L '1

' 1 )
English Skills I B
)

for independent 1l ,,
Learners
I

Jim Lawley & Ruben Chacon Beltran

CAMBRlDGE UNIVERSITY P R E S S
Cambridge. New York, Melbourne. Madrld. Cape Town. S~ngapore.
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O Cambridge Unrverslty Press 2010

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ACKNOWLEDGEMENTS

The authors and publishers would like to thank Nick

Lawley for permission to use the story 'Where does it
hurt?"in Unit 6, and Sam Lawley for all his work on the
Introduction ................................... 4
vocabulary section. Unit1 ................................ 9

The authors and publishers acknowledge the following Unit2 ........................... 14

sources of copyr~ghtmaterial and are grateful for the
permissions granted.While every effort has been made,
it has not always been possibleto identify the sources of
all the marerial used, nor to trace all copyright holders.
If any omissions are brought to our notice, we will be
happy to include the appropriate acknowledgements
on reprinting.

'Reported Missing'by Anna Gordon Keown, reproduced

bykind permission ofJennifer Gosse. All rightsreser.ved. 3

Unit9 ............................. 50
For permiss~on to reproduce photographs: Corbis
pp18 (Q Hill Street StudiosIBlend lmagesl~orbisj,21 Unit10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S5
(Q Robbie JacklCorbis), 30 (Q Mike Kemplln Pictures1
Vocabulary
Corbis),46 ( 0 Daniel J. CoxICorbis),51 ((B Simon Jarraw
4.000 most frequently occurring English words . . . . . . . . . . . . 58
Corbis); Geny images pp12 ((B Ghislain & Marie David
de LossyIGeny). 27 (Q Hu1:on ArchivelGetty), 36 (0 Band l ....................................... 59
Kevin MackintoshIGetty),41 (Q SuperStocWGetty),56
IOTime and Life PictureslGerry).
Band2 ...................................... 67

Band3 ...................................... 74
Publishing management, recordings and design by
hyphen SA. ( Appendix: Answer key and audioscripts . ............. 92 1
Cover design by Islagrafica

Welcome to English Skills for Independent Learners (82).
This book has been specially written for students at the
Universidad Nac~onalde Educacidn a Disroncia, but
it is hoped that it will also prove useful to others
who want to progress from level B1 to level
B2 of the Common European Framework of
Reference for Languages (CEFR).
Is it better to study English in class or by
yourself? Some people are surprised to
learn that many adult students learn more
vocabulary and gramm_ar, and improve their
reading, writing, listening and even speaking skills
more quickly when they study by themselves. Let's
look at each of these skills in turn and see why this is, and
how this book can help you learn English on your own.
Vocabulary
In the case of vocabulary, research suggests that an upper-intermediate-level speaker of
English needs a vocabulary of some six to ten thousand'word families' (for example, annoy,
annoymenr, annoyed and annoying are all from one family). Clearly, continuous, ambitious
vocabulary learning is an essential part of language learning. Building a vocabulary of that size
requires sustained personal effort and focused learning.It is possible to savea lot oftime when
you study by yourself because you can concentrate on the specific words which you need
to study.The research also suggests that bilingual vocabulary lists like those provided at the
back of this book are an excellent initial step. Once you have learnt that, for example, pledge
means promesa, you still have a lot to learn about pledge: for example, how it is pronounced
and what words characteristically precede andfor follow it, as well as the different meanings
it may have. But knowing the basic form-meaning links of these high-frequency words makes
it much easier to read and listen to texts, and when you do that, you encounter the words in
context and additional learning can take place naturally.
When you study vocabulary, remember that a lot of information may be forgotten soon after
a learning session. So, it is a good idea to review new material shortly after the first learning
session and then after gradually increasing intervals. One schedule proposes a first review
five to ten minutes after rhe end of a study period, then 24 hours later, a week later, a month
later, and finally six months later. In general, if, when you test yourself, you can remember the
words, you should increase the amount of time before the next review; if you can't, you should
decrease it.
4 INTRODUCTION
'A little but often'is a good policy for learning vocabulary. If you can learn ten words a day,
you'll leam over 3,000 a year. It is also a good idea to keep a record of the time'you spend
studying vocabulary so you know how much you have done. Finally, the words and phrases
you meet in your reading that you like or which express meanings that are important to you
are also worrh learning -even if they are nor especially common vocabulary items.
Grammar
The autonomous study of grammar is much more time-efficient.There is a saying,'only the
wearer knows where the shoe pinches: which means only you know which areas you need
to study most urgently, when you can progress quickly and when you need to spend longer
on specific points. A grammar book that explains how meanings in your own language are
expressed in English is especially valuable because, as the CEFR emphasises, rranslation is a
vital skill in today's world. Grarnaticainglesaparahisponohablantes, the companion volume to
this book, contains detailed advice on how best to study grammar. Its contrastive approach
takes into account both areas that are especially easy and areas that are especially difficult for
students whose mother tongue is Spanish.
Reading
Reading is essentially an individual and private activity: people like to read and re-read at
their own speed and in their own time. This book provides the independent learner with
abundant practice in tackling a wide variety of text types. Each unit begins with a text We
recommend that you first try to tackle the text as if you were in an exam and did not have
access to a dictionary.Try to read the complete text and don't worry unduly about unfamiliar
-words. Every text contains easy phiases which provide lots of clues about the text as a whole;
.what you can understand will help you with the more difficult parts. When you have done as
much as you can without a dictionary, it is time to look up any words you are still unsure of.
Once you fully understand the text, you will be asked to summarise it in a specific number of
words and then to compare your summary with that given in the answer section.
The CEFR discusses at some length the vital role that reprocessing of texts in such ways has
in the day-to-day linguistic functioning of our societies.The ability to write succinct, accurate
summaries is a critically important skill. In order to write a good summary, you should first
make sure you fully understand the text. Then you need to decide which points are most
important (avoid unnecessary details and don't include your own opinions). You should use
your own words as far as possible rather than copying the text and be sure to stay within the
word limit. Above all, compare your summaries with those given in the answer section and if
possible compare your work with that of other students. Remember the old adage:'practice
makes perfect:
\~qlri?ing
After the reading activity in each unit there is a writing section. Writing is another activity
which is best done on your own. Firstly, you will be asked to study and evaluate a sample
composition. Usually, but not always, this composition will be of a very high standard. You
will be invited to compare your assessment of the composition with that given in the answer
section. Next, you will be asked to write on a different, but related theme.We recommend that
you allow yourself no more than an hour to write the first draft of an essay of 250-300 words.
Once you have completed your first draft, you need to check what you have written very
carefully. Unless you are absolutely certain that what you have written is accurate, use a
 dictionary to help you. It's important to find and correct your mistakes because they may
cause you to fail exams. And there is a good reason why examiners penalise bad spelling,
bad grammar and the inappropriate use of words: reading work full of language errors is like
trying to walk barefoot across a floor strewn with broken glass - possible, but nor pleasant.
So-called'small'mistakes, forexample, writing jonuory instead oflanupry, or consiston instead
of consi5r of, are significant because they interrupt the process cf communication. Mistakes
cause the reader to stop and question what they are reading.They find themselves thinking
about what has been written incorrectly and how it ought to have been wrinen. In other
words, the reader is no longer thinking about what you are saying, but how you are saying it
and so communicationis not as effective.
~brrectingyour work
We recommend that you spend up to two hours correcting each composition. Here is a self-
correctionprocedure you may find useful:
. Find all the verbs in your composition and check that they have a subject, that they are in
the correa tense, and rhat they are correctly conjugated.
Find all the nouns in your composition, and check that they are not in the singular form
when they should be in the plural, or vice versa.
Find all the adjectives in your composition,and check rhat they are not after nouns when
they should be in front of rhem.
.- Find all instances of the word rhe in your composition, and check that they are necessary.
.'there are times when rhe should not be used. It may be worthlooking up the word rhat
follows the in your dictionary to check whether or not it is used after the in the example
sentences. You will find many more examples of the way a given word is used - wirh
andlor without preceding the, for example - in the online British National Corpus at
http:llwww.natcorp.ox.ac.uW. It is also worth studying the section in Gromarico lnglesa
.par0 Hispanohablonresdevoted to uses of the definite article. Are you, for example, clear
about the difference between Ilike rheporaroes and Ilikepoto~oes?
. J i n d all the prepositions in your composition. Are you sure that they are correct? If you
. have any doubts, check in your dictionary. Rather than looking up the preposition itself,
look up the word with which the is associated - the'big'word that determines
which preposition is required. For example, the student who wrote:
Vollodolid is 200 kilomerres ofMadrid.. .
should have looked up the word kilomenein his dictionary.The example sentences given in
the entryfor kilometre in the dictionary would have enabled him to correct his sentence to:
Vollodolidis 200 kilomerres from Madrid...
. Indeed, if you want to avoid mistakes and improve your language learning, you would be
-
well advised to look up as many words as possible in your dictionary not'linle'words like
of, rhe, and, in and or, which don't have much independent meaning, but'big'words like
kilometres,inreresred,evidence, prevent, etc.The dictionary will show which linle words are
appropriate (for example, we say inreresredin not inreresred at). Also, check that the word
means what you think it means; this will help you avoid mistakes with false friends.
f Listanins a n ? s ? ~ a k i n g
Look, for example, at this sentence wrinen by the same student: You con go everywhere by
foor. If this student had looked up foor in the dictionary, he wouldn't have found an example
using by foor, which should be enough to raise suspicions. Remember, if your dictionary does
not give an example of a word used in the way you have used it, that probably means you have
used the word incorrectly or used an incorrect word with it. Moreover, in a good dictionary, the
(
f
f
-
student have found an example using on foor.
Rf 6 INTRODUCTION
If you look up words to check usage, dependant prepositions, etc. and there are no suitable
examples in the dictionary, try another dictionary or search for concordances of:he word in a
large corpus of contemporary English like the British National Corpus (seeabove).
Another alternative is to use a bilingual dicrionary or a thesaurus to find a more appropriate
word. This is particularly so in the case of, say, adjectives, where it is not easy to determine
their meaning simply by looking rhem up in an English-to-Englishdictionary.
!n short, you should only include words, word combinations and sentences in your
compositions which you know are correct.
Let's lookat rhis in even more detail. Imagine you have these phrases in your essay:
fa) ... herrlrhyproblems ...
(b)May be, they rried rhis producr ...
(C). .. ond in many occasions during the day.
If you look up the word heolrhy in a good dictionary, you will find that it is inappropriate to
suggest thar problems are healthy - it would be like saying problemossonos. (The correct
word is heolrh). If you check with the British National Corpus (see page 4). you will find there
are no instances of healrhyproblems and 291 instances of heolrh problems.
Similarly, wirh item (b), study of the corpus will show you thar May be ... does nor start any
of the S0 randomly selected sentences rhat are provided.Th~sevidence should be enough to
suggest that you need to look up quizas in your bilingual dictionary, where you will discover
that you should have wrinen Maybe ... .
Likewise, for item (C),if you look up the word occasions in a good dicrionary or in the British
National Corpus, you will find thar the preposition that usually goes wirh it is on not in. In the
Corpus, there are 159 instances of on many occasions, but none of in many occasions.
To summarise, when you check your work, look through your essay and try to make sure that
what you have wrinen isin fact correct. checking virtually every word will take a long time,
but you will learn a lot - which is, of course, the main objective. Use a dictionary, a thesaurus,
or whatever online facilities you have access to and check every potential mistake. Ideally,
you need two or three good monolingual dictionaries, a couple of bilingual dictionaries and
thesauri, and also lnternet access: these are essential for the serious language learner. Think
of them as tools to help you write the perfect composition.
Finally, remember that the time you spend correcting your work is extremely well spent
because you are evaluating your own English - making sure rhat the phrases and expressions
rhat tend to use really are correct. So in future you will be able to use rhem with much
more confidence and in future you will know thar they are right and will not need to check
them again.That is one reason why self-correction is the best correction.
Afterthe writing x:iv:ty, cones:!;elis:ening/speaking section ofthe unit.The listeninglspeaking
exercises which traditionally feature in language textbooks are in many ways a leftover from the
days before the information technology (IT1 revolution. Until the 1990s. English lessons were
often the only opportunity for many students to hear and use real English. However, satellite
and cableTV, DVDs, the Internet, and new telephone services like Skype", have changed all that.
INTRODUCTION 7
 The independent learner can find plenty of 'real world' opportunities to engage in both
extensive and intensive practice. Extensive practice means, for example, long conversations
PUBLIC ANNOUNCEMENTS
with your English-speaking friends and watching English-speakingtelevision. In the confines
of a language course package, it is neither possible nor necessary to include hours o f N and
radio programmes or telephone activities. However, they are all readily available elsewhere.
Intensive practice means, for example, listening to five minutes of English four times (rather
than to 20 minutes of English once!. DVDs also make this sort of intensive practice possible
and are an excellent way of improving both listening and speaking skills, especially if you
watch programmes you really like and the subtitles are a faithful transcription of what is said.
Audio books are an excellent resource for the same reason.
CAN DOS:
talk about future plans; deliver announcements on a general
Since there are so many opportunities to use English in today's world, the purpose of today's
topic with clarity, fluency and a degree of spontaneity which
English textbook is clearly not to try to artificially reproduce these contexts, but rather to
causes no strain or inconvenience to the listener
equip you with the skills that will allow you to take advantage of these communicative
opportunities - opportunities which earlier generations never had.This bookaims to provide
LANGUAGElCULTURALPOINTS:
you with exercises and activities which help you improve your listening and speaking in
future perfect and Future continuous; discourse markers well,
readiness for testing them in the real world.
so; examples of public announcements made by royalty

Here is an example from one of the units:

Listen to a lecture about Dr Johnson's letter to Lord Chesterfield. Try to

understand as much of the lecture as possible and then write as complete
and informative as possible an account of it for someone who has not
heard it.
Then listen again. Do you learn anything new? If so, how significant is
. 1
it? Listen as many times as you like and then read the audioscript of the
lecture found in the Appendix. Did you miss anphing significant?
Finally, try giving the lecture yourself.
In almost all foreign language teaching, the ultimate aim is to get students to adopt
and use the language items presented to them as input.The'intertextual'listening/
speakingexerciseabove is carefully designed to encourage you to adopt appropriate
new words, phrases and structures; that is, to read them, learn them and use them
by incorporating them, hopefully permanently, into your English repertoire. In short,
to convert input into output
The exercises in this book have been specially designed for students working alone.
You can work through them and learn from them at your own pace.
Good luck and best wishes,
Jim Lawley and Ruben Chacon
Il
,l
a READING
1R 1 Read the story below and write a summary (60 words maximum). Then compare
your summary with a) your partner's, and bl the summary found in the Appendix.
i
I -D 92
Once upon a time, in a country which was ... which was ... well, which was somewhere
or other, there lived a young dragon cded Spot. Now, Spot's main interest in life was Kre
- fire, flames, flashes, bangs and big explosions. Not stamp collecting, bird-watchingor
basket-weaving like his brothers and sisters. but fire, flames, flashes, bangs and blowing
things up. Especiallyblowing things up.
You see, every now and then. Spot used to feel his gases bubblingup inside him, and
he got hot inside - very, very hot indeed with d those gases building up inside him -
and he started to float gently up into the air. iUl the time, the gases were building up and
building up inside him. and then suddenly with a tremendous whoosh WHOOSH. he
soared up high - 1,000 or 2.000 feet up - and he rocketed and roared, and soared and
roared ... and then suddenly down he swooped. WHOOSH, looped the loop, spark;
and flames pouring out of his mouth, and blew something up. A telegraph pole, or a
bridge perhaps, or even a house or two!
One day i n early ranuary, when the sround was covered with thicksnow, Spot blew
[:p two trees, three lampposts, the gonlposts at the local football pitch. Then he did a
tinal loop the loop, swooped down again and BOOM ... he blew up the Hot Water
Machine. The Hot Water khchiine stood at the edge of a small lake and i t heated the
water for the whole city, including the King's palace.
The King w3s furious and he ordered all the people to come and lookat the Machine.
'Look at that!' he said, splutteringwith rage and pointing at the blachine.Everybody

1 8 INTRODUCTION Unit 1 PUBLIC ANNOUNCEMENTS 9

4
.- -
 1W3 'Children should be free to leave school at the age of 14 if they wish: Do you agree
Do you agree with the Labour government's decision to allow - or disagree?Write an essay stating your opinion and giving your reasons (300-400
16-year-olds to vote? words].

i
It
is difficult to avoid the suspicion that the British government's real
motivation in announcing that it intends to give ldyear-olds thevote lies
in the realisation that more of these young people will vote Labour than [
-

I I
Conservative. L
In view of this suspicion, it is worth asking if there are in fact any good reasons for .:'. Thinkcarefully ofas many reasons as you can'for'and'against'
the statement.
lowering thevoting agein this way.One immediately springs to mind:a considerable ,

ri . Decide if your conclusion will be'for'or'against'and structure

number of 16- and 17-year-olds have exercised their legal entitlement to leave
school and start work.These young people pay taxes on their earnings and should f your essay accordingly.

therefore, it can plausibly be argued, have a say in how that money is spenc'No
taxation without representation'is as good a slogan in 21"-century Britain as it was C
~n18Th-centuryAmerica. F
This age group, moreover, constitutes a section of the community with its own ?
asplratlons and wornes. If polit~calparties stood to win votes by addressing these j
Q]))
LISTENING
concerns, then clearly theywould address themwhereas, as things stand now, young ?
1L1 Listen to the story about a little girl called Prudence (TRACK 1). Listen once then try
people may feel that the older
to answer the questions below.
generations, with a different set
(You can listen as many times as you wish after answering the questions. Don't read
of priorities, do not have their real
the story found in the Appendix until you have understood as much as possible by
interests at heart. The- frustration
these young people feel at being listening to it.) &) 92-93
ignored might in time give rise to
unrest and dissatisfaction.
On the other hand, it is worth 1 Why is Prudence special?
noting that no other country in 2 What does the Prince announce?
the world allows 16-year-olds to 3 At the end of the story, what does Prudence announce? (.
vote in elections, and, indeed, 4 In what ways is Prudence prudent?
that there has been no significant
campaign by youngsters in Britain
for thevote. Most 16-and 17-year- 1L2 When you feel ready, write a summary of the story you heard (90 words maximum).
olds are at school or receiving Then compare your summary with a) your partner's, and b) the summary found in
some sort of preliminary work the Appendix. &) 93-94
experience or job training; they
are not fully-fledged tax-paying
adults. Many, indeed, would
frankly admit that they are not
ready to vote; they know that they
9 SPEAKING
first need to see and leam more 151 Prepare to tell one of the stories in this unit in your own words. Make notes as an
of the world. They acknowledge aide-memoireand rehearse carefully. Practise telling the story as well as you can. Tell
that, by and large, their interests your story to a partner.Then listen to and help your partner.
are fairly r e p r ~ s e n t ~
byd their parents, tutors, teachers and guardians, and they have !;

no wish to be saddled with a responsibility for.which they are unprepared.These
considerations strengthen the suspicion about Labour's real motivation for making
this proposal.
In short, there are good reasons for suspecting that the change in the voting law
proposed by Labour was not only unnecessary and largely unwanted, but also
unwise and politically unfair.
152 Imaginethat you are going to makeanannouncement to yourfamily or friends about
a major decision you have just taken, for example, you are going to get married, or
divorced, give all your money to charity, become an eco-warrior, emigrate, change
yourjob,changeyour lifestyle, form a new political party, etc.Tell yourannouncement
to a partner. Listen to your partner's announcement and ask follow-up questions.

2 Unit l PUBLIC ANNOUNCEMENTS Unit 1 PUBLICANNOUNCEMENTS 13

1
m
 ORAL DISCOURSE: 'Very well. then. He is a veterinary surgeon, a farrier and horsebreaker. Give me
your detinition of a horse:
( ADDRESSING AUDIENCES (Sissy Jupe thrown' into the greatest alarm by this demand.)
'Girl number twenty unable to define a hors~!'saidMr. Gradgrind, for the general
behooiof all the little pitchers. 'Girl number twenty possessed of no facts, i n refsrence
to one of the commonest of animals! Some boy's definition of a horse. Biuer, yours:

'Quadruped. Graminivorous. Forty teeth, namely twenry-four grinders, four eye-

teeth. and twelve incisive. Sheds coat in the spring; in marshy countries, sheds hoofs,
C CAN Dos: too. Hoofs hard, but requiring to be shod with iron. Age known by m a r k in mouth'

f
give a clear, prepared speech; give reasons in support of or
against a particular point of view; respond to a series of follow-up 'Now girl number twenty' said Mr. Gradgrind. 'You know what a horse is.'
4
i&
b."
f questions with a degree of fluency and spontaneity, which poses Charles Dickens, Hard Times
no strain for either the speaker or the audience
f :;;;
G.
ect grammar strucrure here would be wns thrown not ~hrown. ..
f LANGUAGVCULTURAL POINTS: *,.A:>
a time expressions;verb phrases with rake; words and expr
French origin; on-record politeness strategies; study and,
f of the linguistic strategies and cultural elements In the pc
1 discourse of a given speech

f
t 2W1 Another public speaker, kinder and more famous than Mr Gradgrind, was Jesus. He

# READING understood the importance of simplicity, profundity and clarity - qualities which
occur par excellence in his parables. Read the essay below, make your own evaluation
f
( 2R1 One place in which people speak in public is when they are teaching or lecturing. and compare it with the evaluation found In the Append~x.@ 94
In this classroom scene from the novel HardTirnes by Charles Dickens, three people
t speak or anempt to speak in public .
'lesus' parables may have been interesting at the time, but they t
f Read the extractand write a summary (35 words maximum). Then compare your
have little relevance today.'Do you agree or not?Give your reasons.
summary with a) your partner's, and b) the summary found in the ~ppendix.
f
94

I
will start by tak~ngthe extreme case of an atheist, and try to show how, even
f 1.
for someone who does not believe in a loving God, the parables of Jesus can be
helpful. 1
:
Let us assume that the atheist accepts, as almost everybody does, the need for +

'... Crcilia Jupe.Let me see. What is your father?' morality and ethics and for the general principle of'Db unto others as you would be ,
6!; 'He belongs to the horse-riding, i f you please, sir.' .L') done by'- even if it is only for the sake of making society work properly. Inevitably,
( $"
fr-
Mr. Gradgrind frowned, and waved off the objectionable calling with his hand. we all sometimes fail to adhere to such good standards; try as we will, we behave
'We don't want to know anything about that, here You mustnt tell US about that,
here. Your father breaks horses, don't he?''
::$
.J
badly and foolishly.Jesus'parable of'The prodigal son'reminds us that bad behaviour
need not be irreversible: there is always time to repent and reform.That parable also !
'If you please, sir. when they can get any to break. they do break horses in the ring, makes clear that we should react to the failings of others in the way that the father
f sir.' in the parable, not the older brother, does.

f 'You mustn't tell us zbout the ring, here. Very well, then. Describe your father as a The parable of'The Pharisee and the tax collector'rerninds us of the dangers of pride
horsebreaker. He doctors sick horses, I dare say?' and the virtue of humility. It makes clear that, paradoxically, those who consider
f 'Oh yes, sir.' themselves blameless paragons of virtue are the most in need of reform. Again, not ,
i only Christians, but anyone who believes in the importance of trying to be good can
1 1 Here the correct grammar structure would he doesn'r he instead of don't he. It's normal to find
V incorrect g m u instances in literature. learn from this story.

t
4
1 14 Unit 2 ORAL DISCOURSE: ADDRESSING AUDIENCES Unit 2 ORAL DISCOURSE: ADDRESSING AUDIENCES 15 m
 3
b
'1

F
b Anthony Kirk is mentioned in all three articles. Spend a couple of minutes reading
Similarly, we all tend to make excuses fur not helping the needy. 'The good through them and answer these questions:
Samaritan'reminds us of the simple truth that we should offer immediate practical
3
3
help to anyone who has suffered a misfortune, regardless of their race. colour or
creed. Parables such as 'The workers in the vineyard'remincj us that we illso'rieedto
be careful about how we react to other people's good fort une: ~fother<; are luckier
. i, 1 Which article seems to be in favour of Kirk?
2 Which seems to be agalnst him? b b
than us, we should not feel hard done by. - - , ... . . . , F
h
3 Which seems to be neitherfor nor against him?
>
And parables such as 'The rich man' and 'Lazams and the rlcn rooi reinforce the
.:
,< b
message that if we want to behave well, the place to do so is here and the time to do c Now read the articles more carefully, and answer these questions:
so is now. Again, even non-Christians find these stories pithy summaries of key values.
1 Where did the dinner take place?
Clearly, then, the parables are of great relevance, even to atheists: But others which $ 2 How often does it take place? b
deal with issues of faith and belief are especially relevanttoChristians.'Thelostsheep'
reminds us that even when we have strayed, God still loves us and will try to bring us
.
- 3 What happened before the dinner?
4 Who gave a speech?When?Why?
I!
1: b
back to the fold.'The farmer and his seed'rather more severely makes clear, though,
5 What happened after the speech? 6 1
that God cannot help us if we do not co-operate: we must make ourselves,receptive j;
to His word. And the story of the two men who built their houses on rock and sand !
6 How old is Anthony Kirk according to Article 1 ? !i 1
respectively reminds us thatThe Word'is the only foundation for a good life.
7 How old is he according to the other articles? t: \
l , .
In short, the parablesare extremelyrelevant today.It is no bad thing at theend ofeach ?' b
day to think about what we have done and said that day in the light of Jesus'parables. W
d Read the three articles very carefully and answer these questions:
Have we, for example, shown the forbearance of the father in 'The prodigal son'? And :j
b
the charity of the good Samaritan?If we do this, we are making ourselves receptive to
Jesus'teaching in the way that'The farmer and his seed'reminds us we should.
1 How many people were at the dinner according to Article l ?
2 What about Articles 2 and 3?
3 How many husbands has lsabel Sastre had?
C b
b
4 What is the name of her present husband? \
S Where and how did Albert Tancred break his arm?
2W2 'The standard of public speaking in this country among, for example, politicians is 6 Can you find any more inconsistencies and contradictions between
\
j
very high.'Do you agree or disagree?Write an essay stating your opinion and giving the articles? l b
your reasons (300-400 words).

WRITING TIP:
1 - In discursive essays like this, a conclusion that is 'for'should
I be preceded by a paragraph that is'for'; a conclusion that is
'against'should be preceded by a paragraph that is'against:
e All the articles contain information about Kirk's speech. Look at Article 1 and write b
out the exact words he said. For example: \
Anthony Kirk told them that the film business had never been better than now.
'The film business has never been bener than now:
B
I 1
1 Do the same with Articles 2 and 3

f Listen to the CD and write down what Kirk said (TRACK 2).Compare your version
B
\
with the audioscript found in the Appendix. Which article gives the fairest account h
of his speech? Di)94-95
b
g What reasons did Kirk give in support of his point of view?What follow-up 1
questions would you ask Kirk?If you were Kirk how would you answer them?
2L1 a Look quickly at the three newspaper articles on pages 17-19.They are all about the 1
same event. What is it?
b
b
1
b
b
b
m 16 Unit 2 O R A L DISCOURSE: ADDRESSING AUDIENCES Unit2 ORAL DISC0URSE:PIDDRESSINGAUDIENCES 17
!
- p. - -.. - -.. . . .

f 'We're better than ever,' Kirk tells Hollywood
f Dozens of Hollywood stars roared their approval last night asveteran film star turned
director. Anthony Kirk, told them that the film business had never been bener than
f it is now.
4 Kirk, 57, President of the Hollywood Film Society, told guests at the Society's annual
f gala dinner that today's actors and directors were better than ever, and his reminder
that last year's box office takings had set a new record was greeted with loud cheers.
f There was further applause when Kirk predicted that next year's takings would be
f even higher.
Earlier, guests had anended a cockrail par;y in the Hall of Fame foiiowed by ihe
traditional open-air banquet in the Society's extensive gardens. Guests included
lsabel Sastre, escorted by her seventh husband, Rupert Murbank, and veteran
comedy actor, AlbertTancred, smiling and happy despite his broken arm (the result
of a skiing accident in Switzerland).
0 Article 2
The Hollywood Film Society's gala dinner was held last night at the Carnegie Hall in
Beverly Hills. Over 100 of Hollywood's rich and famous anended the annual dinner,
which is rapidly becoming a regular feature of the film world's calendar. Among
the well-known faces present were: Peruvian actress, lsabel Sastre, accompanied
by her sixth husband, American banking magnate, Rupert Murbanker; actor Alberr
Tancred, laughing and joking about his arm (still in plaster after his skiing accident
in the AustrianTyrol); Australian actress, Diana Rossi, chaperoned by British pop star,
t .. -- . ... ._
7
. -
f
m 18 Unil2 ORAL DISC0URSE:ADDRESSING AUDIENCES
Roland Nabarro; and, dispelling rumours of imminent divorce, British heiress, Lady
Florence Knights, smiling and happy with her husband. SirThomas Bletchley.
After the cocktail party in the Society's gardens, guests filed into the Hall of Fame for
a sumptuous seven-course banquet, inc!uding fresh quail, lobster and venison vol-
nu-venrs. Later, the 5ocie:y's President, Anthony Kirk, 59, told guests that standards
in the film industry had never been higher. He reminded guests that more people
than ever had paid to visit cinemas last year and predicted that next year would see
a further increase.
The now traditional after-dinner dance continued into the small hours.
., _-
0
_-.
Article 3
i-
. /- -
_Cr.. .C'
- ..-.. .- .-.
President slams film business
Hundreds of Hollywood's rich and famous were left speechless last night when film
Socierj President. Anthony Kirk. 59, launched a savage attackon the movie business.
Neither the scriptwriters, the actors, nor the directors were as good today as they
used to be, he told the astonished film stars. Guests were further incensed when he
claimed that there were too many new films, and roars of protest greeted his boast
that people had stopped going to the cinema because they preferred watching
Kirk's old movies at home on te1evision.A lot of people took offence,'confirmed one
Oscar-nominated actor, who asked not to be named.
The speech came after the Society's annual dinner, attended by the cream of
Hollywood's high society. Among the first to arrive were Peruvian heiress and actress,
lsabel Sastre, wearing a full-length pale yellow evening dress and a diamond tiara,
and accompanied by her latest husband. Rupert Murbank'Sixth time lucky,'she told
our reporter. Present, too, were British star Simon Selino and, hot foot from filming
and only just in time for dinner, comedy star Alberr Tancred, his arm still in plaster
after an accident at his Austrianhome. Later, guests enjoyed a lavish six-course
banquet (including caviar, roast duckling and steak oupoivre) before veteran Kirk's
sour grapes left a bad taste in everybody's mouth.
C' SPEAKING
251 a Prepare a speech on any political issue you feel srrongly about.
b Present your speech to your partner and ask for feedback.Thenlisten to your
partner's speech. Do you find it convincing? Ask follow-up questions.
.-I
Unil2 ORAL DISCOURSE:AD1
 FORMIDABLE PEOPLE
CAN Dos:
write a review of a film or play; write clear, detailed
descriptions of a fictional character; outline the
relationship between ideas in a clear connected text;
follow the established conventions for the g e n r e o f a
film/play review
LANGUAGEICULTURAL POINTS:
third conditional; the subjunctive; analysis of the
linguistic and cultural features in British reviews of plays
# READING
3R1 Read the extract from The lmporrance of Being Earnest and write a clear detailed
description of what happens (90 words maximum). Then compare your summary
with a) your partner's, and b) the summary found in the Appendix. 95
Lady BnckneU: [sitting down] You can take a seat, bIr worthing. [Looks in her pocket
Jor notebook nndpenciL] . up aftewards. You have a town house. I hope? A gid with a;imple, unspoiled nature,
Jack: n a n k you. Lady BrackneU, I prefer standing.
Lady Bmcknell: [pencil and notebook in hand I feel bound to tell you that you are not
down on my list ofeligible young men. dthough I have the same list as the dear Duchess
of Bolton has. We work together, in fact. However. I am quite ready to enter your name,
should your answers be what a really affectionate mother requires. Do you smoke?
Jack: Well, yes, I must admit I smoke.
Lady Bracknell: I am glad to hear it. A man should always have an occupation of some
kind. There are h r too many idle men in London as it is. How old are you?
Jack Twenty-nine
Lady BnckneU: A very good age to be married at. I have always been of the opinion
that a man who desires to get married should know either everything or nothing Which
do you know?
lack [ i ~ J t csome
r hesitation] I know nothing. Lady Br~cknell.
Lady Bracknell: [ am pleased to hear it. 1 do not approve of anything that tampers
with natural ignorance. Ignorallcr is like a delicate exotic fruit; touch it and the bloom
is gone. The whole theory of modern education is radically unsound. Fortunately in
England. at any rate, education produces no effect whatsoever. If it did, it would prow a
serious danger to the upper classes, and probably lead to acts of violence in Grosvenor
Square. What is your income?
Jack: Between seven and eight thousand a year.
Lady Bracknell: [makes a note in her book] In land, or in investments?
Jadc In investments, chiefly.
Lady BrackneU: That is satisfactory. What between the duties expected of one during
one's lifetime, and the duties exacted from one after one's death, land has ceased to be
either a profit or a pleasure. It gives one position, and prevents one from keeping it up.
That's all that can be said about land.
Jack: I have a country house with some land, of course, attached to it, about fifteen
hundred acres, 1 believe; but I don't depend on that for my real income. In fact, as far as
I can make out, the poachers are the only people who make anything out of it.
Lady Bracknell: A country house! How many bedrooms? Well, that point can be cleared
like Gwendolm, could hardly be expected to reside in the country.
Jack: Well, I own a house in Belgrave Square, but it is let by the year to Lady Bloxham.
Of course. I can get it back whenever I like. at SLY months' notice.
Lady BrackneU: Lady Bloxham? I don't know her.
Jack: Oh, she goes about very little. She is a lady considerably advanced in years.
Lady Bncknell: Ah, nowadays that is no guarantee of respectability ofchancter. What
number in Belgrave Square?
Jack: One hundred and forty-nine.
Lady Bracknell: Ishaking her head] The unfashionable side. I thought there was
something. However, that could easily be olteied.
Jack: Do you mean the fashion, or the side?
Lady Bracknell: [sternly] Both, if necessary, I presume. What are your politics?
Jack: Well. I am afraid I really have none. I am a Liberal Unionist.
Lady Bncknell: Oh, thev count as Tories. They dine with us. Or come in the evening, at
any rate. Now to minor matters. .&re your parents living?
Jack: I have lost both my parents.
Unit 3 FORMlDABLEPEoPLE 21 IS

Lady Rracknrll: To lose one Farent, blr Worthing, mav be regarded X misfortune; to
lose both l o o h like iarslessness. Who was your father? He was evidently a man of some
wealth. \%.as he born in what the radical papers call the purple of commerce, or did he
rise iron1 the ranks OF the aristocracy?
Jack: I am airaid I reallv don't h o w . ?he fact is, Lady Bracknell, I said I had lost my
parmrs. It would be nearer the truth to say that mv parents seem to have lost me ... I
don't actually h o w who I am by birth. I was ... well, I was found.
Lady Rracknell: Found!
Jack: The late 1,frThomas Cardew, an old gentleman of a very charitable and kindly
disposition, found me, and gave me the name of Worthing, because he happened to
have a 5rst class ticket for Worthing m his pocket at the time. Worthing is a place in
Sussex. It is a seaside resort.
Lady Bracknrll: Where did the charitable gentleman who had a first class ticket for this
seaside resort find you?
Jack In a handbag.
Lady BrackneU: A handbag?
Jack: [very seriously] Yes. Lady Bracknell. I was in a handbag - a somewhat large, black
leather handbag, with handles to it - an ordinary handbag in fact.
Lady Bracknell: In what locality did this blr lames. or Thomas, Cardew come across
this ordinary handbag?
Jack In the cloakroom of Victoria Station. It was given to him in mistake for his own.
Lady Bracknell: The cloakroom at Victoria Station?
lack Yes. The Brighton line.
Lady Brachell: The line is immaterial. blr Worjhing, I confess I feel somewhat
bewildered by what you klve just told me. To be born, or at any rate bred, in a handbag,
whether it had handles or not, seems to me to display a contenlpt for the ordinary
decencies of family life that reminds one of the worst excesses of the French Revolution.
And I presume you know what that unfortunate movement led to? As for the particular
locality in which the handbag was found, a cloakroom at a railway station might serve to
conceal a social indiscretion - has probably, indeed, been used for that purpose before
now - but it could hardlv be regarded as an assured basis for a recognised position in
good society.
Jack: May I ask you then what you would advise me to do? 1 need hardly say I would do
anything in the world to ensure Gwendolen's happiness.
Lady Bracknell: I would strongly advise you. bfr Worthing, to try and acquire some
relations as soon as pospble, and to make a definite effort to produce at any rate one
parent, of either sex, before the season is quite over.
Jack: Well, 1don't see how I could possibly manage to do that. I can produce the handbag
at any moment. It is in my dressing room at home. I really think that should satisfy you.
Lady Bracknell.
Lady Brachell: Me, sir! What has it to do with me? You can hardly imagine that I and
Lord Bracknell would dream of allowing our only daughter - a girl brought up with
the utmost care - to m u r y into a cloakroonl, and form an alliance with a parcel. Good
morning, h[r \\'orthing!
[Ludy Bruckrlell sweeps out in majestic indignation.]
Oscar Wilde, 7he Imporrancc ujBeing Eurncst
3R2 Read the film review below.
The Importance of Being Earnest
(U Cert, 98 minutes)
Sparkling, witty, debonair and flippant ... The Importonce ... is a beautifully-
flighted comedy of manners with some of the most famous one-liners in the English
language and a dark take on the false values of polite society:'A trivial comedy for
serious people:as~Nilde's subtitle reminds us ... .
And certainly Anna Massey is delightfully dotry as Miss Prism, and Judi Dench (Lady
Bracknell) as inquisitorial as you'd expect from a future Head of Ml6, but perhaps
director Oliver Parker overlooks the imponance of being casual ... .With a hot-air
balloon, a visit to a tattoo parlour, and Algy (Rupen Everett) indulging in a self-
satisfied intake of breath after every 'mot: this version is insufferably self-regarding:
more earnest than Earnest.
Recommendation: watch Anrhony Asquith's definitive 1952 version instead ...
LANGUAGEICULTURALPOINT:
This review displays a number of the characteristic features of British film and
play reviews. While not attempting plot summaries. such reviews aim t o give
the flavour of the experience. reminding well-informed readers of what they
already know in a style both pithy and winy (note the puns and the humorous
reference to Dench's role in the James Bond films). Indeed, the well-written
review is something of a minor art form in its own right. (One memorably
damning review of the Scooby-Doofilm concluded with the injuncrion:'Scooby
Don't!')
I
I
Opt~onal:Study more film and play reviews on the lnternet and then try your
hand at writing your own.
3W1 Lady Bracknell, as the extract on pages 20-22 shows, was a formidable lady. Another
woman with a sim~larreputation is Britain's first (and a t the time of writing, only)
female Prime Minister. Read this description of the character and achievements of
MrsThatcher, write your own evaluation ofit and then compare itwith thecomments
and evaluation found in the Appendix. @ 95
In May 1979, Margaret Thatcher became the first woman t o be Prime Minister of
Britain. She remained Prime Minisrer until November 1990: no Prime Minister in the
'
previous 200 years had held power continuously for so long.
Mrs Thatcher professed strong simple views, saying thar she had 'no time
Unit 3 FORMIDABLE PEOPLE 23
 for argumenrs: She had an enormous impact on Britain: privatising telephone,
g SPEAKING . . -. . -.. -
electricity. gas and water services, and encouraging ordinary individuals to buy 351 Prepare to interview and be interviewed about a film or play you saw recently.Think
shares. Between 1979 and 1992. the share-owning percentage of the population about the questions below and add some of your own. Be ready to give extended
rose from 7 to 24%. and informative answers.Then interview your partner.
She decided to destroy socialism, which she said was the root of all Britain's
-
problems, and attacked traditional Labour bastions the Trade Unions, the local p
authorities, and, as already mentioned, the nationalised industries. . - 8.i' 1 What was the filmlplay called?
MrsThatcher liked to think of herself as a good housekeeper and did her utmost . .~
. 2 When and where did you see it?
to limit government spending. It proved very difficult, however, to reduce the size L,
E- 3 Why did you decide to go and see it?
and influence of the Civil Service - and some people claimed that her real aim was f.
, 4 What kind of a filmlplay was it?
to neutralise an organisation which she felt was obstructive. She reduced the power
of local councils, however, by enabling the occupants of council houses to buy the
t-E
p
5 Can you remember the names of any of the actors?
6 Why did you go and see it?
properties they lived in. 1: 7 What kind of a filmlplay was it (comedy, thriller, horror, science fiction, historical
At thesame time. MrsThatcherintroduced stricter legislation on national security
romance, factual, etc.)?
and a national curriculum for all state schools. For many, these measures smacked
8 Can you briefly summarise the plot?
alarmingly of authoritarianism.
9 Did you enjoy the filmlplay? Why (not)?
Her foreign policy - usually pro-America and often anti-Europe - was e&ally
10 What was the best thing about the filmlplay? And the worst?
controversial. She fought and won a war against Argentina. 'Once more Britain is
1l Which of the actors did you like best?Why?
confident strong, trusted ... :she declared. However, it is also true that the legacy of
12 What about the soundtrack and thevisual impact?Were they good?
the empire was making ic harder for Britain to concentrate on its real, non-imperial
13 Who did you go with? Did they enjoy it?
future. By the end of the Thatcher years, Britain still seemed unsure about what its
14 Who would you recommend the filmlplay to? Why?
true priorities were.This paralysing dilemma may have made Britain slower to invest 'I IS Who wouldn't you recommend it to?Why?
in the new democracies in Eastern Europe. L 16 Would you like to go and see it again?
Her dogmatism, elitism and authoritarian manner often made her unpopular -
g
especially when she began to talkof'we'instead of'l: and seemed to be dressing like 1
the Queen. Others, however, liked her strong personality and convictions:'She's the
best man in England,'said US President Ronald Reagan.
$.
$

3W2 Choose a famous fictional person who you have seen in a play or film or read about
and describe hislher character and achievements as if they were a real person (300-
400 words].

WRITINGTIP:
. When describing character and achievements, pay particular
attention to how the person's actions determine the plot -
t
that is, how they drive the story forward.

3L1 Listen to the extract from a lecture about The Simpsons, the popular American TV
cartoon comedy show (TRACK 3). Write notes for someone who missed the lecture.
Your notes should be as helpful and informative as possible. @ 95-96

l '
Unit3 FORMIDABLE PEOPLE 25
l )
 TALKING A N D WRITING ACADEMICALLY word rhen, Bentley's statement begins t o look more like a police account than that 1
- -
f
- A
of an ordinary member of the public r
Coulthard was struck not only by how often the word then occurred in Bentley's
statement, but also by the way
in which it was used. Here is an
example:
The policeman and I then went
round a corner. ..
This is, ofcourse, perfectly correct
CAN Dos: English, bu: it would sound less
follow the essentials of lectures, talks, reports or:other marked like this:
forms of an academic/professionaIpresentation; Then rhe policeman and I went
participate actively in'the question and answer session of round a corner.. .
a talk Coulthard looked at a corpus of
approximately 1.5 million words
LANGUAGE~CULTURALPOINTS: of spoken English, and found
I
turn-taking in a conference discussion; adjacency pairs: that the combination I then occurred only nine times: once in every 165.000 words. j:
questionlanswer, greetinglgreeting; analysis of a typical In Bentley's statement,however, it occurs once in every 190 words, and in the corpus ' i'
discussionsession at a conference of sraternents made by policemen it occurs once every 119 words. In short, the ;-'
sequenceI then is very unusual in ordinary speech, but apparently very common in
'police speak'. I.

Furthermore, when Coulthard looked ar the record of oral evidence given at the trial,
he found that police officers used then between the subject of the verb and the verb
itself in this way, but that in Bentley's oral evidence the word then is found back in its
6& READING more normal position before the subject of the verb: ... and then we came back up.
I
4R1 Over the last 20 years or so, there has been a marked increase in the frequency with
which linguists are called as expert witnesses in court cases. Indeed. there are now
(Note: In 1998,rhe Court of Appeal quashed Benrley's convictionon the grounds that the original
trial judge was b~ased
against the defendant and had rnisdirecredrhe jury.) r'
opportunities for full-time careers in forensic linguistics. One well-known forensic
linguist is Malcolm Coulthard.The exrract below is from a piece of academic writing , _
which reports one of Coulthard's investigations. Read the extract and summarise
the main findings (75 words maximum).Thencompare your summary with a) your
partner's, and b) the summary found in the Appendix. 0-C)% g WRITING . . . .

4W1
In one case, Coulthard was asked to study a statement made to the police by
19-year-old Derek Bentley. In his statement, Bentley confessed to the murder of :,
a policeman. During his trial, the police officers to whom he made the statement
insisted that it was an exact record of what Bentley had actually said.The teenager, '
You havejust seen one example of academic writing, a report of research.The sample
essay below is entitled'Academic Writing: My Views and Experience: Read the essay
and write ;our own evaluarion.Then compare your evaluation with a) your partner's.
and b) the evaluation found in the Appendix. 96-97

however, declared that the policemen had'helped'him with his statement. Bentley,
Academic Writing: My Views and Experience
who i s said to have had a mental age of only 11, was found guilty of murder and
hanged in 1953. Decades later, Coulthard was asked to help in the anempt to win a [ j
In academic writing, clarity is of the essence. You have to decide what you want :
posthumous pardan.
to say, in what order and how. Above all, you have to be moved by the need to :
Coulthard stccied &r,rl?y's s:stement of 582 words and found that the word rhen
communicate something important and the desire to do it well.
occurred ten times.7l1ismay sound unsurprising: Bentley was narrating a break-in
Experience is crucial: we learn to write by writing. We have to search for the mot
at a warehouse, and in accounts of events the word then often helps to establish
jusre, the most felicitous expression, the most telling phrase... we have to summarise +.
chronological sequence. Nevertheless, when Coulthard made a small corpus of
other people's ideas, add our own and observe the conventionsof academic writing.
other witness statements he found that rhen occurred only once in 930 words. When.
We must avoid repetition, tautology, solecisms and the hackneyed phrases. We learn
however, he made a corpus of 2,270 words of statements made by policemen, he
found that the word rhen occurred 29 times. 50, with regard to the frequency of the
. . . - .. _
,.. . -__-.-*

g 26 Unit 4 TALKING AND WRITING ACADEMICALLY

d
 by studying masters of thegenre: how do those who write well do it?Thereisno end
to what we can learn by careful study of masters of the craft, such as Bertrand Russell
and Miguel de Unamuno.
As Dr Johnson rightly observed,'What is written without effort is generally read
without pleasure: And I believe it was Rousseau who concluded a letterto a friend
with the comment that i t would have been shorter if he had had more time to write
it.A pleasing and poignant paradox and a timely reminder perhaps that having said
all I want to say, it is time to conclude.
v-
4W2 Write an essay 'Lectures and Talks: My Views and Experience'(300-400 words).
I
T WRITING TIP:
When stating your own opinions and experience, make it
clear which is which. Try to stare an opinion and support it
by citing experience.
4)))LISTENING
4L1 Another kind of academic discourse is the lecture or professional presentation
followed by a question-and-answer session. Listen to a lecture on the medical and
mental benefits of sleep (TRACK4).Then write lecture notes which detail the main
information. C+ 97-98
4 U Compare your notes with those glven in the answer section found in the Appendix
W 98
LANGUAGEICULTURALPOlNC
Study the audioscript and listen to the lecture again. Notice how the lecturer
and the audience member manage their interaction: the greeting routine, the
way in which the question is rephrased by the lecturer to gain and give time,
and the way in which thequestionersignals satisfacrion with theanswer given.
Likemostlanguage events, thequestion-and-answersessions at lectures oken
have their own distinctive features.
451 Prepare a short academic talk related to your studies. Make notes of the points you
are going to cover in your talk. Practise your talk. Present your talk to your partner.
Listen to your partner's talk and ask follow-up questions.
m 1l
1 Unit 4 TALKING AN0 WRITING ACADEMICALLY
28
GATHERING INFORMATION FOR ESSAYS 1 1
CAN Dos:
synthesise information and arguments from a number of
sources; write an essay or report which develops an argument;
give reasons in support of or against a particular point of view;
explain the advantages and disadvantagesofvarious options
LANGUAGE/CULTURALPOINTS:
presenWfuture modals of possibility; words of Latin origin;
characteristicsof a literary essay by an English/American writer
# READING
4
{l
,
3,
SRI Read the essay below and then decide which details in each paragraph are pro-
British, which are critical of Britain and whether the paragraph as a whole is in favour
or against. Then compare your summary with a1 your partner's, and b) the answers
$; found in the Appendix. @ 99
tl
1'1 Britain
Fly into Heathrow, Gatwick. Luton. Manchester... and once you're belowcloud level,
you'll see a patchwork of green fields, houses dotted everywhere, roads travelling in
all directions. and the beginnings of a vast urban sprawl. England is fertile, lush, and
one of the most densely populated countries in the world.
Overpopulation is a determining factor in everyday life.The British, more or less of
necessity, are good at queuing and they're safe drivers (only about half as many
people die in road accidents each year as in, say. Spain). Pedestrian crossings,
lollipop ladies, public toilets, litter bins, notices and car parks abound, and double
parking is conspicuousby its absence.7 have a feeling that [Britain] is uninhabitable
and therefore people have tried to make it habitable by being reasonable with each
other,'observed Ralf Dahrendorf, sociologist. But despite all the care, foresight and
artempts to foster civicvirtues, having to accommodate so many people in such a
small area inevitably brings problems. It's not only the sheer ugliness of so many
motorways. flyovers, car parks, shopping precincts and housing estates, but also
theanti-social behaviour which, it sometimes seems, is never far away. While it's the
football hooliganism and race riots which make the headlines, the bullying endemic
in many British schools is probably even more serious in the long run. Wearing
\
Unit5 GATHERINGINFORMATION FOR ESSAYS 29
I B
l
l

unfashionable clothes, using 'posh' words, needing glasses, being fat or, indeed,
'different'in any way can easily attract the attention of potential bullies.
Yet, despite its'yob culture: Britain continues to produce talented people. A recent
study by the Japanese Ministry of Commerce estimates that an asronishing 5496
of the most important inventions in the last l00 years are British. It was England
that invented parliamentary democracy and the Industrial Revolution. and crucial
contributions to medicine, science, literature and human rights are reflected in the
huge number of British Nobel Prize winners. The Bearles, Monry Python and H a w
Potter, all characteristically British products, are three peaks from a mountain of
talent. British writing, popular musicand television earn vast sums all over the world:
rhe first HarryPorter book, for example, is said to have sold over three million copies
in China within four months of publication. And the interest generated in Britain and
its culture by these exports naturally fosters tourism, which, in turn, leads to more
interest in'buying British'... .
One key factor in this cultural success story is the Brirlsh sense of humour. The
willingness to create humour surfaces everywhere.'Sales assistant required: if you
are interested in being overworked and underpaid in near-Victorian conditions,
apply within.'This handwritten sign in a shop window may not be hilariously funny,
but it is entirely characteristic of 'the British way: Closer scrutiny suggests that this
sense of humour is much more important than a mere disposition to crack jokes. It
seems to be pan of a larger self-awareness, an ability to stand backand lookcritically
from the outside, which goes hand in hand with creativity and artistic achievement.
and which is the enemy of pomposity, self-righteousness and intolerance (whoever
heard of a terrorist with a sense of humour?). Self-criticism, fair-mindednessand a
willingness to compromise suggest that the democratic tradition in Britain amounts
to a great deal more than elections every five years, and whichever political pany is
in power can expect searching criticism and sometimes biting satire, not just from
its political opponents and sections of the press, but on prime time television, too.
Anotherfactor working in Britain'sfavour seems to be the English language. Basically
Anglo-Saxon, it nevertheless contains over twenty thousand words of Latin origin.
which gives it an enormous vocabulary - far bigger than many other European
f
"330 Unlt S GATHERINGINFORMATIONFOR ESSAYS
languages - and makes it a powerful means of expression. It helps, too, of course,
thar English is the language of other prosperousdemocracies- including the world's
only superpower - as well as being a second or official language in another 50 or so
countries and a lingua franca more or less anywhere in the world.
Complacency about the prevalence of English may have contributed to a distinctly
Anglo-centric world view. Foreign diplomats in London complain thar newspapers
have only the vaguest idea where their country is and frequently ignore the visits of
their Presiden: or Prime Minister. Certainly the newspapers and TV news bulletins
often give the impression that domestic trivia are more important than foreign news.
Yet, paradoxically perhaps, the British also seem prone to wanderlust: the Empire's
long gone but, expatriate Brits are still found the world over, sometimes in 'little
Englands; but often well integrated with local communities. Many leave in search of
something they couldn't find at home. Sometimes they claim it's just better wearher
('somewherewhere it doesn't rain every day'), but often one suspects it's something
more. The British sometimes seem to feel guilty about enjoying themselves -
'naughty but nice: says one advertisement for cream cakes - and may feel more able
to do so when away from home. Similarly, the national obsession with pet animals
(which extends to cemeteries for dearly departed dogs, a chain of MrsTiggywinkle
hospitals for injured hedgehogs, and sanctuaries for ageing donkeys) springs
perhaps from problems making friends and relating to the opposite sex.'Europeans
talk to their friends,'remarked George Mikes, author'rhe British talk to their animals:
He also said.'Continental people have sex lives - t h e British have hot water bottles:
That may be why so many are keen to travel.
In conclusion, then, the impression is of a mildly repressed, often unhappy people i;
whocan laugh atthemselves. but don't really likeeach other and who, in theirsearch
i.
for alternatives, compromises and ways of escape, have in some ways done more .r
than anyone else to determine the way we live now.
5R2 You may wish to read the essay again; it's worth it! Notice how theauthor synthesises
information and arguments from a number of sources: Ralf Dahrendorf, the Japanese
Ministry of Commerce, newspaper reports, advertisements, George Mikes, as well, of
course, as his own observations. Notice, too, how the essay develops the argument,
giving reasons both in support of and against a particular point of view.
The final paragraph IS an excellent summary of the essay as a whole.
5W1 The essay about Brira~nis very much an essay about reactions to a place: the autbcr
describes what he sees around hlm. It was originally published in a book called
Observanons (by Jlm Lawley)and is essentially based on the author's 3oserva:ions; his
bas~csource is what he has seen.
Another basic source marer~alis the wrlnen word. Read the rwo poems below and the
literary essay about them.The poems, like the essay abour Britain, show sensitivity to
the physical envlronmenr. The essay shows how literary essays are characteristically
based on the written word.
Unit 5 GATHERING INFORMATIONFOR ESSAYS ?
 will m tlme, and she wlll be reminded that It Is her lover's which Is 'pushmg up
Spring in war-time Reported Missing
the W ~ e s '
Now the sprinkled blackhorn snow My thought shall never be that you are deid:
Lies along the lovers' lane Who laughed so lately in this quiet place. The m p t a n c e of the traglc W t y of the desth cf a loved one is precisely what Is
Where last year we used to go- The dear and deep-eyed humour of that face absent fmm 'Reported Wlng'. In the last line, the p x t she Is 'so very sure'
\fiere we shaU not go again. Held something ever living, in DeatHs stead. her lover 'Is not dead'. The emp'nasis when we spesk thls last h e of the p m falls
Scornful I hear the flat things they have said naturally on the word 'very', d r e w our attention to It. m, readers wy ask, does
In the hedge the buds are new, And re
all their piteous platitudes of pain. she ssgr that she if 'so very sure' when the word 'sure' on its own conveys the same
By our wood the violets peer- I laugh! I laugh! - For you will come agaa - m m i The phrase 'so very sure' is a tautology. Ham?hed the& atcention dram
Just like last year's violets. too. This heart would never beat if you were dead. do t b protestation of cercatncy, resders -wonder what evfdem there Is for Lt. The
But they have no scent this yew. The world's adrowse in twilight hushfdness. poem offers the suggestion that since the soldler was alive and hug@ 'so lately' (a
The 's purple Lilac in your little room, recently), he now be dead; thet hk 'deepeyed humour' would be lmpaible to
Every bird has heart to sing And somewhere out beyond the evening gloom exttnguish; that since her own heart is still h t u , so must b be; and that since
Of its nest, warmed by its breast; Small boys are culling summer watercress. her eierydqv Me g m on, so must hls. Considered obJectlvely,of m u m , ail tNs Is ilo
We had heart to sing last spring, Of these familiar things I have no dread r e m e at ail; the thoughts are fathered by desire not reailt:f.
But we never built our nesr Being so very sure you are not dead.
Anna Gordon Keown In fact, there if evidence that, deep down, the poet herself Is not as mnmced ss she
Presently red roses blown woilld like to be. The alliteration In 'pimeous platitudes of -' conveys the rather
Wi make all the garden gay ... e.cessive wrn vilth whch she splts out her refusal to accept the offered words of
Not yet have the daisies grown sympathy. There 1s somethirg despersle in the repetition of 'I laugh! I laughl' and
On your clay. there s an omtnous note both ln 'evenmg gloom' (suqgestLng the deeth of the m) and
Edith Nesbit In the unusual choice of verb in 'small boys u&g the watercress'.

5W2 Now read this literary essay about the poems and then write your own evaluation.
Then compare your evaluation with a) your partner's, and b) the evaluation found in
the Appendix. 100
With reference to 'Reported Missing'and 'Spring in wartime', explore the
differing ways in which war has impact on soldiers' families and friends.
These two poems, then, present very dff~?rent way^ In whch the war Lmpacw on
soldiers' n m t and dearest In S p r w ln W-tune', we see how acczptance of the
death of 3 lovd one brings a deep abidmg sadness, whlch is reinforced by all the s m of
natural life surmundlng the pcet The p a s s of grlevmg is well und~mqyh 'Reported
Mlss~ng', the natural e v e F M world IS pressed rather desperately mto s e n m as proof
t h everychug Is stlu Just as it a l w r~ The poem is m poignant becsuse the
reader knows that the poet Is trying to supprem the pxsiblllty of the loved one's death
wth such energy because thet grlef of the reality wouldbe so terrible Eecause of this
supprt.sslon, tne pmful grlef Is yet to be faced

61 'Spruig m war-ttme', altho~igha Its excernslappeYrance the world not cm$?&

the p t ' s atr.ltude to Life and the world hss changed t o w because of her lover's
~!!th. Last y ~ x the
, Dowers and birds m m & the joy end h o g and prormse or' the
iutw?, whch the lovers felt in each other's mmp%Iy. Noiv t b natural beauty is
merely s bitr,er remder ~i t h t happy time. When the p t 'writes that the violew SIX LANGUAGEICULTURAL POINT:
just like 'last yes's vlobcs', tlVs is llteraUjr true; the Bowers are the m e everysprw. Essays about literature by British and American writers tend to be based on
However, when she wi-ltes that thls y w 'they have no scent' thls is c1ed.y not Uterdy a close reading of the text. Essays in general are usually written in a 'learnt'
true; 111a purely Uted serse, the violew aL?osmell r,he same ss last ypm. Yet the line register, in which there may be more words of Latin origin than in normal
is true aa non-literal sense - the writer csnnot take pleesure in thelr smell as she did everyday speech. How many cognates can you find in the first paragraph of
b t year, so for her, m eifmt, they hYve no sent. Eqilally, the bird song Is the same the two essays you have studied in this unit?
rhls spruig m M,, but wherevs h t F ?the wr!ter md her Lowr were plaMlQ?to
make ther own 'nest' anci felt like s w m g .Mth joy, ths year !.he birds remad her of
w h t now &m never be. There is a suegestion that hencefort!! er:ery Spr'hlg VIIU bbPllig
I ~ I oruel
B mrmnder. The poem ends :nth clear msgnItion of bhls sad M W . Her love 5W3 Write an essay about your country along the same lines as the essay about Britain at
Ues in a fresh grave on which the flowers have not yet kiui time to RGW.But grow they the beginning of the unit (300-400 words).

m 32 Unit5 GATHERING INFORMATION FOR ESSAYS

 WRITING TIP.
. In essays like this, incude information and arguments from a
varlety of sources, if possible, rather than relying solely on your
own opinions and impressions.
f l

f
f
/38 LiSTENlNG
. . . CAN DOS:
write an interesting, short story; understand in detail what a
native English speaker says in a conversation carried out using
dr 50 far in this unit we have seen that the source material for essays can b e observation standard spoken language, even in a noisy environment;tell a
of the world around us, or close reading of literature. Another important source story remembering as many details as possible
f 1 material is information gained from interviews. Continuing the theme of how
historical events impact on ~ e o p l e ' slives, listen t o the interview with a Spanish

'
f )
l woman (who is also a highly proficient English speaker) about her memories of the
death of Franco (20r"November,1975)when she was 15 years old (TRACK 5).Take
notes as you listen 100-1 01
LANGUAGEICULTURALPOINTS:
present perfect simple and continuous; questions; making
comparisons; adjectives with -ed and -ing endings; comparison of
different accenrs in both British and American English
I
f/L2 Based on what you've heard, write a short essay (300-400 words) suggesting how
this material might b e useful to a historian. Compare your work with the essay found

1 in the Appendix. 0-D

101 -102

f l '!
i;I
6 READlMC
l!
f .l 6R1 Read the story below and summarise it (30 words maximum). Then compare your
f SPEAKING
'
summary wlth a) your partner's, and b) t h e summary found in t h e Appendix.
4!l c+ 102
f
$ ~ 1 Prepare t o be interviewed about an important historical event that you lived through.
5
I
lhagine you're going t o b e interviewed in a similar way t o t h e Spanish woman on
1 t h e CD. Decide which historical event you would like t o talk about. Make a list of
I

Where does it hurt?

C
questions that you are likely to b e asked and prepare your answers. Ask your partner l
'So ... er ... which side of the neck hurts? The head side or the body side?' Mark called
i which event he/she would like t o talkabout and interview him/her.Then respond t o
out from the back of the class aher Mr Ling had mentioned that people remain alive for
( your partner's interview questions.
up to ten seconds after decapitation. Ignoring the question, the teacher proceeded with
f l i': further details of the execution of Charles I. Meanwhile, Mark noticed 20 boys' necks
f I sinking further into their collars. 'Pssst, Mark! Hey you! >lark, psssst! Have you brought
your PE kit?' &lark froze. His kit! His kit ... he stayed very cold and still for a moment,

' l
l and then his stomach gave a single turn, l i h an omelette when it's flipped. His kit was
where he hadleh it lastnight - on the kitchen table. the 'DON'T FORGET!'note on top.
'blr Martin isn't going to be happy,' was possibly the understatement of the millennium.

'
f
t
l
l
l .. 8
It was a Thursday, which rnennt cross-country running after break and 'I don't have my
kit, sir'wasn't acccplable. In fact, there was nothing he could say: 'I don't believe youand
from now on I shdl be turning a deaf ear to all your excuses: blr Martin had warned
him some months before. 'Oh, and don't go blubbing to Matron: he added Last week
t 1 %larkhad ended up running over two miles of mud-covered hills in his uniform and
f 1 his mum had been furious about having to buv new trousers. hir Martin had warned
l
I
him that he had a very special punishment lined up for him if he ever repeated his
mistake. Xnd that's not a threat,' he had smiled at Mark,'that's a promise!' Lining up very
I , 1

I
f l
1m 34 Unit S G A TH ER I N G I N F O RM A T I O N F O R ESSAYS Units UNDERDOGS 35
 special punishments was blr Martins raison dPtre, and ,Mark was a hvourite victim; his
forgetfulness had placed him in a different league from everyone else.
During Wednesday lunchtime, he would transform From an amusing, attentive boy 6W1 The examination question asked candidates to write the story of LinleRedRiding Hood
to a silent, scared child. During the afternoon lessons, he was useless ... a vegetable. He in no more than W0 words, warning them not to exceed that limit.The version on
had started to get into trouble. too. Many times his teachers had caught him with his pages 37-38. however. has over 600 words. Without omitting any information itcould
mind elsewhere. Getting into trouble with his teachers on Wednesdays made them less beshortened, and therefore improved. Work through the story carefully, deleting any
friendly towards h i on other days. Worrying about PE the next dav had kept Mark unnecessary words and phrases and joining sentences where appropriate.
awake for hours. When he finally slept, he had had vivid dreams of being Forced to
run the two miles with the whole school watching. Mr Martin had turned red and had For example: the first paragraph could b e rewritten as:
started poking him with a trident His screams had woken his parents. Once upon a time in a big forest lived a linle girl who was called Linle Red Riding Hood
The beU rang for break Everyone pushed their chairs back and charged to the because she always wore the beautiful red hooded cape made by her grandmother.
changing rooms. Alone, Mark felt like a condemned man awaiting execution. Dragging
his feet, Mark walked the corridors, his mind blank. 'Hey, Mark, you'd better have (Note:the informat~onwhich has been removed is not lost to the story: it will soon
an excuse ready, 'cause you're dead.' Yes, 'dead' was right. and excuses were useless. become apparent that Little Red Riding Hood was not an orphan and that her
Resigned, Mark decided to get it over with u quickly as possible ... grandmother also lived in the forest.)
Very conscious of his uniform, Mark made his way to the cross-country start Line
which was just by the area for throwing the javelin. Sure enough. hlr Martin was there. 6W2 Then compare your rewritten version with that found in the Appendix.
Mr Martin looked him up and c+ 102-1 05
down, raised an eyebrow, and
rubbed his hands together: Rh!
I've been waiting for you. What Little R e d Riding Hood
now? Been abducted by aliens?
Once upon a time o lrttle gtrl w o s ltvtng rn the forest w t t h her parents They coiled
O r is it.the black plague? Where
her Little Red R(din9 Hood becouse she always w o r e 0 red h w d e d cape mode by her
does it hurt today? Ankle? Knee?
grandmother w h p lcved ~nthe same forest
Head?' Before Mark could
A wolf w a s ltv~ngIn thot forest too ond he was a very, w r y bod w o l f
answer, Mr Mar& picked up a
One mornln9. L ~ f t l eRed R i d q H o d s mother told her t o go t o her qrandmother's
javelin and with a superior smirk
house t a take her same food because she was 111 In bed L t t t l e Red Ridtnq Hood was very
retreated to the start line, stared
hoppy because she l~kedt o see her grondmother and she liked the walk in the forest
out across the open held to make
Before she set off her mother told her. 'Remember not t o 3top In the forest. don't tolk t o
sure it was clear, said. 'Watch
strangers and always go along the usual path towords grondmotheis house'
this!' Then he ran a dozen steps
'Yes. yes.' sold L d e Red Riding Hood ' l know You are always telimg me thot
sideways, the javelin low behind
She started out on the journey carrying o basket full of soup pms browntes and jam
him in his right hand, and with
011 mode by L l t t l e Red R t d q Hoods mother On the w a y she saw some lovely flowers and
a loud grunt hurled the spear
she thought they would be a nice present for her granny M e o n w h J e the bod wolf w h o
and ... collapsed to the ground,
llved tn the farest saw Little Red Rldrng H w d and he thought she would be a lovely meal
screaming, his hand clutching
He p u t on hls best smrle and w e n t t o meet her
the side of his head. It took Mark
Hello L i t t l e %?zd R!din9 Hood W h e r e ore you gotng an this lovely mornlno)'
some few seconds to understand what he was seeing. It was the blood gushing out from
I ' m go1n9 t o see my grondmother ,who lrves In the athcr p o r t of the forest. sold L l t t l e
between the lingers that confirmed it: the javelin had taken part of Mr Martin's ear with
Red Rtdrng H o d
it. Mark's first thought was of relief: his lack of PE kit was no longer of any importance.
' W h y ore you carrytng thot basket?' the Wolf asked
His second was that Mr bhrtin's instruction about no blubbing to Matron had been
'I'm toklng some f w d far my granny M y mother mode t t for her becouso she IS (11 in
hypocritical; 'Matron! Matron! Get Matron!' he was screaming. 2.en another happy
bed'
thought occurred to Mark ... in future blr Martin [night find it a IittIcl r s i e r to turn
'Oh) I know where she Itves, and I can tell you that ~f you go along that p t h you11 be
a deaf ear. 'Good!' said Mark to himself. There w u somct'ing s!se that wasn't clear
there quzcker becouse ~t 8s shorter Eye ' s o l d the w o l f
though ... Then it came to him. It was true that he still didn't knorr the mswer to his
L r t t l e Red Ridm9 Hood r h o u ~ h for
t g moment about w h a t her mother had ~ o r d
before
decapitation question, but in this instance one thing was certain - it was definitely the
she set off on her walk. but the w o l f looked very nice cnd lf the porh was shorter ~t would
side of Mr Martin's head that was hurting.
be qutcker t o get t o her granny's house. She took the poth that the wolf showed her
story by Nick Lawley
However. the w o l f w e n t along the correct pnth that w e n t straight t o 9ronny's house

I
36 Unit6 UNDERDOGS
 He w e n t there and gobbled up the gmdmother and aft er thar he w e n t t o bed t o w a d
the arrrval of Lrtt!e Red Xidlng H
When L i ~ l Red
e
d
Rldlrg Hood went into the house. the wolf c!ossc' the door and n
fw
0 4 I EXTRA LISTENIFJG

Test yourself with other conversations between native speakers with

that moment L l t t l e Red Rtding Hood reolrsed all the th~ngsshe had done w m n q She ran up
standard British and American accents.Try to ensure that at least some of the
and down. she crled and scrscrned but the bad wolf gobbled her up. tw
conversations take place in noisy environments. One good source of such
Thank goodness a brcve woodcutter was worqtng near the hcuse o f Lsitle Z e d R l d ~ n g
conversationsis DVDs with subtitles. As you listen, see if you can understand
Hood's grandmother He heord the noss2. but when he wen. t o the house what he found
what thecharacters are saying and why they're saying it. If you have difficulties
was the wolf sleeptng w t t h o bjg fot stomach lnslde hrm he heord L i t t l e Red R , d ~ n g
Hood
understanding, do rhey arise because they use unfamiliar vocabulary or
and her granny The w d r o i r e r qutckly rrallsed what had hopyeneed t w k his axe. cut apen
because you didn't recognise the word in its spoken form?
the wolfs stomach and saved L l r l e Red ?id,ng iiwd and her granny lhat was the end of
If the vocabulary is unfamiliar, make a note of the words thar you did not
the w o l f and was very close t o Semg the end of L ~ t t l eRed 2 d n g Hood and her granny
f understand. Can you observe any common denominators? Are the words
A f t e r that when rhey hcd recovered from that bad experience they decided t o
f celebrate bemg saved usmg the basset of Ioa brought by L i t t l e Red Rlding Hood They
common or rare? Do they come from a particular lexical area or areas?If it is
the pronunciation of the words which is causing you problems, make a note
f had S pcrty gtving thcnks t o rhe brave woodcurter and L i t i l e Rzd Rldlng Hood prornrsed
of which sounds are the source of the difficulty and find other words in which
never t o dfsobey her mother a g a n
4 And that; the end of thrs story.
they occur.

f
f 6W3 Write a shorn story in which an'underdog'triumphs over someone bad in a position
4 of power (300-400 words). . .
f
i
.!
a
g SPEAKING
,
i' 651 You are golng to tell the story of LitrleRedRidingHood. First, listen to the story being
f
f
WRITING TIPS:
Include a variety of adjectives and adverbs-to make your
story more interesting and exciting to read.
4
!
told in both American and British accents (search for Little Red Riding Hood + audio
using your internet search engine).

f
- Use a mixture of narrative and direct speech t o p d d to the
N
652 Now rehearse your version of the story before telling your partner. Listen to your
partner's verslon of the story. DISCUSS
any d~fferences.
effect created by the story.
P
Y
Z
7

f Listen to rhe dialogue between a father and his son, George (TRACK 6). Try to
6L1
t understand as much as possible. Then write an account of the conversation, as
f complete and as informarive as possible, for someone'who has never heard it.

f 6L2 Llsten again. Do you learn anything new? If so, how significant is it?
f
6L3 Read the audioscript of the converia:ion found in the Appendix. Did you miss
f
anything significart? @ i.33
f

f
t
f
f
38 Unn6 UNDERDOGS
 THINGS THAT MATTER.TO US
CAN Dos:
rake active part in informal discussion in familiar contexts;
make comments, express points of view clearly, evaluate
alternative proposals; make and respond to hypotheses
LANGUAGE/CULTURAL POINTS:
the subjunctive; politeness strategies: interaction between . .
teenagers and their parents
4 READING
7R1 ~ e a the
d below and summariseit (30 woids rnaximum).~heniompare your
.summary with a) your partner's, and b) the summary found in the Appendix.
o+ 106
n
general, the money which drove the Renaissance forward came from
wealthy patrons who employed artists and scholars. These patrons
commissioned almost all significant artistic projects, often determining
-
not only the subject matter, but also the materials to be used, the size, where they
were to be displayed, and even, to a degree, their style and composition. Apart from
the monumental masterpieces we celebrate today, patrons also paid for countless
smaller-scale objects often made by little-known or anonymous artists and artisans
for specific domestic or devotional purposes. These wealthy patrons included
popes, cardinals, bishop's, reliGous orders, as well as town councils, guilds and
confraternities, but they also included. most significantly, princes, dukes and other
aristocrats.
Guido Manoni's Lamentations, completed in the 1490s. shows grieving
mourners around thedead body of Christ,and one of these mourners is King Alfonso
II of Naples! Vlhen he commissioned this picture not only was Alfonso seeking to
ensure his spiritual salvation by being immortalised in perpetual prayer before
Christ, but also, by showing himself as an active participant in the sacred drama, to
enhance his political reputation; a good investment for both this world and the next.
These are powerful motives. Not surprisingly, numerous other princes and nobles
did the same thing, for similar reasons.Titian's 1530s portrait of the Duke of Urbino
shows him as a mature man with a slightly receding hairline, a furrowed brow, and a
steady;steely gaze: a mdn, then, Of experience, wisdom, courage and determinition.
a desirable image for a condottiere and titled noble. Similarly, Titian's portrait of
the Duke's wife, doubtless intended to hang next to his, shows her as demure and
tasteful, accompaniedby a little dog, a traditional symbol of marital fidelity:again the
aim was to project the right image.
Here, then, the Duke's concern
was more exclusively with present
and future reputation in this
world than in the case of Alfonso's
commissioningof ~anoA.Thefacr
that there were so many princes,
dukes and other nobles in Italy, and
that they were in a constant state
of rivalry as each strove to outshine
the others, in addition to the fact
that commissioning works of art
was a well established way to try to
assert this pre-eminence, ensured
that there was abundant work for
Renaissance artists, architects and
sculptors in this period.
The s w r number of royal
and aristoc~ticpatrons in fgft
made for a challenging diversity of commissions. Antico's statuette of the Apollo
Belvedere (c. 1497-8) attests to the exquisite taste of his patron, the Marchesa de
Mantua, as well as his intimate familiarity with classical learning. Antico seems ta
have been instructed to recapture the aesthetic beauty of the long lost'golden age'
of Rome and Ancient Greece. Other aristocratic patrons had.different motivations,
however, and sometimes a classical theme was probably merely a convenient cover
for something else. Titian's Venus of Urbino, completed in 1538, is a breathtakingly
erotic some might say pornographic, portrait of a woman that was doubtless much
appreciatedby the patron, the Duke of Urbino (is it his mistress or his wife?)and his
male friends.
Princes and nobles did not only sponsor the visual arts.'Knowledge is power:
so there were often excellent political reasons for employing scholars, too. The
humanist. Lorenzo Valla, did invaluable work for his patron Alfonso of Aragon when
he exposed the Donation ofConstantineas an eighth centuryforgery rather than, as
the popes claimed, the fourth centurydocument granting sweeping territorial rights
to the papacy. In his devastating demolition of the popes'clairns, Valla made use
of his humanist skills in rhetoric, logic and philology, highlighting the document's
historical anachronisms, philological errors and logical contradictions. Alfonso.
delighted,usedVallakworkin hisultimatelysuccessfulattempttosecurethekingdom
of Naples despite concerted papal opposition.This example of how commissioning
scholars could bring extremely valuable practical rewards encouraged other rulers
to follow suit Indeed, Pope Martin V subsequently employed Valla as a papal
secretary, while Pope NicholasV surrounded himself by writers, founded theVatican
library, collected 1,200 Greek and Latin works, and sponsored the reconstruction of
the ancient capital in Rome.
B
Unit 7 THINGSTHATMATTERTOUS 41
b
 It IS outsrde in the M d s and fresh arr, however, that she is really in her
t Meanwhile, it was a Renaissance buke, Ludovico Sforza of Milan, who
element, cnd, ~fl can, I wiil convey to you my most vivid and obrdrng memory
commissioned Leonardo da Vinci to build an immense equestrian statue to the
t eternal glory of his dynasty, and to produce the immortal The LosrSupper ( l 495-718).
of her Lx'dkrng across the land o f a neighbouring farm and not a t rhat
trme knowing Jess:e very well, I was distrnely nervous when she suddenly
It was a Medici duke who suggested Michelangelo produce a sculpted effigy of
roced ahecd. Soon she was some yards away in a 5eid with 20 o r M
him. And it was the noblewoman, Atalanta Baglioni of Perugia, who commissioned
0 sheep The phrase 'worryin5 sheep' flashed through my mrnd There was no
Raphael's magnificent The Entombment o f Christ (perhaps to atone for her lack of
C support for her dying son years earlier). It's probably fair to surmise fhar mosf of the CCUS~ f ~concern,
r however. lan gove one quiet whistle cnd instonfly Jessie
arrists, sculptors, architects and scholars who contributed to the Renaissance worked turned in her tracks and raced back towards us Within seconds she was
( a t her master's heel - c perfect demonstration of superb hearing, complete
ar some point in their careers to a greater or lesser exrent for princes and nobles.
C obedrence and mognrlent physique.

7W2 Write your own answer to the exam question on page 42 (300-400 words).

( 7W1 Read the exam writing question below and the model answer. HOW good do you
think the answer is?Make a careful assessment, evaluating each paragraph, and
C then compare your work with the assessment found in the Appendix. WRITING TIPS:
f 106-107 Establish factual information at the beginning of a piece of
writing like this, so the reader knows exactly what you are
(
describing.
Question: Start your paragraphs with topic sentences and include vivid
Describe an animal with which you are familiar. Write about the animal's appearance descriptions.
1

and nature and also about your feelings,for the animal (300-400 words).

Answer: -.
Jessre, my srsters sheepdog, has only vrsrted us twrce and on both
occasrons was occompanred by her famrly, Ruth, Ion, and therr four chrldren
Nevertheless, I feel I can clarm to be famrlrar wrth her because she has made
such a vrvrd irnpressron on me. 7L1 Listen to the conversation between two teenage sons and their mother (TRACK 7).
She is a beautiful anrmol. The fur of her black and whrte coot is deli g htful Try to understand as much as possible.Then write an account of the conversation, as
to stroke - delightful, indeed, to run your fingers through, ond when you complete and informative as possible, for someone who has never heard it.
scratch her neck and she looks up a t you w i t h her deep brown, trusting
eyes, it is hard to resist the temptation t o hug her. 7L2 Listen again. Do you learn anything new? If so, how significant is it?
Jessre is extremely qurck - although not q u ~ t eso fleet o f foot as the
rabbits whrch live in our garden.I remember one afternoon seerng her streak 7L3 Read the audioscript of the conversarion found in the Appendix. Did you miss
across the lawn rn hot pursurt of a rabbrt which Torn and Jerry-style,
somehow regarned rts burrow wrth a spirt second to spare Unperturbed,
anything significant! 00107-108
Jessre promptly turned her attentron to another o f the creatures A f t e r 20
mrnutes stren~ousr o b b ~ t h u n t r nshe
~ hod not caught an~thrng,but the thrrll
o f the chase left her qurverrng wrth excrtement and vrtalrty
N o t only is Jessre qulck, she rs also very qurer and extremely obedrent It
ISnot unusual f o r a dozen people to be slttrng oround the kitchen table, and
for someone to ask, Where S Jessre? only to be told, She s lyrng under the
table! In fact, she will Ire contentedly and in complete srlence wrth her head
restrnq on her paws, amongst all the feet, for long stretches o f trme wrthout
drawrng attentron to her presence rn any way

t
% 42 Unit 7 THINGSTHAT MATTERTO US
 Q
LANGUAGEICULTURAL pdlNT:
COLLABORATION AND COMPANIONSHIP I '
,
Note the mother's 'This roast lamb is lovely, Mum, thanks.' as she endeavours
to provide her sons with some elementary politeness strategies. A statement
of fact. 'Thb roosr lamb is lovely; also serves as a compliment, and is followed
by an expression of gratitude, while the vocative'Mum'helps ensure that the
compliment is received by the right person.
Also interesting is Nick's affectionate insult'you dafrgit Insults are often used
as a sign of friendship and camaraderie in the conversation of cenain groups
of adolescents. CAN DOS:
The conversation is a good example of how people take active part in informal undersand detailed instructions reliably: help with the
discussions in familiar contexts, how they comrnenr, express points of view progress of a given task; invite others to join in; say what
clearly, evaluate alternative proposals, and makelrespondto hypotheses. you think, outline an issue or a problem clearly; speculate
about causes or consequences; weigh up the advantages and
disadvantages ofdifferent approaches /

9 SPEAKING LANGUAGEICULTURALPOINTS:
impersonal it: information structure of the sentence; adverbials;
751 Think about something you own which means a lot to you. Answer these questions use of thematisationin the English culture as a means of
about the possession: highlighting advantages and disadvantages

1 How long have you had it? 1F j

.l
2 How did you acquire it?
3 Can you describe it in detail? 4 READING
4 Why is this possession so important to you? ,
S Would other people recogniseits significance or is that your secret? $ ,il 8R1 Read the story below and surnmar~se~t(45 words maximum).Then compare your
summary w ~ t ha) your partner's, and b) the summary found ~nthe Append~x.
1
4 >
c+ l08
Thinkabout youranswers toother questions which might arisewhen you tell a friend
about this possession.Tellyourpartner about the possession. Be as informative and
forthcoming as possible. Listen to your partner's description of their possession. The Wolf and the Spider
nce upon a time, there was a wolf who had no reeth .. . and no
friends. He had no reeth because he gorged himself daiiy on
chocolates andTurkish delight, and he had no friends because he
never shared his sweets with anyone.
Oneday,rhewolfwas feeling especially lonelyandmiserable.Noonehad spoken
to him for days, and sherbet founrains and Mars bars seemed a poor substitute for
friendly company So, leaving his cave, he rramped down the mountain and made
his way into the village.
But no sooner did he lope into sight, rhan the people ran away, a ~ henev
c ever
he starred to walk through a door, it was slammed shut on nor?. Fe ;oinrd the
queue at the bus stop and everybody else lefr it.The childrln tk,rt.w sxnes at him
and finally when a bullet whisked past his whiskers, the wolf knew it was time to
head home.
Sadand lonely, he made his way backup the mountainside. It waslateevening
when he got back to his cave; the fire had gone out and the wolf had never felt
so alone.

Unit8 COLLAaORATlONAND COMPANIONSHIP 45

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 Question:
Does sport bring out the best or the worst in humanity! WRITING TIPS:
Include at least one paragraph with arguments in favour
Answer: of the statement and at least one separate paragraph with
There can be no doubt that play,ng sport brrngs with it many health benefis. ! I arguments against the statement you're responding to. I
.
Exercise and fresh arr go a long way towards guaranteeing a healthy mind
in a healthy body Sport also promotes team sprrit, companronship, social
responsibility and the willingness to make sacri6ces f o r the common
I Sum up your general opinion briefly and accurately in the
final paragraph. I
good. The friendships forged on the school playing Lld, based on shared
experrences, may last a lifetime. The interest in sport, whether playing or
watching, con also yovide pleasure throughout a persons life. Sport may
also help foster international friendships by helping to bring people together.
Perhcps most importantly of all, the effort to improve reminds us t h a i
i 41)) LISTENING
practice makes perfed': an rmportant lesson, which is applicable in many
8L1 Listen to the speaker (TRACK 8).Try to understand as much as possible.Then write
other spheres o f human actrvrty.
an account of the speech, as completeand informativeas possible, for someone who
Nevertheless, it is drffcult t o deny fhot sport often brings out the w o n t has never heard it.
in humanity. Vrolence on the football L l d often seems to provide a catalyst
for violence of! the L l d - no one needs reminding o f the sickening horror 8U Listen again. Do you learn anything new?If so, how significant i s it?
and mindless stupidit y o f football hooligans. Not only is there often violence
on the feld o f ploy, there is also a great deal of cheating. Performance- 8 U Read the audioscript of the speech found in the Appendix. Did you miss anything
enhancing drugs have been in use for decades. These drugs not only destroy significant? 109
the concept of fair play, they also destro y the body and health of the Gung
people fhot take them. Other forms o f cheating include gamesmansh~p,such
as 'sledging' rn crlcket. Many sports, for example, football, cricket and horse
racing, encourage gambling, which can also become U sort o f addictive
drug brrngrng impoverishment and misery t o families Once the players
0 SPEAKING
themselves start betting and 'motch frng: then we have even more cheating
and corruptron. 8S1 You are going to make a speech in favour of a charity. First, decide which charity you
feel is the most deserving. Account for your choice, explaining. for example, why
Finally, but perhaps most importantly, one must consider the sheer waste of
it is more important than the others. Weigh up the advantages and disadvantages
time that so much sport entails. If 011 the time, money and energy expended
of d~fferentcharities and conclude that yours is the most important. Find facts and
on sport were invested in something useful and purposeful like helping the
figures to bolster your arguments.Outiine the issue or problem clearly and speculate
poor and sick, then the world would be a much better place.
about the consequences of not helping.
In short, played in moderation and in the right spirit, sport may be benekial,
Present your findings to a partner. Listen to your partner's speech.
but played in the way it is played in today's world, one can only conclude
that r t does more harm than good and all too often brings out the w o n t
rather than the best in huumnih/.

8W2 Write an essay to answer the following question:'Should the police carry guns
while going about their normal everyday duties?'(300-400words)

Units COLLABORATION AND COMPANIONSHIP 49

4
 on a Saturday.They decide to go shopping ... in one shop they discuss the prices
of the clothes ... they wonder about having a hamburger at the fast food place ...
one of them gets a call on his mobile phone ... they join another friend and go to a
basketball game ....

CAN Dos:
outline a case for compensation: use persuasive language
to demand satisfaction and clearly state the limits to any
concession; cope linguistically in negotiating a solution to a
dispute (e.g. financial responsibility for damage in a flat, blame
regarding an accident)

f LANGUAGEICULTURAL POINTS:
verbs: gerund and infinitive: special uses of predicative
t adjectives; analysis of the cultural situation of someone claiming
I hislher rights in a dispute

f
f

f
# READING Afterthispageofpicturesandconversationsthereare,inev~tably,comprehension
exercises. Students have to answer questions about the conversations: Did they buy
f 9R1 Read the passage below and summarise it (70 words maximum).Then compare your the trousers?Why (not)?Which teams were playing in the basketball game?, etc.
summary with a) your partner's, and b) the summary found in the Appendix. All this is highly typical. Many English as a Foreign Language (EFL) books for
I teenagers are full of this kind of material. First, students read about affluent urban
eDll0
f teenagers who visit clothes stores, play computer games, eat fast food, discuss pop
stars, and call each other on their mobile phones. Then students have to answer
--
have just looked through a book written for 12- and 13-year-olds in secondary comprehension questions about what they have read.

I schools. A huge proportion of the exercises seem to me to be testing, not

teaching.The rubrics for such exercises say things like, 'Write the dares in full:
'Complete the paragraph about Leonardo, using the past simple tense: 'Write a
composition about what you did last weekend:'Put the words in the correa order:
It should, of course, be pointed out that such exercises often encourage teaching.
But they do not share the teaching burden. Inexperienced teachers may feel that if
the exercises are done, then so is their work. But in that case, where is the teaching?
So prevalent is this obsession with testing, that it normally passes unnoticed. In
lesson after lesson, students are required to read or listen to texts and then answer
comprehension questions and fill in gaps. One of the main reasons why the results of
language classes are so disappointing may be that very little of the lesson is actually
spent teaching and learning. A lot of time is spent explaining the mechanics of
exercises and a lot of time is spent testing.
Another problem concerns the situations which are chosen as vehicles for new
languages. I'm looking now at another textbook written for teenagers.The page I'm
looking at shows a sort of comic strip of some British teenagers deciding what to do
Does such material transmit good values? What pedagogic merit does it
have? When I ask 'Does it transmit good values?: I'm afraid my answer has to be
negative. I look through these textbooks and I find texts about shopping for clothes,
about fashion, N programmes, DVDs, CDs, mobile phones, discos, film stars, pop
stars, parties, fast food, more shopping and computer games. These books are a
glorification of commercialism, consumerism and materialism. Their message is
that happiness is about instant gratification, about doing what you want when you
want.They are books for people who know the price of everything and the value of
nothing.
When I ask'What pedagogic merit does this kind of material have?: I mear: hot.v
useful is it for learning English?Again, I'm afraid I have to be negative. In faci, we know
that these materials aren't very good because we can see that the students arm t
learning much. And there is a very simple reason why they aren't learning much.The
reading and listening sections, for example, never seem to help students understand
difficult texts or to foster observation skills, but simply to test comprehension. Good
students who understood the text will be able to answer these comprehension
.- - -"...---m--.- LT

t m
Unit 9 I'ROBLEMS 51
50 Unit9 PROBLEMS
 questions correctly; weak students who didn't understand the text won't be able to
answer correctly. The good nudents might be excused for feeling.that they could
imblies, make no provision for the type of interactive nudy which would enable
students to self-evaluate.Allwright and Bailey (1991: 163) comment: 1
P
do these things before they came to class.The weaker students probably just feel ' ... some modern communicativetextbooks ... can be quite useless to learners e,
frustrated -when are they going to learn the English that will enable them to pass
these tests?Nobody is really learning anything.
... if, for instance, they are trying to study independently, or to catch up on a lesson
they have missed. Learners may come to see such materials as generally unhelpFul.
:.
Another problem is that often, long-discredited theories of language learning and as reason for feeling they are never going to succeed ... :
continue to influence the conduct of lessons and the contents of textbooks. During
the 1960s. for example, language teaching was heavily influenced by behaviourism
- learning a language was seen, in part at least, as a question of acquiring good
-
habits. In this context, the mother tongue was often regarded as undesirable as a
collection of bad habits. Accordingly, teachers were encouragedto avoid the mother
tongue lestit interfere with the learning of good English-speaking habits.Translation
; g WRITING
exercises were seen as especially dangerous. 9Wl Read the exam writing question below and the model answer. How good do you
.!
There were, of course, considerable vested interestkin maintaining this staNs think the answer is? Make a careful assessment, briefly evaluating each paragraph.
quo. A British-based publisher, for instance, could cut overheads and maximise
,
and then compare your work with theassessment found in the Appendix. 110
profits by sellingthesame bookall overtheworld.Clearly,in such a booktherecould
be no place for sentences in Spanish to translate into English.,
Much has been discovered about the way in which languages are learnt since
Question:
the 1960s and there is now good reason to think that translation exercises - used
Reducing global warming: what each individual can do (250-300 words).
in moderation and alongside s variety of other teaching procedures - can play
a valuable role in language learning. In the first place, translation exercises are
Answer:
transparent students understand immediately what is required of them and can
The earth rs rn danger' The consequences of rndustrral dzvelopment -
concentrate all their mental energy on the problems posed by the language'itself.
pollutron, acrd ram, deforestotron etc - threaten devastatrny changes In
Secondly, translation exercises reproduce, in part at least the psycholinguistic
the clrmate Jhe srtuatron rs urgent - a l a r r n ~ n gurgent
l~
reality of everyday life - i n which we know what we want to say and the question
C-lobal warmrny IS caused by the release o f gases lrke carbon droxrde
is whether we can find the words to express this meaning. Thirdly, students can
and methane The emrssron of these gases causes the greenhouse e f f e d
get immediate, detailed and motivating feedback on their performance, seeing
whrch IS warmrng the earth and cousrny El Nlno and other unfortunate
straightaway what they have got right or wrong, and why.TheCommon European
effeds H o w can we reduce the productron o f these Governments
Frameworkof Referencefor Language Learning,Teaching and Assessment is specific
must rnvest rn research to dlscover new energy sources such as wrnd,
on this point, explaining the importance of translationactivities.
solar and trdal power People should be encouraged to use publrc transport, !.
Indeed, a number of exercise types, such as translation and dictation, which
share cars and swrtch to unleoded petrol Waste must be recycled
have traditionally been excluded from courses, can be of exceptional value to
Everyone has a role to play rn recycling gloss, paper, plostrc and metals
students working autonomously at home. For example, students can translate a
Spanish sentence into English and then compare their versions with the correct
Instead of throwrny out the frrdge and other opplrances, they should be I
recycled Governments must encourage these measures, rewardrng those E;.
version given at the back of the book. Similarly, students working alone can take
who comply and punrshrng those who do not
dictation from a recording before self-correctingfrom the written version.Moreover.
Our yeneratron has a duty to pass on a healthy planet to our chrldren
there is now a considerable body of important research which suggests that such
exercises. with their focus on form, may have an important part to play in helping
learners to order and make sense of new language (see Granger and Tribble, 1998:
200, for a useful summary and discussion).
Students who can nudy autonomouslyin this way will. of course, learn far more
than those who can only learn when there is a teacher since there will be
1 9W2 Wr~tean essay to answer the following question:'What do you think would be the
best way or ways to encourage people of all ages to read more"(300-d00 words]

far more time in which they can learn. Yet most international mainstream general-
i'
purpose EFL course books require for their successful completion a teacher, fellow
studenrs (For the many pair- and group-work activities), and access to the CDs, and
there is disappointingly little provision for the kind of self-study activity described
above. Most of the workbook activities require guidance and feedback horn the
teacher and even the reference sections at the back of the books, as the name

m S2 Unit9 PROBLEMS

.
.. . .- -- - .
 CORRESPONDENCE
Suggest a variety of ways so as to include ideas that are
relevant to people of different ages.
Try to back up your suggestions with some hard faasl
evidence. /

CAN Dos:
f write letters conveying degrees of emotion; highlight the
, f personal or collec~ivesignificance of events and experiences;
t 41)) LISTENING comment on the correspondent's news and views

( 9L1 Listen to the conversation between a woman and a man (TRACK9LTry to understand I LANGUAGEICULTURAL POINTS:
f as much as possible. Then write an account of the conversation, as complete and ditransitive verbs; macro-structure of a personal lener;
informative as possible, for someone who has never heard it. comparison of the language and cultural references in letters
f written by British and American people; analysis of the
9L2 Listen again. Do you learn anything new? If so, how significant is it? discourse of the published leners of a literary author

t
9 0 Read the audioscript of the conversarion found in the Appendix. Did you miss
f anything significant? 110-1 11
. f

1ORL The letter below from Samuel Johnson to the Earl of Chesterfieldwas wrlnen in 1755.
It is probably the most famous letter ever wrinen in English. Read it carefully and

i
f LANGUAGEICULTURAL POINT: explain as clearly and simply as you can why Johnson wrote it (55 words maximum).
Notice how in this dialogue the man outlines a case for compensation, uses
C
'
Then compare your summary w ~ t ha) your partner's, and b) the summary found in
persuasive language to demand satisfaction and copes linguistically in
the Appendix. 11 1
f negotiating a solution to a dispute.

, f
f TO THE R/C;HTHONOLJWBLETHE ClRL OFCHSTERF/ELD

f P Febrwy 1755

( p SPEAKING My Lord
Ihavc becn hieh i n f o r m d b thepropricfor of fit worldthat f w o P a P ~ sh wh&
951 Imagine the following scenario and prepare your argument: I my b i fionnry
~ 'i- recommendidto thcpub/i: were wnfien Lyyourbrdsh$. bcso
You and three friends have bought a lonery ticket each week for several years. You
a
di~fL?~u&hcRan honour whid, very aacusiomdfofivours,&om fhrgreac I
have always shared the cost of the ticket equally and, on the rare occasions when I
know not weif how fo reaive, o r b whaf terms to acknow/c+gc.
the ticket has won a small prize, it has been shared equally between the four of you.
When upon somesLJhf enco~cryementIfwsf v&ifedYour brdsh$ 1wruar wcrpowercd
Last week yourthree friends declded to double the amount spent on the ticket.They
/i% fkresf of mml;nd+ the enchantmcnf ofyuraddrcs(, andufilulnof furbur to wi-h
didn't consult you about this because you were away and you didn't contribute to
the cost of the ticket for the same reason. You have just got back from your t:ip to
' that / m $ t bomf nyseyLe vninqrrcur du hinqueurde h ~ W C ,fhnr 1m9hf obtnin thaf
ryurdI;. which l v r w the world wntcndiny, but /+ndm). aftendance so MC
encourag&
discover that the ticket won an enormous prize, which your friends do not propcse
to share with you.You are going to ring one ofthe friends and remonstrate.Youraim, h a t neit/rer,onke n w modcr+ woululsufi me fo confinu 12 whcm I M o n c e addrased

of course, is to get a quarter of the prize money. Before you ring the friend, prepare y o u r h r d j h $ inpub/& / h r r d ~ x h a ~ i ~ a l l t h E a r t ~ p / ewhk.4
a s i na~actircdandunmurt$
your argument very carefully. sch~llarcun~ossccs.
llkddonc all &at /could andno man i- w c l / ~ l ~ ~ ~ ihcvActhoi r a/
Present your argument to a partner and llsten to your partner's comments. ny l e ~ f e dbe L
' cver 50 Lffle
Listen to your partner's argument and say whether or not you found it convincing.
 Scvmytim, MY Lord havc nowparsd \Qy do we p~ our taxes? VQy do we vote in the elections? What do the police do if they
sin= I wnifdin,vow outwardrooms don't scop crimes m d they don't catch crimmels? How m a v more burglaries 'WlI there
ur was rCPIr/Jcdfvmyowdooc d h y be ;hs year? 'then the government do s o m e t w
which &c ~havc bmFwhiny on my
Youm since~ly,
wmk throYh d f i u l f i a #which it ir
u5eIr.s to complai, andhave bm
. Joim Smith
it d lest tn fke vngc fpublicatfion
wizko~oncadofassirtancc,anc word
of enuwaycmcnf m onesmJcuf,,ww.
._ __ _ .-
-
*.-.-a.. . W. K:- -.
1. ...-.
- .
-
-
I>~.-Z:?- .
sU.4 brufmcnf I'ddnof cxpaS for I IOW2 Write your letter to the editor of a newspaper dealing with a subjea about which
never hadapatmn b+rc you feel strongly (300400 words).
rle shCPkcrdin~+ydjrcwat last
9 ~ n t ~wZh d Love, and,&undLh U nativc ufthc rods. /S not upatmn, MY b r d one who
1004.5with unconccm on a man strugglingbl$G thc water and when k t has T C & ~
jround encumbers him with h 4 7 rlc not& whichyou havc beenp lur~cdtnleCc of my
/ WRITINGTIPS:
labaws, had* b e n a+,hadbeen kiid but ifhas been d d y d f i / ( / a m indrp~cnfand
-
cannot mjiy ri: a l l a m ~Litruy,andcannot impart it tJI/ krlnown andda nut want if I
+c it no vey ynicalasPmi~not fa U+ obljaiiow where no bcncf;tlras bccn rcccivd
I Think of an interesting topic for your letter, about which you
can put forward some good arguments.

or tn be uncY;1Ln9 fhaf tkepHblkshouldcons;Icrme az owhy fhaf fo a pah-on, whkh

pmM;/~ncchas enabledmc tn do fbr mysef
Hav* ca&.on my work t h u fir with so LHIe oblgath to arfavourb# '
'
I Use formal language and incorporate vocabulary and
structures with which you are confident and competenr.

/sh&not be dkqPo&&dfhoayh /shuuldconc/udc2 qItX.5 bep osS&C, with /W,

l havc&n /ony wakcncdfim that dream of hope, i whuh /once buastedmysdf with so
. m& exulfufion, ..
MY Lord lOLl Listen to a lecture about Dr Johnson's letter to Lord Chesterfield (TRACK 10).Try to
%W Lardsit+-b most humble, most obedkut sewanf understand as much as possible. Then write an account of the lecture, as complete
SAMjOHNSON and informative as possible, for someone who has never heard it.

IOU Listen again. Do you learn anything new?If so, how significant is it?

IOU Read the audioscript of the lecture found in the Appendix. Did you miss anything
significant? 11 2

lOWl Read this letter to the editor of a local newspaper complaining about crime in
10L4 ~raCtisegiving the lecture yourself.
the neighbourhood. Write your own comments on the letter. Then compare your
comments with those found in the Appendix. G()
11 1-112
. - . .-..- --
. -- --
.. - .

D8ar Sir, 9 SPEAKING

Two w?eks ago the^ wm a burglary at neiqhbours' house snd a 113sf mor.q)rlad t;vo
~raluabiep n t m g s wem raken. My nneghbo~~rs were 3n holidq at :ha 'c: 311 an2 10-51 Prepare a lecture on an important or famous episode in the life of a writer who
saw the crlmlnais. The wlice say chat they wdl probably never usch them. interesrs you. Practise in private before giving the lecture in public to your partner.
Wu may ,wonder rvhy i am .m~tmgc: you about all Gus. Aft~r41, burgisles m very Listen to your partner's lecture. Discuss the differences.
common; ,ots of people lose money and vaiuabie thmgs in ths w g snd the poke rarely
u l c h che crirnlnals. That !S pmissly my point. Then have dready keen 20 burglaries
in neghbourhood L h s y e a and she plicli have done r~othingm stop these crunes.

m 56 Unit10 CORRESPONDENCE
 An ongoing programme of regular vocabulary learning is an essential part of language
VOCABULARY acquisition. Planned systematic learning is the best way. You shouldn't rely on just 'picking
I f-r up'words; it'sfar more productive to study words systematically with a view t o learning them
and including them as p a n of your vocabulary on a regular basis.

BAND l
f High-frequency words 1.1 1.6
In English, there are approximately 1.000 high-frequency words that are extremely common; computer ordenador consider considera1 country pais
f
%ey make up about 7Oabof everything that is said and written in English. Most of these words data datos issue cuestion society sociedad
f (approximately 950 of them) are found in Band 1 (pages 59-66). In Band 2 (pages 67-74), you system sistema difficult dificil power poder
will find the next 900 (approximately) most frequent words and in Band 3 (pages 74-91), the group grupo doubt dudar minister minisfro
(r same mismo although aunque taxes impuesros
next 2.200 most frequent words. In any text that you choose t o read, these 4,000 words will
result resultado perhaps quizas
appear over and over again. If you don't know these words, you won't be able t o make sense probable probable due to debido a court tribunal
( of that text. On the other hand, if you DO know these words, you will be able to understand
most of the text and work out the meaning of other less common words.
( 1.7
un. uno problem problema national nacional
(

'I-
Word groups el, la choice eleccion region region
Research shows that grouping words in specific ways makes learning them much easier. think pensar modern moderno
( decide oecidir public p~iblico
Therefore, we have taken care in this book to ensure the words are grouped in the most
and question pregunta service servicio
(. appropriate way in order t o assist learning.
or . explain expiicar anyone alguien

,(r
Here is a typical word group:

baby bebe
be ser, estar because
reason
porque
razon
member miernbro

pocos community comunidad

social
little pequeho
similar parecido preguntar
mother madre trend tendencia why? (por qui.? regla
name nombre simple sencillo in my view en m1opinion people genre
love amar seguro major principai share compart~r
home casa likely probable point punro everything todo
grow crecer tambien realise darse cuenta poor pobre

'
(
How should y o u study a group o f words?
We recommend this process: nothing
deal with ocuparse de

camino
Look carefully at each of the English words and its equivalent in ~panish. number happen ocurrir venir
Cover the words In Spanish and look at the English words. Can you say the equivalent thought pensamiento place lugar
twice compare comparar side
f word in Spanish? another bener mejor volver

'-
Cover the words in English and look at the Spanish words. Can you say the equivalent produce producir
( decision decision hacia arriba
word in English? total total certain seguro cumbre
Make a note of the words you find difficult t o remember and g o back to them at regular, respuesta long largo
( but increasing, intervals.
range
C Reviewing new vocabulary plenty bastante idea idea space espacio
( A lot of information may be forgotten soon after a learning session, so it's a good idea t o suponer wide ancho
Sort tip0 because of a causa de central central
review new material soon after the first learning session and then again at gradually
C increasing intervals. We recommend a first review 5-10 minutes after the end of a study
also tambien eleg~r close cerca
menos hecno pasar
f period, then again after 24 hours, a week, a month, and finally six months. In general, if when for example por ejemplo 1
know saber, conocer sign senal
you test yourself you can remember the words, you should increase the interval before the cieco, verdad over there alla
f
next review, but if you can't you should decrease it.
i
t
fil 58 VOCABULARY VOCABULARY 59 m
 movement

forward

further
across
stop
movimiento
desde
hacia adelante

mas lejos
de un lad0 a otro
parar
1:i; 1
city
centre

build
development
between
ciudad
centro
area
club
edificar
desarrollo
entre
1.28
hospital
call
doctor
serious
hean
operation
feel
hospital
llamar
medico
serio
corazon
operacion
sentirse

!I
1.34
myself
yourself
himself
herself
ourselves
yourselves
themselves

135
mine
yo mismo
tu mismo
s i mismo
si misma
nosorros mismos
vosotros mismos
ellos mismos

mio
1.40
whole
part
pick
almost
or
other
share
todo
pane
elegir
casi
o
o fro
pane

necesitar
Young

relationship
friend

one another

daughter
joven
hijo
hermana
relacion
amigo

el uno a1 otro

hija
where donde naturaleza
yours tuyo. vuestro encontrar
environment entorno animal table mesa
sit down sentarse his suyo available conseguir
disponible eyes ojos
outside fuera campo
hers suyo hair
tierra caballo comer
comida ours nuestro bring traer father padre
aire
theirs suyo give different diferente
move mover debajo de glass vaso
bill cuenra has tiene type tip0
through a craves de agua

I
I
facil 1.42
1.18
empezar tell contar ejerc~to
low bajo empresa student estudiante
science ciencia seguir story cuento big grande
ground tierra demand demanda
course process proceso once una vez officer oficial
behind detras de market mercado curso
become hacerse then entonces diriglr
near cerca customer cliente level nivel
more than mbs que book libro catch coger
right derecho charge cobrar interest
term trimestre value valor page pagina fight combatir
foot pie profits ganancias
until hasta kill matar
down abajo financial fi nanciero education educacion aI
experience exper~encia

like gustar 1.43

1 .l9
personal personal management admlnistracion
stand u p ponerse de ple death muerre
thing team equip0 mucho tlempo
leg p~erna final ru, usred
respect respetar plan plan capaz
walk andar event accntecimiento
cuidar department deparrarnento leader lider
about acerca de she
own propio work trabajar manager gerenre
m~le mllla always siempre cuando se usa
private privado. together . juntos personal
vlllage pueblo hope esperanza como sujeto no
tlene equivalente :l special especial unions sindicaros aurhoriry autoridad
far le~os ever/one todo el mundo
we nosotros
I
l 1.20 they ellos 1.38
look at mirar
l
! hombre aware isr,sciente
conducir
plan planificar woman mujer I something
coche viejo
prepare preparar pareja
sufrlr
begin empezar chlldren nlrios sound sonldo
carrefera
seguir
morir
terminar
t u vue?tro
su ide ell l continue seguir famllla I seem parecer
her 1 complete compietar home maybe qulzas
direccidn nrgro ju (de ailai
quality caiidad querer recognise reconocer
tomar olvidar
remember acordarse de
turn girar our nuestro
their su (de ellosl
llamada
life

j street
ciudad
calle
health
important
saiud
lmporrante
1.33
me me
l police
listen to
policia
escuchar
look lhke
each [other)
parents
parecerse a
el uno a1 otro
padres
remove
piece
sacar
trozo
poner
casa , head i~bera I vau te response
on the way en camlno character personalldad among entrr
build~ng edificio CUCrDO le
receive rectbir brother hermanc conseguir
local apoyar e;- a eila
help ayuda more m ~ s
alrcdedor de blen
hnclude incluir
parte ileatras US nos

b
60 VOCABULARY
VOCABULARY 61 m)
b
1
-
 :
(
chance
possible
poslbilidad
posible
1.58
box
large
fill
caja
grande
llenar
1.64
company
product
cost
empresa
product0
coste
'~ait

second
esperar
pronto
segundo
high
pared
man0
l.82
note
say
refer
notar
decir
refer~r~sea
heavy pesado machine maquina minute minuto inrentar sense senrido
l
I
reach alcanzar just 8610

II
correr C ~ V llevar work rrabajar
libre effort esfuerzo rare tarifa morning manaria hold tener main principal
'm
laugh reir here aqui industry industria after despues de over encima de suggest sugerir
l
1.65 1.71 1 .S3
en general art arte recently recienremente tlrar fire fuego
politica draw dibujar before antes de light ligero night noche
permltlr venta picture cuadro now ahora ofrecer floor planta
usar price preclo colour color next proximo strong fuerte house casa
however sin embargo bajo show mostrar late tarde paso front frente
refuse negarse save ahorrar girl n16a later mas tarde throw tlrar window ventana
particular en particular quick 6pido wear llevar puesro never nunca there if si
red rojo

l.72 1.B4
question while mlentras dejar husband marido
actually de hecho vender bebe time tiempo evening noche, rarde
I don't mind no me impona a lot of mucho linle pequefio moment moment0 watch mirar
whatever lo que sea tamaho mother madre today ~ O Y coger television television
either ... or o ... o need necesitar nombre week semana ~nsteadof en vez de programme programa
even incluso closed cerrado usually por lo general anything cualqu~ercosa based on basado en
rather bastante go back volver home casa already ya enjoy disfrurar de
grow crecer

1.73 language idioma

necesltar since desde palabra especially espec~almente
again banco prev~ous anterior sign~ficar quickly rap~damente
normal normal make hacer account cuenta year a60 understand comprender certainly por supuesto
control control many muchos business negoclo sometimes a veces pause pausa
change cambio comprar money diner0 early temprano speak hablar film pelicula
difference diferencia serve sewif -
centavo past pasado mention mencionar appear aparecer
dollar dolar end final
libra rodavia

nuevo wrlte escribir

paw fiesta trabajo lener carta
stay great gran cause solicitar conrar !una historia) school coleg~o
cama opportunity oportunldad concern preocupacion join unirse about acerca de teacher profesof

F
room habitacidn meet conocer contract contrato stamp sell0 board pizarra
close cerrar someone algu~en clear claro trabajo enviar learn aprender
door puerta who quien meerlng reun~on simply sencillamenre
future
-~ - futuro actuar clearly claramente
wife mujer, esposa announce anunciar stage etapa
11.57 prueba
success exito Dios list lista
happy feliz, contento 1.63 1.69 create crrar i paper ~apel
linea
live vivir garden jardin when cuando world murs'c
of course por supuesto
best mejor tree arbol five mlnutes hace clnco human being r?r ?iln:nc
chlld nino ago minuros church
yes si
every cada play jugar date fecha accept aceptar only solo
wish deseo game ~uego yesterday ayer believe creer well b~en
very muy now ahora
good bueno period period0
during duranre

f
(t) 7 62 VOCABULARY VOCABULARY 63
 8

p s 3 S S gi'
I?. ,.-. %
m m
a 'P
L"
8
 -

1.121 1 .l 27 1.133
university universidad estrella neither ninguno de 10s dos
study estudiar little do hacer
research investiganon volar have to do tener que att~tude act~tud yarda southern suretio
independent independiente towards hacla something hacer algo desire deseo reduce reducir sobre
develop desarrollar out of How long ,Cuanto commitment compromlso scale escala section seccion
design diserio whether was the duro interested lnteresado volume volumen round redondo
drug droga programme? el programa? spirit esp~ritu quarter cuarto regional regional
UP arriba w~lling dispuesro divide dividlr set up montar, crear algo
1 .l 28 muslc nusica ninguno spread extender
coniiar
1.122 there 1s hay
thls esto there are hay
that eso there was hab~a 1.134
these estos there were habia fuera voice ahead delante
those esos make for dir~girsehacia llevar strange extraiio average media beyond mas alla
to hacia well bien stress estres estimate calculo aproximado bridge puenre
still inmovil do without someth~ngup inventar algo debit overall en conjunto corner esqulna
something arreglarselas sin serior worry preocupar tender village pueblo
capital cap~tal careful cuidadoso amount cantidad property propledad
1.123 glve dar dozen docena sire terreno
used t o acostumbrado
please por favor 1.129 have tener included lncluido
thank you gracias trade comerclo
oh ah whlch 2.13
er (indica una 1.l 35 character caracrer block bloque
pausa en el hablal gustar set fijar ability capacidad addition flat piso
as well tambien secretario glve sornethlng activo floor planta
though aunque buscar back devolver algo ready preparado pair surface superficie
with con get on with llevarse bien ~trakes se tarda skill habilldad double doble sharp agudo
director director somebody con algulen -ten minutes diez minuros strength fuerza count contar size tamaiio
match parr~do popular popular score puntuaclon square cuadrado
out fuera potent~al potenc~al extra extra
1.124 mind mente
player jugador worst

l
race carrera
counc~l ayunramtento anfitrion 2.9
century s1glo labour trabajo civil civil bottom fondo coigar
per cent por ciento match hacer juego con religious religiose deep profundo por encima
rise subida security segurilad sprlng primavera traditional tradic~onai channel canal estar rurnbado
single solo either tampoco summer verano attract atraer entry entrada piece pedazo
up t o hasta autumn orono original or~ginal earth rlerra separate separado
more than mas que winter lnvlerno particular determinado, hole agujero structure estructura
1 .l 31 bien inside interior
concreto
there alli
English lngles sight vista
1.125 stock exisfencias
kliss seiiorita
any algun several varios 2.1 0 avoid evitar
blt un poco photo scene escena eastern oriental
blue azul right correcto fully enteramente farm granja district distr~to
condition condicion season temoorada analyst anaiista mountain monfaiia territory territorio
have tener conference conferencia programme programa river rio below debajo de
have got tener series serie coast costa piedra
sea mar farmer agricultor

l
keep mantener unit un~dad
1.132 island isla
millionth millonesirno
funds frndos
entire enrero
11.126 I ;mire G?:,
exact
2.16
' middle centro ?, i'l circle circulo
!
; much mucho l demand crrnanda regular regular
: remain quedar / fear remer pattern patron
: set conjunto I I have just acabo de camlnar straight recto
I something algo / walked a mile una milla order orden
within dentro edge borde
lhnk unir

t
'I;q 66 VOCABULARY
VOCABULARY 67
 2.28 2.34 2.40 2.46
western occidental wonderful maravilloso brief breve career carrera profesional senior superior fashion moda
region región drearn soriar obvious obvio colleagues colegas partner socio collection colección
poner, instalar extremely extremadamente . opinion opinión challenges retos run ejecutar domestic doméstico
park parque verdadero particularly especialmente criticism criticas board junta paint pintar
length longitud perfect perfecto thug matón prornote promover scheme plan printing impresión
narrow estrecho classic clásico recornmend recomendar deputy suplente prepared preparado novel novela
apart aparte influence influir finally finalmente boss jefe success éxito production produccion
theatre teatro

1
2.35
nearly casi neither ... nor ni ... ni basis intewiew entrevista recession recesión 2.47
limit limite alternative alternatrva considerable considerable post correo currency moneda rest descanso
broad ancho despite a pesar de confidente confianza P ~ O P ~ ~ Y propiedad seat asiento
northern del norte doubt dudar bien desk escritorio valor tea te
sector forget olvidar principie principio duty deber inflarion inflación TV televisión
occupy ocupar instead en lugar de guarantee garantía goal objetivo benefit beneficiar sleep dormir
surround rodear wonder preguntarse relief alivio income ingresos bed cama
maintain mantener enjoy disfrutar

2.24 ernployee empleado

commit cometer generally generalmente tarea finance financiar 2.48
crime crimen accepted aceptado JUSTO achieve lograr budget presupuesto invite invitar
investigate investigar assume asumir thinking pensamiento commercial comercial purchase comprar weekend fin de semana
evidence pruebas especially especialmente trabajo target objetivo cheap barato camp campamento
arrest detener mainly principalmente respect respeto means medios payment festival festival
trial juicio normal normal otherwise si no ganar dinero en efectivo perform representar,
prison prisión OK vale increasingly cada vez mas profit ganancia interpretar
appeal apelar style estilo
surprise sorpresa
2.25 2.31 fabrica 2.43
approve aprobar guess adivinar dueno mortgage hipoteca
alleged presunto advantage ventaja highly sumamente proposito insurance seguro 2.49
quemar basic basico unlikely improbable contrato fee honorarios tape cinta
blow up explotar compared comparado largely en gran parte rival expensive caro album album
abuse maltratar nice bueno due to debido a schedule programa id? deficit déficit band banda

1
behaviour comportamiento positive positivo specific especifico actividades1 loan presramo dance bailar
prohibir prefer preferir purpose 'propósito strike hueiga favourite favorito
criminal criminal sing cantar

2.21
2.26
assume suponer memory memoria
2.38
bid *';, ?:'
l 2.44
bill
credit
factura
::@~11to
fun diversión

-
'
murder
victim
asesinar
victima
factors
suppose
therefore
factores
suponer
por lo tanto
imponer
pretender
ganar
, order
goods
prepare
pedir
bieiios
preparar
! grant
debt
asset .
subvencion
deuda
posesion
2.50
television
88C
television
BBC
suspect sospechoso
, prisoner prisionero unless a no ser que
,
grand magnifico check
professional
r~vi>.>r
prsirsion~l
investment inversion movie
producer
pelicula
productor

i
accused acusado complex complejo
judge juez succeed tener ~ x r t o screen pantalla
2.45
justice justicia ! studio estudio
2.27 require requirir cook cocinar
conduct conducta ! video video
nice agradable pick elegir 2.39 dinner cenar
legal legal fair justo kitchen cocina
excellent excelente executive ejecutivo
except excepto indicare indicar function funcion drink beber 2.51
critica1 c:~tico slightly levemente goal 11:et3 bonle botella sport deporte
ignore ignorar nerwork red wine siino football futbol
detail deraile otherwise de otra manera resources recursos taste sabor ball pelota
blame c~lpar industrial indus~rral practice entrenamieiito
model inoaslo champion campeón
league liga
competition competicion

m 68 VOCABULARY VOCABULARY 69 mJ
b
 2.52

table

lunch
diet
audiencia
bar
restaurante
mesa
ventana
comida
dieta
2.58
anyone
feeling
alone
crowd
introduce
marry
happy
cualquiera
sentim~ento
solo
multitud
introducir
casarse
contento
master
np one
captain
chairman
cousin
patron
nadie
cap~tan
presidente
primo
aficionado
touch
t::
stone
dark
mark
light
.
tocar
biillante
pieb'rd
oscuro
marcar
IUZ
. ., 1 newspaper
reporter
quote
statement
photograph

reader
periodico
periodisra
clzar
deciaracion
fotografia
escribtr a maquina
lector
2.82
version
speech
significant
sentence
argue
anyway
explain
version
discurso
significativo
frase
discutir
de todos modos
explicar
variedad agente
2.71
standard estandar 2.77 2.83
2.53 someone alguien package paquete request peticion magazine revisra
holiday vacaciones a quien semilla contain contener contact contactar journalist periodisra
reserve reservar senora templado various varios telephone telefono comment comenrar
hotel hotel adopt adoptar lluvia useful util message mensaje p~cture imagen
pack hacer la maleta nino alimentar item articulo proposal propuesta reveal revelar
museum muse0 individual individuo flower stuff cosas reject rechazar editor editor
culture cultura everybody todo el mundo growrh crecimiento negotiate negociar print imprimir
welcome bienvenida fruit fruta
2.72
hot caliente 2.78 2.84
dry sec0 comment comenfar phone relefono
impulso brains ser listo nature naturaleza sun sol depend depender ring llamar
activity actividad author autor pajaro bright con IUZ correct corregir CrY lloiar
train - entrenar expen experto reflect reflejar artend
advice
asistir
consejo
anention atencion
championship camwnato successful triunfador woqd bosque image imagen reply conrestar
performance acruacion famous famoso .weather t~empo quiet cailado note observar refuse negarse
Olympic winner ganador salvale chair s111a respec? respero imagine ~maginar
camera camua hue,,o
housing alojamiento 2.73 2.79 2.85
2.61
somebody alguien article art~culo argument discusion confirm confirmar
sexual sexual phys~cal fis~co features .caracter~sr~ias complain quejarse writing escritura
appearance aspecto reiation relacion affect' afecrar clean limplo respond responder title titulo
dress vestido private privado an~mal anlmal cold frio deny negar edition edicion
clothes rbpa present presenre corazon sharp afilado agreement acuerdo media medios de
fit quzdar bien artist ' artista celula use US0 I'm sorry 10 sientb comunicacion
beautiful hermosa sad trine skin weight peso promise prometer express expresar
smile sorteir shoulder hombro fast rapido
marriage matrimonio plerna
2.80
youth juventud writer escritor dispute - disputa
2.56 blando chapter capitulo discussion debate
fellow companero pretty finger mancha gather reunir negotiation negociacion
lawyer abogado guest invitado fresh fresco tarjera discuss hablar de secret secre~o
wear Ilevar resident residente cool down refrescarse aspect aspect0 refer to referirse a document document0
suit traje rio, colega display exponer finish acabar review revision
presence presencia nobody nadie month mes rapid rapldo publish publicar expedient?
formal formal huge enornle

l
impact
2.87
royal bolsa debate debatir insist ,,1s,s;.;
2.57 king sujetar declare asclarar listen to ss :k;c;.,z Ii
everyone todos queen reina handle mango absolutely eventually a la larga indeed Pl ?t?c;~
born nacido prince principe llenar favour favor hardly apenjs
male masc~lino princess princesa llave adrnlr journal dario r~ght correct0
female femenino object objeto all right bien notice cartel for instance por yernplo
population poblaclon rich rico heavy pesado apparently al parecer response resouesta certainly sin duda
relationship relacion I can't bear no sopono
dead muerro 'COS porque

70 VOCABULARY VOCABULARY 71 m
 sustancia qu~mica
2.1 26
scientist cientifico
2.1 28
science clencia
' 3.10
concentrate concentrarse personalmente tremendous tremendo
elemenro technology recnologia technique tecnica %rangepent arreglo anger
reaccion equipment equip0 method metodo manufaau*' fabr~car adecuado to be afraid tener miedo
mezclar examine examinar reality realidad Sociedad Limitada concerned preocupado
engine motor identify idenrificar prove demostrar retain retener impresion vital vital
measure medida verdad occupation ocupacion contento presumably presumiblemente
natural natural
possibly posiblemente advance avanzar progress progreso employer jefe conclusion concluston ~ntention intention
corporate corporarivo

2.1 27
machine maquina material material admire admirar amazing asombroso
combustible nuclear nuclear frustrate frustrar lovely precioso spectacular espectacular
energy energia suspend suspender approval aprobacion curious curios0
calor mass masa operator operador brilliant brillante controversy polemica
possibility posibilidad associate asocial concept concepro dismiss desestimar
~ce hielo
environment medio ambiente environmental ambiental oficio interesting interesante incredible increible
survey encuesta motor motor concentration concentration pleased satisfecho
fairly bastante
servant sirviente

'
assessment evaluation advice consejos
3.1 2 horroroso consideration consideracion
BAND 3 acceptable aceptable seriously ser~amente necessarily necesariamente
l impressive impresionante criricise criticar certain cierto
3.4 3.7 nevertheless sin embargo odiar
f employment empleo client clienfe select elegir ultimately finalmenta unlike a diferencia de
f miner miner0 businessman empresario profession
motivate
profesion
morivar
superior superior Improvement mejora
excavar marketing marketing given that dad0 que
C carga planning planificacion partnership asociacion appropriate apropriado
shift cambio, moverse outcome resultado earn your living ganarse la vida
f tired cansado reward recompensa fulfil realizar judio
3.1 3 religion religion abogar por
f retirement jub~lacton takeover adquisicion routine rutlna
belief creencia connection relacion cons~stir
spiritual espiritual Islam Islam seguramente

1
3.5 Islamic islamico convinced convencido relacionado
unemployment par0 appointment cita 'contract contrato temple remplo crucial crucial
application solicitud corporation corporacion arrange fijar ceremony ceremonia convencer
engage atraer la atenc~on designer disenador dealer comerciante priest sacerdote asociado
joven efficient eficaz commerce comercio holy sagrado
rendimienro licence licencia concede reconocer
promotion ascenso output
logro exploit explorar bound to obligado a
salario achievement
dimirir engineering lngenierla consequence consecuencla
retire jubilarse resign
basically basicamente 3'20
moreover adernis , evidente
.
,

reasonable razonable normally normalmente considerar

3.6 appreciate apreciar conclude concluir tipico
nombrar selection selection enterprise enipresa besides ademas de inevitable inev~table flagrante
panel panel requirement requisito l
consejero considering reniendo en cuenta

l
expectation expectariva personnel personal organised organizado definitely definitivamenre mienrras que
ofrenda employ contratar manufacturer fabricanre I don't mind me da igual magnifico
traro essentially esencialmenre
you ought to deberias hacer asststant asistenre
merger fus~on controversial polemico
engineer ingeniero
resignation dimism notion nocion
curnplir initiative lniciat~va l
Jewish judio opposed opuesto
sack echar
Catholic catolico jusrify justificar
l faith condemn
exciting
condenar
emocionante
judgement senrencia
l mystery mister10
fundamental fundament31
t convert converso
f
f
&g 74 VOCABULARY VOCABULARY 75 m
I
 3.1 05 3.1 16 3.128
gancho socialist socialista Labour Pany Partido Laborista scientific cientifico freeze congelar in spite of a pesar de
activists activistas concession concesión obsevg observar sólido abandoned abandonado
ligeio concentracion amendment corrección . discovery - descubrimiento snow nieve ruin ruina
algodón riot provocar disturbios implement implementar templado destino
ethnic étnico backing apoyo ocean océano temperature temperatura sink hundirse
mixed mixto immigration inmigración intervention intervención Pacific Pacifico flood inundación unfortunately desafortunadamente
rosa middle class clase media infernal interno tide marea pump bombear tragedy tragedia

1
3.1 O0 3.106 3.117 3.123
smooth liso conspirar conservador carbón steel acero partir
mojado regime regimen assembly asamblea generate generar trace rastro unexpected inesperado
wooden de madera revolutionary revolucionario local authority autorldad local electricity electricidad discutir
strip quitar golpe mayor alcalde metal metal demonstration demostración shortage escasez
holder propietario palace palacio regulation regulación wire alambre preserve conservar somehow dealguna manera
shell concha constitutional constitucional found fundar circuir circuito sample muestra replacement reemplazo
envolver general elecciones permission permiso spark chispa solve resolver
elections generales 3.1 18
tissue tejido
3.1 24

E
l
carbon carbono 3.1 30
ambassador embajador 3.107 delegation delegación hierro disappear desaparecer
diplomatic diplomatico senator senador diplomat diplomatico vision visión steam vapor unknown desconocido
embassy embajada agenda agenda parliamentary parlamentario raY rayo instmment instrumento circumstances circunstancias
bandera lobby presionar permit permiso silver plata capacity capacidad trampa
on behalf of en nombre de foundation fundación cable cable smell hide esconder
objmive objetivo moderate moderado register registrarse chan gráfico explosion explosión horror hoiror
White House Casa Blanca nationalists nacionalistas Secretary Secretario smoking fumar rescue rkcatar
referendum referendo qualify cumplir

-1
founder fundador los requisitos
3.102 burst reventar 3.131
tension tensian 3.113 gotear tackle afrontar
leit-wing izquierdista Primer Ministro desorden pollution contaminación
coalition coalición right-wing de derechas poder con, cloud panic panico principal principal
faction facción empire imperio arreglarselas forecast pronóstico del arreglar for your por tu propio
charter estatutos crown corona racial racial propiedad own sake bien
liberty libertad govern gobernar unity electric eléctrico permanent permanente sacrifice sacrificio
participate participar native nativo storm tormeiita apoyar
Third World Tercer ,Mundo restriction restriccion delegate delegado atmosphere atmósfera transform transformar
3.1 26
electoral electoral widespread extendido
weaken debilirar
climate clima
3.1 09 rasgdr8t.i
contribute contribuir federation federación 3.114 accident accidente preparation preparacion
pobreza collective colectivo premier principal 3.120 priority prioridad proceed proceder
pledge promesa united unidos establishment establecimiento mixture mezcla repair reparar get rid of deshacerse de
human rights derechos humanos entitle darle a alguien cycle ciclo weigh pesar easily facilmente sufficient suficiente
transition transicion derecho a algo inspect inspeccionar substance sustancia strengthen fortalecer watch observar
ballot papeleta !de voto) presidency presidencia peer igual mechanism mecanismo perfectly perfectamente
ruling gobernante revolufion revolución monitor controlar
3.127

1
Security Consejo de noise ruido
proper apropiado 3.133
Council Seguridad
inspector inspector 3.1 15 procedure. . procedimiento golpe
inquiry investigacion laboratory laboratorio 3.121 error error unfair injusto
scandal escándalo experiment experimento gene gen daño overcome superar
comiption corrupción formula formula marine marino unable incapaz eliminate eliminar
contribution contribucion acid acido technical tecnico disaster desastre restore restaurar
involvement participación react reaccionar observer observador chaos stimulate estimular
legislation legislación explode explotar lens lente trend tendencia
flash desteilo light luz
visible visible

80 VOCABULARY VOCIBULARY 81

\
 3.134 3.1 40 3 . i ~ 3.152 3.157
vary variar classical clasica opt optar background fondo beneath debajo de barely apenas
rembersh~p afiliacio?
:'
opera opera
unusual
arise
poco corriente
surgir singer cantanre hablt - cnstumbre . unlverse
everywhere
universo
por todas partes
interior
lower
interior
inferior minimum minim0
fault culpa musical musicai cricket cricket underground subterraneo quantity cantidad
bother molestar marca tennis tenis en medlo de chamber camara combine combinar
undermine socavar tune melodia delight placer outline esbozar depth profundidad expansion expansion
abandon abandonar drama drama live en directo planet planeta espacio excess exceso
gap
nowhere en ninguna parte
-2
3.141 3.147 3.153 3.1 64
musician mlisico rugby rugby rural rural 3.158 distribution distribution
cargar guitar guitarra cazar agr~culrure agrlcultura bearing ~ n f l uen
~ r algo. equivalent equivalente
cancelar rhythm ritmo hunter cazador valley valle lnfluencia extent alcance
ausencia dancing bailando racing carreras colina close cerca inch pulgada
facllidad esqui stream arroyo pole poste precisely exactamente
hacer poslble entertain entretener golf golf mill mollno bes~de al lado de chain cadena

1
primario I ( lake lago bend curva
I 3.142 3.148 he~ght altura
1 3.165

l
nightmare pesadilla shade sombra
( / 3.136
tendency tendencia
celebrate
alcohol
celebrar
alcohol comfon comodidad
3.154
angle angulo
lean on apovarse en
exception
bunch
exception
grupo
torcerlse) concert concierto tower torre category categoria
atascarse joke gallery galeria ahead of delante de 3.159 abundancia
f I false false lauqhter risa recording grabacion" store aimacenar upper superior
plenty
core centro
provocar humour humor harbour puerto rear parte trasera being ser
delighted encantado attach adjuntar onto sobre altogether en conjunto
nearby cercano dump verter
somewhere en algun s i p urban urbano angle angulo
3.166
countryside campo hell infiwno
13.137 stadium estadio sum suma
elsewhere en otro lugar
f rouoh ruaoso baseball beisbol 3.1 55 additional adlclonal
enhance realzar tournament torneo county condado - equal igual
prime principal batear agricultural agricola lane camino 3.1 60 metre metro
resist resistir con suerte remote remoto alongside al lado de left izquierdo pa" pane
resolve r=rolver ganando retreat retiro peak pico tube .tub0 reckon considerar
steady F;,. alegria shadow sombra shaped en forma de virtually casi
3.1 50 aside aparte Inner interior
Caribbean caribefio grave tumba opposite opuesto
3.138 3.1 67
futbol beach plays soil tierra layer capa
cinema cine reduction reduccion
equipo sand arena province provincia
comedy cornedia 2 squeeze apreton
cast reparro campo stretch extenders6 3.156 intense intenso
actor actor adversario sky cielo venue sede merely simplemenre
actress actriz competlr pool piscina worldwide mundial sofrware software negative negativo
funny gracioso suerte location posicion ,apan aparre analysis anaiisis existence ex~stencia
entertainment entretenimiento heaven paraiso barrier barrera component cornponente exhaust agotar
concrete concreto massive enorme
3.151 construction construction mostly en su mayor parre
, 3.139
comfonable comodo landscape paisaje anywhere en cualquier sitio obtain obtener
pleasure placer percentage porcentaje
:
'
romantic romantico desen desieno . statistics ~stadisrlca
segment segments
. kiss besar opening abertura extension extension
1 tambor cave cueva
1
lover
passion
amante
pasion exhibition exposicion shelter refugio I 3.1 62
boost empuje
proponion
etc.
proporcion
etc.
/ relax relajarse fancy ; tunnel tlinei combination cornbinacion accurate
l cigarette cigarrillo cultural expand expandir en parte
maximum maximo
integrate integrar
vasto
, surplus e::cedenre

f
F, l 82 VOCABULARY VOCABULARY 83 118/
 3.175 3.181 3.199
absolute absoluto boil hervir nariz celebration celebración 9an9 pandilla
-rice arroz breath aliento anniversary aniversario hostage rehén
cacerola chest pecho atradition tradición policeman policia
entirely completamente cough toser stem tallo beginning principio proof prueba
numerous numeroso sauce salsa oído leaf hoja childhood infancia prosecution proceso
pile montón stir remover infect contagiar root raíz remaining restante conviction condena
equally igualmente vertir medicine medicina grass césped till hasta
bowl tazón

3.170 3.182 steal robar

spare repuesto nervio suspicion sospecha
slice trozo cheese queso cuello species especie midnight medianoche detective detective
simple crudo strain esguince esperar attorney abogado
slight ligero picar sigh suspirar cow vaca deadline fecha tope verdict veredicto
medium medio freír curar urgent urgente guilty culpable
extreme extremo pimienta welfare bienestar crop cosecha whilst mientras
tonelada beer cerveza recovery recuperación forest bosque afterwards despues
meal comida

1
3.171 3.183 uniform uniforme
bake hornear 3.1 77 sick enfermo intelligent inteligente originally originalmente police officer agente de policia
ca ke tarta bloody sangriento pálido academic académico killer asesino
ingredients ingredientes injured herido tooth diente violent violento
flavour sabor hueso throat garganta deliberate deliberado
cream nata rodilla stomach estómago library biblioteca historical histórico convict condenar
plate plato assistance asistencia hearing oido reading lectura lamer últimos
knife cuchillo nurse enfermera immune inmune advanced avpzado subsequent subsiguiente
stro ke
recover recuperarse 3.202
allegation acuJlción
breakfast desayuno 3.1 78 intelligence inteligencia violpción
depression depresión derrame cerebral philosophy filosofia innocent inocente
toast tostada suicide suicidio surgery cirugía immediate inmediato witness testigo
coffee café mental mental breast (de universidad) solicitar abogado
grain grano -illness .enfermedad pastilla teaching sudden repentino jurado
bread therapy terapia labio specialise previo penalty
butter mantequilla assist asistir care cuidar grade grado resume
milk leche conscious consciente consciousness conocimiento
3.203
alarm alarma

1
'

3.1 79 3.1 85 illegal ilegal

cooking arte de cocinar pregnant embarazada clothing educational educativo historic historico punch pufietazo
carne healthy sano gorro initial offence infracción
chicken pollo clinic clínica jacket chaqueta unidentified no indentificado
protein proteina breathe respirar pocket bolsillo know-how conocimientos occasions raid asaltar
vegetables verduras muscle musculo cinturón graduate licenciarse rara vez
vitamins vitaminas painful doloroso boot bota qualified cualificado interim provisional
3.204
dish plato alive 'JIVO especialista ultimate
cottage casa de campo
3.1 86 entrance entrada
3.1 74 3.1 80 gorra bedroom habi;acion
provisions provisiones pregnancy embarazo camisa initially inicialmente previously roof tejado
sugar aziicar HIV VIH jersey fence valla
sweet dulce abortion aborto abrigo estación gare puerta
chocolate chocolate infection infección zapato autumn overnight de la noche a neighbour vecino
chips patatas fritas syrnptom sinroma dressed vestido invierno la mañana
potato patata virus virus primavera temporary temporal
beans judias bury enterrar summer verano shortly dentro de poco
cazuela instant instante

m 84 VOCABULARY VOCABULARY 85 1:
1
 p~~
~

3.205 3.21 1 3.21 7 I

divoroo srraightforward direct0 uncertain incierto rorpe go on about n o parar de inoportuno
apanamento artificial artificial tumble carr ?
muebles disposal disposicion startling asom.. :so hamper dificultar desagradable
decorar handicap handicap recent recier~te deprlve privar situacion grave
cunaln cortlna hidden escondldo hurdle obstaculo disintegrate desintegrar worrying inquietante horrible horrible
~nsuffic~ent insuficiente ejercer frightening espantoso underlvlng subyacente frighten asustar
dispose deshacerse de algo
l grief pena resentment
passive
rencor wreck destrozar

despertarse 3.21 2 3.21 8

disturbance disturbio clutch agarrar precaution precaucidn poco claro
convenient conveniente default incumplimienro risky arriesgado cauteloso
l brink borde render hacer pollute contaminar mistaken equivocado coincidence coincidencia
tuberla famine hambruna peste predictable previsible limitations limitaciones deteriorate deteriorarse
desague instability instabilidad reconstrucrion reconstruccion scare asustar outrageous escandaloso drastic drastic0
ordeal suplic~o shanered destrozado salvage rescatar quarrel arascado
climax climax lamentar tricky delicado useless inutll horrify horrorizar
C
3.207
3.21 3
homeless sln hogar disturb molestar startle sobresaltar
knock gobe sinister siniestro restrict restringlr
castle cast~llo reinforce reforzar depleted reducido uncomfortable incomodo accidental
( constraint limitacion
precedent precedente cansado frenetic0
f lock cerradura relieved aliviado brace prepararse starvation inanicion infligir cruelty crueldad
sweep barrer avert evitar demise fallecimiento fearful temeroso devastating devastador ambitious ambicioso
compras ciosure suppress reprimir humiliation humillaclon

3.214 3.220 middle-aged mediana edad

disturbed trastornado restraint moderacion
( household hogar setback contratiernpo soften ablandar unpredictable imprevisible
gemelos restrain contener grate rallar withhold retener, ocultar gracioso
safeguard salvaguardar mar estropear burning quemando temptation tenracion . sense of sentido del
juguete lessen disminuir take in alojar secrecy. secreto humour humor
l mascora preferable preferible curb frenar put out apagar find out about descubrir amable
interruptor relieve aliviar diminish reducirse frightened asustado experienced experimenrado

3.221
infracc16n distant lejano catastrophe catastrofe
desorden harassment acoso ashamed avergonzado unsuccessful fracasado sincero
angustia lnsecure lnseguro inferior inferior dilema alarming aiarmante humble humilde
fracaso pretend finglr confusion confusion fetido asgueroso discord discordia envidia
realzar spoil hopeless desesperado likelihood probabilidad intensificar insight perspicacia
confusion terrtfying aterrador hide esconderse paterico outrage escandalo lightweight ligero
tangle enredo weer, llorar sombrio bolster wickedness maldad
f
l acumulacion 3.222 1 3.228
disturbing inquietante preference preierencla crumble desmcronarse ~nliosp~to 3.234
t uncertainty incertidumbre tighten apretar decay descomponerse
c;i.d;

punle deiar perpiejo

f tense tenso retrieve recuperar topple over venirse abajo ?n%ngered en pel~grode confuse canfundir arrogant arrogante
necessity neces~dad apoyar trapped atrapado e~tinc~on reorganise reorganizar decisive decisivo
I l hacerse borroso scared asustado

1
terrify dterrorizar aiboroto charm encanto
alienar tremble temblar outlook punto de vista temper genio
l cardinal
L a t e
hasty precipltado

f
cardinal
l grim sever0
worsen
mlerda
empeorar
resigned
misery
resignado
miser~a
weakness debilidad

t
I
9' 56 VOCABULARY
f
3.283 3.289 3.295 3.300
correo dial marcar colony colonia congressman parlamentario reverencta
booklet folleto correspondence correspondencia curse maldecir apartheid apartheid president-elect president0 elec:o legislative legislativ
confesar carp on about criticar census censo superpower superpotencia royalty realia
grosero constantemente receive recibir civtl rights derechos civlles mandate mandato solidariry solidaridad
prohibldo console consolar take i n absorber racism racism0 intervene intervenir enforcement aplicacion
acalorado shrug encogerse de discrimination discriminacion imperial imperial bureau agencia
tabioide hombros tolerance tolerancia developing en vias de colonial colonial
3.290 desarrollo
salute saludar
inducir 3.296
ruair 3.306
periodismo proclaim proclamar fascist fascista 3.301 Home Ministro del
reveiacion speak u p for defender dictatorship dictadura bureaucrat burocrata Secretary Interior
interpretar articulate articular refusal denegacion elite elite municipal munictpal Home Office Ministerio del
replicar reunibn query hard line miembro radical borough municipio lnterior
transmitir informativa punto closed cerrado Conservative Partido electorate electorado
negativa rhetoric retortca dissent desacuerdo Party Conservador civil servant funcionario
expulsar heritage patrtmonio accountable responsable
3.291 manifiesto
pardon perdon manifesto GNP PNB (Producto
emperor emperador
interrupt interrumpir opinion poll Nacional Brutoj
f 3.279 decree decreto
manipulate manipular
equality igualdad directory directorto
mob multidud sovereignry soberania 3.302
f compliment overturn derrocar dispense dispensar royal famlly familia real
disculparse progressive progresista confederation confederacion civilisation civtiizacion ideologia
preside presidir commonwealth mancomunidad unconditional incondicional
f put-down desprecio Marxist marrista
local institutional institutional aclamacion
photographic fotografico cartoon dibujo animado
f unveil desvelar vinual virtual 3.292.
government ayuntamiento mediator mediador caste casta
advert. anuncio make a go of sacar adelante envoy enviado dominant dominante
constttuent elector
disculpa politicamente . exempt exento
consrituency distriro electoral
correct0 interference ~nterferencia
ironicamente depon deportar 3.298
documentary documental rule out descartar Cold War \a glierra f r ~ a
transcript transcripcion extradite extraditar bloque 3.308
romar ei pelo racist racista diplomacy diplomac~a public opinion opinion publico social worker asistente social
newsreel resumen de comply cumplir con dictator dictador .- acceptance aceptacion regulate regular
actualidad Foreign Office Oficina de Asuntos enforce hacer cumplir petitlon peticion

F l y 1,
- I
gritar I l consultation consulta Exteriores mainstream establecido Member of
discutir neutral neutral predominantly predominantemente Parliament diputado
espia re-elect reeieg~r left (wing) ~zquierdista
f 3.281
herald
brillar
anunciar
campaigner
dissident - partidario
disidente
protesters rnantfestantes forum
f ironic0 gathering reunion
3.299
bureaucratic burocratico
postcard postal I compulsory obligatorio '

maldito 1 1 3.287 I 1 directive directriz dictate dictar

f
forbld
introducir
prohib~r
pudrirse
framework
translate
pronounce
marco
traducir
pronunciar
idealogical
nationalism
ideologico
nacionalismo I the right
C O U ~
counsellor
la derecha
tribunal
consejero
Sheikh
separatist
civic
separarista
civic0
banner
autonomy
estandarte
autonomia
~rrelevanre footage secuenclas filmadas prospective futuro unrest descontento custom costumbre
3.294
doblar ministerial m~nisterial bureaucracy burocracia entity entidad
communism comunismo
put over transvltir senle down calmar(se; compel obligar legislative legislative
abolish abolir
mute rnudo governmental gubernamentai prohibit prohibir
. >:l1 monarchy monarquia
;c,:,: discredit desacreditar
f cgr:nenrz,:d c:~r+r-,rio corrupt corrupt0
meniqar murniur murmullo freely libremente
f 1 assure asegurar pardon perdon restr~ct~ve restrictive
ciausuia chant corear
:,":dciotin contradiction clin~cal clintco
accent acento
consent consenttr
l
(r
6' 90 VOCABULARY VOCABULARY 91 m
4 APPEF..IDIX: ANSVVER KEY
Surnrnary:
Spot,a juveniledragon. blows up publicamenities including theHotWater Machine. Enraged.
the king announces generous rewards for Spot's capture, but everyone, except one litrle girl.
is too frightened. She persuades Spot t o use his flames in future to heat the waterin return for
learning her name - Mary Jones.The delighted king rewards her.
(57 words)
90-0
- Cornrnents and evaluation:
This is fluently written in persuasive English with no language mistakes andwould'clearly
t e a r n the highest mark. -.
. Note the structure: introduction; main paragraph arguing for: main paragraph arguing
'
against; conclusion. And notice how the two main paragfaphs begin with 'topic sentences:
* which acr as signposts telling readers where they are heading.
Note, too, the use of prefabricated language: It is difficulr to ovoid the suspicion thoT ... it con
plousibly be orgued ... . How many other expressions can you find in the essay that may be
useful in your own writing?
Finally, note how readers are likely ro feel that the suspicion expressed in the introduction has
been confirmed by the time they read the conclusion: the essay is a structured, purposeful
discussion which goes somewhere and achieves something.
liG-0
Audioscript [TRACK 11:
Once upon o time, there wos o linle girl colled Prudence. who wos good. Oh, she wawood! My
goodness, she wos good!She wossogood rhotshe hod rhreemedols. One rnedol wos forobedience
because she olwoys did whor she wos told. Another wos for punctuolity because she wos olwoys
on rime. And the third wos for cleanliness becouse she wos olwoys so clean.
Wherever she went, Prudence wore her medols. 'Clink! Clink! Clink!' rhey went os she wolked
down the srreet ond people would point ond soy, 'Look! There's Prudence. My goodness, whot o
good girl she is!'
Prudence was so good thor rhe Prince got ro heor obour her. 'Goodness grocious.' he soid,
'rhis litrle girl is so good she's o model citizen.' And he onnounced thot Prudence would be ollowed
ro walk in his privare pork on wery second Tuesdoy in the month. iñis wos o very greot honour
becouse norrnolly, only rhe royo1 herd of multi-coloured pigs hod permission to wonder through
the spocious groves ond sunlit ovenues of the Prince'sprivotepork.
On [he firsr Tuesdoy,jusr before Prudence ser off for the pork, her mother soid,
'Now Prudence, don% whoreveryou do, rouch ony of [he Pince's flowers.'
'Oh, no, rnother, of course not,'promised Prudence.
'And don? dirry your lovely white dress.'
'Oh, no, rnother, of course nor.'
íind don't be lote for tea.'
'Oh, no, Mother, ofcourse not,'soid Prudence and hermedols went, 'Clink! Clink! Clink!'
They were still clinking holf on hour loter os Prudence, wolking down rhe brood grave1 poth
of the Prince'sprivote park, odrniring the flowers ond al1 the differen t coloured pigs, soid to herself;
'Oh, whot o good girl 1om! If 1 hodn'r been so good, 1 wouldn't be here now.'
Just ot thot rnoment, on enormous block wolf lolloped over the fence looking íor o /irle pig
for his lunch. Of course, the first rhing the wolf sow was Prudence ond her lovely white dress.
Prudence screomed ond sroned to run os fost os she could. The wolfgrowled ond storred to run os
fost os he could. Prudence rounded o corner ond dived heodfirst inro the middle of on enormous
rhododendron bush. Round the corner roced the w l f o n d screeched to o holt by Prudente's bush.
He couldn't see Prudence hiding in the heort of the bush, ond he couldn'r heor her becouse she
hod token off her medols so thot they wouldn't go 'Clink! Clink! Clink!: Wolves don't give up eosily,
however. This one srorred to prowlondsnifforound the bush, but he couldn'tsmell Prudenceeither,
of course, becouse she wos so cleon. Prudence crossed her fingers, held her breoth ond woited, ond
presently rhe wolf went slinking off to eor o couple of pigs by the ornamental fountoins in the
oronge gr&e.
Meanwhile, bock in the bush, Prudence went on woiring. She woited and woited. She woited
until it quite dorkondshe was very, very cold ond absolutely sure the wolf hodgone. Thenshe
tiptoed out of the bush, voulted over the fence ond ron ond ron ond ron o11 the woy horne.
'Whor time do you col1 this?shouted her mother. 'And whot on eorth hove you done ro your
dress?
So the tired little girl sank inro an ormchoir ond told rhe whole story, obout the wolf ond the
bush ond rhe medols and the long, long woit
'But you ore going bock for your medols, oren't you? soid her mother when Prudence hod
finished.
'1 orn nor,'soid Prudence firrnly. '1 don't reolly deserve those medols ... after 011, you rold me
nor to rouch thePrince5 flowersondldid touch rhem, ondyou rold rnenot rodirtyrny lovely white
dress ond 1 did dirry ir, andyou rold me not to be lote ond 1 was.'
'You ceminly were,'soid her mother, giving Prudence o big worm hug.
And from that doy on, Prudence wosn't nearly such a good girl - but she wos o lot nicer.
13c4
Surnrnary:
The Prince honoured Prudence, a priggish child with rnedals for obedience. punctuality
and cleanliness. for her exemplary behaviour by allowing her t o walk in his private park.
Her mother told her not t o touch the flowers, dirty her dress or be late home. Once there,
however. Prudence, chased by a hungry wolf, hid in a bush, removing her rnedals lest they
\
APPENDlX 93
v
( betray her presence. Returning home very late with a dirty dress, and no medals, she decided Well, Isay ... hogwash! I say .. . don'r believe a word of it ... Todoy's scriptwrirers are betfer
she no longer deserved them. Subsequently,she was less priggish. thon ever. Today's actors are berrer than ever ... and our film directors are berrer than ever. Let me
(
(87 words) tell you ... last year a record number of new films came on to our screens and make no mistake,
1300 mony of those films are excellent films, written, acted and directed by first class professionals...
C likeme!No, seriously, morepeople thon ever- a recordnumber ofpeople - went to rhemovieslast
year, andlpredicr rhatnexryeor, even more willgo ... And thosepeople who srayedat homeand
l watched television?Well, they were watching films, weren't rhey? They were watching our films,
your films, my films ... especially MY films. .. .
UNIT 2
C 170.0
l Reading (2R3)
Summary:
( Sissy Jupe, girl number 20 in class, tells a contemptuous Mr Gradgrind that her father works UNIT 3
with horses, but. flustered, cannot define'horse: Biner's fact-laden definition, however,
satisfies Gradgrind. Reading (391)
l (29 words)
Summary:
f '400
Lady Bracknell, interviewing Jack Worthing to see if he is a suitable husband for her daughter,
C Gwendolen, learns that he is a 29-year-old smoker who professes to be a Liberal Unionist

f Writing (2YJ1) with an income of seven to eight thousand pounds a year, a 1,500-acre country estate and a

'' Comments and evaluation:

.( -This is an outstanding answer which would gain the highest mark. Note that it is in fact
home in Belgrave Square. She then discovers that he is a foundling (brought up by the late Mr
Thomas Cardew) and, declaring this to be an obstacle to the marriage, leaves.
(79 word;)

f considerably above the standard required to earn the highest mark. Note,too, thar exceeding 20 @l

':
f
the word limit by some distance attracts no penalty when the writing is of this quality: clear,
. incisive, informative, persuasive and unblemished by language errors.
Notice how many different parablesarementioned (how many?),andhow each helps develop Writing ( 3 W l )
the argument; this is no empty parade of knowledge.
(
Again, stock phrases are well deployed: Let us assume rhor ... It is no bad thing ... . In general, Comments and evaluation:
the quality of lexis is very rich: farbearonce ... , blameless paragons ofvirrue ... . An excellent, .informativeanswer.The objection thar it focuses exclusively on Thatcher's time
( And the conclusion recycles material introduced earlier to powerful effect. as Prime Minister - ignoring her time as a minister and Leader of'the Opposition, and other

( aspects of her life - can be little more than a quibble. Much more important is that all major
aspects of her time in power are covered - no mean achievement given the word limit. Above
f all, the piece is balanced and clearly attempting to be fair.There are no language mistakes.
Listening (ZL'I) the vocabulary is rich and the tone and register entirely appropriate.

'
l
Audioscript CrRACK 21:
Notice the use of paragraphs to mark the relationshipsbetween ideas in this clear, connected
text.

23 00
Anthony Kirk:
Ladies and gentlemen, as President of our society, I would like ro say a few words tonight about
films and especially about the last I2 monthsin the film businesr
You know, you hear some pretty black stories rhese days, don'r you? People tell you the
(
scriprwrirers oren'r as good as they used to be; they say the actors aren't m good as they used to I Audioscript lTRACK31:
be: they say the directors aren't as good as rhey used ro be. You know. people say there are too j Now, er, in 1999BarbaraBush, wife ofPresidenrBush, er, that?:he firsrPresidenrBush I'm referring
( mony new films... that there's too much quanrityandnotenough quality ... andthen,you know, to rhere, described The Simpsons as 'the dumbest thing I've seen' and, er, just two years later
you readin the newspapers thatpeople don't go to rhe movies any more ... theyjust stay or home President Bush himself declared, 'We need a notion closer to The Waltons than The Simpsons.'
l watching television. This is, er, o fairly basic mistake, but it's one that's easy ro make. It's true rhor Homer is a pretty
t

f
F.g 94 APPENDIX APPENDIX 95 1
poorhusband ond on w e n worse fother. 'Oh, rny úod!'hescreorns on one occosion 'Spoce oliens!
Don'r eot me! 1 hove o wifeond kids. Eot rhern!'But in the end his loyolty to his fornily olwoysshines
through. '1 know whot 1 con offeryou thor no one else con,'he tells his wife Morge, 'complete ond
urterdependence!'
In one foscinoting episode the. er, Child Welfore Board toke oway thechildren. The owfulness
of the self-righreous socio1 workers is in srriking contrasr with the wormth ond Howed love offered
by rhe childrenk er, real porents. Professor Poul Cantor of the University of Virginia soys, T h e
onswerthot theshowoffersis thot rhechildren ore berteroffwith theirreolporents ... not becouse
they are more intelligent or leornt in child-reoring ...
bur sirnply becouse Horner ond Morge ore
rhe people rnost genuinely ortoched ro Bort, Lisa ond Moggie.'
In fm neorly wery episode celebrates the concept offornily in one woy or onother. Conror.
indeed, suggests rhor in rnony woys, The Simpsons, with the husband ond wife ond two and o
holf children (Moggie operrnonent baby whonevergrows up, counts as o holf) ore o rerninderof
the er, typicol nuclear fornilies which feotured in 1950s Wshows os the backbone of the notion.
'Mony people hove criticised The Simpsons for its porrroyol of rhe father as dumb, uneducoted,
weok in chorocter ond morolly unprincipled, but a t leosr he is rhere,'he soys. And it's rrue: however
rnuch rnisery they couse eoch other, the Sirnpsons olways end up by reoffirrning how rnuch rhey
love eoch other. As Rowon Williorns, the Archbishop of Conrerbury, put it in 2004, 'Goodness is
raken very seriously in The Simpsons ... rhe volues of honesty ond generosiiy ond forgiveness
ore ones thot, quite cleorly, theprogrornrne endorses.'And, os Homer hirnself once remorked, 'Oh,
Morge if there wosa reolityshow norned Fat Guys W h o Really LoveTheir Wives. notonly would
it be on enormous rotings success, but I'd be the firsr one on ir.'
The rnost irnporront thing obout The Simpsons is how they stick together. Other fornilies
fa11 opart ond fathers rnove out, destabilising the horne. Bur Horner, warrs and 011, stoys. As Mott
Groening, the creoror ofThe Sirnpsons soys, 'Horner strongles his son, but he loves hirn.'
24 @ Whot hoppens when we don't sleep enough?
Surnrnary:
Coulthard established that the frequency with which then is used in the statement of Derek
Bentley (who was accused of rnurder), and the way in which it is used, are charaaeristicof t h e
way policernen speak, but almosr cenainly not of the way Bentley spoke - a clear indication
that the statement attributed t o Bentley was not, despite police claims, an exact record of his
own words.
(65 words)
26 a-0
Cornrnents and evaluation:
This piece makes the irnportant points very clearly and forcibly at the outset. Both quotations
and technical vocabulary (... toutology, solecisrns ...) are used to good effect. On the other
hand. while the conclusion is elegant ir is perhaps slightly too slick and the author could
-
have added another 150 words nearly doubling the length of the piece - t o good effeci.
The points made could then have been explored in more detail rather than merely stated.
Another even more serious problern is that the essay doesn't answer the question fully: it
gives us the writer's views, cenainly, but ir tells us linle or nothing about his/herexperience.
The essay is too short and offhand.
27 @
Audioscript ~TRACK~I:
Speaker: 'Good ofternoon ond welcorne ... os you know I'rn going ro tolk obout sleep. 1 cerroinly
hope rhat I'rn notgoing to rolkyou to sleep. And 1hope I'rn not going to tolk INyour sleep.
I'rn going ro be very briefond what I'rn going to soy ;S very irnporrant.
The first point to grasp is thor sleep is good foryou - extremely good foryou. In foct, ir transpires,
sleep is essenriol. We con survive longer without food than withour sleep. Sleep is vital for the
irnmune systern. Sleep reloxes rnuscle tension. And sleep helps your digestive systern work
efticiently. People who need to look good, need to sleep well: film stors like Penelope Cruz sleep 12
hours a night.
Very irnportonrly, sleep is olso good for the rnind. Sleep helps mernoryprocessing, and the frontol
lobeofrhe cerebrolcortex functions much betterofter rest Notsleeping enough mokesyoustupid.
Sleep gives the broin the chonce to think overproblerns. 'Sleep is psychologicol regenerotion,'soy
thepsychologists.
Unfortunotely, in our stressful industriolised world with electric lights ond olorm clocks, rnony
people do nor sleep enough.
Sleep deprivotion is o rnojor couse of rnony forrns of hyperocrivity. Porodoxically, docton hove
discovered, children ond teenogers becorne hyperoctive rorher thon sleepy when they ore sleep-
deprived.
Dr Lucy Wiggs, reseorch fellow o t Oxford Universiiy child ond odolescent psychiotry unir,
soys 'Teenogers oppeor to be gerting less sleep overol1 ond weíe seeing o rnojor effea on their
leorning, thinking, behoviour, relotionships ond susceptibility to accidents thot con be lobelled os
hyperocrive.'
Reseorch in foct has indicoted thatjust un hour's extra sleep can hove o big irnpoct on children's
behoviour. At Te1Aviv University, a group of 9- to 1 1-yeor-olds who hod slepr for on hour longer
thon usual were cornpored with o group who hod slept on hour less thon usuol. Afrer five nighrs of
this new regirne, they found rhor the extra-sleepersscored rnuch higher for rnernory, recognition
ond reocrion.
For school work, sleep is essentiol.
Now, there is evidence frorn reseorch by Germon doctors thot eorly risers ore more prone to stress
ond thor lore sleepers live longer. Lote sleepers live longer porrly becouse lock of sleep is o rnojor
couse of occidents - responsible for more dearhs on the road thon olcohol or drugs.
Ifyou doubt rhe benefit of sleep, look a t rhe lives of rnonumentol over-ochievers, like Descartes,
Newton ond Einstein. Don't think of r,iem ro!ling over boring colculotions for hours ond hours
from dawn ro dusk. The reoliiy is far different They weren't just over-ochievers, they were olso
over-sleepers. You see, ifyou wont to rnoke o breokrhrough, send your rnind for o wolk. And the
best woy of sending your rnind for o wolk is by going to sleep. It's when we sleep thot our rninds
ore unshockled ond can roarn freely, andrnoke imaginative leops. It's when we're sleeping thot we
can send our rninds odventuring.
APPENDIX 97
i
m.
 Archimedes, remember, was snoozing in the bath when he discovered the principles of
hydrostatics. Historians now believe that Newton observed the apple falling and then dozed off
with the problem in his mind. He woke up with one of the mosr astonishing breakthroughs in the
history of science.
Einsrein's theory of relarivity came ro him in a dream. Einstein, of course, used to sleep 10 or 12
hours a day. Summary:
There are countless other exomples: Friedrich KekulP, the German chemist, quire literally dreamt m
up the correcr structure of the benzene ring during a doze in front of the 6re. for: fertile, lush
Yet, the mosr poignant demonstrotion of the importonce of sleep is the life of the French against: most densely populated
philosopher and marhemorician. Rene Descartes. He refused to get out of bed before 1 l am. each Probably slightly in favour o n balance.
day, and he made many of his greatest discoveries -including Cartesian coordinates- while he
was in bed. for: goodat queuing, safe drivers, reasonable, civic virtues
Descartes'brilliont career came to an end in 1649, when he was summoned to the court of Queen against: ugliness of buildings, anti-social behaviour, hooliganism, bullying and intolerance
Christina of Sweden. Christina favoured working 12 hours a day. If Descarres was a great thinker, Clearly against
she reasoned, then he should do more thinking. So he needed to be awake longer. So she took
to summoning him to her presence at five in the morning. After a few months of this punishing for: talenredpeople, inventions, democrary, crucial contributions, Nobel Prize winners.
regime, Descartes became N i and died. I don't blame him. mountain of rolent, buying British
Hello, yes, a quest ... a question. Yes, at the back ... hello, yes? against: none
Member of audience: Thonkyou ... er.. . whot did Descartes die of? A very favourable paragraph
Speaker: What did Descartes die of? m
Member of audience: Yes. I mean no one dies of riredness, do they? for: sense ofhumour, self-awareness,creativity, artistic achievement, fair-mindedness,
Speaker: No, no. Goodpoint. Goodquestion. Thonkyou. No, indeed, no one dies of tiredness, but democratic rradirion, self-criticism
they do die oi; er, things brought on by riredness... Imean nor sleeping enough brings on other against: nothing
problems ... and1 think, Ithink, burl'mnotcertain ... haveto checkthis ... I think hegorsomesort Another very'for' paragraph
of infection and.. . I think rhar's right.. . you remember whot lsaid about the immune system?
Member of audience:Ah, right, thanks. Thanks! for: the English language, enormous vocabulary, powerful means of expression
against: nothing
2s a0 Again, for
m
for: nothing
against: complacency, Anglo-centric world view
Clearly critical

-
Sample notes:
Can survive longer without food rhan without sleep.
for: Brits all over the world, well integrated with local communities
Sleep is vital for t h e immune sysrem. Sleep relaxes muscle tension. And sleep
against: weather, feelguilty about enjoying themselves,obsession with pet onimals, ralk to
helps the digestive system work efficiently.
- Sleep is also good for the mind. Sleep helps memory processing, and the frontal
animals more thon friends
Clearly against
lobe of the cerebral cortex functions much betrer after rest. Sleep gives the m
brain the chance t o think over problems. for: can laugh or themselves,search for alternative compromiser, done more rhan anyone else
Teenagers are sleeping less overall and their learning, behaviour and to determine how we live now
susceptibility t o accidents can be labelled'hyperacrive'. against: mildly repressed, often unhappy, don't really like each orher
Extra-sleepers score much higher for memory, recognition and reaction than As befits the conclusion, this paragraph is finely balanced
under-sleepers. (Note how in this way it parallels the introductory paragraph)
For academic work, sleep is essential.
Extra-sleepers live longer (fewer accidents).
Descanes, Newton, Einstein were all extra-sleepers.
!l As for the passage as a whole, well, what d o you think?
29 @

f
f
f
g 98 APPENDIX APPENDIX 99 m
 Writing (5W2) never lived in o democrocy and they hadn't reod ony books about history or politics, so they
reolly hod no ideas. They weren't soying things like, 'Perhaps we'll have dernocrotic elecrions now.
Cornrnents and evaluation: or 'Perhops we'll join the Europeon Union.'. 1 think they were o litrle bit frightened. They'd been
There is a great deal that can be learnt from this essay about how t o write short literary essays children during and after the civil war ond they knew how terrible that was - terrible, terrible.And
for examination purposes. 1think that for o doy or so they thought there might be anorher civil war.
Notice how from the very firsr line the essay is answering the question:' ... the world has Interviewec So, everybody was sod, then?
changed totally because of her lover's death ... ' i s clearly dealing with the question of how Woman: Oh, no. 1 don't rhink my porents were really very sod. They were a bit worried perhops,
the war has impacted on lives. Not only does the essay answer the question, but it does so by but nor reolly for very long. Soon there were people oppearing on the television -people like Arios
direct references t o and quotations from the poems. Navarro ond the cardinal ... 1con'r rernernber his norne. He called on Juan Carlos to be the new
King of o11 the Spaniards.So, soon ir looked like everyrhing would be OK agoin.
32 G-0 Interviewec50, really there wos no problern?
Woman: That's whot i t looked like to me ot thot time in Avila. It felt like things were undercontrol.
Remember thot Avilo wos olwoys o veryreligious town - very Catholic -ond thatAvilo had olways
been loyol to Franco, even during the war. And Fronco had olwoys been good to Avilo, toa. He
died wirh Santa Teresa's hand by his bedside ... .So, Avila trusted thot Franca hod rnade good
Audioscript rrRncn SI:
orrangernents. But loter, when 1 was ot universiry, 1 rernember talking abaut it with rny friends
lnterviewec Do you rernernber when Fronco died?
ond Arnoya, who was from the Bosque country, soid that her father who hod o chemist's shop in
Woman: O h yes. 1rernernber ir very well. 1 think for Sponish people, the death o f Fronco is like
Navarra woke thern o11 up in the middle of the night to soy that Fronco had died and he opened
the death of Kennedy, or the Twin Towers - everybody rernembers where they were and whot
a bortle ofcharnpogne. And I t e heard thor rhere were thousonds of battles of champagne drunk
they were doing when rhey first heord the news. When we got up, rny rnorher ond father were
thot night in Spain.
lisrening to the rodío and we heord the sad music ond my fother soid 'He'sdeod,'ond my brother
Interviewer:So, o lot ofpeople were hoppy?
soid 'Who?; but we o11 knew.
Woman: Oh, yes. Mony. mony Sponiords hod been woiting yeors for Franco to die. But at rhe
lnterviewer: Wereyou expecting hirn to die?
sarne time, a lot of people were very sod. Hundreds of thousonds of people went ro see Fronco -
Woman: Oh. yes, he was an old rnon. He died in hospital. He was in his 80s ond he hod been ill for
he was in on open coffin - ond lots of thern were crying ond loads of people were giving foscist
rnonths - well. weeks onywoy. There was o srory rhot one ofrernoon o big crowd gothered outside
solures. You could see ir on television.And sorne of thern were carrying roses and those roses were
the hospital and rhey were shouting, 'Goodbye Franco .:. goodbye Fronca.'and Franca sot up in
a Folongist symbol. So, obviously rhose people were very sod that he had died ond the people
bed ond soid, 'Where are they going?'I'rn sure that's nor a true story, but it's whatpeople soid. Oh,
drinking chornpagne were very hoppy. And so. 1 suppose thot's why sorne people thought there
ond 1 rernember Uncle Pouli every yeor when we went to do rhe gropes, he used ro soy, 7his year
rnight be onother civil wor - anorher hght between people who liked Franco's ideas ond people
... thisyeor thepeor willfoll: The 'peor'wos Froncoyou see, ond he meont thathe rhoughr Fronco
who hated thern.
would die thotyeor. But he soid thot every yeor ond he never did die. Well. he did eventuolly. of
come, but i t seemed like he never would. 34 @
lnterviewer: Wereyou hoppy when he died?
Woman: O h yes, we had two days offschool!
lnterviewer: Why?
Woman: Al1 the schools did - al1 over Spoin ... for oficio1 rnourning. And there wos no television Sarnple Essay:
for two doys, either. But 1 also remernber thot there wos o sorr of stronge feeling in the oir. It was
How might this material be useful t o a historian?
nice not hoving to go to school, but we were al1 o bit nervous 1 think. 1 thinkpeople were sorr of
This interview shows that ordinary people in Avila (a little town in central Spain) felt
woiting to see what would hoppen next ond if everything would be alright.
that the death of Franco was a really imponant event - like theTwinTowen.That is
lnterviewer: Why?
not surprising because Franco had been the rulerof Spain for nearly 40 yean.
Woman: Well. Fronco had always been in charge. We colled hirn El Caudillo, the boss. He'd been
The historian would not be surprised either that everybody was expecting Franco t o
there o11 rny life ond long before 1 was born, roo. My rnother wos only obout six or seven when he
die. He was an old man and he had been ill for some time.The historian might think
becorne President. So, he'd been there forever- well, itseerned like thot. We couldn't imagine whor
it was interesting, though, that ordinary people had no idea what would come next.
wos going to hoppen nexr. Ir wasn't like now when you've gor a porry in power and onotherporty
Perhaps Franco did not like t o get people talking about that because they might
thot wants to be in powerand ifzopotero isn't President, we!l rhen there's Rojoy reody ond woiting
have decided that a change would be a good thing and that they did not need t o
and wanting to be President insreod. Fronco soid he wos like the soviour of Spain and thot Spain
wait for him t o die. Franco would not have wanted that.
would collopse without hirn and o lot ofpeople believed him.
The historian could say that this intewiew is evidence that Franco had not really
lnterviewer: 50 whot did yourporents soy?
united the country. In the civil war. a lot of people died fighting for hirn anda lot of
Woman: Well, our family wos opoor farnily. We didn'r buy newspapers or onything ond we didn't
people died fighting against him. Nearly 40 years later, there were people who were
discuss politics. Wejust occepred things as they were. My porents never rolked obout whot they'd
very, very sad when he died and other people who drank champagne. So perhaps
do ofrerFronco orobour hoving democracy - rhey really didn't know whordemocracy wos. Theyo
another civil war was possible even though it did not happen.

Even though the ordinary people did not know what was going to happen when
Franco died, it seems there was a plan because just two days after he died Cardinal
Enrique y Tarancon called on Juan Carlos to be King. The interviewee said that her
parents'felt that everything would be alright. Soon there were people appearing on
the television - people
. . like Arias Navarroand the cardinal ...'.The historian could say
that this shows how ordinary peopleexpected the important peopleon television to
say what was going to happen. A lot of the ordinary people thought the imponant
people had things under control. Franco had got them used to that. Perhaps that is
one of the reasons why people did not fight when Franco died.
The interviewee said her parents'had been children during and after the civil war
and they knew how terrible that was- terrible, terrible.'The historian could say that
this shows rhat rhere were a lot of people who knew what a civil war is like and they
did not want another one. That was probably another reason why Spanish people
did not fight when Franco died.
(397 words)
~dmmar~:
~ b r k a, schoolboy, escapes dreaded punishment for forgetting his kit and instead finds
satisfaction when his sadistic PE teacher, Mr Martin, injures himself with a javelin.
P
T e rest of the story could be reworked as follows:
(yore, the versions offered are not, of course, the only possible improvements).
1 A wolf was living in rhat forest, too and he was a very, very bad wolf.
1 This sentence could be removed - the wolf will appear soon enough.
f One morning, Little Red Riding Hood's mother told her to go to her grandmother's
2
house to take her some food because she wasjll in bed.
I This could be changed to:
f One morning, Little Red Riding Hood's mother asked her to take some food to her
grandmother who was ill in bed.
l This could be changed to:
f
' l
4 Linle Red Riding Hood was very happy becauseshe liked to see her grandmother and
she liked the walk in the forest.
'
7-
.t 7
l
102 APPENDIX
This sentence could be removed - 'happily' will be inserted later when Little Red
Riding Hood sets off.
Before she set off, her mother told her.'Remembernot to stop in the forest, don't talk
to strangers and go always along the usual path towards grandmother's house.'
This could be changed to:
'Remember,'said her mother,'stick to the usual path, and don't stop or talk to strangers:
'Yes. yes,'said Linle Red Riding Hood,'l know.You are always telling me that:
This sentence is not, of course, strictly speaking necessary and could be omitted,
but it is a nice touch, reinforcing the theme of obedience.
She started out on the journey carrying a basket full of soup, pies, browniesand jam,
all made by Little Red Riding Hood's mother.
This could be changed to:
She set off happily with a baskeriul of her mother's soup, pies, brownies and jam.
On the way, she saw some lovely flowers and she thought they would be a nice
present for her granny.
This could bechanged to:
On the way, she stopped to pick some beautiful flowers for her granny.
Meanwhile, the bad wolf, who lived in the forest, saw Little Red Riding Hood and he
thought she would be a lovely meal. He put on his besr smile and went to see her.
This could be changed to:
When he saw her, the hungry wolf who lived in the forest put on his besr smile and said,
'Hello, Linle Red Riding Hood. Where are you going on this lovely morning?'
This speech is fine as it stands.
'I'm going to see my grandmother who lives in theother pan of the forest:said Little Red
Riding Hood.
'Why are you carrying that basket?'the Wolf asked.
'I'm taking some food for my granny. My mother made it for her because she is ill in bed.'
This could all be changed to:
'To see my grandmorher,'replied Little Red Riding Hood.'She's ill in bed and I'm taking
her this food:
'Oh! I know where she lives, and I can tell you that if you go along that path you'll be
rhere quicker because it is shorter. Bye ... ,'said the wolf.
This could be changed to:
'You'll be quicker by that path.!said the wolf running off.
Little Red Riding Hood rhought for a moment about what her mother had said before
she set off on her walk, but the wolf looked very nice and if the path was shorter it would
be quicker to get to her granny's house. She took the path that the wolf showed her.
Although Little Red Riding Hood remembered her mother's warning, she took the wolf's
advice.
APPENDIX 103 m
 'Hello, Little Red Riding Hood. Where are you going on this lovely morning?
13 However, the wolf went along the right path that went straight to granny's house. He 70see my grandmother: replied Little Red Riding Hood. 'She's ill in bed and I'm
went there and gobbled up the grandmother and after that he went to bed to wait for taking her this food.'
the anival of Little Red Riding Hood. 'You'll be quicker by that path,'said the wolf running off.
This could be changed to: Although Linle Red Riding Hood remembered her mother's warning, she took the
Meanwhile.the wolf took the path leading nraight to granny's, gobbled her up and wolf's advice. Meanwhile, the wolf took the path leading nraight to granny's, gobbled
waited. her up and waited. When Little Red Riding Hood entered and the wolf slammed the
door, she realised her mistakes. She ran up and down, she cried and screamed, but the
14 When Little Red Riding Hood went into the house, the wolf closed the doorand in that bad wolf gobbied her up. too.
moment Linle Red Riding Hood realised al1 the things she had done wrong. Fortunately, a brave woodcutter working nearby heard the noise. He rushed in. saw
This could be changed to: the wolf in bed, heard screams, cut open the wolf's fat stomach with his axe and saved
When Little Red Riding Hood entered and the wolf slammed the door. she realised her the little girl and her granny.
mistakes. So that was the end of the wolf.The three of them ate the food and Littie Red Riding
Hood promised never again to disobey her mother.
15 She ran up and down, she cried and screamed, but the bad wolf gobbled her up, too. (294 words)
This vivid sentence is fine as it stands. 37-38

16 Thank goodness a brave woodcutter was working near the house of Little Red Riding
Hood's grandmother. He heard the noise, but when he went to the house what he
Listening 3 (6L3)
found was the wolf sleeping with a big fat stomach. lnside him he heard Little Red
Riding Hood and her granny.The woodcutter quickly realised what had happened, took
Audioscript [TRACK 61:
his are. cut open the wolf's stomach and saved Little Red Riding Hood and her granny.
Father: George! GE-OR-GE!
This could be changed to:
George:Yes, Dad?
Fortunately. a brave woodcutter working nearby heard the noise. He rushed in, saw the
Father: Come here!
wolf in bed, heard screams, cut open the wolf's fat stomach with his axe and saved the
George: Just a minute. Dad!
little girl and her granny.
Fathec Come here.. . now! NOW!
George: Yes, Dad.. . Oh, the window! Look the window's broken, Dad.
17 That was the end of the wolf and was very close to being the end of Little Red Riding
Hood and her granny.
.
Father: Yes, George, 1 can see the window is broken .. 1don't needyou to te11me that the
window is broken ... 1 am standingon the carpet and the carpet is coveredin broken glass. 1
Afterthat, when they had recovered from that bad experience,they decided tocelebrate
know that the window is~broken... and now ... now 1want to know who broke it.
being saved using the basket of food brought by Little Red Riding Hood.They had a
George: Well, ir wasn't me. 1didn't break the window ...you told me to be very careful ... you
party, giving thanks to the brave woodcutter, and Little Red Riding Hood promised
told me NOTto break the window.
never to disobey her mother again.
Father: 1knowl told you not to breok rhe window ... butyou wereplayingfoorballin the garden
And that's the end of this story.
with Torn, weren't you?
This could be changed to:
George: Yes, but 1 didn't break the window, Dad. Honestly1didn't, 1didn'r, and 1didn't.
So that was the end of the wolf.The three of them ate the food and Linle Red Riding
Fmher: Well, was i t Torn?Did Torn break the window?
Hood promised never again to disobey her mother.
George: No, Dad, he didn't.
Father: Tom didn't breok the window?
The rewritten version of the story now reads:
George: No, he didn't break the window. Torn didn't breok the window and 1didn't break the
Once upon a time in a big forest lived a little girl who was called Little Red Riding Hood
window. We didn't breok the window, Dad. We didn't.
because she always wore the beautiful red hooded cape made by her grandmother.
Father: Now come on, George, don'r te11lies. You and Tom wereplaying football in rhe garden ...
One morning, Red Riding Hood's mother asked her to take some food to her
and now the window is broken. l a m going to askyou again ifyou and Tom broke this window.
grandmother who was ill in bed.
Didyou and Torn break chis window?
'Remember,' said her mother, 'stick to the usual path, and don't stop or talk to
George: No, Dad, we didn't.
strangers.'
FathecAre you sure?
'Yes. yes: said Little Red Riding Hood,'l know, you are always telling me that:
George: Oh, yes, Dad. Absolutely sure. I t wasn't Torn and me ... i t was the ball!
She set off happily with a basketful of her mother's soup, pies. brownies and jam.
On the way, she stopped to pick some beautiful flowers for her granny. 354 a0
When he saw her, the hungry wolf who lived in the forest put on his best smile and said.

b
b
1 104 APPENDIX APPENDIX 105
i
 20 minutes'strenuous rabbit-hunting, she had nor caught anything, but the thrill of rhe
f UNIT 7
chase /ehher quivering wirh excitement and vitality.
f Again, the phrase Jessie is extremely quick signals clearly to the reader what this
( Reading (7R7) paragraph is going to be about. Notice the use of'ready-made' phrases like fleetoffoot.
,:
in hotpursuit and the thrill of thechase, which make the piece sound fluent and natural.
f Summary:
There are touches of sophisticated style, too, in the expressions Tom andlerry-style and
( As rich patrons of the arts and scholarship, princes and nobles, driven by piety, vanity and

'f
ambition, played a crucial role in the development of the Italian Renaissance.
(28 words)
4
0w
regained its burrow wirh a split second to spare: writing like this helps readers 'see' the
scene in their mind's eye. Examiners are often impressed, too, by attention to derail - for
example, the apostrophe in minutes:

f 6 Not only is Jessie quick, she is also very quiet and extremely obedient. Iris not unusual for a
dozenpeople to besitting around the kitchen table, and for someone to ask, 'Where's Jessie?'
Writing (7W1) only ro be told, 3hef lying under the table!'In fact, she will lie contentedlyand in complete
f silence wirh her head resting on her paws, amongst all the feet, far long stretches of rime
( Comments and evaluation: without drawing attention to her presence in any way.
This is a most accomplishedpiece of writing and in an exam would receive an extremely high This paragraphopens with a slightly more sophisticated topic sentence: Notonly isJessie
mark. If any criticisms were to be levelled at it, they would probably be along the lines that it quick signals a link with whar has gone before, while she is also veryquiet and extremely
f is a little too wholesome and earnest in spirit, but such failings can be anributed perhaps to obedient makes the subject of this new paragraph clear. Again, the details adozenpeople
the rather artificial nature of the exercise. ..., the kitchen table ... , wirh her head resting on herpaws, amongst all the feet help the
f
reader to visualise the scene. Note, too, how well the direct speech and the subordinate
Step-by-step assessment: clauses are handled.

f
1 Jessie, mysister'ssheepdog, hasonlyvisitedus rwiceandonboth occasions wasaccompanied
by her 'family?Ruth, Ion, and their fourchildren.
f Notice how this first sentence establishesthe basic information: what kind of animal the
author is writing about, iis name, and how he knows it. Commas, colon and inverted
( sheep. Thephrase 'worryingsheep'flashed throughmy mind. There wasnocause for concern,
commas are used to good effect.
( 2 Nevertheless, I feelI can claim to be familiar with her because she has made such a vivid
f impression on me
The use of the word fomiliar is an explicit signal that the author is bearing the rubric
- .
( in mind. In general, this first paragraph leaves the reader in little doubt that the writer
f knows what he is doing and is going to do it well.
7 Iris ourside in the. fields and fresh air, however, that she is really in her element and, i flcan,
I will convey to you my most vivid and abiding memory of her. Walking across the land of
a neighbouringfarm and nor at thot rime knowing Jessie very well, I was distinctly nervous
when she suddenly raced ahead. Soon she was some 300yards awoy in a field with 20 or 30
however. Ion gave one quiet whistle, and instantly Jessie turned in her frocks and racedback
towards us. Within seconds she was at her master's heel- aperfecr demonsrrarionofsuperb
hearing, complete obedience and magnificentphysique.
Again, this is a good opening sentence, establishing the subject material of this
paragraph. The phrase i f I can is a nice touch, suggesting that the author is working

'
f
3 She is a beautiful animal.
A classic topic sentence - short and clear, signalling that this paragraph is about Jessie's
hard for us.The story, sure enough, is well told and the reader gets a third vivid'cameo'.
The phrase 'worrying sheep' flashed through my mind is particularly effective. The
adjectivelnoun combinations ' ... superb hearing, complete obedience and magnificent
appearance. physique ... 'might on their own have been rather grandiloquent, but coming as they
t do substantiated by the story which precedes them they provide a most appropriate
The fur of her black and white coat is delightful to stroke - delighrful, indeed, to run your I
summary - both of the paragraph and the whole piece.
fingers through, and when you scratch her neck and she looks up at you with her deep 42 a0
brown, trusting eyes, iris hard to resist the temptation to hug her.
A vivid sentence: the details enable readers to imagine the scene.The repetition of the
word delightful is subtly suggestive of the repeated stroking motion. Notice, too, how
this sentence not only describes the dog's appearance, but also evokes the author's
feelings.
Audioscript !TRACK 7C
Mum: Well, herei your dinner. Lovely roastlamb.
Jessie is exrremely quick - although not quite so fleet of foot as the rabbits which live in
Nick: Did you see the game, Mork?
our garden. Iremember one ohernoon seeing her streak across the lawn in har pursuit of
Mark: Yeoh. Great. Did you see Torres? What a goal!
a rabbit which, Tom and Jerry-style, somehow regained its burrow with a splir second to
spare. Unperturbed, Jessie promptly turned her attention to another of the creatures. After Nick: Brilliant. We could be champions this year.
Mum: Lovely, lovely roost lamb. Took me all morning. Do you like it?
f
f
1; 2 106 APPENDIX APPENDIX 107 m
 Mark: Unless Mon Unired or Chelseo ore. 1 rneon, they've gor more depth.
Nick: True But no one's got o rnidfield like ours.
Mark: No, but 1 rneon if Torresgers injured or sornerhing ...
Murn: 1soid, do you like ir?
Nick: No, you doR git ... he won't ger injured or onything. He's too fosr. They con't cotch hirn so
rhey con't injure him, con they?
Mark: Hope not. 1 reolly do. Bu t o11 rhe sorne, Nick, you need o big squod these doys to win the
leogue, you know.
Nick: True, bur ...
Mum: 1 soid, doyou like it? Do -you - like - ir?
Nick: Whor? Do we like whot?
Mum: Do you like the lovely roast larnb thot 1 hove spentollmorning cooking foryou.
Nick:Oh, yeoh, sure. Very nice.
Mark: Yeoh, thanks, Murn. Verynice.
Mum: 50 why didn't you soy onyrhing? Why didn'tyou soy 7ñis roast lomb is lovely, Murn,
thonks'?
Nick: Well, 1wos, er. 1 wos, er, speechless, Murn. Speechless.
Mark: Yeah. er, rhe Silenceof the Lornb!
Nick: Of course, if we get some new signings, 1 meon ...
43 (FO
Reading (8R1)
Summary:
A spider goes t o live in a lonely wolf's cave.The wolf brings horne sweets and chocolates; the
spider guards them. When hunters approach, the spider weaves webs t o suggest the cave is
uninhabited, thereby saving the wolf - and the sweets.
(42 words)
Comments and evaluation:
This is an excellent essay, well-structured, full of good thinking and fluently wrinen.
The standard structure for an essay of this type might be: first paragraph, arguments in
favour of sports; second paragraph, arguments against sports; third paragraph. conclusion.
But here the author includes a short additional paragraph just before the conclusion. These
two sentences could. of course, forrn the end of the second paragraph. but by giving them a
paragraph of their own. the authorgives special emphasis t o what she seerns t o consider her
strongest argument. Note. too. how carefully balanced the conclusion is.
The essay is packed with good arguments (both for and against playing sports).
How many different ideas does the author adduce in favourof sport? And against?
47 c-0
m 108 APPENDIX
Audioscript VRACK 81:
There is o very g w d reoson why we shouldn't increose toxes so thor we con give more rnoney
to Third World oid. And the reoson is thot chis is NOT whot toxes ore for. Toxes ore for providing
essentiol cornrnuniiy services. Toxes ore for roods and hospitols, schools ond orrned forces -
essentiol comrnunity sewices. And becouse those services ore essential. our porents ore legolly
obliged ropoy their toxes.
Overseos oid is not on essentiol comrnuniry sewice. Overseos aid is giving rnoney ro the poor.
It's choriry. And you con't legolly oblige sorneone to give money to choriry. You con't ond you
shouldn't legolly oblige sorneone to give money ro choriry. It's wrong.
When you do sornething rhot's wrong, bod things hoppen. Whot hoppens when rhe
governmentgives owoy our toxes ro o choriry? Bod things. When the government gives rnoney on
our beholf to o chority, we soy 'Oh, we don'tneed ro give onything to the choriry, rhe governrnent
has done it for us'or 'We don't need ro give onything to the chority becouse we've olreody done
ir - we did ir when wepoid our toxes.'Think of the good Sarnariton. He found thepoor rnon ot the
side oftheroad broken ond bleeding, he tended his wounds, he took hirn to on inn ondpoid outof
his own pocker for the rnon's keep, for his food and medicines, until he wos well. Imagine if when
he found the mon lying in the rood broken ond bleeding, he had soid, 'Oh, deor. Nosry wounds
those. Now listen, /'m notgoing to helpyou now. But don't worry. You see, reolly I'veolreody helped
you. Yes. I've alreody helpedyou becouse I'vepoid rny toxes. Aren't you groreful? 1 betyou're feeling
betterolreody ond don? worry, the governrnent ornbulonces will be along soon. Well, er, soonish
onyway. Bye!'
No, [he good Sornoriron was right It con never be rhe responsibility of the government to give
to choriry for us, because it is ourduty - our socred inalienable Christion duty. Askyoursel( ifjesus
would hove said 'Oh, leove ir to the governrnent?'Ofcourse not.
lfyou wont to know why persono1 choriry is olwoys bigger, olwoys bener, ond olwoys more
efficient, you hove only to look ot the response of the British government ond the British public to
the tsunorni disoster. The British governmenr's frrst response to the tsunomi disoster wos to offer
o rniserly 15 rnillion pounds. The British people's response ro the tsunomi disoster wos to give 250
rnillion pounds. We didn'tneed Mr Bloir ond Mr Brown to te11 us whot to do. We knew what to do.
We showed them whar to do.
Iris precisely becouse overseos oid is so irnportont thot ir connot be lefr ro governrnents. We
will heor o lot today obout the poorand rhe needy, obour rhe sick ond the blind, obout floods ond
eorthquokes, obour AlDS ond HIV. obour the hungry ond the dying. It will be suggested thor we
ore cruel ond collous. uncoring ond indifferent. NONSENSE! It isprecisely becouse we cure so rnuch
.
thot we know thor our duty,. our socred moral duty, to help thepoor con never, ever be delegated.
Generouspeople ond efficient well-run choriries - thot's whot is helping thepeople ofSouth-
eostAsia. Thot's the woy forword. The governrnentshould spend our toxeson essentialcornrnuniry
services, ond then we will use the rnoney we hove left to give for more help, for more prornptly, for
more generously ond efficiently than the politicions.
49 c-0
APPENDIX 109 m?
i
 ;: Man: Forget rhe stains? Yes, I think that might be a goad idea ... but while we're forgetting the
.: *.
stains ... perhaps we could remember same other things ... perhaps we could remember thar
.'i during our time here, the water heater broke down twice ... the central hearing which you
' Reading (981) promised wouldbe working by the first ofOctober wasn't workingin fact unblmid-Novemberand
, :,

summary:
* I

. ..
. only then becauseI located the technician myself.. . we could remember thar we were without
2 water for a week because the pump broke down and you failed to find anyone capable of fixing it
f The author criticisesEFL textbookson the grounds rhat they contain too many exercises which
. ... and above all we could remember rhat when we moved In a year ogo the house was infested
test students'existing knowledge and too few that attempt to teach.They also, probably for
' f w ~ t hm~ceand the outbu~ld~ngswlrh rats1
commercial reasons, eschew certain exercise types, use of the mother tongue and translation,
Woman: Well
f which research has shown to be beneficial, whilst making inadequate provision for self-study. -1
L Man: We could remember, ~nshort, thot the house IS now ln a far better state than when we took
f Books for teenagers, moreover, characteristically foster undesirable materialistic anitudes. ' Iton
(64 words)

1
Woman: ShaNI wnte a cheque for 7,2OOpounds?
Man: Thank you.

' 54+

f Comments and evaluation:

'
( This piece is well written, but much too short.The points made could have been developed

I1
further, and above all the essay lacks an evaluation of the proposed solutions.These solut~ons
Reading ( l OR1 )
(
after all are not new proposals - they were first proposed a couple of decades ago, if nor
more.Yet the problems persist. Why?Is there some reason why they have not been adopted?
'
summary:
If the author had addressed this issue, the piece would have been much less facile. As it is, we
( 4 , While Johnson wrote a d~ct~onary,
Lord Chesterfield was supposed to help him as his patron.
simply have a slightly frustrating rehearsal of very familiar ideas.
f 53@ I However, Johnson worked hard for seven years w ~ t hno help from Chesterfield. Now, w ~ t h
the work about to be publ~shedand Chesterfield anxlous to appropriate some of the cred~t,
1
l Johnson makes clear that he deserves none.
1 -(S1 words)
55 w
Audioscript VRACK 91:
Woman: Ermm ... there were a couple of stoins on the mantelpiece in the lounge. ..
Man: A couple ofsrains on the mantelpiece in the lounge.. . ?
Woman: Yes, just a couple... that's right ... I
Comments and evaluation:
Man: I see ... yesterdayI left you to go over the house so thot you could see for yourself thot
This is a very good letter, written in correct English. In the original handwritten version, a
everything was OK ... andyou found.. . you found a couple of stains on the mantelpiece? number of words and phrases were crossed out. For example, the author was unsure whether
Woman: Yes, just a couple...
to write' ... and two valuable paintings were stolen ... ' o r ' ... and two valuable paintings
Man: And now you're proposing nor to return the deposit?
were robbed ... : Notice what a clever solution the writer found. Similarly, other crossings out
Woman: Oh, no. ..I meon, yes.. . Imean no, well, most of it.. .
reveal rhat the writer wasn't sure how to spell 'burglars: Instead of hoping for the best and
Man: Most of it? I
running the risk of getting it wrong and thereby losing a mark, the writer wrote'crimina1s'-
Woman: Oh, yes, Imean you.. . you gave me a thousandpounds deposit last year andI thought which they knew was correct.The point is that nobody can make you use a particular word,
. ..I thought i fI wrote you a cheque for 995 pounds ...
Man: For 995 pounds?
: phrase or structure in a composition; if you are unsure, it is always best to thihk of another
way of saying the same thing - a way which you know is correct.
Woman: That'srigh:. . . for 9515,-ounds.
Notice, too, the way in which the writer uses very simple constructions which they are sure of
Man: And the ijvepocnls ... ihci ~rioc!dbe . .. let me see if I've got thn right ... rhat would be for
(for example, the first two sentences and the five questions with which the letter ends).There
the stains on the mantelpiece?
are also touches of class; for instance, the use of modal may, the verb wonder (ask would also
Woman: Yes, that's right ... for.. . for the stoins on the mantelpiece. Orperhaps, perhaps we could
have been correct, of course) and the indirect question structure in,'You may wonder why I
... perhaps we could, er, just forget about the stains on the mantelpiece... l
am writing to you about all this.'The short sentence,'That is precisely my point.'is also highly
Man: You suggest thar we forget about the stains on the manrelpiece? - ! effective.
Woman: Yes, just forget them ... shallI write the cheque for a rhousandpounds?

f
110 APPENDIX APPENDIX 111 m
 1
In short, the keys to a good composition are: a) good ideas (and notice rhar you don't have
t o be good at English to have good ideas),and b) using words, phrases and strunures which
l
you know are conect
56 @
I
Listening (10L3)
Audioscript lTRACK 101:
Now then, it wos in 1746 that Dr Johnxln decided, er, thot he would write the dictionory. 5even Track 2 . .. . . . . Unit 2 .. .
l booksellers formed whot todoy 1 suppose todoy we'd coll, umrn, o consonium ond they ogreed to
I poy him 1,575pounds; in return, Johnson was to wrire o dicrionory of the English longuoge. Track3 . Unit 3 . . .
1
Now, this book, of course, wos to ochieve enormous success. His contemporories boughtitin
enormous numbers, so thot ir wenr through edition after edition. And for over 100yeors, until the rack Unit4. . .
doy [he Owforddicrionariesarrived, it wos regarded, er, as the outhoritarive work.
By the middle of 1747, Johnson hod produced his 'Plan of o Oictionory of the English Tra~ Unit S . . .
Longuoge; describing, umrn, what he innnded to do and why. Theplon is oddressed ro the Eorl of
Chesterfield, who, we leorn, had heord of the scheme ond, umm, thought it of importante. Xnd Unit 6 . . .
thought it ofimportonce'- these oreJohnson's own words,
Chesterfield,it seems, reworded Johnson for his oddress with ten pounds ond, umm, o linle Unit 7 . . .
of hir time. And then, between the beginning of 1748 ond the end of 1754 - nearly seven yeors
- Chesterfield fofgor obout Johnson. Then in 1754, when he heard that the dictionary wos, er, Unit 8 . . .
neoring cornpletion,hejumped on rhe bondwogon by publishing two essoys for the fashionoble
newspoper The World. The orricles, ir has ro be soid, were rother, umm, silly ... in one, he told Unit9 . .
o story about o fine gentleman ond o fine lady who hod o romontic ossignorion, but went to
different houses because of o spelling mistoke. Chesterfield, therefore consíders the dictionory's Unit 10 . ... . .. .
contribution to orrhogrophic regulority os verysignificont.
Whot reolly Nritoted Johnson, however, wos thot rhis 'help'ond rhis 'supporc'orrived, finally,
too lote when, to quote from the letter, '1 am known and do not want ir:
Now you have thelener before you and you've studied ir carefully, i hope.The biographer
. . and poet. John Wain, in his magnificent biography of Johnson, describes this lener as 'a
centrally Johnsonian performance. bringing out al1 his powers. It has al1 the qualities that we
1 associatewith the rnan and his mind: wit, terseness. grandeur and beauty,'
It is a lerterwhich conveysprofoundemotionand, umm, highllghn notonly thepersonol, but
ofso, er, the collective significance of events and experiences. As o clossicput-down from o poor
wrirer to o grear orisrocrot ir has been described os 'the end ofporronoge:
Chesterfield, meanwhile, onempted ro patch things up ond sent Sir Thomos Robinson o
Yorkshirebaronet, onda notorious bofe ond sycophont, to mokepeoce wirh Johnson. Sir Thomas,
ir seems. launched into a long eulogy ond declored thot if his circumsroncespermitted, he would
give Johnson 500pounds ayear. 'And who ore you,'Johnson osked, 'thot rolk thus liberolly?"lom
Sir Thomos Robinson o Yorkshireboronet."Sir,'replied Johnson, 7f the hrstpeer of the reolm were
to moke me such an offer, 1 would show him the woy downstoirs.'
57