LONGMAN

EXAM
SI<ILLS

Use of English
Teacher's Bool<

Fiona Scott~Barrett

CONTENTS MAP
SECTION

PAGE

Introduction

Diagnostic test

Key to diagnostic test

Key to Students' Bool<

10

University of Cambridge sample

answer sheets

43

C am brl~e G..eltifLcate oLe.tQfLcleJJ C'J "JJ.nglisb

The UCLES (University of Cambridge Local Examinations
to the Certificate of Proficiency consists of five papers:
Paper
Paper
Paper
Paper
Paper

1:
2:
3:
4:
5:

Syndicate) examination

leading

Reading
Writing
Use of English
Listening
Speaking

From December 2002 each paper contributes 40 marks to the overall total of 200 marks.
In order to pass, a candidate must achieve a minimum score of about 60% of the total
marks. The marks for all the papers are combined; it is not necessary for candidates to
achieve a pass mark in each individual paper.

Part

Consists of:

Tests:

Marks

a cloze test with fifteen

gaps.

the learner's knowledge

of grammar and vocabulary.

One mark for each

correct answer.

a text containing ten gaps.

Each gap must be filled with
a word formed ii'om the stem
provided.

the learner's knowledge of

vocabulary and word formation.

One mark for each

correct answer.

six questions each containing

three sentences with a gap in
them. The missing word is the
same for the three sentences.
Candidates must find one word
which fits all three sentences.

eight sentences which must be

transformed using a given word.

the learner's knowledge of

grammar and vocabulary.

Two marks for each

correct answer.

two texts on which you

answer a total of four questions.

the learner's awareness of

the use of language in a text.

Two marks for each

correct answer.

a summary-writing
on the two texts.

the learner's ability to extract

relevant information from texts
and write a short summary.

Up to a total of
fourteen marks.

)-ES

task based

the learner's knowledge of

. vocabulary (phrasal verbs,
collocations, set phrases, etc.).

Two marks for each

correctly answered
question.

E ofLcleJJc'J Us~EngJls_

New Proficiency Use of English Students' Book consists of: .

a comprehensive introduction to the new format Cambridge Proficiency Use of English
paper with exercises analysing the tasks and building up efficient strategies for dealing
with them.
fifteen main units each consisting of a grammar section, a vocabulary section and a
section devoted to the summary task.
five full-length Practice tests at Proficiency level and in Proficiency format, including exam
tips.
appendices covering frequently-used idioms, phrasal verbs, and verbs, nouns and
adjectives used with dependent prepositions.
The fifteen main units are theme-based and cover all the main topics that are listed by
UCLES for the new format exam (from December 2002 onwards).

111e fifteen main units are theme-based and cover all the main topics that are listed by
UCLES for the new format exam (from December 2002 onwards).
New Proficiency Use of English Teacher's Book contains the sections listed below.
Introduction.
Diagnostic
test. This photocopiable test contains 50 four-option, multiple-choice
questions and is based on the Advanced grammar points contained in the fifteen main
units of the Student'.s Book. You may use it at the start of a course to identify which areas
of advanced grammar a class or individual student has most difficulty with.
Diagnostic
test answer key.
Answer key to the Students' Book Introduction, Units 1 to 15 and the five Practice tests.
New Proficiency Use of English may be used in a number of ways:
Sequentially (i.e. from Unit 1 to the end in order).
In non-sequential order to supplement grammar practice in the class's main coursebook.
In non-sequential order to provide practice of advanced grammar points which have been
identified as causing difficulties by means of the diagnostic test.
In non-sequential order to complement the topic of a coursebook
extension and further practice of relevant vocabulary.

unit and to provide

By doing the summary sections in sequential order, to provide thorough,

practice of the skills required for Part 5 of the Use of English paper.

step-by-step

Whichever of these methods you use, it is strongly recommended that you work through the
Introduction to the new format Paper 3 on pages 6 - 19 of the Studei1ts' Book with your
class before your students attempt any of the other sections.

Each unit starts with a Grammar overview. This summarises the main points related to the
unit grammar that learners at this level are expected to be familiar with. For easy reference,
the information is presented in the form of tables. One way to exploit these would be to ask
your students to study the tables at home, and to check any points of difficulty with you at
the start of the next lesson.
Each unit then presents a number of Advanced grammar points. These are points which
commonly cause difficulty at this level and/or which are frequently tested in Cambridge
Proficiency Paper 3 questions. Each point consists of one or more Focus questions which
are designed to get the students thinking actively and analytically about the grammar point,
rather than just reading a grammar rule. A brief explanation of the structure and usage of
each point follows the Focus activity. You may want to ask your students to cover this
explanation with a piece of paper while they do the Focus activity. The Focus questions for
each Advanced grammar point have answers in the key.
A variety of Practice exercises follow the Advanced grammar points. Those which come
earlier in the grammar section practise only the items presented in the Advanced grammar
points. The later Practices may also include items from the Grammar overview. In the
grammar section of each unit there is at least one Practice exercise in the style of Proficiency
Paper 3 Part 1 and/or Part 4. Each Practice activity has answers in the key.
Some units also contain activities entitled Use your English. These are designed to
encourage freer practice of grammar points that have been studied. These sections do not
have answers in the key.

These sections have been specially designed to reflect the stronger emphasis on vocabulary
and word grammar in the new format Cambridge Proficiency exam. The vocabulary items
and word grammar which are presented and practised in these sections relate to the overall
theme of each unit and thus do not follow exactly the same pattern in every unit. However,
every unit contains a word formation task in the style of Proficiency Paper 3, Part 2 and a
gapped sentences task in the style of Proficiency Paper 3, Part 3. The vocabulary sections in
some units also contain tasks in the style of Proficiency Paper 3, Part 1 and/or Part 4.
Special features
Phrasal verbs and idioms are presented in the context of texts or sentences which relate to
the unit theme. This makes it easier for the students to learn how they actually function in
sentences and to deduce their meaning from the context. Practice of these phrasal verbs is
also contextualised within the theme. Alphabetical lists of idioms and phrasal verbs appear
in the appendices in the Students' Book.
Several activities recommend using dictionaries in class. At Proficiency level, bilingual
dictionaries or companions are not a sufficient guide to the subtleties of meaning or usage
which need to be understood and handled by students. Therefore, it is recommended that
you have sufficient copies of advanced level English-English dictionaries, such as the
Longman Dictionary of Contemporary English, for students to consult while working together
in pairs or small groups. By looking up new words and alternative meanings, students take
an active part in expanding their own vocabulary and are more likely to remember new
items than if they were translated for them.
In addition, several activities in the vocabulary section invite students to add their own ideas
and examples to those offered in the book. Again, this encourages an active role in their own
learning process and helps to build the learners' confidence. Possible answers to these
activities are suggested in the answer key.
Study tips in this section offer ideas for recording and remembering new vocabulary. It is
recommended that you read through these tips in class and invite comments and further
examples, where appropriate, from the students. You may also want to check later if students
are using any of the strategies that have been suggested in earlier units and to discuss which
they have found helpful.
The vocabulary section also contains Use your English activities. These are word games,
pairwork activities or discussion activities which are designed to offer freer practice of
vocabulary and word grammar. These activities do not have answers in the key.

Units 1 to 4 focus in detail on how to answer questions 40 to 43.

Units 5 and 6 focus in detail on how to identify the four content points to be included in
the summary.
Unit 7 focuses on how to rephrase the content points in your own words.
Unit 10 deals with paraphrasing the first draft of a summary.
Units 8, 9,11,12,13,14
and 15 offer practice of complete Part 5 tasks
(Questions 40 - 44) with varying levels of help and guidance.
In addition, Practice tests 1 - 5 contain complete Part 5 tasks (Questions 40 to 44) with
some tips.
Before doing any of the Summary sections, it is strongly recommended that you work
through the introduction to the new format summary task on pages 14 -19 of the Students'
Book with your class.
For some units, Information
provided in the key.

boxes including background information about the topic are

Practice tests: marking

There are five full-length Practice tests in the Students' Book.
Part 1: Questions 1 - 15

1 mark per correct answer

Part 2: Questions 16 - 25

1mark per correct answer

Part 3: Questions 26 - 31

2 marks per correct answer

Part 4: Questions 32 - 39

2 marks per correct answer

Part 5: Questions 40 - 43

2 marks per correct answer

Question 44

1 mark for each correctly identified

content point plus up to 10 marks
for the summary-writing task
75 marks .,<

Total

'.' To convert to a score out of 40 (the total possible adjusted score for
Proficiency Paper 3), divide the student's total marks by 75 then multiply
that figure by 40.
Note: Answers to questions 40 - 43 are provided in the key. For question 44, the four
content points are listed, but model summaries are not provided as it is not possible to
anticipate the range of appropriate answers that may be given.

Summary: marking
First, allocate one mark for each content point which has been correctly identified.
There is a maximum number of ten marks available for the summary writing task itself.
To qualify for high marks (between eight and ten) the summary:

must be within the limit of 50 - 70 words.

must not include sections copied word-for-word from the original texts.
should be logically organised with appropriate use of connecting phrases.
should be grammatically accurate and correctly spelt.

If the summary fulfils none of the criteria listed above, allocate marks between zero and two.
Allocate marks for average summaries between three and seven, depending on how well the
criteria above have been fulfilled.

Diagnostic test

This test can be used at the start of a course to identify which areas of
advanced grammar a learner entering the CPE level has most difficulty with.
1 You
wonderful! Is that a new perfume you're wearing?
a are smelling
b smell
c will smell
d have been smelling
2 Their train is
a bound

to get in at 19.05.
b likely
c due

3 It gets on my nerves that way that Carol

a forever boasts

4 Since I
:
a have known

b is forever
boasting

about her job.

c never boasts
d is never boasting

you; I have never seen you cry.

b know
c am knowing

5 When I lived in Paris, I

strolling along the banks of the river Seine.
a was enjoying
b had enjoyed c would enjoy
d used to enjoy
6 We
to the new Harry Potter film on Saturday. If we can get tickets,
would you like to come too?
a were going
b were thinking c had planned
d had been meaning
to go
of going
to go
to go
7 Our last holiday in Italy was
a quite
b fairly
8 The louder he talks,
a very irritated

I become.
b so irritated
c the more irritated d more irritated do

9 She prefers an evening at the cinema

a to going out
b rather than
go out
10

Rod is too poor

a that he can buy

11 He
talk to.
a must
12

be famous, but that doesn't necessarily mean he's interesting to

b could

13 Given the chance, many children

a are watching

a Owl is a

to bars or clubs:
c than going out
d to go out

a new car.
b so as to buy c for buying

The lecture's been cancelled, so we

a might
b could

14

marvellous.
c exceedingly

b will have
watched

nocturnal creature(s).
b An owl is a

c should

d may

as well go for lunch now.

c should
d will
TV uninterruptedly for hours.
c will be watching d will watch

15

16

17

is an instrument for looking at small objects.

a A microscope
b Microscope
c The microscope

d One microscope

My brother has
you.
a the contacts

d a contact

in the personnel department who might be able to help

b contact

c the contact

That's strange - I sent the parcel by courier, so you

now.
a must
b couldn't
c should

have received it by
d needn't

18

The engagement ring he gave her

a couldn't have
b might have

been more beautiful.

c shouldn't have
d must have

19

My teacher says it's a pity I didn't start lessons when I was younger, because she
thinks I
have become a professional musician.
a must
b would
c may
d could

20 Several witnesses said they saw the woman and child leaving the building together.
However, as the child was smiling and holding the woman's hand, they assumed
she
his mother.
a had to be
b must be
c must have been
d was to be
21

He told me he
a was to

~ finish a report before he could join us for a drink.

b must have to c had to
d must have had to

22 This is
a argued
23 He begged
a that she
forgive
24 That was

a any

to be the best film the famous director has made.

b accepted
c hoped
d thought
:

him.
b that she
c for her forgiving
should forgive

d her to forgive

party last night - I haven't had so much fun for years!

b some
cone
d no

25 Unfortunately,
children nowadays are able, or prepared, to read classic
works, such as Peter Pan or Treasure Island, in the original versions.
a little
b little
c few
d a few
26 I would normally have been on that train that was derailed yesterday, but

............... told me I should take my car to work instead.

a anything
b everything
c something
27 We've had a burglar alarm installed in our holiday cottage
about leaving it unoccupied for long periods.
a lest we should
b in order that c so that we will
we should
28

d nothing
feel happier
d for fear that we will

her excellent qualifications, she hasn't yet found a suitable job.

a Thanks to
b Despite
c Although
d As a result of

29 The plot was

a very

complicated it spoiled my enjoyment of the book.

b such
c so
d so much

30

these new regulations to come into force, our work would become much
more difficult.
a If
b Should
cHad
d Were

31

If you
you.
a do

keep teasing the dog, you shouldn't be surprised that it snaps at

b will

c shall

d did

32 If you had paid more attention in class, you

a would have

b will have

better marks now.

c ought to have
d should have

33 She can't have studied chemistry at school if she

is.
a doesn't even
know

b hadn't even
known

what a heavy element

c wouldn't even
know

d won't even know

34 I'd rather

all those stories about me as a child to my new boyfriend,

Mum. I was awfully embarrassed.
a not have told
b you didn't tell c you wouldn't tell d you hadn't told

35 I wish you

a won't interrupt

when I'm telling you something important.

b wouldn't
c didn't interrupt
d hadn't interrupted
interrupt

36 What's the matter? You look as though you

a are seeing

b see

37 Oh no! It looks like my rucksack

bus.
a has left

b has got left

c saw

a ghost.
d had seen

behind in the scramble to get on the

c had left

d had been left

38 The book was banned in Britain because it was seen

minorities.
a be

b to be

c being

39 I think it's disgraceful that the children aren't

break.
a let

b let to

offensive to racial
d having been
go outside during the

c allowed

40 The colours you've chosen are lovely, dear, but next time try

shading within the lines a bit more.

a keeping
b to be kept

c and keep

41 The girl said she went up the tree because her brother

a had dared her

42

a Hearing

b had dared
her to

c was dared

d allowed to
your
d that you should keep
climb it.
d had dared

the news of the birth of her first grandchild, Mary burst into tears of joy.
b Having heard c Being heard
d Having been heard

43

are staff to enter this area without wearing protective clothing.

a Absolutely not
b Out of the
c On no account
d In no way
question

44 Scarcely had the islanders recovered from the earthquake

began to erupt.
a that

b when

45 Only after a dozen attempts

a did she pass

46 Hardly

a voted anyone

b she passed

a why

b what

48 I don't think it's my fault;

computer crashed!
a all
49 What I really want

her driving test.

c passed she

b when

I like most about summer.

c which
d that
I did was touch that key there, and the whole
c that

d the only

up your bedroom.
b would be for you c is for you to
to tidy
tidy

50 He doesn't like children chatting in class

a Such

d than

for the independent candidate.

b did anyone c anyone voted
vote

47 It's the long, light evenings

a is that you
should tidy

c then

the volcano

b Those

c That

d is you tidying

he will not put up with.

d This thing

I<ey to diagnostic test

9

Present and future tenses

Past and perfect tenses

~Conditionals

30d; 31b; 32a; 33a

4a: 5d: 6b
VAdiectives

and adverbs

I: present and future

12

Nouns and articles

Modals II: past

speech

20b; 21c; 22d; 23d

r---8

Determiners

and pronouns

24b; 25c; 26c

Passives and causatives

~Infinitives

and gerunds

40c;41b;42a
-:=--.
14

Inversion

43c;44b;45a;~

17c; 18a; 19d

0eported

36d
~

37b; 38b; 39d

lld;
----.,. 12a; 13d
~

1).2:s; 15a; 16d

Unreal past and wishes

34d; 35b;
----

7a: 8c; 9a; 10d

~odals

Clauses

27c; 28b; 29c

lb; 2c; 3b

1S

Emphasis

47d; 48a; 49c; 50c

I<ey to the Students' Bool<

16 restrictions; 17 upbringing; 18 invaluable; 19 outdoors;
20 observant; 21 sleeplessness; 22 increasingly;
23 recounted; 24 income; 25 officially

,EarLl: CLnze tesl_~_...,...-_

art3: G-apped SeQtenc~es........,..,,....,..-,,.

Strategy building I
Tasks

Tash
That it is impossible to predict earthquakes
gap 13 = no

accurately.
the second one ('hit' is a noun here; in the other two
sentences it is a verb)

Strategy building II
Tasks
26 verb (past participle); 27 adjective; 28 noun;

29 verb (past tense); 30 noun;

31 verb (present tense/bare infinitive)

1 gap 8

2
3
4
5
6

gaps 2, 7 and 14
gaps 3, 6 and 1
gaps 9 and 11
gap 5
gap 10

Strategy building II
Tasks
26 laid; 27 deep; 28 flight; 29 sank; 30 custom; 31 stand

EJ and II
1 in; 2 for; 3 As; 4 far; 5 one; 6 only; 7 in; 8 led;
9 result; 10 issued; 11 spite; 12 caused; 13 no;
14 on; 15 rather

ar.t.,~t:Key' word tranSfOJ1UatLnns

Strategy building I
Task

Strategy building II
Tashs
17 noun; 19 adverb; 20 adjective; 21 noun; 23 verb;
24 noun; 25 adverb

Strategy building II
Tasks

Strategy building III

32
identifying synonymous phrase:
forever -+ no matter how often
changing verb tense: present continuous

Tasks

recount (the other verbs formed from count are account,

discount and miscount)

-+ present simple

33
identifying synonymous phrase:
immediately after -+ no sooner ... than
changing after + gerund -+ no sooner + past perfect

Strategy building IV

34

Tasks

identifying synonymous phrase: stop being unrealistic

bring someone down to earth
changing verb to noun: lost -+ the loss
identifying dependent preposition the loss of

o
gaps 17, 18, 19,21,22,23

and 25

-+

3S
identifying synonymous phrase:
because -+ but for ... (not)
changing verb tense and making it negative:
simple past -+ wouldn't have + past participle
36
identif)ing synonymous phrase:
it II'asn't someone 's fault -+ someone's not to blame
identifying dependent preposition + gerund following it:
to blame for + gerund
37
changing active modal verb to passive verb:
must not (enter) -+ (entry) is forbidden
identifying dependent preposition: forbidden to
38
identifying emphatic construction: it was (my father) who
identifying synonymous phrase:
persuade -+ talk someone into
identifying use of gerund after talk into
39
identifying synonymous phrase:
had just got dressed -+ had finished dressing (hersell)
changing word connecting clauses: when -+ than

32
33
34
3S
36
37
38
39

matter how often she warns

sooner had she graduated than she went
1055 of his job brought Phil down to
for her father's assistance, she wouldn't have
not to blame for the dog chewing
is strictly forbidden to anyone
my father who talked me into learning
had she finished dressing (herselO than

Part 5: SumllJ_ar task

Detailed look at the task:
Questions 40 to 43
Task

a2;b3;cl;d4;e2;f4;g3;hl

Text 1
. There is no reason to assume that the success rate
Eorhumans would be any better and the
disappointment and pain caused by miscarriages,
abnormalities and early deaths would undoubtedly be
much ~reater.
Cogent though these arguments against human reproductive
cloning are, the prospect of success is even more alarming.
Imagine this scenario: a young boy grows up in the
shadow oEa giEted brother killed in a car accident. At
each stage in his liEe, the achievements oEhis deceased
sibling are held up to him and his own failings are
constantly ridiculed. Normally such a child would
protest that .be should not have to live up to unreal
expectations. But this boy cannot, for he is a clone,
created Eroma cell taken from his brother's body. Or
consider the situation in which a person creates a clone of
himself or herself to overcome infertility. A child created
this way would be the identical genetic copy oEhis
Eather (or mother). So how would he react iEhis
parent succumbed prematurely to an illness oEgenetic
origin? Such worries may once have seemed fanciful and
remote, but, according to Ian Wilmut, creator of the world's
first cloned mammal, Dolly the sheep, the issue is so
pressing as to demand a national debate among psychologists
and biologists.
Text 2
... and thus would ask for those genes to be eliminated from
the donor cell. But where should the client, or the law,
draw the line? What iEthe parent knew he or she was
likely to pass on a genetic predisposition Eor
depression or dyslexia, or even for a body shape they
happen to dislike? Such questions must be resolved
before we start playing God with our genes.
Furthermore, if customised cloning became widely accepted
and practised, how would people regard children who
weren't cloned and customised to design
specifications? What about children born with
disabilities, or even those who did not fit the accepted
norms oEcloned beauty, health or intelligence? Would
society view such children with tolerance or come to
see them as errors in the genetic code - in short as
defective products? If that were to happen, we might lose
the most precious gift of all, the human capacity to
empathise with each other.

D
They are both about cloning human beings/reproducing
humans by cloning.

2,3,4 and 5
(points 1 and 8 are summarised by point 2, points 6 and 7
are irrelevant)

D
3,2,4,5
(3 and 2 relate to cloning in general; 4 and 5
related to customised cloning)

11

Grammar point 3
1b;2d;3a;4c
B

Is the summary the

right length?

Yes
No - too long
No - too shon

.I

Are all four content

points included?

.I

.I

Have the ideas from

the texts been
rephrased in the
writer's own words?

Yes,mainly
Hardly at all

.I

Are the ideas linked

together coherently
into a short paragraph?

Yes
No - just a list of points

.I

Yes
No

Practice B
.I

1c;2a;3b

.I
.I

Practice C

.I

.I

1 doubt whether Carol will pass; 2 is sure to come; 3 about

to leave for; 4 (I ordered) is due to; 5 guests are to leave

.I

.I

Practice 0

.I
B

.I

1 will look; 2 will be glancing; 3 will already be;

4 will have; 5 will feel; 6 fall; 7 pick; 8 phones; 9 see;
10 are bringing; 11 will have spent; 12 agree; 13 appreciate;
14 don't treat; 15 play; 16 are visiting/are going to visit;
17 are travelling; 18 are looking forward; 19 will never be;
20 admire

Vocabular~

.I
.I
1 take to - c; 2 fall out with - f; 3 fall for - h; 4 look down
on - k; 5 come between - a; 6 make up - j; 7 get along with
- e; 8 lash out at - b; 9 put someone down - d; 10 put up
with - g; 11 get someone down - i; 12 turn to - m; 13 let
someone down - I

UNIT

1
Advanced _rammar

look up to t= look down on

take against t= take to

oints----

Grammar point 1
(1)
(2)
(3)
(4)
(5)
(6)

Are you cooking ... (refers to an activity in progress at

the present time.)

I expect ... (stative verb - not usually used in
continuous form.)
correct
correct
correct
If tastes ... (verb used statively to refer to the taste
rather than the activity of trying to see how the food
tastes.)

Pattern
Pattern
Pattern
Pattern

I fall for, come between, turn to

2 get me down, let me down

3 look down on, put up with

4 fall out with, get along with, lash out at

1 putting his wife down; 2 looked down on; 3 lashed out at;
4 looked LIpto; 5 came between LIS;6 got along with;
7 fell out, made up; 8 took against; 9 let me down;
10 usually falls for; 11 put up with

Grammar point 2
Sentence 2

Practice A
1 is thinking; 2 is forever complaining; 3 suspect, are
having; 4 are having, presume, don't want, abhor; 5 recall;
6 wears, is entertaining, wants, annoys, is always coming out
of, is continually tucking; 7 are you doing, smelling, don't
think, smells; 8 are always interrupting, am talking, doesn't
matter, seems; 9 Do you see, are not seeing, are looking,
appear

Possible answers
decadence, credence, arrogance, accuracy, frequency,
freedom, childhood, desirability, brevity, merriment,
punishment, happiness, forgiveness, prevention, conviction,
caution, tenure, failure, stricture

1 revolution; 2 connections; 3 development; 4 foundation;

5 existence; 6 significance; 7 stability; 8 commitment;
9 intimacy; 10 happiness

Advanced _ramm_ar
Em
a
b
c
d

e
f

9
h
i

i
k
I

3c (cut someone off without a penny)

4b (there is little love lost between)
5a (take good care of)
3a (cut someone dead)
Ib (get on someone's nerves)
la (get your own back on someone)
2b (bring someone down a peg or two)
5b (in care)
4a (love at first sight)
lc (get on like a house on fire)
2a (bring out the best in someone)
4c (puppy love)

Grammar point 1

D 1b; 2a

Grammar point 2
Sentence 2

Grammar point 3
present

Practice A
1b;2a;3b;4c;5a;6b;

7c;8b

1 of; 2 turn; 3 him; 4 out; 5 love; 6 get; 7 sight; 8 take;

9 like; 10 down

Grammar point 4

Summar

Practice B

1 Questions 3 and 4
2 Questions 1 and 2

Question 1
1 'view' (line 11); 2 'hopelessly rosy' (line 11);
3 'hopelessly rosy view' (line 11)
Question 2
1 'an attractive feature'; 2 'eyes like saucers' (line 2)
Question 3
1 ... 'a third of children waiting to be adopted remain in
care for more than three years.' (negative comment);
2 'languishing' (line 7)
Question 4
1 'children awaiting adoption'; 2 'those being looked after
by local authorities' (lines 8 - 9); 3 'come with
considerable baggage' (line 9)

1 'bouncing babies and tottering toddlers' (line 12)

2 'obstructive' (line 9)
3 'a strapping adolescent' (line 15)

oints

2 ... I've lived.

1 moved, has improved; 2 has become, has lived; 3 have

existed, has done; 4 have known, has always used; 5 have
always worn, fell, sprained; 6 have been; has never even
offered; 7 has never cleaned, has owned; 8 have become,
have been married; 9 has only learnt, got married; 10 have
been here; have never stopped

Practice C
1 have learnt; 2 monopolise; 3 was; 4 had existed; 5 had
led; 6 epitomised; 7 involved; 8 remain; 9 was; 10 swelled;
11 were joininglhad joined; 12 were fashioninglhad
fashioned; 13 played; 14 was; 15 fuelled; 16 had already
defeated; 17 multiplied; 18 peaked; 19 had begun;
20 sought; 21 grew; 22 has become; 23 remains;
24 will become; 25 will prove

).Locab ula y,--:-~~

-,."

1 blow up - d; 2 break in - c; 3 break out from - p; 4 bring

in a verdict on - j; 5 be brought up on charges of - i; 6 come
before - h; 7 be done out of - e; 8 get away with - 0; 9 hold
up - b; 10 be let off -I; 11 make off with - a; 12 on the run
- n; 13 be pulled in - g; 14 be sent down - k; 15 be taken
in - f; 16 turn oneself in - m
give oneself up = turn oneself in
get/make away with = make off with

1 blow; 2 up; 3 off/away;4 broken; 5 before; 6 up; 7 in;

8 off; 9 sent; 10 on; 11 in
immigrate (verb) to come into a country in order to live
there permanently
no preposition

deny, regret

for

apologise, arrest, blame, forgive,

punish, feellbe held responsible

of

acquit, convict, repent, suspect,

be found innocent / guilty

to
with

admit, confess, plead guilty

charge

1 regretted having wasted / regretted that he had wasted

2 denied being / having been romantically OR denied that
she was / had been romantically
3 was acquitted of murdering / having murdered
4 was found innocent of murdering / having murdered
5 pled/pleaded guilty to (Note: plead has two possible
past tense forms)
6 confessed to having
7 (who are) suspected of being
8 have been arrested for (suspected) / have been arrested
on suspicion of
9 has been accused of stealing / having stolen
10 has been brought up on charges of
11 were done out of
12 were taken in by

implant (verb)

to strongly fix an idea, feeling, or way

of behaving in someone' s mind or to
put something into someone's body by
doing a medical operation

implant (noun)

something that has been implanted in

someone's body in a medical operation

imperil (verb)

to put something in danger

import (verb)

to bring something into a country from

abroad in order to sell it

import (noun)

something that is brought into one

country from another in order to be
sold or the process or business of
bringing goods into one country from
another

imprison (verb)

to put someone in prison or to keep

them somewhere and prevent them
from leaving

1 antisocial (or anti-SOCial);2 mistrust; 3 malnutrition;

4 inedible; 5 miscalculated; 6 impatience; 7 disinclination;
8 unacceptable; 9 uncharacteristic; 10 immodest

1 convictions; 2 social; 3 pleaded/pled; 4 court; 5 term;

6 resistance; 7 initiative

SummatY-

1c;2b;3a
Note: the prefix anti is sometimes used with a hyphen, and

sometimes not. There are no set rules for when a hyphen is

used or not, but, in general, one is not used in words like
antiseptic or anticlimax, where the combination of prefix +
noun/adjective is quite commonly used. Hyphens are
frequently used in combinations like anti-terrorist, antifascist, anti-nuclear. In some words, both spellings may be
used, depending on individual preference e.g. anticlockwise
or anti-clockwise, antisocial or anti-social.

anti- anti-colonial/anticolonial, antiseptic

dis-

discomfort, disinterest, disobedience, dissatisfied

im-

immature, immobile, impolite, implausible

in-

incapable, ineligible, inexperience, intolerant

mal- malformation, malpractice

mis- misbehave, misconduct, misgovernment, misinform
un-

uncomfortable, undesirable, undo, ungrateful,

untrustworthy

Question I
1 'it' (line 2); 2 singular; 3 'song', 'money', 'love',
'research'
Question 2
1 'their absence'; 2 lack; 3 plural; 4 'goods', 'services',
'luxuries'; 5 inessential/expensive / luxury; 6 the lack
of inessential/expensive
services

/ luxury goods and

Question 3
2 'depression'; 3 '25-year oIds'; 4 the depression suffered
by 25-year oIds/young people/people
mid-twenties

in their

Practice D
1 wealthy westerners / people who live in developed
countries
2 looking for / the search for happiness
3 times when people are so involved in what they are doing
that they don't think about themselves.
Information box t
Page 42, Text 2, lines 1 - 2
'even those of us who have not lain on the couch' = those of
us who have not undergone therapy. The phrase refers to
the practice, particularly in psychoanalysis, of inviting the
patient to lie on a couch while undergoing therapy.

UNIT

1
2
3
4
5
6
7
8
9

dull a film was it / dull was the film

prefer working at home to spending
older helTom gets, the more tight-fisted Tomlhe
is too proud to ask anyone to lend
in an extremely shocking way/manner
had such a peculiar taste
faster Sandra drives, the more frightened her
would sooner travel by ship than go on
think their daughter is mature enough
10 great a hypocrite is he that

Practice E
1 fairly/quite; 2 enough; 3 best; 4 the; 5 welVfully;
6 whole/entire; 7 too; 8 to; 9 more; 10 than

,
!

Grammar point 1
2 and 5

Practice A
1
2
3
4
5

angry, annoyed, irritated

enjoyable, nice, pleasant
surprised
courteous, kind, polite, sympathetic
aggressive, bad-tempered, loathsome, rude, unpleasant

Practice B
1a,b;2a,c;

3a,b,d;4c,d;Sa,c;6b,d

D
1h; 2k; 3c; 4g; Si; 6j; 1; 8e; 91; 10d; 11 b; 12a

1 meek and mild; 2 back and forth; 3 off and on; 4 hard
and fast; 5 well and truly; 6 over and above; 7 cut and dried;
8 fair and square; 9 high and dry; 10 fast and furious;
11 tried and tested; 12 safe and sound

D
1
first and foremost - used to introduce the main reason or
purpose for something
hale and hearty - very healthy and active
to and fro - back and forth
2 depends on dictionary used
3 hale and fro
4 foremost scientist/expert/writer/authority etc.
a hearty laugh/meal

Grammar point 2
1 and 3

Practice C
1 The longer he played, the more tired he got.
2 The sooner you finish typing that report, the earlier you
may go home.
3 The more chocolate biscuits I eat, the more I want.
4 The more tired he gets, the clumsier he becomes.
5 The more often I see Sam, the less I like him.

Grammar point 3
So convincing a liar was he

Grammar point 4
1c; 2b; 1c

1d (as different as chalk and cheese); 2f (as dull as

ditchwater); 3i (drink like a fish); 4c (as old as the hills);
Sh (sing like a lark); 6b (as hard as nails); 7a (as tough as
old boots); 8e (as similar as two peas in a pod);
9g (as pretty as a picture)

D
1c;2a;3e;4d;Sb

Complimentary

as pretty as a picture, took to it like a

duck to water

Derogatory

as dull as ditchwater, drinks like a fish,

mutton dressed as lamb, like a bull in a
china shop, looks like butter wouldn't
melt in her mouth

Neutral/
it depends

as different as chalk and cheese, as

hard as nails, as similar as two peas in
a pod, like a red rag to a bull

-ful

blissful, cheerful, delightful, disgraceful,

forgetful, playful, restful, wasteful

-ic

artistic, chaotic, dramatic, ecstatic, idyllic,

materialistic, sarcastic, therapeutic

dreadful- dread (noun and verb)

about something that may happen

D artful-

Question 2
1 an unhappy situation
2 No
3 It emphasises the negative aspect of the situation
and the fact that nothing can be done to alter it.
Question 3
1 negative aspects
2 positive
3 however, there are also drawbacks/disadvantages
Question 4
1 health problems
2 to fire / set off the gun
3 Yes, cause and effect
.4 number
5 set off/cause/lead to a number of/several health
problems

a feeling of / feel anxiety

1 people who like staying up late/who feel the function
better at night
2 is severely affected in a negative way
3 the people who were studied
4 to emphasise that working at night is not natural for
people

clever at deceiving people

Possible answers - archaic, aquatic, atavistic, chic, eccentric,

erratic, frenetic, prolific, rustic, septic, sporadic

t~actLceie~U
Part 1
1 some; 2 of; 3 merely/just; 4 over; 5 here; 6 one;
7 such/similar; 8 contrast; 9 in; 10 so; 11 who/that;
12 more; 13 only; 14 while; 15 all

Part 2
1 meaningful; 2 therapeutic; 3 stressful; 4 uneventful;
5 atmospheric; 6 distasteful; 7 enthusiastic; 8 resentful;
9 unrealistic; 10 hypocritical

16 sainthood; 17 misrepresentation;
18 impulse;
19 transform; 20 improbable; 21 exceptional;
22 humanity; 23 admirable; 24 unsuccessful;
25 submissive

Part 3
26 dead; 27 face; 28 charged; 29 given; 30 last; 31 line

Part 4

They are both about the twenty-four

hour society and its

drawbacks.

Question 1
1 'after six 0 'clock', 'evening', 'late-night', 'at all hours of
the day or night', 'all-night'. Most of these refer to
night -time.

32 should have been repaired a long

33 no question of the team giving up
34 that he should accompany her
35 gap appears/seems to be narrowing these
36 expressed a preference for goinglbeing taken
37 letting/having let his friend talk him into robbing
38 found her novel so absorbing (that) she forgot
39 found the test plain sailing except

\locabulary.

Part 5
40 not working very well / operating only with difficulty
41 a depressing / financially uncertain one (for older people)
42 One in which all unemployed people are paid by the
state.
43 'the growing burden on the healthcare system posed by
the ageing population' (lines 15 -16)
44 Content points
The social budget has been depleted by high medical
costs due to greater life expectancy (Texts 1 and 2).
This budget also pays out a lot of money to support the
unemployed (Text 2).
Fewer people are now working and contributing to the
budget (Text 1).
By 2010 more than a third of the British population will
have reached or be approaching retirement age (Text 1).

- __

1 put in for - i; 2 take up - d; 3 change over to - h; 4 be

snowed under - k; 5 toil away - e; 6 keep on top of - f;
7 take on - a; 8 be laid off - 1; 9 turn your hand/s to - g;
10 bring in - b; 11 bring up - c; 12 take up - j

bring in - regulations, a salary

put in for - a pay rise, the post of
take on - a project, new staff
take up - grievances, the post of

1 brought in, taken up; 2 take on; 3 am snowed under,

taken on; 4 layoff, turn their hands to; 5 bring up, toiling
away/slaving away; 6 put in for, changed over to; 7 bringing
in, took up, keep on top of

Grammar point 1
1 and 3

Practice A
1
2
3
4
5

may not be easy to work with, but

may not be much of a cook, but
may be expensive, but it is more durable
may be the boss, but that doesn't
may work in adjoining offices, but

over

overdraw, overindulge, overpopulated, overrule,

oversee, oversleep, overtime, overview

under

undercut, underdeveloped, underemployed,

undergraduate, undernourished, underprivileged

both

overestimate/underestimate, overpaid/underpaid,
overqualifiecl/undergualified, overrated/
underrated, overstaffed/understaffed, overtake/
undertake, overtone/undertone

Grammar point 2
1 all refer to the present
2b

Grammar point 3
1b;2a

Practice B
1c;2b;3c;4b;5a;6c;

7b;8a;9b

Practice C
1 can/may; 2 can/may; 3 should/ought to; 4 will/may;
5 don't have to/don't need to/needn't; 6 may/might/could;
7 may/will/could/might; 8 can; 9 will/would;
10 can/may/should; 11 must; 12 mustlhave to;
13 should/ought to; 14 could; 15 could/might; 16 might;
17 could

Em
overtake = go faster than, and so pass someone or something
undertake = agree to do a task

1 overpopulated; 2 underprivileged; 3 undernourished;

4 overactive; 5 underage; 6 underdeveloped

1 underachieving; 2 overestimated; 3 overnight;

4 underscores; 5 undermining; 6 underclass; 7 overtime;
8 underpaid; 9 undertake; 10 overlooked

Grammar point 2

D Possible answers

1 , 3 and 4 (but 4 is only used when giving a definition)

1
2
3
4

Grammar point 3
They are all adjectives used as nouns.
1 The good = good people; the great = great people
2 the good = the benefit (abstract noun)

a bunch of
grapes, bananas, amateurs
a group of
people, buildings, children
a pack of
cards, dogs, rogues
a series of
accidents, coincidences, tests
Note: series relates to things arranged in or events
happening in a sequence.

1 A tapeworm is a parasite which lives in the stomach and

intestines of mammals.
2 Pets/a pet often provide/provides comfort and company for
the elderly.
3 A telescope is an instrument which allows you to see long
distances.
4 Orang-utans/The orang-utan are/is native to the forests of
Sumatra and Borneo.
5 I always give money to charities which help the homeless.
6 A hospice is a place where the terminally ill are looked
after.
7 Teenagers often go through a phase of being fascinated by
the supernatural.
8 The unknown can be frightening but often turns out to be
more enjoyable than the familiar.

uncountable nouns
an act of
courage
a bit of
cheese, land, news, sand, truth
a grain of
sand, truth
clothing, news
an item of
a piece of
cheese, land, news

Practice C

1 loads of
2 a handful of
3 a sack of
4 a packet of
5 a box of
6 a roomful of
7 a pile of

1 adder is the only venomous snake native

2 to help the illiterate are being introduced
3 join the ranks of the
4 a thesis on the social behaviour of the
5 critic of the extravagance/extravagant habits of the

m Possible answers
people, books, money, work
people, occasions, salt, loose change
potatoes, coal, cement
cigarettes, matches, cereal, soap powder
matches, chocolates, soap powder
antiques, people, dust, furniture
books, wood, laundry

Practice D
1 0; 2 the; 3 an; 4 the; 5 0; 60; 70; 8 the; 9 O/the;
10 O/the; 11 the; 12 the; 13 the; 14 a; 15 the; 160; 17 a;
180; 19 an; 20 The; 21 the; 22 a; 23 0; 24 the; 25 the

Vocabular

3
Countable nouns
events, llowers,
friends, lies,
teenagers

Uncountable nouns
clothing, courage,
land, news, sand,
truth

Plural nouns
pliers, scissors,
stairs, trousers

4
5
6

countable nouns
a bunch of
a group of
a pack of
a series of

flowers, teenagers
animals, friends, teenagers
lies, teenagers
events, lies

7
8

Beauty is in the eye of the beholder. (Someone' s opinion

of who or what is beautiful is subjective.)
A bird in the hand is worth two in the bush. (What you
have now is more important than risking it to try to get
something else you do not have.)
An apple a day keeps the doctor away. (Eating an apple
every day will keep you healthy.)
Pride comes before a fall. (If you are too proud of your
achievements, you will suffer bad luck)
A stitch in time is worth nine. (It is better to deal with a
problem immediately, or it may get worse later.)
The meek shall inherit the earth. (A saying ofJesus
Christ = Humble people will be happier in the end than
powerful and proud people.)
Youcan't teach an old dog new tricks. (Old people
don't want or like to learn anything new.)
The proof of the pudding is in the eating. (Youdon't
know how good or bad anything will be until you try
it.)

Fools rush in where angels fear to tread. (Foolish

people do things in a hurry, without considering the
consequences first)
10 Neither a borrower nor a lender be. (Don't borrow or
lend money.)

Noun
Verb
outbreak, outbuilding, outdistance,
outburst, outlaw,
outdo, outgrow,
outlook, outpatient,
outlast, outlaw,
outlive,
outset
outnumber,
outperform,
outstay

Learners can study at their own pace and follow

different pathways with varying academic content.
(Points 2 and 3)
Students can move to a more academic pathway / to
a higher level after completing a less academic one /
a diploma. (Points 3 and 4)
(Succeeding in) vocational training builds their
confidence and leads to better academic results.
(Point 8)
They may repeat classes/years until they reach the
minimum standards. (Point 9)

Adjective
outdated,
outdoor,
outlying,
outspoken

outburst (burst out) = an explosion / sudden occurrence of

something, e.g. noise, anger, protest
outlook (look out) = the prospects for something, e.g. the
economic outlook; the outlook for tomorrow's weather or
your attitude to life, e.g. an optimistic outlook
outset (set out) = the beginning
outspoken (speak out) = unafraid to voice an opinion openly

Advancecl9-rammarpoints,,-_
Grammar point 1
1 outstrip; 2 backgrounds; 3 outperforming; 4 achievement;
5 underperformance; 6 discouragement; 7 resentment;
8 underprivileged; 9 outstandingly; 10 outshone

D
1d;2b;3e;4c;Sa

Grammar point 2
1b;2c;3a
come upon = come across (4)
get on = get ahead (5)
make up = think up (1)
put across = get across (4)
work out = think out (1)

~ummar~

Practice A
1c (no difference): 2b; 3c (should have become = advice;
could have become = unfulfilled possibility); 4c (no
difference); Sb; 6b; 7c (would have taken = decision made
in the past, but abandoned; could have taken =unfulfilled
possibility)

Practice B
They are both about the ways in which the Dutch education
system helps pupils who are not academically gifted.

D
1d; 6a; 7b; 10c

1
2
3
4
5
6
7

couldn't have chosen a better present

could have gone to lecture/work as a lecturer
could/might have given me that
should have been handed in
illness I would have finished
might as well not have gone
couldn't have been Auntie Maude who

Practice C
1 must have struck; 2 would/must have found; 3 should
have been preserved; 4 had to; 5 was able to; 6 would/must
have been worn; 7 could not have been; 8 would have been
crushing; 9 must have dazzled; 10 must/would have been;
11 had to

)LQcabu lary
1 plough through - d; 2 delve into - f; 3 hunt down - b;
4 piece together - j; 5 dig up - c; 6 pore over - g; 7 look up
- e; 8 carry out - i; 9 trace back - h; 10 turn up - a

happen on = turn up
wade through = plough through

carry out
delve into
dig up

a dig/excavation
an archive
an ancient manuscript,
fragments of pottery
an ancient manuscript
fragments of pottery
an ancient manuscript

an artefact,

classic = a very typical example of something

classical = based on or belonging to a traditional style or set
of ideas, especially in art or science or connected with the
language, literature etc of Ancient Greece and Rome
comic = amusing, making you want to laugh
comical = funny in a strange or unexpected way
economic = connected with trade, industry, and the
management of money
economical = using money, time, goods etc. carefully and
without wasting any
historic = important because it is, or will be, remembered as
part of history
historical = connected with the study of history
politic = sensible and likely to bring advantage; prudent
political = connected with the government or public affairs of
a country or with the ideas, activities, or advantage of a
particular party or group in politics

1 political; 2 lyrically; 3 archaeological; 4 essentially;

5 providentially; 6 classical; 7 mythical; 8 financially;
9 dictatorially; 10 controversial

(if it is in pieces),

Summar~
1 poring; 2 together; 3 out; 4 digging/turning;
6 trace; 7 on; 8 delve; 9 up

5 turning;

m
1d; 2f; 3a; 4c; 5h; 6b; 7j; 8g; 9i; 10e

-ial
beneficial, colonial,
commercial, conspiratorial,
experiential, pictorial,
preferential, substantial,
vestigial

-ical
biological, farcical,
methodical, nonsensical,
philosophical, typical,
whimsical

Eland
1 no (irrelevant to the subject ofthe summary)
2 no (irrelevant to the subject of the summary)
3 yes
4 possibly
5 possibly
6 no (no space to include this in a 50 to 70 word summary)

Many anthropologiststake the latter view. They believe

that homo sapiens strangled the opposition, slowly but
effectively,by monopolising resources. Neanderthals
liked to move around but returned to favourite caves
when times got hard. Slowly groups would find that
when they went back to those caves they had been
taken over by spreading tribes of homo sapiens .
.. it is hard to avoid the notion that our meetings with
Neanderthals were often violent and fatal. Backed by
improved linguistic abilities and a capacity to use
mental symbols when working out problems, homo
sapiens would have been a deadly foe.

m Possible answers
bicentennial, burial, commercial, cordial, editorial, initial,
material, memorial, perennial, potential, serial, testimonial

Part 4
... modern humans had more complex and specialised tools
and their superior language skills would have allowed them
to plan and adapt their methods of hunting to the
circumstances. As the Neanderthals had to compete with
the shrewder homo sapiens [or their meals, they would
have suffered bouts o[ starvation and a consequent
decrease in the overall Neanderthal population, which
could have been the cause o[ extinction.
It is also possible that when homo sapiens first
encountered Neanderthal man, he could have
introduced devastating new diseases, much as the
conquistadors did when they arrived in Latin America. Not
having developed immunity to these illnesses,
Neanderthals would have quickly perished.
Another theory postulates that Neanderthals interbred to
a greater or lesser extent with the incoming homo
sapiens, whose genes eventually became dominant at
the expense o[ the genes delivering Neanderthal
characteristics.

Suggested

answer

Homo sapiens were more efficient and technologically

advanced than Neanderthals and thus starved them of
resources, such as shelter and food.

[I Possible

32 must submit your entry by

33 matter how often I remind her to take
34 is put at risk, you must adhere
35 but Paul can shed (some) light on
36 the merry-go-round span, the more piercingly
37 it not been for the heavy downpour
38 until five years had gone by did
39 their failure to learn anything on the fact

Part 5
40 They have little significance nowadays. / They are less
important in people's lives than they used to be.
41 are the first adopt the idea of creating your own career
42 'has also pushed work up the agenda' (line 8)
43 'an increase in the levels of personal interaction at work'
(line 15 - 16)

Work is now the main means by which we define our

identity
People shape their own careers, which makes work
more interesting
More women work than before, and do a greater variety
of jobs
Work has become more sociable and enjoyable

answers

The Neanderthals could have become extinct as a result of

being deliberately exterminated by modern humans.
Homo sapiens may also have introduced deadly illnesses to
which the Neanderthals were not immune.
Another possibility is that homo sapiens and Neanderthals
interbred and the former's genes dominated.

~d~arLced gramm

ar P_Q iIlts

Grammar point 1
1 a; 2e; 3i; 4b, c, h; Sf; 6i; 7d; 8i

1 since; 2 time; 3 one; 4 less; 5 someone; 6 conclusion;

7 back; 8 under; 9 recommend/suggest;
10 should/may;
11 out; 12 some; 13 lead; 14 gap; 15 whose

Part 2
16 mystified; 17 abandonment; 18 unearthed;
19 disappearance; 20 discovered; 21 spaciousness;
22 powerful; 23 inscriptions; 24 achievements;
25 understanding

Part 3
26 break; 27 gold; 28 acquired;
31 study

29 responded;

30 clock;

Practice A
1 could go home early since she wasn't feeling well.
2 would be here/there by six thirty.
3 (that) she didn't need to/didn't have to/wouldn't have to
help him with his homework that day since he was able
to/could manage it on his own.
4 we should have taken the second turning on the right, not
the first.
5 must be Daphne's daughter since she looked just like
Daphne had at the same age.
6 might join us for a drink after dinner but he had to go and
visit his sister in hospital first.
7 were not to write on the question sheet.

Practice B
Possible answers
1 (We promise/vow that) this will never happen again.
2 Viewers can vote people off the programme if they think
they constitute temptations.
3 Please don't show this programme.
4 The producers of Temptation Island should be ashamed of
themselves - they are trying to force the destruction of four
relationships for the purposes of entertainment.
5 (I'm sure/confident that) our viewers will see that the
show is not immoral, but that it is exploring the dynamics
of serious relationships.

Grammar point 2
2

Practice C
Possible answers
a Before Columbus' historic voyage, the Earth was (widely)
said/thought/believed to be flat. or
Before Columbus' historic voyage, it was said/thought/
believed that the Earth was flat.
b Sea levels are predicted to rise by 88cm by 2100. or
It is estimatedlbelieved/predicted/claimed that sea levels
may/could rise by 88cm by 2100.
e He is rumoured/said to be very rich and to own a yacht. or
It is rumoured that he is very rich and owns a yacht.
d It is reputedlbelieved/claimed that her next album will be
a solo one.
e It is widely accepted that Internet charges are too high and
should come down. or
Internet charges are agreed to be too high and it is hoped
that they will come down.
f The film's production costs are estimated to be in the
region of 5 million. or
It is estimated that the film's production costs will be in
the region of 5 million.

1 keep up with
2 play (someone) along
3 play up

D
play up

1 ... recently he's taken to doing ... , ... he's playing on

people's fear ..
2 so friendly that I sailed through it.
3
has taken up playing squash after work as he says it
helps him to relax and takes his mind off office politics.
4
they've been playing her along for six weeks now.
5
prizes take off ...
6
want to play my grandmother's senility up/play up my
grandmother's senility, but ... , ... could you just play
along?
7 ... charity is teaming up with students from the drama
college to put on an unusual fund-raising cabaret. The
students who take part in the cabaret will be given a topic
drawn at random from a hat, for example to send up a
famous politician. As they won't know the topics in
advance, the students will have to play it by ear.

(+ preposition) + (someone) + + that clause

infinitive
-ing

+ that +
should

boast of/about,
complain of/
about, insist
on, suggest,
talk about

agree,
confirm,
demand,
emphasise,
imply,
insist,
persuade,
propose,
remind,
reply,
respond,
suggest

Practice D
1 is understood to be out of hospital and
2 is rumoured not to be going to make
3 is believed (that) the chairman will offer/tender his or
is believed the chairman will hand in his
4 is recommended (that) you (should) spend no
5 survivors of the fire are reported to have

Practice E
1 well; 2 the; 3 once/when; 4 although/though; 5 few;
6 between; 7 who/that; 8 as; 9 be; 10 remains/is; 11 good;
12 the; 13 all; 14 qualms; 15 despite/notwithstanding

Vocabu lar}!
1 take up - k; 2 keep up with -1; 3 take to - a; 4 take your
mind off - m; 5 take part in - h; 6 play along - j; 7 team up
with - n; 8 put on - i; 9 play on - g; 10 play up - f; 11 send
up - c; 12 play it by ear - d; 13 sail through - e;
14 take off - b

agree, beg,
forbid,
instruct,
invite, offer,
persuade,
propose,
promise,
remind, vow

agree, boast,
complain,
confirm,
demand,
emphasise,
imply, insist,
persuade,
propose,
promise,
remind,
reply,
respond,
suggest, vow

m
1b;2a;3c;4b;Sc;6b;

7c;8a

1 biological; 2 overprotect; 3 unstructured; 4 outdoors;

5 academic; 6 underestimate; 7 psychologically;
8 antisocial; 9 attainment; 10 dissatisfaction

SummatY._-.... __

--...
Like many of the best-known
characters
are extraterrestrials.

movies

ever, their

main

1 'children of the current pre-teen generation' = young

children

2 ' ... the story of a boy whose father has left him. Luke
Skywalker has an absentee dad'

Text 1

... modern cinema's two great money-spinners - Lucas and

Spielberg- are both regressives, producing what in effect are
big-budget children's movies with enough visual
panache and sub-spiritual mumbo-jumbo that adults
find them entertaining as well. (1) The plot of Star Wars
draws heavily from fairytale and nods to Tolkien in the large
quantities of furry creatures featured. In addition,
examination of box-office history reveals that a high
percentage of the most famous movies of all time share
one element: their central characters are either wholly
or partially removed from the soil on which the
cinemas stand. (2)
Text 2

... a novel published soon after the appearance of The

Phantom Menace explored the possibility that the films are
marital parables. In the novel, children of the current preteen generation obsessively watch Star Wars videos as they
are sh unted between the separate homes of their mummies
and daddies, clutching plasticjedi light-sabres and other tiein merchandise. Crucially, not only do they identify with
Luke (3), but a love of these celluloid fantasies gives
them a bond with their parents, who share this
language with them. (4)

children whose fathers have left them = children from a

broken home / children with divorced mothers
'identify with' = relate to
3 'celluloid fantasies' = films
5 'share this language' = they grew up watching the same
films

Possible answers
Young children relate to Luke, whose mother is divorced, as
many of theirs are. Their love of the films gives them a bond
with their parents, who also grew up watching them.
(32 words)
or
The central character comes from a broken home, a fact
which many young children can relate to. As their parents
also watched Star Wars in their childhood. their shared love
of the films forms a bond between them..
(38 words)

Note

It is, perhaps, no surprise that the most successful cinematic

franchise of all time originated in the Seventies. For there
is increasing evidence in our current culture that the
generation that grew up in that decade is becoming
tyrannically nostalgic, engineering the return of their
formative obsessions to stage, screen and record store,
and imposing their infatuations on a new generation.
This is not a content point, as the first line of the next
paragraph says However, parental nostalgia alone cannot

explain the continuing popularity

of films.

D a, b, e,f,g

of the Star Wars series

They are children's

movies which adults enjoy as well.
The films appeal to both adults and children.

a should be some, as it refers to a QTOUpof people, but not

all street musicians.
b should be some, as the question is an offer expects the
answer 'yes'.
e should be any, as it's a general question
f should be any, as it refers to help in any shape or form,
not a specific kind of help
9 should be anyone, as it is a conditional sentence

Grammar point 2
1d; 2b; 3a; 4c

Practice A
1b;2a,c;3c;4b;Sa,b;6b;
12a, c; 13c

7b;8b,c;9a,c;

10c; 11b;

m
1i; 2d; 3e; 4a; Sj; 6k; 7g; 8b; 9h; 10f; 111; 12c

Practice B
Suggested answers
1 my mother nor my father likeslis keen on abstract art.
2 one of the ten actors I every actor who/that auditioned for
the part was unsuitable.
3 films she made are considered to be classics.
4 of the plays you've suggested sounds appealing.
S of the writers short listed for the prize is a woman.

Practice C
1 other; 2 their; 3 none/little; 4 nothing; S each; 6 These;
7 anyone; 8 both; 9 neither; 10 those; 11 few; 12 some

Vocab u Iary

Abstract concepts
Objects I abstract concepts
People

-ship
-age
-ee, -er/-or/-itor/-ator,

-ist

-er is the person who carries out the verb

-ee is the person upon whom the verb is acted
e.g. A trainer trains trainees.

-,.,._--....
-age

Only with
reflexive pronoun

With or without
reflexive pronoun;
little change in
meaning

With or without
rellexive pronoun;
complete change in
meaning

avail (00, cloister,

comport, ingratiate
(with), perjure,
steel

deceive, enjoy,
force, justify,
resign (to),
support, treat

acquit, apply,
contain, count,
deny, distinguish,
forget, pace, suit

-ee

-er/-orl
(-itor/-ator)
coinage, divorcee, commentator,
footage, evacuee, exhibitor,
from age , trainee
successor,
mileage,
trainer
spillage

-ist

-ship

caricaturist,
diarist,
flautist,
idealist,
philanthropist,
pianist,
sentimentalist,
vocalist

censorship,
citizenship,
courtship

craftsmanship, dictatorship, horsemanship,

musicianship, relationship, workmanship
Only with
reflexive pronoun

With or without
reflexive pronoun;
little change in
meaning

With or without
reflexive pronoun;
complete change in
meaning

ally (with),
ensconce, nerve
pride (on)

behave, console,
dress, defend,
support

brace, bury,
compose, install

1 patronage; 2 sculptors; 3 competitors; 4 innovators;

S ownership; 6 hardship; 7 sponsorship; 8 finalists;
9 nominees; 10 coverage

s um maa
1 John absented himself I was absent from
2 to/and ingratiate myself with my
3 has resigned herself to the low
4 why the students hadn't availed themselves of
S perjured himself because he thought it
6 in which you (can) lose yourself may be I can be

leadership,

They unnatural-looking
and dull (and when used with a
flash, the colours are washed out.)

1 k; 2b; 3d; 4f; Se; 6i; 71; 8j; 9c; 10h; 11 g; 12a
Everyone in his social circle I All his friends and their friends
and acquaintances

wanted to have a Lomo camera.

Taking photographs without looking through the viewfinder

at the thing/person you are photographing.

'devotee' (line 11) Note: both words, 'cult' and 'devotee'

carry religious overtones.

Content points
The camera works in low light without a flash.
It produces brightly-colouredlaesthetically pleasing
pictures.
The method of using it produces images that are more true
to reality/more atmospheric than conventional
photographs.
The results are unpredictable.

Page 130, Text 2, lines 1 and 4

Henri Cartier-Bresson (born 1908) French photographer
and photojournalist. He is particularly well known for his
perfectly composed photographs and his ability to capture
and record a moment which reveals the significance of his
subject.
Page 130, Text 2, line 16
The Notting Hill Carnival is a street carnival which takes
place in an area of London once a year.

Practice B
1 I spent so much money on my ummer holiday that I
won't be able to afford a skiino one as well.
My summer holiday was so e.xpensh1' that I won't be able
to afford a skiing holiday as well_
2 The coach journey \vas so a\\ful that rll 00 by train next
time.
I had such an awful coach journey hat rll go by train next
time.
3 My aunt's first ever foreign holiday
uch a success
that she's now plannino to trm-e!abroad e\-ery year.
My aunt's first ever foreiQIlholiday \\ so uccessful that
she's now planning to trawl abroad e\1'ry year.
4 The pool at the hotel was so 10\1'lythat \ye only went to
the beach a couple of times_
The hotel had such a Im1'ly pool that \\1' only went to the
beach a couple of times_
5 Sam loves the island of ~lykonos - much that he' s gone
there every summer for the last ten year .
Sam has such a loye of ~t ykon that he-s gone there every
summer for the last ten years_

Practice C
1 such; 2 which/that: 3 so: 4 _-\lthouoh:5 who; 6 However;
7 of; 8 who; 9 ConsequentlyFfherefore: 10 lest

Practice D
1
2
3
4
5
8
9

despite having studied the holiday brochure in

import animal produc lest they hould spread
was so informative that
was so delayed that
whose father is one of Thailandorder not to miss a/his fliohL Harry
even though they found the coach) journey there

Advan.ced-:9ramJllar points
Grammar point 1
3 - lest is used to mean 'in order to make sure that
something will not happen' or to show that someone is
afraid or worried that a particular thing might happen.

Practice A
Possible answers

1 we won't be far from the main sights / we'll be able to visit

the art galleries and museums easily / we'll be able to
sample the town's nightlife.
2 my bag being mislaid by the airline / losing my suitcase.
'3 they should get out of control/they should accidentally
start a major forest fire.
.
4 you protect yourself from sunburn / you don't get
sunburnt.
5 they should lose their way / they should stray off the path.
6 I won't be bored if the weather's bad / I can catch up on
the reading I don't have time to do the rest of the year.

1 take off - f; 2 make off - i: 3 set out - c; 4 see someone off

- a; 5 get off - g; 6 catch up \\ith - d; 7 make for - e;
8 get in - b; 9 set down - j: 10 turn back - h

1 make for
2 turn (someone) back

1 got off; 2 turned back; 3 made for; 4 see us off; 5 setting

out; 6 get in; 7 making for; 8 made off; 9 catch up with her;
10 turning her back; 11 set them down; 12 took off

brought about

stemmed

from

caused, created, contributed

to, led to, resulted in,
sparked off

was attributed to,

resulted from

Summar-y

The legislation introduced

levels and waste disposal.

1
2
3
4
5

by governments

to control noise

1 good
2 'a vicious circle' is a cycle of bad causes and effects; the
author wants to show a cycle of positive causes and effects

other pollutants contribute to

to stem from driving
can be/is attributed to the strength
has brought about a lot of cultural change(s)
of the reef has resulted in the loss

To emphasise the fact that the more tourists care about the
environment, the more responsible the tourist industry will
become / the better the tourist industry will protect the
environment.

-able/-ible

-ous

-less

-some

contemptible,
knowledgeable,
memorable,
permissible,
sustainable,
tolerable

contemptuous,
disastrous,
glorious,
prosperous,
spacious,
suspicious

faultless,
remorseless

loathsome,
quarrelsome,
troublesome

Text 1

contempt - contemptuous is applied to a person who feels

contempt
contemptible relates to behaviour which inspires contempt
1 contemptible
2 contemptuous

cumbersome = slow and difficult or heavy and difficult to

move
gruesome = unpleasant and shocking
toothsome = tasty
winsome = pleasant, attractive
Other possibilities
handsome, noisome (= extremely unpleasant),
(= likely to make you healthy)

wholesome

1 furiously; 2 meddlesome; 3 fashionable; 4 dauntless;

5 insatiable; 6 tiresome; 7 contemptuous; 8 circuitous;
9 boundless; 10 laborious

... governments have started introducing new

regulations, particularly in the transport sector. (1)
Airlines and airports, for example, have been obliged to
progressively minimise noise levels and cruise operators
have had to establish codes of conduct for waste disposal.
This enforced environmental responsibility is now being
augmemed by a broader vision. Because it is selling clean
air, clean beaches and unspoiled scenery, the travel
and tourism sector has has realised that by protecting
the environment - it preserves its core business assets.
Furthermore, effective conservation of energy, waste
and water can significantly reduce costs. (2)
Text 2

But do local people want to stay as they are? Why should

they not enjoy the fruits of tourism? Tourism is in many
places actually keeping alive or even reviving local
traditions and crafts. (3)

The travel industry can set standards in the areas of

energy reduction, waste disposal and water savings.
Many hotels now recycle waste and encourage energy
efficiency. (same as 2) Increasingly, tourist
destinations are realising that inappropriate
development may spoil their natural attractions (4) the Caribbean island of St Lucia recently turned down a
scheme to put a cable car and restaurant on top of its
beautiful twin mountain peak, the Pitons.

TV advertising can encourage consumerism, especially in

children who watch TV alone. (for - Text I)
TV advertising may be less influential than the role of
parents in shaping children's buying habits. (againstText I)
Banning T advertising could lead to a decline in the
quality of children's TV programmes. (against - Text 2)
Advertising may even be beneficial as it teaches children to
be discriminating about products and the way they are
marketed. (against - Text 2)

Governments are introducing stricter environmental

controls.
Companies in the travel industry are implementing their
own measures to lessen their environmental impact.
Tourism benefits local economies and traditional crafts.
Tourist destinations are rejecting unsuitable developments
in areas of natural beauty

oinls__
Grammar point 1
Part 1

1c;2a;3b

1 something; 2 such; 3 despite; 4 enough; 5 but; 6 None;

7 calm/soothe; 8 himself; 9 so; 10 for; 11 to; 12 Having;
13 being; 14 eventually/finally; 15 in

Grammar point 2

D
1c;2a;3b

16 unpretentious; 17 spirituality; 18 contractors;

19 reliable; 20 costly; 21 soulless; 22 overlooking;
23 commissioned; 24 represented; 25 modernity

Part 3
26 time; 27 entertained;
31 up

Practice A
28 water; 29 accepted; 30 sharp;

Part 4
32 it not been for Bob, we would have
33 that he would tell the truth / to tell the truth from
34 make a written complaint will the authorities
35 advised to carry water lest they should be
36 as well leave now that the band have
37 might I can't put my finger on
38 logical was his argument that no-one/nobody could
39 should make commuting

Part 5
40 nobody can agree
41 the studies analysed by Professor Furnham
42 that they are of poor quality (and that some advertise
covertly)
43 'vulnerable audiences' (line 14)

1
2
3
4

If you will eat nothino but fruit,

Should you feel drowsy after taking the pills,
Were the hospital to build a new wing, ...
If you happen to find that new diet book on sale at the
airport, .
5 If she will keep/go on smoking, ...
6 Had the nutritionist been properly trained, ...

Practice B
Possible answers
1 If you will eat nothing but fruit, don't blame me if you
waste away / you may not get all the vitamins your body
needs.
2 Should you feel drowsy after taking the pills, do not drive
or operate machinery.
3 Were the hospital to build a new wing, there would be less
overcrowding in the main wards / the waiting list for beds
could be reduced.
4 If you happen to find that new diet book on sale at the
airport, could you get me a copy, please?

S If she will keep/go on smoking, it's her own grave she'll be

digging / she'll never get over that nasty cough she's got.
6 Had the nutritionist been properly trained, she wouldn't
have given inaccurate advice to the mothers of all those
undernourished babies / she wouldn't have put me on a
diet which increased my blood pressure instead of
bringing it down.

your strength, your confidence, a collection of something

(coins, paintings, etc.)

Grammar point 3
1b;2a

Practice C
1 I might feel more energetic if I had taken / hadn't
forgotten to take those vitamin pills you gave me.
2 He must have been playing computer games half the night
if his eyes are so red and puffy.
3 If her childhood hadn't been so unhappy / If she had had
a happier childhood, she might not / she would probably
not suffer from anorexia now.
4 Ifjohn's looking so tanned and healthy, he must have
been on another skiing holiday.
S Adam can't have gone to the gym after all if he's back
already.
6 She wouldn't be too tired to study if she hadn't been out at
a club untiI4.00am.
7 If she's put on so much weight, she can't have stuck to her
diet.
a My sister might be keener on sports if our gym teacher at
school hadn't always been sarcastic to her.

Practice D
1
2
3
4
S
6
7

children to eat more healthily

not been snowed under I would
to die from this illness it would be
the doctor's timely arrival we would have taken
as soon as I get home from
to court unless she let him
not had a climbing accident he might
a should the government go ahead
9 immediately if the substance comes / should the
substance come
10 I had attended that lesson, I would know

Vocabu lar}!

D
1 get over - k; 2 tire someone out - d; 3 pep someone up h; 4 get someone / something back - m; S build up - g;
6 bring on - a; 7 clear up - i; a put on - f; 9 burn off - n;
10 work out - c; 11 pass out - e; 12 come to - I; 13 pass
away - b; 14 pull through - j

come round = come to

pass on = pass away

healthy, fit

tired, unhealthy, unfit

on top form, full of beans,

in good shape, in perfect
health, in the pink,
in tip-top condition

(a bit) below par,

all in, off colour, run down,
under the weather,
washed out

1 down; 2 pep; 3 back; 4 brought; S out; 6 build; 7 to;

10 took; 11 take; 12 got; 13 working;
14 off

a put; 9 down;

Em
1 drug company; 2 heart transplant; 3 cancer patient;
4 leg injury; S government health cuts; 6 family man;
7 emergency ward; a bottle opener; 9 factory waste;
10 safety officer

Possible answers
family
government
hospital
police
school

doctor, friend, members, car, home

spokesman, buildings, policy, offices
grounds, staff, policy, regulations
procedure, car, uniform, regulations
premises, rules, staff, gate, uniform

EEl
1c;2a;3b;4d

[C
fore-

hyper-

inter-

pre-

forefront,
foreground,
foreSight,
forethought,
forewarn

hypercritical,
hypermarket,
hypertension,
hyperventilate

interconnected,
interdependent,
interface,
intermarry,
intermingle,
interplanetary

predetermine,
premature,
premeditate,
preoccupy,
presentiment

hypertension = high blood pressure

hyperventilate = breathe very fast and uncontrollably

forecast (v) - forecast (n)

forewarn (v) - forewarning (n)
interact (v) - interaction (n)
intermarry (v) - intermarriage (n)
intermingle (v) - intermingling (n)
premeditate (v) - premeditation (n)
preoccupy (v) - preoccupation (n)

Text 2
In fact, there are major problems with the safety net.

A recent survey found that a quarter of information

sheets on new drugs did not in fact carry the black
triangle symbol. As doctors cannot be expected to
know by heart which among the thousands of
medicines available are new, tbe blame for nonreporting of side effects from these drugs lies fair and
square with the manufacturers. (3)
There are other weaknesses. Filling in a yellow form
is voluntary. Some doctors fill in stacks, some hardly
any - the average is less tban one a year per doctor.
(4)

1 occurrence;

2 dramatically; 3 predisposition;
5 tendency; 6 predestined; 7 pollution;
8 over-enthusiastic;
9 exposure; 10 interrelationship;
11 foresee; 12 disorders; 13 hypersensitive; 14 unaffected

4 interlinked;

1 Yes
2 Yes
3 No
4 Yes

lines 1 - 3 and lines 4 - 5

lines 1- 3

1 a gene test
2 to process drugs
3 'metabolise' (line 10 of Text 1)
4 frequently used

They are both about ways of reducing the risks of serious

side-effects from drugs.

Text 1

... Scientistshavefound that a substantial number of

people have an inactive version of the gene CYP2D6
which produces a liver enzyme that helps the body to
process many commonly-prescribed drugs. If this
enzyme is deficient, a drug will either be metabolised
too quickly and not do the work it was intended to do,
or will not be processed at all, thus causing adverse
reactions. (1)
... many scientists believe the future of medicine lies
in establishing and recording each patient's genetic
code on a DNA chip, so that all treatments with drugs,
either in emergencies or in routine visits to the GP,
can be safely tailored to the patient's genetic makeup. (2)

1 genetic encoding
2 drug treatments
3 adapted

on D:\A chips

1 drug companies
2 medicines are new: the procedures for reporting

Patients could be giyen a new gene test which shows

whether they may be unable to metabolise
many
frequently
used drugs. In future, genetic encoding on DNA
chips will allmy drug treatments
to be adapted to a
patient's genetiC make-up. In addition, drug companies
should be stricter about informing doctors that medicines
are new and the procedures
for reporting side-effects
should be improved.

Practice D
1 with; 2 the; 3 were; 4 their; 5 to; 6 much; 7 put;
8 while/whereas; 9 own; 10 about; 11 who/that; 12 time;
13 its; 14 both/each; 15 to; 16 as; 17 would; 18 such

Grammar point 1
1 2; 2 I wish I was thinner.;

3 Ie; 3b; 4a

Practice A
Suggested

answers

1 I wish I had your ability to pick up foreign languages

easily.
I wish I could pick up foreign languages as easily as you
can.
2 Steve wishes he could go to university, but his father
expects him to join the family business.
Steve wishes his father would let him go to university
rather than join the family business.
3 I wish I wasn't overweight.
I wish I could lose some weight.
4 I wish I had gone to university when I had the chance.
I wish I'd taken the chance of going to university when I
had it.
5 I wish I could go on holiday with you to Spain, but I don't
think I'll be able to take any more time off work.
I wish I could take some more time off work, then I could
go on holiday with you to Spain.

1 head; 2 shoulder; 3 hand; 4 mouth; 5 nose; 6 back;

7 foot; 8 finger; 9 toe; 10 face; 11 elbow

o
1 c; 2a; 3f; 4h; 5i; 6j; 7g; 8k; 9d; 10b; 11 e

D
19;2e;3b;4h;5d;6f;

1
2
3
4
5
6
7
8

7c;8a

3b (from ear to ear)

Ig (all fingers and thumbs)
5d (hand in hand)
4h (from head to toe)
6f (neck and neck)
7c (eye to eye
2e (cheek by jowl)
8a (tongue in cheek)

Grammar point 2

1 That boy is good at finding/getting into trouble.

2 He understands/works
with figures easily.
3 I find I difficult to choose colours that go well together /
that would be appropriate to decorate a room, ete.
4 Your daughter picks up languages easily.

EJ
1b;2c;3a

Grammar point 3
1A; 2C; 3C; 4A

Possible answers

Practice B
1a;2a;3b;4a;5c;6b;

7a;8a;9a;

10b

Practice C
1
2
3
4
5
6
7
8

she felt as if she had seen

rather have become a vet
only I hadn't confided in
rather you hadn't talked
high time you decided what career
Sophie wishes she had married Bob instead
wouldn't criticise me as it/this ruins
rather you removed your shoes before

an ear
an eye
a head
a nose

1
2
3
4
5
6
7

for music
for detail/for a bargain
for business
for a good restaurant

shouldered the burden of raising his sister's

was handed down from my grandfather to my
Harry would foot the bill when he invites
you would back me up
a nose for scandal so she would make
don't see eye to eye about their
elbow my way through (the crowdla lot of people)

dull
infectious
throbbing

illness/disease, pain, pneumonia (Note: not

arthritis, as this is usually a long-term problem,
not a sudden and severe one.)
arthritis, illness, pain (Note: not pneumonia, as
this is a sudden and severe problem.)
pain
illness/disease
pain

sore
swollen
sprained

glands, knee, leg, throat

knee, leg, throat
glands, knee, leg, throat
knee

They are both about the findings of The Human Genome

Project.

To make a comparison between human genes and managers

of businesses, because some of our genes are in charge of
more than one function.

IE
blinding, excruciating,
unendurable

nagging, severe, sharp, stabbing,

an acute shortage of water / acute distress / acute

embarrassment (acute = very severe)
acute hearing / an acute sense of smell (acute = very
sensitive)
an acute mind / an acute understanding / acute observations
(acute = intelligent, perceptive)
an acute angle (mathematics - acute = less than 90 degrees)

inflamed eyes, skin, finger; an inflamed cut/wound anywhere

on the body

break/come out in
come down with
contract
run
ward off

a rash/spots
a cold, an illness (an infectious, but not
usually severe one, e.g. flu, measles)
a disease, tuberculosis
a fever/a temperature
a cold, a disease, an illness

1 sore; 2 come out in; 3 went down with; 4 infectious;

5 sprained; 6 running; 7 contracted; 8 coming down with;
9 throbbing pain; 10 glands; 11 ward off

1 expectancy; 2 unprecedented; 3 foundations;

4 deterioration; 5 immutable; 6 preordained;
7 preconceptions; 8 overturned; 9 unavoidable;
10 indefinitely

'~

32

That their ideas may not be as crazy as most people had

thought.

Text 1

When the Human Genome Projectbegan, researchers on

the project had predicted they might find 70,000 to
140,000 genes. They also believed that one gene
contained the code for one protein which would have
one function. Instead, the international consortium of
scientists discovered that the human genome
contained only about 30,000 genes. (1)
... the proponionately smaller number of genes means that
biologists can no longer assume that one gene is a
blueprint for one protein that has one function. It
seems that nature has found a way of making
'executive' genes that do very sophisticated
management work. (2)
Our similarity at a molecular level to other creatures
provides confirmation of Darwin's theory of evolution
formulated 150 years ago. The same genes, with some
adjustments, have been used throughout the 3.8 billion year
story of evolution. What is now clear is that as we move
up the ladder of complexity from single cell creatures,
through small animals like worms and flies, to human
beings, what are added are increasingly varied and
subtle control genes. (2)

Text 2
UNIT

Researchers on the Human Genome Project were

somewhat taken aback to find that the genes
themselves occupy a mere 1.1 % of human
chromosomes. A lot of the rest is just rubbish, plain
and simple. (3)
The research indicates that at least half of the human
genome may consist of DNA that started out as
independent viruses or virus-like entities. To make
matters worse, hundreds of other genes seem to have
been imported directly from bacteria. (4)

~&

Grammar point 1
1d;2h;3f;4b;5c;6g;

7e;8a

Practice A
The third discovery mentioned in Text 1 (that modern
humans all evolved out of the same three or fou~
groups in Africa) should not be included in the summary,
as it did not come as a surprise. The research also bears out

the long-standing theory ...

The human genome contains far fewer genes than

expected.
Some human genes perform more than one function.
A huge percentage of the human genome is 'junk'.
The human genome appears to have been genetically
modified by bacteria and viruses.

Page 174, Text 1, line 1 and Text 2, line 8

The Human Genome Project was set up in 1990. It is
coordinated by the U.S. Department of Energy and the
ational Institutes for Health. The main goals of the
project are to identify all the genes in human DNA and
determine the chemical sequences that make up human
D:\.A. The research referred to in these two texts was
published as a 'working draft' in February 2001. The
project is ClI..rpectedto be completed in 2003.
Paae 174. Text 1, lines 4 and 6, Text 2, lines 2,5 and 10
A genome is all the DNA in an organism, including its
genes. D:\..-\ is made up of four similar chemicals that are
repeated millions of times throughout a genome.
Page 174, Text 2. line 1
A fugu fish is a yariety of puffer fish which is eaten in
Japan. If incorrectly prepared. it is highly poisonous and
can cause death \ hen eaten.

1
2
3
4

should be made to reduce the air pollution they produce.

aren't allowed to smoke in here.
should be seen to behave with honesty and dignity.
fifty businesses in the area have been helped to implement
energy-saving measures.
5 badly let down when I wasn't allowed to install a solar
panel on my roof.
6 in the town centre is felt to have reached unbearable
proportions.
7 was heard to say that environmental problems were of no
concern to her.

Grammar point 2

D
1b;2a

Practice B
1W; 2W; 3S; 4W; 5S; 6W

Practice C
1 are getting married
2 had his licence suspended after being / having been
arrested
3 to find out why those poor people got stuck
4 will have to become accustomed to
5 get/have ourselves vaccinated

Practice D
1 on; 2 be; 3 has; 4 by; 5 of; 6 have; 7 so; 8 given;
10 then; 11 The; 12 inherited; 13 no;
14 risk/chance/danger;
15 is; 16 would; 17 to; 18 have;
19 order; 20 will; 21 instead; 22 them

9 which/that;

2 stormed; 3 breeze; 4 flooded; S clouded; 6 shower;

7 cloud; 8 rained; 9 breezes; 10 shower; 11 flooded;
12 stormed

de-

em-len-

re-

decompress,
decontaminate,
defrost, delouse,
demotivate

embitter, enclose,
encourage,enlarge

refuel, replace,
restate, retry

de-

em-len-

re-

decompression,
decontamination,
defrost (x),
delouse (x),
demotivation

embitterment.
enclosure,
encouragement.
enlargement

refuel,
replacement,
restatement,
retrial

1b; 2c; 3e; 4a; Sf; 6d

1 1b (a flood of complaints)
2 Sf (floods of tears)
3 3e (a storm of protest)
4 2c (a shower of compliments)
S 4a (a torrent of abuse)
6 6d (gales oflaughter)

1 stole my thunder
2 weather the storm
3 a face like thunder
4 a storm in a teacup
S took the wind out of my sails
6 under the sun
7 get wind of
8 on cloud nine
9 a sunny disposition
10 head in the clouds

as
for
from
in
into
of
on
to
with

classified, defined, diagnosed, labelled, regarded,

used, viewed
intended, used, made
extracted
included, involved, positioned, situated
divided, grouped
composed, made
based, positioned, situated
attributed, confined, linked, related, subjected,
transferred
associated, coupled

1 are associated with lifelliving

2 was incorrectly labelled as being I having come
3 longer viewed as
4 was diagnosed as having I having contracted I suffering
from
S be linked to the chemicals used for
6 is confined to

D
1b,e;2c;3a,d

deform = change the usual shape of something so that its

usefulness or appearance is spoiled
degenerate = become worse
devalue = 1) reduce the value of a currency; 2) make
someone or something seem less imponant or valuable
than they really are
devitalize = take the power or _
~h away from something
reform = 1) change a S) tem_ lav.-_oraanisation etc so that it
operates in a more effectiw way: 1 chanoe your behaviour
and become a better pc
n
regenerate = make something de-:elop and grow strong again
revalue = 1) examine somethin."aoain
in order to calculate
its present value; 2) increase
"alue of a country's
money in relation [0 that of oilier countries
revitalize = put new tren!!t.h or power into something

1 reappraise; 2 unequi\Ucally: 3 deforestation; 4 recycle;

S decomposing; 6 endanoerino: 7 unanimity: 8 enact;
9 reaffirmed; 10 renewable

They are both about the drawbacks of aquaculture

farming).

(man-made) alterations
which other fish

(fish

in the patterns of which fish eat

to emphasise

that the farmed fish's living conditions are

cramped and unhealthy

the mixture of pesticides,

produced by the salmon

salmon excreta. (4) It is estimated that a 1,OOO-tonne

salmon farm - small by current industry standards produces sewage waste equivalent to a town of 20,000
people. The resulting mix disturbs the chemical
balance of delicate marine habitats. (4)

uneaten fish feed and sewage

Text I

Much fish farming relies heavily on fish feed, that is,

capturing small fish like mackerel and anchovy and feeding
them to carnivorous farmed fish. In the production of the ten
most commonly farmed fish. roughly 2kg of wild fish feed
are required for every kilogram o[ [armed fish produced.
This means that at the moment fish feed is further
draining wild fish stocks, without even producing an
equivalent mass of farmed fish. (I)
It is not only through changes in food chain
interactions that aquaculture depletes wild fish
stocks, but also by spreading diseases from farmed to
wild fish. (2) Its difficult to persuade farmed fish to keep
to their pens, as is sholl7l by the [act that nearly half o[ the
salmon caught by Sonh Atlantic fishermen are of farmed
origin. A further worry is that farmed fish may spawn
with wild fish and dilute the genetic makeup of their
offspring, making them less well-adapted to their
environment than their wild parents. (3)
Text 2

Perhaps the cruellest irony o[ the growth in fish fanning is

that it has come close to driving wild fish, the very creatures
it was designed cosare. to the brink of extinction. In the past
10 years. lIild salmon stocks have declined to all-time lows,
and in the nonh-west Highlands, centre of the Scottish
aquaculture indusCI)".stocks have been devastated. The
cause is infestations of sea lice caused by the
proximity of farmed salmon. (2) These are kept in cages,
usually iCUEced
at the mouths of lakes which open on to the
sea. The caoes are vast, but the fish are packed in tight, with
up to 250.000 o[ them battling for survival in each one. At
these densities, the fish are at the mercy of disease
and parasites are rife. (2) Although sea lice are a naturally
occurrino parasicefound in wild fish and a healthy adult fish
would nonnal(,' carry five or six, in the wild fisheries close
to the fish [ann . salmon and sea trout have been found with
up to 500 lice on them.

More fish are consumed on fish farms than are produced,

so wild stocks are depleted. (definite drawback - Text I)
Diseases and parasites are spread from farmed fish to wild
ones. (definite drawback - Texts I and 2)
The marine habitat IS becoming polluted by chemicals,
nutrients and sewage from fish farms. (definite drawbackText 2)
Should escaped fanned fish breed with wild fish their
offspring may also be less well-adapted to life in the wild.
(potential drawback - Text I)

Part 1
1 well; 2 while/and; 3 between; 4 resulting/consequent;
S disease; 6 place/put; 7 taken; 8 down; 9 should;
10 harm; 11 from; 12 for; 13 Nor; 14 it; 1S on

Part 2
16 contributors; 17 abnormal;
20 cleanliness; 21 emergence;
24 relationship/interrelationship;

18 coincident; 19 childhood;
22 coexist; 23 vocalisations;
2S enable

Part 3
26 life; 27 count; 28 admitted;
31 jumped

29 blood; 30 ready;

Part 4
32
33
34
3S

36
37
39
40

long as my car has been repaired by

having taken the money despite the evidence to
had complete faith in his deputy's
are said to have healing
had we arrived at the resort when
did not live up to the critics'
couldn't make head nor tail of
only I hadn't dropped out of

Part 5
The solution for the fanned fish is the use of vaccinations
and toxic pesticides. As their cages are open to the
environment, these chemicals seep into the surrounding
water and can damage the habitats around the cages.
(4) The intensive feeding regimes also carry a heavy cost. In
many farms, the fish are fed automatically, and much of the
feed drops straight through the cages to gather on the
bottom of the lake along with the ammonium-rich

41 the number of whales they allow themselves to catch

each year
41 'culled' (line IS)
42 to emphasise the fact that different nations have different
ideas about what should or should not be eaten
43 they see hunting whales for food as part of their cultural
heritage

Practice B
The minke is not an endangered species.
Their numbers need to be controlled so that fish stocks
are not depleted.
Eating whale meat is pan of]apan's culture and other
nations should not make value judgements about this.
The scale of the proposed commercial whaling would be
small.
Information

box

1
2
3
4
5
6
7

to inform you that your contract has not

graduating she was immediately offered a job
three years to write the book, being encouraged
spent his father's inheritance, Charles set out to
would like to try bungee-jumping, I know
not keeping up my early interest
up after I had tried to solve the

Practice C

Page 194, lines 2, 4 and 10

A moratorium is an official stopping of an activity for a
period of time.

1 to be encoded; 2 to refer; 3 negotiating; 4 to act;

5 to challenge; 6 emerge; 7 walking; 8 Being fittedlHaving
been fitted; 9 to detect; 10 having been relayed; 11 to allow;
12 to step; 13 Having pushed; 14 to behave; 15 to create;
16 (to) observe; 17 to fashion; 18 develop

1 boil away - m; 2 wipe out - h; 3 break down - e; 4 break

up -I; 5 come up with - 0; 6 get rid of - g; 7 give out - p;
8 let off - i; 9 let out - j; 10 put out - n; 11 run down - a;
12 run on- c; 13 run out - b; 14 send out - d; 15 turn
something into - f; 16 turn off - k

Grammar point 1
1b;2b;3b;4a;5b

Grammar point 2

change into = turn into

put off = turn off
set off = let off

D
1 give out
2 break down

o
c She dared him to tell the boss what he really thought of
him. (When followed by an object (him) dare takes the
full infinitive.)
f I'm trying to find out what happened. (The construction
and + infinitive after try can only be used when there is no
ending (-ed, -es or -ing) on the verb try.)

Practice A
1c;2a;3b;4b;5b;6c;

1 put out; 2 gave out; 3 sent out; 4 turning/changing

into,
came up with; 5 run on; 6 setting/letting off; 7 got rid of,
run out

7b;8a;9c

Grammar point 3 \
1 c; 2c; 3a; 4b
on/upon could be added to sentence 4
(On/Upon reading .. )

m
1i; 2b; 3g; 4a; 5d; 6k; 7h; 8e; 9f; 10j; 11 c

o
1 - 4; 2 - II; 3 - 2; 4 - 8; 5 - 5; 6 - 1

1
2
3
4
5
6
7
8
9
10

To tell you the truth / In all honesty

bearing in mind that / considering that
to put it mildly
Generally speaking / On the whole
to cut a long story short
To be perfectly frank / Frankly speaking
to make matters worse
to urn up
judQino from appearances / as far as I can see
To put it another way / In other words

-en
lighten. moisten.
redden.
straighten,
threaten. ,,-orsen

-ify( -efy)

-ise

electrify
(electrification),
falsify (falsification),
olorify (glorification),
liquefy (liquefaction),
solidify
solidification)

carbonise
(carbonisation) ,
economise (x),
fertilise
(fertilisation) ,
liquidise (x),
magnetise
(magnetisation) ,
optimise
(optimisation) ,
symbolise
(symbolisation) ,
vaporise
(vaporisation)

liquid 1) liquefy make something become liquid), 2)

liquidise (crush fruit or \'egetables into a thick liquid)

They are both about objects from spacelcomets

hitting the earth.

and asteroids

An impact on the earth by an object measuring

in diameter. (lines 10 - 11)

1 kilometre

'a nuclearwinter' (line 4)

'a mini-ice age' (line 5)
'straining worldfood supplies' (line 6)

near-earth objects = asteroids and comets on orbits that cross

that of the earth (lines 2 - 4)

Text 1

An asteroid of this size that hit solid earth would form

a crater ten times its own size (1) and would shower
the stratosphere with dust, blotting out the sun,
shutting down all plant growth and condemning those
who survived to death by cold and starvation. (2)

1 liquidise
2 liquefy

Abstract noun

\"erb

Noun denoting a process

clarity
dh'ersity
intensity
mobility
popularity
utility

clarify
di\-ersify
intensify
mobilise
popularise
milise

clarification
diversification
intensification
mobilisation
popularisation
utilisation

1 intensified; 2 recharging; 3 lengthening; 4 minimising;

5 chemical; 6 continuously; 7 pollution; 8 utilise;
9 simplify; 10 liquefied; 11 pressurised; 12 lessening;
13 motorists

... comets are aggregates of ice and dust which are

weakly held together so that when they hit the
atmosphere they start breaking up. As they get further
down the pressureincreasesand they break up even faster,
resulting in an explosion with a brilliant Bash and
scorching heat. A blast like that over a denselypopulated area would kill 1.5 million people. (3)
Text 2

Thepress and Hollywood often focus on the impact of a

large asteroid, say 1 km in diameter, which would
wipe out life within proximity of the impact site. (1)
More seriously, it would aEEectthe whole world in
indirect ways. The dust and/or vapour cloud created
by an impact to either the land or the ocean could be
big enough to create a 'nuclear winter', like a mini-ice
age, and disrupt climate patterns, adverselyaEEecting
major food-growing regions of the world and straining
world food supplies. (2)

Of much greater concern should be asteroids in the 30

to 200 metre range, which are far greater in number. The

Additional notes
First listed point

Meteor Crater in Arizona, measuring roughly a ldlomelre in

diameter, was caused by a nickel-iron rock only about 30
metres across. That's a very small asteroid which we
couldn't see [rom telescopes until it's right above Earth when it's much too late to do anything but duck [or cover.
HoweveI; as seventy per cent of the Earth is covered by

oceans, an ocean impact is more likely and would also

be much more damaging. An asteroid hitting land
causes mainly localised damage. An asteroid hitting
the ocean could create a tsunami (huge tidal wave)
that would inDict catastrophic damage to coastal
cities. (4)

Option 2 is better, as both texts talk about the actual effects

of small asteroids on land, rather than the possible effects,
and Text 2 also indicates asteroids are much more likely to
strike the sea than the land.

This construction is mainly used in

written English and is used to provide
the setting for a description.
This construction can be used in
spoken point as well as written
English. to make a narrative sound
more dramatic.

Practice A
1 There goes my last 20 note.
2 Rarely have I had such fun at a weddino.
3 On no account should you lift he<I\'yobjects after the
operation.
4 There, at the back of he cupboard was the ring I had lost.
5 On the door of the fridge ~lary had tuck a note saying
'I'm leaving'.
6 Down the middle of the road ran a torrent of greenish
water.
7 Not for one minute did I belie\'e that tory you told me.

Grammar point 2

The impact of large asteroid would destroy life in the

immediate area.
In the longer-term it could create major climate changes
and worldwide food shortages.
A smaller asteroid landing in the sea could trigger tidal
waves and flood coastal cities.
The explosion from a comet breaking up after entering
earth's atmosphere would be devastating over a populous
area.

1
2
3
4

than should be when

when should be than
reached I should be I reached
wanted any children hould be any children wanted

Practice B
1 Only when the audience burst out laughing did the
interpreter realise he'd made a mistake.
2 Barely had the boat left the harbour when it began to sink.
3 0 sooner had usan tormed out the door in a temper
than he came back to apologise.
4 ! ot until you ask me politely will I iron your shirt for you.
5 Hardly had I dioested my lunch when they served us
afternoon tea.
6 Only after )uu'\'e finished your psychology course can you
think about training as a child psychologist.
7 Scarcely had we arrived at our holiday destination when
my father phoned to say my mother was very II.

Practice C

oLots ----..
Grammar point 1
1 prepositional phrases (1, 2, 3, 6, 8); adverbs (3,4,7) and
adverbial phrases (5)
2 They are inverted, i.e. the verb comes before the subject.
3 Because only intransitive verbs may be inverted after
prepositional phrases and saw is a transitive verb.

1 has he 10 t the/my book, but he denies

2 do his behaviour and dedication meet the expected
3 no circumstances must this patient be left
4 had he been faced with such a
5 1.000 pandas are thought to still exist
6 was the woman's anxiety that only by taking
7 under the sofa, lay the missing
8 sooner had she qualified as a psychiatrist than

Practice D
1 Although; 2 among; 3 other; 4 to; 5 sooner; 6 than; 7 in;
8 by; 9 was; 10 on; 11 Nowhere; 12 but; 13 after; 14 did;
15 Barely/Scarcely; 16 well

I'! -

38

1 tell someone off - n; 2 give someone a talking-to - n;

3 point out - 0; 4 reel off - k; 5 talk back - a; 6 calm down
- e; 7 feelings are running high - c; 8 talk someone into - j;
9 gabble away - m;10 join in with - h; 11 pipe down - d;
12 talk down to - i; 13 take in - p; 14 bottle emotions up b; 1S break off -I; 16 break in - g; 17 talk someone
through something - f

2
3
4
5
6
7
8
9
10

After years of bottling (up) his emotions (up), Bob

finds ...
... may be able to reel (00 the numbers from 1 to 100
(oft) is a sign ...
Feelings are running high about.
... take (in) much of what Tom said (in) as he was
gabbling away as usual.
... that I'm talking down to you; ... so I want to talk
you through it first.
... should break off for coffee ... be able to talk them
round.
I would tell my child off / give my child a good
talking-to if he talked back ...
... to point out that ... if you want to join in with
any ..
... managed to talk my sister out of asking for a
divorce and into going for ...
... please calm down? ... if you keep breaking in ....
just pipe down while.

D
cold
hard
high
hot
level
strong
sweet
weak

-hearted
-headed, -hearted
-minded, -spirited
-blooded, -headed, -tempered
-headed
-minded, -willed
-tempered
-willed

cold-blooded = lacking in pity - commonly collocates with

killer/murder/violence ete.
cold-hearted = behaving in a way that shows no pity or
s)lnpathy but docs not have the violent connotations of
cold-blooded
hard-headed = practical and able to make difficult decisions
without letting your emotions affect your judgement
hard-hearted = not caring about other people's feelings
high-minded = having very high moral standards or
principles
high-spirited = having a lot of energy and enjoying fun and
adventure

hot -blooded = having very strong emotions such as anger or

love; passionate
hot-headed = tending to do things too quickly without
thinking
hot -tempered = having a tendency to become angry easily
level-headed = calm and sensible in making judgements or
decisions
strong-minded = not easily inlluenced by other people to
change what you believe or want
strong-willed = knowing exactly what you want to do and
. being determined to achieve it, even if other people advise
you against it
sweet-tempered = having a character that is kind and gentle
weak-willed = unable to make decisions easily

1 high-minded; 2 hard-hearted; 3 cold-blooded;

4 high-spirited; S level-headed; 6 weak-willed; 7 strongminded; 8 cold-hearted; 9 sweet-tempered; 10 hard-headed;
11 hot-blooded; 12 hot-headed, strong-willed;
13 hot-tempered

absent-minded = forgetful
blue-blooded = belonging to a royal or noble family
empty-headed = silly, unable to behave seriously
even-tempered = calm, not easy to anger
kind-hearted = kind and generous
light-headed = unable to think clearly, perhaps as a result of
illness, fatigue or alcohol
narrow-minded = unwilling to accept new or different ideas;
prejudiced
public-spirited = willing to do what is helpful for everyone in
society

minded - mathematically-minded, mechanically-minded,

career-minded, money-minded, family-minded

D
1e;2d;3f;4c;Sa;6b

Stem is not a complete

word

Stem is a complete word

compel, submerse,
symbolise, symphony,
transcend, translate,
unique

compassionate (passion),
compromise (promise),
concentrate (centre),
configuration (figure),
subcontract (contract),
subsoil (soil), symmetry
(metre), sympathise
(pathos), synthesis (thesis),
transcript (script), transplant
(plant), uniform (form),
unilateral (lateral)

1 unconscious *; 2 contemporary; 3 ongoing; 4 beneficial;

5 undivided; 6 outcomes; 7 confirming; 8 untreatable;
9 behavioural; 10 disabling; 11 transformed; 12 confront;
13 irreplaceable
* although the word 'subconscious' may be grammatically
correct, it is not the correct term in the context of psychiatry
used here.
unconscious = that part of thought and emotion that happens
outside everyday awareness.
subconscious = thoughts and emotions existing in the mind
but not immediately available to consciousness.

Ad}LaJJced

oLots

Grammar point 1

D
1b;2a;3c

Practice A

Summary
They are both about the ways in which language use changes
according to the gender of the speaker.

The differences between words used by men and those used

by women: (lines 9 and 10)

Because the women wanted to discuss the idea, not to get a

simple answer to the question.

1 myoid classmate is now/should now be the Minister for

Trade I find astonishing .
.2 the last three days I've been slaving away on his wretched
repon.
3 I can finish the repon on time I don't have the faintest
idea,
4 That I won't put up with,
5 to exceeding her sales targets by twenty percent she got
the promotion she wanted.
6 have given up such an interesting and well-paid job seems
odd,
7 This she manaoed to do when her company sent her there
on a buying trip,
8 the first time in a decade our profits rose last year,

Grammar point 2

fJ
a3;bl;c2
environment is more important than heredity (The reasons
than genes Text 2, line

for this lie more with socialisation

13)

They follow the pattern:

it + form of the verb be + emphasised element + who/that
introducing a clause

Grammar point 3
o

o
o

In some languages men and women may use completely

different words to refer to the same things.
Women tend to be less direct in their communication than
men.
Men talk for longer periods at a time than women do.
Men do not express their feelings easily in words.
Information

box

Page 218, Text 2, line 3

Albrecht Durer (1471- 1528) German painter and

draughtsman.

Practice B
1 I did was (to) pull the jammed bit of paper out of the fax
machine, and now it won't work.
2 was the opportunity to travel that attracted me to the job.
3 the management believe is that these measures will make
the company more profitable.
4 \yas because he felt unappreciated that he walked out of
the meeting.
5 the union asked for was a five percent wage increase.
6 is in Malaysia that the new factory is to be located.
7 he wants is an office with a view.
8 isn't money she's motivated by, but power.
9 I'm going to show you next is how to repair the machine.

2
3
4
5

Practice C

The first sentence has the verb with 'empty' it; the second is
a phrasal verb (the it in this sentence refers back to the
negotiation)
hit it off = got on well together; took a liking to each other

1
2
3
4
5

think is that the company is not profitable

been because our price was not competitive that
the boss but the secretary who took
is his efficiency rather than his ambition that
there was/we had to show for it was

Practice D
1 not; 2 so; 3 is; 4 such; 5 that; 6 aboutlby; 7 to; 8 a; 9 It;
10 should; 11 Thanks/Due; 12 What; 13 to; 14 had;
15 but; 16 Only; 17 did; 18 these; 19 do/really

1 set up - c; 2 be taken over/take over - a; 3 hit upon - g;

4 ran into - n; 5 payout - 1; 6 give away - e; 7 turn
something round - j; 8 break even - b; 9 wind something
down - f; 10 take over from - m; 11 sink something in - h;
12 see something / someone through something - i;
13 pull something off - k; 14 payoff - d

fJ
1
2
3
4

payoff
sink in
turn round
see something

1
2

could have hit upon such a good ...

that George had taken over from me only sank in
when I found him ...
--\fter setting up his business, Peter felt ... he would, at
the yery least, break even, he sank the last of his savings
in a new house .... soon after that, he ran into debt, ... in
order ro payoff his business loans and to avoid having to
wind his business down.
... that they planned ro lay (off) every worker over 55
(off), ... the union manao-ed to pull off such a good deal
... enough money ro see her through until ...
... they managed to tum my order round within
twenty-four hours I
but it paid off in the end.
if we can just see it through, we stand a good chance
of turning the company round.

5
6
7

payout
giveaway
payoff
payoff

m
1h; 2c; 3b ; 4d; 5e; 6f; 7g; 8a; 9i
Note: most of these verbs would only be used in informal,
spoken English. In addition,jump
to it, spit it out and cut it
out are all quite aggressive and should be used by learners
only with extreme caution.

1
2
3
4
5

didn't hit it off when they first

lived it up for years
the respect of her staff by toughing it
had it out yesterday and now my son
watch/see boxers slugging it

1 increasingly; 2 takeover; 3 upgrade; 4 reinvented;

5 meaningless; 6 sympathetic; 7 internationally;
8 globalisation; 9 unpronounceable;
10 inappropriate;
11 favourable; 12 enlighten

through

The industry produces toys then tries to sell them rather

than asking the consumers what they want first.

Disney films which sold a lot of toys, and ones which did
not.

Part 5

Children are no longer interested in toys after the age of

eight.
Children don't always want to buy the toys the
manufacturers have produced.
Film merchandising of toys is expensive and not always
successful.
Toy retailers make very small profits, especially on toys
linked to merchandising.

40 someone who is so tired they can hardly do their work

41 the fact that people's IQ drops if they don't get enough
sleep
42 to show how dreams can help us find solutions to our
problems
43 'that vast reservoir of information that affects and drives
our daily lives' (lines 14 - 15)

Lack of sleep can lead to accidents and adversely affect

employees' performance.
A short nap during the working day decreases stress
improves effiCiency.
Dreams can provide a means of solving problems or
having creative ideas.
By interpreting their dreams, people can recognise areas
of difficulty or disagreement in their working lives.

Part 1
1 although/while; 2 wellllittle; 3 one; 4 after; 5 possible;
6 check; 7 on; 8 such; 9 neither; 10 was; 11 also; 12 only;
13 that; 14 out; 15 just

Page 239, line 8

Thomas Edison (1847 - 1931) American inventor,

perhaps best known for his invention of the first

commercially viable electric lightbulb.

16 prescriptions; 17 departments; 18 enliven;

19 specifically; 20 interactive; 21 ensure; 22 widening;
23 subsidised; 24 unemployed; 25 reconditioned

Page 239, line 14

Sigmund Freud (1856-- 1939) Austrian psychiatrist.

26 commercial; 27 books; 28 hold; 29 far; 30 bright;

31 drop

Part 4
32 denies all responsibility for
33 sooner had the job cuts been announced than
34 annoys him most is political discussions
35 the award came as a complete surprise to
36 no account are you to / should you try andlto repair
37 prides himself on his skill in/facility for
38 they're having trouble/difficulty (in) making ends meet
39 all expectations Sam turned out to be

42

box

Part 2

Part 3

Information

Father of the practice of psychoanalysis, much of which

involved the interpretation of the patient's dreams.

of

UNIVERSITY

CAMBRIDGE

Local Examinations Syndicate

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14
15
16

For example, if you

think" B is the right
answer to the
question, mark your
answer sheet like this:

17

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32

18

19

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21

For Parts 2 and 4:

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numbers like this:

o EXAMPLE

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22

23

Part 4

~
~
~
~
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g J?,
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18

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24
25
26
27
28
29
30

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= "=
= =
= =
= =
= "=
= "=
= =
2S

26

27

30

of

UNIVERSITY

CAMBRIDGE

Local Examinations Syndicate

Candidate

Name

If not already prinled, write name

In CAPITALS and complete tho
Candidate

No. grid

Candidate's

(in pencil).

signature

~~ ~8
~~ ~~

6666
6~ 66
~6 ~t!J

~~ ~~
~~ ~~
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If the candidate is ABSENT or has WITHDR!WN

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@

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For Part"l :'Mark

For exa~Ple.'lf~~OU think C is the

right answer to the question,
mark your answer sheet like this:

V1

0
0
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"
0

For Parts 2, 3, 4 and 5: Write your

answers in the spaces next to the
numbers like this:

letter for each question.

[~J

ABC
0
c:=:Ic::::J_c::::l

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n

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cr

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16

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7
8
9
10
11

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13

14

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17

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"

18
19
20

"

21
22
23
24
25

25
b

26
27
28
29

t=;>

"
"
"

Turn
over
for
Parts
3-5

.-:-+

30
DP319/93

-- --
--- ---- -

------

---

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-
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-
-
-
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41
42
43
44
45

60

46

61

47

62

48

63

49

64
6:5.

50

"'"

"

51
52

52'

53

""

"
55

Pearson Education Limited

Edinburgh Gate
Harlow
Essex
CM202JE
England
and Associated Companies throughout the World

The right of Fiona Scott-Barrett to be identified as the author of this Work has been asserted by
her in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise without the prior written permission of the Publishers.

First published in 2002

Second impression 2003

Sample OMR answer sheet is reproduced by permission

of the University of Cambridge Local Examinations Syndicate.
Design by Studio Image & Photographic Art
Edited by Lee Coveney
Produced and managed by PROCESS ELT Loukas Ioannou (www.geocities.com/process_elt)

.,

LONGMAN EXAM SKILLS

New Proficiency Use of English
Proficiency Use of English is ideal for students preparing for Paper 3 of the
Revised Proficiency exam. It provides comprehensive coverage of all the
essential areas of grammar and vocabulary, while training students in all the
skills and techniques required for taking Paper 3 of the CPE exam
successfu Ily.

The Proficiency

Use of English Teacher's Book includes:

~ An Introduction to Paper 3 of the Revised exam and

to the Students' Book.
~ A photocopiable

Diagnostic test with key.

~ Complete answer key with information

boxes.

~ The University of Cambridge sample answer sheets.

Components:
Proficiency
Proficiency

Use of English Students' Book

Use of Eng,lish Teacher's Book

ISBN 0-582-50478-3
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NEW PROFICIENCY US
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