LbenglBAC e Book2012

BACALAUREAT 2012
BACALAUREAT 2012 BACALAUREAT 2012

Ileana Leca
Alexandru Fâciu
LIMBA ENGLEZA. EVALUAREA COMPETENTELOR LINGVISTICE

LIMBA ENGLEZA
EVALUAREA
COMPETENTELOR
¸
Ileana Leca
LINGVISTICE Alexandru Fâciu
Ready for BAC
LIMBA ENGLEZA
EVALUAREA
COMPETENTELOR
¸
LINGVISTICE
Ready for BAC
www.grupulcorint.ro
ISBN 978-973-135-597-9
Date despre autori:
Ileana Leca, profesor de limba englezã gr. II, metodist, Colegiul Naþional Bilingv „George Coºbuc” din
Bucureºti, coautoare a manualelor pentru clasele a III-a ºi a IV-a Firm Steps, a manualelor pentru clasele
IX–XII Front Runner ºi a culegerii Vocabulary in Context, destinatã pregãtirii pentru admiterea în clasa
a IX-a la clasele cu profil bilingv ºi intensiv.
Alexandru Fâciu, profesor de limba englezã la Colegiul Naþional Bilingv „George Coºbuc” din Bucureºti.
Redactare: Alina Scurtu

Tehnoredactare computerizatã: Corina Huþan
Coperta: Valeria Moldovan
Toate drepturile asupra acestei ediþii sunt rezervate Editurii CORINT,

parte componentã a GRUPULUI EDITORIAL CORINT.
ISBN 978-973-135-597-9
Descrierea CIP a Bibliotecii Naþionale a României
LECA, ILEANA
Limba englezã. Evaluarea competenþelor lingvistice.
Bacalaureat 2011 / Ileana Leca, Alexandru Fâciu. - Bucureºti: Corint, 2010
ISBN 978-973-135-597-9
I. Fâciu, Alexandru
811.111(075.35)
371.279.8:373.5
Cuprins
Cuvânt-înainte / 5
Competenþe lingvistice / 7
Programa de examen / 9
Vocabulary Grammar Writing

Unit 1 jobs present tenses paragraphs
Making a Living / 25
Unit 2 holidays past tenses stories
A Taste for Travel / 34
Unit 3 performing adjectives reviews
Putting on a Show / 42 arts
Unit 4 mass-media reported speech interviews
Survive the Press / 52
Unit 5 food nouns and descriptions
Taste the World / 60 articles
Unit 6 human rights modals opinion essays
Know Your Rights / 68
Unit 7 migration the passive “for and against”
On the Move / 77 essays
Unit 8 science numerals articles
The Lab of Life / 86
Unit 9 relationships conditionals (1) letters (1)
Getting on / 95
Unit 10 shopping conditionals (2); letters (2)
Shopping Spree / 104 wishes; unreal past
Test 1 / 112
Test 2 / 117
Test 3 / 122
Test 4 / 127
Test 5 / 132
Grammar Section / 137
Key to Exercises / 155
Cuvânt-înainte
Fiecare schimbare a conþinutului ºi a formei cerinþelor la examenul de bacalaureat,

preocupare constantã a autoritãþilor din domeniu, a prilejuit apariþia publicaþiilor nece-
sare, utile atât candidaþilor, cât ºi profesorilor. Aparent, lucrarea de faþã se înscrie în linia
aceasta, urmãrind sã dea elevilor orientarea potrivitã, sã le ofere într-un singur volum
mostre de cunoºtinþe ºi deprinderi pe care trebuie sã le demonstreze la examenul de ba-
calaureat. Dar aceastã lucrare nu este una efemerã ºi se deosebeºte în mod esenþial de al-
tele de acelaºi fel, pentru cã:
• textele propuse pentru verificarea înþelegerii conþinutului sunt interesante, înscrise
tematic în aria de preocupãri ale generaþiei, sunt educative fãrã ostentaþie, stimuleazã
gândirea ºi genereazã luarea de atitudini, au grad adecvat de dificultate, pun în valoare
cunoºtinþe însuºite la alte discipline ºi lista ar putea continua.
• vocabularul, în linii mari cunoscut de elevi din manuale ºi de la activitãþile de în-
vãþare din clasã, poate fi dezvoltat prin seria de exerciþii variate ºi inteligente propuse
pentru clarificarea sensului ºi consolidarea cunoºtinþelor.
• cunoºtinþele de gramaticã sunt bine sistematizate, recapitulate ºi exersate prin ac-
tivitãþi care conduc la dezvoltarea exprimãrii corecte, adecvate ºi fluente în scris ºi oral.
Sinopsisul este clar, concis, economiseºte timp ºi resurse prin faptul cã pune la îndemânã
exact ce trebuie pentru recapitularea principalelor probleme de gramaticã.
• ghideazã candidaþii la examen spre scrierea unei game variate de texte – naraþiune,
descriere, articol, recenzie, eseu, scrisoare – în registru adecvat. Abordarea acestui capi-
tol în lucrare este minuþios gânditã ºi realizatã profesional. Dupã parcurgerea atentã a tu-
turor exerciþiilor propuse, este imposibil ca cel care utilizeazã acest material sã nu poatã
rãspunde foarte bine cerinþei de a realiza un text scris conform normelor. Acelaºi lucru
se poate spune ºi despre îndrumarea elevilor pentru producerea de mesaje orale.
• în fine, conþinutul ºtiinþific ºi abordarea aproape integralã a cerinþelor de la examenele
Cambridge fac din aceastã carte o lucrare care poate fi folositã începând de anul acesta de
cãtre elevii care au de susþinut examenul de bacalaureat ºi nu numai de ei.
Elaboratã de profesori tineri, a cãror competenþã este remarcabilã, apreciatã la maxi-
mum de cei mai exigenþi ºi obiectivi evaluatori – elevii –, lucrarea de faþã se distinge prin
grija pentru calitate ºi seriozitate ºi prin devotamentul autorilor, deciºi sã se sacrifice
pentru a lucra acum în învãþãmânt.
Prof. Ecaterina Comiºel

COMPETENÞE LINGVISTICE
BACALAUREAT
Proba C
de evaluare a competenþei lingvistice
într-o limbã de circulaþie internaþionalã
STRUCTURA SUBIECTELOR
Aceastã probã se va desfãºura în trei etape:

I.Proba scrisã — 90 minute:
I. A. Înþelegerea textului scris;
I. B. Exprimare scrisã.
II. Exprimare oralã — 10-15 minute
III. Înþelegerea textului audiat — 20 minute
I. Proba scrisã — 90 de minute

I. A. Înþelegerea textului scris
Elevul va trata, la alegere, unul dintre cele douã texte-suport prezentate, pe baza cãrora
va avea de rãspuns unui numãr de întrebãri, astfel:
— un text de dimensiuni reduse, pe o tematicã accesibilã, din sfera vieþii cotidiene,
cu un grad relativ redus de complexitate;
— un text amplu, pe o temã de interes general, având un grad de complexitate mai
ridicat.
I. B. Exprimare scrisã
Elevul va avea de redactat, la alegere, unul din cele douã texte:
— unul de dimensiuni relativ reduse, cu grad scãzut de dificultate (exemplu: un e-mail
adresat unui amic, un anunþ, o carte poºtalã, o scurtã scrisoare etc);
— unul mai amplu, având un grad de dificultate mai ridicat (exemplu: o scrisoare de
rãspuns la o solicitare, un scurt articol de ziar conþinând un punct de vedere personal cu
argumentaþie adecvatã etc).
7
II. Exprimare oralã — 10-15 minute
Fiecare bilet va conþine câte trei întrebãri de dificultate progresivã (exemplu: o în-
trebare referitoare la universul personal — Ce vrei sã faci în viaþã?; o cerinþã care sã im-
plice o scurtã relatare — Cum þi-ai petrecut week-endul trecut?; o pãrere personalã cu
justificare/argumentare pe o temã de interes — Þi-ar plãcea sã studiezi în strãinãtate?
Unde? De ce?)
Pe ansamblul probei, se va þine cont de capacitatea elevului de a interacþiona cu eva-
luatorul/cu ceilalþi candidaþi (respectarea situaþiei ºi a codurilor sociolingvistice;
adaptarea actelor de vorbire la situaþie; capacitatea de a rãspunde solicitãrilor interlocu-
torului).
III. Înþelegerea textului audiat — 20 minute

Elevii vor audia douã texte autentice în limbã standard:
— unul de dificultate redusã, cu durata de circa 2 minute, pe baza conþinutului cãruia
vor avea de rãspuns la 4-5 întrebãri;
— al doilea de dificultate medie, cu durata de 3-4 minute, pe baza conþinutului cãruia
vor rãspunde la 5-6 întrebãri.
8
PROGRAMA DE EXAMEN
PENTRU DISCIPLINA LIMBA ENGLEZÃ
I. STATUTUL DISCIPLINEI
În conformitate cu prevederile Legii Învãþãmântului nr. 84/1995, republicatã, cu mo-
dificãrile ºi completãrile ulterioare, absolvenþii de liceu, toate profilurile ºi specializãrile,
au dreptul sã susþinã examenul de bacalaureat la limba englezã, în cadrul Probei C, de
evaluare a competenþelor lingvistice într-o limbã de circulaþie internaþionalã studiatã pe
parcursul învãþãmântului liceal.
Aceastã probã se susþine în conformitate cu Ordinul Ministerului privind aprobarea Ca-
lendarului ºi a Metodologiei de organizare ºi desfãºurare a examenului de bacalaureat,
dupã cum urmeazã: a. proba de înþelegere a unui text audiat; b. proba scrisã; c. proba oralã.
II. PRECIZÃRI METODOLOGICE

Conform principiilor fundamentale ale Curriculumului Naþional, examenul de ba-
calaureat la Limba englezã se organizeazã pe baza unei programe de examen construitã
strict pe baza programelor ºcolare de trunchi comun aflate în uz.1
Conform programelor ºcolare de trunchi comun aflate în uz, pentru finele claselor a
XII-a licee teoretice ºi vocaþionale, nivelurile þintã vor fi echivalente cu urmãtoarele
niveluri din Cadrul european comun de referinþã al limbilor:
LIMBA MODERNÃ 1: nivelul B 2 pentru toate competenþele.
LIMBA MODERNÃ 2: nivelul B 2 pentru competenþele de receptare; nivelul B 1
pentru competenþele de producere.
LIMBA MODERNÃ 3: nivelul A 2 pentru toate competenþele.
Pentru finele clasei a XII-a licee tehnologice, ruta directã de calificare, respectiv
pentru finele clasei a XIII-a, ruta progresivã de calificare prin S.A.M. + anul de
completare, nivelurile þintã specificate prin raportare la Cadrul european comun de re-
ferinþã al limbilor vor fi urmãtoarele:
1
Prezenta Programã de bacalaureat a fost elaboratã în conformitate cu Programele ºcolare pen-
tru ciclul superior al liceului, Limba englezã: filiera teoreticã, toate profilurile ºi specializãrile; filiera
vocaþionalã, toate profilurile ºi specializãrile: clasele a XI-a ºi a XII-a: O.M. 3410/07.03.2006; filiera
tehnologicã clasele a XI-a ºi a XII-a, ruta directã de calificare profesionalã; clasele a XII-a ºi a XIII-a,
ruta progresivã de calificare profesionalã: O.M. 3488/23.03.2006.
9
LIMBA MODERNÃ 1 (ambele rute de calificare, toate calificãrile profesionale): ni-
velul B 2 pentru toate competenþele.
LIMBA MODERNÃ 2 (ruta directã de calificare, toate calificãrile profesionale ºi
ruta progresivã de calificare, calificãrile profesionale Tehnician în activitãþi de comerþ,
Tehnician în gastronomie, Organizator banqueting,Tehnician în hotelãrie): nivelul B 2
pentru competenþele de receptare; nivelul B 1 pentru competenþele de producere.
LIMBA MODERNÃ 2 (ruta progresivã de calificare, toate celelalte calificãri pro-
fesionale) nivelul A 2 pentru toate competenþele.
III. COMPETENÞE DE EVALUAT

LICEE TEORETICE ªI VOCAÞIONALE
(toate profilurile ºi specializãrile)
LIMBA MODERNÃ 1
1. Receptarea mesajelor transmise oral sau în scris în diferite situaþii de comuni-

care
1.1. Identificarea ideilor principale, a informaþiilor/detaliilor specifice, extragerea
esenþialului din texte audiate/citite referitoare la probleme de actualitate, pentru a re-
zolva o sarcinã de lucru.
1.2. Selectarea ºi corelarea mai multor informaþii din diverse pãrþi ale unui text/din
texte diferite în scopul îndeplinirii unei sarcini de lucru.
1.3. Identificarea, în mesaje orale/scrise diverse, a atitudinilor, sentimentelor, punc-
telor de vedere exprimate, pentru a le compara cu punctul de vedere personal.
1.4. Analizarea unor situaþii descrise în texte audiate/citite în scopul unui studiu apro-
fundat/al luãrii unor decizii.
1.5. * Identificarea elementelor structurale ale textului literar (temã, subiect, mesaj,
personaj, fundalul acþiunii, vocea auctorialã, naraþiune la pers. I ºi a III-a, personaj), a
simbolurilor, metaforelor, a altor mijloace de expresie artisticã.
2. Producerea de mesaje orale sau scrise adecvate unor anumite contexte

2.1 Prezentarea, oral/în scris, de filme, cãrþi, evenimente, experienþe, cu exprimarea
sentimentelor, reacþiilor personale legate de acestea.
2.2 Prezentarea, oral/în scris, de descrieri clare ºi detaliate, pe subiecte legate de do-
menii de interes propriu ºi de domeniul de specializare.
2.3 Expunerea, oral/în scris, a unor idei, opinii ºi puncte de vedere proprii ºi susþine-
rea lor cu argumente ºi exemple.
2.4 Elaborarea, oral/în scris, a unui raport/referat/eseu/prezentare, argumentate logic
ºi susþinute de exemple pertinente din experienþa personalã sau din alte surse.
10
2.5 Completarea de formulare ºi redactarea de texte funcþionale variate mai com-
plexe, structurate ºi cu folosirea de conectori.
2.6 Utilizarea convenþiilor folosite în comunicarea formalã ºi informalã, adecvând
formatul ºi limbajul la context ºi la tipul de text.
*2.7 Redactarea de eseuri de opinie, eficiente/convingãtoare.
*2.8 Argumentarea, oral/în scris, a modului personal de interpretare a unui text lite-
rar.
3. Realizarea de interacþiuni în comunicarea oralã sau scrisã

3.1 Solicitarea adecvatã, oral/în scris, a ideilor, opiniilor, pãrerilor interlocutorului ºi
oferirea de rãspunsuri/comentarii adecvate la acestea; solicitarea/oferirea de clari-
ficãri /explicaþii.
3.2 Susþinerea unui punct de vedere în cadrul unei discuþii/al unui schimb de mesaje
scrise, pe teme de interes.
3.3 Avansarea, oral/în scris, a unor ipoteze ºi formularea de rãspunsuri adecvate la
ipotezele emise de ceilalþi.
3.4 Oferirea de rãspunsuri, oral/în scris, la un chestionar pe teme de interes, în care
sunt motivate opþiunile.
3.5 Formularea de idei/pãreri pe teme de interes în mesaje de rãspuns.
3.6 Redactarea de scrisori/alte texte funcþionale pe diferite teme, cãtre diverºi desti-
natari, în diferite scopuri de comunicare (a obþine ceva, a informa, a convinge, a invita,
a refuza etc.), cu adecvarea formatului ºi a limbajului la subiect ºi la cititorul intenþio-
nat.
3.7 Adaptarea formei mesajului la situaþia de comunicare în funcþie de stil (for-
mal/informal).
*3.8 Susþinerea cu argumente ºi contra-argumente relevante a unui punct de vedere
în cadrul unei discuþii/unui schimb de mesaje scrise, pe teme culturale/literare.
*3.9 Utilizarea limbajului adecvat în negocierea sensului într-o interacþiune
oralã/scrisã.
4. Transferul ºi medierea mesajelor orale sau scrise în situaþii variate de comuni-

care
4.1. Redarea, oral/în scris, cu cuvinte proprii, a spuselor altor persoane/a conþinutu-
lui unui text.
4.2 Rezumarea, oral/în scris, a unui text într-un numãr de cuvinte dat.
4.3 Transferul informaþiilor din texte referitoare la domeniul de specializare în di-
verse forme de prezentare.
4.4 Traducerea din limba englezã în limba maternã/din limba maternã în limba en-
glezã a unor texte/mesaje de dificultate medie, din domenii de interes/din domeniul de
specializare.
*4.5 Raportarea mesajului literar la experienþa personalã.
11
*4.6 Rezumarea, oral/în scris, a esenþialului dintr-un text din mass-media/literar într-un
numãr determinat de cuvinte.
*4.7 Parafrazarea, oral/în scris, a unui citat folosind exemple personale/prin rapor-
tare la experienþa personalã.
* Competenþele specifice marcate prin asterisc ºi corp de literã cursiv sunt obligatorii numai pen-
tru specializãrile filologie (filiera teoreticã, profil umanist) ºi ºtiinþe sociale (filiera vocaþionalã, pro-
fil militar M.A.I.), care au prevãzutã 1 orã/sãpt. de limba modernã 1 în curriculumul diferenþiat (CD)
ºi care susþin examenul de bacalaureat din aceeaºi categorie de subiecte ca ºi absolvenþii claselor cu
predare intensivã a limbii engleze.
LIMBA MODERNÃ 2
1. Receptarea mesajelor transmise oral sau în scris în diferite situaþii de comuni-

care
1.1 Identificarea ideilor principale în mesaje orale/scrise, referitoare la subiecte des-
pre viaþa cotidianã ºi despre domeniul de specializare.
1.2 Identificarea, în mesaje orale/scrise, de informaþii punctuale relevante pentru a
rezolva o sarcinã de lucru.
1.3 Decodarea semnificaþiei unor elemente de vocabular nefamiliare, din context,
prin asocieri/conexiuni.
1.4 Selectarea, din texte orale/scrise referitoare la domeniul de specializare, de in-
formaþii ºi opinii relevante pentru a rezolva o sarcinã de lucru.
1.5 Discriminarea între informaþii factuale ºi opinii, în mesaje orale ºi/sau scrise.
*1.6 Identificarea prin citire rapidã de informaþii/detalii specifice dintr-un text mai
lung, în vederea rezolvãrii unei sarcini de lucru.
*1.7 Corelarea de informaþii din diverse pãrþi ale unui text/din texte literare diferite
pentru a rezolva o sarcinã de lucru.
*1.8 Identificarea avantajelor ºi a dezavantajelor unor situaþii descrise în texte, în
scopul luãrii unor decizii, al formulãrii unor soluþii.
2. Producerea de mesaje orale sau scrise adecvate unor anumite contexte

2.1 Elaborarea, oral/în scris, de descrieri clare ºi detaliate pe subiecte din domenii de
interes personal ºi/sau profesional.
2.2 Prezentarea oralã/relatarea în scris a unui fapt divers/film/întâmplãri/eveniment
socio-cultural sau profesional, subliniind elementele semnificative.
2.3 Completarea de documente (formular, chestionar etc.) de uz curent ºi specifice do-
meniului de specializare.
2.4 Elaborarea unui text structurat pe subiecte cunoscute, pe baza unei scheme date,
cu folosirea unui limbaj adecvat.
2.5 Redactarea de texte funcþionale variate, structurate, dupã model, aducând argu-
mente ºi exemple în sprijinul opiniilor exprimate.
12
2.6 Prezentarea unui monolog pe temã datã, structurat, susþinut de exemple din viaþa
personalã sau din alte surse.
2.7 Transmiterea, în limbaj clar ºi precis, oral/în scris, de informaþii corecte vizând
aspecte din domeniul de specializare.
2.8 Emiterea, oral/în scris, de ipoteze ºi susþinerea lor cu câteva argumente.
*2.9 Prezentarea ºi comentarea unui film/a unei cãrþi prin raportare la experienþa
personalã, cu exprimarea gândurilor ºi/sau a sentimentelor despre acestea.

3.1 Solicitarea în mod adecvat a opiniilor interlocutorului ºi comentarea succintã a
pãrerilor exprimate de interlocutor/exprimarea poziþiei (acord/dezacord); solicitarea ºi
oferirea de clarificãri/explicaþii.
3.2 Verificarea înþelegerii ºi solicitarea/oferirea de clarificãri/explicaþii, atunci când
informaþia nu este clar înþeleasã.
3.3 Oferirea de rãspunsuri concrete ºi de ordin personal la un chestionar/sondaj sau
în cadrul unui interviu.
3.4 Exprimarea unor sentimente ºi reacþii (surprizã, bucurie, neplãcere, interes, indi-
ferenþã, regret, uimire) referitoare la evenimente/situaþii/experienþe trãite sau aflate.
3.5 Realizarea unui interviu structurat pe baza unui chestionar deja elaborat, adãugând
câteva întrebãri.
3.6 Redactarea unor mesaje de rãspuns în care sunt exprimate mulþumiri sau scuze.
3.7 Redactarea de texte funcþionale pe diferite teme, adresate anumitor destinatari în
diferite scopuri de comunicare (pentru a exprima intenþii, a obþine ceva, a informa, a
convinge, a invita, a refuza etc.).
3.8 Adecvarea formatului/limbajului la subiect/la interlocutor/cititorul intentionat, cu
utilizarea convenþiilor folosite in comunicarea formala ºi informalã ºi a normelor sociale
ºi culturale.

care
4.1 Redarea, oral/în scris, prin cuvinte proprii, a unor mesaje/texte simple din dome-
nii cunoscute.
4.2 Luarea de notiþe dintr-o lecturã pe o temã de interes, în vederea realizãrii unui ra-
port/unei informãri.
4.3 Traducerea din limba englezã în limba maternã/din limba maternã în limba en-
glezã, oral/în scris, a unui mesaj funcþional/text simplu din domeniul de specializare.
4.4 Rezumarea, oral/în scris, a unui paragraf la o idee esenþialã/rezumarea conþinu-
tului unui mesaj.
4.5 Transferul informaþiilor factuale din texte de informare generalã în diverse forme
de prezentare.
*4.6 Reformularea unei idei emise în cadrul unui dialog pe teme culturale/literare,
printr-un enunþ explicativ mai amplu, la solicitarea interlocutorului.
13
*4.7 Transferul ºi adaptarea semnificaþiei unui text literar la contexte neliterare.
fil militar M.A.I.), care au prevãzutã 1 orã/sãpt. de limba modernã 1 în curriculumul diferenþiat (CD)
ºi care susþin examenul de bacalaureat din aceeaºi categorie de subiecte ca ºi absolvenþii claselor cu
predare intensivã a limbii engleze.
LIMBA MODERNÃ 3
1. Receptarea mesajelor transmise oral sau în scris în diferite situaþii de comunicare

1.1 Identificarea ºi selectarea informaþiei esenþiale, relevante, a ideilor principale ºi
a unor detalii din mesaje/documente simple/fragmente/texte pentru îndeplinirea unor
sarcini de lucru.
1.2 Desprinderea semnificaþiei generale a unui mesaj rostit cu vitezã normalã în limba
standard.
1.3 Sesizarea ordinii evenimentelor relatate într-un text scurt ºi simplu, audiat sau citit.
1.4 Extragerea ideilor principale ºi a unor detalii din texte de informare, în vederea
îndeplinirii unei sarcini de lucru.
1.5 Recunoaºterea argumentelor ºi identificarea concluziilor dintr-un text argumen-
tativ pe teme cunoscute.
2. Producerea de mesaje orale sau scrise adecvate unor contexte variate de comu-
nicare
2.1 Relatarea, oral/în scris, a unei activitãþi/unui fapt divers/eveniment/film/a unor
experienþe/întâmplãri personale pe baza unui plan dat.
2.2 Formularea de întrebãri ºi rãspunsuri ºi de opinii argumentate despre ceea ce îi
place/nu îi place, pe o temã datã.
2.3 Redactarea unei scrisori personale simple.
2.4 Explicarea folosirii unui produs/aplicãrii unei proceduri ºi rãspunsul la întrebãri
de clarificare.
2.5 Completarea de formulare de uz curent (CV, vize).

3.1 Formularea de opinii/sugestii, solicitarea ºi formularea de instrucþiuni.
3.2 Oferirea de rãspunsuri ºi informaþii la întrebãri simple în cadrul unui interviu.
3.3 Reformularea unui mesaj/unor instrucþiuni la cererea interlocutorului.
3.4 Elaborarea unui rãspuns oral/scris la o scrisoare personalã.
3.5 Redactarea unei scurte scrisori de rãspuns la anunþuri din mass-media/la o scri-
soare oficialã.
14
care
4.1 Explicarea unei scheme/diagrame/a unui desen/tabel, folosind un limbaj comun.
4.2 Redactarea unui text simplu explicativ prin transferarea informaþiilor dintr-o
schemã/diagramã/tabel/desen.
4.3 Transferarea informaþiilor dintr-un text în scheme, tabele, diagrame.
4.4 Transformarea din vorbire directã în vorbire indirectã a unor mesaje foarte sim-
ple pe teme din viaþa cotidianã.
IV. CONÞINUTURI RECOMANDATE

(PENTRU TOATE SPECIALIZÃRILE)
TEXTE
Surse ºi tipuri de mesaje orale/scrise
Texte de lungime variabilã care conþin ºi elemente de vocabular nefamiliare, la vitezã
normalã, în diverse registre, de dificultate medie:
LIMBA MODERNÃ 1
• texte autentice de informare generalã, pagini Internet;

• articole de enciclopedie/lucrãri de popularizare;
• articole de presã scrisã, ºtiri, texte publicitare;
• texte specifice domeniilor de specializare;
• texte funcþionale cu conþinut operaþional: formulare, corespondenþã, prospecte;
• formulare cu utilizare curentã;
• corespondenþã oficialã/administrativã, anunþuri, reclame, cereri, chestionare, pro-
cese verbale, C.V.;
• corespondenþã personalã, invitaþii, felicitãri;
• diagrame, grafice, tabele;
• conferinþe, prezentãri, interviuri, rapoarte orale;
• transmisiuni radio ºi TV, talk-show-uri;
• *fragmente de criticã literarã;
• *texte literare autentice neadaptate de dimensiuni reduse/medii;
• *texte de tip reflexiv;
• *înregistrãri preluate din mass-media;
*
Tipurile de texte marcate prin asterisc (*) ºi corp de literã cursiv se adaugã celor din trunchiul
comun ºi sunt obligatorii numai pentru specializãrile filologie (filiera teoreticã, profil umanist) ºi ºti-
inþe sociale (profil militar M.A.I.), care au prevãzutã 1 orã/sãpt. de limba modernã 1 în curriculumul
diferenþiat (CD).
15
Tipuri de texte care trebuie produse
• descrieri/comparãri de obiecte, persoane, situaþii, activitãþi, evenimente;
• povestire/prezentare oralã/scrisã;
• raport/referat/eseu/expunere/povestire/prezentare;
• corespondenþã personalã ºi oficialã/administrativã;
• formulare, chestionare ºi alte documente specifice domeniului de specializare;
• paragrafe/texte scurte pe diverse arii tematice, inclusiv de specialitate;
• plan de idei, schemã de prezentare;
• eseuri ºi texte funcþionale structurate.
• *eseul reflectiv;
• *eseu cu structurã datã
*
Tipurile de texte marcate prin asterisc (*) ºi corp de literã cursiv se adaugã celor din trunchiul
comun ºi sunt obligatorii numai pentru specializãrile filologie (filiera teoreticã, profil umanist) ºi ºti-
inþe sociale (profil militar M.A.I.), care au prevãzutã 1 orã/sãpt. de limba modernã 1 în curriculumul
diferenþiat (CD).
LIMBA MODERNÃ 2

Texte de lungime variabilã care conþin ºi elemente de vocabular nefamiliare:
• texte/fragmente orale/scrise autentice de informare generalã, pagini Internet;
• texte/paragrafe descriptive ºi narative;
• texte cu conþinut operaþional: cereri, corespondenþã, formulare, prospecte.
• texte din mass-media: presã scrisã/audio-vizualã, anunþuri, publicitate;
• povestiri/rapoarte/prezentãri orale/scrise, interviuri, conversaþii;
• mesaje scrise, cereri, reclamaþii;
• fragmente/texte de specialitate;
• tabele, grafice;
• *articole de presã;
• *texte literare;
• *recenzii;
• * dialoguri pe teme cotidiene;
• *dialoguri pe teme culturale;
• *materiale de referinþã:antologii, istorii literare, Internet;
• *presã specializatã;
• *criticã literarã;
• *eseu de opinie, eseu argumentativ.

• formulare, chestionare ºi alte documente specifice domeniului de specializare;
16
• paragrafe/texte scurte pe diverse arii tematice, inclusiv de specialitate;
• descrieri/comparãri de obiecte, persoane, situaþii, activitãþi, evenimente;
• povestire/prezentare oralã/scrisã;
• plan de idei, schemã de prezentare;
• eseuri ºi texte funcþionale structurate (corespondenþã, procese verbale, rapoarte,
C.V., documente specifice domeniului de specializare);
LIMBA MODERNÃ 3

• documente simple: instrucþiuni, formulare, carte poºtalã, broºuri de informare,
scrisoare personalã ºi texte scurte;
• texte funcþionale: scrisori oficiale de diverse tipuri/reclamã/anunþ/invitaþie;
• rapoarte/prezentãri orale/scrise de dificultate medie;
• fragmente/texte de informare generalã/de specialitate, descriptive, narative ºi argu-
mentative;
• dialoguri, conversaþii, interviuri, chestionare;
• articole de presã, publicitate;
• povestire/descriere/comparare de obiecte, persoane;
• scheme, diagrame, desene, tabele.

• texte funcþionale simple: scrisoare informalã;
• dialoguri simple;
• povestire/prezentare oralã/scrisã simplã;
• descrieri/comparãri simple de obiecte, persoane;
• paragrafe/texte scurte pe diverse arii tematice.
* Competenþele specifice marcate prin corp de literã cursiv ºi asterisc sunt obligatorii numai pen-
fil militar M.A.I.), care au prevãzutã 1 orã/sãpt. de limba modernã 2 în curriculumul diferenþiat (CD).
DOMENII TEMATICE
• DOMENIUL PERSONAL
Viaþa personalã (educaþie, stil de viaþã, comportament social, strategii de studiu,
opþiuni pentru carierã, hobby-uri);
Relaþii interpersonale/inter-umane/profesionale, viaþa de echipã;
Universul adolescenþei (culturã, sport, timp liber).
• DOMENIUL PUBLIC
Aspecte din viaþa contemporanã (socio-economice, ºtiinþifice, tehnice, ecologice, stra-
tegii de utilizare a resurselor);
17
Tinerii ºi viaþa comunitarã;
Democraþie, civism ºi drepturile omului;
Mass-media.
• DOMENIUL OCUPAÞIONAL
Aspecte legate de profesiuni ºi de viitorul profesional;
Aspecte teoretice ºi practice ale specialitãþii;
Locuri de muncã, echipamente, activitãþi, operaþiuni, comportament profesional,
deontologie profesionalã;
Produse ºi servicii, calitatea serviciilor/produselor.
• DOMENIUL EDUCAÞIONAL
Descoperiri ºtiinþifice ºi tehnice;
Viaþa culturalã ºi lumea artelor;
Patrimoniul socio-cultural european;
Repere culturale ale spaþiului lingvistic respectiv – trecut ºi prezent.
FUNCÞII COMUNICATIVE ALE LIMBII

• A solicita ºi a oferi informaþii legate de completarea unui formular
• A solicita ºi a oferi informaþii despre produse ºi servicii (inclusiv despre costuri,
preþuri, etc.)
• A solicita ºi a oferi informaþii despre fenomene, evenimente, experienþe, acþiuni ºi
activitãþi profesionale
• A formula comparaþii între caracteristici ale unor persoane, obiecte, locuri, feno-
mene, activitãþi, evenimente, procese
• A exprima ºi a argumenta refuzul de a face o acþiune
• A solicita ºi acorda/refuza permisiunea de face ceva
• A utiliza formule adecvate contextual de iniþiere, întreþinere ºi încheiere a unei con-
versaþii (inclusiv telefonice)
• A întrerupe în mod politicos
• A solicita ºi a da instrucþiuni
• A solicita ºi a da sfaturi
• A solicita ºi a formula propuneri, sugestii
• A solicita, a oferi, a accepta sau a refuza ajutorul
• A corecta/încuraja/avertiza pe cineva
• A convinge, a determina cursul unei acþiuni
• A exprima acordul/dezacordul cu un curs de acþiune
• A caracteriza persoane, fapte, acþiuni
• A compara stãri, acþiuni ºi fapte prezente cu cele trecute
• A formula concluzii
• A exprima obligaþia/necesitatea/interdicþia de a face ceva
• A exprima diverse grade de certitudine/incertitudine
18
• A exprima condiþii
• A exprima cauze ºi consecinþe
• A exprima intenþii, dorinþe, preferinþe
• A exprima atitudini emoþionale: simpatie, regret, încredere, îndoialã, îngrijorare, te-
mere
• A exprima o hotãrâre sau o promisiune
• A exprima opinii/puncte de vedere personale
• A argumenta/justifica opinii/puncte de vedere personale
• A solicita opinii/puncte de vedere personale
• A exprima satisfacþia/insatisfacþia faþã de un punct de vedere
• A exprima ºi a motiva acordul/dezacordul faþã de opiniile altora
• A contrazice opiniile altora
• A cere ºi a da clarificãri pentru înþelegerea unui mesaj
• A cere ºi a da detalii ºi explicaþii
• A solicita repetarea ºi reformularea
ELEMENTE DE CONSTRUCÞIE A COMUNICÃRII:

LIMBA MODERNÃ 1 ºi LIMBA MODERNÃ 2
Substantivul: substantive cu plural neregulat, substantive defective de numãr, sub-
stantive colective
Adjectivul: comparaþia intensivã, structuri care utilizeazã comparativul
Articolul: articolul zero, omiterea articolului, cazuri speciale de utilizare a articolului
Numeralul: numerale ordinale, numerale fracþionare, numerale multiplicative
Verbul: timpuri verbale perfecte; diateza pasivã directã ºi indirectã; verbe modale;
construcþii cu infinitivul ºi cu participiul, funcþii sintactice ale participiul trecut
Adverbul: de mod, de loc, de timp, de cantitate, mãrime ºi aproximare; grade de com-
paraþie
Cuvinte de legãturã: prepoziþii de loc, de timp, de poziþie, de miºcare; conjuncþii; lo-
cuþiuni
Sintaxã: ordinea cuvintelor; fraza condiþionalã; corespondenþa timpurilor; vorbirea
directã/indirectã
LIMBA MODERNÃ 3
Substantivul: plurale neregulate, substantive defective de numãr
Articolul: hotãrât, nehotãrât, posesiv, omiterea articolului
Adjectivul ºi adverbul: grade de comparaþie neregulate
Verbul: aspectul continuu, diateza activã/pasivã
Cuvinte de legãturã: prepoziþia
Sintaxã: fraza condiþionalã; corespondenþa timpurilor
19
FILIERA TEHNOLOGICÃ
CLASA A XII-A, ruta directã de calificare prin liceul tehnologic (toate califi-
cãrile profesionale)
1. Obþine informaþii prin receptarea de mesaje orale, în scopul îndeplinirii unor

sarcini de lucru
1.1 Identificarea informaþiilor necesare ºi suficiente pentru decodarea sensului global
al mesajelor orale.
1.2 Identificarea punctelor de vedere ºi a sentimentelor exprimate.
2. Obþine informaþii prin receptarea de mesaje scrise, în scopul îndeplinirii unor

sarcini de lucru
2.1 Identificarea de informaþii ºi opinii relevante, în texte de informare generalã/în
texte referitoare la domeniul ocupaþional, necesare pentru îndeplinirea unei sarcini de
lucru.
2.2 Scanarea unui text mai lung pentru identificarea de detalii specifice pentru rezol-
varea unei sarcini
2.3 Corelarea în mod coerent a mai multor informaþii din diverse pãrþi ale unui text/din
texte diferite pentru rezolvarea unei sarcini de lucru.
2.4 Transferul informaþiilor din texte referitoare la domeniul ocupaþional în diverse
forme de prezentare.
2.5 Analizarea avantajelor ºi dezavantajelor unor situaþii descrise în texte, în scopul
luãrii unor decizii.
2.6 Identificarea sensului cu ajutorul contextului, în texte pe teme legate de specialitate.
3. Exprimã mesaje orale, în scopul îndeplinirii unor sarcini de lucru variate

3.1 Solicitarea opiniilor interlocutorului ºi rãspunsul adecvat la acestea; solicitarea ºi
oferirea de informaþii, clarificãri ºi explicaþii.
3.2 Exprimarea propriilor opinii ºi puncte de vedere legate de domeniul de activitate.
3.3 Formularea clarã, precisã ºi în mod politicos a informaþiilor/instrucþiunilor ºi a în-
trebãrilor/solicitãrilor.
3.4 Descrierea de activitãþi, stãri ºi experienþe personale legate viaþa cotidianã ºi de
domeniul de activitate
3.5 Prezentarea de produse ºi servicii specifice domeniului ocupaþional
* de activitãþi, stãri ºi experienþe personale legate de viaþa cotidianã ºi de domeniul
de activitate.
* de produse ºi servicii specifice domeniului ocupaþional.
tru Limba modernã 2
20
4. Elaboreazã mesaje scrise, în scopul îndeplinirii unor sarcini de lucru variate
4.1 Transmiterea, în limbaj clar ºi precis, de informaþii corecte vizând aspecte din
domeniul de activitate.
4.2 Completarea de documente ºi formulare profesionale specifice domeniului ocu-
paþional.
4.3 Redactarea unor texte funcþionale structurate variate, mai complexe ºi cu folosi-
rea de conectori.
4.4 Adecvarea formatului ºi limbajului la context ºi la tipul de text/la subiect ºi la ci-
titorul intenþionat.
4.5 Utilizarea convenþiilor folosite în comunicarea scrisã, formalã ºi informalã.
CONÞINUTURI RECOMANDATE
(pentru toate specializãrile)
TEXTE
Texte, care conþin ºi elemente de vocabular nefamiliare, în diverse registre, de lun-
gime variabilã:
• texte specifice domeniului ocupaþional: texte de lege ºi reglementãri, manuale, ra-
poarte, note, fiºe tehnice, diagrame, grafice, tabele sinoptice;
• texte cu conþinut operaþional: contracte, corespondenþã, faxuri, formulare, standarde,
instrucþiuni, broºuri de informare, prospecte;
• texte/fragmente autentice de informare generalã, pagini Internet;
• texte de popularizare: ºtiri/articole de presã, texte publicitare scrise;
• texte funcþionale: instrucþiuni, corespondenþã, formulare, prospecte.
DOMENII TEMATICE
• DOMENIUL PERSONAL
Viaþa personalã (educaþie, stil de viaþã, comportament social, strategii de studiu,
opþiuni pentru carierã, hobby-uri);
Relaþii interpersonale/inter-umane/profesionale, viaþa de echipã;
Universul adolescenþei (cultura, sport, timp liber).
• DOMENIUL PUBLIC
Aspecte din viaþa contemporanã (socio-economice, ºtiinþifice, tehnice, ecologice, stra-
tegii de utilizare a resurselor);
Tinerii ºi viaþa comunitarã;
Democraþie, civism ºi drepturile omului;
Mass-media.
• DOMENIUL OCUPAÞIONAL
Aspecte legate de profesiuni ºi de viitorul profesional;
21
Aspecte teoretice ºi practice ale specialitãþii;
Organizarea locului de muncã (instituþiei, companiei), comportament profesional, de-
ontologie profesionalã;
Echipamente, activitãþi, operaþii ºi procese de producþie (în funcþie de specializare);
Produse ºi servicii, calitatea serviciilor/produselor.
• DOMENIUL EDUCAÞIONAL
Descoperiri ºtiinþifice ºi tehnice;
Viaþa culturalã ºi lumea artelor;
Patrimoniul socio-cultural european;
Repere culturale ale spaþiului lingvistic anglo-saxon – trecut ºi prezent.
FUNCÞII COMUNICATIVE ALE LIMBII

• A solicita ºi a oferi informaþii generale ºi de ordin personal
• A solicita ºi a oferi informaþii legate de completarea unui formular
• A solicita ºi a oferi informaþii cu caracter de orientare
• A solicita ºi a oferi informaþii despre produse ºi servicii (inclusiv despre costuri,
preþuri etc.)
• A solicita ºi a oferi informaþii despre fenomene, evenimente, experienþe, acþiuni ºi
activitãþi profesionale
• A solicita ºi a oferi informaþii despre programul zilnic/sãptãmânal
• A descrie persoane, obiecte, locuri, fenomene, activitãþi, evenimente, procese
• A formula comparaþii între persoane, obiecte, locuri, fenomene, evenimente, pro-
cese, stãri, acþiuni ºi fapte prezente cu cele trecute
• A formula oferte/invitaþii
• A accepta ºi a refuza o ofertã/invitaþie
• A exprima ºi a argumenta refuzul de a face o acþiune
• A solicita ºi acorda/refuza permisiunea de face ceva
• A oferi un obiect în mod politicos
• A exprima mulþumiri
• A cere scuze
• A utiliza formule adecvate contextual de iniþiere, întreþinere ºi încheiere a unei con-
versaþii (inclusiv telefonice)
• A cere permisiunea de a întrerupe o conversaþie (faþã în faþã, la telefon)
• A solicita ºi a da instrucþiuni/indicaþii
• A solicita ºi a da sfaturi
• A solicita ºi a formula propuneri, sugestii
• A solicita, a oferi, a accepta sau a refuza ajutorul
• A corecta/încuraja/avertiza pe cineva.
• A exprima obligaþia/necesitatea/interdicþia de a face ceva
• A exprima diverse grade de certitudine
22
• A exprima presupuneri
• A exprima probabilitatea
• A exprima acþiuni/stãri posibile
• A exprima condiþii
• A exprima cauze ºi consecinþe
• A exprima intenþii, dorinþe, preferinþe
• A exprima atitudini emoþionale: simpatie, regret, încredere, îndoialã, îngrijorare,
temere
• A exprima o hotãrâre sau o promisiune
• A formula concluzii
• A formula decizii
• A exprima opinii/puncte de vedere personale
• A argumenta/justifica opinii/puncte de vedere personale
• A solicita opinii/puncte de vedere personale
• A exprima satisfacþia/insatisfacþia faþã de un punct de vedere
• A exprima ºi a motiva acordul/dezacordul cu un curs de acþiune/faþã de opiniile al-
tora
• A contrazice opiniile altora
• A cere ºi a da clarificãri pentru înþelegerea unui mesaj
• A cere ºi a da detalii ºi explicaþii
• A solicita repetarea ºi reformularea
ELEMENTE DE CONSTRUCÞIE A COMUNICÃRII

LIMBA MODERNÃ 1 ºi LIMBA MODERNÃ 2:
Substantivul: substantive cu plural neregulat, substantive defective de numãr, sub-
stantive colective
Adjectivul: comparaþia intensivã, structuri care utilizeazã comparativul
Articolul: articolul zero, omisiunea articolului, cazuri speciale de utilizare a articolului
Numeralul: numerale ordinale, numerale fracþionare, numerale multiplicative
Verbul: diateza pasivã; verbe modale; construcþii cu infinitivul ºi cu participiul,
funcþii sintactice ale participiului trecut
Adverbul: de mod, de loc, de timp, de cantitate, mãrime ºi aproximare; grade de com-
paraþie
Cuvinte de legãturã: prepoziþii de loc, de timp, de poziþie, de miºcare; conjuncþii; lo-
cuþiuni
Sintaxã: ordinea cuvintelor; fraza condiþionalã; corespondenþa timpurilor; vorbirea
directã/indirectã
Tipuri de texte: informativ, explicativ, descriptiv, incitativ (reþete, instrucþiuni de fo-
losire), publicitar, argumentativ.
23
NOTÃ: Programa de examen este realizatã în conformitate cu prevederile pro-
gramelor ºcolare în vigoare. Subiectele pentru examenul de bacalaureat se elabo-
reazã în baza prevederilor prezentei programe ºi nu vizeazã conþinutul unui manual
anume.
24
Unit 1
MAKING A LIVING
Lead in
1. Scan the list of jobs below. Answer the questions that follow.
carpenter; teacher; nurse; actor; lawyer; hair stylist; dentist; fitness instructor; recep-
tionist; surgeon; lifeguard; librarian; lab technician; architect; bank manager; flight at-
tendant; fire-fighter; paramedic; mechanic; plumber; secretary; model; journalist;
psychotherapist; police officer; priest; chef
a) Which of these jobs are done indoors and which outdoors?

b) Which of these jobs need qualifications?
c) Which of these jobs are creative?
d) Which of these jobs are stressful?
e) Which of them do you think are well-paid?
2. Which of these would you consider to be most important in your future job?
Rank them.
bonuses
flexible hours
friendly working space
career prospects
personal satisfaction
travel opportunities
socialising
job security
Reading
3. Read what Dr Claudia Sandoval says about her work and decide what her
job is. Choose from:
a) surgeon
b) homeopath
c) vet
I love the variety. While I hear that most practitioners hate dealing with emergen-
cies, several practitioners have told me that they like doing their best at emergency cases,
25
but they don’t like having to suddenly change their personal plans or having to go on calls
after a tiring workweek. I don’t mind changes to my weekend plans, and I’m especially
happy that I get to spend time with my daughters and husband on weekdays.
While I’m rarely asked to work midweek, sometimes I feel like I need to go in, es-
pecially if I have to check on cases, do paperwork, or make phone calls. To compensate
for this, I dedicate a weekday to these tasks so that I’m less distracted by work when
spending time with my family. This also gives me the opportunity to go on calls with the
more experienced doctors, which further improves my skills.
I enjoy my work so much that it feels like a hobby. If I’m not at work, I mostly focus
on my kids. We enjoy activities at home, or I take them to the library, the park, or after-
school activities. We purchased a house last year, so I’m working on several home-im-
provement projects. Before I had the twins, I was an avid runner, and I would love to
return to the sport in the fall.
Work can be a nice break from caring for my kids. Likewise, when I’m frustrated at
work (for example, when a client won’t pay a bill), it’s nice to go home to my family and
escape — physically and mentally. The balance goes in waves: sometimes I feel like I’m
not giving 110% to work, and sometimes work distracts me when I’m with my kids. Ob-
viously, my family comes first, but I always strive to do my best at work and continue
learning. I’ve learned to accept my defects as long as I’m doing my best for my patients
and clients. I may not know everything, but I can certainly learn from each case for the
future. This way, I feel like I’m striving to become a better clinician.
From speaking to other doctors, it sounds like equine medicine is slowly moving
away from the mentality of working 24/7. There’s no harm in asking for a schedule
change or whether your practice would support a position that you want to create for
yourself. It certainly helps to work for a multidoctor practice that shares responsibilities
and supports the personal lives of its staff.
(www.vetlearn.com)
4. Read again and answer the following questions.
What does she enjoy most about her job?
What does she enjoy least about her job?
What does she say about her hobbies?
How has she managed to combine her work and personal life?
How does her personal life affect her professional life?
5. Read the sentences and choose A for Right, B for Wrong and C for Doesn’t Say.
1. Claudia is very strict about changes to her weekend plans.
A. Right B. Wrong C. Doesn’t Say
26
2. She dedicates a weekday to doing paperwork, checking on cases and making
phone calls.
3. Dr Sandoval is a dedicated professional and a single mother.
4. Her family bought a house which they are now decorating.
5. She finds it difficult to accept her defects.
6. She is doing her best to become a better vet.
7. Dr Sandoval gets a lot of support from colleagues.
6. Match the words in the box to their definitions.
schedule; skill; purchase; strive; staff; practitioner; avid; hobby; emergency;

defect
a) an unexpected situation involving danger in which immediate action is neces-

sary
b) someone who works in a particular profession, especially medicine or law
c) the ability to do something well, usually as a result of experience and training
d) something that you enjoy doing when you are not working
e) to buy something
f) very enthusiastic about something you do regularly
g) to make a lot of effort to achieve something
h) a fault or problem that makes someone or something less effective
i) a plan of activities or events and when they will happen
j) the people who work for a particular company, organization, or institution
Language development
7. a) Match a word on the left with a word on the right to make the name of a
job.
cab guard
flight attendant
police worker
shop digger
window driver
27
grave agent
security warden
traffic officer
social cleaner
estate assistant
b) Fill in the gaps with one of the jobs above.
1. The ………… took the robber to the station.

2. The …………. visited the Browns to check on the two orphans whom they wanted
to adopt.
3. I got into the car and asked the ……….. to take me to the airport.
4. As soon as I got on the plane, the ……………. showed us how to fasten our seat-
belts.
5. I am meeting the ………… to visit a two-bedroom apartment.
8. Choose the word (A, B, C or D) that best fits each gap.
Every summer, a staff of more than 100 lifeguards (1) … hard to keep beach-goers
on Galveston Island safe. Summer is the (2) … time of year for Galveston’s beach pa-
trol, but the off-season is no vacation (3) … the lifeguards. For the (4) … seven years,
they have participated in an exchange program to train lifeguards from other countries
such (5) …Vera Cruz, Trinidad and Venezuela.
Becoming a lifeguard starts (6) … training at the lifeguard academy. To be accepted
into the academy, one (7) … swim 500 metres in nine minutes or less and pass an inter-
view and drug screen. (8) … enrolled in the academy, candidates complete 100 hours of
training in areas such as swimming, medical assistance and public relations. Each year,
lifeguards must pass requalification swim tests to (9) … their status.
On average, lifeguards make about 100 rescues (10) … year, and other actions in-
cluding rendering first aid, helping lost children, and moving people (11) … from rock
piers and rip currents. The patrol staff hope that the recent repainting of lifeguard tow-
ers and trucks will help (12) … the guards more visible to visitors who need help. The
(13) … of uniforms, towers and vehicles were changed from green and white to red and
yellow.
Currently, the Galveston Island Beach Patrol employs (14) … than 100 people, in-
cluding a seasonal part-time and substitution group, and a core staff of (15) … 60 people.
1 A - swims B - works C - makes

2 A - nicest B - quietest C - busiest
3 A - for B - to C - with
4 A - next B - present C - past
5 A - as B - like C - for
28
6 A - at B - with C - in
7 A - could B - will C - must
8 A - once B - immediately C - after
9 A - hold B - preserve C - keep
10 A - in B - per C - through
11 A - away B - across C - along
12 A - do B - spot C - make
13 A - hues B - nuances C - colours
14 A - most B - least C - more
15 A - closely B - nearly C - less
9. a) Identify the tenses; circle the right option.
1. I don’t mind changes to my weekend plans.

a) the Present Continuous b) the Present Simple
2. Several practitioners have told me that they like doing their best at emergency
cases.
a) the Present Continuous b) the Present Perfect Simple
3. I’m working on several home-improvement projects.
a) the Present Simple b) the Present Continuous
4. I’ve been dealing with this case for five hours.
a) the Present Perfect Continuousb) the Present Continuous
5. Equine medicine is slowly moving away from the mentality of working 24/7.
6. Scientists have just discovered a way to communicate with dolphins.
a) the Present Perfect Simple b) the Present Perfect Continuous
7. My dog is always waking me up at 5 o’clock in the morning.
8. Ice melts in the sun.
a) the Present Perfect Simple b) the Present Simple
9. We’ve been working on the report since noon.
a) the Present Simple b) the Present Perfect Continuous
10. The pet shop opens at 7 a.m. and closes at 5 p.m.
a) the Present Simple b) the Present Continuous
b) Now match the tenses to their descriptions.
1 2 3 4 5 6 7 8 9 10
A. action that started in the past and continues to the present
29
B. permanent truths and laws of nature
C. changing or developing situation
D. an action which happened at a non-stated past time (and is connected to the present)
E. timetable, programme
F. recently completed actions
G. action started at a stated time in the past continuing up to the present
H. permanent situations
I. temporary situations
J. frequently repeated actions with always expressing the speaker’s annoyance
10. Circle the correct answer.
1. Oh, no! It rains/is raining.

2. I’m reading/have been reading for two hours.
3. He always borrows/is always borrowing things from me without asking.
4. Your cake tastes/is tasting delicious.
5. I have written/have been writing three letters so far.
6. The number of unemployed people increases/is increasing every year.
7. He hasn’t called/hasn’t been calling since January.
8. I like/am liking your new dress.
9. I usually have/am having dinner with my family.
10. The performance starts/is starting at 7.30.
11. Use the prompts to form sentences.
1. usually/to/grandparents/I/on/talk/my/Saturdays
2. Our/hotter/year/are/every/getting/summers
3. Have/a/French/already/at/restaurant?/booked/you/that/new/table
4. what/to/tomorrow/I/thinking/I/am/have/about/do
5. often/good-bye?/leave/Does/saying/without/he
12. Use the verbs in the box in the right tense to complete the sentences.
watch understand visit break stare
1. Don’t turn off the TV; I _______ the film.

2. _____ you ___________ the message of this poem?
3. I ________ never ____________ Barcelona before.
4. Look! Someone _________________ into your car.
5. She ________________ at me ever since I arrived here.
30
13. Michelle Lloyd has been asked to fill in a questionnaire. For each question
1- 7, circle the correct response.
1. What do you do for a living?

a) I’m quite happy with it.
b) I work as a real estate agent.
c) I’ve only just started.
2. What exactly does your job involve?
a) I show clients places to rent and I buy lunch for them.
b) I join company clients on business trips.
c) I help companies find office spaces.
3. How long have you been doing your job?
a) It’s been six years already.
b) I used to do it only two days a week.
c) It’s only a part-time job.
4. How many hours do you work a day?
a) I occasionally get paid holiday.
b) It is not a 9 to 5 job.
c) It’s eight hours a day but I’m able to work flexi-time.
5. How much do you earn?
a) I’ve got a company car.
b) I’m thinking of taking maternity leave.
c) It’s enough to live on.
6. What aspects of your job are you particularly pleased with?
a) I’m worried my job is insecure.
b) The best thing about my job is that I get private health insurance and a com-
pany pension.
c) I don’t usually get home until 10.
7. What aspects do you think need improvement?
a) Well, I do a really interesting job.
b) I’m not stuck behind a desk all day.
c) Sometimes I wish I could be able to work from home.
Writing
14. Read the following paragraph. Then decide whether the statements below are
true or false.
My time at the Drama Centre made me confident about my ability to work as a pro-
fessional director and to make my living within the theatre. To begin with, the job in-
volves making pieces of theatre that entertain and engage an audience. Each project has
something different about it. I’m constantly learning and I love my job! The difficult
31
thing, however, is not the job but the unpredictable lifestyle involved. It’s hard to plan
and it is enormously difficult to make a living. That’s why you need to have a passion
and joy for the work as it is this that sustains you through all the difficulties that the pro-
fession brings.
1. The first sentence gives the main idea of the paragraph.

2. Longer sentences would make the paragraph more interesting.
3. A good paragraph deals with one main idea.
4. Supporting sentences (explanations, justifications, examples) are linked together
using connectors.
5. A paragraph should always include an example.
15. Match the sentence halves.
1 2 3 4 5 6 7
1. Plus, you need to make sure that your employees

2. So what you need to do is
3. Think about how much time your employees are wasting by trying to continually
figure out
4. By making sure your employees know what they’re supposed to be doing,
5. Instead of walking around aimlessly trying to pretend they’re busy,
6. One thing you might do is print out a sheet listing every single person’s job in the
company and a bulleted list of
7. If they’re even half confused about what they should be doing,
a) figure out what they want.

b) they could be doing something productive.
c) it adds up to a huge amount of extra time at the end of the day.
d) know that you don’t simply expect the minimum from them.
e) you’re almost guaranteed a more successful, more stress-free work environment.
f) what they’re supposed to be doing.
g) what they’re expected to accomplish each and every day.
16. Look again at the sentences above and decide what the purpose of each sen-
tence is. Choose from:
• presents the conclusion: …

• contains a justification: …
32
• provides additional information: …
• offers a suggestion: …
• states a result or a consequence: …
• gives an explanation: …
• introduces the main idea of the paragraph: …
17. Arrange the following connecting words and phrases under the correct
heading.
Introducing Presenting two Expressing Expressing Giving Introducing

an idea ideas together results contrast examples a conclusion
for instance; even though; consequently; however; because of this; to sum up; there-
fore; first of all; to begin with; not only … but also; to conclude; although; such as; for
this reason; in particular; to start with; but; for example; in conclusion; despite; thus; in
a nutshell; firstly; as a result; nevertheless
18. Complete the sentences with an appropriate connector from the table above.
1. There were several reasons why I turned down their offer: ……….., they asked me
to work at the weekends.
2. ………………. I had known him for a long time, I didn’t trust leaving him alone
with my wife.
3. ………… his shyness, his presentation skills were outstanding.
4. ……………. of the financial crisis, four of our newest employees were made re-
dundant.
5. And what was worse, it was raining all the time. ……………, it was a disastrous
weekend.
19. Re-arrange the sentences in exercise 15 so as to build a logical paragraph.
33
Unit 2
A TASTE FOR TRAVEL
Lead in
1. Answer the following questions.
What words and images do you associate with the word holiday?
Do you prefer to go on holidays to relax or do you like to take part in sports or other
activities?
What means of transport do you prefer when going on holiday?
2. Make a list of advantages and disadvantages of the following types of holi-

days.
Type of holiday Advantages Disadvantages

a safari holiday
a package holiday
beach holiday
skiing holiday
a working holiday - you don’t have to pay for

meals and accommodation
- you work and do useful
things for the environment
3. Imagine you are going on a sightseeing holiday in Los Angeles. You’ve packed
your suitcase and only have room for three more things. Look at the list below and
decide which would be the most useful items to take with you.
sunglasses fur coat

map sun-tan cream
umbrella flip-flops
camera mobile phone
memory stick sleeping pills
34
Reading
4. Read the text ignoring the gaps and decide which is the best title for it. Choose
from:
A) Lost in LA
B) A day in a big city
C) A holiday to remember
The best holiday I’ve ever had took place over 3 weeks. I clearly remember leaving
my house at 3am on the 28th of June 2005 and making my way to Dublin airport for a
flight to Los Angeles. This was my longest holiday and I was looking forward to it, apart
from the bus journey, (1) ___.
It was an 11-hour flight to Los Angeles, but an enjoyable one. We flew with Virgin
Airlines and were fed almost every 2 hours. When we arrived in LAX airport I couldn’t
believe the heat, it nearly killed me! It seemed as glamorous as I thought it would be (2)
___. But as we made our journey through the city to get to where we were staying I
nearly cried at the sight of some of the places as there were a lot of homeless on the
streets. It sure was no Beverly Hills!
Finally, we arrived at our hotel and, who did I meet at breakfast the next morning? It
was one of the boys in my class at school and about 20 other people from Dundalk! I
knew they were going as I had heard the week before but it felt surreal (3) ___.
While we were in LA, we saw Beverly Hills, went to Hollywood (where we saw
Magic Johnson and rapper Omarion), Universal Studios (what a brilliant place!) and Dis-
neyland. We also drove down Sunset Boulevard!
Our next stop was the Grand Canyon, which was the most spectacular view in the
world. From there, we flew on a 20-seater plane over the canyon to Las Vegas. There’s
not much to do during the day as the heat is unbelievable (4) ___The city is amazing by
night, though. We went to watch a show and saw the amazing hotels and casinos and also
saw the dancing fountains.
Next we made our way to San Francisco. This was my least favourite place and it was
quite cold (5) ___. There wasn’t an awful lot to do apart from taking pictures of the
Golden Gate Bridge and a few museums. Then we made our way back to LA passing
through Malibu. It was amazing. In LA we said our goodbyes to all the Dundalk people
who were heading home after their 2 weeks (6) ___. From LAX, we flew to Seattle to
see my auntie, uncle and cousins. We stayed there for 3 days and saw all that had to be
seen such as the Seattle Needle. After our short stay there, we flew from Seattle to New
York. There we saw all the sights such as Ground Zero, the Empire State building, the
Statue of Liberty (7) ___. Unfortunately as it was so hot I didn’t get to do much shop-
ping. Maybe next time. After 3 weeks being away from home I sure was delighted to get
back on that plane to Dublin!
(aileeng70.blogspot.com)
35
5. Read the text again and fill in the gaps 1 – 7 with the phrases a – g below.
a) and went for a spin on a speed boat

b) but we did venture out to the pool a few times!
c) as limos pulled up every few minutes at the airport
d) so I had to buy a coat
e) although I knew I would miss good old Dundalk!
f) as we were so far away from Dundalk!
g) but we had decided to stay on for an extra week
6. Choose the best answer.
1. Which town did the writer take his flight to LA from?

a) Dundalk
b) Dublin
c) San Francisco
2. Which of these cities did the writer not visit?

a) Las Vegas
b) Seattle
c) Dublin
3. Which of these cities would the writer not want to visit again?
a) Malibu
b) San Francisco
c) Los Angeles
4. Where did the writer meet Magic Johnson?

a) Los Angeles
b) Beverly Hills
c) Hollywood
5. Which of the places he visited did the writer consider to be the most spectacular
view?
a) the Grand Canyon
b) Las Vegas
c) New York
6. In which of these cities did the writer have to buy a coat?

a) San Francisco
b) New York
c) Los Angeles
36
7. Which of these cities would the writer like to visit again?
a) San Francisco
b) New York
c) Las Vegas
7. Complete the sentences with words from the text. The first letter of each word
has already been given for you.
1. He made a s__________ recovery after his car accident.

2. He wanted to go for a s___________ around the block to test his father’s new
red Porsche.
3. It’s not the best weekend destination, it’s a day’s j____________ by car.
4. ‘Will you come to the wedding reception?’
‘I’d be d___________!’
5. All f____________ have been cancelled because of the traffic controllers’
strike.
6. The park’s ornamental f____________ has an original design.
7. The film seems s___________ yet it is based on a real story.
8. The government is doing their best to provide accommodation for the
h__________.
9. She’s a b___________ student, she’s top of her class.
10. After two weeks at sea we had our first s_______ of land.
8. Arrange the following means of transport under the right heading.

car; motorbike; jet; van; speedboat; train; helicopter; moped; submarine; canoe; lorry;
lifeboat; airplane; balloon; car ferry; coach; tram; rowing boat; bus; cruise liner
ON LAND ON WATER BY AIR
9. a) Match the two columns.
1. take a) to the beach, sightseeing, for a walk

2. go b) a fishing/business trip, an excursion
3. stay c) a picture, a look, the time to relax
4. send d) a car, office equipment
5. buy e) in a hotel, with friends
6. go on f) some souvenirs, sunglasses, a new camera
7. hire g) postcards, a letter
37
b) Make sentences of your own using the phrases in a).
10. Fill in the gaps using words from the box.
facilities; holiday; tour guide; experience; company; sites; staff
My wife Glenice and I have just returned from a 13-day tour of the Kimberley’s with
your (1) _____. My brother in law Bruce Cheetham was our (2) _____/driver, however
the following comments are not family related. We would like to thank all (3) ____ of
APT for the wonderful experience and for the way the staff at all levels presented them-
selves, the (4) _____, and the hard work they did in ensuring that this was an experience
of a lifetime. Having worked in a service industry it was refreshing to see people happy
in their work and environment, cheerfully working long hours to ensure we all had an (5)
______ to be remembered. We particularly enjoyed all of the stunning camp (6) _____
and the environment in which they were placed. This was the best (7) ____ we have ever
had, in the best and most scenic country in the world.
11. a. Identify the tenses, as in the example.
1. We took a cab to get to where we were staying. The Past Continuous

2. We flew with Virgin Airlines. ……………………………..
3. Although we had planned to go abroad, we ended up staying home.
………………..
4. While I was checking my e-mails, my girlfriend was cooking pasta.
…………………
5. She was out of breath because she had been jogging. ……………………….
6. I got up at 6 that morning to make sure I wouldn’t be late. ……………………….
7. They were watching a film in the living-room when the oven caught fire.
……………….
b. Match the underlined verbs with their descriptions.
a. complete past action

b. two or more simultaneous past actions
c. an action in progress in the past which was interrupted by another past action
d. temporary past action
e. action completed at a stated time in the past
f. past action which happened before another past action
g. past action of certain duration which had visible results in the past.
38
12. Choose the right option.
1. I was still working/had still been working on my essay at 8 o’clock last night.
2. I was visiting/visited Spain last summer.
3. She looked exhausted since she was working/had been working hard all day.
4. The sun shone/was shining brightly as we made our way to the top of the hill.
5. By the time we got to the theatre the play already started/had already started.
6. How were you feeling/did you feel when you passed your driving test?
7. When I left for the store dad was pulling/pulled his car in the driveway.
8. I was barely getting used to living in London when we moved/were moving to Rio
de Janeiro.
9. My car broke/was breaking down so we had to walk to the train station.
10. Had she found out/Did she find out about his plans of marrying her before he
made the proposal?
Writing
13. If you were planning a romantic getaway, what would be your ideal desti-
nation? Read the following story to find out what a married couple had in mind
for such an occasion.
It was the summer of 2001 and my wife and I decided to celebrate our fifth wedding
anniversary away from family and friends. Our dear friend Patrick had thought of giv-
ing us the perfect present when he offered the keys to his mountain cottage. We had seen
pictures of the place before and we were really looking forward to spending an incredi-
bly romantic weekend there.
It was a sunny Saturday morning when we set off and while I was driving to the gor-
geous music of Janis Joplin, stories of our first summer together started coming back to
us. Caught up in the web of memories, we didn’t realise more than three hours had passed
since we left the city. The motorway was coming to a junction and we knew we had to
turn left at some point. So I asked my wife to look on the map that our friend had drawn
for us to check whether this was the right place. In the excitement of the moment, as she
was pulling the map out of her purse, because of the high speed the car was doing, the
map simply flew out. There was no way we could go back since cars were rushing be-
hind us just as fast as we were. Imagine how we felt at the thought of finding a place we
had never been to.
What we decided to do was exit the motorway and look for a petrol station or some
place where we could stop and ask for directions. But it turned out we were in the mid-
dle of nowhere and by then too far from the motorway to go back since we were running
out of petrol. Our mobile phone kept making these funny noises letting us know we were
out of the coverage area. When we were very close to giving up hope, we saw a small
house on the left side of the road. We pulled over and found an old lady in the backyard
39
watering the garden. Unfortunately, the name of place we were looking for wasn’t at all
familiar to her but she showed us how to get to the nearest town. So we drove off.
My wife had a bad feeling about it but I did my best to reassure her. However, there
was no town in sight and I was getting impatient myself when the car stopped running.
We had to spend the night in the car, alone in the dark wilderness of the woods, hungry
and cold. The next morning a forest guard was passing by when he spotted the car and
came to us. He helped us get to the nearest petrol station and we were thus able to return
home. This was not the romantic getaway we had planned but it was certainly an expe-
rience to remember.
14. Read again and arrange the events in the order they happened.
Our car ran out of petrol. ___
My wife took the map out. ___
Patrick gave us the keys to his mountain cottage. ___
The old lady gave us directions. ___
A forest guard found us. ___
Our mobile phone lost signal. ___
We exited the motorway. ___
We spent the night in the woods. ___
We returned home. ___
15. These sentences have been taken from the text above. Use the verbs in brack-
ets in the correct tense, then check with the text.
1. As she …………………………. (pull) the map out of her purse, it simply
………….. (fly out).
2. We …………………… (listen) to the music of Janis Joplin when we realised we
………… (drive) for three hours.
3. The cars behind …………………. (drive) as fast as we were.
4. When we ……………….. (pull) over, an old lady ……………. (water) the garden.
5. We …………….. (be) forced to spend the night alone in the woods.
6. A forest guard ………………… (see) our car as he …………………. (drive) by.
7. Our getaway ………………….. (not turn out) as romantic as we ………………
(expect) it to be.
16. Find in the text time words/phrases and place them under the right heading.
Then, think of as many other examples as you can.
— join similar ideas:

— join contrasting ideas:
— show reason/consequence:
— listing order of events:
40
17. Write a story ending with this sentence: After that horrible first day, our ski-
ing holiday turned out to be a success. Use the paragraph plan below.
Introduction When? Where? Who? (setting, characters)
Main Body What happened? (events in sequence)
Conclusion What happened in the end? How did you feel?
41
Unit 3
PUTTING ON A SHOW
Lead in
1. Which is your favourite type of performance? Rank them.
___ theatre
___ cinema
___ opera
___ ballet
___ puppet show
___ circus performance
___ pop concert
___ cabaret
2. What kind of music do you enjoy listening to?
blues… heavy metal …

house … R’n’B …
techno … reggae …
rap … classical …
folk … soul …
opera … other …
3. Find the odd one out. What do they have in common?
La Traviata Madama Butterfly La Bohème The Sound of Music Carmen
Reading
4. Read the text and explain the links between the following.
a. Angela Gheorghiu – San Francisco – arias

b. Puccini – “Oh Dear Daddy” – Gianni Schicchi
c. George Grigoriu – Puccini – Verdi
It was a concert. It was a love-fest. It was a fashion show. Soprano Angela Gheorghiu
may have come to San Francisco rather late in her superstar career but it looks like she’s
42
come to stay. Drop dead gorgeous and wearing no less than three different gowns, she
delivered a program that was short on content but long on charisma, ably backed up by
the full San Francisco Opera orchestra, conducted by Marco Armiliato. Her adoring fans
ate it up. The orchestra glittered in its own right with two overtures, one each from
Mozart and Rossini, as well as the lush intermezzi from “Cavelleria Rusticana” and Puc-
cini’s “Manon Lescaut”.
Gheorghiu is a consummate Puccini soprano (she will sing Mimi in “La Boheme” in
San Francisco in November) and, in the first half of her program she did not disappoint.
After a somewhat slow start in Giuseppe Giordani’s “Caro mio ben”, she launched into
Doretta’s lied from “La Rondine” with the same aplomb that wowed audiences last year.
She was wearing a white flowing gown with a gold and jeweled bodice, her dark curls
tumbling about her shoulders and looked every bit as delicious as she sounded. Her only
flaw was a nervous gesture of frequently brushing the hair from her left temple. While
the orchestra played the Puccini intermezzo, she went backstage and changed, reap-
pearing in a navy blue, figure-hugging number that showed off her considerable charms
but made her look like a mermaid out of water. In this she sang an exquisitely nuanced
“Un bel di” (“One Fine Day”) from “Madama Butterfly”. She might have been better off
in a Japanese kimono. But at least she had put her hair up and stopped brushing it out of
her eyes. The first half of the program ended with Verdi’s dramatic “Pace, pace mio dio”
from “La Forza del Destino”.
Following the intermission and the orchestra’s scintillating rendition of the overture
to “La Cenerentola,” the soloist come out in still another gown, this one of slinky red satin
that was cut way down to here in the back. She had plenty of opportunity to show off both
sides of the dress as she sang and danced her way through a series of relatively minor
songs that included that old war horse “Les Filles de Cadiz” and a heavily accented “I
Could Have Danced all Night” from “My Fair Lady” which she ended on a high note that
Julie Andrews might only have dreamt about. Outstanding in this set was “Muzica”, a
lovely art song by her countryman George Grigoriu. Back to Puccini, for the ever-pop-
ular “O mio babbino caro” (“Oh Dear Daddy”) from “Gianni Schicchi”, before ending
a series of three encores with the overworked “Siboney” and Augustin Lara’s sultry
“Granada”. As the soprano danced her way across the stage in her fabulous red dress,
flirting with the conductor and the audience, it was obvious that she was enjoying her-
self tremendously with this crossover material. And she sang it well. But, for more of the
Puccini that is so suited to her lush, rich tone, we will have to wait a couple of months.
That’s OK because, as San Francisco audiences learned last year, Angela Gheorghiu is
worth waiting for.
by Suzanne Weiss
(www.culturevulture.net)
43
5. Read the sentences and choose A for Right, B for Wrong and C for Doesn’t
Say.
1. Angela Gheorghiu’s programme included a great number of acts.

2. Puccini roles are a constant part of Gheorghiu’s repertoire.
3. Gheorghiu sang “La Rondine” in San Francisco last year.
4. After the intermission, Gheorghiu changed into a red gown.
5. Julie Andrews joined Gheorghiu on stage for a duet from “My Fair Lady”.
6. Gheorghiu is happily married to the conductor of the concert.
7. Gheorghiu will sing the main part in “La Boheme” in San Francisco in December.
6. Complete the sentences using words from the text.
1. Soprano Angela Gheorghiu may have come to San Francisco rather late in her
……………… career.
2. The orchestra glittered in its own right with two ………………… .
3. She sang Doretta’s lied from “La Rondine” with the same ………… that wowed
audiences last year.
4. She sang an ………………… nuanced “Un bel di” (“One Fine Day”) from
“Madama Butterfly.”
5. The first half of the program ended with Verdi’s …………….. “Pace, pace mio
dio”.
6. Following the intermission, the …………… come out in still another gown.
7. She ended “I Could Have Danced all Night” on a high ……….. that Julie Andrews
might only have dreamt about.
7. Choose the most appropriate meaning (A, B, or C) for the underlined words.
1. three different gowns: a) pieces of jewellery

b) woman’s dresses usually worn on special occasions
c) handbags
2. ably backed up: a) skillfully

b) hesitantly
c) hardly
44
3. her adoring fans: a) showing lack of interest
b) showing great love
c) showing fear and respect
4. the orchestra glittered: a) sounded unnatural

b) played unimpressively
c) sounded wonderful
5. she launched into Doretta’s lied: a) song for solo voice and piano
b) passionate scene
c) dance
6. a gown with a gold and jeweled bodice: a) brooch

b) lower part
c) upper part
7. her only flaw was a nervous gesture: a) quality

b) mistake
c) achievement
8. after the intermission: a) end of the concert

b) beginning of the concert
c) break between the two parts of the
concert
9. a series of three encores: a) extra performances

b) concerts
c) orchestral pieces
10. her lush, rich tone: a) ugly

b) strident
c) extremely pleasing
8. In the phrase ‘adoring fans’, the underlined word is an adjective formed by

adding the suffix –ing to the verb ‘to adore’. Arrange the following verbs under the
right heading, according to the suffix they take when they form adjectives. Some
verbs can take more than one suffix.
45
administer; aggress; amuse; appear; apply; argue; avoid; bear; believe; bore; chal-
lenge; consult; comprehend; decide; deny; depend; differ; imagine; impress; inform;
love; obey; predict; provoke; regret; rely; remark; respond; signify; speculate; support
-ive -ing/-ed -able -ible -ative -ant -en
9. Complete the sentences with adjectives formed from the words in capitals.
1. Going through the forest at night was a very …………….. experience.

FRIGHTEN
2. What an …………….. performance! It was a complete waste of time.
AWE
3. It was a very …………… trip. We will have to cut down on luxuries this year.
COST
4. She wasn’t very ………………… when I told her about my loss.
SYMPATHY
5. The ………………….. building was towering the park.
IMPRESS
6. She received a very …………………. pair of leg warmers as a present.
FASHION
7. We attended a …………… event at the French Institute yesterday evening.
CULTURE
8. We were walking down a …………… hill when we were attacked by a wild
beast. MUD
9. She’s not very …………; she spent so much on useless things around the
house. SENSE
10. The …………. candidates were waiting anxiously at the door.
HOPE
10. Put the adjectives in the correct order.
1. The soloist came out in a (satin/slinky/red) dress.

2. She was wearing a/an (white/silk/eye-catching) gown.
3. Everyone admired her (wavy/golden/long) hair.
46
4. The (stone/beautiful/old) cottage is going to rack and ruin.
5. They were all gathered around the (dining/marble/round) table in the living room.
11. Complete the second sentence so that its meaning is similar to the first one,
using the words in bold.
1. There is no child in Jack’s class who is as intelligent as he is. most

Jack is …………………………………..
2. Susie and I received the same number of presents. many
I received ………………………………..
3. As she gets older she becomes wiser. the
The older …………………………………
4. George isn’t such a sensitive person as his friend. less
George is …………………….
5. My car isn’t as fast as yours. than
Your ……………………..
6. George finds English easier than German. not
George thinks German …………………………..
7. The DVD player and the HiFi system have the same price. same
The DVD player costs ……………………..
Writing
12. What could they be watching tonight? Look at this extract from a TV pro-
gramme guide listing tonight’s shows and their descriptions and say what you think
the following people might decide to watch. What would you like to watch?
Sarah, 25, hairdresser, loves to have a good laugh after a long work day
David, 45, businessman, is interested in politics
Micah, 10, student, is especially fond of science
Judy, 39, housewife, likes to watch TV series
ABC1
18.30 – 19.00 An Island Parish (documentary)
Nigel Farrell and his production team have once again found a host of engaging char-
acters each of whom have a very relevant tale to tell about life on the Isles of Scilly.
19.00 – 19.30 ABC News
All the latest local and international news.
19.30 – 20.00 The 7.30 Report
The ABC’s flagship current affairs programme, presented by Chris Uhlmann. In-
depth coverage and analysis of the major daily news events - both domestic and inter-
national.
47
20.00 – 20.30 Artscape
An entertaining portrait of Jane Campion and her special qualities as a film director
as she creates her latest film, “Bright Star”.
20.30 – 21.30 Lilies (drama)
When Billy accidentally brings home an exotic snake from a trip, the house is thrown
into turmoil. Meanwhile, Dadda falls in love with a school mistress but the girls are in-
censed that he is betraying their mother’s memory.
ABC2
18.30 – 19.20 Scrapheap challenge
The Emmy nominated hit entertainment show where teams have just one day to build
incredible machines using only materials they find on the scrapheap.
19.20 – 19.30 Mr Bean
The outrageous animated antics of one of the world’s most popular and recognised
comic creations, Mr Bean. Featuring the voice of Rowan Atkinson.
19.30 – 20.00 The Reinventors
Follow Matt Hunter and Jeremy MacPherson as they dig up original patent designs
from history’s lost inventions and build them, test them and try to make them work.
20.00 – 20.30 Seinfeld (sitcom)
A woman mistakes George for her boyfriend Neil, which intrigues George.
20.30 – 21.30 Jack Osbourne: the adrenaline junkie
Adrenaline junkie Jack Osbourne takes his celebrity friends including Elijah Woods,
Harry Potter star Tom Felton, music star Craig David and model Jodie Kidd on some of
the most extreme challenges ever.
One Digital
18.30 – 19.00 Slamball
Slamball is inspired by the strategies, aesthetics and pacing of video games, where
athletes fly higher and hit harder, performing feats that are part basketball, football,
hockey and gymnastics.
19.00 – 19.30 Pro Bull Riding
Dare to enter the bullring as Aussie cowboys compete among the best of the US in
Pro Bull Riding.
19.30 – 21.30 FIFA Club World Cup
On a stunning undefeated run, Barcelona have established themselves as the world’s
best football club at the moment. Can Lionel Messi and his star studded teammates make
it official against Argentina’s Estudiantes for their first Club World Cup?
13. What kind of things do people review? Complete the list below with as many
items as you can.
- books - ……………..
48
- hotels - ……………..
- restaurants ……………..
- ………….. ……………..
14. What is the purpose of a review? Tick the right options.
- to give information about a film, a book etc.

- to persuade people to buy something
- to recommend something
- to help the reader make a choice
- to give your opinion of what you are reviewing
- to list both positive and negative aspects of what you are reviewing
15. You have seen the following advertisement in a newspaper and have decided
to write a review. Read the advertisement and answer the questions that follow.
International English Students’ Magazine
We are looking for articles on favourite CDs/DVDs around

the world. Write an article, answering these questions:
• What’s your favourite CD/DVD?
• Why do you like it?
The best reviews will be published in next month’s issue.
1. What do you have to review?

2. What is the purpose of the review?
3. What magazine will publish your article?
4. Who do you think reads this magazine?
5. Which style of writing will you use for your reader?
a) conversational style, using mostly colloquial language
b) semi-formal style with a personal tone
6. Do you think the reader will know the CD/DVD you are reviewing?
7. What basic information should you give at the beginning of your review?
16. Arrange the following adjectives according to what they can describe.
- books: ……………………………..
- characters: …………………………
- plot: ……………………………….
- atmosphere: ………………………
- performance: ……………………...
49
amusing appalling believable boring brilliant catastrophic
daring dreadful dramatic dull disappointing excellent
warm exciting fascinating fast-moving funny gripping
hilarious humorous imaginative interesting intriguing inventive
action-packed outstanding spine-chilling sophisticated superb vivid
17. Read this model review. Number the descriptions of each paragraph in the
order they appear in the text.
… Give your recommendation

… Give a more detailed description of what you are reviewing
… Say what CD/DVD you are reviewing
… State positive/negative aspects of what is being reviewed
This is the legendary Caballé Norma, a live outdoor performance filmed in the
“Théâtre Antique Orange” in Provence on July 20th 1974. Like Callas, Caballé’s live
performances frequently exceed her studio renditions of the same work: a true goddess
with a voice of an angel floating ethereally. She herself is said to regard it as her finest
recorded performance. It is musically and dramatically thrilling.
The audio was recorded in one evening and combined with video filmed during sev-
eral performances, with hardly any lip sync problems. From the first act in which she ap-
pears from the darkness, the wind blowing her gauzy blue gown, Caballé commands the
stage. Her “Casta Diva” has never sounded greater. Her coloratura in “Ah! bello a me ri-
torna” is still amazing. The “Theater Antique” is a vast amphitheatre that looks like a
cross between an old Greek amphitheatre and Petra, as there are statues and classical
style structures in the backdrop. The windy evening (pure coincidence) is actually suited
to the dramatic scenes, for example when Norma confronts Pellione and Adalgisa about
their affair and when she strikes the gong to fight against the Romans. Her final act cos-
tume – a dark gown, golden tiara, is exactly how I picture Norma. The film has been
available from a variety of sources over the years.
Patané approaches the score as if it were early Verdi. His lead and the response of all
on stage give this performance a majestic grandeur with a sustained rhythmic thrust.
Vickers is at his prime here. He did not record the role anywhere else. The other soloists
all stand out. The tension electrifies the entire performance. Even the mistral (a verita-
ble windstorm) joins in a role of its own to magnify the dramatic effect. It was later
50
imitated in other productions. There is no other Norma of this calibre. It is simply a
miracle.
This DVD of Bellini’s masterpiece should indeed be in every operaphiles’ collec-

tion. Many opera fans consider it the single most important video of a complete live per-
formance available.
18. What is the purpose of these phrases? Mark them as E for evaluating or R
for recommending.
a. I was extremely impressed by ……..

b. My overall impression was that ……..
c. I would unreservedly recommend this place ……..
d. I was rather disappointed by ………..
e. If there were any area of improvement, I would say it’s ………..
f. For any cinemagoer, this film is a must.
g. I am sure that avid readers will thoroughly enjoy ………
h. I was less happy with …………
i. While some people will love………., others may feel less happy.
j. I have no hesitation in recommending ………..
19. Your school magazine is planning on publishing reviews from students.

Write a review of the best concert you have ever been to, saying why it was so spe-
cial (150-180 words).
51
Unit 4
SURVIVE THE PRESS
Lead in
1. Read the following quotes about television and choose the one you like most.
Justify your choice.
a. It is a medium of entertainment which permits millions of people to listen to the

same joke at the same time, and yet remain lonesome. (T. S. Eliot – American-English
poet and playwright)
b. The difference between writing a book and being on television is the difference be-
tween conceiving a child and having a baby made in a test tube. (Norman Mailer – Amer-
ican writer)
c. I find television very educational. Every time someone switches it on I go into an-
other room and read a good book. (Groucho Marx – American comedian).
d. TV is chewing gum for the eyes. (Frank Lloyd Wright – American architect)
e. I hate television. I hate it as much as peanuts. But I can’t stop eating peanuts. (Orson
Welles – American film director)
f. Television is a medium. So called because it is neither rare nor well done. (Ernie
Kovacs – comedian)
g. Television is an invention that permits you to be entertained in your living room
by people you wouldn’t have in your house. (David Frost – British media personality)
2. Group the following TV programs under the appropriate heading(s).
soap operas; crime dramas; sports reports; reality TV; medical dramas; weather re-
ports; situational comedy (sitcom); horror dramas; wildlife programs; animated
shows; variety shows; detective dramas; news reports; lawyer shows; game shows;
cartoons; talk shows; westerns; travel documentaries.
popular entertainment informative educational
52
3. What types of TV shows are the following people most likely to be keen on?
Give arguments to support your opinion.
a. Maria, 41, housewife
b. Mark, 32, professor
c. Simon, 18, high-school student
d. Suzanne, 44, physician
e. Sarah, 28, flight attendant
Reading
4. Read the following text about an American TV show. The words that define this
type of show have been removed from the text. Which of the following fits all gaps?
a. soap opera
b. reality show
c. medical drama
In 2000, CBS picked up a new ………. called “Survivor.” The decision might have
had something to do with another looming writers’ strike, the success of similar shows
in Europe, or the ever-rising cost of producing sitcoms and dramas — or maybe it was
a combination of all of these things. No matter the reason, it ended up being one of the
most successful TV moves in recent history. The “Survivor” concept had been created
by British producer Charlie Parsons almost a decade earlier, but it was Mark Burnett
who brought it to American television. Burnett had unsuccessfully shopped the idea to
several networks (including CBS) before CBS picked it up.
“Survivor” assembles 16 to 20 strangers (plus host Jeff Probst, camera crews, pro-
ducers and various administrative personnel) on a remote island with little to no food or
supplies. The contestants are divided into “tribes” upon arrival, and the show revolves
around the competition created by a series of challenges. The contestants vote one per-
son off the island every week until only two remain, one of whom wins $1,000,000.
Burnett is considered by many to be the instigator of the ………… revolution, but he

continues to refer to “Survivor” as an “unscripted drama” — not necessarily a ………
….. The first season aired in the summer of 2000 and garnered one of the largest audi-
ences in CBS’s history. Other networks took note and soon, clusters of ……………
began appearing on every channel.
Some of the shows that followed in the wake of the “Survivor” success were “Big
Brother,” “The Mole,” “The Amazing Race” and “The Bachelor.”
(www.howstuffworks.com)
53
5. Read again and answer the questions:
1. What is “Survivor”?
2. What made CBS decide to introduce such a show?
3. Who brought the “Survivor” concept to American television?
4. What are the rules of the “Survivor” game?
5. What is the term Burnett uses when he refers to “Survivor”?
6. Replace the words in italics with synonyms from the text:
1. The idea that everyone should have an equal opportunity is something we

strongly believe in.
2. It took about ten years to build this church.
3. He had to reach a very distant place to complete his task.
4. The two houses were alike.
5. They have collected enough evidence to prove they were innocent.
6. That building is a bizarre mixture of architectural styles.
7. The Earth rotates at constant speed.
8. He runs a very prosperous business.
7. Read the following statements about reality television and mark them as true
(T) or false (F).
1. It usually features professional actors.

2. Documentaries are not classified as reality shows.
3. Reality shows do not use sensationalism to attract viewers.
4. Participants are usually placed in exotic locations.
5. Reality TV producers create an illusion of reality through editing and other post-
production techniques.
8. Choose the word (A, B, or C) that best fits each gap.
Everyone is unique and everybody loves something different. This applies

………….(1) people’s tastes in everything. We don’t like one ……….(2) of food, we lis-
ten to some specific music, we don’t like to wear similar clothes, we don’t even like to
talk ……….(3) others. And concerning TV shows our tastes are ………..(4) different.
Some of us like comedy shows, some of us like watching news and some of us watch
only soap operas. It all depends ………..(5) what type of personality you are, how
………….(6) time you have on your hands and what possibilities you have. Well, it’s
54
hard to even count how many types of shows (or television programmes) there are
………..(7) modern television.
Soap operas are probably the most widespread and popular types of TV shows all
………….(8) the world. They are both loved ………..(9) the audience and the TV pro-
ducers as well – the more people watch them, the ……….(10) money they’ll get. The
main feature of soap operas is of course showing the twists and turns of lives of the
…………(11) characters with lots of unexpected and interesting events.
Animated television shows, or cartoons are most loved by younger viewers. And this
is natural – just try to imagine your life without them. The world would be different now,
wouldn’t it? There are many types of animated shows and many of ……….(12) are not
even intended to be watched by children.
1 A - at B - for C - to
2 A - type B - plate C - bowl
3 A - like B - as C - alike
4 A - even B - also C - not
5 A - of B - to C - on
6 A - much B - many C - more
7 A - at B - on C - in
8 A - over B - in C - on
9 A - with B - by C - from
10 A - much B - most C - more
11 A - main B - principle C - superior
12 A - which B - them C - whom
9. Fill in the gaps with say or tell in the correct tense.
1. Susan _____________ me that she was having a great time at the party.
2. John ______________ it was a nice club, but I found it somehow ordinary.
3. Professor Wilson _____________ us about the forthcoming exam.
4. The dentist _____________ I would have to come back to have another tooth filled.
5. “I met her yesterday”, Jack _____________ Mary.
6. I _____________ goodbye to my friends and left the room.
7. “I hate this movie”, _____________ Jackie.
8. The host stood up and ____________ the guests to leave.
55
9. “I can’t ____________ the difference between those two shirts”, Andrew
_____________ his friend.
10. “It’s better not to ____________ anything than to ____________ a lie”, she whis-
pered in his ear.
10. a. You ran into Susan yesterday evening. Here are some of the things she
told you.
1. I am going to the hospital.

2. Patrick had an accident last week.
3. I haven’t seen Mary for quite a while.
4. I’ll tell Patrick I saw you.
5. I got my test results yesterday.
Later you tell a common friend what Susan said. Complete the sentences.
1. Susan said that she ______________________________ to the hospital.

2. Susan said ____________________________ the week before.
3. Susan said ____________________________ for quite a while.
4. Susan said she ______________________________ me.
5. Susan said ______________________________ before.
b. Someone tells you something that is the opposite of what they said before.
Write your answers beginning with “But you said….”
1. “I’ll be back in September.”

But you said ________________________________ .
2. “That club is very expensive.”
But you said ________________________________ .
3. “You know she doesn’t like classical music.”
But you said ________________________________ .
4. “He failed his exam.”
But you said ________________________________ .
5. “They are getting married next month.”
But you said ________________________________ .
11. Report the following questions.
1. “Where is my new CD?”, I asked my mom.

I asked _______________________________________ .
2. “Have you heard what she told the math teacher yesterday?”, Bob asked me.
Bob __________________________________________ .
56
3. “Have you had your nose pierced?”, my dad asked me.
My dad _______________________________________ .
4. “Can you guess where I’m going in August?”, she asked her friend.
She asked her friend if ______________________________________ .
5. “Will you help me with the luggage?”, Mary asked.
Mary asked _____________________________________ .
6. “Can you cook?”, she asked me.
She asked __________________________________ .
7. “Where is the concert hall?”, she asked.
She asked ___________________________________ .
8. “What do you find difficult about ballet dancing?”, he asked.
He wanted to know _________________________________.
9. “What are your plans for the holiday?”, she asked.
She asked me ___________________________________ .
10. “ Have you met any famous actors?”, she asked.
She asked me whether _______________________________.
12. Choose the correct answer.
1. They said the inspectors would arrive the following day.

a. “The inspectors will arrive tomorrow.”
b. “The inspectors arrived the following day.”
2. He said he had called Mary the day before.
a. “I called Mary yesterday”.
b. “I had called Mary yesterday.”
3. He said Susan was the best player in the team.
a. “Susan was the best player in the team.”
b. “Susan is the best player in the team.”
4. He told her she should work harder.
a. “You should work harder.”
b. “You should have worked harder.”
5. Simon said he had just arrived.
a. “I had just arrived.”
b. “I have just arrived.”
Writing
13. a. You are going to read part of an interview with pop star Nelly Furtado.
Where do you think you would most probably read such an interview? Choose from:
1. a teen magazine
2. a sports magazine
3. a cookery book
57
b. What questions would you ask a famous pop star if you had the opportunity
to interview them?
c. Use the prompts below to form questions, as in the example.
1. voice/something?/an/Do/use/your/you/you/do/play/as/instrument/or
Do you use your voice as an instrument or do you play something?
2. still/How/you/in/Toronto?/live/come
3. the/What/you/last/is/record/bought?
4. What’s/your/up/with/acting?
5. What’s/you?/most/the/thing/has/embarrassing/that/happened/ever/to
6. your/How/react/friends/did/fame?/to/your
7. you/any/in/have/favorites/Do/wardrobe?/your
8. believe/God?/Do/in/you
9. fast/Do/food?/like/you
10. career/with/interfere/school?/Did/your
d. The questions in ex. 13.c were asked by the reporter who interviewed Nelly
Furtado. Read her answers and then match them to the questions.
A. When I was 4 years old, I was rehearsing a song about rain and I had to go to the
bathroom, but I didn’t want to leave the room so I peed in my pants.
B. Yes, I grew up in a Roman Catholic family, so it was spiritual. I meditate once in
a while. Treat other people as you would like to be treated.
C. When I’m in the studio, I just write melodies, lyrics. I used to write on guitar more
often… but a lot of my songs weren’t getting better. So I just try to let other people play
guitar and I would sing on their melodies. Kind of like Anthony Kiedis and the Chili
Peppers.
D. Kim Burrell, “Everlasting Life”, which is a gospel album. I’ve been listening to
that and Mary Mary’s album that came out in 2002 — it’s called Incredible — and this
other gospel album by Donnie McClurkin. You know who recommended these gospel
CDs? I’d been meaning to get into gospel for a while and I ran — this sounds really Hol-
lywood — but I ran into Michelle from Destiny’s Child at New York Fashion Week.
We were sitting together at the Miss Sixty show. This sounds so Hollywood.
E. I enjoyed English subjects, such as creative writing and literature. My career did
not interfere with my schooling at all. I got to enjoy the complete school experience.
F. [Laughs] Nothing. The reason why I started studying acting was that I was sup-
posed to do this film in India, this Hindi film that never came to fruition. I studied for it
and I was supposed to fly to India and do it. I was taking crash courses in acting and then
I discovered I really liked it. That’s what kind of opened me up to this whole, new loose
vibe of my latest album.
58
G. I have this pair of gold/silver hoop earrings that I love to wear. My Adidas run-
ning shoes are my favourite they are so comfortable.
H. No, I am a health freak. I like tofu, soy milk, organic stuff ... but I do like Subway.
I. Because I love it. You know that Toronto is the most multicultural city in the en-
tire world. There are a hundred languages spoken in Toronto; you can be anything you
want in Toronto. You can be Jamaican, you can be East Indian. I can be Portuguese when
I feel like it [laughs].
J. My friends are great. They were extremely supportive of my work.
e. Read Nelly’s answers again and find examples of:

- sentences where part or all of the verb is missing
- chatty, conversational style
- contractions (short forms)
f. Imagine you have to write an article about Nelly Furtado for a teen magazine.
Before you start writing it, decide whether the following statements are true (T) or
false (F).
1. The profile should be very formal. ___

2. I can write in a conversational style. ___
3. I cannot use contractions (short forms). ___
4. I can use phrasal verbs. ___
5. The profile must sound academic. ___
6. I should use simple vocabulary. ___
7. I must write a new headline for each paragraph I write. ___
8. I mustn’t use idioms. ___
9. I mustn’t address the reader directly. ___
10. I must refer to Nelly as Ms Furtado. ___
g. Using the information provided by Nelly Furtado in the interview she gave,
write the article in no more than 180 words.
59
Unit 5
TASTE THE WORLD
Lead in
1. Answer the following questions about yourself.
1. What is a typical breakfast/lunch/dinner for you?

2. At what times do you usually eat your meals?
3. Do you eat fruit every day?
4. Do you like eating junk food?
5. Are you concerned about your daily calorie intake when choosing something to eat?
2. Look at the following list of food items.
dried fruit; carrots; tuna; spaghetti; beef; cucumber; sausages; mashed potatoes;
noodles; olives; hamburger; vegetable soup; lettuce; poached eggs; fried rice; broccoli;
ginger bread; kiwi; eggplant; pizza; cabbage; breaded cheese; trout; lamb; stuffed grape
leaves; sour cherries; cheeseburger.
a. Group the food items above under the appropriate heading. Add five more words
to each category.
Fruit and vegetales Meat Fast food Home-cooked meals
b. Which of the items from the list would you associate with a vegetarian?
3. Match the halves of the following sayings related to food. What does each say-
ing mean?
1. You are … a. …more than he can digest.

2. The darker the berry, … b. …spoils the lot.
3. A man must not swallow … c. …what you eat.
4. One bad apple … d. …is sauce for the gander.
5. What is sauce for the goose … e. …the sweeter the juice.
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Reading
4. Read the first paragraph of the following article. What do you think the main
topic will be? Choose from:
a. choosing the perfect fast food restaurant.
b. what being a vegetarian means to a teenage student.
c. a case of food poisoning.
Around the age of 7, I bit into a hamburger. I frowned. It was covered in my normal
toppings of mustard, ketchup and pickles, but something was off. The texture was
strange; I stopped eating it. It would be the last hamburger I would ever eat. What had
once been delicious and juicy was now unappetizing and inedible.
Now read the rest of the article to see if you were right.
For me, it was the texture of meat that turned me off and made me become a vege-
tarian. Whether chicken, fish, or steak, I could not stand the feeling of it in my mouth.
When my 7-year-old self decided to never eat another hamburger again, I never
dreamed of becoming a fully-fledged vegetarian whose favorite food is tofu, and I cer-
tainly never imagined the difficulties of being a herbivore in the carnivore world.
It makes everything a little trickier. When I go camping with friends, I have to bring
my own meals because everyone else is eating hamburgers and hot dogs, not couscous
and tabouli salad.
My diet has led to a general dread of new restaurants. Menus are risky business. Will
there be any entrées to suit me? I am used to constantly ordering salad, but would it kill
restaurants to have other entrees for vegetarians? I hate asking for my entrée served with-
out meat, I seem difficult and picky, and servers are confused by my request.
The school cafeteria is the worst. Sure, every day it faithfully serves salads, but they
all have meat except for the appropriately named veggie salad. So I began packing my
own lunches. This drew my friends’ intrigue. They normally want to try my food. When
they don’t like it, I have to listen to them question my taste buds.
My friends just tease me, but other people seem set on changing my eating habits
and poking fun at my unique dishes. My brother says one of the soups I make smells like
dirty feet cooked in a dumpster. If I had a quarter for every time someone dramatically
proclaims, “I would die without meat!” or “You can’t live off salad,” I would be rich.
Being a vegetarian makes the food I eat different. Whenever something is different,
people will question it. So I have to deal with the questions, the judging. But in the end,
it’s part of what makes me, me. So I take it all with a smile. I answer the questions po-
litely and I accept that what I am is different. In the end, I can sleep at night because deep
down I know: Tofu just tastes better.
by Tessa Speicher
(www.readingeagle.com)
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1. Tessa hasn’t eaten a hamburger since she was 7.
2. Tessa’s favorite food is veggie salad.
3. Entrées in new restaurants always please Tessa.
4. The school cafeteria serves salads every day.
5. Tessa’s packed lunches consist of broccoli salad.
6. Tessa’s brother is also a vegetarian.
7. Tessa became a vegetarian when she was 8.
6. Match the words to their definitions and use them in sentences of your own.
1. frown (verb) a. vegetables or fruit preserved in vinegar or salt water
2. pickles b. difficult to please
3. inedible c. fear of something that may happen in the future
4. full-fledged d. the main course of a meal
5. couscous e. not suitable to be eaten
6. dread (noun) f. any of the small cells on the tongue by which flavors in food
and drink are recognized
7. entrée g. a North African dish consisting of pasta steamed with a meat
and vegetable stew.
8. picky h. completely developed or established
9. taste bud i. show anger, worry or deep thought by bringing the eyebrows
together and making lines in the skin on the forehead
10. dumpster j. a large metal container used for waste in the US
7. Complete the dialogue. Choose the exchanges from the box. There is one line
you don’t need.
• Yes. I’ll have the eggplant gratin with stuffed sweet potatoes.
• Would you like extra cheese with that, sir?
• May I take your order?
• Sparkling water, please.
• Would you like to see the wine list?
62
Waiter: __________________________________________ .
Customer: Not yet. I need a few more minutes.
Waiter: What would you like to drink?
Customer: __________________________________________ .
Waiter: ____________________________________________ .
Customer: No, thanks. I’ll just have water for now.
Waiter: Very well, sir.
(a little later)
Waiter: Are you ready to order?
Customer: __________________________________________ .
Waiter: Very well, sir.
8. Complete the table. The first line has been completed for you.
MALE FEMALE YOUNG

stallion mare filly/colt
cow calf
gander
goat
sow
bitch
drake
cock chicken
lamb
9. Mark the following dishes as appetizers (A), main courses (MC), or desserts (D).
tuna casserole with noodles;

lemon cheesecake;
shrimp dip;
breaded cheese;
creamy broccoli pasta;
muffins;
stuffed mushrooms;
sesame chicken wings;
Mexican chicken with rice;
spicy cheese dip;
apple crumble;
63
pork chops with apple stuffing;
pineapple cheese ball;
pudding;
hot cheese fondu.
10. Fill in the gaps with ONE word only.
With obesity on the rise in the United States, and chemicals polluting our foods, many
people are turning ___________(1) a vegetarian lifestyle as _________(2) alternative
to eating meat. Every vegetarian has a different reason they choose this lifestyle – some
do it for health, ___________ (3)don’t like meat and some people don’t like how animals
in the slaughterhouse ________(4) treated before they are somebody’s dinner. There are
also different levels of vegetarians - some people only deny themselves red meat
________(5) vegans refuse to eat anything ________ (6)comes from an animal, includ-
ing milk and eggs. Whatever the reason ________ (7)be, there are many advantages to
giving _________ (8)meat.
One big advantage to turning vegetarian is you lower your risk _________(9) lung
and colon cancer and could help prevent Type 2 diabetes ________(10) forming. That’s
because a diet rich _________ (11)fruit and vegetables helps ward off these diseases.
Vegetarians have also been found to have lower blood pressure ________ (12)animal
eaters.
11. Choose the correct form.
1. Can you give me a hand with the luggage/luggages?

2. I need to write something down. Do you have a paper/some paper?
3. She’s got very beautiful hair/a very beautiful hair.
4. I was wondering if you could give me an advice/some advice.
5. The news are/is not too good, I’m afraid.
6. Mathematics are/is not my favorite school subject.
7. The weather was/were wonderful during our two-week stay in Brussels.
8. Five years is/are a long time to be away from your family.
9. Measles are/is one of the serious illnesses you are likely to develop in your early
childhood.
10. Ten dollars is/are not enough to buy that dictionary.
12. Put in a/an/the or nothing (–).
1. I had _______________ egg and _____________ toast for breakfast this morning.
2. I wanted something to read so I bought _______________ paper and ___________
magazine.
64
3. _____________ children all over the world are crazy about the new Disney film.
4. I need _______________ assistant to help me with the job.
5. I had ______________ drink right before I left _______________ apartment.
13. Correct the mistakes.
1. Thank you for the advices you gave me; they really helped.
2. Checkers are a game I like playing with my friends on Saturdays.
3. The plane is the safest mean of transport.
4. A serie of events in the book led to an unexpected denouement.
5. Who on earth gave you these informations?
Writing
14. Read the extract from a review of a Malaysian restaurant and match each
paragraph (A-F) to a heading (1-6).
1. Atmosphere
2. Décor
3. Food
4. Drinks
5. Where is it?
6. Service
A. Bijan Bar & Restaurant is located on Jalan Ceylon, next to Nero Vivo, the only
other restaurant on the same road. Further down the road is Changkat Bukit Bintang, a
trendy strip of upmarket restaurants and nightspots.
B. Batik features strongly in the restaurant’s décor, with batik wall hangings and
batik-covered menus. Plenty of natural materials are used, such as wood and bamboo,
lending an organic feel to the interior. A large chalk board is placed near the entrance,
highlighting the restaurant’s specials and promotions, and a sizeable bar occupies a cor-
ner, serving a good selection of alcoholic and non-alcoholic beverages. Just outside, at-
tached to the main dining area, is an al fresco dining section with wooden decking and
banana trees lining one side.
C. Warm and cosy, Bijan’s interior feels more like somebody’s home rather than a
city restaurant. The lush surrounding foliage and its secluded location make you feel cut
off from the rest of the world; it is easy to forget that you’re actually dining somewhere
in the middle of the city. During the evening, the place gets decidedly romantic with
subdued lighting and tea lights placed on the tables. The restaurant is a favourite with cor-
porate clients, and is busiest during dinnertime on weekdays.
65
D. A good selection of red and white wine from France, Spain, Australia, Italy, South
Africa and New Zealand are available. Other drinks available include martinis, sparkling
wines, champagnes, dessert wines and fortified wines, as well as a collection of classic
and signature cocktails and mocktails (non-alcoholic cocktails).
E. We start with Bijan’s appetizer platter, comprising beef and chicken satay, cucur
udang (deep-fried prawn fritters), tauhu sumbat (fried stuffed tofu cakes) and popiah
goreng (fried stuffed spring rolls), served with spicy peanut sauce and hot chili sauce. For
mains, we are served Bijan’s signature dish, rusuk panggang (tender chunks of grilled
short ribs marinated in dark soy sauce), and a variety of ulam (raw plant shoots and
herbs) with sambal belacan (hot and spicy sauce made from chilies and shrimp paste).
We finish off our meals with some homemade ice cream, a smooth and creamy co-
conut crème caramel and the heavenly chocolate durian cake as desserts.
F. Like the food, Bijan’s service doesn’t disappoint. Staff members are friendly and
attentive, and go out of their way to make us feel welcome – demonstrating true
Malaysian hospitality. Even the large group of diners seated behind our table is attended
to promptly, with no noticeably long wait.
15. a. Next to each adjective below write at least three more which have a simi-
lar meaning.
good
bad
clever
happy
beautiful
big
b. Now find in the text adjectives which make the description more interesting.
16. a. Make pairs of opposites, matching the two columns.
1. creative a. cheap
2. hilarious b. ordinary
3. expensive c. unimaginative
4. sophisticated d. dried-up
5. outstanding e. superb
6. roomy f. dull
7. overcooked g. off the beaten track
8. succulent h. rude
9. fresh i. filthy
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10. disappointing j. plain
11. friendly k. cramped
12. immaculate l. warm
13. chilly m. stale
14. impersonal n. cosy
15. central o. raw
b. Arrange the pairs above according to what they can describe, as far as possible.
Size: ……………………………………
Price: …………………………………..
Service/Staff: …………………………
Location: ………………………………
Atmosphere: …………………………...
Food: …………………………………..
17. a. Imagine you have to write a description of a place you enjoyed visiting. De-
cide whether the following statements are right (R) or wrong (W).
1. I should use present tenses when describing the place.

2. I shouldn’t use opinion adjectives.
3. I should use verbs of the senses (smell, hear, see, taste, touch).
4. Using narrative techniques to start and finish my descriptive composition will make
it more vivid.
5. I should use a wide variety of adjectives and adverbs to make my description more
interesting.
b. Now write the description, mentioning:
• size
• location
• type of dishes
• prices
• staff and service
• atmosphere
Write between 150 and 180 words.
67
Unit 6
KNOW YOUR RIGHTS!
Lead in
1. Read the following quotes. What do they have in common?
“I know but one freedom and that is the freedom of the mind.” (Antoine de Saint-
Exupéry)
“Freedom in general may be defined as the absence of obstacles to the realization of
desires”. (Bertrand Russell)
“While we are free to choose our actions, we are not free to choose the consequences
of our actions.” (Stephen R. Covey)
“Freedom is not worth having if it does not include the freedom to make mistakes.”
(Mahatma Gandhi)
“You can only protect your liberties in this world by protecting the other man’s free-
dom. You can only be free if I am free.” (Clarence Darrow)
2. Do you agree or disagree with the ideas the quotes put forward? Give your
own definition of freedom.
3. All human beings are granted inalienable rights and freedoms through the
Universal Declaration of Human Rights. Do you know yours? Complete this list
with as many as you can think of.
- the right to life, liberty and security of person - ……………….

- the right to work - ……………….
- ……………….. - ……………….
4. Consider the three situations below. What right/freedom has been violated in
each case?
a. Kazakhstan: a Muslim secondary school teacher has been forbidden to wear a hijab
(the headscarf worn by Muslim women, sometimes including a veil that covers the face
except for the eyes) to school.
b. China: the one-child policy, also called the population control policy by the au-
thorities, officially restricts the number of children married urban couples can have to
one; this policy has led to an increased number of abortions and female infanticide.
68
c. Gaza Strip: Israeli forces have continued to impose a tightened siege on the Occu-
pied Palestinian Territory and imposed severe restrictions on the movement of Palestin-
ian civilians in the Gaza Strip and the West Bank, including occupied East Jerusalem.
Reading
5. Read the following text and decide which of the articles from the Declaration
of Human Rights the text refers to. Choose from:
a. Everyone has the right to life, liberty and security of person. (Article 3)
b. Everyone has the right to own property alone as well as in association with others.
(Article 17)
c. Everyone has the right to freedom of opinion and expression; this right includes
freedom to hold opinions without interference and to seek, receive and impart informa-
tion and ideas through any media and regardless of frontiers. (Article 19)
A gagging order backfires
This week a national newspaper ran a fascinating story about absolutely nothing. The
Guardian reported on its front page on October 13th that a question had been tabled by
an MP in Parliament, but that the newspaper could not reveal “who has asked the ques-
tion, what the question is, which minister might answer it, or where the question is to be
found”. The reason, it explained no less cryptically, was that “legal obstacles, which
cannot be identified, involve proceedings, which cannot be mentioned, on behalf of a
client who must remain secret”.
The twisted language was the result of a “super-injunction”, an increasingly common
form of gagging order that forbids the media not only from reporting certain information,
but also from reporting that they have been forbidden from reporting it. The gag in ques-
tion was granted last month at the request of Trafigura, an oil firm, to prevent publication
of the details of a report related to the dumping of toxic waste in Côte d’Ivoire. Trafigura’s
lawyers at Carter-Ruck, a firm that specialises in shutting up newspapers, warned “the
Guardian” that mentioning the injunction would place it in contempt of court, even after
it was referred to on October 12th in Parliament. Yet proceedings in both Houses have
long been reported under privilege — that is, without fear of prosecution for contempt.
Minutes after the Guardian’s abridged article was published online, internet investi-
gators found the censored material on the Parliament website and published it on their
blogs and in their tweets. By lunchtime, shortly before several newspapers were due to
challenge its position in a High Court hearing, Carter-Ruck lifted its opposition. The
firm and its client were left to observe an example of what bloggers call the “Streisand
effect”, a phenomenon named after the unfortunate singer whose efforts to block publi-
cation of an embarrassing photograph served to spread it around the Internet at once.
69
The web is creating awkward leaks in the gagging orders issued by English courts.
Bloggers are too numerous and too poor to be sued, and many of the servers that host
their unfounded musings are based outside England and Wales, and are therefore be-
yond the reach of English courts.
Britain’s libel laws are also under pressure from foreign governments, which are
growing frustrated with London’s role as a “libel-tourism” destination. English libel law
goes easy on the claimant, assuming that material written about him is false unless the
defendant can prove otherwise, the reverse of the position in America. Nor need
claimants prove actual damages: potential damage is enough.
These days judges lean towards granting pre-emptive injunctions before publication
rather than forcing plaintiffs to sue after the story has come out, notes Padraig Reidy of
the Index on Censorship, a freedom-of-expression outfit. “The concept of ‘publish and be
damned’ doesn’t hold much sway in the Royal Courts of Justice at the moment,” he says.
(from The Economist print edition, “Press Freedom and the Internet”,
October 15th 2009)
6. Read the text again. Which of these is not mentioned?
- censorship of press
- libel laws in Britain
- attempts to block publication of a document
- British and American approaches to legal settlement of libel cases
- trial proceedings
7. Answer these questions about the text.
How was censorship of the report explained?

What is ‘a gagging order’?
Who tried to prevent publication of certain details of the report?
What was the report about?
What is the “Streisand effect”?
Why are bloggers difficult to be sued for libel?
Why are Britain’s libel laws under pressure from foreign government?
8. Choose the most appropriate meaning (A, B, or C) for the underlined words.
1. a question had been tabled by an MP:

a) suggested formally to be discussed in a meeting
b) served for dinner
c) postponed for discussion
70
2. explained no less cryptically:
a) in an easy to understand way
b) in a mysterious, indirect way
c) in a direct way
3. on behalf of a client:
a) instead of the client
b) in order to help a client
c) in order to disclose a client
4. an increasingly common form of gagging order:

a) an order from authorities forbidding people from expressing their opinions
freely
b) an order from press moguls stopping reporters from libelling
c) an order from a judge stopping reporters from talking or writing about a case
that has not yet been decided
5. at the request of:

a) a piece of music that you ask a musician or a dj to play
b) on order from the court
c) an act of asking for something in a polite or formal way
6. fear of prosecution for contempt (of court):

a) the crime of not doing what a judge in a court of law has ordered you to do
b) a feeling that someone or something is unimportant and deserves no respect
c) a failure to show appropriate respect for something that other people consider
to be important
7. the web is creating awkward leaks in the gagging orders:

a) the loss of current from a conductor
b) a disclosure of secret, especially official, information
c) an unintended hole through which liquid/gas enters or escapes
8. host their unfounded musings:

a) contemplation, reflections
b) reports
c) inventions
9. Britain’s libel laws:

a) the illegal act of plagiarising
b) the illegal act of mugging somebody in the street
c) the illegal act of writing things about someone that are not true
71
10. the concept doesn’t hold much sway:
a) doesn’t help judges to form an opinion
b) doesn’t influence judges’ decisions
c) doesn’t prevent judges from making decisions
9. a) Match the crimes on the left with their definitions on the right.
1. libel a. leaving litter in a place

2. kidnapping b. the illegal act of writing things about someone that are not true
3. trespassing c. destroying public property
4. vandalism d. the illegal act of taking somebody away and making them prisoner
5. fraud e. going into a place without the owner’s permission
6. mugging f. robbing somebody in the street
7. littering g. the crime of obtaining money from someone by tricking them
b) Say how serious each crime above is and what punishment you think is fit in
each case.
10. Mark the sentences T for true, or F for false.
1. The modal verbs are can, could, may, might, will, would, shall, should,
must. ___
2. After modal verbs we use the infinitive without to. ___
3. Modal verbs add -s after he/she/it. ___
4. Modal verbs don’t have past, perfect, future or participle forms. We use other
verbs/expressions with similar meanings instead. ___
5. We use can and could to express ability. ___
6. We use either could or was/were able to for general ability in the past, while for
a single completed action we can only use was/were able to. ___
7. In order to express permission we use must and have to. ___
8. We use don’t have to for lack of ability. ___
9. We use should/shouldn’t or ought (not) to to give advice or make recommenda-
tions. ___
10. We use will to express permission. ___
11. Underline the correct modal verb.
1. Excuse me, will/may I take a photo of your garden?
72
2. You don’t have to/mustn’t buy any equipment to go walking.
3. Birds might/can fly.
4. You can’t/couldn’t smoke in the library. It’s a non-smoking area.
5. I really might/must go, it’s late and I have an early meeting tomorrow.
6. Will/Might you do me a favour?
7. You had better not/could not be late.
8. You might have known/should have known better than lying to her.
9. The key shouldn’t/won’t work; I cannot unlock the door.
10. We might not/could not see you next week.
12. Complete the second sentence so that it means the same as the first, using the
word in bold.
1. You can’t park in front of the airport. allowed

You ………………………………………………………
2. In spite of the strong currents, I managed to cross the river. was
In spite of the strong currents, I ……………………………………
3. I think you should really see a doctor about that rash. had
You ……………………………………………
4. We hurried but it wasn’t necessary. needn’t
We ………………………………………………
5. We’re going to be late, it’s not a good idea to stop for a coffee now. should
We’re going to be late, we ………………………………
6. It’s important that you shouldn’t tell him the news. must
You …………………………………….
7. It’s impossible for Lisa to have borrowed my camera; she’s got a
camera of her own. could
Lisa ………………………………………………………
8. You are required to wear a helmet while riding a motorbike. have
You ………………………………………………………
9. It’s really important that I see you right away. got
I’ve ………………………………………………
10. You should get some details from the website. ought
You ………………………………………
13. Arrange the following modal expressions under the correct heading.
highly likely to; bound/certain/sure to; I wouldn’t bet; the chances/odds are; not stand
a chance; highly unlikely to; there’s every chance/likelihood of; the prospects of … are
slim; the odds are against; there’s a strong/distinct possibility; maybe/conceivably/
73
presumably; in all probability; there’s very little/no chance; there’s a slim possibility;
doubtless/no doubt; hopes are fading
DEGREES OF CERTAINTY IMPROBABILITY
Writing
14. Read the following task, then decide if the statements that follow are true or
false.
You have recently attended a lecture on the position of women in today’s society and
discrimination between the sexes. As a follow up, your teacher has asked you to write
an essay giving your opinion as to whether there is still a great deal of sexual discrimi-
nation in our society. Write your essay in about 200 words.
1. You are required to write an opinion essay. ___

2. The style of language your reader will expect is quite formal. ___
3. You need to use an article format. ___
4. The purpose of your essay is to complain about sexual discrimination. ___
5. You need to bring arguments supported by examples, justifications or explanations
to justify your opinion. ___
15. The introductory paragraph of an essay often begins with a topic sentence,
which is illustrated in the sentences that follow. Which of the phrases below is not
appropriate for opening an essay?
a. It is often argued/said that …

b. Many people are becoming aware of …
c. While most people these days believe that …., it is a fact that …
d. Taking everything into consideration, I would say that …
74
e. Recently we have all become concerned about …
f. Over the past few years, it seems that …
16. The phrases below are used to give personal opinions. Tick the ones that are
appropriate for a formal essay.
a. Personally, I feel that …

b. I tend to think that …
c. I strongly believe that
d. You have to be crazy to believe that
e. It would seem fair to say that …
f. It’s stupid to say that …
g. I am inclined to believe …
h. It is my firm belief …
i. I bet …
j. I would argue that …
k. I am in favour/against …
17. Read the essay a student wrote and fill in the paragraph plan that follows.
It is a fact that, over the centuries, women have been looked down on, being denied
a number of rights such as the right to education, the right to vote, or the right to own a
property. It would seem fair to say that the situation has changed. Education is available
to both genders, voting as well. To my mind, in spite of the fact that some women oc-
cupy important positions in corporations or politics, sexual discrimination still exists.
To begin with, it seems to me that women nowadays do not enjoy equal opportuni-
ties as far as careers are concerned. Undoubtedly, men are preferred in top executive po-
sitions, being considered more decisive, authoritative and able than women. Women, on
the other hand, are somewhat limited to jobs that involve educating, nurturing and at-
tending children.
Secondly, women are somehow forced by society to choose between having a job
and having a family. Rarely can a successful career woman take pride in having a “home,
sweet home” and a happy family. Women who do choose, however, to have both a job
and a family find it difficult to cope with both and more often than not end up either not
paying enough attention to their families once they are in the rat race or doing their jobs
unsatisfactorily.
Other people might say that the Human Rights movements of the 1970’s managed to
earn women equal rights to men, which would mean that there is nothing to stop women
from achieving whatever they set out to do. However, it is my firm belief that there is a
lot of pressure on women, which forces them to give up some of their goals.
On balance, I would argue that, even if mentalities have changed, women are still
disregarded. To my mind, men who consider women their equals are scarce, and until
75
their opinions are not shared by the majority of people, the fair gender will still be looked
down on and discriminated against.
Paragraph plan
Introduction – paragraph 1: stating the topic, giving personal opinion
Main body – paragraph 2: …………………………
– paragraph 3: …………………………
– paragraph 4: …………………………
Conclusion: – paragraph 5: …………………………
18. In what ways is an essay different from an article? Tick the right column.
ESSAY ARTICLE
Sentences tend to be long and complex.
The writer addresses the reader directly.
The style is formal and the tone is serious.
The tone is lively and chatty.
There are a number of rhetorical questions.
There is a title.
Some verbs are in the imperative.
19. Choose one of the quotations in exercise 1. and write an essay giving your
opinion on it. Write your essay in about 200 words.
76
Unit 7
ON THE MOVE
Lead in
1. These people left their countries. Identify the problem that forced them to leave.
A: Hi. My name is Peng and I left China two years ago. I worked as a waiter in my
native country and my dream was to start my own business. Conditions at home left lit-
tle hope for my dream so I decided to try my luck elsewhere. I’ve been living in the
States for nearly two years now and I still haven’t realized my goal. But I believe I’m
slowly getting there.
B: My name is Osman. I was born in Kosovo in a Muslim family. When I was 25, my
family was killed in our house by Serbian troops and I was beaten up in a riot broken out
in a mosque. When I got home I found my three-year-old sister, the only survivor, and
we fled to Slovenia.
C: Hi. I’m Bahiya and I moved to the UK when I was 9. I remember how excited I
was when I arrived in London. I had never seen high-rise buildings before and the fast
pace of such a city really amazed me. My parents brought us (me and my brother) to
Europe because they wanted better things for the whole family.
2. What is the difference between emigration and immigration? Read the two
definitions and match them to the two terms.
a. the process in which people enter a country in order to live there permanently.
b. the process in which people leave their country in order to live in another country.
Reading
3. Read the text, ignoring the gaps for now, and choose the best title:
a. Fail the test, and you’re out of here!

b. Pass the test, Dutch authorities tell immigrants.
c. No more room for immigrants.
A draconian new law is expected to force immigrants to the Netherlands to sit a tough
exam on Dutch history, geography and culture or face heavy fines. The rules, drafted by
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the country’s hard-line immigration minister, “Iron Rita” Verdonk, and likely to be ap-
proved this autumn, will set a challenge for up to half a million mainly Muslim immi-
grants, including some who have lived in Holland for 30 years.
The legislation, which is due to come into force on January 1 next year, requires im-
migrants to attend 600 hours of coursework before being tested. ______________(1)
The cost of sitting the course and taking the exam will be £4,000 per person, although
local authorities will pay most of the fees. The measure is a further signal that Holland,
once one of Europe’s most tolerant countries, has become the toughest point of entry for
foreigners after a raft of restrictions in the past few years.
The questions will be far tougher than the British test, Life in the UK, which was in-
troduced for new citizens last November and poses simple queries such as “What are
MPs?” Candidates in the Netherlands will be asked about the intricacies of Dutch ship-
ping history and the country’s constitution. Questions will be asked about its harbours,
dykes and churches. ______________(2) Andre Krouwel, an immigration expert from
the Free University of Amsterdam, said that many of his own students would be unable
to explain the influence of shipping history and colonialism on today’s Holland — yet
both subjects will be compulsory.
Much of the coursework will have moral overtones, explaining liberal Dutch views
on homosexuality, abortion and euthanasia. Candidates will also be assessed on a series
of role plays, including how to open a bank account. ______________(3) Famile Ar-
slan, 34, an immigration lawyer of Turkish descent, said the crackdowns were dividing
society between westerners and non-westerners, Muslim and non-Muslim. “I don’t feel
welcome here any more,” she said.
Verdonk’s bold approach has struck a chord with many Dutch people who feel that as a
small country of 16 million with more than 1.5 million immigrants they have been too soft.
______________(4) Geert Wilders, a right-wing politician who has received death
threats after criticizing Islam, said all immigration should be stopped until the problem
of integration had been resolved.
(www.timesonline.co.uk)
4. Now fill in the gaps with the missing sentences. Choose from:
A. The candidates will also have to show an understanding of historical sensitivities

in Dutch society, including attitudes towards anti-Semitism and the Second World War.
B. A poll earlier this month found that 63% of Dutch people believed that Islam was
incompatible with modern life and one in 10 openly admitted to being racist.
C. Many would-be immigrants are being asked to watch a teaching video with
provocative shots of gay men kissing and a topless woman on a beach to introduce them
to Dutch lifestyles.
D. Failure to attend the course or pass the exam within five years will trigger an an-
nual fine of almost £700, cuts in benefits or the termination of a residence permit.
78
5. Read the sentences and choose A for Right, B for Wrong and C for Doesn’t
Say.
1. Immigrants to the Netherlands will have to take an exam on Dutch history, geog-
raphy and culture.
2. Immigrants will have to take almost 600 tests in the course of ten years.
3. Women are more likely to pass the exams.
4. Immigrants will have to pay the 4,000-pound cost of sitting the course.
5. The exam will consist of a set of very simple questions.
6. The Dutch have liberal views on homosexuality, abortion and euthanasia.
7. It is easy to obtain work permits in the Netherlands.
6. Match the words on the left to their definitions.
1. draconian a. an attitude or an emotion that is suggested and is not expressed

in a direct way
2. fine (noun) b. extremely harsh and severe
3. trigger c. the process of questioning people who are representative of a
(verb) larger group in order to get information about the general opinion
4. query d. a question asking for information or expressing a doubt about
something
5. intricacy e. a sum of money that must be paid as punishment for breaking
the law
6. dyke f. a person’s family origins
7. overtone g. to make something happen suddenly
8. descent h. severe action taken to restrict the activities of criminals or of
people opposed to authorities
9. crackdown i. a long thick wall that is built to stop water from flooding onto a
low area of land
10. poll j. the complicated part or details of something
79
7. Complete the gaps with one of the words in the box in the right form (singu-
lar or plural):
A.
rule law restriction regulation
1. It is against the ___________________ to destroy benches in the park.

2. Before rules and _____________________ were introduced, doing this sport was
really dangerous.
3. I don’t know the _________________ of this game.
4. There are ________________ on what you can carry in your hand luggage.
B.
foreigner immigrant alien expatriate
1. ________________ are usually underpaid in this part of Europe.

2. Patty is spending her summer in Barcelona, attending a language course for
________________ .
3. Paris has a large population of American ___________________ .
4. Having left London two years before, he felt like a(n) _______________ in New
York.
C.
exam test quiz assessment
1. We were given a pop ______________ at the beginning of the class.

2. I sat all my final _______________ last autumn.
3. Teachers in this school use continuous _________________ because it best re-
flects students’ progress.
4. I only made one mistake in the spelling __________________ .
8. Think of one word which can be used appropriately in both sentences.
a. 1. It was a very ………….. decision, but we had to sell the house.

2. The new president promises to be …………….. on corruption.
b. 1. She thought of the new role as a big …………….. .

2. Let’s race to that fence; will you take up the ……………. ?
80
c. 1. This is only a temporary …………….. to prevent unemployment.
2. The tests are not an accurate ………………… of performance.
d. 1. ……………… in the competition is open to anyone in this school.
2. There’s no dictionary ……………….for the word “juggernaut”.
e. 1. The dog’s fur is very …………… .
2. She spoke in a very …………… voice, almost whispering.
9. Choose the word (A, B, or C) that best fits each gap.

Living away from your country can be a really interesting and unforgettable experi-
ence, but _______(1) the same time it has very important effects ________(2) one’s life.
The major effect, and _________(3) a very common one, is that once you start a regu-
lar life ________(4) from home, you miss everything. This fact doesn’t mean that you
are unhappy _________(5) that you are aware of being on your own. Missing your fam-
ily and the _________(6) they all paid to you is a very usual thing to do. Little details
_________(7) sitting on a Sunday morning watching TV alone _______(8) of helping
your dad organizing his things or having a nice chat with your mom makes you realize
________(9) valuable your family really is. It is also completely acceptable to miss all
the facilities you _________(10) to have back at home, like your house, your car, your
bed, and your bathroom. It’s obvious then that you have started to appreciate everything
you had back where you belong.
1 A - for B - at C - in
2 A - on B - for C - in
3 A - still B - too C - also
4 A - away B - close C - apart
5 A - so B - because C - but
6 A - tribute B - attention C - respect
7 A - like B - as C - alike
8 A - regardless B - despite C - instead
9 A - how B - what C - however
10 A - use B - were C - used
10. Complete the sentences with the correct passive form of the verbs in brackets.
1. Her new CD will not …………………(release) until March.
81
2. In your opinion, how much money should ……………… (spend) on the military?
3. If you saw her right here, would you …………….(surprise)?
4. Your luggage will …………….(check) by a security officer.
5. A decision will …………….(make) as soon as possible.
11. Read the sentence and write a new sentence with the same meaning. Begin
as shown.
1. They have already reached a decision.

A decision …………………………………
2. We will send you the results as soon as possible.
You …………………………………………
3. They didn’t tell me to leave.
I ………………………………………………
4. The nanny is looking after the children.
The children…………………………………
5. You must add sugar to the cake.
Sugar …………………………………………
6. Dostoevsky wrote “Crime and Punishment”.
“Crime and Punishment”…………………….
7. They were painting the house when I called this morning.
The house ……………………………………
8. They warned us not to go outside.
We……………………………………………
9. One of her fans sent her a bouquet of roses.
She ……………………………………………
10. I think they should have given Tom the award.
I think Tom should ……………………………
12. Fill in the gaps with by or with.
1. The room is packed …….. people.

2. The cake was made …….. Andrew’s wife.
3. He was fired …….. his employer.
4. The poor woman was killed …….. a knife.
5. The shoplifters were seen ……… the security guard.
13. Complete the sentences with an appropriate form of have something done
and the words in brackets, as in the example:
e.g. I went to the dentist (tooth/fill).

I went to the dentist to have my tooth filled.
82
1. I went to the tailor ……………… (suit/make) for the wedding.
2. I need to change my passport so I need to ……………… (picture/take).
3. I’m going to a job interview so I need to ………………… (hair/cut).
4. Could you make an appointment at the beautician for me ……………… (nails/do).
5. I ……………………… (handbag/steal) yesterday as I was getting out of a shop.
14. Each of the following sentences contains an extra word. Cross it out.
1. I was being given the present yesterday evening.
2. Did you have had the pizza delivered to your house?
3. They were caught to cheating in the exam.
4. She has just been being taken to the hospital after losing consciousness in the street.
5. The car was disappeared from the parking lot.
Writing
15. a. Read the following task and decide what type of essay you are required to
write.
Your teacher has asked you to write an essay discussing the positive and the nega-
tive aspects of studying abroad. Write about 200 words.
You must write:
a. an opinion essay
b. a “for and against” essay
c. a reflective essay
b. Choose the best answer:

1. Which style of writing will you use?
a. formal
b. semi-formal
c. informal
2. How should you begin each paragraph of the main body?
a. with an example
b. with a topic sentence
c. with a personal opinion
3. Which of the following outlines is the most appropriate?
a.
1. Introduction
2. Personal opinion
3. Positive and negative aspects of studying abroad
4. Conclusion
83
b.
1. Introduction
2. Positive aspects of studying abroad
3. Negative aspects of studying abroad
4. Conclusion
c.
1. Introduction
2. Positive and negative aspects of studying abroad
3. Personal opinion
4. Conclusion
c. Arrange the following connecting words and phrases under the correct heading.
to sum up; one major advantage/disadvantage of; in particular; it can be argued

that; besides; one can argue that; in addition to; for example; one point of view in
favour of/against; even though; secondly; as was previously stated; for instance; apart
from this; first of all; on the other hand; taking everything into account; however;
firstly; a further advantage; nevertheless; on the whole; to start with; all things con-
sidered; not to mention the fact that; above all; especially; all in all; last but not least;
in spite of; also.
to introduce to list to add further to make to introduce to conclude

points points points to the same contrasting examples
topic points
d. Use the plan below to write your essay in about 200 words.
PLAN
1. Introductory paragraph (Paragraph 1)

- state the topic (do not give your opinion)
84
2. Main body
a. Paragraph 2
- positive aspects of studying abroad
b. Paragraph 3
- negative aspects of studying abroad
3. Conclusion (Paragraph 4)
- either give your opinion or summarize the main points
85
Unit 8
THE LAB OF LIFE
Lead in
1. Match the sentence halves. What is the common topic of the sentences?
a. Science... never solves a problem 1. observations force us to alter our pre-

conceptions.
b. The art and science of asking ques- 2. if one does not have to earn one’s liv-
tions is ing at it.
c. Science progresses best when 3. without creating ten more.
d. Science is a wonderful thing 4. if you take it from another person’s
plate.
e. The important thing in science is not 5. philosophy is what you don’t know.
so much to obtain new facts
f. It is a scientific fact that your body 6. the source of all knowledge.
will not absorb cholesterol
g. Science is what you know; 7. as to discover new ways of thinking
about them.
2. Complete the table below with what the science studies and the name of the
people involved, as in the example.
Science What it studies Scientist

Physics fundamental forces (such as light, heat etc.) physicist
Astronomy
Chemistry
Zoology
Mathematics
Botany
Geography
Genetics
History
Anatomy
Statistics
86
3. Why not try a fun science experiment? All you need is:
* A clear drinking glass

* 1/4 cup vegetable oil
* 1 teaspoon salt
* Water
* Food colouring (optional)
Now order the steps of the experiment.
Now the fun part: Sprinkle the salt on top of the oil. ___
If you liked that, add another teaspoon of salt to keep the effect going. ___
Add about 5 drops of food colouring - I like red for the lava look. ___
Fill the glass about 3/4 full of water. ___
Watch blobs of lava move up and down in your glass! ___
Slowly pour the vegetable oil into the glass. See how the oil floats on top – cool huh?
It gets better. ___
What name would you give to the experiment?

a. Fantastic foamy cup
b. Make plastic milk in a cup
c. Make lava in a cup
Reading
4. Read the text. Explain the links between the following:

a. solar twins – chemical signatures – intact positions
b. original cluster – some 300 light-years – about 50 siblings
c. Simon Portegies Zwart – University of Amsterdam – the sun’s relatives
For decades astronomers have been on the hunt for so-called “solar twins” — stars
with the same ages, masses, temperatures, luminosities and chemical abundances as our
own sun.
But seeking out solar twins in this way is similar to looking for people on the street
wearing a coat like yours and calling them family, says Simon Portegies Zwart, a com-
putational astrophysicist at the University of Amsterdam in the Netherlands.
Instead, Portegies Zwart wants to search for our star’s true siblings — those that ac-
tually formed alongside our own star and still have the stellar bloodlines to prove it.
Until now, mainstream astronomers have dismissed the idea of actually finding any
of our wayward kin, some 4.3 billion years after our stellar birth cluster is believed to
87
have dissipated. But Portegies Zwart, in a new paper (being reviewed for publication in
Astrophysical Journal Letters), offers up what may be a credible way to find 50 or 60 of
our own sun’s original siblings, that small fraction of the estimated 1,000 to 6,000 orig-
inal cluster members Portegies Zwart thinks is located within some 300 light-years of
Earth.
Portegies Zwart proposes identifying stellar relatives via their proper motion, or ap-
parent movement across our line of sight, their position in the sky, and their chemical sig-
natures, which he likens to their stellar DNA. Such stars, he says, would be roughly one
solar mass (the size of the sun) or less and have chemical abundances similar to the sun.
“Several months ago,” the astrophysicist says, “I would have said looking for the
sun’s siblings would be absolutely useless.”
But Portegies Zwart changed his mind after calculating the sun’s velocity backward
over the past 4.6 billion years. From that putative starting point in the Centaurus con-
stellation, he then projected how stellar members of our birth cluster would actually dis-
perse forward in time.
“To my surprise,” he says, “these stars all sort of stayed in the neighborhood with their
proper motions and positions pretty much intact. Whether we can really recognize these
stars is still not completely clear. Out of about a million stars within some 300 light-
years, the expectation is that about 50 of them are siblings.”
And if observational astronomers were able to identify a few dozen of the sun’s rel-
atives, Portegies Zwart says, it would bring a sea change in our understanding of how the
solar system formed and evolved.
The European Space Agency’s 2011 Gaia mission, due to measure the position and
motions of a billion stars in our part of the galaxy, should give the effort a boost.
(adapted from Scientific American,

“Seeking Out the Sun’s Long-Lost Siblings”, by Bruce Dorminey)
5. Read the text again and answer these questions.
1. What are “solar twins”?

2. What method does Portegies Zwart propose for finding stars similar to our Sun?
3. Where was Portegies Zwart’s paper published?
4. What is the distance within which it is more likely to find our sun’s siblings, ac-
cording to Portegies Zwart?
5. Were observational astronomers successful in finding the sun’s relatives?
88
1. Attempts to find “solar twins” go back hundreds of years.

2. Portegies Zwart works as an astrophysicist at the University of Rotterdam in the
Netherlands.
3. One third of notable astronomers have long given up looking for any of our
sun’s relatives.
4. Portegies Zwart believes that a great amount of the original family members of
our sun can be found about 300 light years away from Earth.
5. Portegies Zwart calculated the sun’s speed going back to over 46 billion years.
6. The long-awaited Gaia mission will start in August 2011.
7. The idea that relative stars stayed grouped together came as a surprise to Porte-
gies Zwart.
7. Find words in the text that mean:

• brothers and sisters (plural noun): _ _ _ _ _ _ _ _
• a period of ten years (singular noun): _ _ _ _ _ _
• a very large quantity of something (singular noun): _ _ _ _ _ _ _ _ _
• to find someone or something by looking for them in a determined way (phrasal
verb): _ _ _ _ _ _ _
• someone who studies astrophysics (singular noun): _ _ _ _ _ _ _ _ _ _ _ _ _ _
• to refuse to accept that something might be true or important (verb): _ _ _ _ _ _ _
• all the people in your family (singular noun): _ _ _
• the number 1,000,000,000 (singular noun): _ _ _ _ _ _ _
• a lot of stars that are close to each other (singular noun): _ _ _ _ _ _ _
• a small part or amount of something (singular noun): _ _ _ _ _ _ _ _
8. Find the odd one out.

a) aunt daughter nephew grandmother
b) sister-in-law sister son great-grandfather
c) brother great-grandmother cousin sister
d) god father daughter step sister son-in-law
89
9. a) Scan these three short texts describing different fields of science. Match the
texts A–C to the sciences 1–3, ignoring the gaps for the time being.
1. Developmental biology
2. Organic chemistry
3. Social cognition
A. (…) is the study of how people process social information, (1) … its encoding,
storage, retrieval, and application to social situations. There has been much recent interest
(2) … the links between this field of study and brain function, particularly (3) … neu-
ropsychological studies have shown that brain injury (particularly to the frontal lobes)
can adversely affect social judgements and interaction. Studies have shown that new-
born babies, younger (4) … one hour old can selectively recognize and respond to faces,
while people with some developmental disorders (5) … as autism or Williams syndrome
may show differences in social interaction and social communication when compared to
their unaffected peers.
1. A. for B. since C. especially

2. A. for B. in C. to
3. A. therefore B. as C. thus
4. A. than B. then C. that
5. A. like B. in C. such
B. (…) is the study of the process (6) … which organisms grow and develop. This sci-
entific field studies the genetic control of cell growth, differentiation and “morphogen-
esis,” (7) … is the process that gives rise (8) … tissues, organs and anatomy. Embryology
is a subfield, the study of organisms (9) … the one-cell stage (generally, the zygote) and
the end of the embryonic stage. Embryology and developmental biology today (10) …
with the various steps necessary for the correct and complete formation of the body of a
living organism.
6. A. by B. in C. through
7. A. that B. which C. when
8. A. to B. into C. through
9. A. before B. both C. between
10. A. cope B. deal C. come
C. (…) is the scientific study of the structure, properties, composition, reactions, and
synthesis of organic compounds that (11) … definition contain carbon. It is a specific dis-
cipline (12) … the subject of chemistry. Organic compounds are molecules composed of
carbon and hydrogen, and (13) … contain any number of other elements. Many organic
compounds contain nitrogen, oxygen, halogens, and (14) … rarely phosphorus or sul-
90
phur. Current trends in organic chemistry (15) … chiral synthesis, green chemistry, mi-
crowave chemistry and fullerene chemistry.
11. A. in B. by C. for
12. A. within B. inside C. between
13. A. should B. will C. may
14. A. sometimes B. more C. much
15. A. has been B. is C. are
b) Read the texts carefully and complete the gaps 1-15 with A, B or C.
10. Match the words to the examples.
1. fractions a. 1, 3, 5, 7
2. percentages b. first, thirds, fifth, seventh
3. arithmetic c. 1.5; 3.14
4. cardinal numbers d. ½, ¼
5. decimals e. 45%, 75%
6. ordinal numbers f. 5 + 14 = 19
11. Fill in the sentences with the following dates: April 1st, May 1st, December 31st,
December 25th, December 26th, February 14th, October 31st.
1. Halloween is celebrated on ………

2. Christmas is celebrated on ………
3. Labour Day is celebrated on ………
4. Valentine’s Day is celebrated on ………
5. April’s Fool is celebrated on ………
6. Boxing Day is celebrated on ………
7. New Year’s is celebrated on ………
Writing
12. Where can you read an article? Complete the list:
- in newspapers
- in …………..
- in …………..
- on websites
13. Style in an article depends on your target reader and on how serious the
topic is. What style would be appropriate for each of the following articles: formal,
semi-formal or informal?
91
TOPIC TARGET READER STYLE
environment readers of a national newspaper
friendship readers of a college newsletter
computers readers of a website advertising
merchandise
generation gap readers of a tabloid
gardening readers of a local newspaper
childcare readers of a serious newspaper
14. In the following list of features only one does not apply to articles. Cross it out.
- catchy title
- it should contain an introduction, a main body and a conclusion
- it is divided into sections with headings
- it is written as a continuous text with paragraphs
- each new idea starts a new paragraph
- the style should be kept the same throughout the article
- it may address the reader directly
15. a) Match the beginnings and endings below.
a. Everything that the human race has done and thought is concerned with the satisfac-
tion of deeply felt needs and the assuagement of pain. One has to keep this constantly in
mind if one wishes to understand spiritual movements and their development. Feeling and
longing are the motive force behind all human endeavour and human creation, in however
exalted a guise the latter may present themselves to us. Now what are the feelings and
needs that have led men to religious thought and belief in the widest sense of the words?
b. Feng Shui is an ancient art, but as the modern world is evolving so fast, is Feng Shui
still relevant? The modern world faces us with a wide range of challenges. In the thou-
sands of years of humankind’s existence, who before has had to deal with having a mort-
gage, keeping a job and give the children the kind of support they need to be successful?
And on top of that we’re supposed to be healthy, happy and beautiful. If the modern
world is so different from the world in which Feng Shui was created, can it help you
today?
c. My oldest boy is fifteen and was a real jerk about a month ago. He had got pretty
full of himself and acted like he was too cool for the rest of the family. Pretty typical
92
teenager behaviour, but I didn’t like it. He argued that he wasn’t acting any different
than normal and that I was just choosing to see things negatively. So, I laid out numer-
ous examples of his selfish “me me me” behaviours without stopping to take a second
breath. He hates it when I go off like that, but once he was ready to really talk, I came
down off my soapbox. He was close to tears. Apparently, I’d hit a nerve. He confessed
that his closest friends at school had been trying to tell him the same thing recently and
he wasn’t hearing them. We talked a lot that night about family and friends.
1. In the days of the ancients, wise elders pondered deep questions. Their answers ex-
plain the cause and effect of energies in the environment. This means that we can learn
to live in harmony with nature and use the flow of energies within it to our advantage.
And what that really means to you is that the use of Feng Shui can help you take control
of your life and be the best person you can possibly be.
2. They say that we learn our social skills from our siblings, but I’m not so sure about
that anymore. My stepmother wasn’t a very nurturing type and when we were younger
my sister and I were not very close. So through my girlfriends, I got that female con-
nection that I just couldn’t get from my family. My girlfriends became my surrogate
family and taught me a lot about how to really be there for someone else. My sister and
I have only recently become friends in the last few years. We are forming a different
kind of bond than what we had when we were children. It’s much better now. I would
never treat my friends the way I used to treat my sister!
3. It is therefore easy to see why the churches have always fought science and perse-
cuted its devotees. On the other hand, I maintain that the cosmic religious feeling is the
strongest and noblest motive for scientific research. It is cosmic religious feeling that
gives a man such strength. A contemporary has said, not unjustly, that in this material-
istic age of ours the serious scientific workers are the only profoundly religious people.
b) For each article above answer these questions.
What is the topic of the article?

Where might it be published?
What style is it written in?
What technique has been used to begin the article: a (rhetoric) question, an image, a
generalisation, a fact, a story, a description, statistics?
c) Match the articles to a suitable title.
Why should you use Feng Shui?

Friends are a gift you give yourself
Religion and science
93
16. Articles may contain one or more types of writing: descriptive, narrative, or
discursive. Match the three types to their descriptions.
a. descriptive 1. It is used when we want to relate a series of events. It relies mainly

on the correct use of tenses and time words and phrases.
b. narrative 2. It involves presenting arguments, explaining, analysing, suggest-
ing, comparing and contrasting. It makes use of linking words and
phrases.
c. discursive 3. It is used when we want to describe a person, a place, feelings, the
atmosphere. It employs many phrases with nouns, adjectives and
adverbs.
17. An international English language magazine for teenagers has invited its
readers to submit articles on the benefits of keeping pets. Write your article in about
200 words.
You may use either of the plans below.
Plan I
INTRODUCTION - Paragraph 1: stating the topic (keeping cats as pets)
MAIN BODY - Paragraph 2: Helping you chill. Most owners say their cats help
them relax.
- Paragraph 3: Protecting your heart. A recent study shows that
cat owners are 40 percent less likely to die of a heart attack than
those without cats.
- Paragraph 4: Ditching asthma. Kids with cats may get an im-
munity boost, Columbia University researchers say.
CONCLUSION - Paragraph 5: your feelings/comments
Plan II
INTRODUCTION - Paragraph 1: stating the topic (keeping dogs as pets)
MAIN BODY - Paragraph 2: Boosting your mood. More than 80 percent of new
owners report feeling happier.
- Paragraph 3: Making friends. British researchers found that
owners who walk their dogs meet a lot of new people.
- Paragraph 4: Losing weight. Dog walkers lose an average of 14
pounds in a year, a University of Missouri study says.
CONCLUSION – Paragraph 5: your feelings/comments
94
Unit 9
GETTING ON
Lead in
1. Match the sentence halves. Which of them do you like most?
a. Sometimes you put walls up not to keep people out,

b. To the world you may be just one person,
c. Friends are God’s way of apologizing
d. A sense of duty is useful in work,
e. The most beautiful discovery true friends make is
1. to us for our families.

2. but to see who cares enough to break them down.
3. that they can grow separately without growing apart.
4. but to one person you may be the world.
5. but offensive in personal relations.
a b c d e
2. What qualities do you look for in a friend? Choose the three most important
qualities to you.
charm loyalty sense of humour generosity

reliability patience modesty honesty
taste intelligence common sense resourcefulness
3. These things usually cause arguments in relationships. Which do you think is

the most frequent?
- work
- money
- different interests
- other: ………………………………….
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4. Match the words on the left with the ideas on the right.
1. acquaintance a. We study together.
2. workmate b. We write to each other every two weeks.
3. partner c. We’re not really friends, I hardly know him.
4. classmate d. She gave birth to me.
5. pen-friend e. We work for the same company.
6. flatmate f. We live together, but aren’t married.
7. mother g. We share all our secrets.
8. spouses h. We are married.
9. siblings i. We share a flat.
10. confidant j. We have both parents in common.
5. Consider the following relationships. Rank them according to how important

you think they are.
patient – doctor child – parent
teacher – student employer - employee
actor – director reader – writer
Reading
6. Read the text and make a list of the relationships mentioned by the writer.
Many companies today try to foster a sense of community (and employee loyalty)
by claiming to be one big happy family. The irony is that even without the company’s
efforts to create a sense of family in the workplace, we do experience our professional
environment as a family. Of course, the family our company resembles is our family,
complete with the same dysfunctional dynamics we experienced growing up.
Our Authority Blueprints are based on our relationships with our parents. The thing
is, when we relate to our superiors at work, we are not only influenced by our relation-
ship to our parents — we actually experience it. On an unconscious level, we project
our unresolved issues with our parents onto our supervisors. We expect our supervisors
to provide us with the kind of love and support that we didn’t receive from our parents.
If we have specific issues with either one of our parents, we will get to work through
these issues in our professional relationships to authority figures. If we never felt able to
disagree with our father, for example, we may also have trouble disagreeing with our
male supervisors. We may not feel entitled to voice our opinions, which means that we
rarely get acknowledged for our contributions.
Now, the good news is that simply becoming aware that we’re projecting our issues
with our parents onto our supervisors is often enough to change our behavior and our
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experiences. On a conscious level we understand how inappropriate it is to expect our
supervisors to meet the needs of our parents. It’s obvious that we’re not working for our
fathers, for example, and so we can freely express our own opinions with no fear of pun-
ishment. When we hear our mothers’ voices coming out of our heads, it’s often enough
of a wake-up call to let us alter our management style, and make more effective and el-
egant choices. The interesting thing is that when we stop relating to our supervisors as
our parents and create healthy and supportive relationships to authority, we often find that
our relationships to our parents also improve.
If our supervisors are our parents, then our co-workers are our siblings. This means
that we experience sibling rivalry in the workplace. We compete against our co-work-
ers for the love and attention of our parents (supervisors). This is the reason why office
politics can be so emotionally charged. We’re playing for much higher stakes than we
realize. It’s not just about getting ahead in our careers—it’s about winning the approval
and attention of our parents.
When we choose to stop relating to our supervisors as our parents, our relationships
with our co-workers also improve. We may still compete with our co-workers, of course,
but at least now we’re no longer competing for the love of our parents. We’re no longer
competing in a high-stakes game. This relieves much of the pressure, and allows us to
have more fun playing the game. The competition we experience with our co-workers is
now far more healthy.
(Excerpt from The Relationship Handbook: How to Understand and Improve Every
Relationship in Your Life by Kevin B. Burk)
7. What point is the writer trying to make? Fill in the missing words: position;
figures; professional; co-workers; blueprints.
Our (1) __________ relationships draw on two sets of relationship (2) ___________.
The Authority Blueprint governs our relationships to authority (3) ___________, as well
as our relationships to our subordinates when we are in a (4) _________ of authority. The
Sibling Blueprint governs our relationships to our (5) _________.
8. Read again and correct the mistakes in the following sentences.
1. Many companies today try to discourage a sense of community.

2. In our relationships with our superiors we are not influenced by the relationships
with our parents.
3. We expect our supervisors to act as loving supportive siblings.
4. We cannot disagree with our male supervisors because of our fathers.
5. If we become aware that we treat our supervisors as our parents, we can change our
behaviour.
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6. Our siblings are our co-workers.
7. When we stop treating our supervisors as our parents, there is no more competition
with our co-workers.
9. Find words in the text that mean the opposite of these:
- sad (adjective): _ _ _ _ _
- differs, contrasts (verb): _ _ _ _ _ _ _ _ _
- incomplete, lacking (adjective): _ _ _ _ _ _ _ _
- settled, solved (adjective): _ _ _ _ _ _ _ _ _ _
- disapproval, opposition (noun): _ _ _ _ _ _ _
- give, offer (verb): _ _ _ _ _ _ _
- accept, consent (verb): _ _ _ _ _ _ _ _
- ignorant, unconscious (adjective): _ _ _ _ _
- continue, keep (verb): _ _ _ _ _ _
- proper, fitting (adjective): _ _ _ _ _ _ _ _ _ _ _ _ _
10. Complete the sentences with these idioms: a bit of a hot spot for him; hate
each other’s guts; go our separate ways; a shoulder to cry on; no love lost; on the
wrong foot; hit it off.
1. I’m always here for you if you need ……………..

2. I’ve got ……………………; even though everyone else in the office seems to look
down on him.
3. He seems nice but we got off …………………., and it was all downhill from there.
4. We started having more and more arguments and we decided it was time to
…………… .
5. I met her when I went to university abroad and we just ……………… immediately.
6. Those two just don’t get on; you can easily see there’s ……………. between them.
7. They don’t just look down on one another, they ……………….
11. Match the idioms with their meanings. Use them in sentences of your own.
a. through thick and thin 1. to agree with someone, or to have the same opinion
as them
b. at each other’s throats 2. to become good friends very quickly and have a lot
to talk to each other about
c. see eye to eye 3. in all situations, especially the most difficult ones
d. fall out over something 4. you love or start to love someone very much
e. get on like a house on fire 5. to get married
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f. tie the knot 6. two people arguing in an angry way
g. head over heels in love 7. to have a disagreement with someone over a cer-
tain matter
12. Choose the correct form of the verbs.
a. If I do the dishes, will you/do you take out the trash?

b. If we go/will go there tomorrow, we’ll take the kids with us.
c. If they sold their old car, they didn’t get/wouldn’t get much for it.
d. Would she be angry if I used/use her laptop?
e. If the problem weren’t/wouldn’t be so difficult, I would finish sooner and we could
leave.
13. Fill in the gaps with the right form of the verbs in brackets.
a. My dad gave me this pen. He would be upset if I ____________(lose) it.

b. If he decided to take the exam, I’m sure he _______________(pass) it.
c. If they close down the factory, many people ______________(remain) jobless.
d. If it ______________(not be) so late, we would give them a call.
e. Think of what he’s put you through. I ______________(not marry) him if I were you.
14. Make questions, as in the example.
e.g. Perhaps they will not let you go in.

What would you do if they didn’t let you go in?
a. Perhaps he will ask you to move in with him.

What would you do if ………………………?
b. Perhaps someone will insult you at the party.
What would you do if ……………………….?
c. Perhaps you’ll see a poisonous snake when you’re in Australia.
d. Perhaps they will offer you the job.
e. Perhaps your parents won’t show up for the reception.
15. Choose the right answer.
a. Why is the dog barking?

_______________ it hears a strange noise, it barks.
A. Provided
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B. When
C. Unless
b. _______________ we arrive late at the concert hall, what will we do?
A. Providing
B. Otherwise
C. Supposing
c. _______________ an emergency, you should call this number.
A. In case of
B. If
C. On condition that
d. _______________ we walk faster, we’ll miss the beginning of the film.
A. Unless
B. If
C. Providing
e. I’ll wash the car _________________ I have time tomorrow morning.
A. In the event of
B. Providing
C. Unless
16. Rewrite each sentence three times so that it contains the word in capitals.
a. You’d better apologize; otherwise she will stop being your friend.
1. ……………………………………………………….. (UNLESS)
2. ……………………………………………………….. (IF)
3. ……………………………………………………….. (CONTINUE)
b. I’ll lend you the car on condition that you buy your own gas.
1. ………………………………………………………… (LONG)
2. ………………………………………………………… (ONLY)
3. ………………………………………………………… (PROVIDED)
c. Try to be there on time; otherwise they’ll leave without you.
1. ………………………………………………………… ( IF)
2. ………………………………………………………… (WAIT)
3. ………………………………………………………… (UNLESS)
d. We won’t leave the house if it rains.
1. ………………………………………………………… (ONLY)
2. ………………………………………………………… (STAY)
3. ………………………………………………………… (UNLESS)
e. Do that again and I’ll ground you for a week.
1. ………………………………………………………... (ELSE)
2. ………………………………………………………... (IF)
3. ……………………………………………………….. (GROUNDED)
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Writing
17. Letters are written for various reasons. Complete the list with as many rea-
sons as you can think of:
• Letters of complaint
• Letters of apology
• Letters asking for advice
• Letters accepting or refusing an invitation
• Letters expressing thanks/regrets/congratulations
18. Read the extracts and for each one answer the questions:
a. What is the purpose for each letter?
b. Who is the letter addressed to?
c. Is the letter formal or informal?
1. Dear Sir/Madam,
I am writing to complain about a flight to Paris which I booked with your airline. I
flew on January 3 this year. I was very disappointed with the services which were not as
promised in your advertisement.
2. Dear Mark,
I’ve just received your invitation to the party you’re throwing for your sister. Thanks
for inviting me but I can’t make it I’m afraid.
3. Dear Ann,
I’m sorry I haven’t written for such a long time but I’ve been really busy with my finals.
4. Dear Mr. Stevenson,
I am writing with regard to the forms that were sent to you by mistake. I must apol-
ogize for this inconvenience.
5. Hi Sandy!
How’s it going? I thought I’d drop you a line to tell you about my new apartment.
19. Mark these sentences F for formal and I for informal.

1. I would appreciate a reply at your earliest convenience.
2. I’m afraid I won’t be able to join you tonight.
3. I am writing to express my extreme dissatisfaction with the service provided by
your company.
4. I regret to inform you that your order had not been shipped.
5. Pop in for a tea some time soon.
6. How about getting together next week?
7. Keep in touch.
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8. In reply to your query about the hi-fi system I am writing to inform you that we
are out of stock.
9. Please accept my sincere apologies for the inconvenience.
10. In the light of the above mentioned aspects I have no hesitation in recommend-
ing Mr. Bob Johnson.
20. Read the following statements about style in letters and place them under
the appropriate heading.
1. You must begin with Dear Sir/Madam or Dear Mr./Mrs. + name.
2. You can use idioms.
3. You mustn’t use contractions (short forms).
4. You usually end with Love/Best wishes/Regards/Hugs, etc. + your first name.
5. You can use phrasal verbs.
6. You must end with either Yours faithfully or Yours sincerely + your full name.
7. You should use passive and conditional constructions.
8. You can omit pronouns.
9. You must write complex sentences.
10. You can use everyday language.
Formal letters Informal letters
21. Fill in the blanks with words from the box.
acquired; on; approachable; kind; making; willingness; straight; behalf; overcome;

didn’t; bits; assimilate; managed; back; asset
A.
Hi Ileana,
Sorry I ________(1) contact you before I left Romania. Remember the place where
we used to go and eat brownies? I miss it. I did encounter some more brownie cravings
but they have now subsided.
In my last week in Romania I was very busy. I went to the doctor at the French Med-
ical Clinic and she sent me __________ (2) to Floreasca hospital. They thought that I had
vascular problems in my leg that were __________ (3) my foot sore. So I had some
x-rays but the doctors _________ (4) to x-ray my chest instead of my foot. I told them
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‘nu nu nu nu’ and pointed to my foot, one of them said something along the lines of
‘pfft, Americans!’ and then I said ‘Sunt australian’ and then they told me to come
________ (5) the next day. So then I had an ultrasound (ecografie, i think) on my foot.
The doctor spoke English and said that it was a problem with the tendons in my foot. She
gave me some drugs and some cream to put _______ (6) it. And now everything seems
better, I will just avoid walking too much for the time being.
So on Saturday the 17th I flew from Bucharest to Cairo via Jordan. I am staying in
the centre of Cairo and it is absolutely amazing. In many ways Cairo is like Bucharest,
it’s _______ (7) of messy, there is heavy traffic etc. The hostel here is only 5 Australian
dollars (10 Lei) per night including breakfast. Yesterday I went out to Giza and I walked
around the pyramids, what can I say? They are incredible. I’m not sure what I will be
doing next, perhaps I will go up the Nile to Aswan or Luxor.
Finally, is there any news on the new Gappers? Any thrilling tid _______ (8)? I’m in-
terested to hear how things are going.
La revedere, Chris.
P.S. My chest is fine, in case you were wondering...
B.
Dear Sir/Madam,
I am writing on _________ (9) of Dorothy Morris. As head of the English Department
I have worked with Dorothy Morris for a year, while she was working as a volunteer as
part of the Central European Teaching Program.
Throughout the whole of last year, Dorothy showed great enthusiasm for her work and
always managed to combine a friendly, outgoing nature with a professional approach.
Her __________ (10) to respond to circumstances and get involved in extra curricular
activities has been a major ________ (11) to the school.
She proved to be at all times _________ (12) and enjoyed the affection of the staff
and management of the school. Although sometimes shy, she managed to gracefully
________ (13) more difficult situations in the classroom.
Her ability to work accurately and with attention to detail is one of her greatest
strengths. Naturally, with the experience that she _________ (14) in our school, she has
become familiar with all aspects of teaching work and she is quick to _________ (15)
new developments.
For these reasons I am confident that Dorothy has the right qualities for the teaching
job at your college and have no hesitation in supporting her application.
Yours sincerely,
Janet Thomson
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Unit 10
SHOPPING SPREE
Lead in
1. Answer the following questions.
How often do you go shopping?

What do you most/least enjoy shopping for?
Do you have favourite shops or stores? Which are they?
Do you prefer going shopping alone or with somebody?
How important is product advertising in choosing what you buy?
Do you usually make a shopping list before going to the store? Why (not)?
2. Where can you buy these? Match the items to the shops, as in the example.
a. magazines and newspapers 1. chemist’s
b. medicine 2. baker’s
c. flowers 3. bookshop
d. meat 4. jeweller’s
e. bread 5. news agent’s
f. fruit and vegetables 6. butcher’s
g. book 7. travel agent’s
h. a plane ticket 8. florist’s
i. old clocks 9. greengrocer’s
j. a diamond ring 10. post office
k. stamps 11. antique shop
a b c d e f g h i j k
5
3. What are the advantages/disadvantages of paying in the following ways?

• cash
• credit card
• cheque
• installments
• coupons
104
4. Cross the odd one out.
a. supermarket basket aisle designer

b. shoe department cosmetics department police department
c. drugstore chain store liquor store candy store
d. bookshop lace shop pet shop shoe shop
5. Have you ever heard of Black Friday? Read this encyclopaedia entry to check
your ideas.
Black Friday is the Friday following Thanksgiving Day in the United States, which
is the beginning of the traditional Christmas shopping season. The term dates back to at
least 1966, although its usage was primarily on the East coast. The term has become
more common in other parts of the country since 2000. Because Thanksgiving falls on
the fourth Thursday in November in the United States, Black Friday occurs between the
23rd and the 29th of November.
Reading
6. Read this text about shopping on Black Fridays and match each paragraph to
an appropriate heading:
Compare Prices
Beat the Crowds with Night Owl Discounts on Thanksgiving
Black Friday - The Biggest Shopping Day of the Year
Ask for Gift Receipts
Check Out the Ads
Know the Store Policies
Look for Early Bird Shopper Discounts
A. …………………………..
Black Friday falls on the day after Thanksgiving and has earned the reputation of
being the busiest shopping day of the year. The name was adopted from an accounting
term - red ink denotes a negative profit margin, whereas “in the black” denotes a posi-
tive profit margin. Many retailers make or break their sales goals between Thanksgiving
and Christmas, with the season kicking off on the Friday after Thanksgiving, hence the
name “Black Friday.”
B. …………………………..
Your local Thanksgiving Day newspaper will be stuffed like your Thanksgiving
turkey with ads, coupons, and circulars. This will be your number one source to local
105
Black Friday savings. It will also help you organize your day to maximize savings, since
many stores offer special discounts that are time specific.
C. …………………………..
Utilize price-comparison Internet shopping sites to assist you in comparing product
prices. Compare the “options” included with the product. Some retailers will low-ball the
advertised price on a stripped down product, and then you will be charged extra for the
necessary parts that will make the product perform as expected. A good example of this
is often seen with super low-priced computer printers that come without the cable (cord)
or printer ink.
D. …………………………..
The Early Bird Shopper will be the real winner on Black Friday. Stores offering early-
day shopper specials usually run the deals from 5 a.m. until 11 a.m. and with no “rain
checks,” which means once they run out of the products, you are out of luck.
E. …………………………….
Internet shoppers can beat the early birds by shopping online in the pre-dawn hours
of Black Friday. Many retailers will be posting their Black Friday specials, which can be
ordered online and picked-up at your local store.
F. ……………………………..
Knowing the store policies on returns can help you determine where to buy. A pre-
vious trend of extending “return days” during the holidays is being seen less this year.
Many retailers are including restocking fees and shorter return deadlines.
G. …………………………….
Gift receipts generally include a description of the item purchased but do not disclose
the price paid. Including gift receipts inside the gift box will make returns or exchanges
easier for the gift recipient. Without proof-of-purchase, the recipient may be turned down
for returning or exchanging the item or risk receiving an exchange for the current sell-
ing price of the item.
Have fun saving money while you shop!
(from “Top 10 Tips to Getting the Best Bargains on Black Friday”,

by Donna L Montaldo, About.com Guide)
7. Complete the sentences with words from the text.
1. The name was adopted from an …………. term — “in the black” denotes a posi-
tive …….. margin.
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2. It will also help you organize your day to maximize …………, since many stores
offer special ……………. that are time specific.
3. Utilize price-comparison Internet shopping ……….. to assist you in comparing
product …………… .
4. The …………….. Shopper will be the real winner on Black Friday.
5. Knowing the store ……………. on returns can help you determine where to buy.
6. Many retailers are including restocking fees and shorter ……………….. .
7. Including gift …………… inside the gift box will make returns or …………. eas-
ier for the gift recipient.
8. Answer these questions about the text.
What time of the year does Black Friday fall on?

Where does the name of the day come?
How could Internet shopping sites be useful for a shopper?
Why are Early Bird shoppers at an advantage on Black Friday?
What should a shopper do in order to make returns/exchanges easier?
9. Choose the correct option.
1. A shopping centre/department is a place with lots of different shops in one place.

2. A department/chain store has branches all over the country, even the world.
3. Some people spend a lot of money on expensive brand/shop names.
4. Big stores usually offer special promotions/publicity on certain products.
5. Whenever you buy something, you should keep the bill/receipt.
6. I prefer to pay in cash/by credit card since I hate carrying too much money on me.
7. I dislike waiting in a long queue/aisle at the supermarket.
10. Complete the gaps with these words: customers; accessories; shop; restau-
rants; look; wear; stores; services; enthusiast; fashion.
Of the many things a tourist would want to do while on holiday is to (1) _____. And
taking a look at one of the most popular and legendary (2) _____ London has to offer,
would be to take a (3) ____ at Harrods. Established in 1834, this mega store has been
serving (4) ____ quality goods and (5) _____ for over a century, adding new features and
re-inventing itself every year. Encompassing seven floors of pure luxury across an area
of 4.5 acres, Harrods holds to the claim that they welcome over 15 million customers
each year. Starting from the bottom up, on the Lower Ground and Ground Floor of Har-
rods a visitor can expect to find menswear, food halls, fashion (6) _____, stationery,
cafes and restaurants. The First Floor of this fabulous department store is where the ladies
107
would head for, to find an array of shoes and (7) _____. For all things relating to your
home, go straight ahead to the Second and Third Floors. For children’s fashions, toys,
maternity (8) ______, a visitor can expect to find this and even more on the Fourth Floor
of Harrods. And for the sports (9) _____ looking for the latest gadgets, sportswear or
shoes can find them on the Fifth Floor of Harrods. Spread right through all the floors, you
can find a selection of delightful cafés and (10) _______ that serve a tempting spread of
tea, coffees and pastries along with light snacks or a full meal for an overall shopping ex-
perience.
11. Who would say each of these? Mark the shopping expressions with C for
customer, or S for shop assistant.
How can I help you?

Do you have this sweater in yellow?
Thank you. I think I’ll leave it for now.
Are you being served?
Your receipt’s in the bag.
I’m just looking, thanks.
Do you want the hanger too?
12. Put the verb into the correct form.
a. Joe arrived right on time. If he ____________ (arrive) later, he would have missed
the train.
b. The dog barked all night. If he hadn’t barked, we ____________ (get) some sleep.
c. She forgot to pay the bill. If she ______________ (pay) it, the company
______________ (not call) us.
d. We overslept so we were very late. We ______________ (not be) late if the alarm
clock _____________ (go off).
e. It started raining so we left sooner than we had planned. We ______________
(stay) to the end of the concert if it ________________ (not start) raining.
13. Use your own ideas to complete the sentences.
a. They wouldn’t have been so rude to Jack if he . . . . . . . . . . . . . . . . . . . . . . . . . .

b. If I had known, I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c. If my friend were here, he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d. What would you have told her if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e. If she calls tomorrow, I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f. My neighbour would have paid a visit if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
g. The atmosphere would be much more pleasant if . . . . . . . . . . . . . . . . . . . . . . . .
h. If they don’t change their attitude, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
108
i. You won’t go anywhere unless . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
j. You have my full support provided you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14. Complete the wishes.
a. Too bad my sister isn’t here.

I wish my sister ………………… .
b. I should have been more careful.
I wish I ………………………… .
c. Unfortunately I have to work tomorrow.
I wish I ………………………… .
d. What a lovely view! I should have brought my camera.
I wish I ………………………… .
e. It’s so cold and I hate cold weather.
I wish it ………………………… .
15. Choose the right answer.
a. I’d rather you ______________ so much.

A. aren’t talking
B. don’t talk
C. didn’t talk
b. It’s about time I ______________ you a piece of my mind.
A. gave
B. will give
C. should give
c. Suppose you _____________ into Doris, what would you say to her?
A. had run
B. would run
C. ran
d. He behaved as if he ______________ the boss.
A. has been
B. were
C. is
e. If only I ________________ him the truth.
A. wouldn’t have told
B. hadn’t told
C. didn’t tell
16. Correct the mistakes.
a. If I wouldn’t have received your invitation, I wouldn’t have come to the party.
109
b. It’s high time everybody leaves.
c. If I will see her at the conference, I will give her the book.
d. If only Beverly had been here; she would know exactly what to say.
e. If you haven’t broken that window, your mother wouldn’t have shouted at you.
Writing
17. Answer the questions:
a. Who do you write informal letters to?

b. What sort of things do you usually write in a letter to a close friend?
18. Read the task below and answer the questions.
Read part of a letter your English friend has written:
In your last letter you said something about getting a new TV set. Did you buy it?
What’s it like? I would love to hear about it. And about everything else that’s been
going on since you last wrote.
Write a reply in no more than 180 words.
a. What is the purpose of your letter?

A. to ask for advice
B. to describe an object
C. to accept an invitation
b. What will you include in your letter? Tick the right answers.
A. a description of your new TV set
B. advice on how to use a new TV set
C. how you feel about your new acquisition
D. the advantages of television in contrast to the written press
c. What other information will you include in your letter? Make a list.
d. Read the task again and decide what type of letter you are going to write.
Choose from:
A. an informal letter, giving advice
B. a formal letter, giving information
C. a formal letter, making a complaint
D. an informal letter, describing and giving news
19. a. Read the letter a student wrote and explain why it is inappropriate. Think
about: style, content, and paragraph organization.
110
Dear Richard,
I’m sorry I haven’t written sooner. You know what it’s like at the beginning of the new
school year – I have less time for myself (school comes first ☺). Please accept my sin-
cere apology. I finally bought that TV set I told you about. I’m kind of happy with the
choice I made. There are many reasons to feel this way. To begin with, an LCD set is ex-
actly what my small room needed – the old TV set was really big and heavy. Secondly,
and most importantly I guess, it’s got wonderful technical features: excellent picture,
great off-angle viewing, straightforward controls and setup is very easy. And one more
thing – there’s an SD card interface to show digital pictures. However, it has some flaws
I’m afraid. For example, the bottom speakers muffle the sound, especially during a movie
where dialogue is at different levels. You boost the volume to hear the quiet stuff and then
it’s too loud for the next scene. But this is not something I cannot live with. Enough with
my TV set. How’s it going for you? Do you still want to come to Bucharest for the sum-
mer?
I look forward to hearing from you.
Sincerely,
Alex.
b. Answer the questions:

1. Does the letter cover all points from the task?
2. Does the letter achieve the expected effect on the target reader?
3. Is the letter written in the appropriate style?
4. Does the letter use the right beginning and ending?
5. Is the letter well organized?
6. Are linking devices used appropriately?
20. Using the following plan, rewrite the letter correctly.
Plan:
1. Introduction
- thanks for letter
- apologize for late reply
2. Main Body
- Paragraph 1 – recent news
- Paragraph 2 – describe TV set – positive aspects
- Paragraph 3 – negative aspects
3. Conclusion
- feelings, closing remarks.
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Test 1
I. WRITTEN EXAMINATION
A. Reading comprehension
TEXT 1
Read the text below. Are the sentences 1-7 “Right” (A) or “Wrong” (B)? If there
is not enough information to answer “Right” (A) or “Wrong” (B), choose “Doesn’t
say” (C).
Allow me to introduce myself. My name is Steenie Harvey, and I’m not exaggerat-
ing when I say my passport pages are as well-turned as a child’s favorite story book. I
really do travel the world … and get paid to do it.
In fact, the “work” never stops. Next week I’ll be in England’s East Anglia region —
the soft rolling countryside of poppy-sprinkled cornfields and ancient wool towns made
famous in the paintings of John Constable. At the beginning of October it’s back to
Italy — Tuscany and Umbria. Then, later in the month, I’m going to Mexico. Christmas?
Well, the last one I spent in Sicily. This Christmas I’m extending my “working vacation”
to 18 days — I’ll be discovering the Caribbean islands of Martinique and Guadeloupe.
Apologies if I’m making you envious, but you too could quite easily have a “job”
like mine. If you’re interested in traveling the world and getting paid to tell other peo-
ple what about what you discover – like I do – there’s plenty of “work” to be had. And
you should know that it’s easily something you can do on the side. You needn’t commit
full-time to it (unless you want to).
My life wasn’t always so exciting. I didn’t always flit about the globe for pay. Before
this, I tried everything. I never graduated high school, so “career” jobs were out. I tried
tending bar (in a strip joint, no less). I inspected bolts at a factory. I worked as a wait-
ress in a Chinese restaurant…
(www.thetravelwriterslife.com)
1. The author gets to travel a lot.

2. At the beginning of October the author will be in Mexico.
3. The author is spending this Christmas in Sicily.
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4. The author’s family is very supportive of her career.
5. The author gets paid to tell people what she discovers while travelling.
6. The author applied for several “career” jobs after graduating high school.
7. The author started her career while still in high school.
TEXT 2
Read the text below. For questions 1 – 10, choose the answer (A, B, C or D) which
you think fits best according to the text.
New research by Oxfam International uncovers a hidden aspect of the global economic
crisis – its impact on women. In February 2009, we spoke with women in global supply
chains in ten countries across Asia and Latin America about how the crisis is affecting
their lives and their families. Their stories are sobering; they reveal the human, female face
of a crisis that is too often discussed in terms of economic statistics rather than real lives.
Oxfam’s research suggests that global markets are pushing the costs of mistakes made in
rich countries onto women and children in poor countries. As supply chains are squeezed
by falling global demand, women in export manufacturing are often first to be laid off,
with employers leaving pay outstanding and evading legal obligations to give notice and
pay compensation, and governments turning a blind eye, with devastating knock-on ef-
fects. Last year, women’s wages were putting food on the table and children through
school in millions of families. Now, the lives of women who were already vulnerable and
exploited have become even more precarious – and with them, the lives of their children.
The International Labour Organization (ILO) predicts that the global economic cri-
sis will plunge a further 22 million women into unemployment, make female unem-
ployment higher than male unemployment, and make the ratio of women pushed into
insecure jobs this year higher than for men.
Women workers are the backbone of industries that have been hit hard by the global
economic crisis: export manufacturing, garments, electronics, and services. Women con-
stitute around 60–80 per cent of the export manufacturing workforce in developing coun-
tries, a sector the World Bank expects to shrink significantly during the crisis. These
women are concentrated in insecure jobs with meagre earnings and few rights; they tend
to have few skills and only basic education. When the going gets tough, they are the first
to be fired.
Women who have migrated to cities at home and abroad to support themselves and
their families are being hit hard by the crisis. Female wages are an important source of
113
income for families. In Cambodia, for example, more than 90 per cent of garment work-
ers are women and almost all of them are migrants from rural provinces who support
their families back home.
But foreign migrants are an easy target for employers, as they tend to have weaker
labour rights than nationals. Both men and women migrant workers are affected, but the
scale of female international migration is often under-reported, and with it the impact on
families dependent on their wages for survival.
And with a lack of safety nets such as unemployment insurance or cash benefits in
many countries, women without jobs will quickly become destitute. Many governments
are trying to spend more, but as government revenues shrink and deficits rise they will
struggle to protect families in poverty – unless they receive serious injections of aid.
(“Paying the Price for the Economic Crisis” by Bethan Emmett,
www.oxfam.org.uk)
1. New research by Oxfam International provides information about

A. the impact the global economic crisis has had on Asian women.
B. the way women have been able to cope with the economic crisis in Cambodia.
C. the way the economic crisis affects women.
D. the impact the global economic crisis has had on workers in third world countries.
2. Women in export manufacturing

A. are less likely to be fired.
B. are the first to lose their jobs.
C. do not give notice when they leave their jobs.
D. are paid compensation when they are made redundant.
3. Last year, women’s wages

A. were not enough to provide for their children.
B. were greatly contributing to their families’ welfare.
C. were reduced by a quarter.
D. were higher than those of men.
4. Now, the lives of women

A. are far more prosperous.
B. have become less difficult.
C. have become more precarious.
D. have improved.
5. The International Labour Organization predicts that

A. 22 million women will lose their jobs because of the economic crisis.
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B. male unemployment will become higher than female unemployment.
C. the ratio of women pushed into insecure jobs this year will be lower than for
men.
D. the economic crisis will end.
6. The industries that have been hit hard by the global economic crisis are
A. export manufacturing, goods, electronics, and services.
B. export meat-packing, garments, electronics, and services.
C. export manufacturing, garments, paper industry, and services.
D. export manufacturing, garments, electronics, and services.
7. Women workers
A. are concentrated in insecure jobs.
B. have big salaries and few rights.
C. are over-skilled.
D. don’t have any education at all.
8. Women who have migrated to cities

A. haven’t been affected by the economic crisis.
B. chose to go abroad to support themselves.
C. are strongly affected by the economic crisis.
D. have come to regret the decision they made.
9. Foreign migrants
A. are mostly women.
B. do not have equal labour rights to nationals.
C. are mostly men.
D. earn enough to support their families.
10. Many governments are trying to

A. get rid of migrant workers.
B. get more funds.
C. protect poor families.
D. organize re-training schemes.
B. Writing
Example 1
You are spending a week abroad. Write a postcard to your English friend describing
the hotel you are staying in, the shops, food, sights.
Write your answer in 80-100 words.
115
Example 2
Today’s teenagers have more stressful lives than previous generations. Give your
opinion.
Write your essay in 180-200 words.
II. SPEAKING
What job would you like to do in the future? Is this a popular job?
Talk about the last book you read.
What are the advantages and disadvantages of travelling by plane? Give reasons for
your answer.
116
Test 2
TEXT 1
say” (C).
What is this fascination people have with “reality” television programs? Are people
simply voyeurs content to spy on lives, or is reality television nothing more that soap op-
eras that mimic live television? And why would people pull horrible stunts to attract the
opportunity for a reality show?
Perhaps it’s the draw of the potential for wealth and attention from such shows. “Jon
and Kate plus Eight” has drawn a huge amount of attention because of the marital break-
down between the couple. Suddenly, we are inundated with stories of wealth and special
status given to them because of the show.
How can we be so drawn to staged rudeness, crudeness and the pettiness of people
on television? We watch with fascination as “Bridezillas” treat fiancés, family and friends
with total disregard, acting like spoiled nasty ungrateful women. We watch “The Bad
Girls Club” where another group sets a standard for mean pettiness and such shallow
personalities. Our children watch such shows and their conduct becomes an unspoken ac-
ceptable mode of behavior.
Psychologists have more educated theories for the fascination for such television ad-
dictions to these programs. Whether it’s a hoax of a small boy and a balloon or a woman
having eight children, outlandish attracts attention. People, like moths drawn to light,
will flock to watch the latest drama. Apparently, exposure has value to people willing to
expose themselves to public scrutiny. Ultimately, reality is an illusion because we allow
ourselves to be sucked into lives that are far from “normal.”
(www.associatedcontent.com)
1. People are fascinated with reality TV programs because they might win money.
117
2. The “Jon and Kate plus Eight” show was very successful because the couple had
eight children.
3. Common people become popular and wealthy because of such shows.
4. “Bridezillas” love their fiancés a lot.
5. Children who watch such shows behave badly.
6. Psychologists haven’t been able to come up with theories for our fascinations of
such shows.
7. People watch reality shows more when they are depressed.
TEXT 2
Filming an opera, especially one as globally well known as Puccini’s “Madama But-
terfly”, is a daunting challenge because so much of what has been composed and dram-
atized has been designed specifically for the stage of an opera hall. On one end, there
have been superb video recordings of great stage performances, such as the 2005
Salzburg Festival production of Verdi’s “La Traviata” with Anna Netrebko and Rolando
Villazón. On the other end are adaptations that try to cinematize operas with real loca-
tions, though most often with some deficiencies. Despite the creative use of Tunisian lo-
cations to replicate early 1900’s Japan, the result still feels oddly stage-bound and
dramatically inert despite some bravura musical moments.
The heavily masochistic story is familiar. In 1904, U.S. naval officer Lieutenant
Pinkerton, while stationed in Nagasaki, marries a teenaged girl named Cio-Cio San. De-
spite their affections for one another, he cavalierly sees the marriage as one of conven-
ience, and when his assignment is done, he goes back to the U.S. with no intention of
returning. Cio-Cio San, however, takes the relationship so seriously that she sacrifices
her family for the marriage. Three years pass by, but it does not deter Cio-Cio San from
hoping for Pinkerton’s return since it also turns out that she has borne their son in the
meantime. Finally, a ship arrives and Cio-Cio San correctly surmises that he is on it.
However, tragedy ensues since Pinkerton has remarried in the interim and wants to take
his son back to America with him and his new American wife. Taken on the surface, the
opera seems defiantly anti-American in showing Pinkerton to be a superficial cad despite
how remorseful he may appear at the end, but it also takes a sideswipe at the purportedly
subservient nature of Japanese women since her own self-delusions are so intractable.
118
Regardless, the heartstrings are pulled at the right moments when the opera is acted in
the manner Puccini intended.
Chinese soprano Ying Huang was chosen over hundreds of young singers for the title
role, and while she does not really look Japanese, she displays a sweetly supple voice as
she performs the dramatic arc of Cio-Cio San’s plight. However, as a screen actress,
Huang lacks a certain lightness in the early romantic scenes and seems a bit at sea with
the later melodramatic moments. Even though she simply doesn’t possess the plummy
depths of a Callas or a Tebaldi, she provides affecting renditions of the two pivotal arias,
“Un bel dì vedremo” when Cio-Cio San looks out into the harbor awaiting Pinkerton’s
return, and her death scene, “Con onor muore”. As Pinkerton, admittedly a tough role to
play much less sympathize with, American tenor Richard Traxell matches Huang well
vocally, but again his acting seems a bit shallow as he only shows unrelenting bravado
in the first act and guilt-ridden regret in the third.
Despite some nice art direction, the visual presentation feels somewhat flat when col-
ors should really pop and the camera should provide more mobility to the action. There
are also some scenes that simply do not work such as having Cio-Cio San’s uncle and
his acolytes come to banish her from the family in an airborne fashion and the use of
anachronistic Japanese newsreel footage as a musical bridge. However, the sound itself
is fine with superb orchestral support from the Orchestre de Paris under the baton of
James Conlon.
(“A Fitfully Effective Attempt to Cinematize the Classic, Familiar Puccini Opera”,
by Ed Uyeshima)
1. Filming an opera is a difficult task because

A. it is hard to dramatize.
B. we have great video recordings of stage performances.
C. opera singers are not actors.
D. this form of art has been originally designed for theatre.
2. Adaptations that try to cinematize operas

A. are more vivid.
B. use real locations.
C. are filmed on stage.
D. don’t show reality.
3. This cinematized version of “Madama Butterfly”

A. lacks bravura musical moments.
B. makes creative use of the location to replicate Japan.
C. is filmed in 1900’s Japan.
D. stars Anna Netrebko and Rolando Villazon.
119
4. Cio-Cio San
A. refuses to marry Pinkerton.
B. is hoping for a marriage of convenience.
C. wants to terminate the marriage.
D. takes her marriage very seriously.
5. Three years after their marriage

A. Cio-Cio San still hopes that Pinkerton will return.
B. has given up hope for Pinkerton’s return.
C. has decided to put the marriage behind and move on with her life.
D. has decided to marry another man.
6. When Pinkerton finally arrives in Nagasaki we learn that

A. he regrets leaving Cio-Cio San and decides to take her with him to the US
B. Pinkerton has a child with another woman.
C. Pinkerton has married an American woman.
D. Pinkerton has come to settle there.
7. Chinese soprano Ying Huang

A. is not vocally fit for the part.
B. looks exactly like a Japanese woman.
C. was preferred to hundreds other singers for the title role.
D. was too young to play Cio-Cio San.
8. Richard Traxell and Ying Huang

A. are a perfect match in terms of singing.
B. fell in love while filming.
C. constantly fought on the sets.
D. were dedicated to their work.
9. The sound
A. leaves a lot to be desired.
B. lacks quality orchestral support.
C. is of good quality.
D. doesn’t match the picture.
10. The writer believes that

A. Ying Huang is a good actress in the romantic scenes.
B. Richard Traxell is a marvelous actor.
C. Cio-Cio San’s uncle’s appearance is very natural.
D. James Conlon does a marvelous job conducting the Orchestre de Paris.
120
B. Writing
Example 1
Last week you went to an outdoor concert with your friends. Write an email to your
English speaking friend describing what happened at the concert.
Write your email in 80-100 words.
Example 2
You have seen this announcement in a local magazine: We are looking for articles on
the following topic – Society is affected by violence in the media.
Write your article in 180-200 words.
II. SPEAKING
How often do you read books?
Talk about the last theatre play/film you saw.
Should companies be targeting children in their advertising campaigns? Give reasons
for your answer.
121
Test 3
TEXT 1
say” (C).
The Universal Declaration of Human Rights, one of the great moral statements of the
20th century, could not be clearer. It says that “everyone has the right to freedom of
thought, conscience and religion,” including the right to change religion and to “mani-
fest his religion in teaching, practice, worship and observance”.
A report by the Pew Forum on Religion and Public Life, published this week, found
that nearly 70% of the world’s 6.8 billion people live in countries with “high restric-
tions” on religion. This refers both to official controls on faith and to the hostility that
believers endure at the hands of fellow citizens.
After studying 198 countries and self-ruling territories, Pew finds that in 75 of them
there is some control by local or national authorities on efforts to persuade others to
adopt one’s faith. In 178 countries faiths are required to register with the government, and
in 117 states this obligation has caused problems for some religions.
Some countries do not respect religious freedom even in theory — in Saudi Arabia,
for instance, public prayer by non-Muslims is out of the question. The kingdom is one
of eight nations listed by the State Department as “countries of particular concern” in re-
spect of religious liberty, a category that normally invites some punitive action. However,
successive American governments have let the Saudis off, exercising a waiver on na-
tional-security grounds. The commission wishes that the Obama administration would
be more assertive.
Two centuries after the French and American revolutions, and 20 years after Soviet
communism’s fall, liberty of conscience may be diminishing again.
(“Too many chains”, December 17th 2009, from The Economist print edition)
1. The right to change one’s religion is granted by the Universal Declaration of

Human Rights.
122
2. According to a report by the Pew Forum on Religion and Public Life, more than
two thirds of the world’s population live in countries which restrict their religion.
3. Believers endure physical abuse.
4. In 75 of the studied countries there is no control by authorities.
5. Saudi Arabia is one of the countries where religious freedom is not respected.
6. The Obama administration is expected to back down on countries like Saudi
Arabia.
7. President Obama believes that liberty of conscience may be diminishing again.
TEXT 2
When it comes to adopting a vegetarian lifestyle, many people feel that they wouldn’t
be able to due to their love of meat. While there are some meat alternatives available for
purchase, many of them are inadequate in terms of recreating the tastes of meat. Luck-
ily, there is a new product that is being marketed that can be a godsend for vegetarians
who find themselves yearning for meat. Quorn is a type of mycoprotein that many peo-
ple find to be a great meat substitute, and in this article, we’ll go over some of the basic
information regarding this revolutionary product in order to give you a better idea of
what it is and how it can be a great nutritious choice for you to make.
One problem that a lot of vegetarians have with their diet is that they are unable to
fill the void of protein consumption that is caused by not eating meat. Luckily, Quorn is
a meat substitute that is packed with protein. It was created as a protein-rich substitute
for meat in case a global famine was to occur. The active ingredient in Quorn was dis-
covered in 1967, and it was tested for over ten years before being determined fit for
human consumption, making it one of the most tested foods in existence today. It was
released in the United States in the year 2002 and it is really beginning to catch on, as it
has an absorbent quality that tends to allow it to taste like many different types of meats.
It also resembles meat, which makes it great as a replacement. One may wonder how
a product can seem so meat-like and be so full of nutritional value without actually being
the real thing. The truth is, Quorn is actually made out of a certain type of mold! The fun-
gus is combined with chicken egg albumen, which keeps it from being a vegan-friendly
123
product but it can be a very important part of a non-vegan vegetarian’s diet. Quorn can
be made to resemble many forms, and there are several pre-made vegetarian dishes avail-
able for sale that contain Quorn, including pizza, lasagna, hot dogs and hamburgers. It
can also be purchased as a raw ingredient, either in cubes or in a texture that resembles
ground beef. The product is free from the fats and cholesterol that normal meat contains,
making it a wonderful addition to anyone’s diet.
Quorn’s popularity continues to grow within the United States and abroad. Created
in the UK, the product is now sold in the Netherlands, Belgium, Sweden and Switzer-
land as well. Some people report allergic reactions to the product, but the percentages of
individuals who have reactions tend to be similar to the percentage of those who have
allergic reactions to other allergens such as milk or peanuts. If you are a non-vegan
vegetarian who is looking for a suitable meat substitute, you may want to give Quorn a
shot. You should be able to find Quorn or Quorn-based products at your local super-
market.
(www.amazines.com)
1. Meat alternatives
A. cannot be found on the market.
B. are bad for one’s health.
C. are available to buyers.
D. do not taste good.
2. Quorn
A. will most probably be appreciated by any vegetarian.
B. will certainly be appreciated by those vegetarians who long for meat.
C. will most likely be rejected by vegetarians.
D. is considered to be a useless product.
3. Not eating meat

A. normally leads to malnutrition.
B. helps us lose weight.
C. is recommended for people on a diet.
D. normally leads to a lack of protein in the body.
4. The active ingredient in Quorn

A. was determined unfit for human consumption.
B. was discovered in 1976.
C. is one of the least tested foods today.
D. was tested for over a decade.
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5. Being very absorbent Quorn
A. is able to taste like various types of meat.
B. is able to expand its size.
C. will reduce the feeling of being hungry.
D. will satisfy your hunger.
6. One of Quorn’s main ingredients is

A. soy milk.
B. a fungus
C. egg yolk.
D. powder milk.
7. Quorn can be found in certain vegetarian dishes like

A. pizza, lasagna and cheeseburgers.
B. lasagna, hot dogs and egg burgers.
C. pizza, hot dogs and hamburgers.
D. pizza, lasagna and moussaka.
8. Unlike normal meat, Quorn

A. does not contain fats and cholesterol.
B. is rich in fats and cholesterol.
C. has a low content of fats and cholesterol.
D. provides the daily intake of fats and cholesterol.
9. Quorn is becoming more and more popular

A. in its country of origin, the US.
B. in central European countries.
C. in the US.
D. in Scandinavian countries.
10. One of Quorn’s drawbacks is the fact that its consumption

A. may result in sudden weight loss.
B. may cause allergies in people who eat it.
C. may cause addiction.
D. may curb your appetite.
B. Writing
Example 1
An international English students’ magazine is running a competition on the topic of
traditional food. You have decided to write an article for the competition.
125
Example 2
You have recently read an article in a local newspaper describing cruel treatment of
stray dogs in your town. You have decided to write a letter to the editor reacting to the
article, explaining your views on how this issue should be dealt with.
Write your letter in 180-200 words.
II. SPEAKING
Do you prefer using local shops or supermarkets?
Talk about your first cooking experience.
Do you think fast food will still be popular in the future? Give reasons for your an-
swer.
126
Test 4
TEXT 1
say”(C).
Time—the Fourth Dimension of Einstein and Ouspensky (talented Russian author of
Tertium Organum) is graphically illustrated in the former’s “Relativity” film now ex-
hibited at cinema houses.
The picture shows in the simplest manner that things are not always what they seem.
What is apparently a sharply bent line may be actually a lead pencil resting in a glass of
water, the refraction occurring at the surface of the water where the pencil emerges into
a less dense medium, causing it to appear bent. A spot that appears to be white upon a
black background is actually gray when seen on a white background. A projectile shot
vertically upward from the earth really follows a curved course in space, due to the side-
wise motion imparted to it by the rotation of the earth.
The film also explains Dr. Einstein’s theory of how light rays from the stars are bent
by the magnetic attraction of the sun as they pass it, and the verification of this theory
by astronomers during an eclipse.
After showing that everything in the universe is relative as compared to something
else and that the speed of light (186,000 miles a second) is the only standard that never
varies, Dr. Einstein introduces time as the fourth dimension, and brings his picture to a
whirlwind conclusion by shooting the spectator back through 431 years to 1492.
The onlooker is now back with Columbus discovering America. The 431 years to 1923
A. D. (which for us are the past) are for Columbus the future. Time itself is relative.
(www.time.com)
1. “Relativity” is a new film now in cinema houses.
2. The film evolves around the idea that things are always what they seem.
127
3. A red spot upon a black background is in fact orange on a white background.
4. One of Einstein’s theories is also explained in the film.
5. Time as a fourth dimension was introduced by Dr Einstein.
6. The speed of sound is the only standard that never varies.
7. What seemed to Columbus to be the future, for us is the past.
TEXT 2
On campuses, cheerful undergraduates are pressing leaflets into bright-eyed fresh-
ers’ hands. At Heathrow airport, where many foreign students enter Britain, the wel-
come has been less warm. Officials herded recent arrivals into a separate queue that at
times took six hours to get through—and those were the lucky ones. Many potential stu-
dents are languishing at home, and will miss out on university places this autumn unless
they receive visas in the next few days.
Universities had seen trouble looming since March, when a new student-visa system
was introduced. By insisting that potential students prove their academic credentials and
show that they have enough money to support themselves, the Home Office intended to
deter those who were actually coming to Britain to work. It also hoped the reforms would
keep out potential terrorists. But the advice it issued to applicants was poor (it has since
been revised) and staff at many visa-processing centres were not properly trained.
The result has been a backlog at many centres — in Los Angeles, for example, stu-
dents waited up to 40 days for a visa. But the problem has been particularly acute in the
Indian subcontinent. In Pakistan, 5,000 aspiring students have yet to have their applica-
tions processed and 9,000 more are appealing against outright refusals.
The logjam affects mostly wealthy, well-educated folk in strategically important
countries. The elite universities, some of which have long had a cosmopolitan clientele,
are concerned. “We are all extremely worried about the damage that this could do to the
reputation of British higher education overseas, particularly in the Indian subcontinent.
It comes at a time when universities’ finances are under enormous pressure,” says
Simeon Underwood, head of admissions policy at the London School of Economics.
International students are vital to British universities. Although British and European
students pay tuition fees of up to £3,225 a year, the cost of educating them is far higher.
128
The state partially plugs the gap and, for that reason, it also caps the number of these stu-
dents. Fees from overseas students, who pay around £12,000 a year, contribute more
than £1.5 billion annually, 8% of universities’ total income.
To attract these crucial customers, universities offer to meet them at airports, run
events to settle them in and arrange for police to visit campuses to expedite visa controls.
But if students cannot make it into Britain, such canny marketing is in vain. This year,
even though a weak pound makes British universities a cheap option, some have seen the
number of new students from outside the European Union fall by a fifth because of dif-
ficulties in getting visas.
On a visit to Islamabad on October 5th Alan Johnson, the home secretary, promised
to cut the time it takes to process a visa from 60 days to 15 by hiring more staff, and to
help Pakistan establish a national anti-terrorism agency, which would relieve the pres-
sure on the visa system. But his intervention will not help this year’s blocked students.
And if problems persist, more foreign students may plump for universities in America
or Australia in future.
(from The Economist)
1. Foreign students entering Britain at Heathrow Airport

A. have been receiving good treatment.
B. haven’t been well received.
C. have been rejected.
D. have been sent back home.
2. The queue for recent arrivals

A. took at least six hours to get through.
B. took as long as usual to get through.
C. didn’t take as long as they had expected to get through.
D. was very long.
3. Many potential students will not be able to get a university place

A. if they overstay their visa.
B. if they fail in meeting the deadline.
C. unless they fail to receive their visa.
D. if they don’t receive visas in the next few days.
4. The Home Office
A. intended to prevent potential terrorists from entering the country.
B. encouraged students who were unable to support themselves.
C. insisted that potential students be subjected to cruel treatment.
D. refused to show any sympathy towards third world students.
129
5. The elite universities are worried that
A. the problem may lead to some of the institutions being closed down.
B. the logjam may affect the reputation of British higher education abroad.
C. British students may choose to study overseas.
D. private universities may go bankrupt.
6. British universities
A. have mostly international students.
B. do not encourage international students.
C. depend on international students.
D. would like to attract more foreign students.
7. Overseas students
A. pay less than British and European students.
B. contribute more than £ 1.5 million a year.
C. pay much more than British and European students.
D. receive the highest grants.
8. The number of new students from outside EU fell by a fifth this year,
A. because no more visas are granted to non-European students.
B. despite the fact that the pound has grown weak.
C. which was expected by universities.
D. which made British students content.
9. Alan Johnson
A. promised to eliminate visas for Pakistani students.
B. promised to establish a national anti-terrorism agency in London.
C. promised to cut the time it takes to process a visa by half.
D. went to Islamabad in October.
10. If problems are not solved soon,
A. American or Australian universities may become the choice for more foreign
students.
B. Alan Johnson will have to resign.
C. foreign students will prefer studying in their own countries.
D. more American or Australian students will choose to study in Britain.
B. Writing
Example 1
You have just carried out an unusual experiment in science class. Write an email to
your English pen friend telling them about it.
Write your email in 80-100 words.
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Example 2
Does art give our lives meaning and purpose or is it merely a distraction from real life?
Discuss both sides.
Write your essay in 180-200 words.
II. SPEAKING
Do you have a pet? Why/Why not?
Talk about a funny experience you had while travelling with friends.
Is it necessary for cities to have public areas like parks? Give reasons for your answer.
131
Test 5
TEXT 1
say” (C).
Good professional relationships can be a rewarding way for two people to work to-
gether and help each other after moving on to other opportunities. A lack of a professional
relationship, on the other hand, can lead to lost productivity and hard feelings at work.
Many people don’t think that they have the skills necessary to build professional rela-
tionships, but with a little time and effort it isn’t difficult.
Act professional at all times. Never resort to childish behavior or do anything inap-
propriate that might jeopardize the relationship or offend your co-worker. Save your fa-
vorite offensive jokes for your friends and keep it clean.
Speak honestly with your co-worker about the relationship. There is nothing wrong
with having a relationship that benefits both parties over time, and getting things out in
the open can prevent serious misunderstandings down the road.
Communicate clearly and often with your co-worker. Clear communication leads to
problem solving and builds relationships quickly. Take the time to speak to your co-
workers regularly and try to be helpful whenever possible.
Treat your co-worker with respect. You don’t come to work just to waste time, and
neither does he. Respect his time and space, and he will do the same for you. More im-
portantly, he won’t add you to his mental list of people to avoid.
Avoid acting insincerely. No matter how well you think you can hide it, insincerity
always gets discovered. If you are trying to use a co-worker for your own gain, you will
lose the opportunity for a relationship and make an enemy in the process.
(“How to Build a Professional Relationship”, www.ehow.com)
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1. After changing jobs two people can tighten their professional relationship.
2. Not having a professional relationship leads to hard feelings at work.

3. Many people are confident that they have the skills to build professional rela-
tionships.
4. It is not advisable to act childishly at work.

5. Speak openly to your co-worker and this will strengthen your relationship.
6. Respect your co-worker and his family.

7. Act insincerely and you’ll never get discovered.

TEXT 2
Staying ahead of the trend drives the trend

To say that many consumers are on the lookout for something unique is an under-
statement. Undeniably, then, if one is in the retail business, providing customers with
something different simply makes good business sense. This idea may seem “old hat” to
successful retailers, but it is, indeed, a rarity that a shopping centre has used this ration-
ale to fuel its growth and success for the past 42 years.
Yorkdale is that shopping centre. More than any other shopping centre in the country,
Yorkdale gives shoppers exactly what they want. “Many of our customers look to York-
dale as the source for style,” says Jai Lee, Marketing Director for Yorkdale Shopping
Centre. “They see us as the premier shopping destination, delivering up-to-the-minute re-
tailers, the best of au current trends and an inspirational, unique shopping environment.”
Canada’s first Apple Store opened at Yorkdale. The launch proved so successful that
Apple decided to open more stores in Toronto. Just another example of the exceptional
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pull of Yorkdale, always raising the bar on what a shopping experience should be. York-
dale continues to provide many hours of entertaining activities during every visit. There’s
family-friendly cuisine at the mall’s locations of Casey’s Grill & Bar, the Rainforest
Café, Milestone’s and others. Sliver City Cinemas offer the optimum big screen experi-
ence and the Indigo Books, Music and Café provides a wealth of reading material and
other gift fodder.
Shopping centre success is measured by average sales per square foot. Yorkdale
currently averages a staggering $980 per square foot - nearly double the national aver-
age of $467 per square foot (statistics courtesy of the International Council of Shopping
Centres).
Yorkdale’s tremendous success isn’t a recent phenomenon. The centre has been grow-
ing and reinventing itself since it first opened its doors in 1964 as the nation’s biggest,
most spectacular shopping centre. In 2005, 40 new stores and 180,000 square feet were
added, for an impressive total of 1.6 million square feet of shopping space offering 240
stores and services.
The fact that 240 stores and services need customers is not lost on Yorkdale. It makes
it the fifth largest shopping mall in Canada draws in approximately 400,000 customers
a week.
“A centre like Yorkdale could only thrive in a city such as Toronto, with its grand and
diverse population,” says Lee. “Toronto is also one of Canada’s most affluent CMA
(Central Market Area). And, it’s conveniently located near major traffic arteries, com-
plete with transit system access — a subway stop — right on site.
Being located in the province’s capital city is another bonus. Virtually, all of York-
dale’s specialist consultants and services are within city limits. And, several of York-
dale’s vital Canadian retailers, such as Holt Renfrew and Indigo, have head offices in
Toronto. “For these Toronto-based retailers, as well as those located elsewhere, York-
dale’s stores are among the top performers in the country, providing a valuable barom-
eter of a retail concept’s potential,” adds Lee.
Toronto’s intense love affair with Yorkdale has lasted for more than forty years. York-
dale is synonymous with world-class shopping, and the centre has become, inarguably,
an integral part of Toronto’s urban life.
(www.toronto.ca)
1. The shopping centre

A. has recently become popular
B. has been popular for over 42 years.
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C. doesn’t always provide customers with what they need.
D. hasn’t always been good business.
2. Many customers
A. come here for the latest fashions.
B. believe that the shopping centre is the second best destination.
C. are inspired by the nonconformist shopping environment.
D. find here exactly what they want.
3. Apple
A. is the first store opened in Canada.
B. launched its first store at Yorkdale.
C. decided to open more stores in Yorkdale.
D. offers the best shopping experience.
4. Yorkdale Shopping Centre offers a wide range of facilities such as

A. family restaurants and cinemas.
B. a huge parking lot and restaurants.
C. libraries and cinemas.
D. a big skating rink and cinemas.
5. The average sales per square foot

A. are double in Yorkdale than the national average.
B. have grown recently.
C. are almost $467.
D. exceed expectations.
6. Yorkdale Shopping Centre

A. has recently reinvented itself.
B. opened 40 new stores in 2009.
C. first opened its doors in 1964.
D. hasn’t always been the nation’s biggest shopping centre.
7. There are
A. more than 400 shopping malls in Toronto.
B. only four shopping malls in Canada which are bigger than Yorkdale.
C. two playing grounds for children behind the shopping mall.
D. over 250 stores and services.
8. Marketing director Jai Lee

A. thinks the shopping centre’s popularity is justifiable in a city like Toronto.
B. blames the shopping centre’s lack of popularity on its inconvenient location.
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C. says that nearby traffic arteries would boost popularity of the shopping centre.
D. thinks that the shopping centre could have been grander in another city.
9. The location of the shopping centre

A. cannot please all the Canadian retailers.
B. provides a valuable barometer for the main retailers.
C. has attracted retailers from outside Toronto.
D. is vital for the business.
10. Yorkdale Shopping Centre is synonymous with

A. a love affair.
B. Toronto’s urban life.
C. world-class shopping.
D. good taste.
B. Writing
Example 1
A pen friend of yours has asked for your advice on how to improve his/her English.
Write your letter in 80-100 words.
Example 2
An international tourist magazine has asked its readers to contribute articles promot-
ing a famous holiday resort in their country.
II. SPEAKING
Do you like zoos? Why/Why not?
Talk about a trip you took with family or friends.
Do you think it’s important for children to learn by visiting exhibitions and museums?
Give reasons for your answer.
136
Grammar Section
Unit 1
MAKING A LIVING
Present Simple
We use the present simple:

– for permanent states
He lives in New York.
– for daily routines, repeated and habitual actions
He often stays at the office until late in the evening.
– for general truths and laws of nature
The moon moves around the Earth.
– for timetables and programmes
The bus leaves in ten minutes.
– for sporting commentaries, reviews and narrations
Rãdoi intercepts and passes it to Mutu.
Time expressions used with the present simple: usually, often, every day/week/
month/year, in the morning, in the afternoon/evening, at night, on Fridays, etc.
Present Continuous
We use the present continuous

– for actions taking place at or around the moment of speaking
He is reading a book right now.
– for fixed arrangements in the near future
He is flying to Milan in an hour.
– for currently changing and developing situations
The success of talk shows is increasing
– for actions happening too often expressing annoyance, irritation
You’re always interrupting me.
Time expressions used with the present continuous: now, at the moment, at present,
these days, nowadays, still, today, tonight, etc.
Non-continuous Verbs
– verbs of senses: see, hear, taste, feel, look, sound, smell
137
– verbs of perception: know, believe, understand, realize, remember, forget, notice,
think, seem
– verbs expressing likes and dislikes: love, like, hate, dislike, enjoy, prefer
– other verbs: be, contain, include, belong, fit, need, matter, cost, own, want, weigh,
wish, have, keep
Present Perfect
We use the present perfect

– for an action which started in the past and continues up to the present
I have known Jamie for years.
– for a recently completed action whose result is visible in the present
They have done their shopping
– for an action that happened at an unstated time in the past
Ken has bought a new car.
Time expressions used with the present perfect: for, since, already, always, just, ever,
never, so far, today, this week, lately, recently, still, for ages/years, etc.
Present Perfect Continuous
We use the present perfect continuous

– to put emphasis on the duration of an action which started in the past and continues
up to the present
The cat has been playing with the mouse for hours.
– for an action that started in the past and lasted for some time
Tom is really tired. He has been working hard all week.
– for repeated actions in the past continuing to the present
He has been taking English classes at night school.
Time expressions used with the present perfect continuous: for, since, how long, la-
tely, recently.
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Unit 2
A TASTE FOR TRAVEL
Past Simple
We use the past simple

– for an action that occurred at a definite time in the past
They graduated four years ago.
– for actions that happened immediately after one another in the past
First, they cooked the meal. Then, they ate with their friends.
– for habitual actions in the past which don’t happen anymore
He often played chess with his dad when he was young.
Time expressions used with the past simple: yesterday, then, last night/week/month,
thee days ago, etc.
Past Continuous
We use the past continuous

– for an action which was in progress at a stated time in the past
At 3 o’clock yesterday afternoon, Mike was washing the car.
– for an action which was in progress when another action interrupted it
He was reading a newspaper when his wife came in.
– for two or more simultaneous actions in the past
The people were watching while the cowboy was riding the bull.
– to give background information in a story
The sun was shining and the birds were singing.
Time expressions used with the past continuous: while, when, as, all morning/eve-
ning/day/week, etc.
Past Perfect
We use the past perfect

– for an action which happened before another past action or before a stated time in
the past
We had finished dinner by the time they arrived.
– for an action which finished in the past and whose result was visible at a later point
in the past
He had just arrived home from work so he was still wearing his suit.
139
– for a general situation in the past
Everything had seemed normal at first.
Time expressions used with the past perfect: before, after, until, till, already, just, for,
since, by the time, never, etc.
Past Perfect Continuous
We use the past perfect continuous

– to put emphasis on the duration of an action that started and finished in the past, be-
fore another action
We had been waiting for half an hour before the bus came.
– for an action that lasted for some time in the past and whose result was visible in
the past
She had been swimming and her hair was still wet.
Time expressions used with the past perfect continuous: for, since, before, until, etc.
140
Unit 3
PUTTING ON A SHOW
Adjectives
Adjectives describe nouns. They have the same form in the singular and in the plu-
ral. They go before nouns (a green sweater), but after the verbs smell, taste, feel, look,
be, appear, become etc.
e.g. The soup tastes good.
They seem anxious.
There two types of adjectives:
1. opinion adjectives: beautiful, exciting, boring

2. fact adjectives: short, old, wooden, fat
Order of adjectives
Sometimes we use two or more adjectives together. They go in the following order.
opinion size age shape colour origin material used for noun
gorgeous antique oval wooden dining table
nice small green pencil-
case
perfumed old red Italian wine
Adverbs of manner
Adverbs of manner say how something happens: She sings beautifully. He drives
carefully.
We form most adverbs of manner by adding -ly to the adjective.
Adjective Adverb
beautiful beautifully
careful carefully
Note that the adverb of good is well.
We use fast, hard, early and late as both adjectives and adverbs.
It’s a fast car. The car goes fast.
It is hard work They work hard.
141
It is early. I caught an early train.
Not all words ending in -ly are adverbs. Some adjectives also end in -ly: friendly, lo-
vely, lonely, silly, ugly. These adjectives have no adverb forms. We use in a … way.
She greeted us with a friendly smile. (adjective)
She smiled in a friendly way. (adverb)
An adverb that says where something happens e.g. here, in the park is an adverb of
place.
An adverb that says when something happens e.g. now, yesterday is called an adverb
of definite time.
Position
Adverbs of manner, place and (definite) time normally go after the direct object.
He wrote the note quickly.
We saw the boy in the street.
She bought a bag yesterday.
If there is no direct object, the adverb normally goes after the verb: He speaks
slowly.
If there is more than one adverb, the usual order is:
manner + place + time
She worked hard in the garden yesterday. (manner + place + time)
142
Unit 4
SURVIVE THE PRESS
Reported Speech
We use direct speech to quote someone’s exact words and we use reported speech
to report the exact meaning of what someone said. Personal pronouns, possessive ad-
jectives and possessive pronouns change according to the meaning of the sentence.
Helen: “I live in Greece.”

Helen said that she lives in Greece.
In reported speech tenses change as follows:
Direct Speech Reported Speech

Present Simple Past Simple
“I walk to school every day.” She said that she walked to school every day.
Present Continuous Past Continuous
“I’m writing an essay.” She said she was writing an essay.
Present Perfect Past Perfect
“I have finished my homework.” She said that she had finished her home-
work.
Past Simple Past Perfect
“I bought a new CD.” She said that she had bought a new CD.
Past Continuous Past Perfect Continuous
“I was reading at 10 o’clock.” She said she had been reading at 10
o’clock.
Future Simple Conditional
“I will go on that trip.” She said that she would go on that trip.
Some words and time expressions change according to the meaning of the sentence.
143
Direct Speech Reported Speech
here there
today, tonight that day, that night
yesterday the day before, the previous day
now then, at that time
two days ago two days before
last month the month before
this week that week
tomorrow the next day
next month the following month
Some modal verbs also change, as follows:
will would
can, could could, would be able to
may might
shall Should
must must, had to
144
Unit 5
TASTE THE WORLD
Singular and Plural Nouns
Regular plurals
Most nouns form their plural by adding -s to the singular form
book books
table tables
If the singular noun ends in -ch, -sh, -s or -x, we add -es.

watch watches
brush brushes
bus buses
box boxes
Some nouns ending in -o add -es in the plural.

tomato tomatoes
potato potatoes
echo echoes
Other nouns ending in -o, add -s only

piano pianos
radio radios
d. Nouns ending in a consonant + -y change the -y to -i and add -es.

city cities
country countries
e. Some nouns ending in -f/-fe drop the -f/-fe and add -ves in the plural.
leaf leaves
knife knives
Irregular plurals
a. Some nouns form the plural by changing their vowel(s).
man men
woman women
tooth teeth
foot feet
145
goose geese
mouse mice
b. A few nouns form the plural with –en

child children
ox oxen
c. Some nouns have the same form in the singular and plural
sheep sheep
deer deer
fish fish
aircraft aircraft
series series
species species
d. The usual plural of person is people (not persons)

person people
Collective Nouns
There are a number of nouns in English which refer to a group of people or things.
These nouns are called collective nouns. You choose a singular verb if you think of the
group as a single unit, and a plural verb if you think of the group as a number of indivi-
duals.
– collective nouns used to describe a group of the same thing:

• a group of people ( a small number)
• a crowd of people ( a large number)
– words associated with certain animals, birds or insects:

• a flock of sheep/geese/pigeons
• a herd of cows/deer/elephants
• a school of fish/herring
• a swarm of insects/bees/mosquitoes
– people involved in the same activity:

• a team of scientists/doctors/reporter
• the crew ( the people who work on a plane, ship)
• the cast ( actors in a film)
– other collective nouns

• a range of hills/mountains
146
• a row of cottages
• a set of tools/pots/pans
• a bunch of grapes/flowers/banana
• a heap/pile of papers, clothes, books
147
Unit 6
KNOW YOUR RIGHTS!
Modal verbs
Special features
• Modals do not take an -s, -ing or -ed ending: I am sure he can do it.
• Modals form questions, negations, short answers without auxiliary ‘do’, e.g. Can
you drive? No, I cannot/can’t.
• Modals are followed by a bare infinitive (exception ought to): I must leave fairly soon.
• Modals don’t form all tenses.
• Modals are used in question tags: They can’t all be right, can they?
CAN = be able to
Can is used to express:
• ability: Kate can speak Italian very well.
• lack of ability: Tim can’t play the piano.
• polite requests: Can I borrow your pen?
Could is used to express:
• general ability in the past = was/were able to
My brother could read when he was four.
• permission: Could I play with your ball?
• possibility: Where’s Mary? She could be in the park.
May = be permitted to/be allowed to
May is used to express:
• possibility: It may rain.
• permission: May I use your telephone?
Might is used to express:
• possibility: You might well be right.
• Permission: John asked if he might accompany me and I agreed.
Must = to have to
Must is used to express
• obligation: You must come home early.
• necessity: I must get up early.
• advice: You must talk to your mother about it.
Mustn’t expresses prohibition: You mustn’t smoke in here.
Should and ought to are used to express advice: You should go to bed earlier.
You ought to help your little sister.
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Unit 7
ON THE MOVE
The Passive
The passive is formed by the verb to be + past participle of the main verb.
Verb/Tense form Active Passive

Present simple He asks a question. A question is asked.
Present continuous He is asking a question A question is being asked right
right now. now.
Past simple He asked a question. A question was asked.
Past continuous He was asking a question. A question was being asked.
Future simple He will ask a question. A question will be asked.
Present perfect He has asked a question. A question has been asked.
Past perfect He had asked a question. A question had been asked.
Present infinitive He may ask a question. A question may be asked.
Modals He should ask a question. A question should be asked.
The present perfect continuous, future continuous, past perfect continuous and future
perfect continuous are not normally used in the Passive.
We use the passive:

• when the person or people who do the action are unknown, unimportant or obvious
from the context.
The TV set is being repaired.
• when the action itself is more important than the person or people who do it.
The museum will be opened to the public on the 5th of September.
• when we want to avoid taking responsibility for an action or when we refer to an un-
pleasant event and we don’t want to say who is to blame.
Mistakes have been made in the past.
Changing from the active to the passive:

• the object of the active sentences becomes the subject in the passive sentence.
• The active verb changes into a passive form, still preserving the same tense.
149
• The subject of the active sentence becomes the agent (which is usually introduced
with the preposition by).
Active: subject verb object

Kate baked a cake.
Passive: subject verb agent

A cake was baked by Kate.
150
Unit 8
THE LAB OF LIFE
Numbers
Numbers can be:
– cardinal (one, two, three, etc.)
– ordinal (first, second, third, fourth, fifth, etc.)
Ordinal numbers go before cardinal numbers.
e.g. the first three days
Fractions and Decimals
Simple fractions:
½ – a half
¼ – a quarter
1/6 – a/one sixth
2/3 – two thirds
Decimals:
0.186 – zero point one eight six
Complex fractions:
515/800 – five hundred and fifteen over eight hundred
• “a” + singular noun is used with fractions and decimals below 1:
¼ k – a quarter of a kilogram
• fractions and decimals over 1 are followed directly by a plural noun:
2.5 millimetres
Percentages
Percentages are written with a symbol (%) and are spoken as “per cent”:
18.2% – eighteen point two per cent
Uses of Commas
Commas are normally used to divide large numbers into groups of three figures,
usually in order to indicate the thousands and the millions:
8,765
5,123,144
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Commas are not used in dates:
the year 1988
Spoken Calculations
1+5=6 one and five is/equals six

10 – 8 = 2 eight from ten is/leaves two
ten minus eight is two
2 x 5 = 10 two fifths are ten
two multiplied by five is/equals ten
15 : 3 = 5 three into fifteen gives five
fifteen divided by three is/equals five
Spoken Forms of 0
a) nought (Br. E.) or zero (Am. E.) in decimals

b) oh – after a decimal point and in telephone numbers, addresses, years etc.
6.05 (six point oh five)
208 Moºilor St. (two oh eight)
1905 (nineteen oh five)
c) nil – in football
1 – 0 (one - nil)
d) love – in tennis
40 – 0 (forty - love)
e) zip – in American team sports
7 – 0 (seven – zip)
152
Unit 9
GETTING ON
Conditionals
Real Conditionals
Type 0 Conditionals
Type 0 Conditionals are used to express a general truth or a scientific fact. They are
formed by an if-clause (Present simple) and a main clause (Present simple).
If you want to get a good job, you have to go to college.
Type 1 Conditionals
Type 1 Conditionals are used to express a real or a very probable situation in the pre-
sent or the future. They are formed by an if-clause (present simple/present conti-
nuous/present perfect/present perfect continuous) and a main clause
(future/imperative/modals: can, may, might, must, should, could).
If he knows the answer, he’ll get a good mark.
We can use unless instead of if… not in the if-clause. The verb is always in the af-
firmative after unless.
Unless you hurry, we’ll be late for school.
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Unit 10
SHOPPING SPREE
Unreal conditionals
Type 2 Conditionals
Type 2 Conditionals are used to express imaginary situations that are contrary to facts
in the present and are unlikely to happen in the present or future. They are formed by an
if-clause (past simple/past simple continuous) and a main clause (would + bare infi-
nitive).
If he knew the answer, he would get a good mark.

Type 3 Conditionals
Type 3 Conditionals are used to express hypothetical, imaginary situations which are
contrary to facts in the past. They are also used to express regrets or criticism. They are
formed by an if-clause (past perfect/past perfect continuous) and a main clause (would
have + past participle).
If he had known the answer, he would have got a good mark.
Wishes
We can use wish/If only to express a wish.
Use Example Verb Tense

to say that we would like I wish Margaret were here. Wish/If only + past sim-
smth to be different in the (but she’s not) ple/past continuous
present If only I sang like Maria
Callas. (but I don’t)
to express regret about I wish I had told him Wish/If only + past perfect
smth which happened or sooner. (but I didn’t)
didn’t happen in the past
to express either a polite I wish it would stop Wish/If only + subject +
imperative or a desire for a snowing. would
situation or someone’s be-
haviour to change
154
Key to Exercises
Unit 1
MAKING A LIVING
3) c
5) 1- B; 2-A; 3-C; 4-A; 5-B; 6-A; 7-C
6) a-emergency; b-practitioner; c-skill; d-hobby; e-purchase; f-avid; g-strive; h-defect;
i-schedule; j-staff
7) a. cab driver; flight attendant; police officer; shop assistant; window cleaner; grave
digger; security guard; traffic warden; social worker; estate agent
b. 1 – police officer; 2 – social worker; 3 – cab driver; 4 – flight attendant; 5 – estate
agent
8) 1 B; 2 C; 3 A; 4 C; 5 A; 6 B; 7 C; 8 A; 9 C; 10 B; 11 A; 12 C; 13 C; 14 C; 15 B
9) A. 1 b; 2 b; 3 b; 4 a; 5 b; 6 a; 7 b; 8 b; 9 b; 10 a
B.
1 2 3 4 5 6 7 8 9 10
H D I A C F J B G E
10) 1 is raining; 2 have been reading; 3 is always borrowing; 4 tastes; 5 have written;
6 is increasing; 7 hasn’t called; 8 like; 9 usually have; 10 starts
11) 1. I usually talk to my grandparents on Saturdays.
2. Our summers are getting hotter every year.
3. Have you already booked a table at that new French restaurant?
4. I am thinking about what I have to do tomorrow.
5. Does he often leave without saying good-bye?
12) 1 am watching; 2 Do you understand; 3 have never visited; 4 has broken; 5 has
been staring
13) 1 – b; 2 – c; 3 – a; 4 – c; 5 – c; 6 – b; 7 – c
14) 1 true; 2 false; 3 true; 4 true; 5 false (An example is not always necessary.)
15) 1 – d; 2 – a; 3 – f; 4 – e; 5 – b; 6 – g; 7 – c
16) 1 – provides additional information; 2 – states a result or a consequence; 3 – in-
troduces the main idea of the paragraph; 4 – presents the conclusion; 5 – gives an ex-
planation; 6 – offers a suggestion; 7 – contains a justification
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17)
Introducing Presenting Expressing Expressing Giving Introducing a
an idea two ideas results contrast examples conclusion
together
first of all not only … conse- even though for instance to sum up
to begin but also quently however such as to conclude
with because of although for example in conclu-
to start with this despite in particular sion
firstly therefore nevertheless in a nutshell
for this rea- but as a result
son
thus
18) Suggested answers: 1. for instance/for example; 2. Although; 3. Despite; 4. As a

result; 5. In a nutshell
19) Think about how much time your employees are wasting by trying to continually
figure out what they’re supposed to be doing. If they’re even half confused about what
they should be doing, it adds up to a huge amount of extra time at the end of the day. In-
stead of walking around aimlessly trying to pretend they’re busy, they could be doing
something productive. One thing you might do is print out a sheet listing every single per-
sons job in the company and a bulleted list of what they’re expected to accomplish each
and every day. Plus, you need to make sure that your employees know that you don’t sim-
ply expect the minimum from them. So what you need to do is figure out what they want.
By making sure your employees know what they’re supposed to be doing, you’re almost
guaranteed a more successful, more stress-free work environment.
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Unit 2
A TASTE FOR TRAVEL
4) C
5) 1 – e; 2 – c; 3 – f; 4 – b; 5 – d; 6 – g; 7 – a
6) 1 B; 2 C; 3 B; 4 C; 5 A; 6 A; 7 B
7) 1 – spectacular; 2 – spin; 3 – journey; 4 – delighted; 5 – flights; 6 – fountain; 7 –
surreal; 8 – homeless; 9 – brilliant; 10 – sight
8)
ON LAND ON WATER BY AIR
car speedboat jet
motorbike submarine helicopter
van canoe airplane
train lifeboat balloon
moped car ferry
lorry rowing boat
coach cruise liner
tram
bus
9) 1 – c; 2 – a; 3 – e; 4 – g; 5 – f; 6 – b; 7 – d
10) 1 – company; 2 – tour guide; 3 – staff; 4 – facilities; 5 – experience; 6 – sites;
7 – holiday
11) a. 2 – Past Simple; 3 – Past Perfect Simple; 4 – Past Continuous; 5 – Past Perfect
Continuous; 6 – Past Simple; 7 – Past Continuous
b) 1 – d; 2 – a; 3 – f; 4 – b; 5 – g; 6 – e; 7 – c
12) 1 – was still working; 2 – visited; 3 – had been working; 4 – was shining; 5 – had
already started; 6 – did you feel; 7 – was pulling; 8 – moved; 9 – broke; 10 – Had she
found out
14) Our car ran out of petrol. 6
My wife took the map out. 2
Patrick gave us the keys to his mountain cottage. 1
The old lady gave us directions. 5
A forest guard found us. 8
Our mobile phone lost signal. 4
We exited the motorway. 3
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We spent the night in the woods. 7
We returned home. 9
15) 1 – was pulling, flew out; 2 – were listening, had been driving; 3 – were driving;
4 – pulled, was watering; 5 – were; 6 – saw, was driving; 7 – didn’t turn out, had expected
16) - join similar ideas: and, moreover, what’s more, furthermore
- join contrasting ideas: however, but, nevertheless, though, even though, while,
whereas
- show reason/consequence: so, because, since, thus, as a result, consequently,
that’s why, hence, therefore
- listing order of events: when, while, as, by then, first, suddenly, afterwards,
finally
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Unit 3
PUTTING ON A SHOW
5) 1. B; 2. A; 3. A; 4. A; 5. B; 6. C; 7. B
6) 1. superstar; 2. overtures; 3. aplomb; 4. exquisitely; 5. dramatic; 6. soloist; 7. note
7) 1 – b; 2 – a; 3 – b; 4 – c; 5 – a; 6 – c; 7 – b; 8 – c; 9 – a; 10 – c.
8)
-ive -ing/-ed -able -ible -ative -ant -ent
aggressive amus- applicable compre- administra- significant apparent
decisive ing/amused avoidable hensible tive reliant dependent
impressive boring/bor bearable responsive argumenta- different
speculative ed believable tive obedient
supportive challeng- deniable consulta-
ing/chal- imaginable tive
lenged reliable imagina-
loving/love loveable tive
d predictable informative
supporting regrettable provoca-
remarkable tive
9) 1 – frightening; 2 – awful; 3 – costly; 4 – sympathetic; 5 – impressive; 6 – fash-

ionable; 7 – cultural; 8 – muddy; 9 – sensible; 10 – hopeful.
10) 1. slinky red satin; 2. an eye-catching white silk; 3. long wavy golden; 4. beauti-
ful old stone; 5. round marble dining;
11) 1. the most intelligent child in his class.
2. as many presents as Susie did.
3. she gets, the wiser she becomes.
4. less sensitive than his friend.
5. car is faster than mine.
6. is not as easy as English.
7. the same as the HiFi system.
13) films; albums; CDs/DVDs; exhibitions; concerts; resorts; etc.
14) - to give information about a film, a book, etc
- to recommend something
- to help the reader make a choice
- to give your opinion of what you are reviewing
- to list both positive and negative aspects of what you are reviewing
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15) 1. your favourite CD/DVD
2. To describe the CD/DVD, and to say why you like it
3. An International English Students’ Magazine
4. Students of English all around the world
5. b
6. No, they might not be familiar with my favourite CD/DVD.
7. The title of the CD/DVD, what it contains.
16) Suggested answers
Books: amusing, boring, brilliant, dreadful, dull, disappointing, excellent, fascinating,
funny, hilarious, humorous, interesting, intriguing, action-packed, sophisticated, superb
Characters: amusing, believable, boring, brilliant, dull, funny, hilarious, humorous, in-
teresting, sophisticated, vivid
Plot: amusing, believable, boring, brilliant, dreadful, dramatic, dull, disappointing,
excellent, exciting, fascinating, fast-moving, gripping, humorous, imaginative, interest-
ing, intriguing, inventive, action-packed, spine-chilling, sophisticated, vivid
Atmosphere: warm, exciting, fascinating, funny, hilarious, humorous, interesting, in-
triguing, outstanding, spine-chilling, sophisticated, superb, vivid
Performance: appalling, believable, boring, brilliant, catastrophic, daring, dramatic,
dull, disappointing, excellent, exciting, fascinating, funny, gripping, hilarious, humorous,
interesting, intriguing, outstanding, spine-chilling, superb, vivid
17) 4. Give your recommendation
1. Give a more detailed description of what you are reviewing
2. Say what CD/DVD you are reviewing
3. State positive/negative aspects of what is being reviewed
18) a. E; b. E; c. R; d. E; e. R; f. R; g. E/R; h. E; i. E; j. R.
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Unit 4
SURVIVE THE PRESS
2)
popular entertainment informative educational
soap operas news reports lawyer shows
crime dramas sports reports game shows
reality TV talk shows travel documentaries
medical dramas travel documentaries wildlife programs
situational comedy (sitcom) weather reports
horror dramas
animated shows
variety shows
detective dramas
game shows
cartoons
talk shows
westerns
4) b.
6) 1. concept; 2. a decade; 3. remote; 4. similar; 5. garnered; 6. combination; 7. re-
volves; 8.successful
7) 1-F; 2-T; 3-F; 4-T; 5-T
8) 1-C; 2-A; 3-A; 4-B; 5-C; 6-A; 7-B; 8-A; 9-B; 10-C; 11-A; 12-B
9) 1 – told; 2 – said; 3 – told; 4 – said; 5 – told; 6 – said; 7 – said; 8 – told; 9 – tell,
told; 10 – say, tell
10) a. 1 – was going; 2 – Patrick had had an accident; 3 – she hadn’t seen Mary;
4 – would tell Patrick she saw me; 5 – she had got her test results the day
b. suggested answers: 1 – you would be back in October; 2 – it was cheap;
3 – she did; 4 – he had passed it; 5 – they were married.
11) 1. I asked my mom where my new CD was.
2. Bob asked me if I had heard what she had told the math teacher the day before.
3. My dad asked me if I had had my nose pierced.
4. She asked her friend if she could guess where she was going in August.
5. Mary asked whether I would help her with the luggage.
6. She asked me if I could cook.
7. She asked where the concert hall was.
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8. He wanted to know what I found difficult about ballet dancing.
9. He asked me what my plans for the holiday were.
10. She asked me whether I had met any famous actors.
12) 1 – a; 2 – a; 3 – b; 4 – a; 5 – b
13) a – 1;
c. 2. How come you still live in Toronto?
3. What is the last record you bought?
4. What’s up with your acting?
5. What’s the most embarrassing thing that has ever happened to you?
6. How did your friends react to your fame?
7. Do you have any favorites in your wardrobe?
8. Do you believe in God?
9. Do you like fast food?
10. Did your career interfere with school?
d. 1 – C; 2 – I; 3 – D; 4 – F; 5 – A; 6 – J; 7 – G; 8 – B; 9 – H; 10 – E
e. suggested answers:
– sentences where part or all of the verb is missing: Kind of like Anthony Kiedis
and the Chili Peppers.; Nothing.
– chatty, conversational style: You know who recommended these gospel
CDs?; — this sounds really Hollywood; this sounds so Hollywood.
– contractions (short forms): I didn’t want; I’m in the studio; weren’t getting;
I’ve been listening; it’s called; I’d been meaning; That’s.
f. 1 – F; 2 – T; 3 – F; 4 – T; 5 – F; 6 – T; 7 – F; 8 – F; 9 – F; 10 – F.
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Unit 5
TASTE THE WORLD
2) a.
Fruit and vegetables meat Fast food Home-cooked meals
dried fruit tuna hamburger spaghetti
carrots beef pizza mashed potatoes
cucumber sausages cheeseburger noodles
olives trout vegetable soup
lettuce lamb poached eggs
broccoli fried rice
kiwi ginger bread
eggplant breaded cheese
cabbage stuffed grape leaves
sour cherries
b. dried fruit, carrots, cucumber, olives, lettuce, broccoli, kiwi, eggplant, cabbage,
sour cherries, spaghetti, mashed potatoes, noodles, vegetable soup, poached eggs, fried
rice, ginger bread, breaded cheese.
3) 1.You are what you eat.
2. The darker the berry, the sweeter the juice.
3. A man must not swallow more than he can digest.
4. One bad apple spoils the lot.
5. What is sauce for the goose is sauce for the gander.
4) b.
5) 1-A; 2-B; 3-B; 4-A; 5-C; 6-C; 7-B.
6) 1-i; 2-a; 3-e; 4-h; 5-g; 6-c; 7-d; 8-b; 9-f; 10-j
7) May I take your order?
Sparkling water, please.
Would you like to see the wine list?
Yes. I’ll have the eggplant gratin with stuffed sweet potatoes.
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8)
male female young
stallion mare filly/colt
bull cow calf
gander goose gosling
billy goat nanny goat –
pig sow piglet
dog bitch puppy
drake duck duckling
cock hen chicken
ram ewe lamb
9) a- MC
b- D
c- A
d- MC/A
e- MC
f- D
g- A
h- MC/A
i- MC
j- A
k- D
l- MC
m- A
n- D
o- A
10) 1-to; 2-an; 3-others; 4-are; 5-while/when; 6-which/that; 7-may/might; 8-up; 9-
of; 10-from; 11-in; 12-than
11) 1-luggage; 2-some paper; 3-very beautiful hair; 4-some advice; 5-is; 6-is; 7-was;
8-is; 9-is; 10-are
12) 1. an; -; 2. a; a; 3. -; 4. an; 5. a; the
13) 1. Thank you for the advice you gave me; it really helped.
2. Checkers is a game I like playing with my friends on Saturdays.
3. The plane is the safest means of transport.
4. A series of events in the book led to an unexpected denouement.
5. Who on earth gave you this information?
14) A-5; B-2; C-1; D-4; E-3; F-6
164
15) a.
Good – great, fantastic, excellent, etc.
Bad – awful, horrible, terrible, etc
Clever – intelligent, bright, brilliant, etc.
Happy – delighted, blissful, glad, etc.
Beautiful – superb, splendid, gorgeous, etc.
Big – huge, spacious, roomy, etc.
16) a. 1-c; 2-f; 3-a; 4-j; 5-b; 6-k; 7-o; 8-d; 9-m; 10-e; 11-h; 12-i; 13-l; 14-n; 15-g
b. Size: roomy, cramped
Price: expensive, cheap
Service/Staff: hilarious, dull, outstanding, ordinary, friendly, rude
Location: disappointing, superb, central, off the beaten track
Atmosphere: sophisticated, plain, disappointing, superb, chilly, warm, im-
personal, cosy
Food: creative, unimaginative, sophisticated, plain, outstanding, ordinary,
overcooked, raw, succulent, dried-up, fresh, stale
17) a. 1-W; 2-W; 3-R; 4-R; 5-R
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Unit 6
KNOW YOUR RIGHTS!
3) the right to privacy, family, home and correspondence; freedom of expression; the
right to education; equality before the law; the right to food, clothing and security of
home; freedom of movement and residence; the right to a nationality; the right to marry
and found a family; the right to own a property; to right to vote; freedom of thought,
conscience and religion; freedom of peaceful assembly and association; the right of equal
access to public service; the right to rest and leisure
4) a. freedom of religion; the right to manifest her religion; b. the right to family; c.
freedom of movement
5) c
6) trial proceedings
8) 1 – a; 2 – b; 3 – b; 4 – c; 5 – c; 6 – a; 7 – b; 8 – a; 9 – c; 10 – b.
9) a) 1 – b; 2 – d; 3 – e; 4 – c; 5 – g; 6 – f; 7 – a.
10) 1 T; 2 T; 3 F; 4 T; 5 T; 6 T; 7 F; 8 F; 9 T; 10 F.
11) 1. may; 2. don’t have to; 3. can; 4. can’t; 5. must; 6. Will; 7. had better not; 8.
should have known; 9. won’t; 10. might not
12) 1 … are not allowed to park in front of the airport.
2 … was able to cross the river.
3 … had better see a doctor about that rash.
4 … needn’t have hurried.
5 … should not stop for a coffee now.
6 … must not tell him the news.
7 … could not have borrowed my camera, she’s got a camera of her own.
8 … have to wear a helmet while riding a motorbike.
9 … got to see you right away.
10 … ought to get some details from the website.
13)
166
degrees of certainty improbability
highly likely to I wouldn’t bet
bound/certain/sure to not stand a chance
the chances/odds are highly unlikely to
there’s every chance/likelihood of the prospects of … are slim
there’s a strong/distinct possibility the odds are against
in all probability there’s very little/no chance
doubtless/no doubt there’s a slim possibility
maybe/conceivably/presumably hopes are fading
14) 1 T; 2 T; 3 F; 4 F; 5 T
15) d
16) a, b, c, e, g, h, j, k
17) Introduction – paragraph 1: stating the topic, giving personal opinion
Main body – paragraph 2: first argument supporting personal opinion and ex-
ample
– paragraph 3: second argument supporting personal opinion and
explanation
– paragraph 4: the opposite point of view, why this is wrong
Conclusion: – paragraph 5: restating personal opinion
18)
ESSAY ARTICLE
Sentences tend to be long and complex.
The writer addresses the reader directly.
The style is formal and the tone is serious.
The tone is lively and chatty.
There are a number of rhetorical questions.
There is a title.
Some verbs are in the imperative.
167
Unit 7
ON THE MOVE
2) a – immigration; b – emigration
3) – b
4) 1 – D; 2 – A; 3 – C; 4 – B
5) 1 – A; 2 – B; 3 – C; 4 – B; 5 – B; 6 – A; 7 – C
6) 1 – b; 2 – e; 3 – g; 4 – d; 5 – j; 6 – i; 7 – a; 8 – f; 9 – h; 10 – c
7) A. 1 – law; 2 – regulations; 3 – rules; 4 – restrictions
B. 1 – Immigrants; 2 – foreigners; 3 – expatriates; 4 – alien
C. 1 – quiz; 2 – exams; 3 – assessment; 4 – test
8) a – tough; b – challenge; c – measure; d – entry; e – soft
9) 1 – B; 2 – A; 3 – C; 4 – A; 5 – C; 6 – B; 7 – A; 8 – C; 9 – A; 10 – C
10) 1 – be released; 2 – be spent; 3 – be surprised; 4 – be checked; 5 – be made
11) 1. A decision has already been reached.
2. You will be sent the results as soon as possible.
3. I wasn’t told to leave.
4. The children are being looked after by the nanny.
5. Sugar must be added to the cake.
6. “Crime and Punishment” was written by Dostoevsky.
7. The house was being painted when I called this morning.
8. We were warned not to go outside.
9. She was sent a bouquet of roses by one of her fans.
10. I think Tom should have been given the award.
12) 1 – with; 2 – by; 3 – by; 4 – with; 5 – by
13) 1. to have a suit made
2. have my picture taken
3. have my hair cut
4. to have my nails done
5. had my handbag stolen
14) 1 – being; 2 – had; 3 – to; 4 – being; 5 – was
15) a – b
b. 1 – a; 2 – b; 3 – b
168
c.
to introduce to list to add to make to introduce to
points points further contrasting examples conclude
points to the points
same topic
• one major • secondly • besides • it can be • in particu- • to sum up
advantage/ • first of all • in addition argued that lar • as was pre-
disadvantage • firstly to • one can • for exam- viously
of • last but not • apart from argue that; ple stated
• one point least this • even • for in- • taking
of view in • a further though stance everything
favour advantage • on the • especially into account
of/against • not to men- other hand • on the
• to start tion the fact • however whole
with that • neverthe- • all things
• above all less considered
• also • in spite of • all in all
169
Unit 8
THE LAB OF LIFE
1) a – 3; b – 6; c – 1; d – 2; e – 7; f – 4; g – 5.
2)
Science What it studies Scientist
Physics fundamental forces (such as light, heat, etc) physicist
Astronomy stars, planets, other objects in the universe astronomer
Chemistry the structure of substances and the way they chemist
react with other substances
Zoology animals zoologist
Mathematics numbers, shapes mathematician
Botany plants botanist
Geography the Earth’s physical features and the people, geographer
plants, and animals that live in different re-
gions of the world
Genetics how the individual features and behaviour geneticist
of living things are passed on through their
genes
History events of the past historian
Anatomy the physical structure of an animal or plant anatomist
Statistics using numbers to represent facts and de- statistician
scribe situations
3) 1. Fill the glass about 3/4 full of water.

2. Add about 5 drops of food colouring - I like red for the lava look.
3. Slowly pour the vegetable oil into the glass. See how the oil floats on top - cool
huh? It gets better.
4. Now the fun part: Sprinkle the salt on top of the oil.
5. Watch blobs of lava move up and down in your glass!
6. If you liked that, add another teaspoon of salt to keep the effect going.
MAKE LAVA IN A CUP
6) 1. B; 2. B. 3. C; 4. A; 5. B; 6. C; 7. A
7) siblings; decade; abundance; seek out; astrophysicist; dismiss; kin; billion; cluster;
fraction
170
8) a) nephew; b) sister-in-law; c) great-grandmother; d) daughter
9) a) A – 3; B – 1; C – 2.
b) A) 1 – C; 2 – B; 3 – B; 4 – A; 5 – C; B) 6 – A; 7 – B; 8 – A; 9 – C; 10 – B;
C) 11 – B; 12 – A; 13 – C; 14 – B; 15 – C.
10) 1 – d; 2 – e; 3 – f; 4 – a; 5 – c; 6 – b.
11) 1 – October 31st, 2 – December 25th, 3 – May 1st, 4 – February 14th, 5 – April 1st,
6 – December 26th, 7 – December 31st.
12) magazines; newsletters
13)
Topic Target reader Style
environment readers of a national newspaper formal
friendship readers of a college newsletter informal
computers readers of a website advertising merchandise semi-formal
generation gap readers of a tabloid informal
gardening readers of a local newspaper semi-formal
childcare readers of a serious newspaper formal
14) it is divided into sections with headings

15) a) a. – 3; b – 1; c – 2; c) Religions and Science; Why should you use Feng Shui?;
Friends are a gift you give yourself
16) a – 3; b – 1; c – 2.
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Unit 9
GETTING ON
1) a – 2; b – 4; c – 1; d – 5; e – 3.
4) 1 – c; 2 – e; 3 – f; 4 – a; 5 – b; 6 – i; 7 – d; 8 – h; 9 – j; 10 – g.
7) 1. professional; 2. blueprints; 3. figures; 4. position; 5. co-workers.
9) happy; resembles; complete; unresolved; support; receive; disagree; aware; change;
inappropriate.
10) 1. a shoulder to cry on; 2. a bit of a hot spot for him; 3. on the wrong foot; 4. go
our separate ways; 5. hit it off; 6. no love lost; 7. hate each other’s guts.
11) a – 3; b – 6; c – 1; d – 7; e – 2; f – 5; g – 4.
12) a. will you; b. go; c. wouldn’t get; d. used; e. weren’t
13) a. lost; b. would pass; c. will remain; d. weren’t; e. wouldn’t marry
14) a. he asked you to move in with him;
b. someone insulted you at the party;
c. you saw a poisonous snake in Australia;
d. they offered you the job;
e. your parents didn’t show up for the reception
15) a – B; b – C; c – A; d – A; e – B
16) a. 1. Unless you apologize, she will stop being your friend.
2. If you don’t apologize, she will stop being your friend.
3. If you apologize, she will continue being your friend.
b. 1. I’ll lend you the car as long as you buy your own gas.
2. I’ll lend you the car only if you buy your own gas.
3. I’ll lend you the car provided you buy your own gas.
c. 1. If you aren’t there on time, they’ll leave without you.
2. If you aren’t there on time, they won’t wait for you.
3. Unless you are there on time, they’ll leave without you.
d. 1. We will leave the house only if it doesn’t rain./We will only leave the house
if it doesn’t rain.
2. We will stay in if it rains.
3. We will leave the house unless it rains.
e. 1. Don’t do that again, or else I’ll ground you for a week.
2. If you do that again I’ll ground you for a week.
3. Do that again and you’ll be grounded for a week
19) 1 – F; 2 – I; 3 – F; 4 – F; 5 – I; 6 – I; 7 – I; 8 – F; 9 – F; 10 - F
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20)
Formal letters Informal letters
You must begin with Dear Sir/Madam or Dear You can use idioms.
Mr./Mrs. + name. You usually end with Love/Best
You mustn’t use contractions (short forms). wishes/Regards/Hugs, etc. +
You must end with either Yours faithfully or your first name.
Yours sincerely + your full name. You can use phrasal verbs.
You must write complex sentences. You can omit pronouns.
You should use passive and conditional con- You can use everyday language.
structions.
21) 1 – didn’t; 2 – straight; 3 – making; 4 – managed; 5 – back; 6 – on; 7 – kind; 8 –

bits; 9 – behalf; 10 – willingness; 11 – asset; 12 – approachable; 13 – overcome; 14 – ac-
quired; 15 – assimilate
173
Unit 10
SHOPPING SPREE
2)
a b c d e f g h i j k
5 1 8 6 2 9 3 7 11 4 10
4) a – designer; b - police department; c – chain store; d – pet shop

6) A. Black Friday - The Biggest Shopping Day of the Year
B. Check Out the Ads
C. Compare Prices
D. Look for Early Bird Shopper Discounts
E. Beat the Crowds with Night Owl Discounts on Thanksgiving
F. Know the Store Policies
G. Ask for Gift Receipts
7) 1. accounting, profit; 2. savings, discounts; 3. sites, prices; 4. Early Bird; 5. poli-
cies; 6. return deadlines; 7. receipts, exchanges.
9) 1. centre; 2. chain; 3. brand; 4. promotions; 5. receipt; 6. by credit card; 7. queue
10) 1. shop; 2. stores; 3. look; 4. customers; 5. services; 6. accessories; 7. fashion;
8. wear; 9. enthusiast; 10. restaurants
11) a. S; b. C; c. C; d. S; e. S; f. C; g. S
12) a – had arrived; b – would have got; c – had paid; wouldn’t have called;
d – wouldn’t have been; had gone off; e – would have stayed; hadn’t started.
14) suggested answers
a. were here; b. had been more careful; c. didn’t have to work tomorrow; d. had
brought my camera; e. were warmer.
15) a – C; b – A; c – C; d – B; e – B
16) a. If I hadn’t received your invitation…
b. …everybody left.
c. If I see her …
d. If only Beverly were here …
e. If you hadn’t broken …
18) a. B
b. A, C
d. D
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Test 1
Reading comprehension:
Text 1: 1. A; 2. B; 3. B; 4. C; 5. A; 6. B; 7. C
Text 2: 1. C; 2. B; 3. B; 4. C; 5. A; 6. D; 7. A; 8. C; 9. B; 10. C.
Test 2
TEXT 1: 1. A; 2. C; 3. A; 4. B; 5. A; 6. B; 7. C
TEXT 2: 1. D; 2. B; 3. B; 4. D; 5. A; 6. C; 7. C; 8. A; 9. C; 10. D
Test 3
Text 1: 1. A; 2. A; 3. C; 4. B; 5. A; 6. B; 7. C
Text 2: 1. C; 2. B; 3. D; 4. D; 5. A; 6. B; 7. C; 8. A; 9. C; 10. B
Test 4
Text 1: 1. A; 2. B; 3. C; 4. A; 5. A; 6. B; 7. A
Text 2: 1. B; 2. A; 3. D; 4. A; 5. B; 6. C; 7. C; 8. B; 9. D; 10. A
Test 5
Text 1: 1. C; 2. A; 3. B; 4. A; 5. A; 6. C; 7. B
Text 2: 1. B; 2. D; 3. B; 4. A; 5. A; 6. C; 7. B; 8. A; 9. D; 10. C
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BACALAUREAT 2012

BACALAUREAT 2012 BACALAUREAT 2012

LIMBA ENGLEZA. EVALUAREA COMPETENTELOR LINGVISTICE

Redactare: Alina Scurtu

Toate drepturile asupra acestei ediþii sunt rezervate Editurii CORINT,

Descrierea CIP a Bibliotecii Naþionale a României

Vocabulary Grammar Writing

Fiecare schimbare a conþinutului ºi a formei cerinþelor la examenul de bacalaureat,

Prof. Ecaterina Comiºel

Aceastã probã se va desfãºura în trei etape:

I. Proba scrisã — 90 de minute

III. Înþelegerea textului audiat — 20 minute

II. PRECIZÃRI METODOLOGICE

III. COMPETENÞE DE EVALUAT

1. Receptarea mesajelor transmise oral sau în scris în diferite situaþii de comuni-

2. Producerea de mesaje orale sau scrise adecvate unor anumite contexte

3. Realizarea de interacþiuni în comunicarea oralã sau scrisã

4. Transferul ºi medierea mesajelor orale sau scrise în situaþii variate de comuni-

1. Receptarea mesajelor transmise oral sau în scris în diferite situaþii de comuni-

2. Producerea de mesaje orale sau scrise adecvate unor anumite contexte

3. Realizarea de interacþiuni în comunicarea oralã sau scrisã

4. Transferul ºi medierea mesajelor orale sau scrise în situaþii variate de comuni-

1. Receptarea mesajelor transmise oral sau în scris în diferite situaþii de comunicare

3. Realizarea de interacþiuni în comunicarea oralã sau scrisã

IV. CONÞINUTURI RECOMANDATE

• texte autentice de informare generalã, pagini Internet;

Surse ºi tipuri de mesaje orale/scrise

Tipuri de texte care trebuie produse

Surse ºi tipuri de mesaje orale/scrise

Tipuri de texte care trebuie produse

FUNCÞII COMUNICATIVE ALE LIMBII

ELEMENTE DE CONSTRUCÞIE A COMUNICÃRII:

1. Obþine informaþii prin receptarea de mesaje orale, în scopul îndeplinirii unor

2. Obþine informaþii prin receptarea de mesaje scrise, în scopul îndeplinirii unor

3. Exprimã mesaje orale, în scopul îndeplinirii unor sarcini de lucru variate

FUNCÞII COMUNICATIVE ALE LIMBII

ELEMENTE DE CONSTRUCÞIE A COMUNICÃRII

a) Which of these jobs are done indoors and which outdoors?

6. Match the words in the box to their definitions.

schedule; skill; purchase; strive; staff; practitioner; avid; hobby; emergency;

a) an unexpected situation involving danger in which immediate action is neces-

b) Fill in the gaps with one of the jobs above.

1. The ………… took the robber to the station.

8. Choose the word (A, B, C or D) that best fits each gap.

1 A - swims B - works C - makes

9. a) Identify the tenses; circle the right option.

1. I don’t mind changes to my weekend plans.

b) Now match the tenses to their descriptions.

A. action that started in the past and continues to the present

10. Circle the correct answer.

1. Oh, no! It rains/is raining.

11. Use the prompts to form sentences.

watch understand visit break stare

1. Don’t turn off the TV; I _______ the film.

1. What do you do for a living?

1. The first sentence gives the main idea of the paragraph.

15. Match the sentence halves.

1. Plus, you need to make sure that your employees

a) figure out what they want.

• presents the conclusion: …

Introducing Presenting two Expressing Expressing Giving Introducing

19. Re-arrange the sentences in exercise 15 so as to build a logical paragraph.

1. Answer the following questions.

2. Make a list of advantages and disadvantages of the following types of holi-