ADVANCED WRITING SKILLS

A nsw er the following questions w ith com plete sentences... C om bine the following pairs of sentences in the sam e w ay as in the exam ples.. We have always known about the Craven Hil

j ID M N C ED WRITING

SKILLS

C O N T E N T S

A cknow ledgem ents iv

F orew ord v

G en eral In tro d u c tio n vi

In tro d u c tio n to S tudents vii

T e a c h e r’s H a n d lin g N otes viii

S u g g estin g courses o f a c tio n ; expressing

c o n tra sts a n d c o n c e ssio n ; focus a n d

id e n tific a tio n ; food a n d h e a lth

U N I T 5 O b lig atio n 39

O b lig a tio n ; re la tiv e clauses — n o n ­

d e fin in g ; fe w /a few, e t c ; life a b ro a d

Q u a lify in g g e n e ra lis a tio n s ; in v ersio n

afte r n e g a tiv e in tro d u c tio n s ; q u a lify in g

a n d re-ex p ressin g s ta te m e n ts ; h o lid ay s

a n d to u rism

A C K N O W L E D G E M E N T S

W e w ould like to th an k the following people for th eir help an d cooperation

in the developm ent o f this book: the p rin cip al, teachers, an d students of

E u ro cen tre, B ournem outh for th eir help an d en co u rag em en t; students at the In stitu to A nglo-M exicano in M exico C ity; an d the secretarial staff at

E uro cen tre, B ournem outh, in p a rtic u la r H e a th e r W oodley an d M a ry Parsa W e w ould especially like to th a n k J e f f Stranks for his co n trib u tio n ,

an d R o g er Scott for his help an d advice

J o h n A rnold

J e re m y H a rm e r

F O R E W O R D

W ith this book, the te n th E u ro cen tre p u b licatio n in o u r series Teaching

Languages to Adults, we co n tin u e o u r p ro g ram m e o f providing m aterials

an d techniques for lan g u ag e teach in g in areas not yet fully covered

T h e recent developm ents w ithin the field o f linguistics have shown a need for a new a p p ro ac h to teach in g English at the A dvanced lev el; w ith th eir experience as teachers in an org an isatio n teach in g adults, the authors have recognised the need to in te rp re t such developm ents at a strictly practical level b o th for teachers an d students

T h u s Advanced Writing Skills concentrates on the p ro d u ctio n o f w ritten

English and incorporates new concepts o f A dvanced learn in g by leading the stu d en ts from co ntrolled use to free a n d in d iv id u al p ro d u ctio n o f

a p p ro p ria te language In ad d itio n , this book provides th e teach er w ith

m ateria l suitable for a v ariety o f learn in g situations

It also offers m an y op p o rtu n ities for really challenging and varied hom ew ork an d encourages the responsible stu d en t to m ake full use o f his self-study potential

W e believe - and the testing o f the m ateria l in the English E urocentres has proved it - th a t this book can m ake a v alu ab le c o n trib u tio n to the teach in g

o f English at the A d vanced level for bo th teachers an d students

E rh J C W aespi

Director o f the foundation fo r

European Language and Educational Centres

G E N E R A L I N T R O D U C T I O N

In this book, language is tre ated u n d e r three headings

F u n c t i o n s T o p ic N o tio n s G r a m m a r

U n d e r F u n c tio n s we consider ways in w hich lan g u ag e is used, for exam ple,

Giving Advice W e then present some o f the forms o f lan g u ag e th a t can be used

in perform ing such F unctions, for exam ple, i f you take my advice you w i l l

U n d e r T o p ic N o tio n s we deal w ith the v o cab u lary related to a p a rtic u la r

subject or topic, for exam ple, Work U n d e r G r a m m a r we present an d

practise certain stru ctu ral patterns

T H E COURSE

T h e course is designed for students w ho have either passed the C am b rid g e First C ertificate ex am in atio n or successfully com pleted an equ iv alen t course

o f study

By the end o f this book, successful students will be able to use the Functions,

T o p ic N otions, an d G ra m m a r studied to express themselves fluently an d accurately, p artic u la rly in w riting Such students will be in a position to take the C am b rid g e C ertificate o f Proficiency exam in atio n after fu rth e r tra in in g

in the specific techniques necessary for th a t exam ination

U N IT L A Y O U T

E ach u n it contains

a) A T ex t, w hich exemplifies one or m ore F u n ctio n al areas, an d w hich is

also a b o u t a p a rtic u la r topic, thus p roviding m ateria l for discussion and

vo cab u lary extension

b) C om prehension an d S u m m ary exercises.

c) R evision-T est (except U n it 1).

d) P resentation an d p ractice o f F u n ctio n al L anguage.

e) Sentence construction (i.e G ram m ar).

f ) F eatures o f S tru ctu re an d Style o ccurring in the text.

g) V o cab u lary extension.

h) F inal W ritten Tasks, designed to in teg ra te ( d)-(g) above.

DESIGN

T h e course is designed in such a w ay th a t it can be used, a t the one extrem e, for intensive courses, an d a t the o ther, for p riv ate study As m an y students at this level follow non-intensive courses they will find the p riv a te study

p o ten tial of the book p artic u la rly v alu ab le; a key is provided for the

m ajo rity o f the exercises T hus, w here tim etab lin g m akes this necessary,

p a rtic u la r parts of the u n it m ay be d e a lt w ith outside the classroom

T h e following publications have been p a rtic u la rly useful in the p re p a ra tio n

o f this book

Leech an d Svartvik, A Communicative Grammar o f English, L ongm an, 1975

Q u irk an d G reen b au m , A University Grammar o f English, L ongm an, 1973

W ilkins, Linguistics in Language Teaching, E d w ard A rnold, 1973.

VI

I N T R O D U C T I O N T O S T U D E N T S

R ea d this, as it will help you to get the best out o f the book

T his book is especially designed for students who have passed the

C am b rid g e First C ertificate ex am in atio n o r w ho have d one a course to

a b o u t the sam e level, a n d com pleted it successfully T his book will help you tow ards a higher level o f English know ledge, an d if you wish, tow ards the

C a m b rid g e C ertifica te o f P roficiency e x a m in a tio n

TH E L A Y O U T OF EACH U N IT

Text designed to provide discussion m ateria l an d show exam ples o f the

lan g u ag e you will be studying

Exercises on the Text designed to test yo u r ab ility to u n d e rsta n d an d take

in fo rm atio n out o f the text an d to give you p ractice in selecting p a rtic u la r points from the text an d linking this in fo rm atio n to g eth er w ithin a lim ited

n u m b e r o f words

Revision- Test designed to give fu rth er p ractice in elem ents o f language w hich

you have alread y studied in previous units

Structure and Style provides o p p o rtu n ities to study a n d practise special stylistic

features o f w ritten English

Topic Vocabulary here you can learn w ords in groups w'hich are all concerned

w ith a p a rtic u la r topic

Writing Tasks this is the m ain piece o f p ractice in w hich you can use the

lan g u ag e you have studied in the u n it (as well as in previous units) These com positions have been chosen to represent the kinds o f w ritten tasks w hich you m ight one d ay w a n t to perform in English

IF YOU A R E F O L L O W IN G A N O N - I N T E N S I V E COURSE (2-10 lessons a Week), you will have to do the m ajority o f the exercises on your own T h e re is a key provided for all the exercises w here this is possible I f th ere are points in the explanations or exercises w hich you do n ot u n d erstan d , ask y o u r teachers

a b o u t them w hen you have the o p p o rtu n ity

Y ou will have p lenty of op p o rtu n ities w hen using this book to talk ab o u t

yourself, give your personal opinions, an d say w h at you think R em em b er

th a t learn in g an o th e r language, especially at an ad v an ced level, should be

a n o p p o rtu n ity to express yourself an d your ideas clearly an d fluently, an d

to enjoy learning to do this W e wish you every success in b rin g in g your know ledge o f English to an a d v a n c e d level

2 Talking Points

These true/false questions are designed as oral classroom activity, e.g the teach er reads the sentences a n d the students say w h eth er the answ er is true or false T h e questions are n ot designed to focus on any p a rtic u la r aspect of language, b u t should form the basis for discussion on the subject-

m a tte r o f the text

3 Writing Points

These questions could be done orally, b u t the in ten tio n is th a t the stu d en t

should be able to w rite complete answers, as he will have to do in the

Proficiency exam ination

R E V IS IO N -T E S T

These can be done m ost effectively in the classroom u n d e r quasi-test conditions T h e very act o f doing the test should reinforce stu d en ts’ ab ility to use the lan g u ag e w hich they have studied an d help th em to com m it th a t lan g u ag e to th eir m em ories

FU N C T I O N A L L A N G U A G E , SE N T E N C E C O N S T R U C T IO N , S T R U C T U R E A N D STYLE

Since these various aspects o f lan g u ag e are often tre a te d in sim ilar ways they will be d ealt w ith to g eth er here

I t is suggested th a t the stu d en ts’ a tte n tio n be d ra w n very carefully to the

w ay lan g u ag e is used in th e text to perform certain functions T h e y thus see

th a t they are not m erely studying g ra m m a r b u t are stu dying a lan g u ag e whose use is exem plified in the text

W h en studying the charts, before doing the exercises th a t follow them , it is suggested th a t the tea c h e r m ig h t p o in t o u t the g ram m a tica lly tricky aspects

o f the language A n exam ple o f this is on page 43 w here the c h a rt includes X

has no alternative but to D O A com m on m istake w ith this construction is

the omission o f but T his can be p o in ted o u t to the stu d en t as he studies the

ch a rt, h elping him to avoid the m istake in the future

T h e exercises th a t follow, for exam ple, a d v i c e , are designed for classroom use I t is suggested th a t the controlled exercises th a t usually begin the

ex p lo itatio n should be d one o rally ; ind eed , m ost o f the exercises are suitable for oral use, b u t to provide v ariety it is often a good idea to m ake the students

w rite one or two sentences from a p a rtic u la r exploitation Wrhere, at the end

o f each section, the p ractice is o f a freer n a tu re , group-w ork is often very profitable

As was said in the g e n e r a l i n t r o d u c t i o n , constraints o f tim e m ay m ake

it im possible to do all th e w ork in class F o r this reason th ere is a key at the back o f the book, an d p arts o f the units can be set as hom ew ork/self-study

W h ere m ateria l from th e r e s o u r c e s f i l e is a p p ro p ria te to the language being studied a note will be found in the u n it, a n d the m a te ria l can th en be used as a m ore interesting, or extra, or a ltern ativ e , stim ulus for the students

t o p i c v o c a b u l a r y

In this section the stu d en t is p resen ted w ith a v o cab u lary area T his section

is n o t in ten d ed for classroom u s e ; the stu d en t should discover the m ean in g o f the w ords him /herself T e a c h in g v o cab u lary is usually a fruitless exercise,

a n d w ould certainly be so here T h e exercises w hich follow the section, how ever, could be set as hom ew ork It is suggested th a t all the students be

e q u ip p ed w ith a good dictio n ary

W R IT IN G TASKS

T h e m ain objective o f these tasks is th a t the stu d en t should practise w h a t he has learn t S tudents m ust be en co u rag ed therefore to use th e lan g u ag e from

the units O n e w ay of doing this is to p u t a tick on the page every tim e the stu d en t uses language he has studied from this book T h e O p tio n Boxes sim ply provide m ore com position titles, should they be needed.

x

MARKETING North A frica Division

We are writing in reply to your letter of August 2nd, which was

asked for our advice concerning the marketing of motor-cycles in

North African countries, in particular Tunisia.

5 At the moment, it would seem to us that it is not possible to give

especially so, since, in our opinion, there are such vast differences

that your best course would be to have an area sales survey made, a

10 task we would gladly undertake on your behalf At the same time as

finding out about sales prospects, it is essential that possible future dealers should also be investigated, and this service is part of all sales-surveys we make.

In addition to having a survey made, we would also advise you to make

15 a personal visit to the area, perhaps while the survey team is making

countries concerned, which, in our opinion, is vital for any

businessman planning a major marketing venture.

20 need any details about the kind of survey we undertake, Head Office

will be very happy to supply them.

Y n u y a a -i nr»OT*oT \r

C Clark

Tài li u đư c chia s t i “TÀI LI U LUY N THI IELTS”

http://www.facebook.com/groups/tailieuluyenthiielts

ADVICE >1ND

OPINION

1 V O C A B U L A R Y

F in d w ords or phrases in the text th a t m e a n :

a) advertising an d selling a com m odity

b) an organisation giving professional advice

h) people w ho sell for an organisation

i) extrem ely im p o rta n t

Say w h eth er the following statem ents are tru e or false I f you th ink theansw er is false, give your reasons

a) M r F a rrin g d o n ’s letter arriv ed a t the H e a d Office on A ugust 2nd b) M r F a rrin g d o n ’s letter asked for advice a b o u t selling m otor-bikes in

N o rth A frican m arket-squares

c) M ark etin g C onsultancy Services can n o t yet say w h eth er it is a good

idea to sell m otor-cycles in N o rth A frican countries

d) M r F arrin g d o n w o n ’t be able to sell m otor-cycles in all N o rth A frican

countries because they are so different from each other

e) M r F arrin g d o n is advised to m ake an are a sales-survey.

f ) W h en M C S do sales-surveys, they also find o ut a b o u t places w hich

could sell the articles concerned

g) M C S th ink th a t it is im p o rta n t for businessm en to visit areas w here

they w an t to sell things

h) I f M r F arrin g d o n writes to H e a d Office asking for details, he will

m ake them very h appy

A nsw er the following questions w ith com plete sentences

a) W hy d id M r F arrin g d o n w rite to M C S ?

b) W h a t reasons do M C S give for being u n ab le to answ er M r

F a rrin g d o n ’s questions a b o u t m ark etin g ?

c) W h a t advice do M C S give a b o u t finding out w h eth er m ark etin g

prospects are good ?

d) W h a t do M C S advise M r F arrin g d o n to do personally, an d w hy?

2 T A L K I N G P O I N T S

3 W R I T I N G P O I N T S

4 C O N T E X T Q U E S T I O N S

a) ‘Such a p la n ’ in line 6 refers to

b) ‘T his a re a ’ in line 8 refers to

c) W h at does ‘this service’ in line 12 refer to?

2

Im a g in e you are M r F arrin g d o n Y ou are p re p a rin g a very short

m em o ran d u m for th e o th e r directors o f W orld M otor-cycles L td on the

advice given by M C S W rite th e re p o rt in n o t m ore th a n 50 w ords

If you take my advice you will DO

If I were you I would DO (informal')

Susan Fisher is a stu d en t w ho is a b o u t to leave school U se th e follow ing to

give h er advice a b o u t h er future

a) advise/learn/foreign languages

b) m y ad v ice/co n tin u e/stu d y

c) reco m m en d /g et/jo b as soon as possible

d) if I/y ou/go/night-school/learn/profession

e) advise/earn en ough m o n ey /trav e l ro u n d the w orld

f ) if/you/w ork/shop w ith y o u r fath er

g) m y advice/get m a rrie d , settle d o w n /h av e a fam ily

N ow m ake m ore sentences o f y o u r ow n, using th e lan g u ag e in this section,

in w hich you give advice to

a) Som eone whose new c a r keeps going w rong

b) Som eone whose p e t tiger has vanished

c) Som eone whose w ife/husband spends m ost o f h er/h is tim e aw ay from

hom e

2 Look a t m ore ways o f giving advice (some o f w hich a p p e a r in the text) in

w hich the w riter/sp eak er gives his o p in io n before giving his advice

ADVICE AND

OPINION

a N ow you are giving opinions an d advice to som eone whose neighbours are always holding parties an d th ro w in g litte r over the fence

a) seem /m e/best course/tell them how/feel

b) point/view /should call/police

c) o p in io n /th ro w /ru b b ish back

d) seem /best course/letter/co m p lain t

e) as far/concerned/best th in g /tak e th em /co u rt

f ) ap p ear/b est course/law yer

g) opinion/sue th em /dam ages/nervous disorder due to the con tin u al

noise

b. N ow m ake m ore sentences o f y o u r own, using language from this section,

in w hich you give advice to

a) Som eone who dresses shabbily, has u n tid y hair, seldom washes, an d

gets tu rn e d dow n a t all the interview s he/she goes for

b) Som eone w ho has been accused, by one o f h is/her colleagues, o f

em bezzling m oney, even tho u g h it is n o t tru e

c) Som eone w ho is having problem s w ith his/her English

3 Look at the following ways of asking for advice

What* do vou \ aC^ *SC , 1 me to DO ?

[ r e c o m m e n d J

Could you give me some advice about DOING:

Where* j f \ DO ? (slightly informal}

* Other W H -q u e s t io n s ar e a lso c o m m o n , e.g How/when, etc.

a U sing the language from the c h a rt above ask for advice in the following situations

a) Y ou w an t to know w here to live in E n g lan d in a ru ra l area, b u t n e a r

London

b) Y ou w an t advice ab o u t learn in g a m usical in s tr u m e n t-i.e you do not

w an t to learn a very difficult one

c) Y ou have been offered two jobs O n e is in a nice tow n b u t the p ay is

low, the o ther is w ell-paid, b u t in a horrib le area

d) W hen you try to be nice to your children, they are ru d e to you

e) You w an t to give u p smoking, b u t you do not know how to

4 Below are five situations in w hich people need advice U sing the language from 1, 2 an d ^ ( o n pages 3 an d 4), im agine you are w riting th e letters in

w hich advice is asked for an d given

4

ADVICE >1ND

OPINION

F r e d e r i c k C l a y b o r n Age 37

Heavy drinker, drink affecting his

health; has been told by doctor

to stop.

Executive in electronics firm,

says drink helps him to fulfil

Look at the following sentence from the text

we w ould also advise you to m ake a personal visit to the area, p erh ap s

while the survey team is making its investigations' (Lines 14—16)

T h e second p a rt o f th e sentence refers to the future, b u t the present

continuous tense is used because it is a t i m e c l a u s e b eginning w ith while

T h e sentence is p ro d u c e d in the follow ing w a y :

W e w ould also advise you to m ake P erh ap s th e survey team will be

a personal visit to the area making its investigations ( then).

D ep en d in g on the situ atio n a n d context, there are four possible tense forms

w hich can a p p e a r in t i m e c l a u s e s

you DO ( Present Simple)

you A R E DOIJVG (Present Continuous)

you H A VE D O N E ( Present Perfect Simple)

you HA VE B E E N D O IN G (Present Perfect Continuous)

w h e n Y ou will m eet T om when he arrives.

w h i l e I can m ention it while I am talking to

u n t i l D o n ’t com e until I have had my lunch.

w h e n Y ou will get to know o u r m ethods

when you have been working here fo r a while.

t i l l / u n t i l

AS SOON a s / o n c e

Im a g in e you have been m ad e re d u n d a n t, a n d you are being given inform ation at an u nem ploym ent office C om bine the following pairs of sentences in the sam e w ay as in the exam ples

a) Y ou will get w elfare m oney.

Y ou will get a new jo b

b) Y ou will be able to find work.

T h e econom ic situation will have im proved

c) W ould you fill in this form ?

Y ou will be w aiting

d) You can apply for help w ith y o u r ren t paym ents.

Y ou will have been receiving w elfare m oney for

a m onth

e) W e will also help you.

Y our children will need to buy school books

f ) Please inform us.

Y ou will be offered a new jo b

! In the following sentences people are talking a b o u t th eir forthcom ing holidays C om plete the sentences w ith a suitable tim e clause

W h e n , y o u ’ll need a long holiday

I ’ll be lying in the sun, w h ile _

As soon a s , m y own holidays will be starting

I ’m going to book m y flight im m e d ia te ly _

15 there any chance o f you seeing m y father, w h ile ?

By the tim e , y o u ’ll be too tired to enjoy your holidays

I ’m not going to w ork so h a rd , once

Y o u ’d b etter learn to drive properly, before

arrested

or y o u ’ll get

6

ADVICE AHD

OPINION

3 H ere is a n ad v ertisem en t for a career in banking Im a g in e you are giving

in fo rm atio n a b o u t jo b prospects to som eone w ho is th in k in g o f taking up

• lent full service

e.g When you start, you will be earning at least £2,400 a year.

Resources file reference B1 caption a)

T h e re are a n u m b er o f adjectives w hich, w hen used in the p a tte rn

I t is a d j e c t i v e t h a t often use s h o u l d w ith the v erb in the ‘th a t-c la u se ’

In the text, line 12, th ere is th e clause

‘ it is essential th a t possible dealers should also be investigated

T his p a tte rn occurs after adjectives expressing

Surprise an d shock (e.g amazing, horrifying, crazy, etc.)

D isapproval an d d isa p p o in tm e n t (e.g typical, sad, etc.)

A dvisability an d im p o rta n c e (e.g better, essential, vital, etc.)

Ju stice (e.g (only) fa ir, (only) natural, etc.)

T h e m ain use o f this p a tte rn is to co m m en t on a n id ea ra th e r th a n on a fact,

a n d such sentences w ith ‘sh o u ld ’ are ra th e r subjective

e x a m p l e C o m p are

i) I t is surprising th a t you believe him

= The f a c t that you believe him is surprising.

ii) I t is surprising th a t you should believe him

= j u s t t h e i d e a o f you believing him is surprising.

(A lthough in m an y cases there is very little, if any difference, betw een a

A CAREER IN BANKING ?

Salary £2,400 risin g to £4,800 after 7 years

In-service tra in in g S pecial 1 m onth course in London after 1 year's service Low interest loans fo r h ou se-pu rch a sers w ith no m inim um service requirem ent S a tis fa c to ry experience

in all d ep artm en ts leads to a u to m a tic c o n ­ side ra tio n fo r deputy m anager's post Free

m edical insu ra n ce after 3 m o n th s' service

Please repty in complete confidence to M r H urst,

R ecruitm ent Officer.

ADVICE >4ND

OPINION

sentence w ith ‘should’ a n d one w ith o u t, an ad v an ced stu d en t o u g h t to begin to note exam ples w here ‘sh o u ld ’ is used an d try to im itate them )

1 R ew rite the following sentences beginning w ith ‘I t is a d j e c t i v e th a t

e x a m p l e You know m y uncle T h a t is ra th e r odd

It is rather odd that you should know my uncle.

a) C h ild ren are allow ed so m uch freedom T h a t is crazy.

b) It is essential for children to be ta u g h t discipline.

c) I t is only n a tu ra l for parents to spoil th eir children.

d) It is extrem ely im p o rta n t for ch ildren to learn to share things.

e) N o two ch ildren learn in the sam e way T his is strange.

f ) It is m u ch b etter for parents to know a b o u t the problem s th eir children

have at school

g) It is only rig h t for parents to get involved in the ed u catio n o f th eir

children

h) Some parents consider school a w aste of tim e T his is sad.

2 M a n y people are w orried ab o u t the increase in noise an d air pollution in towns Im ag in e you believe th a t noise an d a ir pollution should be reduced M ake statem ents on the subject beginning as follows

c) a d v e rtise ; a d v e rt(ise m e n t); c o m m e rc ia l; advertising cam p aig n

d) to h ire ; to re n t; hire-purchase (agreem ent)

e) g u aran tee

j ) re d u c tio n ; to re d u c e ; c u t-p ric e ; value (for m oney)

g) seco n d -h an d ; shop-soiled; b a rg a in ; to be (not) w orth it

h) b a d ly -m a d e ; w ell-m a d e; to la s t; to b reak d o w n ; to w ear out

8

ADVICE >4ND

OPINION

2 U sing the v o cab u lary from 1 above, com plete the blanks in the following

sentences

in the new spapers a n d _on the television

b) S om ebody ow ned m y ca r before m e, so it i s _

c) ‘S m o o th ’ shirts a r e _Y ou can still w ear th em after ten years

because they n e v e r _

d) I f you are going to b uy a new cam era, m ake sure you get a -so th a t

you can have it re p a ire d free for th e first year

e) T h e d e p a rtm e n t store is ho ld in g a sale Prices have b e e n -, so th a t

everything is very cheap Y ou can pick up some really fa n ta s tic

-f ) T h e y are n o t buying T h e y a r e _ a n d they o n ly _ -for two

m onths

3 N ow w rite sentences o f yo u r ow n (using consum er vocab u lary ) a b o u t

things you have b o u g h t recently

1 Y ou w a n t to m ake a care e r as a tourist guide, a n d since you speak English

you w ould obviously be in terested in w orking w ith English-speaking

tourists W rite a lette r to the British Em bassy in y our c o u n try asking for

advice a b o u t the best w ay to achieve this am b itio n

2 O P T I O N B O X

a) A letter to a n English person w ho is com ing to stay in y o u r co u n try for

tw o m onths Give th em advice a b o u t clothes, m oney, etc

b) A le tte r to som eone you know in E n g la n d asking for advice ab o u t

w here to study English Y ou should ex plain w hy you w a n t to co ntinue

w ith English, an d w h at sort o f things you w an t to do, etc

Resources file reference E2 caption c)

Nr Wadebridge, Cornwall.

9th November.

Dear Mr Huntley,

I am writing to you in your capacity as the Member of Parliament for this constituency about a matter which has angered and worried many of us who live in Trebelwyn and nearby.

We have always known about the Craven Hill government research

had always believed that it was used for the purpose of

revelations in the Sunday Star, and the comments which the Prime Minister made mean we now know for certain that Craven Hill is

10 used for the development of materials for biological warfare.

A lot of us have become extremely alarmed by this, and we have

appointed leader and I am therefore writing to you to ask for

to realise that a small test-tube full of germs could destroy a

about this are determined to get the Craven Hill station closed down so that our families and children do not have to live in

20 fear of some terrible accident.

are holding an afternoon fete to raise money for our campaign, and in the evening some of our members will be putting on a

are not able to join us then we would like to come to London and visit you at the House of Commons, and we were wondering what day

We are looking forward to hearing from you.

Yours sincerely,

Kenneth Pringle

Craven Hill Action Group

10

PLANS >JND ARRANGEMENTS

F in d w ords or phrases in the text th a t m ean:

a) position

b) an a rea th a t elects one m em b er o f P a rlia m e n t

c) concerned w ith th e lan d an d farm ing

d) disclosures, surprising new facts

e) organise, p u t to g eth er

f ) feelings th a t som ething is b ad , against som ebody’s principles

g) an o p en -air sale ru n by people w ho are not shopkeepers, w hich tries to

raise m oney

Say w h eth er the follow ing statem en ts a b o u t the text are tru e or false I f

you think the answ er is false, give y o u r reasons

a) M r H u n tle y is a politician.

b) C rav en H ill investigates agricu ltu re.

c) All the villagers a re m em bers o f the A ction G roup

d) Som e m em bers o f the g ro u p think it is w rong to use biological

w eapons

e) T h e group thinks th a t C rav en H ill endangers local people

j ) T h e gro u p w ants M r H u n tle y to play in th eir concert.

g) T h e gro u p wishes to a rra n g e a m eetin g in L ondon w ith M r H u n tley

A nsw er the follow ing questions w ith com plete sentences

a) W h a t is M r H u n tley , a n d w ho does he represent?

b) W h a t d o e s ‘it ’ refer to in line 6?

c) W ho are ‘those’ in line 17 ?

d) W hose families are ‘o u r fam ilies’ in line 19?

5 S U M M A R Y W O R K

Im a g in e you are one o f the ‘C rav en H ill A ction G ro u p ' Y ou w an t to

place an ad v ertisem en t in a n a tio n a l new sp ap er ex p lain in g w h at you are

a n d w h at you object to Y ou hope th a t th e ad v ertisem en t will b rin g a lot

o f people to yo u r n ex t m eeting A dvertisem ents are expensive, so you

m ust lim it your w ords to 60 W rite the advertisem ent, using o n l y

in fo rm atio n from th e text

PLANS AND

ARRANGEMENTS

1 J o in the following pairs of sentences to m ake one sentence

a) J o h n will n ot stop w orking.

H e will have finished w h at he is doing

b) H e will stop work.

H e will go an d have a drink

c) H e will feel a little d runk.

H e will have been d rin k in g for a couple o f hours (3 m arks)

2 C hange each of the following sentences so th a t they start w ith the phrases given

c) ‘H ow can I stop sm oking?’ C an you give m e

3 Choose the rig h t answ er, a , b, c , or d in the following questions

a) W hen he got a jo b , he h ad no difficulty i n his family.

4 W rite three sentences to som eone whose son has ru n aw ay from hom e,

an d has disappeared Y ou should use

PLANS AND

ARRANGEMENTS

Use the following to m ake arran g em en ts

a) I w o n d er/w e/m eet/F rid ay

b) W ould/possible/m e/see y o u /T u esd ay

c) C ould you com e/m y house next week

d) I/w ondering/possible/you/visit u s/th e sum m er

e) w e/lu n ch to g eth er next week

j ) W o u ld /co n v en ien t/m e/p ay y o u /v isit/T h u rsd ay

g) I w o n d e r/F rid ay /co n v en ien t/y o u

h) we h av e/d rin k to g e th e r/S a tu rd a y

2 E X T E N D I N G I N V I T A T I O N S

W ould you like to DO ?

W ould you be interested in D O IN G ?

Use the following to extend invitations

a) you like/stay w ith us next w eekend

b) y o u /in terested /g o in g /th eatre next T h u rsd a y

c) com e to a p a rty /F rid a y

d) going h itch -h ik in g /su m m er

3 R E S P O N D I N G T O A R R A N G E M E N T S A N D I N V I T A T I O N S

No

I am afraid <

I will not be able to DO .

I can not manage to DO

it will not be possible for X to D

tim e will not be convenient

Yes I would be delighted to DO

It will be possible for X to DO ^weak)>

I would love to DO (slightly informal')

Below are some situations co n cerning invitations or arran g em en ts Say

w h a t you w ould w rite in each case

a) A friend has asked you to stay for the w eekend Y ou wish to accept

b) T h e gas b o ard have w ritten you a le tte r asking if th ey can com e an d

‘re a d yo u r m e te r’ on T h u rsd a y T his w ould be a b a d d ay for you

c) Y ou have w ritten to a n English co m p an y for a jo b interview T h e y

replied, asking you to go a t 12.30 next W ednesday Y ou wish to

PLANS >4ND

ARRANGEMENTS

4 G eorge is a stu d en t w ho is in his last term a t college H e is try in g to get a

jo b teaching Below is his d iary for the next two weeks

7 Thursdav B/iAAAM^ PAYEW eok23 1 ^ /ftHrfi/iiAJ f r j a S o h s t ttf w '

a) G eorge’s bank m an ag er w ants to see him a t 11.00 on W ednesday the

6th

b) A school w ants G eorge to go for an interview d u rin g the afternoon o f

T h u rsd ay the 7th

c) J e n n y ’s parents invite G eorge for lunch on S unday the 10th

d) G eorge’s lan d lo rd w ants to call and see him on the m orning of

PLANS AND ARRANGEMENTS

R E L A T I V E C L A U S E S - D E F I N I N G

In using relative (who, that, which, etc.) clauses you need to c o n cen trate on

the follow ing p o in ts :

i) w hen it is necessary to have a relativ e p ro n o u n , a n d w h en it can be left

o u t;

ii) w h eth er the style is <informal) o r <(form al)

Look a t the following exam ples from th e text a n d notice w hen th e relative is

the subject, w hen it is the object o f the follow ing verb, a n d w hen it is a

possessive

s u b j e c t a matter which has angered and worried many o f us (1 2 )

o b j e c t the comments which the Prime Minister made (1 8/9)

p o s s e s s i v e a man whose outspoken views on this subject (1 27)

T h e basic rules for using relatives can be sum m arised as follows

People and pets

* Cases where no relative is used are known as contact clauses (The words in

brackets are the less usual forms.)

In m an y cases the id ea o f possession is show n by a w ^ - p h ra s e ,

1 M ake the following pairs o r groups o f sentences into one sentence by using

relative or co n tact clauses a n d o m ittin g the w ord in italics W rite each

sentence in the style in d icated

PLANS AND

ARRANGEMENTS

EX A M P L E

O n e m em ber o f P arliam en t was very helpful I spoke to him <(formal)

I spoke to one m em b er o f P arliam en t who was very helpful.

a) T h e o th er d ay I b u m p ed into an old friend o f m ine He now works in

the car trade, (inform al)

b) M y friend suggested going for a d rink in a pu b H e knew one (informal}

c) T h e p u b was a kind of cellar Its tables w ere old and w ooden (informal)

d) I was am azed a t some of the stories H e told them a b o u t the car trade (inform al)

e) It w ould seem th a t there are a few real crim inals in the trad e T h e

police know all ab o u t them But they are very difficult to catch, (fo rm a l)

f M ost o f the crim inals w ork in gangs Their leaders tend to prefer

driving sports cars, (fo rm a l)

g) M an y of the car dealers m ake th eir m oney by respraying stolen cars

before selling them J a c k was talking a b o u t these car dealers ( form al)

2 A dd a relative clause to the w ord in italics to define it m ore exactly M ake

y o u r sentences eith er (fo rm a l) or (inform al).

e x a m p l e I p artic u la rly dislike people

children to misbehave.

(inform al) ii) I particularly dislike people that let their children

shout and scream.

a) R ecently I m et someone _

b) W here is th a t book

c) Food is very expensive.

d) Students prefer teachers _

e) Cars are very annoying.

f ) Grandparents are often u n h a p p y

g) I asked for the su it _

h) T h a t w om an is the one

i) I can still rem em b er the visit _

I T IS A D J E C T I V E S I N F I N I T I V E

Look at the following sentence from the text

It is frightening to realise that a small test-tube fu ll o f germs could destroy a whole civilisation (Lines 15-17)

16

PLANS AND

ARRANGEMENTS

T his is a co m b in atio n o f the follow ing two sentences

i) A sm all test-tube full o f term s could destroy a w hole civilisation

ii) W h en anyone realises this, it is frig h ten in g /R ealisin g this is frightening

1 J o in the following pairs o f sentences in the sam e way

a) Som eone from o u r co u n try has w on a gold m edal I t is exciting w hen

anyone hears this

b) Som e paren ts m a ltre a t th eir children Believing this is h ard.

c) A spider spins its w eb W h en we see how this is done, it is fascinating.

d) M ore a n d m ore y oung people are going to university W h en anyone

sees this, it is encouraging

e) O n e d a y people will be living on V enus V isualising this is difficult.

2 M ake sentences in th e sam e w ay a b o u t the follow ing situations (your

sentences should reflect y o u r personal o p in io n s)

a) M ore a n d m ore couples are g ettin g divorced

b) M edical research is being ex p an d ed

c) Y ou have passed an im p o rta n t ex am in atio n

d) O u r ancestors w ere apes

e) W e sometim es th in k we have experienced som ething before, w hen in

fact we have not

f ) A m ericans w ere E nglish once

E N T E R T A I N M E N T

1 Below are w ords connected w ith different types o f e n te rta in m e n t F in d

o u t w h a t they m ean , using a d ic tio n a ry or an y o th er source

a Places and types

a) th e a tre ; cin em a; n ig h t-clu b ; hall

b) c o n c e rt; p la y ; sh o w ; c a b a r e t; festiv al; c irc u s; fair

b. Theatre

a) com edy; tra g ed y ; farce

b) s ta g e ; w in g s; a u d ito riu m ; o rch estra p i t ; scenery

c) c u r ta in ; a c t ; s c e n e ; in terval

c Music

a) p o p ; classical; c h o ra l; j a z z ; fo lk ; op era

b) th em e; m o v em en t; sym phony; concerto

c) im provise; im p ro v isatio n ; live ( a d j.) ; solo

d. General

a) p u t o n ; p e rfo rm ; take p a rt in

b) (go on) to u r; booking; d a te ; ru n

PLANS AND

ARRANGEMENTS

Use a p p ro p ria te words from the list above to com plete the blanks in the (R)following sentences

a) T h e first tim e P aul saw M a ria , she w a s in a play She h a d the

m ain fem ale role

b) T h e play was a _I t was very funny, an d P aul, w ho was sitting in

t h e w atching, co u ld n ’t help laughing

c) T h e next n ight P aul w ent to a concert, w ith the fam ous

saxophonist Bill Blowitt P au l h a d never seen h i m before, he h ad

only h eard him on records

d) L a te r th a t week P aul w ent back to w atch M aria She first ap p eared

from t h e a t the side o f the stage for h er scene in the first _ She

got m arried a t the end o f the play, ju st before t h e fell

e) A fter t h e P aul m et M a ria , an d asked h er if she w an ted to go

d an cin g in a , w here th ere was a w ith a fam ous com edian

150-200 words

1 Y ou are a new spaper rep o rter, an d you w an t to interview an English

politician w ho is visiting your country W rite a letter asking for an

ap p o in tm en t w ith him next week (you should state w hen you are

available an d w hen you are n o t)

2 O P T I O N B O X

a) A letter to an English friend, invitin g h im /h e r to stay w ith you.

b) A letter to your b an k m an ag er, asking for an a p p o in tm e n t next week.

c) You have been invited to stay w ith an A m erican friend w ho lives in

y o u r country Y ou w ould like to take your sister w ith you because she has

n o th in g to do a t present a n d w ould otherw ise be left alone in the house

W rite accepting the invitation, asking if you can take your sister

1 8

Death wagon

ordeal

L O O K IN G b ack o v er th o se te rrib le w eeks —m o st o f the tim e Hat f§(

on m y back w ith m y h a n d s tied — I w o u ld say th a t th e m o st | | | difficult th in g to b e a r w as th e inactiv ity I co u ld on ly th in k o f d e a th , | j |

w hich w as sta rin g m e in th e face I m ad e m y self th in k o f the h a p p y | j t tim es I h ad h a d , bu t I kep t th in k in g o f m y life as g rain s o f san d in

an h o u r-g la s s; I h ad no idea how m uch tim e I h a d left

evening stroll with the dog, a rather well-

dressed man came up to me and asked me

to direct him to the local church hall I was

just turning round to point up the road

when a wet cloth was pressed over my

nose that was the last I knew until I

came to in the back o f a large van o f some

kind It was only after I realised we were

moving that 1 remembered what had

happened Still groggy from the chloro­

form 1 tried to sit up, but I was firmly

strapped to a narrow bed.

As soon as we stopped, the back door

was thrown open and in jumped two men.

The light o f their torches blinded ’ me,

but as I got used to it I recognised the man

who had stopped me in the street 1 felt

that he was sneering at me, and as the days

went by, I discovered that James—as he

was known—was the most heartless, cal­

culating person I had ever had the

misfortune to meet I immediately asked

what they meant to do with me, to which

he replied that it all depended on whether

my company would pay the ransom

money 1 asked to be allowed to get in

Turn to Page 6 Column 5

touch with my wife, as I knew she would

be terribly worried, and it was then that I

found out just how nasty James was ‘Feel

free’, he said, and got out o f the van,

chuckling to himself at his little joke.

1 suddenly had what 1 thought was a

brilliant idea For several years I have been

taking pills for my heart, so 1 decided to

feign an attack Breathing heavily and

clutching my throat, I shouted that I was

having a heart-attack and that 1 needed

my pills You can imagine my surprise

w hen James came in with a glass o f water,

and a bottle o f my special pills How long

had they been keeping tabs on me I

wondered, to know so much about my

personal life? Having given me the pills,

James told his accomplice to let me have

something to eat while he ‘arranged things'

As, in the position 1 was in, 1 couldn’t

move, 1 asked them to untie me, and to let

me use my hands The accomplice undid

the straps that kept me tied to the bed but

he wouldn't free my hands.

When James returned, he was carrying

veiled sarcasm he asked me if I would mind reading a short typed message to my firm, explaining my situation, and demanding

a substantial ransom for my release Once again, I begged to be permitted to make a recording to send to my wife, and you can imagine how my heart sank when he told

me that the only thing my wife might receive was my wedding ring- with my finger still in it.

By this time I was beginning to feel the

‘call o f nature’, and I asked if I could use the toilet James agreed readily, lifted down a plastic bucket from the side o f the van and untied my legs They refused to leave me alone even for a couple o f minutes my humiliation and de­ moralisation were complete.

The second part of George Myers' dramatic story w ill be in next week's SUNDAY STAR Make sure you don't miss it ORDER YOUR COPY NOW!

F in d words or phrases in th e text th a t m ean:

a) extrem ely carefully

b) w ith very u n clear thoughts (because o f alcohol or drugs)

c) hav in g no feelings

d) u n p leasan t (of a person)

e) lau g h in g softly

J) p re te n d

g) som eone w ho helps (usually in a crim e)

h) the feeling th a t you have lost y o u r d ig nity

c) T h e y w ould n o t let M yers send a message to his wife.

d) M yers needed his pills.

e) Ja m e s w an ted to cu t off M yers’ rin g finger.

J) T h e y let M yers have som ething to eat.

g) T h e y let M yers go o u t to the lavatory.

h) T h e y o rd ered M yers to read a p re p a re d statem ent.

A nsw er the following questions w ith com plete sentences

a) W h a t d id M yers usually do in the evenings ?

b) W ho stopped M yers a n d asked him the w ay to the c h u rch h all?

c) W here was the bed th a t M yers was stra p p e d to?

d) W h y was M yers surprised w hen J a m e s b ro u g h t the pills ?

a) W h a t does M yers ask for perm ission to do in the story?

b) C h ange each o f the incidents from 5 a w ith the k id n a p p e rs’ answers

back into dialogue form

1 In the follow ing sentences, com plete the blanks an d p u t th e correct form

o f the w ords in the brackets

a) ‘W ould it b e for you (come) a n d see m e on T h u rsd a y e v en in g ?’

b) ‘I ’m afraid I T h u rsd ay , b u t I (love) to com e some o th er d a y ’

c) ‘(Com e) you on M o n d a y ? I ’d like you to m eet the m a n was at

J e f f ’s p a rty ’

d) ‘T h a t sounds a good idea W ould you (in te re s t) com ing w ith m e

som etim e next w eek?’

e) ‘I (be) delighted I w a n t to see th a t p l a y has h a d such good

2 R e a rra n g e the o rd er o f the follow ing w ords to m ake sentences

a) th in k /M a rs/o n /m a y /life /to /it’s/th e re /e x c itin g /b e /th a t.

b) isn’t/su re /w e /o n /life /M a rs /la n d e d /m a n /th e re /c a n ’t/b e /th a t/u n til/

3 W rite sen te n ces:

a) asking som eone to m eet you next F rid ay

b) asking som eone for advice a b o u t w here to study

b) giving yo u r opinion a b o u t w here to study

d) telling som eone th a t you will n o t be able to m eet them on F rid ay

(8 m arks) ( T o ta l: 20 m arks)

c | Permission

1 In the passage you have ju st read , M yers often asks to be allowed to do things; we often use to be not allowed to to say w h at we can n o t do.

e x a m p l e You are not allowed to park on a double yellow line.

Below are signs in a park Say w h at you (im personal) are not allow ed to

do there

NO- SUNBATHING

| KEEP OFF THE GRASS

IT IS FORBIDDEN

TO FEED THE DUCKS

DO NOT CLIMB THE TREES

NO RADIOS

2 W hen we talk a b o u t perm ission we say w h at we could/could not do, and

w h at we c a n /can n o t do Below are some ways o f saying this

a) Describes w h eth er we could or not

allow X to D O (Will not allow X to DO ) (Will not let X D O )

to be 1 § ^ en I permission to DO

) reiused j r

a R e-w rite the following sentences startin g w ith the w ords given Use

language from ( a) a n d ( b) above.

2 2

E X A M P L E

Y esterday M a ry ’s fa th er said she could stay o u t late

M a ry ’s fath er gave her permission to stay out late.

N ow do these in the sam e w ay

a) A t the Zoo we w an ted to feed the anim als A notice said, ‘Do N ot Feed

the A nim als’

W e

b) Y esterday A n ita w a n te d to go to the cinem a w ith h e r friend H e r

fath er d id n ’t say no

A n ita ’s fath er

c) Y esterday F re d ’s boss said he could take the d ay off w ork to go to his

sister’s w edding

F re d ’s boss _

d) F re d ’s boss told J a k e (F re d ’s friend) th a t J a k e co u ld n ’t have th e d ay

off to go to his frie n d ’s sister’s w edding

J a k e

e) T rain ers o f horses c a n ’t give th e ir horses stim u latin g drugs before

races

T rain ers _

b W hen J im was in the arm y, there w ere a lot o f things he could not do, an d

some he could M ake sentences using th e in fo rm atio n below a b o u t w h at

you think he co u ld /co u ld n o t do S ta rt y our sentences in one o f the ways

suggested

Sm oke d u rin g lectures.

W hen J im was in the arm y . Go o u t drinking.

T ak e his girlfriend back to th e cam p.

O n e n ig h t the s e r g e a n t Be absent w ith o u t perm ission.

T h e s e r g e a n t . P lay cards for m oney in the cam p.G o on leave.

T ell the sergeant w h at he th o u g h t o f him

C an you think o f o th er things th a t soldiers c a n /c a n n o t do in the arm y?

3 W h en we ask a b o u t perm ission we re p o rt o u r questions in the following

ways

if X could D O .

X asked - to be allow ed to D O

for perm ission to D O .

a n d we re p o rt the answ er to o u r question in the follow ing ways

refused ) j let X D O agreed J t0 [ allow X to D O .

an d by using expressions from 2 (above)

U sing the language above, change the following into ‘rep o rted speech’

E X A M PLE

Is a b e l: ‘Y ou c a n ’t borrow m y pen, R o b e rt.’

Isabel refused to let Robert borrow her pen.

N ow do the sam e w ith the following

a) G loria: ‘C an I leave the class early, p lease?’

T e a c h e r: ‘N o ’

b) F r e d : ‘C an I have m y holidays in S e p tem b e r? ’

F re d ’s boss: ‘Yes, o f course you c a n ’

c) P a u la : ‘C an I have a p erm it to stay in the co u n try for th ree m onths

lo n g er?’

Im m ig ratio n official: ‘Y ou c a n ’t stay in the co u n try any longer unless

you are a full-tim e stu d e n t.’

4 D ian a Close, of C oastal T V , took a film crew a b ro a d to m ake a

d o cu m en tary Below is the film schedule she h a d p lanned

a m I n t e r v i e w p r e s i d e d

P.M S e o o i A d a r y S cW ool q A a ss l^ t e W r e i/O

p r i v \ o p a l ;

A.M VisiV- - t o u r is t r<esorh \I\

sit-P.M PotvK cal r a l l y o n q q n 'ise d b^| -the.

W h en Close an d the film crew reach ed the country, they found th a t there

w ere some things they could do (the g overnm ent o f the co u n try said they

could), an d some things they could not D ian a Close crossed out the

things in the schedule th a t they could not do

U sing the perm ission language you have studied, im agine th a t you are

D ian a Close telling your boss w h at you asked to do, an d w h at you could/

could not do

24

E X A M P L E

We asked fo r permission to film the parade on Monday, and we wanted to include

pictures o f the soldiers training Well, we were allowed to film the parade, but they

refused to let us watch the soldiers training.

Resources file references 1 A2 cap tio n a) 2 A2 cap tio n b)

S U B S T I T U T I N G I N F I N I T I V E S F O R R E L A T I V E C L A U S E S

N otice in this sentence from the text, a n infinitive is used ra th e r th a n a

relativ e clause

T h e m ost difficult th in g to bear (T h e m ost difficult th in g which I had to bear)

was the inactivity (Line 2)

T h is stru ctu re often occurs as a w ay o f av oiding defining relative clauses

b) T h e first people you should go to w hen you need help are yo u r friends.

c) T en zin g an d H illa ry w ere the first m en w ho clim bed Everest.

d) Sorry I c a n ’t com e earlier b u t I have a lot o f arran g em en ts w hich I

have to m ake

e) O n e o f the problem s in some u rb a n areas is th a t ch ild ren have no

parks w hich they can play in

f ) C an you im agine an y th in g so fru stratin g — a b o ttle o f w ine an d

n o th in g w hich I could open it w ith?

g) T h e re is no w ay w hich could p rev en t th e disease from spreading.

2 M an ch ester is try in g to encourage m ore tourists w ho visit L o n d o n to

m ake the jo u rn e y n o rth T h e y have p rin te d the follow ing in form ation

sheet to be h a n d e d o u t a t airp o rts an d m ajo r stations

■IIII

J

rWELCOME TO-> MANCHESTER!

H i s t o r i c p l a c e s ! F r i e n d l y p e o p l e !

LOW PRICE ACCOMMODATION From London TRAIN 2j hours £13.00 (ret.)

CONNECTIONS TO THE LAKE DISTRICT

Cathedral Northern Art Gallery over 20 cinemas Library Theatre Halle Orchestra

Restaurants to suit all tastes and pockets

Further information

The Manchester Bureau King's Square, London SW1 (near Victoria Station) Accommodation arranged if desired

Use the above inform ation to m ake sentences like the following exam ple

I f you want to meet friendly people, the place to stay is Manchester.

P R E S E N T A N D P E R F E C T P A R T I C I P L E S — W R I T T E N S T Y L E Look a t the following two sentences from the text

a i) Breathing heavily a n d clutching m y th ro a t, / shouted th a t I was having

a h eart-attack (11 43-45)

b i) Having given m e the pills, James told his accom plice to let m e have

som ething to eat (11 51-53)

In speech, we w ould p ro b ab ly express the same ideas as follows

a ii) I started to b re a th e heavily, clutched m y th ro a t, a n d shouted

b ii) W hen h e ’d given m e the pills, Ja m e s told his accom plice

Breathing an d clutching are both know n as p r e s e n t p a r t i c i p l e s

Having given is w h a t is know n as a p e r f e c t p a r t i c i p l e

P erfect participles are rare in n o rm al spoken English, as are present participles, except w hen they replace relative clauses For exam ple, Ja m e s

p ro b a b ly said to M yers (sarcastically)

‘W ould you m ind read in g this typed message to your firm

, r > the situ atio n you re in r

2 6

N ote 1 W e only use the p e r f e c t p a r t i c i p l e if it is necessary to show clearly

that one action finished before the other one started I f the w rite r h ad used a

present p artic ip le in (bi), how w ould the m ean in g have ch an g ed ?

N ote 2 T h e subject o f th e p artic ip le m u st be the sam e as the subject o f the

m ain clause F o r exam ple, this sentence w ould be im possible:

Walking through the park, the flowers were beautiful, since it w ould m ean

th a t the flowers w ere w alking th ro u g h the p a r k !

1 W h en G eorge M yers was released, he gave a press conference H e was

questioned p a rtic u la rly a b o u t his feelings b o th d u rin g his cap tiv ity an d

since his release U sing a p resent o r perfect particip le, com bine the

following pairs o f sentences to show how th e new sp ap er rep o rte d the

interview

E X A M P L E

‘I th o u g h t they w ould kill m e if I tried to escape, so I never trie d ’

i) Thinking they w ould kill him if he tried to escape, he h a d never tried.

‘I never h e a rd the accom plice’s nam e, so I d o n ’t know w ho he w as.’

ii) Never having heard th e acco m p lice’s nam e, he d id n ’t know w ho he was.

n o th in g to antagonise th e m ’

b) ‘I tried to reason w ith Ja m e s once or twice, b u t I gave up because it

clearly h a d no effect w h atso ev er.’

c) ‘I som etim es looked a t Ja m e s a n d realised w h at greed for m oney could

2 L ast n ig h t you w en t to a circus U sing present a n d perfect participles,

w rite sentences a b o u t the follow ing things

a) T h e clowns

b) T h e lio n -tam er

c) T h e trap eze artist

d) A n elep h an t th a t got o u t o f control

e) T h e tig ht-rope w alker

C H A R A C T E R

1 H ere are some m ore com m on adjectives a b o u t p eo p le’s personalities

F in d out w h at each one m eans, using a d ictio n ary o r a n y o th e r source

a) g o o d -n a tu re d ; b a d -tem p ered

b) g o o d -h u m o u re d ; cheerful

e) sy m p a th e tic ; u n sy m p ath etic j ) self-confident

2 A w om an is gossiping to h er n ext-door n eig h b o u r a b o u t an elderly (K)

m arried couple she know's, an d ab o u t th eir personalities U sing only

words from the list above, com plete the blanks, according to the

explanations she gives eith er before or afterw ards

‘W ell, yesterday, I m et old M rs Jones Lovely old lady she is - always

cheerful a n d helpful - ever so ( a) w hich is m ore th a n I can say a b o u t

th a t h u sb an d o f hers H e ’s so (b) , arg u in g a n d shouting an d

com plaining all the tim e A nd I th o u g h t m y h u sb an d was ( c) un til I saw

the w ay he holds on to his m oney! N ot th a t she worries or com plains I ’ve

never know n anyone so (d) But h e ’s really ( e) , I m ean he never thinks

a b o u t h er or w h a t she w ants H e ’s got no feelings a t all, the (f) old d e v il!

T h e y ’re ju st so different - if you tell h er a b o u t your problem s, she listens

an d tries to u n d erstan d an d gives you advice, you know, very (g) A nd

it’s only because of h er th a t th eir ch ildren have tu rn e d out so polite an d

ch arm in g - such (h) young people! He ju st gave them discipline, told

them w h at they co u ld n ’t do, like some ( l) schoolm aster Still, M rs Jo n es

keeps sm iling an d h ap p y — I d o n ’t th ink I ’d be th a t (j) , m a rrie d to him !’

3 T ak e ten o th er w ords from the original list o f vo cab u lary an d try to think

o f people who you know th a t you could apply them to T h e n w rite ten

sentences ab o u t them , show ing from the context w hy you can use th a t

w ord to describe them

1 W rite a com position a b o u t a teach er w ho once ta u g h t you Y ou should

try to include some of the c h a ra c te r v o cab u lary you have been studying,

a n d some perm ission language S ta rt your com position w ith the w o rd s:

‘O n e teach er w ho I will never forget was

2 O P T I O N B O X

a) A n u n fo rtu n ate experience a t the customs.

b) A jo u rn e y th a t took longer th a n expected.

c) M y g ran d m o th e r.

Resources file references 1 A1 cap tio n a) 2 D1 cap tio n a)

28

JU LIA ELLIOTT discusses

the English love of pets and

makes some suggestions.

A nation of

pet-lovers

A RECENT survey in the United

States showed that the average

family there spent more money

on its pets than on its children.

5 Although this is a rather shocking

statistic, it should not surprise

anyone who has seen the doggy

beauty parlours or the quiet

shady groves where loved pets of

10 all varieties are laid to rest for

ever It' is possible that the

Americans are unique in treating

their little friends in this way, but

what information we do have

15 would suggest that the English,

too, are slavish in their attentions

to the whims of their pets.

This can clearly be seen when

we look at pet foods, which

20 often contain more vitamins

than human food or, at least,

are seldom less nutritious They

certainly cost as much Last

year the British public spent two

25 hundred million pounds on pet

food alone, to say nothing of

veterinary brlls and animal

furniture It is difficult not to

feel resentful about this when

30 one considers what the same

amount could do for victims o f

starvation and poverty, and so

it is not unusual for me to get

hot under the collar when I read

35 about another old person who

has left all his/her money to a dog or cat home.

There are a variety o f reasons why I, personally, find the

ing Among other things they cause physical problems An example o f this is New York where they have great difficulty

leave on the streets Many people find this funny, but in a number o f large cities it is a

help encourage experiments

support the Dr Hadwen Trust for Humane Research

major problem Animals can

50 cause disease, too It is the threat o f rabies—a disease with

no known cure -that has made the English government impose strict restrictions on animals

55 coming into the United King­ dom When the Spanish govern­ ment recently destroyed a num­ ber o f stray dogs as protection against the same threat, English

60 tourists immediately wrote letters to the newspapers com ­ plaining about ’mass murder' Another problem is the care­ lessness o f some pet owners

65 Most little children want a dog

or a cat, and they continually pester their mothers and fathers until they get one It is only when the "sweet little thing' has

70 been brought home that the parents realise how much time and money must be spent on 'Rover’ or "Bonzo’ At this point many o f them abandon

75 it This brings me to my last point Pets which are allowed to run free are often not sweet at all English farmers lose hun­ dreds o f sheep a year, killed by

80 someone's pet poodle or dachs­ hund, and you must have read

o f children being mauled by pet alsations or even tigers You may think that I dislike

8 5 all pets, but this is not true at all I would only suggest that

we have got our priorities wrong and that something should be done about it For example, the

responsibility to introduce stricter penalties for pet-owners whose animals savage livestock

or harm little children This

careless Surely it would be a good idea, too, if we made dog licences more expensive The increased revenue from them

100 could be used for many needy causes.

As far as I'm concerned, it s time we stopped being senti­ mental about pets I can see no

should get upset when animals are cut up for medical experi­ ments If this will lead us to discovering cures for serious

110 human diseases, then I say

‘keep cutting!'

We are a nation o f pet-lovers Wouldn't it be better to be lovers o f human-beings?

F in d words or phrases in the text th a t m ean:

a) scientifically collected fact or figure

b) buried

c) tiny p arts o f food, necessary for h ealth

d) good for people as food

e) upset or angry a b o u t som ething th a t has hap p en ed

f ) dogs w hich ru n freely

g) ask annoyingly again an d again

h) badly h u rt

i) o rd er o f im p o rtan ce

j ) attack an d h u rt badly

Say w h eth er the following statem ents a b o u t the text are tru e or false I f

you think the answ er is false, give your reasons

a) M ost A m erican families seem to be m ore concerned a b o u t th eir pets

th a n th eir children

b) T h e w riter thinks th a t old people usually leave th eir m oney to hom es

for pets w hen they die

c) N ew Y ork’s problem s am use J u lia Elliott.

d) L ittle children often a b a n d o n th eir pets.

e) J u lia Elliott suggests th a t the au thorities should give pet-ow ners

h arsh er pu n ish m en t if th eir anim als cause dam age

J) J u lia E lliott thinks we have stopped being sentim ental a b o u t pets.

g) J u lia Elliott does n ot feel u n h a p p y a b o u t experim ents on anim als.

A nsw er the following questions w ith com plete sentences

a) H ow does J u lia E lliott th ink m oney spent on pets could be b etter

used?

b) W hy does J u lia E lliott th in k th a t people should not be surprised at

the w ay A m erican people spend m oney on pets?

a) W h a t d o e s ‘this’ refer to in line 5?

b) W h a t are ‘th ey ’ in line 22, an d w h a t does ‘as m u c h ’ in line 23 refer to?

c) W h a t is ‘this’ in line 29?

d) W ho or w h at is ‘it’ in line 75?

e) W h at is it th a t som ething should be done a b o u t in lines 88/89?

5 S U M M A R Y W O R K

a) M ake a list o f the four reasons the w riter gives for being alarm ed at

the p o p u larity of British pets

30