suspects something wrong as he/she approaches the house orsome thieves have what they think sa perfect plan to rob a bank or country house. 2 Aghost story ora story about a person who thinks he/ she sees a flying saucer (UFO). 3 Blackmail. A story about a person who has a guilty ‘secret. Someone who has discovered it tries to aet money from him/her in retum for keeping the secret, 4 Your own story of one of the themes of the stories in this unit: a murder story, the account of a journey or a story about a race. 2Description: objects Z Describing a room Look at the drawing of William's room, and name each of the numbered features, using the list bolow: bed bookshelves drawers mat, posters table lamp wardrobe window writing desk My room at home has to serve two purposes; tis a bedroom but also a study. itis not very large, but like it because it has a large window opposite the door, and my desk is on the right near the window, so Ido not need to| Use the table lamp during the day. have a writing desk that folds down so | can do my homework comfortably. keep my pens and pencils in the top part of the desk, and it has three drawers, where | keep all my notebooks. There isa table lamp on top of the desk, and some bookshelves above it, fixed to the wall, for all my school books. | have decorated the room by sticking ‘some posters on the wall above my bed. (On the other side of the room, opposite my bed, is the wardrobe. Ithas two sections, and is very conveniont ‘because itis built into the wall, and so it does not take up ‘much space. | keep my jackets and trousers in one section, and the other section consists of lite drawers for shirts and socks and underwear. At the bottom there is a big drawer, where | keep sweaters, Practice Now look atthe drawing of Wiliams elder sisters room, and name each of the additional numbered features, using the list below. Then write a description of the room, Begin Tike this: My sister Anna's room is ifferent from mine bedside lamp bedside table carpet chestof drawers dressing table mirror ZB Further Practice Write a description of your own room at home or your brother or sister's room ora friend’s room. 22.@ Describing an object Fst rad totes then use together wth thot below rodioung \oramber al hefesures on he cranes tall, ancien ha uostonson een back wheel bell chain crossbar dynamo frame front wheel handlebars lamp mudguard pedal pump saddle saddle bag spokes three-speed gear tyre My first bicycle | got my frst real bicycle as a birthday present when | was, twiolvo It was made of shining steel andthe frame was painted black. It had a three-speed gear on the cross-bar, ‘a dynamo driven by the back wheel that produced electricity for the lamp, a socket on the frame for tho pump, ‘a saddle-bag attached to the saddle for my schoo! books, ‘and a bellon the handle-bars. brake brake block _Y description {knew how to ride a bicycle, because | had had a child's bicycle before that, but was very excited because in future {would be abe to ride to schoo), instead of going on the bus. In the first few weeks after my birthday, | rode my new bioycle every day, and gradually discovered alits advantages, compared tothe one | had had unt then, When I came toa steep hil, | could change gear with my three-speed and pedal up, instead of geting off and pushing the bike. | was not afraid of getting home afior dark because the lamp provided a good light, and the faster | rode the brighter itwas. lalso discovered the risks and the disadvantages. | liked to free-whee! down the hil without pedaling, but | oon learnt that it was risky to put the front brake on first. That was a sure way to go over the hanalebers, head frst. also leamnt that bicycles need constant maintenance. |had to pump up the tyres and othe gears and there were times ‘niten had to mend punctures and replace the brake blocks. The thing hated most was when the chain came off, and had to take hold of the blac, olly links and put it on again. Butit was a good bicycle, and ilasted me uni was grown up. 1 Give each paragraph a heading. Whats ts purpose? Doesit describe the bicycle o the writer's experience witht or both? 2 Why does the writer describ this as his frst" bicycie? 3 What was the purpose o the five special features the \wrter describes in the first paragraph? 4 Inwhat ways was this bicycle an improvement on the provious one? 5 What sor of things could go wrong with the bicycle, and hat ci the writor have to do to solve these problems? ZA Further Practice 1 Write about: my frst camera; my frst record-player; my first watch, ampiter sys viowtinder rallot tim lene monuiehard| 1 oO Formal Letters: applications for jobs A Letters of application ‘Small company based in North London seeks enthusiastic secretary with cheerful telephone. manner. Experience With word precessors an advantage Write with fall eo. to. Hertet Fria, Grayling Communications Utd, 98 Harnden St, London NWi9 MING, Read the two letters of application for this job, comparing | them to the information contained in the curriculum vitae each applicant encloses. Then answer the questions. May 7, 1989) Dear Miss Finlay, [have seen your ad for a Job as 6 secretsry with your coupany in che pepers Sed ian quite interested In it 20 T enclose | T have been working as @ secretary for the pase eighteen Goathe. at an, insurance We have not got a word processor at the office but my boy-frlend has ney end ep eview, and Toth rom oA ed iscine Jones (1) Chistine Jones (7) GCE‘O revel (s (2) 34 SiagLane, London subject) swoage Secretarial Diploma @) 267 1958, (®) Secretary, Marble Lid |) 2etn February, 1968 (1986-7) ©) single Secretary, | StMarysCollege, Consolidated Watford 1980-1865) Insurance Co, (1987- | Major Secretarial now) College (1985-1986) (8) dancing, swimming, reading (10) Joshua Plumb, Claims Dept Consolidated Insurance Co. (my toss) dion Road on a8) 1ST vas 7, 1989 Ms Heerser F: Grayling Cor rondon Hwi8 wie experience for snclosing ay c the pose you adv tome for’ ehis H bur 1 have ‘been e= appliceeion Ine Ebfvare cone Yours Arta oo. (1) Angela Coxon (8) Secretary, Hall & (2) 8 Albion Rd, London (Coates (travel agents) ‘sw7isT (1986-Oct. 1987) (9) 197 5246 ‘Secretary, Bore & (4) 8th April, 1969 ‘Bore (socitors) (since (6) single Oct. 1987) (6) Wesbiton (9) languages, travel, ‘Comprehensive Schoot temas, (1980 1905) (10) Mp Rana Dari, Branley Secretarial Principal, Braniey College (1985-6) ‘Secretarial College, (7) GCE'O level, Maths. 17 Oxdord St, London French, English wi2Py Language, History. Ms Caroline Longley, ‘Geography (1985) ‘branch manager, Hail ‘Secretarial diploma ‘& Coates. (Pitman) (1986) 16 Ransome Rd. London ‘SW62HR. 241 First, look at the two curricula vitae submitted. Give a brief heading, such as name’, to each of the ten points mentioned. In what ways are the curricula vitae similar, and in what ways is Angela's more convincing? 2. Now compare the latters, taking into account the form of the advertisement. Why do you think Harriet Finlay interviewed Angela, but did not interview Christine? In particular, study (a) the form of the address (b) the reference to the advorlisement (c) interest expressed in the presentjob and the jab the gitis are applying for (d) interest in the requirements ofthe job (e) the form of ‘ending the letter. 10 Format tottore Practice 1 Travel Representative Landon vege 9 reprreetve Sed ‘ibe ott in rpoting hoe Duet fore esting group ehechng hot id Sontion "artafoeetes nd furan Soot organ The scent ceca sae mar wh Athan iit pare om sencng fuer Ela Ste ssn he metho Gy 6 (icosng Werte Sephen Crug, Marer (Gin Raf tal Koen CPmeo TOURS Ltd sd G. Michaelis 115, Pangral atens Mr Stophen Crag, Area Manager (Greece), Med Tours Lis, Ktomerou 74 AAmbolotpl Abens February oth, 1989 Dear Graig, Iwas Very interested to see your advertisement in today’s Athens Daily News{or atravel representative, as (1) (2) enclosing my ciriculum vitae. Ihave (3) with tourists. | have been working for a travel agency here for the past ive years and —(4)_— During this time, Ihave (5) so|_—(6)__that would be able to (7). This experience has also. ‘enabled me to__(8)__ 19). (10) — Yours sincerely, Nikos Lanitis Making a successtul application for a job is not only ‘matter of writing correct English but using the right sort of language. tis important not to be too aggressive and colloquial, but also not to sound impractical and use rhetorical phrases. Complete Nikos's application, choosing the most acceptable language for each of the blanks. (1) (a) Lwant the job (b) | am very anxious to serve you (c) Ibelieve | have the qualifications and experience you require (2) |am therefore (b) That's why im (c) Its for this reason that lam (2) had a long and pleasurable connection (b) done a lot of work (c) had a great deal of experience (a) my understanding o the problems is considerable {b) Ihave @ good knowledge ofthe problems involved (6) know all the tricks . (a) made a iot of good friends in the hotel business (b) developed an excellent relationship with hotel managers (c) extended my acquaintance among the hoteliers (a) am confident (b) ‘ve got the feeling (c) have the impression (7) (2) give satisfactory service in resolving difcutias (b) fix things up (c) deal with any probiems that might anse (8) (@) expand my already wide knowledge of the English language (b) keep my English going (c) practise my spoken and written English (9) (a) would be grateful if you would consider my application (b) reckon that if you give me an interview, you won't be sorry (c) have pleasure in presenting my application for your kind consideration (a) | await your reply at your earliest convenience (b) | look forward to hearing from you (c) Please reply soon @ @) 4) © © (10)10 Format tetters | Practice 2 | Jonn Targott isa successful salesman interestedin his | job. The fext of his letter consists of six sentences, divided | four paragraphs, but here they are printed out of order. Re-order them, indicating the beginning of each paragraph, and then give each paragraph a topic heading, Afterwards, answor the questions that follow. fgg Behrens Aa Staen te age gee ein wt 5 (@) Another advantages that the area would be more» (@) I trust my application willbe of interest, and look Suitable to me than my present area south of the forward to hearing from you. Thames as | have just bought a house in (0) Atthe age of 32, lam looking for the opportunity this Buckinghamshire, ~ post seems likely to offer to make further progress in a (©) Inallcases, have been able to increase sales in my firm with good future prospects, ‘tea, and | have therefore attached to my cv. a {f) From that you will see that have considerable ‘summary ofthe percentage increases |have achieved experience as a sales rep. with a variety of products, in the four firms | have worked for as evidence of my including stationery. track record: (c) Iwas very interested to read your advertisementin yesterday's Sunday Timestor a sales representative in Buckinghamshire and Berkshira, and am therefore enclosing my c.v., as requested. —_— 1, What forms should John use to begin and end his letter? 2 What information usually contained in a curriculum vitae would the Sales Manager obtain from John's letter? ‘3 What adcitional information is he going to provide, and how should this help him with his application? 4 Compare John’s last paragraph to Angela's on p.24. in what way is John more confident, and why is that appropriate in his case? @ Further Practice Imagine tha the following advertisements have appeared rene rr sre eae ‘in English in a newspaper in your country. Apply for one or = ee etna tea more ofthe posts advertised, You are tre to invent a name Sees Saas and adress for he company advorising, and you shoul = Sssume acuelum fa or yore al waserate Jovacuinic earls at necesnay ow Separate butyu shows neu sets iometonn Sacer Siwy nth cng: on ftemten Sk ‘Re prune wl edo me fe coin emt oe foc go Ap espe tu cpr ese {un ah uations rmfor and against Z Contrasting points of view Before working on this unit, study Reference Section, 1p-108 (connectors and modifiers). ‘Spoken and written discussion reaching a balanced Conclusion obey different rules. First, read the dialogue between Jim, Kate and Laura, JIM: I'see the Russians are planning to go to Mars now. It makes me sick to think ofall he money spent on space research. How can they throw money away lke that when millions of people on Earth are hungry? I don't think it's thrown away. You can't stop scientific progress. People naturally want to find ‘out about other planots, and what we find out may be very useful to the human race in the future, Butit doesn't do us much good now, does it? All that effort and expense to land two people on the Moon, and we found out that no one lives there, and we cauldn't, either. We knew that already. ‘Yes, but when | saw the film, I thought it was. thrling. tt caught peopie’s imagination. And ‘that's why there have been so many technological advances in other areas. Ive read that the investment has been repaid nine times. Aillthe computers, evan things lke digital watches, have developed much faster because of space research. Well, they don't feed hungry people or improve social services, either, do they? What do you think, Laura? | think you're both right in a way, though personally rm more on Kate's side, The main argumentin favour is that because it's spectacular, it encourages research ‘everywhere. Some things they have found out help cure people in hospital, for instance, soit does have a practical value now, not justin the future. But of course if you think that raising the standard of living of poor people in the world is ‘the most urgent problem we need to solve, any expense on research that doesn't affect that directly must seam wasteful. KATE: JIM KATE: JIM: LAURA, Discussion: Now read Laura's written version of this discussion. Note (a) the way itis organised in paragraphs (b) the order in which the discussion is presented (c) the use of phrases that connec! the argument. ‘Space research is still a controversial issue. For some. people itis an exciting proof of man’s adventurous spirit, bringing scientific progress, while for others itis a waste of ‘money that should be spent on improving living conditions here on Earth and solving the problems of poverty and hunger. Thisis the main argument against space research. The vast sums of money spent ont could be better used in other ways. Apart from that, itis thought that the successful landing on the Moon, for example, although it was ‘spectacular, did not advance human knowledge very much, since we already knew it was uninhabited, On the other hand, those who defend space research argue that scientific progress is inevitable, and what is ‘more, the effort to reach the Moon led to technological advance in other areas. Consequently tis wrong to think that space research only bonefits certain people, because all kinds of everyday objects have developed taster because oft. Itis therefore wrong to think that the money is wasted, ‘On balance, | amin favour of space research because ot the aavantages it has already brought in terms of fe on Earth today, for instance in developing techniques in hospitals. Nevertheless, | sympathise with those who are ‘30 concemed about the condition of people in Third World ‘Countries that they would lke to spend all the money avaliable to governments on helping them, 2711 Discussion | Practice | Complete the article below comparing bicycles and ‘scooters as a means of transport for teenagers by ‘choosing from the list of connectors below. Only one word ‘or phrase is correct | Thin years ago, most teenagers had bicycles, but now they are comparatively rare, and even those boys and gitls who have them do not use them as often. (1), motor scooters are much more common. (2) this may seem a sign of progress but (3) the change is not necessarily for the better. itis easy 10 see why young people prefer scooters. —(4)—, they are much faster and do not require much physical effort; _(5)._, you can take a passenger with Yyou.on the pilin seat behind; —(6)___, they give young people a feeling of independence, because they can travel further andimpress their friends. "(7)_—-, the disadvantages are equally obvious. —(6).___, scooters ‘are mote expensive fo buy and to mainiain, and (3) those under 16 are not allowed to have them. (10) {greater freedom brings danger because speed encourages young people to take risks and —_(11)___ scooters are involved in more accidents, and the accidents are —(12)__ more serious, Bicycles are safer and easier to control. Years ago, teenagers had more experience with them because they had learntto ride as young chitdren, and (13) knew What they were capable of. (14). many young people overestimate what a scooter can do and pretend ithas the power of a motor-cycle. (15), (16) bicycles are not very safe, either. in cities these days because there are more cars and drivers are not used to them and do not, make allowances for them. —(17)—., those who are old enough to ride scooters naturally prefer them, but they should realise that they are the most dangerous form of transport on the road. Those who are too young or cannot afford to buy a scooter probably find bicycles siow and uncomfortable (18) _, and riding a bicycle requires more experience of traffic than. before. —_(19)__. the change has been for the worse, —(20)__for the 13-and 14-year-olds, but the only safe Solution would be to have special lanes for cyclist. ‘The plan for this article is similar to that ofthe previous ‘one on space research, but a different technique is used in the second and third paragraphs. What is it? 28 (1) (@) Atthe other end (b) On the contrary (c) On the other hand (2) (@) At first sight (b) In the beginning (c) Inthe first place (3) (a) apart from that (b) in fact (c) indeed (4) (a) Atfirst(b) In the beginning (c} In the first place (8) (a) also (b) as well (c) secondly (8) (a) above all (b) mostly (c) over al! (7) (@) Although (b) However (c) in spite (8) (2) Attirst sight (b) In princapie (c} To begin with (2) (a) consequently (b) in any case (c) meanwhile (10) (2) Apart from that (b) As a result (c) On the other hand (11) (@) as a result (b) for this (c] secondly (12) (2) as well (b) generally (c! however (13) (a) consequently (b) for this (c) to begin with (14) (a) However (b) In contrast (c) On the contrary (15) (@) But (b) In spite (¢) Neverthosess (18) (a) indeed (b) itis the tact that (c) the fact is that (17) (@) In the end (b) Lastly (¢) To sum up (18) (2) by comparison (b) in contrast (c) on the other hand (19) (2) Above all (b) At last (c) On balance (20) (a) especially (b) generally c) mostlyZ Abalanced article Look at the detailed plan below for a balanced article on animals in captivity. The introductory frst paragraph has ‘been completed for you. Use the points for and against 10 develop the second and third paragraphs. Ifyou can think ‘of better arguments include them or replace those given, Finally, use the notes to summarise points for and against inthe last paragraph, and include your personal opinion. Most important cities have a zoo and people, especially children, enjoy visiting i. Teachers often take their classes there because of the educational value a visit may provide, (On the other hand, many people feel itis wrong to Keep animals in captivity, ike prisoners, and think they should all be allowed to live freely in their natural surroundings. 1 Animals in captivity provide valuable educational ‘experience. People would never see, recognise them in natural surroundings, 2 Zoos improved, animals better looked after, species preserved. 3 Situation still articial. Animals have protected existence, sometimes no freedom. 4 Personal opinion. 1 1 discussie For Against 1. Educational value, 1 Cruel, unnatural. Animals people learn about keptiin cages. animals, zoologists study habits. 2 Preservation of species; rare animals may disappear. Can often breed in captivity. Better food. 3 Zoos improved. More space. Advantages of safari parks. Most, ‘animals can run about 2 Destroys natural abilities, changes behaviour. ‘Animals born in zoos would diein the wild. 3 Evenin safari parks, limited space, not all animals given freedom — 2.9. birds Ike eagles, FZ Further Practice Use the organisation of paragraphs in the examples in this, unit for quidance, Make a plan, listing points for and against lke the pian above. In choosing questions, choose ‘ane or more where you can see points for and against, not ‘atopic where you feel strongly on one side or the other. 1 The advantages and disadvantages of traveling by bus! coach and by train. 2 Travelling by air or by ship to an sland 200 km. away. 3 Going to the cinema and going to the theatre or similar live performance, such as a ‘pop’, rock’ or classical ‘concert, 4 Coreducational schools (where boys and girl are inthe: same class) compared to schools where they are separated. 5 Private television channels, paid for by advertising, and state television channels, assuming there is one, paid for by public money.making choices | 2 Guided Writing: Z Choosing a holiday Ingrid Freeman is a student, aged 19, She belongs to a large family. Apart from her parents, she has an elder brother, lan, who is 26, and three younger brothers and J] nce tas con toe sisters aged 14, 11 and 10. Her parents are going to take «ine Tenn suing nang Separate dee the younger children with them on holiday, but Ingrid wants ge chin ed wa to,go somewhere sunny with her friend Judith, where she can meet the local people. Her brother ian is an ‘adventurous type. He always wants to go somewhere on his own and have new experiences. Before reading the text, decide which ofthe holidays would be most attractive for cifferent members of the family, giving reasons. Then complete Ingid's account, \ ‘explaining the choice they have made. Finally, decide which holiday you would ike to goon yourself, and write a paragraph, explaining why. ‘Seotychumen ova wack alig oibe Chek | ith" img nea ght To Srecrmtenneen es haven't made up my mind yet about my holiday this ‘summer. My parents are g0INg 0 sisson” With the three young ones because they saw an advertisement for a holiday where the family live together ina village. The ‘advantage for the children is that they have couriers ...® Apart from that, Mum and Dad like tennis, and enjoy going to a disco in the evening, but there they' be able to relax in the evenings, because the Childe One of the best things about it isthe price, because two of the children are under 12 and [im pianning to go somewhere with my trend Judith, but we don't agree about where to go. We both want to get some sun in the Mediterranean, and she's seen an AdVEMISOMEN FOF wnennnsennnenn® BUCLGON think | | would like that because sevens *. Vd rather find a quieter place where you can vnsces’y SOM Sart dah anne tens aha eae trying to persuade her to go with me to. wood ‘your ach “£120, incloing ight and all ‘There we can r My brother lan hast made up his ing, ether He kes doing adventurous things, andno eal Warts 6 goto ° because ...... .", The only ihing is ia hese nondays are expensive, 86 he may | doodO 10 neynne Hobnover - - 'S, and the advantage is that you can 4 DEFOE YOU a. .uu io12 Guided writing Z Choosing a television programme Mark Farmer, 42, is a businessman who likes to relaxin the evenings. He enjoys fms, plays, detective series and, above all, anything connected with sport. His wife, Maureen, 39, s a teacher; she prefers news programmes land documentaries. Janet, 16, is fond of music, classical ‘and modern, and also likes series but not crime stories; her brother, Jason, 14, kes quiz shows, sports programmes ‘and comedy series, BBCI 7.00 WOGAN. Torry Wogan interviews three bishops on the church's role today. 7.35 GOING FOR GOLD. European general knowiedge quiz. 8.00 KENNY EVERETT SHOW. Last of the popular comedian's series. 8.30 WATCHDOG looks at shoppers problems. 9.00 NEWS, REGIONAL NEWS, WEATHER 9.30 PANORAMA. Interview with the Prime Minister of India, Rajiv Gandhi. 10.10 STUDIO MURDERS (1981). Mystery fm, (11.45 weather, close down) Tonight's Viewing BBC2 ITV Thames 7.00 THE JOY OF 7.00 WISH YOU WERE LIVING (1938) Lively HERE compares ‘musical with Jerome holidays abroad, Kern songs. 7.30 CORONATION 8.30 BARRY DOUGLAS. ‘STREET, The long- Pianist plays running series from Beethoven's the North Waldstein Sonata. ‘8.00 AFTER HENRY. 9.00 HORIZON. Family series, Documentary on 8.30 WORLD IN ACTION how depression looks at where the affects people. ‘money from bank 9.50 MOONLIGHTING. robberies goes. American detectve 9.00 HARD CASES. New series, rama series in six 10.30 SPLIT SCREEN. pars, first tonight, Series that examines about the probation controversial issues service. by presenting wo 1.00 NEWS AT TEN, opposing views. 10.35 SPORTSNIGHT, Tonight: public and featuring golf and private health care. hightights of 10.45 NEWSNIGHT (11.30 European Cup weather, close football. down) 7.00 8.00 8.30 9.00 10.00 414.00 Decide which programmes each member of the family wants to watch this evening, giving reasons, and write a paragraph for each. Remember that sometimes they may have to choose between two programmes that interest them that are on atthe same time, Begin: Mark would lke to watch Hard Cases at 9.00 because ... Later he would have to choose between Channel 4 CHANNEL 4NEWS, with commentary and weather forecast. BROOKSIDE. Series. RUDE HEALTH. ‘Comedy play set in a doctor's surgery. MERELY MORTAL. Socond of a five-part series examining attitudes towards death, MILL STREET BLUES. The ‘American detective series. RADIO Bnei, Documentary about atomic-bomb tests in the Pacific. Z Further Practice 1 Either use the television guide on this page or the ifferent television programmes available on the same evening in your own country to write about the preferences of your own family. You should expect to 2 Ask three friends in class which foreign country they ‘would most like to visit and why, and then write four paragraphs explaining their preferences and your own, 3 Do the same thing, asking them which famous person begin on these lines: At 7.00 ! would ike to watch ..., they would most lke to meet and why. ‘but my father, mother etc. would rather see ..., because 4 If diferent members of your family like to spend the weekend in diferent ways, explain their proferences. 311 @ Thanks and apologies Jane Thompson is a teacher at a village school in Sussex. Last weekend she invited three friends from different Periods in her fe to her house: Alison, who was at schoo! ‘with her and is now a secretary in London; Kate, who was at university with her and also works in London as a librarian; Mary, who lives in the town of Lewes a few miles. away, where she is @ nurse in the County Hospital. Today she has received letters from them all thanking her for hor hospitality. Read all three letters before answering the ‘questions. narrative Personal Letters: Flot 3, Stanford Court, Fp, Stamford Road London SW HHI, March Obs, 19484 Deardane, Just afew lines bo cay how much T enjoyed last weekend. You are a wondlerful hast, and it was SO nice Lo get. away from the office Ie was « good idea to invite three friends of yours who had never mel before. Even though we took a little while Lo gel used to ohe another, I thought: we all got on well together. Kate rang me to ask’ me if I'd like. bo goto the cinema with her later this week. We found we had so much in common, including @ love of good films, so thanks to you I've Found & new Friend in London. Thanks once again, and please let me lyow when you're next going Lo be in London Td be hoppy to put you up: Love. Qos13 Personal letters Practice When you have read Kate's letter, complete itwith the most appropriate expression from the choices given, taking word order into account 89 Redlands Ave., London SE3BH 103.89 DearJane, |_(1)_ had to wnite to say how much |enjoyed last (1) (a) actually (b) surely (c) really weekend, You said beforehand that you were taking a risk inviting three women who didn't know one another, but | thought we got on _(2)__well. Alison and Imade friends (2) (a) eventually (b) extremely (c) frankly from the start, and we're going to the cinema together on Thursday. ‘The next time you see Mary, please tell her that (G) (@) actually (b) certainly c) ot course —(3)__ didn't take offence when she made that joke (4) (a) Actually (b) Naturally c) Surely about irarians. (4) _ | thought twas quite funny, but (5) (a) luckily (b) surprisingly (c) unfortunately — (5) when I'said I was one, she was (6) (6) (a) naturally (b) of course (¢) property embarrassed. _(7)__ she wastred after such ahard (7) (a) Of course (b) Seriously c} To my surprise Week at the hospital, and had forgotten what | was, so | Gian'ttakeit (6). Quite __(9)__, |adrite anyone (8) (a) on purpose (b) personally (c) properly whois prepared to do that sort of job and sill have the (9) (a) certainly (b) frankiy (c) surely energy to go on along country walk. So thank you once again for having us, and please let ‘me know when you're going to be in London again. Looking forward to sexing you soon, (10), (10) (a) frankly (b) honestly (c) sincerely Kate 1 Although the content ofthe three letters is different they follow a similar plan. What isit? Give each paragraph a heading, 2 Which two of Jane's friends got on best, and what did they discover that they had in common? 3 Why does Mary think she must apologise to Jane? Which four mistakes does she think that she made, and why did she make them? What was the attitude of the ‘other three to these mistakes, inso far as we can see from the letters? ZB Further Practice 1 You have spent two weeks as the quest of a family in visit, remind him/her of interesting things that happened, England. On your return home, write to the person who and invite him/her to your county this year. invited you, thanking him/her for his/her hospitality, 4 A riend of yours wrote to say that he/she would be in 2 During your stay in England, you were invited to another your country fortwo days, and you arranged to meet at family's house for the weekend. When you return to yout his/her hotel. Write, explaining Why you could not keep host's house, write to thank thom for thoir hocpitality, the dato, and apologising, and apologise for two or three things thathappened| 5 You promised to send an English friend, who is studying without your meaning them to, such as arriving late, your language, a book only obtainable in your country, breaking a glass, making a tactless remark otc. ‘Write, explaining why you have not been able to send it 3 Write in English to a friend abroad who entertained you —_yet, and apologising. last year. Say once again how much you enjoyed yourFZ Reporting a conversation “ong a story by reporng a conversations not amater of Ghangng dro hie reporedposch word or aoe atena you need to know how to do this. Before beginning work Snins unt coral roretseinhe release Drif0 (Reported spose and inreavene eres ahs rowerino questions, Trovor Lonsdale. newspaper reporter, anda photegraphor Bit Haney aren icora SeetinLondon feporgtne ual inary alec ation ana wes BILL: Its awastof ime coming hee, Younover got try rlcrevtny plotnos Reno capaeen exetod bocaine ey vobougttasree they donroaly wort ane hei bergen, Welspoopl reading svat tis saa conta tinea pee Cea Yourover kaon Ferrata ng Sie look at hata haved gti sees a Imsuret'sher lest ee any dteetoos nth heriniig ova, ut pothees snes Perea Gore on, que Take sonvaaies Beforo so goos nis to sane Viny? Hoy, nk youe gf Isher. OK, 90 meta her Ercge mo", you Royal Highness, or would yourind ronetga tain ina sre youtating soon ioe oro ee lak pire? Walljou ste: nee itorestdo s0e you tere, ring ithe crowd ave democratic, | must say. IStppose iste some or of ko, ut dont thine ann. Te ony got Wenty minutes to doy shopgng arate ment grace Gteourse te Palace ithe Pee being ator Wo chiaren? TREVOR: BILL: TREVOR: FIONA: TREVOR: FIONA: TREVOR: Narrative: direct and indirect speech FIONA: ‘TREVOR: FIONA: TREVOR: FIONA: TREVOR, FIONA: ‘TREVOR: BILL: TREVOR: ‘haven't got any chvcren? You must be mad! Look. it you don't go away and leave me alone, !'l call the po&ce! No, tha's not necessary. { won't bother you ‘any more. your Royal Highness. ‘What this? Why do you keep calling me “your Royal Highness? ‘Well, | thought you were Princess er. Now i look at you cosety. perhaps | was \wrong. I 50. Im very sory. Who are you, in fact? My name's Fiona Jacxson. 'm 22, and vein Clapham. | work as a secretary for Westminster City Counes. ust round the comer. Doos that satiety you? Ot course. out you aor rnd me saying so, YOU look ust Wie her. and she has her hair done inthe sare Yes. that's what my mother always says, though can tsee & Wel. was an honest mistake. | suppose. Well. thank you. aryway. I must let you get on with your A.whole reel of fim wasted! No, don’ worry. Bal We can use ths. You'll see But 1 Who did Trevor think the gut was? 2 Why was he almost sure that € was her and what made him doubttul? How cid he earn #? 3 Why was the girl in a hury? 4 Where did Trevor thane she was going after doing her shopping? 5 What did the gir threauen to do # he cin’ go away? 8 What information 6d Prone give hon” 7 What does Fiona's mother say about her and the Princess? 8 Why did Trevor tel! Ba not 1 worry?Practice Trevor wrote a story about his experience which was printed in the newspaper, but before the newspaper arrived the next morning, he told his wife about it. ‘You must complete the version on the left with appropriate verbs in the correct tense. ‘Then compare itwith the version on the right, and compare ‘both with the orginal dialogue. Note (a) which parts ofthe conversation are summarised, ‘or not mentioned at all, in each reported version (0) which parts are reported, and whether reported speech is used or the phrase is shorter because an introducing verb is used instead (©) which parts are reported without a change in tenses, Bill was complaining that it awaste of time going to the sales when | suddeniy saw this young woman who ? just ike the Princess. | 5 (not) see any detectives with her, but Bill “| was right, So went up to her and = ® heritshe mind answering some questions. | "twas very ‘democratic to see her mixing with the crowd, She was, ‘annoyed, because she only twenty minutes to do her shopping, and then she to get back. I supposed she meant tothe Palace. ieven asked her f the Prince i the children, and then she got really angry and svsesseese 0 Gal the police. | stil thought it was her, but then she asked me Why s.s.:mnnn'® Cling her’ Your Royal Highness’. And then i realised that | a mistake, s0 | apologised. | asked her who she really *4/and she told me her name and her age and where she and "6. She was a secretary called Fiona Jackson, but she certainly... "just ike the Princess. She was well-dressed, and she “her hair way. She admitted that her mother always © te same thing il started complaining again about the waste of film but... him we 7? use it, and we have. Look, here itis inthe paper! inthe same 14 Woratve SPOT THE PRINCESS! Our reporter, Trevor Lome | Oxford Street ‘yesterday. when, he eee siticinhintoppne namaste et ee | Iida hom nh Pa aa ee if the young ladies pictured here is Fivha Icke ae one ‘minster City Counel ‘ y for the West. | Trevor is not the first 0 Flona's mother thinks hey ladies the real have taken her forthe Princess, ate very much alike. an so a | the cfference? Which of hse ian Princess? (Answer on hack page). —=____] Bo FH Further Practice Imagine you saw someone you thought was a famous person alone in your country, either ata station or airport or on holiday, dressed in ordinary clothes, and you decided to ask him/her if he/she really was that person, and what he: she Was doing there. You can choose whether the person was in fact the one you supposed or you made a mistake, but in either case the dialogue must continue for a litle while. 11 Write the conversation from the moment when you met the person. 2 Write what you told your family or fiends about it afterwards, explaining how and where the conversation took place. 8 Write a briet report for the local newspaper, and give it a headline. In this case, the story willbe very different if the person was famous, and you must say if he/she is stillin your country 35,14 Narrative [Belling a story Soave sig ate. eet i penta eu panomae ‘ad to goto Nuneaton last Wednesday, Our cert Te (0) "Ws too hot, he remarked susdenly, Then Me got uo (1) guagested tha I should take the fast fterreor 0 we av opened tho window. The wing blow My Petes all over (1 Sgr hich only stops once before Nuneaior and openet ne didn't apologise, He ust stuck Ts Nene out Glasgow sion. He said (2) he would meet me a 6 tre ie aringow. (7) | warned him that that was dander Walrad take me to my hotel. Then we cou Nave One cme natce, When | stood up afte picking 9 station ape spor and asc the project before | vsted Mis apers, | accidentally knocked his hatof re rack, but factory on Thursday moming. peers aa tmo to replace ft he turned round ar (%) clon OF Jge0u that had the compartment 1o rnvsed when belo sd me of doing iton purpose. O! course (2) denied ee eet (3) thought | wouldbe able fo spree 7 Aout he lust stared at me angrly, and lay down on the Mapers on the saat and work quiety Bul where. jgolto_ three seats opposite Feetord Junction a big man with a Reavy suitcase Boh red (E) Tmgoing osteo now, Ne Sa, “put don't shut that the door, and sat down opposite me. wwitcow because | need fresh air. Wake me uP at + aoeosed he had just come from he USA ber oe his Nuneaton. 1a ee vored with labels from places Ike Mig his Neteunaily, the rain was on time ant about half an hour ase wae sang an ensormous nat, but when he SPOS MS ter, we were approacting Nuneaton. coud nee the man realised that he was English. tater we Mgerneath his hat, (10) I wondered our ‘get afer ought tnathatin Texas” he said oud, Por ne efthe compartment without walang hin, ne already ot ee a) foffered to move my papers so he could Gutmy papers back in my case, sovpICNed Ne ‘climbed hig ease onthe rack, buthe sid () waar ut ny Paris case, and sid the door to one Sie aa sary, bacause he was getting out at Nunes ar vacame toa halt and Mr Burgess, Our ort "05880 aa working, but he wanted 1 Tak. ané Pe cane air (11) greoted me. We stood aking on He needed an audience. platform and (12) he asked me if] had hada pleasant Wy Have you ever beon to Disnoywort” ne asked, and journey, but al he ime Iwas expecta 8 furious man with nse Pts me to answer, added, (C) You should 9° ey haton to.come up behind me and (2) demand marvellous.” 3 hy nad woken fim up. Butthen the wise OO and arvolous (6) he explained thathe had been al Overs, asin went by, isa him stil fast asleep me uate deserbed New York and Niagara Fabs, Pot rine Compartment, !nope he went allthe way 10 ‘Glasgow! USA Be ously annoyed tha | dit show much terest Comprehension 2 Nee important? rene Winches encd nneswarsoemen oe eee ae Eero Rigor cms mtatn wi poset soom nah ote olewng peal srt ny som fe reasons for your Unploaeantoumey () The prosemytyoung 3614 Narrative @ using direct and indirect speech in narrative Look at the story on the opposite page again. You will see that there are five occasions where direct speech is used {A-E), and thirteen where it could nave been used, but the writer has used an introducing verb and an indirect form; these are printed in italics. Transform each of the examples {rom one form to the other, as in the examples given. Where necessary, use Reference Section, p. 110 as a check to find the right introducing verbs and correct. structure, Examples: (1) Ourciient there said: ‘You should take the fast afternoon train to Glasgow. it only stops once (A) He said loudly that he had bought the hat in Texas, throwing it Now read the story again, decide which version you prefer, and give your reasons. @ Further Practice In answering any of the following questions, try to use direct speech at the important points ofthe story, and use indirect forms with introducing verbs to explain the less important details that are necessary for the story to be understood. 1 Youwere travelling on a train when you met a person who told you about an interesting incident in his/her life. Explain how you met, what caused the person to tell the story, toll his/her story, and end with your reaction to it 2 Alew years ago, you met a young man/woman who was, very ambitious. Describe what the person told you about his/her hopes for the future, Imagine that he/she has now become very successful, and you are explaining your meeting to a friend, 3 Write a letter to a friend explaining how you found two friends of yours quarreling. Tell him/her what they told you of their reasons for quarreling, and how you made peace between them. 4 An older relative of yours (e.g. grandtather, ‘grandmother likes to tel stories about his/her youth Give an account of an occasion when he/she told you a story lke this, 5 You have read an interesting book or seen a documentary about an explorer’s adventures in a foreign ‘country. Write a letter to a friend, giving him/her an idea (0f the content of the book or fim and why you found it interesting, 375 Description: | places @ Describing a city Read the desertion of Bristl below, and then answer the Guedtione, the main industrial centre in the south-west, and well worth \isiting because ofits historical monuments. Although the city lies on the river Avon, only a few miles from the sea, it is very hilly and the winds blowing across the Atlantic give it a higher rainfall than the national average. The city was founded in the Middle Ages, butts prosperity grew withthe discovery of America. During the seventeenth and eighteenth centuries it was the cenire for trade with the West indies and the American colonies, but the abolition of the slave trade and the development of the Lancashire cotton industry eventually causedit tobe replaced by Liverpool. Efforts were made to maintain the Gity’s position, however, and the great engineer, lsambard Brunel, was employed to design ships. One of thom, tho Great Britain, can sil be visited today as a tourist attraction. Brunel was also responsibie for the most impressive sight in the Bristol area, the magnificent Clifton Suspension Bridge over the Avon river, which was completed in 1864, B} Apart from the bridge, Bristol has a number of other interesting monuments. The cathedral was built on the site ofan abbey founded in 1142, and the church of St, Mary Redcliffe is regarded as one of the most beautiful in England. The university, built on ahilin Clifton, a district of Bristol, was founded in 1876 and has since become one of the most prestigious in the country. Bristol is fortunate in possessing a splendid old theatre, the Theatre Royal, the home of the Bristol Old Ve, one of the best known provincial theatre companies, andis a lively centre for the arts. Ithas two professional football teams, a famous rugby club, and county cricket matches. take place there in summer, as woll as a Grand Prix tennis Bristol (Avon) lola around Bata voasant, Th ‘ © countryside around Bristol is very pleasant. The VieIT. Citar Suspension Bdge lovely city of Bath, which stil preserves the atmosphere of fraternal 1 pak as afashonablecenteorartoeatcvisiors eighteenth century, is only 13 miles away. To the nor Se al esate Chiatoh the Cotswold Hills, and to the south the fascinating oe Goat caves at Cheddar Gorge and the delight Somerset iles, Biri iles villages London. 121 mites; Birinigtienn {inl ‘The people are friendly, slow-speaking and polite, Bristol was for along time the largest cty on the west coast helping to make Bristol one of the few large industrial cities ‘of England and the main port for transatlantic trade. tis stil_in Britain that can stil be said to have charm. 1 Where do you think this text comes from? Give your reasons, 2 Give each paragraph a topic heading. What other topics ‘could be included in a description of a city? 38Practice Frangoise is on holiday in England with her friends, Marie Claire and Jean-Claude. Read her letter to her English teacher in Geneva. It would be much easier to understand f@ were not continuous. Separate it ino four paragraphs, giving reasons for staring new paragraphs where you decide. It should be possible to give each paragraph a topic heading. Then answer the questions that follow. Deor George, "Wie havi arrived here ae lunch - prised it de he peare here - we visicecl egies old farmutiouse, ain 20 a hoose I knew Anne Hachawway was hy farnous now, and pose chi Marie Clare cnet Sans Sa ee hove, @ Further Practice 1 Collect a few facts about your own town or city or one that you know well, and then write a description of it for tourists. Plan the description in paragraphs, with one paragraph for each topic, like the description of Bristol 2 Imagine that you are on holiday. Write a letter to a friend TAISTARE | HOTEL Siratord-ypon-Avon X38 4PS @ wonderfy| in wn ari Re pee One Enola A Yes: soepttg Stratford. We had hau 2 rmuch about isfom che. house walked to Showvery to see. Anne Vacouay ct ge it Seems such 18 Ago. The hovse | liked bese though bean looking Forwal to, and se werele disdbpomicd [on Soglad thas | cook | ‘dite understand all che words their Kindes St regprds, | Franqoise | 15 bese: 1 Compare your topic headings with those on the opposite page. In what ways is the letter a description of a place, land in what waysis it a narrative? 2 What facts do we learn about Stratford and about ‘Shakespeare and his family rom Francoise's account? ‘3 What do we learn about Shakespeare's plays that may surprise foreigners? 20th uly, 1989 wa | ofceraon, ¢ thax Iwas te eoas full of tours at thé one Festavrant - youcane escape from. | rn ancl then age leuns such a chat pare Put wis borne jh wd Halls ae Son -in-lau v8 wife, byt | had never realised cha ne In the evening, WE Wenk co che Thos wis the visit we hod all ard Spene the whole Yead the play before sezing it bea, ores lan: Sec ee ly ee >Peting to see. 0. Sassial play with oe | actors solemnly reciting che lin Action all the. oe and Honk * we Gee che Coach to Chester explaining what you have been doing in the previous two days and include any details describing the place that are necessary for him/her to understand you. ‘3 Write a short historical account of a place you know well 3916 Formal Letters: complaint, apology and explanation 2 Complaining Pou! Nielsen and his wife Grete live in Copenhagen, but they booked a package tour to a Mediterranean island through a British tourist agent because it was cheaper. Read Pours letter complaining about the poor service they | feeeived on mei notay, and complete the blanks withthe appropriate connectors from the list given. Then answer | the questions that follow. (18)- faithfully above all according to although atleast consequently either finally infact inouropinion in short instead of needless tosay secondly therefore tobegin with to make matters worse 1. Whatis the purpose of each paragraph? 2 List Poul's complaints. Who do you think was to blame ineach case~ the travel agent, the courier, the hotel or someone else? 8 Before looking at the travel agent's reply on the opposite page, think of an excuse for everything that went wrong, either by putting the blame on someone else or explaining the problem.16 Format eters Z Apologising and Explaining Read the reply Poul received to his letter of complaint, and ‘complete it by choosing the most appropriate word or phrase from the alternatives given. The objects to be: polite, but not to exaggerate. Then answer the questions that follow. SUNSHINE HOLIDAYS LTD. 119 Sidney Street, London NW25CA Mr Poul Nie'sen, 233 Sigurdsgade, Kobenhavn, Denmark May 5th, 1989 Dear Mr Nielsen, ‘Thank you for your letter of April 24th, which _(1)__. Inthe first place, | would lke to say that i__(2)__ that your recent holiday in Mocosa was a disappointment 10 you. We havo inquired into the circumstances surrounding this particular Easter Break holiday, and | will try to deal with the points you have raised, We cannot, of course, accept responsibilty for the delay in your fight, which was due to ago-siow by French ait- ‘vaffic control, but we recognise that our representative should have met you at the airport. (3), he did not ‘receive accurate information about the delay. and arrived ‘wth the coach-driver half an hour after your plane landed. —(4)— the hotel not being completely ready for the tourist season. The management (5). that the swimming pool would be available for our clients, but they —(6)—_because __(7)__.. We are sorry that the food was (8). t__(9)__ that the regular cook at the hotel was taken iljust before Easter. We have written to the Mocosa Tourist Authority to ‘complain about the state of the beach, which was no doubt due to _(10)__, and trust that this situation will be remedied in future. Inconelusion, |__(11)___for any inconvenience you have been caused. We —_(12)__., and under the ‘@rcumstances, | have noted your complaint and we are Pleased to offer you 2 10% discount on your next holiday with Sunshine, Yours sincerely, Maurice Sweet (Marketing Manager) ay (1) (@)has been passed to me for attention (b) Ihave got to answer (c) |have the greatest of pleasure in repiying to (2) (@) am deeply distressed (b) am sorry (0) very much regret (3) (2) As amattor of fact (b) Luckily (o) Unfortunately (8) (@)'mafraid we can't do anything about (o) We Certainly owe you an apology for (c) We must. apologise most humbly for (©) (@) assured us (b) dropped us aline to say (¢) madea solemn promise to us (6) {@) let us down (6) proved incapable of ttfiling their obligations (c) were unable to keep their promise (7) (@) ofa shortage of staf (b) of severe problems in contracting new employees (c) they haven't got enough staft (@) awtul (b) not as excellent as usual (c) not to your taste (@) seems (b) was just your bad luck (c) was lamentably the case (@) dirty local people (b) so many local people being ‘on holiday (c) local people having inadequate facilities for the disposal of tter (2) | humbly beg your forgiveness (b) must once again ‘apologise (c) suppose | should say ‘sorry’ (2) get upset if ourclients are not happy (b) pride curselves on giving total satistaction(c) take complaints from clients very seriously ® co) (10) (12) 1. Give each paragraph a heading. Do they coincide, more less, with the headings you have given to Poul Nielsen's letter of complaint. 2 Look at the list you have made of Poul's complaints. How many of them are answered by putting the blame ‘on someone else? How many of them does Mr Sweet apologise for? Does he make an excuse, and if so, what ist? Are there any complaints he ignores? Can you Suggest why he ignores these? a16 Format etters Practice COnthis page you can see three skeletons of letters for you to complete. Study the information given in each case, and complete the sentences with suitable phrases. Invent a name and address for tha bookshop in England and begin land ond the letter in the normal way. (a) You wrote to a bookshop in England in August requesting four books you needed for a university course ‘beginning on October 2nd, and promising to pay for them (on receipt by banker's order in pounds. You received the books in ime but have not been able to obtain the banker's order untiinow. The bookshop has written to you to remind you. Write apologising and enclosing the banker's order. The date is now October 23rd Tam writing with reference to your letter. myorderof... |... unt now, because am therefore ... for £42.25 in convertible currency. | regret the delay in... and any inconvenience. (©) Inasimilar situation, you have not received the books. fon October 23°d, and write complaining about the bad service and threatening to cancel your order. am writing with reference to ... When l ordered the books, I... October 2nd. I wrote to you... ago, asking but so far... a reply. ‘concerning pinion, you owe me ... the delay, which has caused me... Would you please inform me whether ...? Unies | receive ... November 1st, | wll be obliged to... |!ook forward to () Inthis case, you did not receive the books in time, but found them ina local shop, and bought them. You wrote to England on October 2nd, cancelling your order. The books arrived on October 23rd, but you refused to accept them from the postman. itis now November 13th, and youhave just received a standard computerised letter claiming the ‘money from you and threatening you with legal action |lam writing with reference to ... and also to my letter... cancelling | would tke to draw your attention to the fact that when | ‘October 2nd. AS... was obliged to look for them locally. Fortunately, Iwas able ... and consequently ...on ‘October 2nd. ‘Your books arrived... butas'l...,Idid not accept... In ‘due course, lam sure that you ...| must add, under the .., that... opinion you should ... addressed to you before threatening... FZ Further Practice 1. You have ordered some goods from an English firm which have not arrived. You have already writien to inquire about the goods but have received no reply. ‘Write, pointing this out and threatening to cancel your order. 2 You went on a language course in England, organised through a local English-speaking representative in your ‘country, and were not salisfied. Write a letter of complaint, listing the reasons for your dissatisfaction, 42 8 Onyour return to your own country, you found you had brought with you a library book you borrowed from the local library. Return the book with a letter of apology. 4 You work for a travel agent in your country, and receive aletter trom an English-speaking tourist containing a umber of complaints like Poul Nielsen's on p.40. Write ‘polite letter, apologising and making excuses for what went wrong.Discussion: for and against (2) Z Listing the arguments aloe arsine ra Gl een Fete er re Re ee a aaa eane eee ‘The state should not use lotteries and football pools to collect money. {tis much better to goto a foreign country by yourself than on. package tour. Professional sportsmen and women are paid too much; all sport should be amateur. Now note down all the arguments you can think of for and against each of these statements, whether you agree with them or not ‘Compare your list forthe first topic with the list of points ‘made below. Ifyou have thought of points not included, decide how important you think they are. Ifpoints are listed there that you have not thought of, decide whether you think they are relevant and should be mentioned. Then put the points in order of importance, for and against, including your own, FOR 1. Gambiing is immoral. The state should not encourage it 2 tis unwise. The state should persuade people to save money, not waste it. Itis an unfair system of taxation, because the poor are more likely to gamble than the rich. itis unfair to those who gamble, because the state takes big profit and very often only half the money is distributed in prizes. does not depend on skil, but on luck. 3 AGAINST Gambling is popular. I the state does (did) not have lotteries, people (would) gamble, anyway, and private individuals (would) get the profits. Inthis way, the money is spent on hospitals, education atc. People hate paying taxes, and this is a good way of getting money without them objecting No one cares how much of the money goes to the slate, provided there are big prizes. itis fair because it does not depend on skil, Everyone has an equal chance, Note that in each case a reason is given for the point made. itis not convincing in an essay of this kind to say, for example, ‘Gambling s unfair/popular’ unless you explain why or comment on Before writing the essay, consider which is the best way 10 begin. Choose from the three alternative first paragraphs ‘ven here, and decide which you lke best, giving reasons. (a) Inmany countries, the state uses lotteries and football, pools to collect money. This is wrong, because ‘gambling is immoral. Instead ofthat, the state should fell people to save their money and only tax the rich, Lotteries are unfair to the poor. Inmany countries, the state uses lotteries and football pools as an alternative means of collecting taxes. Itis much easier to get the money in this way than by direct taxation. However, many people consider itis wrong because it encaurages gambling and is unfair because the poor are more likely to buy lottery tickets than the rich, Inmany countries, the state uses lotteries and football pools to collect maney, but in some it does not, because the Government thinks the state should not encourage gambling, even though people gamble anyway and instead of the money going towards hospitals and education, private individuals get it, which is not a good thing because a lot of them may be gangsters. Now write an essay on this topic, basing it on the important points you have chosen. Use your choice of the three paragraphs above to begin; then write second and third paragraphs making the points for and against. If you fee! strongly about the subject, its a good idea to put the ‘opposite point of view tir, in the second paragraph, and the view you agree with in the thir. (b) © 4317 biscussion Practice You may respond toa general statementin entirely personal terms, but you should take other people's behaviour into account. For example, in this case, most people go abroad by package tour. Why do they do this? What sort of people do it — age, holiday interests etc.? What sort of package tours do they prefer and why’ Discuss these questions with others in the class, and then ‘complete the essay below, choosing appropriate, connecting words and phrases from the alternatives given, Then answer the questions below. Itis much better to go to.a foreign country by yours than on a package tour (1), most people would agree with this statement. Traveling abroad by yourseifhas an immediate appeal because it suggests freedom to go where you like and choose what you want i do. (2), package tours ‘suggest cheap holidays in the sun where people try to ‘make you have a good time even when you don fea ike it, —@__. you are not only taken everywhere by a guide who organises everything, but you are told what time to get upand how long you can spend over lunch. (4) mast people who go abroad go on package ious. Why do they do this? —(6)__we must take into account the age and inierests ofthe people who are traveling. Young people are not so interested in comfort. (6) they enjoy the Challenge of finding their own way, meeting the people in the country and learning the language. Older people, —(7)_, have more luggage, and prefer to have an ‘experianced person with them who speaks the local language and resolves all their problems. —_(6)_— ‘making fiends among the local population, they tend to look for companionship among people ofthe same background on the coach. The principal advantage of package tours for people who go to the Mediterranean islands is cost and speed. —_(@)___, people who go on them are nat very interested in the place; al they want to do isto get as much sun and entertainment as possibie in the time available. The reason —_(10}__ such holidays are cheap is that there are so many of them —11}__, | would lke o find out what other countries are realy ke, an get to know the people, but l would rather travel witha friend than go by myself, _(12)___if did not know the language. Itis not much fun being alone in a foreign country with no one to talkto. (13) if wont to abig country along way away, lke the USA or Mexico, (14) the frst ime, it would be helpful to have guide, and so | would probably go.on a package tour, — 15) even then | would prefer to have a fiend with ime, rather than go alone. Hf 1 Make a list of al the reasons given for and against (a) travelling abroad alone (b) package tours. Indicate ‘where they are to be found in the text, Is the writer more in favour of (a) than (b)? What third possibilty does she suggest? 2 List the advantages of package tours for (a) older People (b) young peopie (c) the writer. What sort of package tour is referred to in each case? 44 (1) (@) Actually (b) Atfirst sight (¢) In fact, (2) (a) But (b) in consequence (o) In contrast (3) (a) Also (b) As well c) To make matters worse (4) (a) Although (b) In spite (c) Nevertheless (6) (a) Inconclusion (b) In principal (c) To begin with (6) (a) Also (b) Apart from that (c) As well (7) (a) on the contrary (b) on the one hand (c) on the other hand (8) (a) Instead of (b) Rather than (c) While (9) (a) Besides (b) However (c) Nevertheless (10) (a) because (b) for (c) why (11) (a) For me (b) in person (c) Personally (12) (a) above al (b) overall (c) specially (13) (a) But (b) However (c) While (14) (a) atleast (b) personally (c) toa certain extent (15) (@) although (b) however (c) in spite 9 Each paragraph is constructed around a different ‘contrast. Whatisit, in each case? Give each paragraph aheading,F Points of view ‘Another way to deal with a balanced composition topic is to Consider it rom different points of view. I you answered +++ to the third topic on p.43, did you do so for both parts, fit? If all sport were amateur, there would be no professional sportsmen and women at al. If your objection, 's really tothe first part, how much is too much, and why? How does the question appear to (a) hose who believe in the original ideal of the modem Olympic Games (b) professional sportsmen and women (c) you yourselt. ‘Assume those will be Paragraphs 2-4 of your essay. Look at the list of points given for Paragraphs 2 and 3, decide which are the most important and add any of your ‘own. Base these two paragraphs on the most important points. PARAZ 1 Governments encourage sport because itis healthy, but professionals even take drugs to improve their performance. 2 The important thing in sportis to take part, but professionals are only interested in winning, and often cheat. 3 When the Olympic Games wore revived, they wore striclly amateur, but now professionals can take part ‘and eam money directly or indirectly for it. ridiculous that people should be paid enormous ‘sums just to kick a ball or hit itwith a racket when others work much harder for lite money. 5 Professionals set a bad example to young people, because they behave badly; this is because they are only interested in money. PARAS 1 Professionals have a hard life, demanding allot of practice as well as skil, and their career only lasts about 10-15 years, so they need big rewards in return for their sacrifices. 2 Professional sportsmen took part in the ancient Olympic Games. 8 Those who took part in the revived Olympic Games at first were rich people who could atford i; if sport were ‘amateur, only the rich could compete. 4 Everyone knows that the reason why people play games isto try to win 5 Modern sport is a show and the public pay to watch the best, the same as they pay actors and singers. Professionals are worth what they can get, the same as. other people. ‘As before, choose which ofthe first paragraphs given here isthe best way to begin, giving your reasons. Then complete the essay, as indicated above 1 Atone time all sport was amateur, but now professional ‘sportsmen and women earn millions of dollars. Is that fair? There are a lot of people who work hard, and never ‘earn much. On the other hand, professionals only have a short career, 0 of course they want allot of money, 2 The idea thal sport should be amateur comes from the ‘Olympic Games, that is to say the modern Olympic Games, because in the ancient Olympic Games there were professionals, but nowadays oniy the rich could, afford to take parti hat were the case. So itis a good idea to pay sportsmen and women, but there are a lot of people who think they get paid too much. 8 neffect, there are two separate questions here. Should sportsmen and women be paid at all, and if they are, how much should they earn? Those who believe all sport should be amateur base their arguments on the Olympic ideal that what matters is to take part. In the modern world, however, sport is 50 popular with the general public that itis like a show. Consequently, professionals expect to be paid well ike actors or singers. ZF Further Practice Use the techniques indicated here to write a balanced essay on one of more of the following: 1 Exams are unfair and do not serve a useful purpose.” 2 ‘Computers have brought more disadvantages than advantages to our lives, 3 ‘If young people get into trouble with the lawr, itis usually their parents’ fault. 4 "Tourism should be aimed at encouraging foreigners to learn about the country, not just fo spend their money. 5 ‘The United Nations Organisation is a waste of time and money. 45,8 Guided Writing: ig a diary FH Letters and postcards When writing postcards, people often leave out words Andrew (right), Note the linking words, the use of tenses, because of the lack of space, but they seldom do this in _the order in which the information is given and any writing personal letters. Compare whal Julia says inthe additional descriptive detal's. Then complete the postcard to her friend Cathy (left) with the presentation of paragraph in Julia's letter by rewriting the last few lines of the same information in part of her letter toher boy-friend the postcard in the form of a letter. Arovesl hem today, fiom Toroneo, and sow We stayed in Bronto ls wight end ermied tre Famous Falls from a tooak. The American here wi the momiag to see the Famous Falls ores loked Small, out Carodian alle We gc @ best. ent put on wekerproks. The realy exaiting, Rove got uk thr Arverton Falls seemed small, ard we wondered worerprodf proviled chee fi her. Series woe all de Guts se cbout, bat hen we. reached for being, 50 tell! She sends te Conadion ones, wes really exiting. Poor a quite extning. Long nwt, g@t wet Uaroig, bean she waerpf | | crip ahead tomerrug, all He way £0 syey proved for her nas coo small le seres her Weshingear Looking Fount co steieg rae for beng so ea! she Copa, Kenedy memorial eke. So for Were spending @ quite everiy here, bess we how enyeypel trip very much. Netw York hove long trip ahead us meray al hwy hoe, sucky, wélene, but wiceresing, Boston 12 Watton. ke lking fama (o etng che dslghetul Trova ery. spo all Captol ar the pineal monoments Bec We Pah abowe sé wher we ger home. co Bit the Kennedy memorial iri Adington Cemete Move Tolia (ond Arve) ie s “3 Practice Now read Susan's postcard from Rome to her pen-friend, exploring city nich ene Aece been Margarita, in Spain. Imagine what Susan wrote about her. Visited Coloeseu, esterday | experiences ina letter to her parents in England, Use the the even im and Forum, In information vento construct complete sentences, and be ning, had dinner in epic Carell to use the ight tenses, andincude such words as restaurant, of€ Via Veneto, 1 the, whorover necessary. There is no need to begin and Basta, but wil par op ia | end teleterin he usual way asthe weuldony be one heres So much tosecin ae Mek paragraph from the whole let. ‘ch Loseein short time. Today watkedin Vila Borghese i ‘morrng ~ lovely par De Bee park. Al afternoon L 4618 Guided writing Z@ Transforming a diary Many people keep a diary on journeys to remember what happened. in writing letters about their experiences, they use the same techniques as you have practised in transforming a postcard into a paragraph from aletter. Ronald Beamish has been invited by the British Council to sive some lectures on literature in Italy. Compare his diary {or a typical day with the extract from aietter he wrote to his, wile _ $00 Onricved P. ' oy Paya hn tte coil esi 700 bo S- Didkeclt meeteecity isror sl ‘wer Fe Pee 4.00 Course be eager Introductory tak. Fal! Schedule a4" athens 30°12 30, 2.4" Somme in 12 20, bub ik oan moot FH Further Practice Use the diary entries, together with the information given about the writer, to write an extract from a letter, as in the example above. Carla Navarto is a teacher attending a summer course at Oxford. Afterwards she uses her diary to write a letter to her friend, Janet, in the USA. Kall inl Oxford with, srt poet nel Catt, ca Cee 47human scenes Descriptive Narrative: Z@ Describing a scene Read the description of Oxford Street, comparing it with the, picture on the right, and answer the questions that follow. ‘Oxford Street is the central stretch of a long road joining the City of London to the West End on the north side. At the western end is Marble Arch, and from there the fashionable thoroughfare of Park Lane, facing Hyde Park, runs south Hallway along Oxford Street is Oxtord Circus, linked 10 Piccadilly Circus to the south by the elegant shopping street, Regent Street. ‘Oxford Street is also famous as a shopping street but itis amore popular one. Itis incredibly busy during the day, but relatively quiet at night when the shops are ciaut. tis particularly attractive to foreign tourists, and if you stand on the pavement for five minutes in summer you will probably hear at least a dozen different languages spoken. ‘Atthe same time, itis a street of contrasts. On the north side stand most ofthe great stores, like Selfridges and John Lewis, and the pavements are ful of people staring in the shop windows and going in and out. Yet opposite these stores, where most of the shops are smaller, you can seo allkinds of street traders, some with stalls selling fruit, others with souvenirs and cheap toys laid out on the pavement to attract passers-by. Essentially, itis a street that attracts people who like ‘crowds. Apart from the continuous movernent of the shoppers during the day, itis the route for a number of London buses, and there are four underground stations for the people who are travelling underneath it, Personally, | hhave never liked it, because I hate having to stop every few yards to avoid bumping into people, but i is certainiy the London street that conveys most obvious\y the atmosphere, ofa great cosmopolitan city. 1 Give each paragraph a heading. Whatis its purpose, in ‘each caso? 2 Which aspects of Oxford Street are shown in the picture? 3. Where does the writer express his personal opinion of Oxtord Street? eee SSE *- Practice Write a similar description of Trafalgar Square, Plan four paragraphs, relating to (a) situation (b) buildings and monuments (c) atmosphere in summer (d) atmosphere at Christmas and New Year. Add personal comments to Paragraphs (¢) or (d) if you have been there. For (a) use the map; fr (b) the picture, whichis taken from the south, with the National Gallery inthe background, and St. Martin's in the Fields on the right, and, also the notes; for (c) and (d) the notes. Notes Trafalgar Square marks junction of cities of London and Westminster. National Gallery (1838) houses national art collection. St. Martin’s in the Fields, church built 1726 (what does the name tell us about the area al that time?). Neison’s Column (1842), four lions, two fountain, built in honour of hero of naval victory of Trafalgar (1808). Centre of square empty; summer, thousands of pigeons; tourists resting; somatimes large politcal meetings, Christmas, crowds of people; giant Christmas tree, present ‘rom Norway; celebration of New Year, bathing in fountains, etc. \ aeZ Describing a day ‘A composition like 'A Day at the Seaside" is not pure ‘description, lke those on the opposite page, but contains a narrative structure. Read the composition below, and. decide which parts of it are narrative, which are descriptive, ‘and how its organisedinto paragraphs. esta aay) ste ce th Pether ust be, he Seaside 19 descriptive narrative @ Further Practice 1 Describe an interesting street or square in your town, or ‘one you have visited. 2 Describe a typical scene at a market, a railway station or an airport '3 Write about a day you spent either (a) at the seaside (b) inthe country or (¢) in the mountains, elther in summer (or winter. 4 Write about a day trip you made to a famous place. 5 Write about a picnic with friends in the country. 4920 Making and Reporting Speeches: formal Z Making a speech Julie Livingstone is @ teacher on a summer course for foreign learners of English in England. Before the course begins, she meets all the students to give them necessary information about the timetable. Study the notes she made of the information she had to present, and then read her speech, and answor the questions below. 1 Find all the information from Julie's notes in her speech Is itgiven in the same order asits presented in the timetabie? 2 Now look at the rest of the speech, and decide (a) which Parts are additional information; (b) which parts are asking for help or offering it; (¢) which parts are informal phrases to make people feel at home, conse bam ang a apt, 10954115 315815 do, ae. cues tet, ao etn oi ml Well | think everyone's here now, so we might as well start. | expect you've all seen the programme already, but ''djust ke to remind you of a few things. First, the course itself. There are three sessions in the morning, from nine tl ten, ten-fiteen to elever-ffteen, and halt-past eleven to half-past twelve. We give youa breakin between, you see, in case you get tred, buts realy so that you'll havea chance to got to know each other. After the second session, ala quarter-past eleven, there's a coffee break in the bar. Practice ‘tthe end ofthe course, the other students ask you to make a short speech thanking Julle for her work. The ‘group have bought her a small git and you must present it io her. Use the notes below to construct an informal speech Tne afternoon sessions are from two til three, and from three-fiteen to four-ffteen, but these are a lot more flexible ‘because they take place in the Self-Study Centre, where We have a language laboratory, computers, videos, all kinds of reading material, and so on. But please ask me for advice on things to do that will suit your particular needs. After that, there's afternoon tea in the bar from four- fifteen tl five. I can see some of you are wondering when you get a ‘chance to eat. Breakfast is trom eight to nine, iunch from a quarter to one till a quarter to two, and dinner trom six o ‘Seven. We'd like to ask you to co-operate here, please, and not leave it too late. You may arrve late for classes, andit's a bit awkward for us with the catering staff if people arrive for breakfast at five to nine! ‘There are outings on Tuesday and Thursday this week. (On Tuesday we'll be going to Oxtord to look at the colleges, and on Thursday we've booked seats for As You Like itthat's at the Shakespeare Memorial Theatre in Stratford. The cost is included in your fee, and of course: you'll miss dinner on those days, but the catering staff will Provide sandwiches. if you'd rather stay here, having @ field for political action ‘other, or think they are both mistaken, pay particular attention to the way in which the writers develop their arguments. ee Freedom to do as you like “Ws a tree count isn't 10 'No doubts ‘ts atime when tha nae torical question aking agreement for grate cae Goverment Ss pros als, however, wll not Solve these problems but will almost certainly disrupt the whole educitional sje. gute of pide my tem fe an Scie for dal ah aS, MO neces shat S808 for doing say ihe fe Meee sha anos do, jodge wpa teh ac nt ttupets theta for a fnidcven fines ae doen of choice wi ne thatsome schol arcs Pore popu than he soon be oveeeeeuat i will in many cases ont ad 91 loca suihoaty comet, Those tht rohan Will the uppopn es wha the as tar Feady count neo soa Scion fa nose Beret nh arc er Poyed oF poor pa” and on top of that they wit the The Covent repost no anes frectom of choice re ig the state sc Bek chide ‘goon Seqaenty ior Sot oe oat ie tot and apps Beprinen ee and Sone for anon the immediate attachonrat the popular pe wen eae wonder opportas Front toa para fr inatesy thar waa AS counts even most ae ‘into ‘haves’ and +} pupileuere:,, With fewer fle soporte to hot there is ot hly foe “ea ce Betton eewecn hen Mite the weake we or busines ne schol are ot superna Ket The pap beers welleducnted and the who are hardly edocs a wll row "Tae a a schoo means «aes where the already under. eis quite tr that up to a Pacests have ot al. ays "heen able 10 son ther chen th sean they "preferred. Lose! authorities have had total ance their wishes agate the need to provide ade, uate school throught the area Is ao te that in afew extreme ‘cane which have been exapper. ated out ofall properties the rightving reso tat Peviegedsettons of Eom we to lose from the start, “ {© make edcatont ieee sors for pica ae 82211 biscussion 1 Find references to the following in both articles, and ‘compare what the writers say: (1) ‘a free country’ (2) local authorities disregarding parents’ wishes (8) politcal influences on education (4) parents being capable of ‘choosing the best school for their children (6) the possibilty of schools being able to opt out of local ‘authority control (6) competition between schools. 2 Each of the sentences here summarises a paragraph from one of the articles on education. Which sentence ‘summarises which paragraph? {@) If parents are responsible for children's behaviour, ‘as teachers say, they should be free to choose which school they go to. (©) Local authorities have to disregard parents’ wishes in some cases to ensure that all their schools function; freedom of choice will lead to chaos. (©) tis surprising, but rue, that parents are not allowed to.choose the schoo their children will goto. (@) The result of he Government's proposals will be to make it almost impossible for under-privileged children to be educated at al. (e) The reasons why parents want to choose schools for, thelr children are not academic, but have to do with poilically motivated, incompetent teachers. (8) The word freedom’ can be misused to mean the {readom to be selfish, so the Government's proposals are not as atractve as they seem. (@) Mf parents nave complete freedom of choice, they wil li choose the same schools and the weaker ones will get worse. (h) The Government's proposals will reassure parents ‘and improve the weaker schools by forcing them to improve their standards. 3 Having put the sentences into the correct order, decide whether the writer in each case jusifies his opinion by an ‘example or by appealing to the prejudice or sympathy of readers. Find phrases fo support your analysts. 4 How do the titles ofthe two aticles summarise the two witers' different arguments? 5 Inthe first paragraph, both writes introduce the subject, but clearly indicate which sido they are on. Which phrases indicate this? 6 Inwhich paragraph do the writers mention opponents’ ‘arguments. Which word shows that the writer does not agree with hem? —e—eEeeEEeEESESEEE@>™—=EEEEew0>™=——=—"--: Practice Use the phrases given below to make this paragraph more. convincing, They are printed in the correct order, But in some cases may require capital eters to begin a sentence. itis understandable that however itisessential that certainly inthe majority of cases consequently infact onthe contrary only sensible however much it costs Violence, and t they are inthe inner city areas, in Doverty and ignorance. Z Further Practice Use the techniques you have studied inthis unitto write about any of the following topics that you feel strongly about. 1 Capital punishment should be re-introduced for violent crimes. 2 ‘Awoman's place is in the home.” 3 Military service should be abolished (or re-introduced, it ithas been abolished).2 2 Summary: fact Z Selecting important points | Read the text, and then answer the questions int follow. Halley's Comet ‘There can be few people who have not heard of Halley's Comet, but there are sill a great many non-scientists who hhave no real idea of what a cometis. The most popular imistake isto assume that a comet streaks quickly across the sky, disappearing in a few seconds. In fact all comets. are very distant ~ far beyond the top of he Earth's atmosphere — and thoy do not move perceptibly against a Starry background. f you see an object moving visibly, i Certainly cannot be a comet. Iwill be ether an arificial Satelite, of which thousands have been launched since the Space Age opened with the ascent of Russia's Sputnik tin ‘October, 1957, oF else @ meteor (unless itis something much more mundane, such as a weather balloon or ahigh- fying aircraft). ‘Comets are members of the Sun's family or solar system, but hey are quite unlike pianets. They are not Solid and rocky; alarge comet consists ofan icy central part (or nucleus), a head (or coma) and a tall or tals made Up of try particles of dust together with extremely thin ‘gas. Though comots may be of immense size— the head of fhe Great Comet of 1843 was larger than the Sun ~ they are very flimsy, since the nucleus, te only relatively rassive part of a comet, cannot be more than a few miles, indiameter. Even a direct collision between the Earth and a Comet would do no more than local damage. ‘Comets move around the Sun, butin almost all cases their paths (or orbits) are elliptical, and with one exception Haley's —allthe really bight comets take hundreds, thousands or even milions of years to complete one circu. ‘Thismeans that we cannot predict ther, and they are always liable to take us by surprise. During the last century Several were seen butin our own time they have been dopressingly rare, and the last realy ‘great’ comet was that of 1910, though there have been many others which have become bright enough to be seen withthe naked eye. inaddition there are many short period comets which reappear atte only a fow years. But these short-period ‘comets are fain, and usually remain well below naked-eye ‘isl. Moreover, they often lack tals, and appear as hothing more than tiny, fuzzy patches. Halley's Cometisin ' class of ts own. Ithas a period of 76 years, and ithas been seen regularly since well before the time of Christ; there is even a Chinese record ofitdating back to '1059.BC, though itwas not unt more modern times that astronomers realised that there was anything particularly ‘unusual about it From Catching Halley's Cometby Patrick Moore, ‘ustrated London News, Novernber 1885. ‘A The first stage in preparing a factual summary is to {decide which tems of information are most imporant. ‘Study each paragraph in tum, and choose from the alternatives given which offers he most accurate summary ofit, 1 (a) Most people who think they see a comet do not really know what comets are lke, and aro actually looking at satelitas or balloons. (b) Almost everyone has heard of Halley's comet, but most people do not know what comets are. They think they are bright objects that move quickly across the sky, and then disappear, but in fact you cannot see them moving. c) Since the Space ‘Age began withthe launching of Russia's Sputnik tin 1957, many people have imagined that they have seen ‘comets moving across the sky, but they are mistaken because you cannot see comets moving. 2 (a) Comets have an icy central part (or nucleus), & head (or coma), and a tail or talis made up of tiny particles of ‘dust’. They are members ofthe Sun's family. (©) Comets belong to the solar system, but are quite different from planets. Though they can be very large, they are not solid and ifthey crashed into the Earth, they ‘would only do local damage. (c) Comets are sometimes enormous —the head of the Great Comet of 1843 was, larger than the Sun — but do not do much damage because they are not solid. 3 (a) Bright comets, apart from Halley's, take a very jong time to go round the Sun, so we cannot predict when they willbe visible, (b) Bright comets have an elliptical ‘orbit, and are likely to take us by surprise because we do not know when they will reappear. (c) tis disappointing that there have not boen very many bright comets in this century. This is because they take such a Jong time to go round the Sun. 4 (a) There are a lot of short-period comets, but we can't se0 thom clearly, ike Halley's (b) Halloy’s Comet isin a class of its own, because ithas a period of 76 years, and has been seen regulariy since before the time of Christ. (¢) Short-period comets cannot often be seen with the naked eye, s0 Halley's Comets unique, because records ofits appearance every 76 years go back to betore the time of Christ, though they were not calculated until more modern times.B Inwrting summaries of the main points of the paragraphs, | have followed certain rules, which you should follow in attempting summaries yourself {a) The original text contains about 450 words, and a ‘summary of its content should be expressed in about 120. Direct quotations from the text ike 2(a) and 4 (b) can only ‘suggest part of the original meaning, and quickly use up the number of words allowed. (b) tis unwise to repeat words and phrases that you do not fully understand e.g. in this passage you may not have seen adjectives ike fimsy’, or fuzzy’ before, but can guess they mean ‘light and ‘not clea’ from the context. On ‘he other hand, do not tr to replace precise nouns lke ‘comet’ with words of your own. (c). Donot waste space on repeating details that will nt affect the reader's understanding of the main points, asin 1(ch and 2(0) CC Now write out the correct answer, and check (a) ‘whether it has continuity (b) how many words it has. In this ‘example, | have done it for you. Almost everyone has heard of Haley's comet, but most people do not know what comets are. They think they are bright objec that move quickly across the sky, and then disappear, but in fact you cannot see them moving Comets belong othe solar system, but are quite different trom planets. Though they canbe very large, they are not solid and if they crashed into the Earth, they would only do local damage. Bright comets, apart trom Halley's, take a very longtime to go round the Sun, so we cannot predict ‘when they willbe visible. Short period comets cannot often be seen withthe naked eye, 50 Halley's Comet is unique, because records ofits appearance every 76 years go back to bofore the time of Chris, though they were not calculated until more modem times. (138 words) D Mwe rewrite the final version to connect these ideas together we should have something lke ths: Almost everyone has heard of Halley's comet, but most people do not know what comets are, They think they are bright objects that move quickly across the sky, and then disappear, or would be dangerous if they crashed into the Earth. In fact, you cannot see them moving, and although they belong tothe solar system, they are different from planets because they are not solid and could only do local damage. Halley's Comet, which appears every 76 years, unique because other bright comets take a long time to gi round the Sun, so we cannot predict when they will be visible, while short-period comets cannot often be seen with the naked eye. (114 words) 22 summary Check your choices for question 1, and make sure that those you have picked keep within the rules suggested. The best way todo ths Is to read the four choices one after the other and see i they make sense, and have some Continuity. I you read al four (a), () or (¢) answers, you will see that this continuity is missing. Before going any further, ask yourself what you consider tobe the main points the writer is making about Halley's Cometin the aticle as.a whole. You should find two. Make note of them in your own words. Itwould not be dificult to reduce 138 words to 120 here, butitis much wiser to take out whole clauses than to try to use complex structures to link sentences together — for ‘example, the last clause (nine words) is not essential ‘What is missing for this to be a very good summary is ‘complete continuity. Refer to the two main points you have picked out for the article as a whole and answer the {following questions: (a) Whatis the connection between the popular error that comets "move quickly across the sky, and then’ disappear’ and ‘if they crashed into the Earth, they would only do local damage"? (0) Why is Halley's comet unique? What makes it different from other bright comets and from other shor- period comets? ‘Note that in the final version, the two main connecting ideas — most people do not know what comets are’ and “Halley's comet ....is unique’ appear in sentences that are followed by an explanation, 5522 summary @ Further Practice Read the text and then summarise it in your own words, following the techniques indicated on p.55, and using the guidance given below. The Channel Link ‘Theres nothing new about the idea of a fixed link across the English Channel, butit has continued to make news for nearly 200 years. For all of tis ime, men have been designing bridges, tunnels, tubes, submerged rallway lines and other ingenious and sometimes lunatic schemes to establish a direct and permanent line of communication between Britain and Europe. Butin spite of their ‘enthusiasm and the support of many distinguished ‘statesmen, from Napoleon to Winston Churchil, the ‘Channel has remained unbridged and unbored, ‘War was for many years the main deterrent. The fact that Napoleon was keen explained the lack of enthusiasm on the British side when it was first suggested. A direct link was regarded as a threat to the island's natural defences, and there was a graphic portrayal ofa sea and land invasion at the time of the Napoleonic wars, with the French army marching through a tunnel under the Channel, to demonstrate the point. Though public interest Inthe idea grew during the later nineteenth century, the requirements of defence continued to inspire official British rejection. Lord Palmerston was against any plan to shorten distance which was, he said, already too short. Winston Churchill ater rejected this view, maintaining in the 1930s that resistance to a tunnel on strategic grounds as no longer valid. A tunnel would have been the greatest value to Britain's suppor of France in the First World War, he believed, and if danger had threatened it could always. have been closed. Lator strategists have supported this view, and there are today no serious miltary objections to the construction of a fixed link. ‘The more recent problem has been lack of poitical determination. The last Anglo-French tunnel project, which in the early 1970s seemed likely to go ahead, was abruptly cancelled in 1975 by a Labour government less committed ‘Summarise the main ideas expressed in each paragraph in, a sentence or two. In considering the links between them, consider the answers to the following questions: 1 How long have engineers been working on projects for a {ink across the English Channel and why? 2 What objections were raised to the link when it was first suggested, and why? 3. How were they different from more recent problems, and, why? 4 What conditions have been attached to the most recent attemptto establish a link? Then summarise the whole passage in not more than 120 words, 56 to Europe than Edward Heath's administration. But the idea was given yet another breath of ifein 1984, when Mrs ‘Thatcher and President Mitterand committed their respective governments to support the construction of the fixed link, provided that it could be totaly financed by private means. The two governments then issued an invitation to Promoters’ for the development, financing and. ‘operation of a fixed link, with detailed proposals to be submitted by the end of October 1985, enabling them to decide by the end of January 1986. From The Race to Cross the Channelby James Bishop, INustrated London News, November 1985. FOLKESTONE.z Formal Writing: reports ZB Products Brian Cunningham owns a restaurant, and wants to add report on them. Look at Charles's notes, and compare his some new wines from the Rioja to his lst. His wine waiter, notes on the first wine with his report on i. Charies Lucas, tries four different red wines and submits a Mownie de Cusnca (snI22,42.30) Heh, dork ed Las cise, wan Azar amount of “Inuy, lanant cana (grape); ule mea or agfaly® fist deck ed bbe helped se acea fate ge Conde de Ovid (088 12 951.2.22) hung cote dese aad iy; ‘orncnth, Aruity chorried), Apr armel cay; sg naticealte are (Cer20) ‘auilable ~ maak; oojoec. veal, cheese. Preece Neoconable, Raacommmanded, douk id nat plea | Mee ere My!" #510); der ned anes | gh acidity, al omenth and with ae | “vp Bua, and we xalte areme | Cockbeniaa) nquodaal Aaraur, outa | mest, chow. Wil net please al exoforero, ana | price rather high. Like ib poraonally, duct | recat Aifpnos: (1983,12:5% 42.10) dare ned; data, dk eit wach “ed - ake nti arn (ert) naowimended, begs pri veacenable | | Use Chaessotestowiterepats ononecrmoreothe | oherminee. FZ Further Practice 1 Wie achorteperion ect crinkyoulio nr donee. 9 Wie a abortoportonsa perfume eretershave Take Takointoapoountcos, wrenyouvoudMelodinet ° migescourtcose scant whet doesrenind yous: | (weather, eof dy, belov, ater during meas) tate lees tov pie moude te? iplossan fea (sweet, too sweet, not sweet enough, bitter, acid, fruit?); agreeable, or too strong, unpleasant? Do any of your vinatsorotfood joes best win Beyoureeommend)” — fendsussit? Bo you jelortte crs? W so, why? Do it? you recommend it? 2 Write a short report on a record or cassette by a well- 4 ‘Write a short report on a computer program, Take into known singer or group. Take into account words (lyric) account cost; purpose; effectiveness doesit do what ‘and music: quality of playing (are al instruments equally you want itto do sit usefu?:is it entertaining, good): accompaniment to singer (7 piano, guitar. énjoyable? Ist suitable for everyone, oF ony for Backing of other singers); where you would preter to fexperts? Would itbe useful for children, their parents? listen it @t home, na disco etc);howitmekes you -—-Da'you recommend it? feel (happy, sad et). Do you recommend i? iso, would it sul everyone, or especialy young peopl, older people etc.? 8723> Format writing FZ Personal International company requires young people fluent in lish to work on stand during International Exhibition in ‘Athens, June 27th ~ July 10th. Previous experience of similar work desitable, Pleasant manner and high standard of personal appearance essential. Telephone: 1 462 6226 ‘The personnel officer for the company, rene Kapsos, interviewed four candidates for the job, using a standard {form and making notes on it for her final report. Lookat the table and then read her reports on the frst two candidates. Name Elona Gangas Alexis Pilava Christos Mina Vanessa Loizides Age 18 22 34 20 Martied/single single single married single Profession student student translator student Experience none tourist guide, trade travel agency, trade fair, teaching fair translation Qualifications CPE University courses translating diploma CPE, university course Travel UK (2 summers) Europe, USA UK (6 months) Spoken English fair fluent, But erratic accurate, but slow fluent Manner quiet, shy, pleasant aggressive, extrovert serious, correct pleasant, self confident Appearance well-dressed untidy, jeans suit, formal attractive, natural ELENA GANGAS ‘evious experience Ane has visited Bricain twice not express herself Confidencly. but ay ALEXIS PLLAVA worked before as a hot produce references from previous employers This candidate is the or three different courses at bE them. We has 0 Usa. Wis English Is cypieal of an Frequent mistakes. [am manner is rather aggres: Interview, He was T cannot recommend him: This candidate is rather young for the job, and has no She has good written qualif fon sunmer courses, but her spoken English is only fair, possibly because she is quiet and shy and does She has a pleasant manner 1 inpression 1s that she would aot be for this kind of job. ghe age for che job, and has guide and at a teade fair, although he did the university but has ni avelleé all over Europe and has communicating, but has had lictle formal training, and jure he would be active on the ve and he looked very untidy at ing the oldest pair of jeans I have ever seen in English atioi and was lle has studied to finished any alse beea to the difeteulty. in so he makes Stand, but his ‘who has no. eae aaa B Further Practice 1 Write what you imagine that Irene wrote about one or both of the other two candidates. Consider whether the information given is good or bad for this job. Which one is closer to what's required in the advertisement? Why? Which one would be more confident and make English- ‘speaking visitors to the stand feel welcome? 2 Imagine that someone you know well has applied for a Job as (a) an English-speaking secretary; or (b) a guide to tourists; or (c) a private teacher of English to a small {group of children. Write a personal reference, explaining why you think the person would be suitable, Use the table above as a guide, but note that you must inctude details of name, age and previous experience etc. You ‘can invent any qualifications or previous experience that will help the application.Z Events “There was an accident in Market Road last week. When PC Grimes arrived, he took the names and addresses of the drivers and a shopkeeper, whose shop window had been broken, and wrote down what they said, Read their statements, but before reading his repor,, draw simple diagram to show what happened. When you have read the report, look for the evidence for ‘what PC Grimes says in the statements. Compare his way of reporting it. Note anything that he has supplied himsel, and what he leaves out Then complete his report, based on the statements of Mr Higgins and Mr Porter. Michael Winston, 34, sales representative, driver of Ford van AM271 X. ''d just delivered some goods to Mr Porter, you see. Iwas parked opposite his shop. And then he came out on to the pavement, and shouted to me. But | couldn't hear him, so just opened the door, and suddenly this motor-cycle came up, smashed into the door, and then skidded across the road into Mr Porter's shop-tront. If Td stepped out into the 23 Formal writing Mark Higgins, 19, student, motor-cyclist, Ducati, registration BZ 463. | was coming along Markel Road. I'd just passed a parked car on the left, so suppose | wasin the middie ~ i's not very wide, you see — and as | came up to this van, this chap opened his door without any warning, |Inad no time to brake. The next thing | knew | was lying on the pavement here with my face cul. I he'd looked in his mirror, the accident wouldn't have happened .... Well, perhaps | was doing more than 30, and | was a bit over to the right, I suppose, because of the parked car | told you about. Henry Porter, 58, shopkeeper, witness. Id just come out of my shop because | wanted to speak to Mr Winston before he drove off. called out to him, but | suppose he couldn't hear me with the noise of that motor-cycle coming up. It ‘was going so fast, and | called out ‘Be careful’ but he didn't, hhear, and then this young fellow crashed into the van door, ‘and came straight across the road. He only ust missed me. Look at all that broken glass! ... Well, | suppose he looked in his mirror. {don't know. But the young man was road, he'd have hit me, and he only just missed Mr Porter going atleast 50 miles an hour, in my opinion ... No, tdon't ‘Well, yes, 'm sure ilooked in the mirror, buthe was drive myself. ‘coming so fast. a TT Te ae ae @ Further Practice 11 Write an account of an accident trom the point of view of (a) adriver, (b) a passenger, or (c) a witness. 2 Imagine that you are a policeman investigating an accident, and have interviewed the drivers and a witness. Write an official por of it. searGuided Writing: @ Interpreting graphs Basing a report on the information provided by a graph is partly a matter of interpretation, but also requires correct Use of the technical terms. Sludy the notes on vocabulary inthe Reference Section, land then look at these graphs, which show the total attendance at football matches in England between 1976 and 1987, and the average weekly attendance for five teams at home. ‘Note the symbols used: L League champions: C Winners of cup compatition; P Promoted to the First Division; Relegated to a lower division. > TN i I 27] ‘ i momogeorees | CHER OEE aH wR RT “reketeenees | Np EIT Read the following report, interpreting the first three graphs, and then complete the sentences relating te the last three, During the period 1976-87, attendance at Football League matches showed a steady deciine from just under 25 milion spectators in 1976 to 17 milion in 1987. ‘Attendances rose slightly in 1977 and 1987, but from 1980 to 1986 there was a consistent fall. The experience of individual clubs depended in part on their varying success. ‘The most popular club, Manchester United, with a high average attendance throughout this period, reflected the ‘general pattem. The club won the FA Cup on three ‘occasions but each rise in attendance was followed by a more noticeable fal, and in total averages fell rom nearly {55,000 a week to just over 40,000. Wolves were a clear case of a team whose support fell sharply as their fortunes declined. On two occasions they Were relegated and immediately promoted, which enabled | them to maintain the same level, and there was a considerable increase in attendance in 1980, when they won the League Cup, but when they were relegated three 60 times in succession from 1984 to 1986, their failure was rellected in steeply falling attendance figures. Aston Villa began this period with average attendances of early... but their successes in the League Cup in 1977, the League in 1981 and the European Cup in 1982 only had a temporary effect in preventing . which ended with their being relegated in 4987. Everton's attendance from 1976 to 1978, but then... ‘until they won in the FA, Cup in 1984. This ied to . rewarded by ore success in winning the League and European Cup- Winners Cup in 1985. Since then although they won the League again in 1987, Chelsea's attendance... sean 1977, when they were promoted to the First Division, but they were relegated again in 1979, andatendance then until their promotion year of 1984, when Since their return to the First Division, their attendance ...Practice ‘The two graphs on this page show (a) the proportion of votes received by the main three parties at Brtish General Elections since 1935 (b) the proportion of MPs elected. Bocause members are elected individually in ‘constituencies (voting areas) only the winning party's vote 24 Guided writing - | in the constituency matters; consequently, the system favours the Government and main opposition party at the expense of others. ‘Study the graphs, and then answer the questions that follow. Graph 1 Graph 2 1 What happened to the Conservative vote immediately 1 How was the proportion of votes reflected in terms of the afer the Second World War? number of MPs elected? 2 When didit show anoticeable rise? 3. How would you describe the patter since 1950 -(a) ‘tuctuating considerably (b) fait consistent (c) steadily decining? 4. How would you describe the Labour vote between 1835 ‘and 1950, 1950 and 1965, and sinco 1965 — (a) steadily, declining (b) fairly consistent (c) steadily rising? 5 What was the effect on the Liberal vote ofthe formation ofthe Aliance atthe beginning ofthe 1980s? 6 How would you describe the Liberal vote since 1870 ~ {@) steadiy rising (b) fluctuating considerably (c) fluctuating but rising? 2 Does the system accentuate the trend in voting? Look at the Conservative and Labour MPs elected before and after the Second World War, between 1945 and 1960, and since 1975? 3 What effect has the rise in the Liberal/Aliance vote since 1970 had on the number of MPs elected? fH Further Practice Write a short report (2) describing the pattern of voting for the three parties since 1935 (b) comparing this to the. ‘number of MPs elected to Pariiament. 65 biography Descriptive Narrative: Z Abiographical account Read this biographical account, and then answer the questions that follow. Note the Use of time phrases (in bold) 1 Give each paragraph a topic heading. 2 Ingeneral the information about Camus's if is given in chronological order, but there are some exceptions to this. Find them, Albert Camus ‘Albert Camus, the great French writer, was born in ‘Algeria in 1913. Less than a year later, his father was killed in the First World War, and Camus was brought up by his mother, who was of Spanish origin, ina working class district of Algiers. ‘Camus won a scholarship tothe Algiers high school in 1923, and was an excellent student, as well as taking a {great interest in sport, especialy football. At the age of 17, however, he had the first attack ofthe tuberculosis that troubled him all his life, and this interrupted his studies land ended his sporting career. After he had recovered, he registered as a student at the Universit of Algiers paying for his studies by working at a number of jobs. ‘Afurther attack of tuberculosis prevented him from becoming a university lecturer, but while he was at the university he had become an important figure inlet-wing intellectual circles and had taken an active partina workers’ theatre group. He became a journalist in 1937, and during the Second World War ran anews-sheet called Le Combat or the French Resistance. Atthe end of the war, Camus was th er but ho rsignedtwo years disillusioned by party-poltical manceuvting ‘Caimus's reputation as a writer rests primarily on his novels, LEtranger (The Outside), published in 1942, and La Peste (The Plague) (1947), an account of an epidemic in Oran that symbolises the struggles ofthe French people under the Nazi occupation. He also wrote an interesting play, Caligula fist performed in 1945, shor stories and philosophical essays. Camus won the Nobel Prize for Literature in 1957, when he was only 44. Camus became the spokesman of his generation in Europe. Although he sympathised with the lft politically, he was too independent to accept orthodox Marxist dogina, Inthe same way, although he understood the disillusion of the post-war generation, his liberal humanism constantly ‘made him the defender of truth, moderation and justice. Camus's briliant career was ended tragically early by his, E>eeE”™E-™> Practice Read the information given below about Emest Hemingway, and use it to construct a biographical account, Use the Camus account as a model to order paragraphs, and not thatyou wil have to re-order some ofthe information to do this. Ernest Hemingway. Born Oak Park, a suburb of Chicago, July 21, 1899. Father a doctor fond of hunting and fishing, like Hemingway himself; mother artistic. Outstanding student at high school, wrote stories. Loft school, 1917, became a journalist in Kansas City. Enlisted ‘as ambulance driver in American Red Cross, badly ‘wounded in italy in 1918, decorated as a war hero. Married four times. Lived and worked as journalist and writer in Paris in 1920s, made frequent visits to Spain, war ‘correspondent during Spanish Civil War (1936-8), active 62 supporter of Republican side, Went to live in Cuba (1939), and remained there til 1960, but war correspondent in Second Word War. Novels relact own experiences and interests: The Sun Also Rises (1926), about expatriates in Spain, A Farewell to Arms (1929), First World War in Italy, For Whom the Bell Tolls (1940), Spanish Civil War, The Old Man and the Sea (1952), deep-sea fishing in Cuba. Also wrote books about bulfigting ig-game hunting, and memorable short stories. Won the Nobe! Prize for Literature (1954) ‘Att idontiog with Lost Generation , post First World War generation of dsilusioned people in 1920s, but lator ‘more concerned witn dea of personal courage of men alone facing death and danger. Atomptod to make private ifea rllecion of valves expressed in nove's. Committed suicide by shooting himselt, depressed by knowledge that he had cancer, athis house in Ketchum, idaho, July 2nd, 1961Z Linking the phrases of li date hd hanes eppoa ee Rance Sean pa) and onconplse his 25 Descriptive narrative account ofthe life of Guglieimo Marconi by choosing the most appropriate phrase from those given below. Guglielmo Marconi Guglielmo Marconi, __(1)__, __(2)__in Bologna in 1874, Is famous as tho inventor ofa syster of radio ‘telegraphy and for his later work on shortwave wireless communication, (3) of most modern radio transmission. ‘Marconi, —_(4) was Irish, studied in Italy and began his experiments on his father's estate in 1894, but in 1896 ‘went to England, __(5)__ by the chief engineer of the Post Ofice, (6). He was soon able o send signals sovoral kilometres, and three years lator, set up a wireless slation capable of ransmiting across the Engish Channel. His greatest achievement, however, came in 1901, —{7)__ signals across the Atlantic, __(8)__ that the Earth being curved would limit radio communication to a ‘ew hundred kliometres. Marconi gradually perfected his system in the following years until he was able to send the first radio message trom England to Australia in 1918, Meanwhile, ne also carried out research on shortwave less communication __(9)__ in the 1920s, and later, In 1932, installed the first radio telephone between Vatican city and the Pope's palace at Caste! Gandolto, Marconi, ._(10)_ during his lite, (11) __in 1909, was also the Italian delegate to the Versailles Peace Conference in 1919, __(12)__ the peace treaties with Aust and Bugaria, Ho diodin Rome in 1837 athe ago ot Which disproved the theory Which forms the basis Sir Wiliam Preece whose mother who received many honours, where he signed that led tothe establishment of rio stations when he succeeded in transmitting the lalian physicist ‘amang them the Nobel Prize for Physios who was bom eee Eee =* Practice ‘The account othe fe of Alexander Graham Bell, in the left-hand column, is incomplete without the additional information given on the right. Use relative clauses or Alexander Graham Bell was bor in Scotland in 1847, Bell became his assistant in 1968, and two years later the family moved to Canada. While teaching the deaf in Boston, he met Thomas Watson the inventor of the telephone his father had invented a system for teaching the deaf ‘a young mechanic he helped him to construct an electrical apparatus for ‘transmitting sound. Aer two years of It was patented in 1876. experiments, Bell and Watson developed the telephone The experiments were Bell married her the conductedwith two deaf following year. students, George Sanders ‘and Mabel Hubbard Throughout his life, Bell worked on a number of ‘They included a machine {or recording sound, flying inventions ‘machines and a hydrotoil He died in 1922 in Nova He had lived there since Scotia 1885. phrases in apposition to join sentences or phrases from the two columns together, and include commas where necessary.- 25 Descriptive narrative |Z Describi escribing what mi: S might hi Z Describing what might have happened decsion turing po Compare the cyan azure Cain Got win hove on he proves wo Fielfe (2) the use othe conienal (nbola ype) O° indicate what would or Inceato what would or mighthave happened fhe decision Captain Scott Captain Robert Scot, bom in Devonshire in 1868.10 erty ott ifated Bish experson that set Out Practice Use the information given joconstruct a similar ion given below nfo i struct a simi biographical account of the life of Scott's rival, Roald Roald Amundsen (born ns or Sa ee ee # pater and sailed through the | ‘Northwest Passage, roo ‘Canada (1903-06). — i a ttn etc Ses Sven nena oe crete atime tee 8 crore conan ot explore Antarctica in 1910. Scott was an experienced naval ouplor no had previously commanded an exped 107 10 cinarchca in 19014, and on this occasion his Nay Aptariye was be the first man to reach he Sow Pole. joctve Wi eleven others began ther overiand journey (° thozale in October 1911, equipped with motor s\°G0°5, tre os and dogs. Ihe had relied on dogs, sO Roni aan exporer, Road Amundsen, Scott woul, probably have survived, but the motcr jedge broke probably the panies had io be shot. On December 41 own and ie Jonenen back io base, and went on on oot Scott sent smnpenionsto the Pole, which he reached on Yanuary 18th, 1912. The exhausted men wore erappzintod ta find that Amundsen had been ere = month betore. onth bein journey the weather afew worse, 2nd M19 cotta men died. One of them, Oates, deliberately walked of he ne storm in the hope of ving his companion out no ge of oactung tei depot, where thay wou better chatgod and fuel. Towards the end of March, nly have fotjes trom the depot the three SUNOS Mt atoven Matorm, which lasted nine days and confined an anche enh they ded of exhaustion, Scotts Aa, tomeding these events, was found with thelr Bosles several ‘months later. Radom judgements of Scott suagest that he wre & neat stubborn man. I he had listened to advice hero et he might not have reached the Pole fie but ee rmuld probably not have died such a tragic death. os eerie at erat wan ee he Sener aN a, Noble ne rescud by oer — Saoctnn neers25 Descriptive narrative @ A personal biography ‘biographical account faving person may be lke those youhave alreay read in this unt except that there will be Ghanges in the use of tenses. It isan account ofthe He of Someone known to the writer, he/she is ikely to include more personal deals. Read Elizabeth Markham's account cof her grandfather's life, written in 1965, and then answer the questions below. My grancfather, Honty Markham. was Dore London advertising agency. He was ute ierseer) and had f 7 M wvertsi suas ‘who was the = ‘90, WAS: ie follow rim inthe eweno War started and advertising Vitaly on t jhow him in ‘Secon . ly son, i 2 vine wae in 1013, however, when my granaarns He ust cleappeared. As a result ne was 20 e002 carry out his sme frm unt ne rand remained with the same ae parinor cheated our family, running PE after the war af ‘got married, his father re ‘eticed five yoars 09° nas rediscovered the skills he goes acne eae etaonet eterna cten « uid re-establish the business, the First eet yoing in rasp - Sesmereeycigeciae tte, Savion nage oe ‘uring the war, my great-grandtather er AT tne formy children. | Nae Tre him for his common-sense ysis colensed 90 eT a roar. Hees | ns tual ns gaged by te actos of ct ake ao og vrusjops_ anche retusaltobe dcoeo range ra a inan career. always een a ndng ove nat cuted wm wor 1 Suppose this account was printed as an obituary in the 2 How do you think Henry's lite would have been different local newspaper after Henry's death in 1970. Make all if (a) his father’s partner had not cheated his family (0) the changes necessary. Note that you will have to take ——_the First World War had not broken out the following ‘out references to ‘My grandfather’, for example, and year (c) his father had not died when he was in France Elizabeth's personal opinion of Henry. You will alsohave (4) the Second World War had not started in 1939 (e) he ‘to change the tenses and time references in bold type. Bagi had not been trained as a builder and decorator? Mr Henry Markham, a well-known local figure ‘who died last Wednesday, was bom...’ End the obituary: Mr Markham was very popular in the town and ‘willbe very much missed by his many friends. FY Further Practice wit abiorpesazunot famous pron nom ‘ca 2 Write a biographical account of a famous living person that you admire. 3 Write an account of a person in history whose life was changed by circumstances. 4 Write a biographical account of an older member of your famit,stiliving, or of one of your ancestors, whom you have heard about 65| ZB Preparation Robert Naylor nas to make a speech on behalf ofthe Grgarising Gomes atthe opening ota im festival Boloreeaingit note down whal you knagino he wil ned tosay. Thor Compare your et of points wit the general rues given here for almost all formal speeches of this kind. 1 Say who you are, and give the reason for your speech in sopropriat language 2 Convey your main message, using facts and examples, where necessary, 3 Mention anyone you want to draw attention to, either to introduce them or thank them. 4 Repeat the main message, and thank the audience for their attention. Now look at the headings Robert wrote down as reminders for his speech. Compare them with the speech, and then divide the speech up into sections, according to the four rules listed above. Making and Reporting Speeches: torma Ladies and Gentiemen, armen Serra ha aes one ure forme, onbehall ofthe Commitee te eet festival We are sue fea at willbe asucoes. wif now and over omy coleague, Nel ancrona hgh you Some more detailed information on the prograrnePractice ‘tthe end ofthe fim festival, there isa dinner. Nikos Kaligis has been chosen by the other members ofthe jury tomakea speech thanking the organisers and ‘commenting on the standard of the films entered. ‘The five paragraphs of his speech are printed below, but they are not in order. Put them inthe right order In some cases, the expression he usedis lft out ‘Complete the speech by choosing from the alternatives given below. A If|__(1)__ everyone who has helped to make our task easier, | would __(2)___all night, butin particular | —_(3)____(4)___Mr Robert Naylor, who, together with the members of the Organising Committee and thelr staff, has (6) to making the festival a success, B —_()__would also like to thank everyone who ‘entered films at this festival. The number of entries was ‘exceptionally high, but (7) and that gave us a very difficult ob, We have done our best and we —(@)_— that our decisions have reflected the opinion of the majority here, —_(9)___In such circumstances many people are bound to be disappointed. © (10), Ican only (11) our thanks to everyone concerned. We hope that you have enjoyed participating in the festival, and (12) seeing films of the same standard next year. D —_(13)__my (14) on the jury and myset, | would ike, (15), to thank the Organising ‘Committee for their hospitality and for the smooth ‘organisation of the festival. You have made us very welcome here and we are very (16) to you for ‘making our task so pleasant, E As evidence of the high standard of the entries, | would like to draw attention to the fact that in four categories the prize was shared. (17) encouraging sign, (18), was that 26 different countties entered prize-winning films. This is good news forthe film industry (19) and helped to make this a —(20)__testival. 26 making |and reporting speeches (1) (2) thank (o) thanked (c) bother to thank (2) (a) be here (b) keep you here (c) be saying ‘thank you (3) (a) have to (b) can't help (c) would lke to (4) (@) single out (b) pick (c) choose {8) (a) troubled (0) tried c) contributed (6) (a) (b) The jury (©) The jury and me (7) (@) the standard wasn't () so was the standard (c) the standard was (8) (a) hope (b) expect (c) want (9) (a) but) 50(c) although (10) (a) Atlast (b) Finally (c) Last but not least (11) (@) say (0) tel (¢) repeat (42) (a) expect (b) wait fr (c) look forward to (13) (a) Talking to you for (b) On behalf of (c) In the ‘opinion of (14) (a) colleagues (b) workers (c) critios (15) (a) firstof all (b) in principle (c) a fist sight (18) (a) thanked (b) grateful (c) kind (12) (a) Other (b) Another (c) Also (18) (@) without a doubt (b) probably (c) perhaps. (19) (@) on the whole (b) | suppose (c) as a whole (20) (a) quite good (b) real good (c) truly international ZF Further Practice Use the guidance given here to write a speech for one or ‘more of the following occasions: + Agroup of English-speaking visitors have come to your ‘schoo! or place of work on an exchange visit. Welcome them, and give them general information, 2 You have attended an international conference, and must make a speech, thanking the organisers and ‘commenting on its success. 3 Your country is the host for an international folk music festival and you must make a speech welcoming the English-speaking groups. 4 A distinguished speaker from abroad has given a lecture CF short course at your school or university. Make a ‘speech thanking him/her and explaining how much you have learnt. er273" @ Making notes Summarising a passage ex pressing an opinion requir sitar approach ote surance younave ready Jone inn 2 Yeu mantener tomers hal your a See cerns | Fret reed the arc below | Be jw, and make anote ofthe main How Serious is the Problem of Unemployment? in most European countries, unemployment was low for many years after the Second World War, and the bitter mantis of parents and grandparents who had been out Mt work for long periods inthe 1980s gradually faded from ceople's minds. Butin recent yearsit has once again become a serious problem iow serious the problem is depends on one's perspeatve. in particular when itbecomes a question of Bianang someone fort. Newspapers usually quote the Parbor of people ‘unemployed! as a percentage o! the Togistered working population. On the basis of these figures alone, they make comparisons with past Ciperience and also between different countries, Such Simplified calculations do not tke into account fechnological developments that have made a large rember cf unskilled jobs unnecessary. Apart from that, qhey do not allow forthe Increase over the past ity years in the number of poopie who want to work or the effect of diferent social aitudes. ‘Whon we compare our unemployment figures with those ‘ofthe 1930s, we must remember tha far more women Grane nowadays, and consequently register as unemployed i iney lose theirjobs, so governments have a greater ask Decide wich of he flowin ing best expe cTeachotne ne paragraph are veroeeting inmployment a9 sro a eeerae usa problem today ast nemployments once a gain a sori prob 2@ boeaseneya ee problem of aoe eeie = ako al the relevant factor (b) Newspapers deliberateh iberately distor the rue tacts abou 2 cy mampermentin order obame goverment (@) Thomain reason for unemployment todays that so many women go auto wok and spade ich more setous In Denmark Summary: complicated by the fact thatthe number of women who are registered varies from one country to another. In Denmark ‘most as many women are registered as men. in other ‘Common Market countries only half as many. Its therefore more difficult for the Danish government 10 provide jobs for everyone andits record in international termsis better thanit appears. ‘Comparisons between countries are also unreliable because of the percentage of people who are not registered. Are they housewives or students? in West Germany, most young people stay at school until they are $8: more of those not registered are likely tobe students than n other countries in the Common Market, and they vill not count in the unemployment figures. For these reasons, comparisons with the past and with other countries are unfair, Yet in human terms, although this places more responsibilty on governments in countries (where everyone wants fo work, the percentages quoted by the newspapers are the only reliable measure of & {governments success in dealing withthe problem of tinemployment. The question a government must always fave is: Now many people in this country at this pointin time want to work but cannot find jobs. ‘and responsibil. International comparisons are (©) Comparisons with e therumbert momen werking auay and inlematonal comparison ae unreabio because ta glreraen fom eon occu ) Nobody knows how many ofthe people hat registered are students, (b) Theatterencenschoteaving ago aso makes «cs fanmnleamparoneueate los, a governments succes in dain with unemployment must be measured terms of therumber of people who want io workand cannot (b) Neverthel Nevorheles, tia government's city tofindjots 6Which of the following summaries best expresses the ‘meaning of the passage? Give reasons for your answer. 1. Unemploymentis a big problem in Europe again, but it 's amatter of perspective, especially when itcomes to blaming governments fori. Newspapers compare the figures to the 1930s and compare different countrios, but this is not fair because more women are working now, and in Denmark as many women are registered as men. Alot ‘of people do not work. Some of them are housewives, and ‘some of them are students, but there are more students in Germany because young people stay at school tl they are: ‘eighteen. | think the only thing that matters is that everyone who wants to work should have a job and itis the Government's duty to provide jobs. (116 words) FY Further Practice ‘Summarise the following passage in not more than 120 ‘words. List the main points of the argument and the writer's proposals, ignoring details, and construct your summary from the notes you have made. 27 summary 2 Unemployment is a serious problem in Europe, but newspapers simplify it because they do not take all the relevant factors into account. Itis dificult to measure the size of the problem by comparing modern figures with the past or making international comparisons. More women go ‘out to work now but indifferent countries the number who. work and register as unemployed varies. in some ‘countries, t00, young people stay at school longer, and so they are not registered. Nevertheless, although ‘governments in countries where everyone wants to work have a more dificult task in controling unemployment, the ‘only measure of their success is how many people who are looking for jobs are out of work. (116 words) The Right to Walk | belong to a rare species. 1am a pedestrian who does not drive in acity ful of cars. The worst of itis that motorists regard me as a nuisance or behave as if| did not exist. Itry nat to irritate ther. | Keap to the pavement and only cross altraffic lights, waiting for the green light, but that isnot enough, because they want to invade my territory. ‘One of the main problems is parking. In my city, people often park half-way onto the pavement, and sometimes block it altogether, so pedestrians have to walk in the road. All scooters are parked on the pavement and the young riders never think of getting off at the kerb to park. They ride along the pavement unt they reach their house cr school ‘Another problem is traffic lights. A recent study by the city council shows that every time the lights change in the city, two motorists go through when they are red. | am used to the idea that as the lights change, motorists accelerate, instead of stopping; what | cannot get used to and prepare {ors that at many comers the lights are green for the pedestrian but yellow for the motorist coming off the main road. As far as he (or shel) is concerned, yellow is green, ‘and they turn the corner without siowing down. They even blow their horns impatiently if they have to stop because am walking across, (Of course the solution would be to enforce the law. The city council should provide more car parks and tow away vehicles obstructing the road. As itis, they only do so if ‘someone telephones to complain. They should fing people who park on the pavement; at present, only 30% of fines are paid, but the council do not take drivers’ licences away Unless they fail to pay several fines. More tratfic wardens should be employed, even though the city council study says that last year tratfic wardens on duty were the victims 0f 422 serious physical attacks by motorists. Ata time when the newspapers are full of articles about the right to work and the right to prevent other people from ‘smoking, when are the authorities going to concern themselves about the right to walk? 69Discussion: solutions to problems @ Planning a discussion ‘Composition topics asking you to provide a solution to a problem in modem life require planning, First, look at the planning of the composition that appears below on the topic: ‘What can be done to reduce the pollution of the environment in modem cities?” Stage 1 List the nature of the problem and its causes, like this: (a) alr contamination of the atmosphere, ‘smog’ (smoke and fog), sulphur: factory chimneys, chimneys in houses, car exhaust (b) water ~ pollution of rivers: factory effuent, rubbish (c) streets — inefficient rubbish disposal, dogs fouling pavements, tte. Stage 2 List possibie solutions to these problems: {@) remove factories from cites; install lean air ‘equipment; use alternative sources of energy (solar, nuclear?, smoke-free coal, electric cars or lead-free petrol) {b) control of factories, pumping oxygen into rivers: (c) well-organised rubbish collection, making citizens aware of responsibilities, Stage 3. Consider what shouldbe done. What wouldbe the result? Limit yourself o possibe, not ideal solutions, and take problems into account, such as cost, penalties for companies or private individuals and enforcement of the lv Now compare the stages of this plan with the composition below. Decide on the purpose of each paragraph, and see ‘which stage contributes to it, Composition topics of this kind also demand confident use certain structures. Read the notes in the Reference Seetion (p.113) on should and would, and put the verbs in the last two paragraphs in the correct forms. Note that some of these verbs willbe passive: e.g... . some action (lake) will become some action should be taken. Everyone agrees that modem cities are polluted and ‘something must be done about it. The air we breathe is not pure, the water we drink has to be purified with chlorine, and our streets are often dirty because of rubbish that has not been collected, paper bags and cans thrown away and pavements frequently fouled by dogs. Factories are responsible for most ofthe pollution. Their chimneys pour out smoke, contaminating the atmosphere, and also produce harmful chemicals lke sulphur that are Invisible and also dangerous. in many cases, they contaminate rivers with effluent, even though the factories themselves are outside the cily. But private individuals are aiso responsible. Many citizens add to the smoke with coal fires from their chimneys; almost all of us have cars that fil the air with poisonous exhaust fumes; a large number of us are guilty of throwing litter away in the streets, or allowing our dogs to foul them. ‘Although some cities are more industrialised than others land have more serious problems, some action (take). In the first place, companies (encourage), with the aid of Government grants, to move their factories outside the city, and they (install) clean air equipment or (close down). They (foros) to dispose of effluent without contaminating vers, ‘and (fine) i they break the law. Secondly, people using coal fires (give) olectic tres or (tel touse smokeless fuel. Thirdly, axes on lead-free petrol (reduce) to encourage motorists to buy it, and eventually, oly cars using this petrol (alow) on the roads. Finally, most cities have laws to punish ctizens who make the streets dirty or alow their dogs to do s0, and these (enforce) Naturally these proposals (oppose), because such improvements (cost) money. The authorities (have to deal) firmly with companies and (help) householders and drivers. But above allpeople (have to co-operate) and (learn) to respect others because it (be) impossible to arrest everyone who threw rubbish away or owneda badly- trained dog. There is really no alternative, however. it we do not finda solution to the problem of polution, our eties will become uninhabitable. 7028 iscussion Comparative National Statistics | Country BR DR IMR 1Pc Cal. Arms | a ————- =e ee eC ro at eos 3 om au om 2 a ‘Chao 43.0 21.0 139.0 100 1762 5 oO Hat 356 180 11773301905 0 ° | KEY | 'BR-= Binh rato por 1000 population A= Death rate por 1000 population IMR Infant marly rate per 1000 babies born |PC = Income per head of population (S) cal Cabres consumed pe person per day. According to clmate, the United Nations ‘stabishes the daly rutsional requirement between 2200 and 2400 imp. Ex import Exper (milo (3) Practice “Another major problem with compositions ofthis kind is. thal emotional statements are not convincing uniess they are based on facis. For example, imagine you have to write ‘on the topic: ‘Solving the problem of hunger in the Third World Iis not enough to know that 40,000 children under five years old die of hunger every day inthe Third World, and to accuso them’ (the governments of developed countries) because they spend money on arms, The table of comparative national stalistics and the additional notes given here wil help you to plan and write such a composition look atthe table, answer the questions related tot, and then look atthe notes, withthe questions that follow. Table 1 What conclusions can be drawn from the birth rate and, death rate in advanced industrialised countries and in those of the Third World? If you compare the two for ‘each country, where is the population growing fastest? 2 What chances has a baby born in the industrialised countries of surviving compared to those of a baby in the ‘Third World couniries? 3 What proportion of the people in the two groupsis likely to be hungry, taking into account the UN nutritional requirements? 4 Expenditure on arms does not take into account what the industrial countries spend on those they manufacture for their own use. What conclusions can be derived from the export figures for these countries and the imports for Ethiopia, for example? Notes ‘What conclusions do you derive from the following statements of fact? 1 In 1986, Africa earned $19,000 milion less than in 1985 {rom its exports because prices fel. In the same year, interest payments on loans to banks amounted to | $15,000 milion {total oss ~ $34,000 milion). 2 Aid to Attica inthis year amounted to $16,000 milion {rom governments and $2,000 milion trom private sources (total gain = $18,000 milion) 3 nf970.ntheUnted Nations developed counties | agreed to pay 0.7% of their income every year to aid the poorest from 1975 onwards. Only three countries, the Netherlands, Norway and Sweden, have kept this promise 4 Tho stores of such foods as milk and butter inthe ‘Common Market countries are so enormous that they eventually have tobe soid at cheap ratesto the USSR | land other countries or destroyed. Planning Look at the two plans presented here, both employing four | paragraphs, choose the one you consider most likely to be ‘convincing, and write a composition onthe topic. ‘A 1 Developed counties should act immediately to solve the probiem of hunger in the Third World (Table q.4, Notes 3-4) 2 The size ofthe problem. (Table q2,3) 3. Action suagested. What should developed countries do? 4 How could the situation be permanently improved? ~ agricultural methods, birth rate etc. Results of action. ‘The nature ofthe problem (Table 43.2). Population growth (Table g), lack of money (Notes 1-2), Iocal problems (crought in Arca, floods in Bangladesh, policalnstabiityn Hatt) 2. Aidresouress available. Table (IPC), Notes (4), Table (4.4). 3. Short-term action suggested. Notes (3), (1), (2), Table (4.4). 4 Long-term action suggested. All these + points in Aa, n28 Discussion ZB Further Practice Inattempting to answer any of these questions, study the vocabulary in the Reference Section (p.116) 1. Most robberies are commited by young people. What ‘would you do to solve the problem of juvenile delinquency? 2. Smoking is now considered dangerous to other people 72 ‘parr from smokers themselves. What would you do to reduce its effects? 3 Alarge number of accidents involve young people on scooters. What would you do to reduce the number of such accidents?Formal Writing: commenting on a book or film Z Choosing the tense Before attempting these exercises, study the Reference ‘Section (p.117) for the examples of the changes in tenses ‘equired in writing about a book, play or film. The two passages below are written asif they were narrative, with the Past Simple tense the main tense. Change the tenses in italctype, so that the story is told as it should be in a synopsis or essay on a book or play. The First Scene of Hamlet twas night in the castle of Elsinore, in Denmark. A sentry wasn guard, and another one, Bernardo, cameo take hs place. Both men were nervous, as if they expected something terrible to happen. Soon afterwards, an officer, Marcellus, arrivedon the scene with a gentleman called Horatio, The soldiers began to tell Horatio about a strange vision they had seen on two previous occasions. Horatio, did not believe in ghosts, but while they were talking, the figure of a ghost suddenly appeared, dressed like the dead king of Denmark, Everyone was frightened but Horatio spoke toi. It did not answer im, apparently angry at his tone of voice. Whenit had gone, Horatio admitted that the figure had been justlike the king. Everyone feltsure that this meant that something important was going to happen in Denmark. The ghost returned and Horatio beggedit to tell them what it wanted. Then a cock crewbecause it was dawn and the ghost disappeared. The men decided tell Prince Hamiet, the son of the dead king, what they had seen because they were sure the ghost would speak to him Z Choosing the vocabulary Study the notes on vocabulary in the Reference Section (0.117), and then complete the passage below with appropriate words. In each case, the first letter of the word needed has been given to help you. (On the whole, the greatest n donot make the best f Gone with the Windwon several Oscars, but everyone criticised War and Peace. In some cases, this may be the fault of the director, or the actors anda_____s, and the person who usually {gets most of the blame is the one who wrote the s____ avery difficult job, because it may mean condensing 30 or 40. sof abookintoa dozens. s. ‘Another reason why such adaptations usually tail is because we already have a clear idea of the main othe the h___“andthev. be disappointed ifthe faces on the s. resemble our conception of them. ‘and we may donot The Spy that Came in from the Cold Inthe first chapter of the novel, Leamas, a British secret agent, was waiting at a check-point in Beri for one of his. agents, Kari Riemeck, to cross over from the Russian zone into the American zone. All his other agents in East, Germany had been captured and executed by the chiet of the East German secret police, Mundt. A woman crossed the border in a car and Leamas recognisedher as, Riemeck's gir-friend. She fold him that Riemeck was going to escape on a bicycle and Leamias was horrified that his agent had trustedher with his plans. However, he gave her the key to a flat and toldher that he would telephone her when Riemeck arrived. At last Leamas saw Riemeck at the East German check-point. He was behaving very calmly. Then he goton his bicycle and started to ride across the bridge between the two sides, but when he was halt-way across, a searchlight was tured on. and the Cast German sentry shothim. ESE ‘The most important reason ofall, however, is probably that the n_ can explain at length why a Character behaves in a certain way, but ina film the actor ‘must do this with a few words and facial expressions. At least fm actors have an advantage over actors in the t___ taking partin s. adaplations of books, because the director can use a close-up, and we can see their facial expressions clearly 7329 Formal writing | Z Describing a Character | Note the folowing points in planning a composition ofthis kin 1 ist the character's main actions, and tink of adjectives to deserbe them. Is the charactor consistent throughout, ‘rdoes he’ she change? Ifso, why? Is he/she compared to or contrasted with other charactors? 2 listhis or her opinions. Are they jusitied? 3 list other characters’ opinions o the character, taking into account whether they ae riends, enemies, of impartial 4 find three or four adjectives to express your general opinion ofthe character. Use the exampie of he plan and essay below on the character of Brutus in Shakespoare's.Julus Caosaras a basis for your own work 1 Decides to assassinate Caesar to prevent him from becoming a dictator — accepts the leadership of the conspirators ~ does not agree with Cassius suggestion that they should also kil Mark Antony — joins the rest in kiling Caesar agrees to meet Mark Antony, and allows him to speak after him at Caesar's funoral, against Cassius’ advice ~ makes a speech to the people justying the assassination ~ once riven out of Rome, folowing ‘Antony's speech, quarrels with Cassius, but forgives him. resolves to ight at Philp against Mark Antony and Oastavius, against Cassius’ advice loses the atta, and commits suicide. Character consistent. Compared to Cassius, Mark Antony and Octavius. 2 Admires Caesar, buthates tyranny is not personally _3_assius: noble’, honourable’: Casca: loved by the ambitious or envious ~ believes Caesar must ie tosave people; The people (before Antony's speech) noble’ after) the Republic is convinced that he was right andthe trator, vilain, murdorer: Antony (after his death): ‘This | people will understand his arguments — does not regret any was the noblest Roman of them all |. ofhis actions and dies convinced that he did what he had to 4 ‘honourable’, ‘sincere, ‘idealistic’, ‘self-righteous’, for his country. politically naive’ ston to Caslus's advice. Tiron Buustrsappenson tno wiogointe ply. Nepal ral andres ase Csr ag a Casas molvesinwanting He beleves , ctoaly contrasted to Cassius, Cassie» Tot Tape ls” uses logical arguments, but Antony's emotional appeas, toassassinato Capea aroma PBruus.ontne and sku oar convince hem hai sara other " dr Throughout the play, even in making the ° ties os ardadiies ti, murderer. TOU re aiherhand, gone Cecsars wordrccctnotceac!” gecisontofehtat Philp Ne does he wreng vn oe Caesar becoming adiat He doesrotimmedaiy "Ary ral butto him emphasises hare was he agree ake partin he conspiracy iste Good of ony one ofthe conspirators who acted uncotishl. Ate mesepunic. tm contrasting tim wth Mark Ano a the Repu rogeomsto bo suggesting that sol \enotpersonally ambitious, hehas an Octavius, Shakespeare seams at Asnough ie sno! personaly ae ainaihe 89 sighoous policl alts Ike Brutus donot undeet on nobly andvirve tate i always toate othe peopl ae othe wor Sure Ot eg ght In moralterms, he isnght,and__enoughto succeed against ess honest but more realistic conve doubts his sincerity, butfor the same reason he is opponents, ‘Study the three paragraphs here and by referring to the rotes, decide how they are organised and related. ‘Are Brutus's actions commented on in chronological order? ‘At what point are the adjectives relating to him introduced? ‘At what point are the comparisons with other characters introduced? 74ZB Writing a Review Use this check-lst for a review of the flm Casablanca as a starting-point for your own work (Further Practice). The review itself is printed with the paragraphs in the wrong ‘order. Decide on the most appropriate order, giving reasons for your choice. Then study the check-list to see which information is given, inwhich paragraph, and make a plan of your own on this basis. Use the table in the Reference Section (p.117) if you write about a book or a play. Title: Casablanca Director: Michael Gurtiz. Screenplay: Julius J and Philip G Epstein and Howard Koch Date: 1943 Type: adventure film Music: Max Steiner; song ‘As Time Goes By’ (Frederick Hollander) Setting: Casablanca, in 1941, during the Second Worid War, governed by the Vichy French government, subservient to the Nazi regime in Germany, before the USA entered the war Characters (and actors/actresses): Rick (owner of the Café Américain) (Humphrey Bogart); the gir (Ingrid Bergman); her husband (resistance leader) (Paul Henried); the Vichy chief of police (Caude Rains); the Nazi major (Conrad Veidt); the boss of the underworld (Sidney Greenstreet); black pianist (Dooley Wison) Main events: Rick was in love with a girl he metin Paris at the beginning of the war. She appears in his café in 29 Formal writing Casablanca with her husband, whom she previousty thought was dead. They are among the many refugees hoping to escape to Lisbon, and from there to the USA. The chief of police has the power to grant exit permits, but he is influenced by the Nazis, who want to arrest the husband, ‘Theme: Basically, Allied propaganda against Hitler, suggesting that free people everywhere will rise against him, Opinion: memorable film, superbly written, a series of Unforgettable scenes and lines of dialogue, characters a series of simple types, well acted. (Note that if you were writing an essay on a book, play or film you would include knowledge of all the events, butin a review you would not say how the film ended) Casablanca (1) The fim was obviously made to encourage resistance against Hitler, and to persuade neutrals to take sides ‘against him, as the USA had done by the time it was made. Its continuing attraction, however, depends on a series of unforgettable scenes and the creation of characters who are immediately recognisable as types’ but are so well acted that they seem like individuals, (2) Casablanca was made during the Second World War. Itis setin Morocco, at that ime governed by the French Vichy government, subservient to the Nazis. The hero is an American café owner called Rick, played by Humphrey Bogart. who is neutral, because the USA has not yet entered the war, but sympathises with the Allied cause, (8) A good deal of the credit for this must goto the Screenwriters, as well as to the director, Michae! Curtz People who have never seen the flm know the song AS Time Goes By , sung by the biack pianist (Dooley Wilson), and the famous lin spoken by Ingrid Bergman: Play it FH Further Practice 1 Tell the story of a chapter from a novel you have read, or scene from a play or a film. 2 Write about a character in a novel, play or film, again, Sam,’ Among the actors, of course, all perfect in their roles, Bogart stands out. As Rick, he created anew kind of hero, tough and independent on the outside, but also sentimental, capable of falling n love and making sacritices, (4) Casablanca is ful of refugees trying to escape to Lisbon, and trom thereto New York. Rick protec them, and uses hs influence withthe French Chet of Police (Claude Rains) and the boss of the underworld (Sidney Greenstree) to help them. Heis eventually forcod to take sides, however, when agi he was in ove wth in Parie (Ingrid Bergman) artives with her husband (Paul Henried) When Rick et Parsi 1940, he expected her to go with him, but atthe last minute she recewved the news that her husband, a Resistance leader, was not dead as she had thought. Rick does not know this, and nas never forelven her. 8 Describe a book you have read or a play or film you hhave seen, and give your opinion of it. 4 Write a review of a book, play or film: 75Z Abbreviation Abbreviations are often used in classified advertisements to save space and money. Look at the following advertisements and decide whether they are for flats to be rented or for fats to be shared. Then look at the two columns on the right and match the abbreviation with the ‘appropriate full form. Finally, wite out the information in ‘each advertisement in ful Guided Writing: classified advertisements A bed. 3 nished 2 redecorated veot vis Wee #7 iP € dble 3 bedroom ™ BALHAM em CH Ba D evgs. 4 double yap MEATH | at Almost, EF 5 single nm HAMPSTE ty Fan Tat | py Tel OS F fum. 6 reception room aa gee, Dole Te | & gen 7 kitchen bathroom recy se per week Rais vremans fat 4, YT RBS professional HEISE PCH a0 pm J ge 10 house « room in st K Lid. 11 modern conveniences DOCKLANDS ROA suite | YalStTecets L_ modcons.12 female Me eh a 5 Manis 13 telephone Poise ps ocwwelens2ay, [MMe undergaund puLwcn Melo cH. am i siting room meee 8e0 GT |B Bro, 18 near Q tecep. 17 relorences 11552 R redec. 18 required S els, 19 non-smoker | T teqd. 20 large Utm 21 garden Ver 22 foo W sgie. 23 central heating X te. Bt evenings | Y tube 25 limited Practice ‘Suppose you own one of the properties described below, and want to let itto English-speaking people. Write out a concise classified advertisement, using abbreviations 1 Avilla on the Costa del Sol, Spain, with three bedrooms, ‘garden, a swimming pool, two reception rooms, a kitchen, central heating, near the beach. To be let for ‘two weeks at Easter and two months in summer. Price: £180 per week. ‘fisherman's house in a picturesque village on the Portuguese coast, with two double bedrooms, a reception room, kitchen and bathroom, recently redecorated. Available for weekly rent in July and ‘August. Price: £120 per week. 76 ee —EE—E—EEEEeEEEEEEOOO0O™@™—™—™-' wherever possible, for each of the following. Invent a telephone number and/or address. 3 Alarge flat in a vilage in the south of France, with one double bedroom, one single bedroom, all modem conveniences, gas central heating, to be let by the ‘month in July and August. Price: £400 per month. You are only at home in the evenings. A large house on a Greek island, with three bedrooms, ‘wo reception rooms, near the beach. Itwould suit family or three couples, but you would require references. Available for weekly rent all through the summer, Price: £160 per week 430 Guided writing 7 — a 1 FZ Replying to an advertisement Your epostyaiuni sixient end have baer aia Schotarip for yosr ts sus ol Comping nate ini aaananalnalai tone You are atracted by an adverlserventin a Evgish iting at ay | newspaper seedy acarnbndge cuter, andwshtoiampanningio coma bocaise oterpow Tatinoncenge: essen het tial se sue “and ws iskig io fara noverywoy Reade advensement ns iit Sai, Nooo 9 Oty comptes eter oohng otebogening srcondngt age aame ore ne Sppropately Noto ty must voter te Teorterewthoryuhavoove ied un | aGverlsemeni and indcatoyour iron () describ your bultam cea oreo U I NT atin atractvoterme (@)endby askngisrwfornaton worker spand along hia nPeon nt theo proposed mchedot meting expenses | was very interested to see your advertisement in | Myla reser IS | oor and has a view There are os fOOMS, sn beer and “andivhas fiat ne soyouwouidnolbecold owner pleasant cade itis quite Neal ra noe- nue, and very Conveniont for ridge ecute NET Phang (OF ALE ssn BOCaUSE Ss Ithink you cogniiegnrcitaecremeeme® V\ a camaro | Girbeginning SePL OTe "gould suit Po Write e "an agreement. Sing sabbatical ITS at own COUN. Cam- ityou or pleasowritoand. lar flat ee wit simi gee Balls Sts | woUld aise be intoresed to know how wo would gels. COOK respective counties look your Yours ZB Further Practice 1 You are planning to go to England to work or study next 3. Imagine that you answered one of the advertisements year. Answer an advertisement from an English firm for holiday accommodation on the opposite page, and Offering to find accommodation in the place where you. —_—paid a week’ or a month's rent in advance, bul when want to lve, indicating what you would like and what you you arrived found that the house/flat was not as would be wiling to pay. advertised. Write from the place where you are staying 2 Youhave ahouse or apartment near the beach orin the to an agency in England (who lett to you on behalt of ‘country and would like to sell it. Insert an attractive the owners) complaining, listing what is wrong, and Classified advertisement for tin an English newspaper. demanding all or part of your money back. 7Descripti ive Na ive: changes in people and vntretive Z Choosing the correct tense aoe Zescnapn Sa Moe cr : ae brackeisin the coectiense;madhg suo tale adverbs appear in the Soeaoee Pat Bae Po ere Men anewer the r ‘My parents (nove) away tom London NS oF, 1 (pe) bombed during the war, uti already (2) rebuilt) jeave) school and never lve) there sn ‘putabouta before | (leave) the reighbourhood. In those days, rams Jear ago, when (be) there on business 6 ‘curious beter run along the High Street outside, PAO there Yea" gence (ead) to my going back 0 ho Guriovs tere! (be) no longer any signs oft framines, The first thing | {grow up. | (stand) outside my hotel warns for atax!, (patie) when (come) outa he station (Pe) that the row of (grow) ran on the oppostto side ofthe rag (afer) sight itleshops where my mane tused to buy meat, fish and when slop) _and suddenly (eross) the oad’ ‘speak tO ree (aisappear); there (be) an enormous Oreja come) siraight up 10 me, (ROIS OMT Spe Td supormarketin their place, ANI ‘prominent landmark. {Gey} Hello, Martin! You (be) Martin Scot, ris egtyou? that vanish) (be) the Capel ‘Cinema, where children used Teggion Saturday morings. Onthe st (Pe) ‘multi-storey fe) much in thirty years! ‘A low weeks later, | (cater) (pe) aboy, Woodbury station (be) sta ‘because it + visti en mre 5 What did Martin promi What id Marin promise that he would do the next ime You not (change 21 tgs) tal and thin, almost bald hoaded, WN 9 hair carpark, andvieep lines across his forehead, but vcacognise)tim onthe way loFeters To | (notice) fewer changes, and dee voc and expression. Something (ern) Ts a though some old Victorian Rouses (= ‘knocked down) and toy with hick, black, cut hair who (Be) ng) gest (replace) by modern fats, BUF We T turn) the comer into boy wet achool, Peter Lindsay! (exci) (roplace) eee) the fist realimarovement. he, saplings Sn atand) talking onthe pavernant or 2 en minutes, that (bo planted) just after the Wt (grow) into spiendid prety teling each other the story of our Ine raewelest tees. AS (roach) Peters howe ‘and (open) the front gate, {meet He sil ive) inthe Rouse Ne {inher from his, Trae) a shock that (make) me tink or ‘moment that | (errs, and before we (pat, | (rose) Mh sit) him (Wave back tity years Te ‘A young man with black Barents ame | (come) London. When (65) St curly hair (park) his car in font theo ‘and when he ine tp Woodbury te suburb where we (0122 for {foo at me, 1(s2e) Peter as he used 2, ‘be when we (De) at (oe) tity yoars, he (say) | (De) amazed attNe Changes _ school together. that (take) place. oo or} and (say), "You must be Marin Sot My train to Woodbury. When | father (expect You" ‘e) Michael, Peter's 80°. 6 at Pete out supriso arin? Marana tee tnge te nd tak ae eisai rat uldings had repla a 18 atgnarementhad tien acon Peterson? taveledback ty yearsmtine?Practice ‘Study the two photographs of Clapham Junction (in south London), taken almost from the same position, one about seventy years ago, the other recently. First, make alist of al the features that remain the same: buildings, the name of a shop, the shape ofthe road, Then, list as many changes as you can: buildings knocked down, and put up, public and private transport, amount of trattc, street lamps, traffic lights, bus stop. Do you notice any changes in the way the people are dressed? 31 descriptive narrative ‘Now write two paragraphs about Clapham Junction. In the first paragraph describe Clapham Junction as it was seventy years ago. Begin, ‘Seventy years ago, Clapham Junction ...’ Make points in comparison to the present with phrases like: ‘In those days, ... used to Begin the second paragraph by mentioning some features that are stil the same, and then go on to describe the changes that have taken place, lke this: The trams and tramlines have disappeared. In their place, there are31 Descriptive narrative ZG Describing the past Read the passage and complete it by fling the gaps with the most appropriate phrase from those listed below. Timetable 600-900 Lessons 9.00-9.15 Break 9.15-11.15 Lessons 14.18-1.00 Lunch 1.00-3.00 Lessons 3.00-3.15 Break 3.15-5.30 Lessons 530 Prayers The Elizabethan Grammar School ‘Schoolchildren have always grumbled about having to goto school, but hey have an easy life compared to their ancestors in Shakespeare's time. 2 as the timetable for atypical Elizabethan grammar school indicates, children used fo get up very early to be in their places in class Yor the first lesson at six o'clock “the day they had three breaks, but sue they spent over nine hours a day at their lessons, six days a week, Saturdays, and had only one afternoon off for games. To us, it seems incredible that "teachers found itnecessary tojustity the resi periods fo parents, who often thought they were a waste of timo! ‘When they first went to schoo! children were taught 10 read, write and count, But... teachers used to devote almost al the time to two subjects, Latin and ‘rhetoric, the art of self-expression in one’s own language. ® the monotony of the teaching method, modem educationalists, *® children ; wouldaiso have been horrified by the Competitive nature of the school and its discipline, Teachers encouraged children to arrive in the morning. When they arrived the teacher would piace the first to appear at the top of the lass, and the last at the bottom. But the children used to ‘change places in the course of each day, because those who failed to answer a question were sent to the bottom. Discipline was a controversial subject among teachers, but the argument was not about "8 children should be physically punished, as it has been 4, but about "they should be beaten and for what reasons. We do not know ' what Shakespeare, the most remarkabie pupil of one of these schools, thought about the subject. In one play, ehasa Latin lesson, where the pupil, a small boy called William, ‘shows more common-sense and imagination than the teacher... #his friend, Ben Jonson, Shakespeare was not very good at Latinor Greek, buthe | must have been exceptional at rhetoric... i he would surely have been happier in a modern school, where children are encouraged to develop their its for Sel-EXPTESSION, er learning all the names Of the rhetorical techniques by heart. according to afterwards altogether apartfrom aswell as during even then forcertainhowoften however inrecent years in those days intime including instead of nevertheless ontime these days today whether 1 Give each paragraph a heading. 2. Used tois used in each ofthe frst three paragraphs. ‘What is the modern equivalent ofthe practice which is being contrasted to what happens nowadays? 3 The construction would have + Past Partciple is used in ‘wo places. What is the ‘impossible’ condition in each ‘case that has been omitted, 4, How could we rewrite the form would place correctly? 5 Why does the writer suppose that Shakespeare must have been exceptional at rhetoric? Why does he think he would have been happier in a modern school? 6 List all the differences you can see from the text between, the Elizabethan grammar school and the school you went to or are going to, and make sentences lke this: In Elizabethan schools ... used to... but nowadays. . 80Practice ‘The four paragraphs of the text below are not in order. Put them inthe right order, giving reasons for your choice, and give each paragraph a heading, Then make a lst of al the The World | was Born In (2) Nothing very dramatic happened in the world on that day. The main news item athome was about a railway accident in London; abroad, there was an account of a war going on on the borders of Afghanistan, but the soldiers involved were not from the Soviet Union but British forces stationed in what was then the Indian Empire, since Pakistan did not exist! Inthe London theatres, there were plays starring promising young actors like Laurence Olivier and Alec Guinness. The newspaper lists al the BBC radio programmes - there was no independent broadcasting — and the one television programme, shown between 3.00p.m. and 10.00 p.m. (0) The worid | was born in was apparenty a very peaceful place, or seemed so in Britain. As Londoners prepared for the coronation of King George VI, the only news iter that hinted atthe trouble to come was one about people joining the Nazi party in South-West Africa (now Namibia). wonder how today's newspaper will appear to people in the twenty-first contury a Further Practice 1. Write a story about meeting someone again that you had ‘not met for several years. Describe the changes in the Person's appearance and personally 2 Write about a place you knew asa child which has changed considerably since that time. Describe it asit was and ast is now. 3 Write about the life of people at some period of history in the past, comparing it wth the lite we lead nowadays. You can concentrate on one aspect ofthe subject, for ‘example dealing with the situation of women or the life of people in the country or working in factories. 311 descriptive narrative contrasts the writer mentions between the world he was born in and the world ast is today, (c) Perhaps the advertisements in the newspaper give the clearest idea of how people lived in those days. Uni looked at the pictures, for example, | had almost forgotten that in my childhood everyone wore hats. There were a lot of advertisements for servants, t00, which would not appear nowadays, and no one would work forthe wages offered (£1 a week plus keep). Houses were on sale for a hundredth of the price they would command today, but the Cost of the paper itself was correspondingly low, just over ‘pin the decimal system used these days, threepence in the old currency of pounds, shillings and pence. (d) What do you imagine the world was like on the day you were born? What changes have taken place since then? Obviously, the older you are, the greater the changes, but | had not realised how different the world has become in my lifetime until someone gave me a copy of The Timestor the day of my birth. 4 there have been considerable changes in educational methods since you were at school, compare your schooldays with those of children today. 5 Compare life as it was when you were bor or your earliest memories of itwith fe today. 6 Write about the news in today’s newspaper or about modern ite in general from the point of view of someone inthe 21st century, imagining the changes that will have taken place in the meantime.2 ZF Reported speech ‘The Governments planning to extend a small alrport near, the market town of Clopton so that jt aircraft on charter flights can use it. Aa public meeting, the Minister for Aviation, Mr Nicholas Browning, MP, explains the proposais to local people. First, read the speech, and lst the advantages for the local people that Mr Browning mentions. Making and Reporting Speeches: newspaper reports ‘Secondly, put the spesch into reported speech: ‘Mr Browning tid the audience that/said that. butignore ‘everything in talictype. Finally, compare your version in reported speech with the newspaper report printed below, and answer the questions would ike to say frst ofall how pleased | am to have this opportunity of putting the Government's case before i. Tobegin with, speaking in general terms, artratficin this country is increasing. Every year more people fly abroad for their holidays ~ am sure that many of you do so — and they need an airport near their homes. At present, the nearest airport is Loxton, sixty miles away, so there is Clearly a need for an airpor in this area. Experts from the Ministry have inspected a number of sites and have reached the conclusion that Clopton is the most appropriate. Itis much easier to expand an existing airport than to build anew one, Nevertheless, although you may agree that Clopton is the best site from a technical point of view, you may still ‘ask yourselves ~ and you are welcome to ask me questions afterwards ~ what advantages it wll have for local people. In the first place, unemployment has been growing in an airport in utd be bul om the 4 ie would attract roy The Finally, access roads wi larger towns around new industries, and put minister's cone! tuxport could only town Clopton in recent years. The airport will create new jobs in the short term, while itis being expanded, but also in the long term, because when itis completed, staf wil be needed to maintain the aircraft and for the shops and other services, Seconuly, if the airpor is developed, people will pass through Clopton on their way to it, and this will benefit trade in the shops and hotels in the town. In fact, several new hotels will have to be built. ‘Thitdly, access roads willbe built o the airport from the larger towns in a radius of forty miles around Cropton. This, will create more jobs for the local people, and also attract new industries to the area. At present, as !am sure you realise, Clopton is. atte bit off the map. The airpor will bring it into the twentieth century — or, rather, I should say, into the twenty-frst century! In conclusion, in the Government's view, the expansion of the airport can only be of benefit to the people of this, town, 1 What do you think is the purpose behind the different ‘comments the speaker makes that are printed in italic pe? 2 Canall the arguments used be summarised in terms of ‘one advantage? If so, what is it?32 Making and reporting speeches fm Choosing the appropriate connectors | Mr Sam Hisiop, a local farmer, has led the opposition to the Ministry's proposals and formed the Save Clopton Committee, First, complete the speech he made in reply to the Minister by choosing the appropriate connectors from those given ‘Secondly, write a continuation to the newspaper report ‘on the opposite page, making use, where possible, of alternative expressions to ‘said’ and ‘told’ 1)__., all the advantages the Minister has mentioned. in connection with the airport —_(2)__add up to one: Creating more jobs. But | don't think the Minister understands the local situation. Clopton is a market town serving a farming community in some of the finest countryside in England. Expanding the airport will change that. (3). there will be noise from the planes. That will be a permanent nuisance for everyone who lives near the present airport and also affect farmers. (4), building ‘new main roads all over the countryside is bound to destroy it, and __(5)__, on the subject of trattic, if we are going 10, have a lot of tourists passing through the town, the town 'tsetf will suffer. The Council will __(6)__have to widen the High Street and knock down the beautiful old buildings ‘or build a ring road, and (7) the tourists won't benefit local trade. | “The Minister claims the airport wil create jobs in Clopton (1) (a) Personally (b) In my opinion (c) From a personal and bring the town ito the twentieth century. (8) | point of view fam not sure thatthe jobs willbe permanent, ashe says, (2) (a) n fact (b) its a fact (c) indeed don't think local people will get them, and (9). 'm (8) (a) Principal (b) In principio (c) In the frst place Not sure they are the sort of jobs local people want. (4) (a) Also (b) As wel (c) Secondly We already have tourists in Clopton, who come for (5) (2) apart from that (b) in contrast (c) too peace and quiet and buy souvenirs ofthe English (6) (a) etter (b) or (c) as well ‘countryside. Is thatthe sortof tourist the Minister wants to (7) (a) in some cases (b) in this case (c) in that case attract here? (10)! His tourists are waiting to get onto (8) (a) But (b) However (c) Though planes to buy souvenirs abroad! (8) (a) above all (b) over al (c) consequently (11). if we agree to the extension of the aipor, it (10) (a) On the other hand (b) On the contrary (c) Certainly will mean destroying the countryside, destroying the town, (11) (a) Forall this (b) To sum up (c) Atlast ‘and, —_(12)__, destroying our way of le. (12) (a) worse and worse (b) even better (c) worst of all B Further Practice 1 You have been chosen to represent the students at your discrimination against girls or women. Write a speech ‘school to explain to the board or to parents a number of _ suggesting changes in the system. improvements they require. Write a speech, basing iton 3 In your area, the local authorities want to build a ring series of points. road. This will involve destroying houses, a park etc. 2 Inyour school, university or frm, you believe there is ‘Write a speech for a public meeting