Worksheets and teacher's notes for Units 1-18 of Level 4. Level 4, Unit 1 Worksheet. Downloadable student worksheet.
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Размер:СкачатьModule 1
2Possible answers include: dance, acting (film + theatre), music (all kinds that involve
performing, not just listening), musical theatre, acrobatics (including juggling, stilt-walking, clowns, etc.), busking (playing music on the street), magic, martial arts (when done for performance), flash mobs
1A Have you got what it takes?
Reading 1 p.8
2.2para 1: A harsh reality
para 2: It’s who you know, not what you knowpara 3: Complaints are useless
para 4: A financial dilemma
para 5: A source that never runs dryExtra heading: The dangers of fame
31 C (line 8:have no real prospects)2 B (lines16–18: where talent and ... provide no guarantee of success)
3 A (whole paragraph)4 B (line 48:It's catch 22, because you won't hear about auditions without one)5 C (line 54:with every coming year, push out hundreds of new dancers)6 D
Vocabulary p.10
1a audition (1)n tells you it’s a noun, [C] indicates it’s countable, [+ for] shows that it’s followed by the prepositionfor in a sentence.audition (2)v tells you it’s a verb1 [I] indicates it’s intransitive, so not followed by an object [+ for] shows that the intransitive form is followed byfor 2 [T] indicates it’s transitive, and so followed by an object.
1b choreography /ˌkɒɾɪ̈ˈɒgɾəfɪ̈/n [U] the art of arranging how dancers should move during a performance
auditorium /ˌɔːdətˈɔːɾiəm/ n [C] pluralauditoriums orauditoria 1 the part of a theatre where people sit when watching a play, concert, etc2 AmE a large building used for concerts or public meetings
inspire /ɪnˈspɑɪə/v [T]1 to encourage someone by making them feel confident and eager to do something:We need someone who can inspire the team. |inspire sb to do sth He inspired many young people to take up the sport. | inspire sb to sth:I hope this success will inspire you to greater efforts. | Inspired by the sunny weather, I decided to explore the woods.2 to make someone have a
particular feeling or react in a particular way: | |
Gandhi’s quiet dignity inspired great respect. | | |
inspire confidence (= make people feel | |
confident because they trust your ability) His | |
driving hardly inspires confidence. | The hospital’s | |
record does not inspire confidence. 3 to give | |
someone the idea for something, especially a | |
story, painting, poem, etc.: The story was inspired | |
by a chance meeting with an old Russian duke. | a | |
range of designs inspired by wild flowers. 4 technical | |
to breathe in | |
backstage / bækˈsteɪdʒ/adj, adv 1 behind the | |
stage in a theatre, especially in the actors’ | |
dressing rooms → offstage | |
2 in private, especially within the secret parts of | |
an organisation: intensive backstage negotiations | |
preview / ˈpriːvjuː/ n [C]1 an occasion when | |
you can see a film, play, painting, etc., before it | |
is shown to the public: [+ of] a sneak preview of | |
the new fashions for the autumn | the press preview | |
of the show (= when people who write for | |
newspapers, TV, etc., could see it) | |
2 a description of a film, TV programme, show, | |
etc, that people will be able to see soon | |
preview v [T]1 to see or describe something | |
before it is shown to the public: Journalists will be | |
able to preview the exhibition tomorrow. 2 to show | |
or perform something before it is shown to the | |
public: The band will preview their new album on | |
2nd March. | |
2 | 1 for2 on3 for4 to5 of6 in7 with8 for |
3a | 1 was endless2 was extremely happy3 a step |
into the unknown | |
3b | 1 knew no bounds 2 jump down my throat |
3 leap at the opportunity4 by leaps and bounds | |
5 out of bounds6 jump to conclusions | |
4 | 1 dress2 limelight3 backing4 stage |
5 standing6 cue7 live8 emotional9 curtain |
5understudy, underact, underwriter, soundtrack, soundstage, playwright, playact, overact, screenwriter, backstage, backtrack
Use of English 1 p.11
11 adaptation2 playwright3 lyricists
4 misinterpreted5 questionable
6 unprecedented7 preview8 backstage
Listening 1 p.12
31 illustration (I decided to study for a degree in Fine Art at first, with a view to working in illustration)2 imperfections (It was him who told me not to erase any imperfections, but
ANSWER KEY | 1 |
rather to draw over them and correct them, because this contributes to an overall effect of movement.) 3 realistic (I generally prefer realistic drawings)4 film festival (I decided to enter a piece in a film festival, and fortunately won several awards!)5 ads/adverts/ advertisements (I still do quite a bit of work for advertisements, as these tend to be fairly short projects, yet lucrative. So, they fund the films.)6 collaboration (Creating an animated film involves a great deal of collaboration, and I love the way everybody pushes towards a common goal.)7 by hand (I still choose to do most of the artwork by hand.)8 observation (But I’d say that observation is key to the animator’s work.)9 (facial expressions/voice of) actors (Actors have really helped there.)
Language development 1 p.13
11a wrong it doesn't look1b wrong they are looking
(current activity)
2a wrongI really don't see (see = understand, therefore a state verb)2b correct (see = meet as future arrangement)
3a wrongthey have (got) (have = possess, therefore a state verb)3b correct
4a correct (concern = involve/affect state verbs)
4b correct (concern = worry, a temporary current activity)
5a correct (mind = object – a state verb)
5b correct (mind = look after, a current activity)
21 since2 met3 yet4 to find5 still6 hasn’t travelled7 ‘s/has been doing8 lately9 long10 becomes 11 ’s/is12 currently13 doing14 first15 ’ve/have seen16 before17 had
Use of English 2 p.13
1b 1 went2 Despite3 one (phones)4 What5 that6 had7 on8 few
Writing 1 p.14
1 1 an essay2 summarise & evaluate
31 discuss2 examines3 compares
4 communicate5 suggests6 demand
7 acquire8 acknowledges9 advocates
4a Students should underline fromFirstly, the first text .... the same result. (para.1). Then, paragraph 3.
4b Students should highlight paras. 2 & 4
6 Answers will vary.
1B It’s live!
Listening 2 p.15
11 you can try different things, do more than one take, experiment with mixing techniques
2 live performances (they sometimes lack the soul and the strength of emotion that artists produce in a live performance. There’s nothing to beat that, really!)
2Task One
1G (I needed to counteract the inevitable effects of my rather sedentary lifestyle)
2 H (I wanted to build on my artistic ability somehow)
3E (seem to thrive on the sound of laughter.)
4 C (I did begin to feel a need to get my teeth into something that would stretch me)
5 A (I really wanted the world to know I could play the guitar just as well as my rock heroes)
Task Two
6 H (teach breakdancing to the kids)
7 F (a portfolio of digital cartoons with audio input to go on my website)
8 E (I’ll be appearing at a big arts festival)
9 D (there isn’t a Rock Choir in my area so I’ve decided to set one up.)
10 B (lots of guys feel the way I did, so I’ve started a blog with a view to getting in touch with some)
Speaking p.16
4Tom: mind-blowing/deafening, discordant, depressing
Maggie: upbeat, soothing, inspiring
5a Agreement: No, you’re right there (agreeing with negative statement / question), I agree with you, Absolutely
Disagreement / Partial disagreement: I hear what you’re saying but, to be honest I’ve never found that, I’m not sure about that
Weighing things up: Don’t forget, I’ll bear that in mind
5b Agreement: I can’t disagree …, I’d go along with that, Absolutely!
Disagreement / Partial disagreement: That may be the case, but …, You’ve got a point, but …, Weighing things up: I think we ought to …, I can’t rule out …, Have you considered …?
8a Grammar resource: Luisa makes a grammar mistake, ‘it isn’t appeal to everyone’ should be ‘it doesn’t appeal to everyone’. Max makes a grammar mistake, ‘it often pouring with rain’ should be it ‘often pours with rain’. Otherwise good.
ANSWER KEY | 2 |
Lexical resource: Luisa couldn’t think of the word for ‘open-air’ cinema. Otherwise both OK though neither of them used any particularly advanced vocabulary.
Discourse management: Good Pronunciation: Good
Interactive communication: Luisa started off well, but then she ended up simply agreeing with Max and didn’t take the initiative in the last part of the discussion. Max ended up dominating the discussion, which isn’t really his fault.
8b Grammar resource: Luisa made a mistake:‘might to attract’ should be‘might attract’. Max made one mistake:‘difficult in understanding’ and it should be ‘difficult to understand’. Otherwise good.
Lexical resource: Max couldn’t remember the word ‘stilts’ but Louisa supplied it for him, which is acceptable. He also said‘playing’ instead of the noun‘play’. Otherwise good. Discourse management: Good use of phrases for agreeing and disagreeing. Generally reasonable use ofturn-taking.
Pronunciation: Good apart from one mistake made by Max where he pronounced ‘scene’ wrongly.
Interactive communication: Luisa OK but still hesitant in the beginning. However, when Max was getting carried away, she virtually took over and started taking a proper turn.
Language development 2 p.18
11 b (Ina, present continuous is used for an action happening now, so not acceptable here.b is asking about intention of how to deal with a problem, so it’s acceptable.)
2 a (This emphasises the speaker’s disapproval and possible frustration with the other person’s actions, and so is more suitable here.)
3 Both are possible.a ‘will be waiting’ implies that the speaker is suggesting‘I’m going to tell him now that you’re going to be late’, whileb ‘will have waited’ suggests‘because he always does’ or‘because he wouldn’t dream of not waiting for you.’
4 a – indicates a future intention decided in the past which then became unnecessary.
2a 1 was going to2 might3 were due to be4 wouldn’t be5 was just about to6 were supposed to
Use of English 2 p.18
11 was to have been | a
2 (the) fierce competition, | Tilda Swinton is/seems/appears set to
3 stands to make profits/a profit | in excess
4 was supposed to | have/be having
5 had every intention | of sending / had fully intended to send
6 are bound | to turn up for/at
Use of English 3 p.19
2b 1 A 2A 3D 4B 5B 6C 7D 8C
31 6 (raise money), 8 (generate … interest) 2 2 (are lined up), 4 (come a long way)
Writing 2 p.20
1a/b Answers will vary.
3a Text 1: Many people believe illegally downloading music is destroying the music industry; Most artists not connected with major companies; no publicity; Internet gives them free advertising; listeners free to decide what they listen to; broader tastes in music.
Text 2: People go to concerts to experience the atmosphere and share passion for music with others; Also hope something unusual will happen.
3b Opinions will vary, but evaluation should contain the following ideas: Both examine ways people listen to music today, and are fairly objective in their approach. They look at different aspects of music as entertainment. Text 1 looks at the impact developments in illegal downloading of music have had, while text 2 examines the enduring popularity of live concerts.
4Answers may vary, but should contain elements of the points from 3 a andb above.
5a | 1 attract2 despite3 suggests4 stems |
5 experience6 while | |
5b | Suggested answer: |
Both texts examine ways people listen to music today | |
in a fairly objective manner. However, while the first | |
text focuses on the impact developments in | |
technology have had on people’s tastes, the second | |
text looks at a habit that has remained largely | |
unchanged. | |
While we cannot ignore the fact that the fall in CD | |
sales will affect the survival of some record | |
companies, there is no doubt in my mind that, as the | |
first text points out, the developments have improved | |
ANSWER KEY | 3 |
the aspiring artist’s chances of getting noticed, and given listeners greater power to choose. Furthermore, no matter how sophisticated the technology becomes, it cannot hope to replace the feeling of charged emotions involved in being at a live performance.
6Suggested answer: Essay
The two texts examine different aspects of the music industry. Whereas one considers the way that people obtain music is changing, the other considers the continuing popularity of live music events.
The first text rejects that idea that sharing music online is having a negative effect on the music industry and that it is in fact a good way for up and coming bands to reach wider audiences and that by distributing their music at no cost they can become popular. It points out that we can now choose from a greater variety of artists and music types and so everyone's interests can be met.
While I agree with this point to a certain extent, and that they might help new bands, we cannot ignore the fact that a large percentage of music downloads are done illegally and are of no benefit to the established artists who recorded them.
The second text asks why the discomfort of hearing live music remains popular in the era of high quality recording and suggests that it is more about the shared physical experience and bonding with likeminded fans than it is about the music. However it also points out that live gigs offer the chance to hear familiar songs, sometimes in new ways and therefore have a variety that recorded music lacks. It is undoubtedly true that audiences prefer to hear a band play songs they love. However, we should not ignore the excitement of hearing new tunes for the first time.
Many shows are now much more theatrical and the text rightly points out the buzz that they generate.
The texts correctly acknowledge that, although recorded music is evolving, live music will never die!
(282 words)
Module 1: Review p.22
11 will acquire2 is demonstrating3 demands
4 concluded5 recognising6 be assessed
7 asserted8 conveys.
21 dress rehearsal2 curtain call3 on cue
4 standing ovation5 jump down my throat
6 leap at the opportunity7 in the limelight
8 knows no bounds
31 Both OK, butis studying more likely.
2 has been performing3 had only ever
performed 4 was training5 is to be shown
6 has worked7 collaborated8 had been hoping
41 tuition2 enthusiasm3 commitment
4 accessible5 extraordinary6 understudies
7 prestigious8 professionalism
Module 2
1a 1 tiger: Asia2 polar bear: the Arctic, the USA (Alaska), Canada, Russia, Denmark, (Greenland), and Norway3 dormouse (Hazel dormouse, not other species of dormouse): Denmark, Germany, the UK (also Sweden, the Netherlands)4 chimpanzee (chimp): Africa (in rainforests from West Africa and the Democratic Republic of Congo across to Uganda and Tanzania)5 elephant: Africa, Asia (photo is of an African elephant, which has larger ears)
6 black bear: the USA (32 states), Canada, Mexico7 rhinoceros (rhino): Africa, Asia, (photo is of an African rhino as most Asian rhinos have only one horn)
1c Threatened or endangered: tigers, elephants, rhinos (some species have become extinct, e.g. the Javan rhino in Vietnam, the Indian rhino is vulnerable & they nearly all live in protected areas, e.g. the Southern White rhino which has a reasonable population although it is considered near threatened), chimpanzees (endangered,
nearing extinction), polar bears. Reasons: poaching, hunting for the ivory trade, habitat loss; black bears: healthy population; dormice: not endangered but protected and vulnerable
2A Wild experience
Reading p.24
4 1 G 2F 3B 4C 5H 6A 7D
5G refers to the fundamentals which are the facts listed in para 2. In F,its extraction refers back tooil in para 2. In B, hundredsof such tribes refers back tosome of their members of theAchuar tribe in para 3. The first sentence in para 4 defines the termuncontacted at the end of B.These few remaining tribes in C refers back to the 100 tribes mentioned in para 4.the incursions and what follows in H refers back to actions of loggers and oil companies in para 5. …this new threat at the
ANSWER KEY | 4 |
start of para 6 refers back to the mention of hydroelectric dams in H. In A, the first sentence is in contrast to the list of negative effects in para
6.The final sentence, he is happy to bring me up to date,is followed by the facts and figures in para
7.he in para 7 refers back toPaulo Adario in A.His grandfather at the start of para 8, refers back
to we visited a fishermanin D.
Vocabulary p.26
1a | 1 | |
(para B) 3 disruption (para 3)4 colonisation | ||
(para 6) 5 isolation (para 4)6 extraction (para F) | ||
1b | 1 contamination h2 degradation g3 depletion i | |
4 deterioration a5 devastation b | ||
6 implementation e7 irrigation j8 legislation f | ||
9 pollination c | 10 rehabilitation d | |
1c | 1 rehabilitation | 2 irrigation, pollination |
3 contamination deterioration legislation | ||
implementation 4 degradation depletion | ||
devastation | ||
2a | 1 croak: frog or toad2 growl: tiger or lion (also | |
possible: dog, wolf, bear) 3 screech: parrot | ||
family (parrot, Macaw) 4 chirp: any small | ||
songbird (also possible: certain insects) | ||
5 hoot: owl6 squawk: parrot, toucan, etc. | ||
2b | bark: dog, wild dog, fox, seal;bellow: bull, ox | |
buzz: bee, mosquito; chatter: monkey, parrot + | ||
other birds of that family; howl: dog, wolf, wild | ||
dog, coyote, etc.; hum: bee, fly; roar: alligator, | ||
elephant, lion, hippo, tiger; squeak: bat, | ||
hamster, hare, guinea pig, mouse, rabbit, rat, | ||
squirrel | ||
2c | 1 growled2 chirped3 croaked4 screeching | |
5 roared6 chattering7 buzzing |
Uses
bark: say sth quickly in a loud, sometimes angry, voice
bellow: shout loudly, give a bellow of rage or laughter (loud outburst)
buzz: used to mean a lot of activity, noise and excitement
chatter: talk quickly in a friendly way, teeth chatter when you are cold
chirp: speak in a high voice, or (of mobile phone, electronic equipment) emit ahigh-pitched noisecroak: when a person is ill, particularly with a throat infection
growl: used of a person when angry
hoot: with laughter, give a hoot of laughter, derision
howl: with laughter/in pain, the wind howls, howl for sth = demand sth
hum: sing a tune with your mouth closed, the sound of an expensive car engine or a piece of machinery, also of a busy place
roar: with laughter, a car roars off down the road, the roar of traffic
screech: shout or sing loudly (and not very well), also screech with laughter, a screech of tyres, car screeches to a halt
squawk: to complain loudly or to sing badlysqueak: say sth in a little high voice perhaps in fright, a door squeaks, squeak through = just pass a test or exam
2d 1 I don’t care.2 He’s very happy or lively.
31 crack down on, hand out2 using up / wiping out3 Cutting down, wipe out4 come up against5 dying out / being wiped out
6 amounted to7 step back
Use of English p.27
1a Tidal power, taking energy from the predictable movement of water as tides change. Not widely used currently due to high costs involved to generate power in this way.
1b 1 sustainable2 renewable3 harnessing
4 predictability5 untapped6 inexhaustible
7 breakthroughs8 effectively
2Collocations include: future generations, sustainable development, integral part, wider aim, integral part, renewable source (of energy), tidal power, oceanic tides, high cost, technological breakthroughs, the open market
3Other renewable/sustainable energy sources are: hydroelectricity, solar energy, wind energy/ power (wind turbines), wave power, geothermal energy (= energy created from and stored in the Earth, e.g. hot springs that can be used to create electricity), bioenergy (= energy produced from materials such as wood, straw, manure, sugarcane, etc.), anaerobic digestion of waste
Listening 1 p.28
2Extract 1: to show how orangutans have learned social ways of behaving from their family members and that humans are therefore not the only ones to have a cultural life, as such
Extract 2: to find out more about the life of wild animals: their sleeping, running and eating patterns and their movements
Extract 3: by making fishing lines easier to see
ANSWER KEY | 5 |
and by using sound to warn the other species away
31 B (difficult to believe that animals experience emotions since these aren’t evident on their expressions)
2 A (We don’t know exactly [what emotion it was portraying], but it was apparent that something along those lines was being expressed.)
3 A (They are one of the few animals that brachiate: that means they swing themselves along the undersides of branches using only their arms.)
4 B (This is rather like a trick used by ancient Greek athletes when performing the long jump.)
5 C (the lists of sales figures and targets that his life had centred on up till then no longer filled him with the same enthusiasm.)
6 B (whole text. NB Not A becausetoughest aspect of the job was parting from them; not C because animals were born in captivity)
Language development 1 p.29
1 1 to be done2 to be found3 to blame4 to do5 to be fed6 to understand
21 It is known that his furniture business uses only recycled wood. / His furniture business is known to use only recycled wood.2 It is claimed that the board gameEthica is really good. / The board gameEthica is claimed to be really good.3 It is thought that the turtle population is increasing. / The turtle population is thought to be increasing.4 It is believed that the largest deep sea coral is near Norway and covers more than 100 sq km. / The largest deep sea coral is believed to be near Norway and is said/believed to cover more than 100 sq km.
5 It is said that more than 600 new species have been discovered / More than 600 new species are said to have been discovered.6 It is / has been claimed thatdeep-sea fishermen have reported seeing giant squid.
31 have been seen crying/to cry2 being/to be photographed3 must be finished by Monday without fail4 was explained to us how a herd of elephants behaves5 were made to wear hats and heavy boots on our jungle walk6 was suggested that we took / take part in a neweco-project 7 wasn’t allowed to keep snakes in the house
41 were/had been distributed2 had been eliminated3 is said4 to have been shot
5 be described6 is currently (being) threatened
7 will be supported8 has already been made
Writing 1 p.30
11 from the task rubric
2 formal: academic articles in academic journals, articles for serious newspapers;semi-formal: somelighter-interest magazines, articles for a school or college magazine. Many articles include more than one style (e.g. an article describing a particular experience will normally include narrative as well as description, plus possibly anecdote).
3 the content doesn’t have to be linear: you can start off with a piece of description of a current event and then flashback to the past to give more detail (e.g. a dropped introduction, where the scene is set in the first paragraph, but the real ‘story’ starts in the next one); the sentence structure should be varied, sometimes starting with a subordinate clause, using a rhetorical question addressed to the reader(semi-formal) or inversion, etc.
4 a wide range of interesting verbs, adjectives and adverbs should be evident which will bring the article alive. Grammatical structures should include, where possible, some use of the passive, modals, conditionals, a range of tenses, verb structures, etc.
5 title: by using word play, double entendre, etc.
1st paragraph: by appealing to the reader, by making slightly controversial statements, by appealing to their senses though evocative descriptions, etc.
2a 1 wide-eyed 2 peacefully3 daintily4 lavishly (a metaphorical use here as lavishly = apply/ embellish generously, abundantly usually refers to actions by people)5 grumpy6 trumpeting
7 euphoric8 wistfully9 massive10 lazily
3wallow: used of (large) animals when they lie in shallow water or mud in a relaxed lazy manner to keep cool
twitch: sudden movement of part of your body. This enhances the idea of the nervousness of this particular animal.
bound: leaping into the air
strut their stuff: an idiomatic phrase meaning to show off (your appearance). This is also an example of metaphor, and alliteration (when two or more consecutive words start with the same sound or letter)
skulking: hiding or moving about secretly, especially with bad intentions. The verb aptly describes this animal, which is a predator and hunter.
Some of these verbs are onomatopoeic, similar to
ANSWER KEY | 6 |
those describing animal sounds on p.26 (see also Module 5).
4Suggested answer:
Tea and tigers
If you ever get the opportunity to visit Nepal, you should jump at the chance as it has some of the most fantastic natural scenery you will ever see. The region has abundant wildlife, incredible variety and is geographically important as many of the most important rivers in Asia begin in the Himalayas. I was very lucky to spend a few weeks there recently.
Starting in the south, I visited a national park in the foothills of the mountains where many rare species are protected. Within no time, we had seen the most amazing butterflies dancing over the bushes, then multicoloured parakeets circling overhead. In the evening, we saw peacocks strutting proudly in a clearing making the most incredible squawking sound. I went with a guide on foot looking for rhino and, after a couple of hours tracking them, we heard them on the other side of the bushes ahead of us. The tension was unbearable.
Finally, we glimpsed the grumpy beasts through a gap in the branches lazily drinking from a small stream. We didn’t manage to see tigers as they are so rare nowadays, but saw signs of where they had passed a short time before and the remains of a deer that had been caught and eaten by one.A week later, in a village in the mountains to the north, with white snow-capped peaks towering above me on all sides, I sat drinking tea with an old mountain guide who told me tales of how he had led expeditions to find yaks and snow leopards.
It is a fascinating country with spectacular scenery and the last home of many rare species that are indirectly protected by the tourists who go there to see them.
(289 words)
2B Closer to home
Listening 2 p.31
2 | poles | |
3 | 1 | Chicken World 2 roof3 tunnel4 fence |
5 | ||
8 | (bare brown) wilderness 9 alarm |
4Pros: you are in control of what the animals eat and the conditions in which you keep them (your conscience is clear since the animals are likely to befree-range and not confined in huge sheds with hundreds or thousands of other animals); you have a food source that is fresh, untainted by chemicals, tastier.
Cons: keeping animals often means that you grow fond of them and therefore it is doubly hard when the time comes to send them to slaughter; you must have a certain amount of land to keep them on and money to invest in buying and feeding them; animals are prone to diseases and you will have vets’ bills to pay
Speaking p.32
21 welfare concerns2 natural surroundings
3 cost-effective 4 confined space5 nutritional value6 roam freely7 lifespan8 animal pollination9 fungal diseases10 daylight hours
4Starting-off: Well, they are all important issuesLinking: the other issue that worries me, not only that, and finally...
Expressing personal opinion: the one I feel most strongly about, to me it seems ...
Summing up: So, all of those issues are important ...
Language development 2 p.34
1a | 1 |
4 the attention5 the needs6 interest7 no signs | |
of 8 importance9 thanks to | |
1b | 1 took2 was3 captured4 brought5 bought |
6 put7 met8 place9 showed |
21 have no say, have the right to2 have serious consequences3 have strong views on4 had a major impact on5 had no inclination to6 have access to
3a in all likelihood; in captivity; by chance; with ease; in living memory; on occasion; out of breath; in other words; with pleasure; in sb’s wake; out of tune with (compared within tune with)
Use of English 2 p.35
3 1 Getting2 to3 There4 being5 What6 make7 down8 fewer
Writing 2 p.36
1list could include: sustainability (careful use of the land, e.g. through crop rotation, so that it is not destroyed by over-use), natural fertilisers,free-range animals, greater biodiversity (more flowers and insect life), renewable energy sources, more labourers, poorer farmers.
21 narrative, descriptive, evaluative, anecdotal
2 what work you were involved in, what you had to achieve while you were there, what the whole experience was like
ANSWER KEY | 7 |
3 perhaps sth usinggreen oreco-, e.g.Green living
– quite an experience!, My eco-experience!
4 will it be a linear narrative or will it start off with description?5 vocabulary to do with the environment, sustainability, etc
51 crack2 common3 self-sufficient
4 community5 home-made 6 manual
7 touch8 starry9 quiet
7Students’ own choice; Both have their good points. A is more descriptive, setting the scene, andB is more factual, giving the background. However,B also includes a strong last sentence withLittle did I know, which is a literary device used to arouse and hold the reader’s interest.
8Suggested answer:
Strawberry Fields Forever
After eight hours of bending and back-breaking work, I felt totally exhausted, but still thought I had found the perfect summer holiday job! It was the first day of a fortnight spent as a volunteer on a farm to gain some experience of rural life. It would be two weeks picking organic fruit. I was out of the city and staying on a farm with other young people like myself who had grown up in the heart of the city.
Although I had never spent any time in the countryside, I had read many novels set in remote communities and had dreamt of an idyllic life getting back to nature. In my imagination, country life would be long lazy days strolling through the fields, watching birds and other wildlife and recharging my batteries with fresh country air. Unfortunately, noone had told me how much hard work it would be!
Each morning we were told what fruit we would be picking, how to tell if it was ripe enough and the correct way to pack it in containers. We were given a target of how many kilos we were expected to pick per hour and then left in the baking sunshine to get on with it. The smell of the fresh fruit was marvellous and I soon learnt how to avoid the spiders and other bugs and get straight to the crop.
The best fruit went to local shops and restaurants and the rest went to a local company that produced organic jams and sauces. But whenever I found the perfect strawberry, I ate it! Although it was very hard work, I was never hungry as I have never eaten so much delicious fruit. As I trudged back to the farm house each evening, I had time to reflect on the natural existence and connection to the weather and the seasons that farm life brings.
Module 2: Review p.38
11 destruction2 Consumption3 implementation
4 extraction5 colonisation6 integration
21 wiped out2 crack down on3 step back from4 cut down5 died away
3 | 1 to2 is3 not4 are5 been |
4 | 1 C 2B 3C 4A 5B 6B |
5 | 1 up2 to3 on4 on5 towards6 of7 in |
8 against9 with10 on |
Exam practice 1 TRB p.180
Paper 1: Use of English Part 2
1 Given/Considering2 might/could3 come4 Or
5 which6 What7 with8 so
Paper 1: Reading Part 7
1 B 2C 3D 4A 5A 6D 7A 8D 9D 10B
Paper 2: Writing Part 1 Suggested answer:
The two texts both consider the influence of rap music. Indeed, the first text claims a central place for rap in modern US culture, underlining the dynamic nature of both the music and its performers, contrasting this with the rather dull offerings of contemporary rock music. It also makes the point that rap is no longer just a purely US phenomenon. Rap has had a considerable impact on the international music scene, where its exponents are now major stars. Although not a fan of rap music myself, I cannot disagree with these points. Where I would take issue, however, is with the writer’s assertion that rap lyrics are a type of poetry. True, certain similarities are evident. Rap often rhymes for example, as do certain types of poetry, but to my mind, good poetry has a depth and sophistication that is a million miles away from the rather prosaic lyrics of most rap songs.The second text also outlines the great popularity of rap music. It tells us how many hours the average teenager spends listening to rap, and compares this with time devoted to other activities. This writer, however, is concerned about the effects of rap, especially in the messages it conveys and the influence this might have on the way young people think and behave. Although some rap lyrics are rather strong, I think this is an over-reaction. In the 1950s, the music of Elvis Presley was regarded as immoral; in the 1960s it was The Beatles who were thought to corrupt the young. The simple fact is that the revolutionaries of today tend to become the establishment figures of tomorrow – and the same fate could well await rap artists.
(282 words)
Paper 3: Listening Part 1
1 C 2A 3B 4C 5B 6B
ANSWER KEY | 8 |
Module 3
2Suggested answers: A2 (could also be 1, 3, 5);B4;C3 (could also be 5)
4Suggestion might be: 1 someone looking confident while being interviewed for a top job by a panel ofstern-faced interviewers
5 someone about to give a talk to a large audience
3A Who’s in control?
Reading 1 p.40
1Pair a are similar in meaning –objective = nonjudgemental; pairb are different, as the first one talks about goals, while the second sentence focuses on emotional wellbeing.
21 D 2 B 3 C and possibly A
31 enjoyable, irrespective of whether you have problems2 ideas, language, accessible to thenon-specialist 3 examines, evidence, support, claims, exponents ofself-help 4 step-by-step guide, psychological dilemma5 ways, make the most, unfulfilled potential6 encouraged to have unrealistic expectations7 suggested therapies, recognised methodology
8 quality of writing, advice, more credible
9 should view, negative emotion, natural
10 comfort and advice, frustrated by seemingly straightforward problems
41 C and can be read for pleasure even if you judge yourself-management and feelings of personal fulfilment to be in good shape
2 B However, the book is written in a refreshinglydown-to-earth style that avoids the almost incomprehensible jargon which someself-help practitioners are prone to!
3 A In this book, Pearsall explores the tendency for proponents ofself-help therapy to substitute clichés for serious thought’
4 D A number of simple models and techniques are engagingly presented through a series offirst-hand accounts of people at various stages of succumbing to or addressing their fears. When strung together, these provide a structured programme with which you may set about changing your attitude and raising yourself-awareness andself-esteem.
5 B He offers techniques to help people develop their hitherto suppressed abilities and apply these to situations in which they may be of use.
6 A Hackneyed fallacies like ‘be all that you can be,’
‘live up to your full potential,’ ‘nurture and understand your inner child,’ are just a few of the arguably silly fabrications that masquerade as legitimate advice’ Were people less caught up in the misconception that they should be happier and more fulfilled, they probably wouldn’t be so discontented. 7 B Many of his suggestions followwell-known coaching concepts familiar to practitioners of neurolinguistic programming.
8 C Burkeman has a lovely turn of phrase, neither too dry nor too flashy; but a sort ofjust-rightness that makes his pronouncements sound wholly trustworthy.
9 D this book rests on the following premise: fear is a necessary and essential element of life.
10 C Should you find yourself prone to those niggling difficulties which, though surmountable, are disproportionately aggravating, then you’ll find solace and good counsel here.
Vocabulary p.42
1a | 1 |
3 | |
2a | 1 |
4 misinterpreted | |
3a | Jessica was initially sceptical, but her opinion |
changed after reading one. Charlie thinks that | |
they have limited use as change must come | |
from within. | |
3b | Noun forms: 1 achievement2 conception |
3 decision4 fulfilment5 happiness | |
6 helpfulness7 inspiration8 motivation | |
9 solution10 weakness | |
Text: 1 solution2 weaknesses3 fulfilment | |
4 conception5 inspiration6 achievement | |
7 happiness8 helpfulness9 decisions | |
10 motivation | |
3c | unfulfilment (n), unfulfilled (adj); uninspired |
(adj), uninspiring (adj); unachievable (adj); | |
unhappiness (n), unhappy (adj), unhappily | |
(adv); unhelpfulness (n), unhelpful (adj), | |
unhelpfully (adv); undecided (adj) |
(BUT: indecision (n), indecisive (adj)); unmotivated (adj)
Use of English 1 p.43
1a 1 tendency2 dissatisfaction3 interdependence
4 nervous5 detrimental6 uncontrolled
7 communicator8 sensitivity
21 put the cat among the pigeons2 flog a dead horse3 like water off a duck's back4 a bee in his bonnet5 as stubborn as a mule
ANSWER KEY | 9 |
Listening 1 p.44
1Emotional intelligence: the ability to recognise, control and assess the mood and emotions of other people
Bullying behaviour: the abuse of power, when someone, or a group of people, deliberately upset another person or hurt them either physically or emotionally or damage their property or reputation on numerous occasions.
2Extract 1
1articles on websites 2 her understanding made her feel able to do something about the situation
Extract 2
1a book he had read in his teens that he found inspirational 2 personal problems with his parents, his teachers and his peers
Extract 3
1Emotional Intelligence tests 2 Self-evaluation
31 B (so I persuaded myself that she must be right)
2B . (I suddenly saw my colleague’s behaviour for what it was, and felt I had to change things)
3A (were it not for that book, I wouldn’t have had the guts to tell my parents I had a burning ambition)
4C (The main thing it taught me was to take the bull by the horns in anon-confrontational way, without
resorting to manipulative behaviour) 5 B (they select new employees by incorporating what are called ‘emotional intelligence’ tests into their recruitment procedures rather than depending solely on professional qualifications and experience)
6 A (All graduates entering the job market could do with taking these considerations on board)
Language development 1 p.45
1 1 b 2b 3b 4a 5a 6b
21 If you (do) decide to do a course in psychotherapy, let me know.2 If it hadn’t been for the other students’ (help), I wouldn’t have understood the problem.3 Even if/when other people criticised Sally, (she was so confident that) it was like water off a duck’s back.4 If you happen to be in this evening, could I ask your advice about something?
31 otherwise2 unless3 on condition that (if)
4 whether or not, (if)5 Assuming (that), (If)
6 in case (if)7 otherwise
Use of English 2 p.45
1b 1 what2 to3 at4 Although/While/Whilst/ Though5 far6 off7 Since8 gained
Writing 1 p.46
11 Positive psychology encourages people to look at the positive things in their life to help them find solutions to things that go wrong.
2 A defensive pessimist worries about challenges as a way of boosting their performance.
2Summary 2 is the most suitable, as it covers the key points of the text. (1 is too short and omits key points. 3 is unsuitable as it lifts phrases directly from the text.)
31 advocate2 optimistic perspective3 make a case for4 refute
5Suggested answer:
Text 1 makes a case for positive psychology, refuting suggestions that its concept is ineffective by arguing that having a more optimistic outlook benefits not only the individual but society in general. Criticism of the idea in Text 2 on the other hand goes beyond its lack of effectiveness, maintaining that for some people engineered happiness actually results in them being less successful as, for them, worrying is a helpful defence mechanism.
3B Mind and body
Listening 2 p.47
1Suggested answers: money worries, work/job security, study pressures, health issues, family and friends, social pressures, bullying, anxiety about forthcoming exams!
21 Laughter clubs are places where people gather to learn how to laugh in order to relieve stress.2 Answers may vary, but expect to hear any of the following: depression, exchanging stories, responding to each other, essential oils, senses
3 Suggested answers: 1 share their problems
2 rest and relaxation, pattern of behaviour, consequences of depression;3 less inhibited, stop taking life too seriously, form lasting bonds5 essential oils affect the senses
31 D (We think many people are put off by the idea of ‘alternative therapy’, as such. The title Laughter Club is somehow less intimidating because it doesn’t imply having to buy into a particular philosophy or lifestyle) 2 B (The grumpiness becomes a sort of downward spiral, because the world responds negatively to it, making it even harder to break out of. But a good therapist can help reverse the process)
3 A (releases people from any shyness or reticence about expressing their emotions, that’s the main thing they get out of it) 4 A (I studied meditation instead. What that taught me made me think that
ANSWER KEY | 10 |
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An English secondary course for students aged 12-16 years.
Sheila Dignen, Emma Watkins, Bess Bradfield
The Teacher's Book provides extensive methodological support, comprehensive teaching notes, and extra materials for use in class.
- Part of: English Plus
- Level:Level 1
- Language Level: A1-A2
- ISBN:978-0-19-474864-3
- Pages:256
- Binding: Paperback
- Dimensions: 297x210 mm
A supportive course that helps students of all abilities build confidence through graded practice. The flexible package makes it ideal for mixed-ability classes, and varying teaching loads. Online Practice provides extra activities for the classroom or home that teachers can track.
English Plus develops students' communication skills through a structured and methodical approach, helping students to achieve their individual learning outcomes in every lesson.
English Plus develops students' communication skills through a structured and methodical approach, helping students to achieve their individual learning outcomes in every lesson.
Key features
- An introduction with teaching tips, including information on mixed-ability classes, dyslexic students, project work, evaluation and testing, and using technology
- Photocopiable resources for teachers at the back of the book, and photocopiable student self-assessment checklists
- Teaching notes and answers for all Student's Book material
- Ideas for extra optional activities linked to the KeyCompetences
- Background notes, cultural information, languagenotes, and tapescripts.
Read more...
English Plus gives students the skills they need to communicate with confidence in English.
The core material is presented in a clear unit structure, and the extensive Options section at the back of the book provides further variety and challenge. Extra material covering culture, CLIL, and vocabulary practice motivates and engages students, and allows teachers to tailor the course to individual needs and abilities.
English Plus places equal emphasis on the development of all four skills – each unit contains reading, writing, listening, and speaking. New language is presented both in context and in tables, to ensure that students fully understand usage as well as form. The Rules section encourages students to think about and complete language rules themselves. Activate and About You exercises then give students the opportunity to use English in a personal way, encouraging them to talk or write about their own ideas and experiences.
Teachers with a mix of both strong and weak students in class get extra flexibility from the Workbook, Tests, and teacher's photocopiable resources. These all contain three levels of material, meaning that every student can achieve a productive outcome, regardless of ability.
With Online Practice teachers can assign different interactive activities to different groups of students, see their grades, track their progress, set up online discussions with their students on topics from the Student's Book, and more.
The core material is presented in a clear unit structure, and the extensive Options section at the back of the book provides further variety and challenge. Extra material covering culture, CLIL, and vocabulary practice motivates and engages students, and allows teachers to tailor the course to individual needs and abilities.
English Plus places equal emphasis on the development of all four skills – each unit contains reading, writing, listening, and speaking. New language is presented both in context and in tables, to ensure that students fully understand usage as well as form. The Rules section encourages students to think about and complete language rules themselves. Activate and About You exercises then give students the opportunity to use English in a personal way, encouraging them to talk or write about their own ideas and experiences.
Teachers with a mix of both strong and weak students in class get extra flexibility from the Workbook, Tests, and teacher's photocopiable resources. These all contain three levels of material, meaning that every student can achieve a productive outcome, regardless of ability.
With Online Practice teachers can assign different interactive activities to different groups of students, see their grades, track their progress, set up online discussions with their students on topics from the Student's Book, and more.
Teacher's Photocopiable Resources
The Teacher's photocopiable resources at the back of the Teacher's Book contain:
· Language focus and vocabulary worksheets at three levels: basic, revision, and extension
· Communicative pairwork activities
· Drama worksheets
· Two-page cross-curricular extension worksheets for each of the Curriculum extra topics in the Student's Book
Part of... English Plus
English Plus is a flexible and supportive course that builds confidence through graded practice.