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Upstream Proficiency C2 Teacher's Book

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Limba Engleză I

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Universitatea din Pitesti

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PROFICIENCY C

Virginia Evans - Jenny Dooley

Contents

UNIT 1 Getting the Message Across p.
UNIT 2 The Happiest Days of your Life? p.
Self-Assessment Module 1 p.
UNIT 3 Extra! Extra! p.
UNIT 4 Planes, Trains and Automobiles! p.
Self-Assessment Module 2 p.
UNIT 5 The Science of Life p.
UNIT 6 The Art of Entertainment p.
Self-Assessment Module 3 p.
UNIT 7 Born to Win! p.
UNIT 8 Respect! p.
Self-Assessment Module 4 p.
UNIT 9 Another Day, Another Dollar p.
UNIT 10 Our Planet, Our Home p.
Self-Assessment Module 5 p.
Tapescripts p.
Peer Assessment Checklist p.

ñ Suggested paraphrases - Our highly developed methods of communication, rather than helping to increase communication, actually make it more limited and less expressive. - Having an interesting conversation gives you so many things to think about that your brain is too busy to let you rest, even after the conversation has finished.

Elicit agreement and disagreement from Ss. Encourage Ss to justify their feelings. Try to feed in vocabulary to help them express themselves. Write words on the board as appropriate. e. spoken/ written communication; transmit; make contact with; participate in; interact with; socialise; carry on a conversation/discussion; articulate; verbalise; put sth into words; express/air your views/opinions; voice an opinion; exchange views; make sth known; break news. As an extension Ss could make up their own short 8quotes on Communication using comparative structures. Suggested Answer Key Personally, I agree with both quotations. I think everyone would agree with the second one, we all know how much fun it can be to be with friends and talk about something interesting. We’ve all got different ideas and opinions, and someone else’s view on something can stimulate you, and start you thinking in a different direction. I think the writer of the first quotation is making a good point, too. We have very advanced technology which allows us to communicate easily with anyone we want to, but it also means that we communicate in a very brief fashion. Most mobile phones are used for sending short text messages to friends and e-mails are often only a few lines and use an abbreviated form of language. We are not able to express our deeper attitudes and feelings in this way.

6 a. Write 8Morse telegraphy9 on the board. Remind Ss of the news report they heard on the cassette. Ask Ss how much they know about Morse and how it works. Then elicit how the words and phrases given could be used in connection with Morse. Suggested Answer Key back-up plan – Morse code can be a back-up plan for communicating in emergencies if modern technology fails. short and long tones – Morse code is made up of short and long tones which represent letters. tedious procedure – Sending Morse is probably a tedious procedure, because it might take a long time. dying art – Using Morse is probably considered a dying art nowadays because it is hardly ever used now. distress calls – Morse is probably only used to send emergency messages, such as distress calls. military services – The military services might still use Morse in some cases.

b. Give Ss two or three minutes to think of questions. Elicit, and write them on the board. Suggested Answer Key Is it still used? How does it work? When was it first used?

7 Give Ss two minutes to find the answers to their questions in the text. Do not allow more time as it is important that Ss read for specific information only and do not become involved in searching for vocabulary at this stage.

Allow five minutes for Ss to read the text and find the topics of each paragraph. Monitor and help where necessary, but again encourage Ss to read for gist only. Ask individual students for topics and put them on the board. Ss discuss whether they are appropriate or not, giving reasons for their answers. (Samuel Morse was born in 1791 and until the 1830’s was a successful portrait painter. He became interested in electricity and the possibility of using it to send signals in 1832. The first demonstration of Morse telegraphy took place in 1837. The original Morse telegraph was an electric circuit consisting of a battery, a key and an electromagnet connected by a wire. When the key was depressed, the electrical circuit was completed and electricity travelled along the wire. A pencil was attached to the electromagnet and it made a mark on a paper tape whenever an electric current passed through it. The marks were either long or short, according to how long the key was held down for, which is why Morse created the code of dots and dashes corresponding to letters of the alphabet, which we know as Morse code.) Optional extra activity: Ss research another invention from the last century which is either no longer used very much now, or is not used at all, and present it to the class in the next lesson. Answer Key – paragraph topics: Paragraph 1: Modern technology backed up by older technology. Paragraph 2: What Morse code is. Paragraph 3: Times when Morse can be essential. Paragraph 4: The use of Morse code at sea. Paragraph 5: Morse and the railways. Paragraph 6: Why the military services use Morse code. Paragraph 7: Amateur users. Paragraph 8: How unlikely it is that Morse will disappear.

8 Direct Ss to strategy box. Go through it with them. Follow the procedure for question 1 with the Ss. e. Ss find relevant section of text: line 6 ‘The world could ... plan ...’ Ss paraphrase to make sure meaning is clear to them, then select correct answer. Go through the next two or three questions in this way. Ss complete remaining questions alone. Give feedback to the whole class. Ss should be encouraged to justify their answers from the text. It is important, too, to discuss incorrect answers, making sure Ss understand why they are wrong. Answer Key 1 A (lines 7-9) 5 C (lines 59-60) 2 C (line 17-18) 6 D (lines 70-71) 3 D (lines 24-27) 7 D (lines 82-83) 4 B (lines 45-47)

9 a. Point out to the Ss the importance of recording vocabulary. Allow Ss four or five minutes to read the text again and underline words associated with communication. Elicit meanings. Ss work in pairs to make sentences. T should monitor. Optional Extension: use the verbs as a basis for word formation – people/things and abstract ideas. e. interpret – interpreter – interpretation. Answer Key connect (line 2) broke down (line 6) silent (line 7) language (line 10)

transmitted (line 15) telegrapher (line 15) transmission (line 19) receive (line 18) telegraphy (line 22) calls for help (line 26) radio operator (line 27) transmitter (line 39) telegraph (line 47) relay orders (line 52) communications systems (line 58) broadcasting (line 60) voice messages (line 61) interpreted (line 62) get through (line 66) get on the air (lines 73-74) chat (line 74) conversation (line 81) wired (line 83)

ñ The switchboard operator connected me to Mr Hyde’s office. ñ All communication between them has broken down. ñ The message was transmitted using a two-way radio. ñ I have received at least ten phone calls today. ñ His behaviour could be interpreted as rudeness or as shyness. ñ I’ve been trying to get through to that number all morning, but it’s impossible. ñ Once he gets on the air he never stops talking, but in everyday life he hardly says a word. ñ It’s good to meet old friends and chat over a cup of coffee. ñ Mike couldn’t get there, so wired his best wishes for Beth and Tom’s wedding.

b. Ask Ss to explain the words in bold from context. Stress the importance of learning to guess approximate meanings from the context in order to be able to read fast and accurately in the exam. Allow Ss to use their dictionaries only after having tried to guess meaning from context. Ss write sentences in pairs. Ask different pairs to read out their sentences, pointing out that a different context can alter the meaning of a word in some cases e. distorted sound and distorted opinion. Ss work in pairs to find synonyms for highlighted words. Write them on the board. Extension activity: Divide Ss into two teams. Give them five minutes to find antonyms for as many words as they can. Each team then challenges the other to give an antonym or near antonym for a particular word. If the second team cannot find a suitable antonym, they have the right to challenge the first team to give their answer. The teacher is the judge. The team with the most correct answers wins. Answer Key quaint anachronism – an old fashioned thing that is interesting in a charming way legacy – something affected by a past situation or action relay – send prudence – the quality of showing care and thought for the future. distorted – a transmission which has had its form or content changed by interference. come out on top – prevail, win clatter of sounds – continuous, rattling sounds receded from public view – gradually seen or discussed less.

ñ Nowadays, when everybody uses computers, a typewriter seems like a quaint anachronism. ñ The custom of building villages high on a hill away from the sea is a legacy of the days when attacks from pirates were common. ñ Mr Keele relays instructions to his staff through his secretary. ñ His natural prudence led him to avoid taking risks. ñ The trick mirrors in amusement arcades distort your reflection. ñ Whether or not he is in the right, he always manages to come out on top in any argument. ñ Judging by the clatter of sounds coming from the kitchen, dinner must be on the way. ñ Celebrities rarely manage to completely recede form public view.

Suggested synonyms silent – noiseless tedious – boring, dull skilled – expert basic – fundamental went off – failed reliable – dependable distinctive – clearly recognisable routinely – regularly, normally shut down – closed break down – collapse virtually – almost, practically take over – conquer flexible – adaptable

10 Ask students to complete task in pairs. Check answers and elicit why one choice is better than the other. Answer Key 1 groped around 3 dying art 5 call 2 tedious 4 adrift at 6 pecked

11 Go through strategy points with Ss. Point out that they will be required to answer questions like these in Paper 3 of the Proficiency exam. Ask Ss to find and underline the sections of the text for each question. Do questions 1 and 2 with the students. Elicit paraphrases of the quoted lines and write the answers on the board. Remind Ss that they must use their own words. Allow Ss four to five minutes to complete Questions 3 and 4 in pairs. Monitor their work. Ask two or three Ss to read out their answers. Answer Key 1 Even though in the last 150 years newer and more sophisticated ways of doing things have been invented, Morse is still used. 2 Sending a message in Morse code. 3 They value Morse as a means of communication for important matters. 4 Morse signals do not need as much energy to send as a spoken signal and unlike speech, even if the signal is not clear, Morse can still be understood.

12 Brainstorm with Ss. Ask them how we communicate our feelings when we are face to face with someone. Elicit body language, voice and facial expression. Write these headings on the board and ask Ss to think of as many words and phrases as they can to go under the headings e. gesture, shrug, nod, snap, murmur, smile, glare etc. Go through the words, eliciting meanings by example or demonstration.

16 Remind Ss of collocation and that some words may be appropriate in one context but not in another. Ss do the exercise in pairs, using a dictionary. Check answers. Extension: Hand out set of words with related meanings and ask students to work in pairs to find the different ways in which they can be used. e. diminish /decrease – response/answer – shout/howl – moan/groan – pester/persuade – intervene/interfere – insist/persist etc Answer Key 1 scream, shriek 2 subtleties, nuances 3 absorb, comprehend 4 straightforward, minimalist 5 verbose, long-winded 6 mumbled, muttered 7 expression, tone 8 clear, striking

17 Set for homework and check in class.

a. Answer Key 1 about 5 about 9 about 2 on 6 on 10 on 3 about 7 on 4 on 8 on Suggested Answer Key 1 We spent half an hour arguing about the best way to solve the problem. 2 Debbie is intent on getting into University. 3 I hate people who boast about their achievements. 4 He was invited to Cork University last term to lecture on politics. 5 Jane’s father lectured her about her bad manners. 6 I acted on your advice and took out travel insurance. 7 They’ve been experimenting on the effects of certain drugs on the nerves. 8 I insist on coming with you. 9 Bill is really excited about going camping. 10 Mr Brown has not commented on the decision.

b. Answer Key 1 for 4 for 7 from 2 for 5 from 8 for 3 from 6 for Suggested Answer Key 1 They spoke in whispers for fear of waking the baby. 2 I’m only doing this for your sake. 3 I go to the theatre from time to time. 4 John’s staying with his uncle for the time being. 5 Helen played the sonata from memory. 6 I take it for granted that you will be here tomorrow. 7 From now on, we’ll be working in the annexe. 8 Peter will be late, for sure

c. Answer Key 1 on 4 in 7 in 2 on 5 in 8 on 3 on 6 on Suggested Answer Key 1 There is a kitchen and rest area on the premises. 2 My sister is a nurse and is often on duty at night. 3 She spent her summer holiday on a small island in the Pacific.

4 The economy has been in recession for the last six months. 5 He risked his life in the name of freedom and equality for all. 6 Janet is on leave this week – she’ll be back on Monday. 7 The remark was made in jest, so don’t take it too seriously. 8 When the dustmen went on strike the army was called in to collect the rubbish.

18 Explain to Ss that knowledge of idioms and fixed phrases is important at Proficiency level and will be tested in Papers 1 and 3 of the exam. Explain that it is often possible to work out the general meaning by looking at the parts of an idiom. Remind Ss of the theme of the unit and point out that all these idioms are connected with communicating. Direct Ss to the example: paint a pretty picture – paint and picture collocate. Elicit meaning by asking what a picture does (= describe sth pleasant). Elicit the meaning of mince (= cut into very small pieces). Ask Ss to find an appropriate match and elicit the meaning: cut your speech into small pieces i. be indirect (point out that it is usually used in the negative to mean 8speak directly or forcefully9, especially about something unpleasant). Ss continue in this way. Check answers and elicit meanings. Answer Key ñ mince my words making small talk a man of few words hold my tongue by word of mouth the talk of the town speak your mind talk is cheap let you in on a secret

ñ 2 let you in on a secret 7 a man of few words 3 mince my words 8 making small talk 4 talk is cheap 9 speak your mind 5 hold my tongue 10 by word of mouth 6 the talk of the town

19 a. Ss work in pairs and use dictionaries to complete exercise. Encourage them to write down other idioms they find using the key words from the exercise e. take something as read, catch your breath, drop a hint etc. Discuss these with the class after checking answers. Answer Key 1 read between the lines (find implied meanings in what someone says or writes) 2 catch up with her news (find out how she has been and what she9s been doing) 3 drop me a line (send me a letter) 4 on the tip of her tongue (be very close to remembering a word/name) 5 bad news travels fast (bad news circulates quickly)

b. Ss do exercise. Ask some Ss to read out their answers. Alternatively write all the idioms on sets of cards. Divide the Ss into groups of four and give each group a set of idiom cards placed face down. Ss take turns to pick up a card and make a sentence using the idiom on the card within a fixed time (e one minute), after which the card is passed to the next S. The first group to finish wins. Or: Picture Idioms: Divide the class into two teams. Each team should write five idioms (using those learnt in the class) onto five separate pieces of paper. Make sure that each team uses different idioms. Team A should then give one piece of paper to one S from Team B. Without letting any of his/her team see what is written on the paper, and without speaking, he or she should draw the idea on the board. His or her teammates have

two minutes to find the idiom. They can shout out suggestions, but the student who is drawing can only nod or shake his or her head. If they find the answer in two minutes, their team gets one point, if not, the point goes to Team A. Team A is now given an idiom to draw, and so on. The teacher checks the time and keeps the score. Students’ own answers

20 Brainstorm phrasal verbs with break and act with Ss. Write them on the board and elicit meanings. Ss do exercise. Check answers and meanings. Answer Key 1 up 4 out 7 off 2 up 5 down 8 away 3 down 6 in, on 9 out

21 Ss work in pairs and use dictionaries to complete exercise. Check answers with whole class. Write the fixed phrases on the board for students to record. (Brainstorm any other related phrases e. take part in sth. Ss continue at home and find other fixed phrases, using either the key word given or act and break, and present them to the class in the next lesson.) Answer Key 1 Mary told her brother to act his age. 2 Her sister took her aside to break the news to her. 3 If you want to convince them you really are a tough businessman, you’ll have to act the part. 4 Although it is not yet making a profit, the company is breaking even. 5 We were told not to break radio silence except in an emergency.

22 a. Elicit in what situations Ss would need to make a phone call. Write the situations quickly on the board and add those from the exercise if not already mentioned. Play the cassette, stopping after each dialogue. Ask Ss to identify the situation and justify their choice e. he9s returning a call because he said he was sorry he couldn9t talk earlier. Answer Key Call 1 – returning a call Call 2 – cancelling an arrangement Call 3 – taking a message Call 4 – leaving a message Call 5 – making a booking

b. Play the cassette again. Ss complete task. Check answers. Answer Key ñ What can I do for you? – Call 1 ñ I’m afraid I can’t make it. – Call 2 ñ I’ll be at work for another couple of hours. – Call 4 ñ Sorry I couldn’t talk earlier. – Call 1 ñ I’ll be with you in a moment. – Call 5 ñ That’s a pity. – Call 2 ñ He should be coming in any minute now. – Call 3 ñ I’ll pass that on for you. – Call 3 ñ Give me a ring when you get a chance. – Call 4 ñ How may I help you? – Call 5

c. Explain the task. Elicit information from Ss to build up the first dialogue on the board. Ss act out the remaining dialogues in pairs. Monitor their performance.

Suggested Answer Key ñ A: Stairhill Medical Centre – how may I help you? B: Hello, I would like to speak to Dr Evans, please. A: I’m afraid he’s out on a call. He should be back any minute now. B: OK. Can I make an appointment to see him this afternoon, then? A: Right. What time would you like to see Dr Evans? B: Is around 3 o’clock possible? A: Yes, that’s fine. And your name is? B: Jonathan Healy. A: All right then, Mr Healy. That’s this afternoon, 3 o’clock, Dr Evans. B: Thank you very much.

ñ A: Peter Matthews here. B: Hullo, Mr Matthews, it’s John Anderson. A: Oh, hello, John. B: Sorry I couldn’t talk earlier, Mr Matthews, but the new parts for the machines downstairs had just arrived and I had to tell the men where to put them. What can I do for you? A: Well, I was wondering whether ...

ñ A: Hi, Liz. It’s Sue. B: Oh, hi. A: Look, I’m afraid I can’t make it for lunch tomorrow. B: Oh, that’s a pity! A: Yeah, but what about making it Friday instead? B: Fine. Same time and place?

ñ A: Hi, Mary, this is Tom. Something has come up and I’ll have to stay at work a bit later, so don’t wait for me at home. I’ll meet you outside the cinema at 7. I’ll be at work for another couple of hours and after that you can reach me on my mobile. Sorry about this. Bye.

23 Explain the task and allow Ss time to read through the boxes. Use the plan to model the first dialogue with one S. Ss work in pairs to act out the second dialogue Suggested Answer Key ñ A: Hi, Jenny. B: Oh, hi, Bob. Listen, you’ll never guess who Susan's getting married to! A: Okay, tell me more! B: Well, Helen tells me that she's getting married to Fred Wilson! A: Are you serious? Fred Wilson, the pop star? B: Oh yes. And there's more: they're going to have their wedding in Aruba! A: You're joking! B: No! Isn't it great? A: It certainly is. Good for her!

ñ A: Hi, Roger. B: Hi, Nancy. How are you? A: Fine. Have you heard the news? Terry Brighton is changing his career. B: Terry Brighton? Our classmate? I'm all ears. A: You’ll never believe this, but he's running for Parliament. B: You’re joking!

A: No, it's completely true. And he's got a pretty good chance of being elected. B: Are you having me on? A: No. Terry is really going to be a politician.

27 Explain to Ss that this type of task is Part 2 of the listening comprehension test. Ask them to read the text and elicit the best way of doing the task e. read and predict content of gap and type of word missing e. Ask Ss what type of word is missing from gap 1 (noun). Ask why? (because of 8a9 before the gap). Elicit what the word might be (method/system, because of the explanation). Go through text with Ss and elicit predictions. Accept all suggestions unless grammatically impossible, do not provide the correct answers. Tell Ss that they will not need to write more than three words, but the words must be as they are spoken on the cassette. Play the cassette once through and let Ss fill as many gaps as they can. Play the cassette for the second time to allow Ss to check their answers. Check the answers with the whole class, playing sections of the cassette again if necessary. Explain to Ss that their spelling must be correct. Ask Ss if they agree with the opinions on the cassette. Ask them to provide examples from their own experience when someone9s gestures and expressions passed the message across. Answer Key 1 reacting 6 leaning forward 2 (fully) facing 7 respond 3 positive signals 8 be quiet 4 folded 9 test conditions 5 attack

28 a. Allow the Ss sufficient time to read and discuss the sentences. Help them if necessary by pointing out that lingua means tongue or language. Ask Ss to explain underlined phrases. Remind them of the meanings of the prefixes multi- and non. ( Lingua franca = Frankish language. It used to refer to the mixture of languages spoken around the Mediterranean ports but is now used to refer to a common language.) Answer Key All the underlined phrases are connected with language.

ñ multi-lingual – speaking many different languages ñ dead languages – languages which are no longer spoken ñ constructed/planned language – a language which did not develop naturally ñ lingua franca – a common language for people who do not speak one another’s native language ñ native speaker – someone speaking in his/her own language ñ non-native speakers – people speaking in a language other than their own

b. Go through strategy point with Ss. Remind them that Esperanto is a planned or constructed language. Elicit what such a language might be like and why it might be necessary. Allow Ss time to read through the question stems and to underline the key words. Play the cassette once for Ss to make initial choices. Play the cassette a second time for Ss to finalise answers. Check answers and play the relevant sections of the cassette to justify correct answers. Optional extra: If the Ss have access to the Internet they can research other constructed languages and/or pidgin languages and report back to the class in the following lesson.

Answer Key 1 C 2 A 3 C 4 B 5 C

29 a. Explain to Ss that this task is similar to Part 2 of the Proficiency speaking test. Go through the language in the box with the Ss. Brainstorm on the four pictures for vocabulary and ideas. Then ask them to look at pictures A and D. Elicit how the people feel and why. Model exchange with one S. e T: Let’s start with picture D, shall we? S: Yes they look really happy, don’t they? T: I can’t say for certain but I believe they could have been told something very exciting. Perhaps they’re going to be taken to the circus. Ask two Ss to model a similar exchange. Ss continue in pairs. Monitor performance. Suggested Answer Key Refer to Tapescript Section – Unit 1, Ex. 29d Sample Interview on p. 139

b. Ss continue to work in pairs. Encourage them to extend the discussion to about 2-3 minutes. Monitor performance. Ask two or three pairs to report back to the class. Suggested Answer Key Refer to Tapescript Section – Unit 1, Ex. 29d Sample Interview on p. 139

c. Brainstorm possible other photographs. e. a heated discussion between two friends/parents and children talking / two strangers chatting as they wait in a queue / customer and shop assistant talking etc. Students select two of these or find their own and do the task in pairs. Suggested Answer Key Refer to Tapescript Section – Unit 1, Ex. 29d Sample Interview

d. Play the conversation in sections. Ask Ss to take notes on the points raised and compare them to their own. Point out the length of the conversation; one minute for the Speculating section and three minutes for Evaluating and Suggesting Alternatives. Students’ own answers

30 Explain to Ss that this type of reading task is Part 3 of Paper 1 of the Proficiency exam. Go through the strategy points with the Ss. Stress the importance of text organization, coherence and cohesion at this level. Tell Ss they are going to read an article about the Internet. Ask them what they know about it, whether they use it, what makes it so popular. Write the title of the article on the board. Elicit answers to the questions. Ask Ss to read the text quickly to confirm their guesses. Draw a vertical line on the board. Elicit the date of the start of the Internet from the Ss (summer 1968) and write it at the top of the line. Write The Present at the bottom. Ask Ss to find all the other dates in the text and arrange them on the line. Elicit from them what happened at these times. There should now be a skeleton of the text on the board. Use this to show the Ss what is meant by cohesion and coherence and explain that they must select paragraphs to fill the gaps so that the whole text makes sense. Ss look at first gap and read all three paragraphs. Elicit words and phrases which connect paragraph D to the preceding and succeeding paragraph. Point out that the links can be to the paragraph before only, after only or to both.

Links: 1) meaning links: 8problem to solve9 para. 1 8solution9 para. D explanation of solution para. 3 2) lexical links: 8a network9 para. 1 8to tatters 8the network9 para. D 8in tatters 8the principles9 para. 3 8the network Go through gaps 2 and 3 with the Ss in this way. Ss continue individually, then work with a partner to compare answers and support (follow up question 1). Check answers around the class. Ss work in pairs to complete follow up. Check answers around the class. (UCLA refers to University College, Los Angeles, USA. Science fiction is the genre of literature concerned with the imagined future, especially space travel. The Cold War refers to the period between 1945 and 1991 when the USSR and the West had ideological differences.) Extension: Divide class into small groups and give each group copies of a different text. Each group cuts up their text and then groups exchange jumbled texts and try to reconstruct them. Allow them sufficient time to complete task, then give each group a copy of the original text to confirm their answers. Suggested Answer Key The title probably refers to the development of the Internet into something important. I’m not sure. Perhaps it started as something small and experimental, and then, when more and more people got their own computers, the Internet became more extensive as everybody was able to use it to pass on and receive information. Answer Key 1 D 3 A 5 C 7 F 2 H 4 E 6 G

B is the distractor.

Follow-up – Answer Key

1 2 H: ‘Each packet would begin ...’ (before gap 2) ‘The route that the packet took ...’ (H) 3 A: ‘1971, ... by 1972, ...’ ‘share ... computer facilities’ (before gap 3) ‘By the second year ...’ ‘computer-sharing network’ ‘postal service’ (A) ‘mailing list’ ... ‘message’ (after gap A) 4 E: TCP/IP mentioned in paragraph after gap 4. Explained in E. 5 C: Paragraph after gap 5 begins ‘In 1984 ...’ In C we read ‘As the 70s and 80s progressed ...’ ‘growing constellation of other linked machines’ (before gap 5) ‘other entire networks ... ever-growing web of computers’ (C) 6 G: ‘few people remembered it now.’ (before gap 6) ‘for it had become a happy victim ...’ (G) 7 F: ‘millions of homes’ (before gap 7) ‘Why did so many people ...’ (F)

2 Completely destroy any system they could invent. 3 Joined in. 4 Because it has no systematic or central organisation, but it works. 5 It will be unlike anything we know or can imagine.

31 Modal verbs are an important feature of written and spoken English so Ss need to be able to use them accurately. Review modal verbs with Ss. Remind them that one of the features of modal verbs is that one verb can have more than one meaning. Elicit meanings from Ss (possibility, probabalilty,logical assumption, ability, willingness, advice, habit, offering, promising, necessity, permission, obligation) and write these in one column on the board. Ask student to suggest modal verbs to match the meanings. Write these in the second column. Ss then do exercise in pairs. Answer Key 2 may/might/could 7 may not/cannot/ 3 could must not 4 can/may/could 8 can’t 5 must 9 should 6 ought to/should 10 will

Review past forms by asking Ss to rewrite the sentences in the past.

1 could 2 may have/might have/could have 3 already past; was able to could be used if the action actually occurred, at a specific time in the past. 4. only could or was allowed in the past (except in reported speech) 5 had to – no past modal form. 6 ought to have / should have 7 no past modal form – use: not allowed to / forbidden to 8 can9t have been 9 already past 10 would have Refer Ss to grammar reference for more details.

32 Explain to Ss that this exercise will occur in Paper 3 of the Proficiency exam. Go through rubric with Ss. Ask Ss to underline key information (no change in meaning of original sentence and between 3 and 8 words used). Remind them that they must not change the form of the key word. Point out that here the focus is on the structures taught in the unit. Do first sentence with the Ss. Point out that the number of words controls the structures used e. not 8must fill in this form if you want to become9 (10 words), but 8must fill in this form to become – (8 words). Ss do the exercise in pairs. Monitor and allow sufficient time for them to complete it. Answer Key 1 ... must fill in this form to become ... 2 ... ought to have told us ... 3 ... only/best choice is to ... 4 ... is open to ... 5 ... have no alternative but/except/other than to spend ... 6 ... couldn’t finish the run because he was ... 7 ... hadn’t been for Mark’s help they would ... 8 ... his ability to ... 9 ... break-up was something I couldn’t ... 10 ... isn’t necessary (for you) to ...

33 Elicit quick descriptions of each person. Ask Ss to use modal verbs to suggest why each person may be looking like that. Ss write short descriptions and explanations in pairs. Monitor, then ask three or four Ss to read out their descriptions.

38 a. Explain that many common words in English have different meanings in different contexts. This is tested in Paper 3 of the proficiency exam. Write up the choices for number 1 on the board. Ask Ss to find as many different meanings as they can for each word as a noun. They can use dictionaries if necessary. Write the words and the meanings on the board. Decision – the act of deciding / the ability to decide Balance – ability to remain steady when standing up /situation in which all the different parts are equal / the amount of money you have in the bank. Statement – formal giving of written or spoken information / an expression of opinion / a paper from the bank giving details of your account. Ability – the fact that you can do something / a talent or skill which makes you good at something Discuss in which context each meaning would be appropriate. Then ask Ss to choose the word which will fit all the sentences in 1) (balance is the only word where the meanings fits all three sentences.). Point out that the missing word is always the same part of speech in all sentences. Do 2 ( adjectives ) and 3 (nouns) in the same way. Allow Ss time to complete the task in pairs with dictionaries. Check answers and give feedback on why wrong answers are incorrect (e. wrong context). Answer Key 1 B 2 C 3 D 4 D 5 A

b. Ss work in pairs to complete or set for homework. Check and give feedback as above. Answer Key 1 conditions 4 rocked 2 service 5 corner 3 dealt

39 Go through strategy point with Ss. Go through summary question with Ss and ask them to underline the key points (50-70 words/own words/according to the texts/what is being done about the simplification of official forms in France and England). Divide the class into two. Give each group one passage to read. Tell them to decide which two points in their passage are relevant to the summary question and why. Rearrange class into pairs of Ss who have each read a different passage. Ask Ss to explain what they have decided to their partners. Ss then write the summary in class. Monitor their work and allow sufficient time for them to finish.. Then build up the summary on the board with suggestions from Ss. Suggested Answer Key ñ In France, the government has set up an organization to make sure that official papers are easier to read. In addition, it has said that almost two thousand documents must be rewritten. In England the Plain English Campaign offers to teach people who write official documents to write simply, as well as trying to make sure that public documents are clear and easy to understand.

ñ Parts 1, 4, 5 and 6 are not relevant to the summary question.

Homework – extra summary task: In between 50 and 70 words, and using your own words as far as possible, summarise what, according to the texts, has caused concern about language in France and in England. Ss should look for two points from each text. Text I: Using e-mail means young people cannot write letters. It is difficult to understand official documents. Text 2: Texts are often not clear. People need to understand papers from governmental and other organisations. In France there is concern because using e-mails has made young people unable to write letters, while all levels of society have difficulty understanding official documents. In England, the fact that people need to understand documents from governmental and other organisations, which are often written in a way which makes them difficult to understand, has caused concern.

40 Refer Ss to the guidelines. Explain any unclear points. Go through rubric with Ss and elicit answers to questions. Answer Key a an article b – a magazine - students of English - semi-formal c 8 Text messages and e-mails are more fun than letters’ is not relevant.

41 a. Ask Ss to answer question posed by title. Ask them why somebody might think this is true. Brainstorm with Ss and put points on the board in any order. Ask Ss to organise the points into categories e. those to do with grammar or those to do with spelling. (It does not matter if Ss have only a few points at this stage). Then students read the model and see how many of their own ideas are mentioned. It does not matter if their own ideas are completely different, the purpose here is to focus their attention on the way the ideas in a text are organized. Check understanding of vocabulary (e. purists, abbreviations, flexibility). Allow Ss two or three minutes to fill in the gaps. Check answers. Answer Key 1 First of all 5 particularly 2 By this I mean 6 Finally 3 for instance 7 To sum up 4 Secondly

b. Ss work in pairs to find alternative expressions. Elicit and write them on the board. Ss then work in pairs to use them to give opinions, using the points written on the board for a. Suggested Answer Key In my view – The way I see it To my mind – As far as I can tell In my opinion – From my point of view As far as I’m concerned – To my way of thinking

c. Ss read text again and match points to boxes. Answer Key Introduction – C Paragraph 4 – D Paragraph 2 – E Conclusion – A Paragraph 3 – B

d. Ss will need more time for this task. Refer the Ss back to the box and go through the organisation section again. Then ask them to underline the appropriate sections of paragraphs 2, 3 and 4. Monitor their work and help if necessary. Check answers and elicit words and phrases which helped them decide. Topic sentences: General opinion – firstly / secondly / finally Explanations: By this I mean / This might be seen / To my mind it / Not every one has a perfect command...( words in bold or whole phrase refer back to and explain what has just been said). Examples: for instance / One example of this / for example Answer Key Topic sentences Paragraph 2: First of all, the increasing use of e-mails and text messages is changing the way we use grammar. Paragraph 3: Secondly, it is fashionable nowadays to shorten the spelling of words, particularly in text messages. Paragraph 4: Finally, in my opinion, writing English correctly is not so important as getting the message across.

Explanations Paragraph 2: By this I mean that certain words are dropped in order to keep messages short. In both cases the need to be brief often means that the grammar is changed in some way. Paragraph 3: To purists or to people who are not used to such abbreviations, this might be seen as a threat to the language. To my mind it simply shows that the language is changing in much the same way as it has done for centuries. Paragraph 4: Not everyone has a perfect command of the language, but that should not stop them from being able to communicate.

Examples Paragraph 2: In a text message, for instance, there is neither the time nor the space to write complete sentences. The same applies to e-mails, which are supposed to be a shorter more direct form of communication. Paragraph 3: One example of this is when people write ‘CU later’ instead of ‘See you later’. Paragraph 4: If, for example, you send someone an e-mail or a text message telling them to meet you in a specified place at a certain time, making yourself understood is much more important than your grammar and spelling.

42 Ask Ss to read A and underline words or phrases which identify an explanation (Not only .. threat / but it will also.) or an example (such as). Discuss the answers with the class. Then ask them to do the same with B, C and D. Then divide the class into three. Give each group one paragraph and ask them to write the topic sentence. Monitor their work and help if necessary. Ask one Ss from each group to write their sentence on the board. Answer Key ñ B explanation: After all many children today ... learning aid C explanation: School is a place of learning ... (to end ...) D explanation: In other words ... Even if we take all the precautions available today, we do not know what to expect in the future.

example: What will happen if, for example, they discover a link between mobile phones and cancer? explanation: If we wait till then, the damage will have been done and it will be too late to act.

ñ Topic sentences – Suggested answers B No matter what the cost, we simply must equip our schools with computers. C Many students take their mobile phones with them to school, which sometimes results in lessons being disrupted. D Scientists cannot reach a conclusion regarding the possible health risks involved in using mobile phones.

43 Elicit explanations and examples for a). Complete the paragraph on the board. Ss complete the task in pairs. Monitor and ask two or three Ss to read out their answers. Alternatively set the task for homework and check in the next lesson. Suggested Answer Key a. ... it enables us to send e-mails to friends and business contacts all over the world. ... mobile phones have become so sophisticated that you no longer need to be near a computer to send and receive messages.

b. ... they do not allow you a moment’s peace, whether you are on the train, at the theatre or trying to relax at home. ... there is still no proof that they are safe – for all we know, they could be seriously damaging for our health. c. ... are often very brief and impersonal. ... to receive a chatty letter which you know someone has taken trouble over.

44 a. Quickly go through the phrases in the box with the students to check understanding. Ask Ss to look at statements 1 – 6 and elicit agreement /disagreement. Ss work in pairs to make sentences using the phrases from the box, according to how strongly they agree or disagree. Suggested Answer Key 2 I completely disagree that children should be allowed to take their mobile phones to school with them. 3 To my mind , all schools should give basic training in writing e-mails. 4 I strongly disapprove of the suggestion that you should judge people by the clothes they wear. 5 The way I see it , life would be far better if we did not have telephones. 6 It seems to me that true communication involves the ability to listen as well as speak.

b. Ss work in the same pairs. Ask Ss to read the example sentence. Then ask one S to read out his/her statement of opinion for 2 it on the board. Explain to Ss that this must be supported with an explanation and an example (if necessary). Elicit from Ss and write the complete paragraph on the board. Ss then work in pairs to write 3–6. Allow sufficient time for them to complete the task. Monitor their work. Ask the pairs to pin their paragraphs up around the class for the rest of the class to read.

such as – for example is an invaluable aid – provides essential assistance particularly suitable – especially appropriate by this I mean – that is to say I have little doubt that – doubtless had it not been for – if it had not been for Answer Key I have little doubt that the telephone played a major role in the changes that took place in the last century. By this I mean that, had it not been for the telephone, we would never have had other developments, such as faxes, mobiles or the Internet. Furthermore, the telephone is an invaluable aid for businesses and particularly suitable for keeping in touch with friends. After all, most people prefer to pick up the phone rather than write a letter.

b. Remind Ss that abbreviations are a characteristic of informal writing. Ss complete task in pairs. Check round the class. Suggested Answer Key I have little doubt that instead of getting closer, we are moving further apart. By this I mean that communications do not really help us understand each other, especially in areas such as politics. Furthermore, computers are not really suitable for doing one’s work. After all, human contact is very important too.

48 Go through rubrics with Ss and elicit key information. Ss then underline it. Ss work in groups of three or four to answer questions. Monitor their work. Ask one group to report back for each rubric. Answer Key A Your school/college magazine is running a competition to find the best article on the subject, ‘Staying in Touch’. Write your article for the magazine, giving your opinion on the best ways of corresponding with friends and relatives.

1 article 2 school/college students 3 informal/semi-formal 4 student’s own views 5 student’s own choice 6 beginning: addressing the reader directly ending: asking a rhetorical question

B You have read the extract below as part of a newspaper article on ways of communicating. You decide to write a letter responding to the points raised and expressing your own views.

‘Sometimes I wonder how teenagers communicate. They seem to spend all their time on the Internet or on their mobiles but I have no idea what they are doing. There are other things as well, such as the language that they use when they speak to each other. I mean, is this really communicating?’

1 letter 2 newspaper editor/readers 3 formal 4 student’s own views 5 student’s own choice 6 beginning: stating the reason for writing ending: making reference to further action

C You recently attended a lecture entitled ‘The role of communications in the modern world’. Now your tutor has asked you to write an essay examining this issue and giving your own opinions.

1 essay 2 tutor 3 formal 4 student’s own views 5 student’s own choice 6 beginning: mentioning background information ending: summarising the main opinion/making a prediction for the future

49 Ss work in the same groups and select one rubric. Make sure that all the rubrics have been selected and Ss do not all choose the same topic. They then brainstorm together and make notes as in the table shown. Ss exchange notes with the other groups. Suggested Answer Key (rubric for 48A) Paragraph 2 Topic Sentence Letters have been used for hundreds of years as the main means of communicating with people who live far away from us. Child/live/study in another country/communicate with parents Good because allow full expression/personal because of handwriting/people feel as if they are still in touch with the actual person/ need no special equipment.

Paragraph 3 Topic sentence However, letters are slow in reaching their destination and if the postal service is not very efficient may get lost, so many people prefer e-mails. Reasons: very fast/ contact people immediately and get reply at once so feel close to the person. Example: daily contact between parents and children if far away Quick answers to questions Good because may need urgent information. Paragraph 4 Topic sentence Finally there is the telephone or the mobile phone, which in my view is probably the easiest way of communicating with another person. Reasons: immediate/hear the other person’s voice/understand how they are feeling/more intimate/angry words easily forgotten or taken back. Example: if write an angry letter words are there for ever/ not the same with speech.

50 Ss write this for homework or do it as a group writing task in class.

Suggested Model Answers A Since time immemorial keeping in touch has been our reason for being. Simply existing is not really living, but communicating with friends and family and exchanging news is the essence of life. In this respect, we are what we say, as language defines us. The use of pen and ink, whether to share good tidings or to ask your parents for an extra injection of cash has been the standard way of keeping in touch, at least for the literate, for hundreds of years. Children living or studying in other countries have communicated with their families in writing for

as long as recorded history. Indeed many letters constitute recorded history, as for instance in Egyptian papyrus and the sacred scriptures. However, letters are slow in reaching their destinations and if the postal service is not very efficient they may go astray, so many people nowadays prefer email. Email is a particularly suitable means of sending large texts over long distances and provides instantaneous replies. It is an invaluable aid for people who need daily contact with distant locations. To my mind, one of the best ways of staying in touch is by text messaging. It is cheap, fast and to the point. I have little doubt that, whatever its detractors may say, our lives are enriched by its use to an enormous degree. And there is always the option of phoning the other party for a more intimate, though more costly, exchange of feelings or detailed clarifications of arrangements.. Maybe one day we will no longer need fixed phones or stamps at all and will be able to communicate in written or spoken language at any time over unlimited distances without worrying about call charges. One thing is for sure and that is that at no time has the need to stay in touch been greater than it is today. If people stop talking, something is very wrong

B I am writing in response to the article on teenage communication that recently appeared in your publication. Firstly, I would like to express my strong disagreement with the writer’s attitude towards the youth of today and his or her lack of empathy. The writer’s stance is a bit like ‘the pot calling the kettle black.’ It is fairly plain to see that if anyone is failing to communicate, it is the writer of the article. I have little doubt that there may be good reason for the writer’s seeming lack of understanding. Teenagers, or anyone else for that matter, have not altered the way they communicate for as long as anyone can remember, it is simply the manner of communication that has changed. In their bid to find identification with their peers, today’s young people develop a manner of speaking to each other that could be best described as a codified form of the standard language, which can differ considerably in vocabulary from the language of the older generations. Over time, some of this modern jargon is absorbed by the standard form, thus bringing about the gradual development that all languages undergo. To those uninitiated in the newest version of ‘code’, though, it may seem incomprehensible. As for the writer’s other point, in my view, teenagers seem to spend an incommensurate amount of time using the Internet and mobile phones because of the ease of use and the sheer communicative power and freedom that they offer. We live in the Information Age and a revolution is taking place in the way we communicate. This fact is at the heart of the writer’s inability to comprehend the rapidly changing communication scene. In conclusion, I would like to remind potential readers that we are all, like the writer of the article, guilty of blaming others for our own failings. We are all individually responsible for improving our understanding of other people and groups of people and we have a duty to respect divergence from our own norms.

C Over the past millennia we have lived through many ‘Ages’ –The Stone Age, The Age of Enlightenment, The Modern Age, The Post-Modern Age. The role in the course of social development that each of these ages has played has become so familiar that we almost take them for granted. So what is so important about communication that it should be assigned its own historical period? In trying to understand the central role that communication plays today we gain much insight from remembering the fact that past ages were characterised by division and disharmony, both the offspring of ignorance and fear. Overcoming the fear of difference has been an ongoing process lasting many centuries, which involves the breaking down of barriers and the building of bridges. This holds true at an international, national, local, interpersonal and personal level. The state of affairs that currently exists is that a compression of time and space has come about. This is not science fiction – I can communicate information with the same ease and speed to someone in Japan as I can to my own next-door neighbour. A revolution has taken place and it seems that the idea of the global village is no longer a utopian ideal. However, I strongly believe that too much emphasis has been placed on communication between individuals, and details of how countries and blocs of countries involving hundreds of millions of people communicate tend to remain hidden from public view. There are numerous recent examples of political speeches causing offence, and misunderstandings arising in consequence. It is obviously not easy on an international level to make sure that the message has been understood as intended. But, what of the future? Modernity matures into post- modernity and so too communication is changing into something else. Perhaps a clue as to where things are going may be gained from developments in the Internet. We see that suddenly it is not lack of information that is the issue - it is an information overload, which can cause just as many problems. It may be that this will lead us to change yet again, this time instead of welcoming other people’s information with open arms, protecting ourselves from it.

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