Advanced Writing Skills (RED)

jID M N C ED

WRITING SKILLS

CONTENTS U N I T 7 Protest and C om plaint

A cknow ledgem ents iv Forew ord v G eneral In tro d u ctio n vi In tro d u ctio n to S tudents vii T e a c h e r’s H an d lin g Notes viii U N I T 1 Advice and O p in io n

P rotest, co m p la in t a n d a p o lo g y ; c o n tra st a n d concession; q u ite /fa ir ly /ra th e r ; reactio n .

U N I T 8 C ontroversy

69

C o n tro v e rsy ; reasons, causes a n d e x p la n a tio n s; g eru n d s as subjects a n d o b jects; w ork.

1

A d v ic e ; fu tu re tim e c la u se s; i t is

a d je c t iv e

t h a t . . .; c o n s u m e r

U N I T 9 C ontrast and C om parison 79

v o c a b u la ry .

U N I T 2 Plans an d A rrangem ents

10

A rra n g e m e n ts a n d in v ita tio n s ; relativ e clauses - d efin in g ; it is a d j e c t i v e + i n f i n i t i v e ; e n te rta in m e n t.

U N I T 3 Permission

19

P e rm issio n ; su b stitu tin g infinitives for re la tiv e c la u se s; p re se n t a n d p erfect p a rtic ip le s; c h a ra c te r.

U N I T 4 Suggestions

U N I T 5 O b ligation

A d v a n ta g e s a n d d isa d v a n ta g e s; w hile a n d w h e re a s ; q u alify in g a n d describ in g n o u n s ; to w n a n d co u n try .

U N I T 10 P robability

29

39

O b lig a tio n ; re la tiv e clauses —n o n ­ d e fin in g ; few /a few, e t c .; life a b ro a d .

U N I T 6 G eneralisations

49

Q u alify in g g e n e ra lisa tio n s; inversion after neg ativ e in tro d u c tio n s; q u alify in g a n d re-expressing s ta te m e n ts ; holid ay s a n d tourism .

89

P ro b a b ility - p rese n t a n d f u tu r e ; w h a t a n d w h ic h ; th a t a n d w h e th e r clauses as su b jects; leisure tim e.

U N I T 11 P lanning

S uggestin g courses o f a c tio n ; expressing co n trasts a n d c o n cessio n ; focus a n d id e n tific a tio n ; food a n d h e a lth .

60

97

P la n n in g ; p u rp o se clauses; in v erte d co n d itio n als; e q u a lity a n d p reju d ice.

K ey 108 Resources File

117

ACKNOWLEDGEMENTS

W e w ould like to thank the following people for their help and cooperation in the developm ent o f this book: the principal, teachers, and students of E urocentre, B ournem outh for their help and encouragem ent; students at the In stitu to A nglo-M exicano in M exico C ity; and the secretarial staff at E urocentre, B ournem outh, in p artic u la r H eath er W oodley and M ary Parsa. W e w ould especially like to th an k J e ff Stranks for his contribution, and R oger Scott for his help an d advice. J o h n A rnold Jerem y H arm er

FO REW O RD W ith this book, the ten th E u ro cen tre p ublication in our series Teaching Languages to Adults, we continue our program m e of providing m aterials and techniques for language teaching in areas not yet fully covered. T h e recent developm ents w ithin the field of linguistics have shown a need for a new ap p ro ach to teaching English at the A dvanced level; w ith their experience as teachers in an organisation teaching adults, the authors have recognised the need to in te rp ret such developm ents at a strictly practical level both for teachers an d students. T hus Advanced Writing Skills concentrates on the production o f w ritten English and incorporates new concepts o f A dvanced learning by leading the students from controlled use to free an d individual production o f ap p ro p riate language. In addition, this book provides the teacher w ith m aterial suitable for a variety of learning situations. It also offers m any opportunities for really challenging and varied hom ew ork and encourages the responsible student to m ake full use o f his self-study potential. W e believe - and the testing of the m aterial in the English Eurocentres has proved it - th at this book can m ake a valuable contribution to the teaching of English at the A dvanced level for both teachers and students. E rh. J . C. W aespi Director o f thefoundation fo r European Language and Educational Centres

GENERAL IN T R O D U C T IO N In this book, language is treated u n d er three headings F u n c tio n s

T o p ic N o tio n s

G ram m ar

U n d er F u n c tio n s we consider ways in w hich language is used, for exam ple, Giving Advice. W e then present some o f the forms o f language th a t can be used in perform ing such Functions, for exam ple, i f you take my advice you w ill. . . U n d er T o p ic N o tio n s we deal w ith the vocabulary related to a p artic u la r subject or topic, for exam ple, Work. U n d er G r a m m a r we present and practise certain structural patterns. THE COURSE

T h e course is designed for students w ho have either passed the C am bridge First Certificate exam ination or successfully com pleted an equivalent course of study. By the end o f this book, successful students will be able to use the Functions, T opic Notions, an d G ram m ar studied to express themselves fluently and accurately, particu larly in w riting. Such students will be in a position to take the C am bridge Certificate o f Proficiency exam ination after further training in the specific techniques necessary for th a t exam ination. U N IT LAY O U T

E ach u nit contains a) A T ext, w hich exemplifies one or m ore F unctional areas, and w hich is also about a p artic u la r topic, thus providing m aterial for discussion and vocabulary extension. b) C om prehension an d S um m ary exercises. c) R evision-Test (except U n it 1). d) P resentation and practice o f F u n ctional Language. e) Sentence construction (i.e. G ram m ar). f ) Features o f S tructure an d Style occurring in the text. g) V ocabulary extension. h) F inal W ritten Tasks, designed to integrate ( d)-(g) above. DESIGN

T h e course is designed in such a w ay th a t it can be used, at the one extrem e, for intensive courses, and at the other, for private study. As m any students at this level follow non-intensive courses they will find the private study potential of the book p articu larly valu able; a key is provided for the m ajority o f the exercises. T hus, w here tim etabling makes this necessary, p artic u la r parts of the unit m ay be d ealt w ith outside the classroom. T h e following publications have been p articu larly useful in the p rep aratio n of this book Leech and Svartvik, A Communicative Grammar o f English, Longm an, 1975. Q uirk and G reenbaum , A University Grammar o f English, Longm an, 1973. W ilkins, Linguistics in Language Teaching, E dw ard A rnold, 1973. VI

IN T R O D U C T IO N TO STUDENTS R ead this, as it will help you to get the best out of the book. T his book is especially designed for students who have passed the C am bridge First C ertificate exam ination or who have done a course to ab o u t the sam e level, an d com pleted it successfully. T his book will help you tow ards a higher level o f English know ledge, and if you wish, tow ards the C am b rid g e C ertificate o f Proficiency ex am in atio n . THE L A Y O U T OF EACH UN IT

Text designed to provide discussion m aterial and show exam ples of the language you will be studying. Exercises on the Text designed to test your ability to u n d erstan d and take inform ation out of the text and to give you practice in selecting p artic u la r points from the text and linking this inform ation together w ithin a lim ited n u m b er o f words. Revision- Test designed to give fu rth er p ractice in elem ents o f language which you have already studied in previous units. Functional Language p r o v i d e s o p p o r t u n i t i e s t o s t u d y a n d p r a c t i s e t h e l a n g u a g e y o u n e e d for p a r t ic u la r p u r p o s e s , s u c h as s u g g e s t i n g c o u r s e s OF ACTION.

Sentence Construction this section revises an d extends your g ram m atical know l­ edge of English. Structure and Style provides opportunities to study an d practise special stylistic features of w ritten English. Topic Vocabulary here you can learn words in groups w'hich are all concerned w ith a p a rtic u la r topic. Writing Tasks this is the m ain piece of p ractice in w hich you can use the language you have studied in the unit (as well as in previous units). These compositions have been chosen to represent the kinds o f w ritten tasks which you m ight one day w an t to perform in English. THE RESOURCES FILE

At the back o f the book you will find a section m arked r e s o u r c e s f i l e . H ere you will find pictures, forms, and oth er visual aids taken from new spapers and other sources. These aids are designed to give you extra practice and revision of w hat you have studied in the units. (lO o rm o re lessons a week), you can use this book u n d er the guidance o f your teacher(s). It is a good idea to read the passage of an y unit in advance and look at the T alking Points section. T h ere is a key to all of the exercises m arked (K), so you can use the exercises for revision an d extra p ractice as necessary. if y o u a r e f o l l o w i n g a n i n t e n s i v e c o u r s e

IF YOU AR E FO LLO W IN G A N O N -IN T E N S IV E COURSE (2-10 lessons a Week), you will have to do the m ajority o f the exercises on your own. T h ere is a key provided for all the exercises w here this is possible. I f there are points in the explanations or exercises w hich you do not understand, ask your teachers about them w hen you have the opportunity. You will have plenty of opportunities w hen using this book to talk about yourself, give your personal opinions, and say w hat you think. R em em ber th a t learning an o th er language, especially at an advanced level, should be an opp o rtu n ity to express yourself an d your ideas clearly and fluently, and to enjoy learning to do this. W e wish you every success in bringing your knowledge o f English to an a d v a n c e d level.

T E A C H E R ’S H A N D L IN G N O T E S THE TEX T

It is suggested th at students read the text to be w orked on before com ing to class. EXERCISES ON THE TEX T

1 Vocabulary This section is designed to show the students a variety o f vocabulary in context. I t should be done orally, preferably before the other exercises on the text. 2 Talking Points These true/false questions are designed as oral classroom activity, e.g. the teacher reads the sentences an d the students say w hether the answ er is true or false. T h e questions are not designed to focus on any p artic u la r aspect of language, b u t should form the basis for discussion on the subjectm atter o f the text. 3 Writing Points These questions could be done orally, b u t the intention is th at the student should be able to w rite complete answers, as he will have to do in the Proficiency exam ination. 4 Context Questions These questions could be d ealt w ith either orally, or in w riting. T hey are designed to test the stu d en t’s in -d ep th understanding of the text. 5 Summary Work T h e m ain aim of this is to train students to sum m arise, w ithin given word limits, inform ation they have read. T h e exercises can be used successfully as group work in the class.

R E V ISIO N -T E ST

These can be done m ost effectively in the classroom u n d er quasi-test conditions. T h e very act of doing the test should reinforce students’ ability to use the language w hich they have studied and help them to com m it th a t language to their m em ories. FU N C T IO N A L

L A N G U A G E , SEN TEN CE C O N ST R U C T IO N , ST R U C T U R E A N D

STYLE

Since these various aspects o f language are often treated in sim ilar ways they will be d ealt w ith together here. It is suggested th a t the stu d en ts’ atten tio n be draw n very carefully to the w ay language is used in the text to perform certain functions. T h ey thus see th a t they are not m erely studying g ra m m a r b u t are studying a language whose use is exem plified in the text. W hen studying the charts, before doing the exercises th a t follow them , it is suggested th a t the teach er m ight point out the g ram m atically tricky aspects o f the language. A n exam ple o f this is on page 43 w here the ch art includes X has no alternative but to DO . . . A com m on m istake w ith this construction is the omission o f but. This can be pointed out to the student as he studies the chart, helping him to avoid the m istake in the future. T h e exercises th a t follow, for exam ple, a d v i c e , are designed for classroom use. It is suggested th a t the controlled exercises th a t usually begin the exploitation should be done o rally; indeed, most of the exercises are suitable for oral use, b u t to provide variety it is often a good idea to m ake the students w rite one or two sentences from a p a rtic u la r exploitation. Wrhere, at the end of each section, the p ractice is o f a freer n atu re, group-w ork is often very profitable. As was said in the g e n e r a l i n t r o d u c t i o n , constraints o f tim e m ay m ake it im possible to do all the w ork in class. F or this reason there is a key at the back o f the book, and parts o f the units can be set as hom ew ork/self-study. W here m aterial from the r e s o u r c e s f i l e is ap p ro p riate to the language being studied a note will be found in the unit, an d the m aterial can then be used as a m ore interesting, or extra, or alternative, stim ulus for the students. t o p ic

vocabulary

In this section the stu d en t is presented w ith a vocabulary area. T his section is not inten d ed for classroom u se ; the stu d en t should discover the m eaning of the words him /herself. T each in g vocab u lary is usually a fruitless exercise, an d w ould certainly be so here. T h e exercises w hich follow the section, how ever, could be set as hom ew ork. It is suggested th a t all the students be equipped w ith a good dictionary. W R IT IN G TASKS

T h e m ain objective of these tasks is th a t the student should practise w h at he has learnt. Students m ust be encouraged therefore to use the language from

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

As has been already pointed out, the r e s o u r c e s f i l e can be used as a source of extra practice m aterial, p articu larly w here this is suggested. Its m ain function, however, is to provide interesting and real m aterial for revision. Suggestions will be found u n d er each item , b u t teachers should feel free to exploit this m aterial as they see fit.

x

MARKETING CONSULTANCY SERVICES Tel: 725380 Mr J.K. Farringdon, Sales Director, World Motor-cycles Ltd., Dudley Drive, Birmingham, United Kingdom.

Dear Mr

North Africa Division Hamra Street Beirut, Lebanon Telex: 52413

22nd August.

Farringdon,

We are writing in reply to your letter of August 2nd, which was passed on to us by MCS Head Office in London. In your letter, you asked for our advice concerning the marketing of motor-cycles in North African countries, in particular Tunisia. 5 At the moment, it would seem to us that it is not possible to give

a definitive answer about the prospects for such a plan. This is especially so, since, in our opinion, there are such vast differences between the various countries in this area. It would appear to us that your best course would be to have an area sales survey made, a 10 task we would gladly undertake on your behalf. At the same time as finding out about sales prospects, it is essential that possible future dealers should also be investigated, and this service is part of all sales-surveys we make. In addition to having a survey made, we would also advise you to make 15 a personal visit to the area, perhaps while the survey team is making

its investigations. This would enable you to 'get the feel' of the countries concerned, which, in our opinion, is vital for any businessman planning a major marketing venture. We look forward to hearing from you again in the near future.

If you

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

will be very happy to supply them. Yn u y a

a -i nr»OT*oT \r

C. Clark

ADVICE >1ND OPINION a 1

| Exercises on the text VOCABULARY F ind words or phrases in the text th a t m e a n : a) advertising an d selling a com m odity b) an organisation giving professional advice c) sure and final d) chances of success e) very great J) investigation to find out the chances of selling som ething g) for you h) people who sell for an organisation i) extrem ely im p o rtan t

2 T A L K IN G P O IN T S Say w hether the following statem ents are true or false. If you think the answ er is false, give your reasons. a) M r F arrin g d o n ’s letter arrived at the H ead Office on A ugust 2nd. b) M r F arrin g d o n ’s letter asked for advice ab o u t selling m otor-bikes in N o rth A frican m arket-squares. c) M arketing C onsultancy Services cannot yet say w hether it is a good idea to sell m otor-cycles in N o rth A frican countries. d) M r F arrin g d o n w on’t be able to sell motor-cycles in all N orth A frican countries because they are so different from each other. e) M r F arringdon is advised to m ake an area sales-survey. f ) W hen M C S do sales-surveys, they also find out about places which could sell the articles concerned. g) M C S think th at it is im p o rtan t for businessmen to visit areas where they w ant to sell things. h) I f M r F arrin g d o n writes to H ead Office asking for details, he will m ake them very happy. 3 W R IT IN G P O IN T S Answ er the following questions w ith com plete sentences. a) W hy did M r F arrin g d o n w rite to M C S ? b) W h at reasons do M C S give for being unable to answ er M r F arrin g d o n ’s questions ab o u t m arketing? c) W h at advice do M C S give ab o u t finding out w hether m arketing prospects are good ? d) W h at do M C S advise M r F arrin g d on to do personally, and w hy? 4 C O N T E X T Q U E S T IO N S a) ‘Such a p la n ’ in line 6 refers to . . . b) ‘T his a re a ’ in line 8 refers to . . . c) W h at does ‘this service’ in line 12 refer to?

2

j4DVICE

4ND OPINION

d) W h a t does ‘w h ich ’ in line 17 refer to ? e) ‘T h e m ’ in line 21 refers to . . . 5 SU M M A RY W O R K Im agine you are M r F arrin g d o n . Y ou are p rep arin g a very short m em o ran d u m for the o th er directors o f W orld M otor-cycles L td. on the advice given by M C S. W rite the rep o rt in not m ore th a n 50 words.

b

| Advice

1 Look a t the following ways o f giving advice, some of w hich a p p ear in the text. 1 would { advUe J 1 you to D O ... [ recommend J If you take my advice you will DO . . . If I were you I would DO . . . (informal') Susan Fisher is a stu d en t w ho is a b o u t to leave school. Use the following to give h er advice a b o u t h er future. a) advise/learn/foreign languages b) m y ad vice/continue/study c) recom m end/get/job as soon as possible d) if I/you/go/night-school/learn/profession e) advise/earn enough m oney/travel ro u n d the world f ) if/you/w ork/shop w ith your father g) m y advice/get m arried , settle dow n/have a fam ily N ow m ake m ore sentences o f your ow n, using the language in this section, in w hich you give advice to a) Som eone whose new car keeps going w rong b) Som eone whose p et tiger has vanished c) Som eone whose w ife/husband spends m ost o f her/his tim e aw ay from hom e 2 Look a t m ore ways o f giving advice (some of w hich a p p ear in the text) in w hich the w riter/speaker gives his opinion before giving his advice. OPINION

ADVICE

In my opinion As far as I ’m concerned From my point of view I think

you should DO . . . the best thing you can DO .. . is DO . . .

It would | seem i (to me) that [ appearJ v

your best course would be to DO . . . 1ND OPINION F red erick C la y b o rn

Age 37

Heavy drinker, drink affecting his health; has been told by doctor to stop. Executive in electronics firm, says drink helps him to fulfil work-load. H e c o rre s p o n d s w it h a frie n d

corresponds

unde

,a Fernandez As ants to learn Eng) ,de or secretary

e corresponds with

Resourcesfile references 1 C2 caption b)

2 G2 caption a)

c | Sentence construction F U T U R E T IM E C LA U SES Look at the following sentence from the text . we w ould also advise you to m ake a personal visit to the area, perhaps while the survey team is making its investigations' (Lines 14—16) T h e second p a rt of the sentence refers to the future, b u t the present continuous tense is used because it is a t i m e c l a u s e beginning w ith while. T h e sentence is p rod u ced in the following w a y : W e w ould also advise you to m ake a personal visit to the area.

P erhaps the survey team will be making its investigations ( then).

D epending on the situation an d context, there are four possible tense forms w hich can ap p e ar in t i m e c l a u s e s you you you you

DO ( Present Simple) A R E DOIJVG (Present Continuous) H A VE D O N E ( Present Perfect Simple) HA VE B E E N D O IN G (Present Perfect Continuous)

5

ADVICE >4ND OPINION EXAMPLES

i)

will You T om He will arrive

m eet

11!

I can m ention it I will be talking to Jack

iii)

D o n ’t come I will have had my lunch

iv)

Y ou will get to know our m ethods You will have been working here fo r a while

w hen

You will m eet T om when he arrives.

w h il e

I can m ention it while I am talking to Jack.

u n t il

D o n ’t come until I have had my lunch.

w hen

You will get to know our m ethods when you have been working here fo r a while.

Im agine you have been m ade red u n d an t, and you are being given inform ation at an unem ploym ent office. C om bine the following pairs of sentences in the same w ay as in the examples. a) You will get welfare m oney. t il l / u n t il You will get a new job. b) Y ou will be able to find work. AS SOON a s / o n c e T h e econom ic situation will have im proved. c) W ould you fill in this form ? W H IL E Y ou will be w aiting. d) You can apply for help w ith your rent paym ents. a s s o o n a s Y ou will have been receiving welfare m oney for a m onth. e) W e will also help you. WHEN Y our children will need to buy school books. f ) Please inform us. IM M EDIATELY You will be offered a new jo b . ! In the following sentences people are talking about their forthcom ing holidays. Com plete the sentences w ith a suitable tim e clause. a) W h e n ____ , yo u ’ll need a long holiday. b) I ’ll be lying in the sun, w h ile _____ c) As soon a s ____ , m y own holidays will be starting. d) I ’m going to book m y flight im m e d iately _____ e) 15 there any chance o f you seeing m y father, w h ile ____ ? f> By the tim e ____ , yo u ’ll be too tired to enjoy your holidays. g) I ’m not going to work so h ard , once or you’ll get h) Y ou’d b etter learn to drive properly, before arrested.

6

ADVICE AHD OPINION 3 H ere is an advertisem ent for a career in banking. Im agine you are giving inform ation ab o u t jo b prospects to someone who is thinking o f taking up the career.

nager iationally oriented c in Kuwait. The /ing within a fast .ondary objective oarate subsidiary •lent full service

A CAREER IN BANKING ? Salary £2,400 rising to £4,800 after 7 years. In-service tra in in g . Special 1 m onth course in London after 1 year's service. Low interest loans fo r hou se-pu rch a sers w ith no m inim um service requirem ent. S a tisfa ctory experience in all d epartm ents leads to a u to m a tic co n ­ sideration fo r deputy m anager's post. Free m edical insurance after 3 m on ths' service. Please repty in complete confidence to M r H urst, R ecruitm ent Officer.

e.g. When you start, you will be earning at least £2,400 ayear. Resourcesfile reference B1 caption a)

d

| Structure and style

T h ere are a n u m b er o f adjectives w hich, w hen used in the p attern It is a d j e c t i v e t h a t . .. often use s h o u l d w ith the verb in the ‘th at-clau se’. In the text, line 12, there is the clause ‘. .. it is essential th a t possible dealers should also be investigated This p a tte rn occurs after adjectives expressing Surprise an d shock (e.g. amazing, horrifying, crazy, etc.) D isapproval and d isap p o in tm en t (e.g. typical, sad, etc.) A dvisability an d im p o rtan ce (e.g. better, essential, vital, etc.) Ju stice (e.g. (only) fa ir, (only) natural, etc.) T h e m ain use of this p a tte rn is to com m ent on an idea ra th e r th an on a fact, an d such sentences w ith ‘should’ are ra th e r subjective. C om pare i) It is surprising th a t you believe him . = The f a c t thatyou believe him is surprising. ii) It is surprising th a t you should believe him. = j u s t t h e i d e a o f you believing him is surprising. (A lthough in m any cases there is very little, if any difference, betw een a exam ple

7

ADVICE >4ND OPINION sentence w ith ‘should’ an d one w ithout, an advanced student ought to begin to note exam ples where ‘should’ is used and try to im itate them .) 1 R ew rite the following sentences beginning w ith ‘It is a d j e c t i v e th at exam ple

You know m y uncle. T h a t is ra th e r odd. It is rather odd thatyou should know my uncle.

a) b) c) d) e) f)

C hildren are allowed so m uch freedom . T h a t is crazy. It is essential for children to be tau g h t discipline. I t is only n atu ra l for parents to spoil their children. It is extrem ely im p o rtan t for children to learn to share things. No two children learn in the sam e way. This is strange. It is m uch b etter for parents to know about the problem s their children have at school. g) It is only right for parents to get involved in the education of their children. h) Some parents consider school a w aste of tim e. This is sad.

2 M an y people are w orried ab o u t the increase in noise and air pollution in towns. Im agine you believe th a t noise and air pollution should be reduced. M ake statem ents on the subject beginning as follows a) It is only fair t h a t . . . b) I t is typical t h a t . . . c) I t is horrifying t h a t . . . d) I t is absurd t h a t . . . e) I t is u nfortunate t h a t . . . f ) It is absolutely vital t h a t . . . g) It is only reasonable t h a t . . . h) I t is quite incredible t h a t . . .

e 1

8

|Topic

vocabulary

CO N SU M ER VOCABULARY U sing a dictionary or any o th er source find out the m eaning of the following words connected w ith advertising, buying and selling. a) m arket; to m arket b) p ro d u c t; article c) ad v ertise; ad v ert(isem en t); co m m ercial; advertising cam paign d) to h ire; to ren t; hire-purchase (agreem ent) e) guarantee j ) re d u c tio n ; to re d u c e ; cu t-p ric e ; value (for money) g) second-hand; shop-soiled; b arg ain ; to be (not) w orth it h) b a d ly -m a d e ; w ell-m ad e; to la s t; to break d o w n ; to w ear out

ADVICE >4ND OPINION 2 U sing the vocabulary from 1 above, com plete the blanks in the following sentences a) ‘W o o f’ dog food has started a new a d v e rtisin g ____ T hey have p u t ____ in the new spapers a n d _____on the television. b) Som ebody ow ned m y car before m e, so it is _____ c) ‘S m ooth’ shirts a r e _____Y ou can still w ear them after ten years because they n e v e r_____ d) I f you are going to buy a new cam era, m ake sure you get a -------so th a t you can have it rep aired free for the first year. e) T h e d ep a rtm en t store is holding a sale. Prices have b e e n -------, so th a t everything is very cheap. Y ou can pick up some really fa n ta stic ------f ) T h ey are n o t ____ buying. T h ey a r e _____and they o n ly _____ for two m onths. 3 Now w rite sentences of your ow n (using consum er vocabulary) about things you have b o u g h t recently.

f

| W ritin g tasks

(K)

150-200 words

1 Y ou w an t to m ake a career as a tourist guide, an d since you speak English you w ould obviously be interested in w orking w ith English-speaking tourists. W rite a letter to the British Em bassy in your country asking for advice ab o u t the best w ay to achieve this am bition. 2 O P T IO N BO X a) A letter to an English person w ho is com ing to stay in your country for two m onths. Give them advice ab o u t clothes, m oney, etc. b) A letter to som eone you know in E n g lan d asking for advice about w here to study English. Y ou should explain w hy you w an t to continue w ith English, and w h at sort of things you w ant to do, etc. Resourcesfile reference E2 caption c)

9

34, Clareville Mansions, Trebelwyn, Nr. Wadebridge, Cornwall.

9th November. Dear Mr

Huntley,

I am writing to you in your capacity as the Member of Parliament for this constituency about a matter .which has angered and worried many of us who live in Trebelwyn and nearby. We have always known about the Craven Hill government research station, two miles from this village, and until a month ago we had always believed that it was used for the purpose of agricultural investigation. But as you must be aware, the recent revelations in the Sunday Star, and the comments which the Prime Minister made mean we now know for certain that Craven Hill is 10 used for the development of materials for biological warfare. 5

A lot of us have become extremely alarmed by this, and we have formed a group called 'Craven Hill Action Group'. I am the appointed leader and I am therefore writing to you to ask for help. Many of the members of our group have very strong moral 15 objections to the idea of biological warfare. It is frightening to realise that a small test-tube full of germs could destroy a whole civilisation. Even those, however, who do not feel strongly about this are determined to get the Craven Hill station closed down so that our families and children do not have to live in 20 fear of some terrible accident.

25

30

We are asking, therefore, for your help. In two weeks' time we are holding an afternoon fete to raise money for our campaign, and in the evening some of our members will be putting on a concert. We were wondering if it would be possible for you to come and meet us, and maybe give a speech since we know that you have spoken against nuclear and biological warfare, and you are a man whose outspoken views on this subject are well known. If you are not able to join us then we would like to come to London and visit you at the House of Commons, and we were wondering what day would be most convenient for you. We are looking forward to hearing from you. Yours sincerely,

Kenneth Pringle Craven Hill Action Group

10

PLANS >JND ARRANGEMENTS a

| Exercises on the text

1 VOCABULARY F ind words or phrases in the text th a t m ean: a) position b) an area th a t elects one m em ber o f P arliam en t c) concerned w ith the land an d farm ing d) disclosures, surprising new facts e) organise, p u t together f ) feelings th a t som ething is bad, against som ebody’s principles g) an open-air sale ru n by people who are not shopkeepers, w hich tries to raise m oney

®

2 T A L K IN G P O IN T S Say w hether the following statem ents ab o u t the text are true or false. I f you think the answ er is false, give your reasons. a) M r H u n tley is a politician. b) C raven H ill investigates agriculture. c) All the villagers are m em bers o f the A ction G roup. d) Some m em bers of the group think it is w rong to use biological weapons. e) T h e group thinks th a t C raven H ill endangers local people. j ) T h e group w ants M r H u n tley to play in their concert. g) T h e group wishes to arran g e a m eeting in L ondon w ith M r H untley.

®

3 W R IT IN G P O IN T S A nsw er the following questions w ith com plete sentences. a) W h a t is M r H u n tley , an d w ho does he represent? b) W h at is ‘biological w arfare’ ? c) H ow could a ‘small test-tube full o f germ s’ destroy a whole civilisation?

®

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

®

a) W ho is ‘us’ in line 3? b) W h at d o e s ‘it’ refer to in line 6? c) W ho are ‘those’ in line 17 ? d) W hose families are ‘our fam ilies’ in line 19? 5 SU M M A RY W O R K Im agine you are one of the ‘C raven H ill A ction G ro u p '. You w ant to place an advertisem ent in a n atio n al new spaper explaining w hat you are an d w hat you object to. Y ou hope th a t the advertisem ent will bring a lot o f people to your next m eeting. A dvertisem ents are expensive, so you m ust lim it your w ords to 60. W rite the advertisem ent, using o n l y inform ation from the text. 11

PLANS AND ARRANGEMENTS b

|Revision-test

1 J o in the following pairs of sentences to m ake one sentence. a) J o h n will not stop working. H e will have finished w hat he is doing. b) H e will stop work. H e will go and have a drink. c) H e will feel a little drunk. H e will have been drinking for a couple of hours.

(3 marks)

2 C hange each of the following sentences so th a t they start w ith the phrases given. a) ‘Give up d rinking’ I f I were you . . . b) ‘Stop smoking so m any cigarettes’ It w ould ap p ear . . . c) ‘H ow can I stop sm oking?’ C an you give me . . . d) ‘E at sweets in stead ’ In m y opinion . . . (4 marks) 3 Choose the right answer, a , b, c , or d in the following questions. a) W hen he got a jo b , he h ad no difficulty i n ____ his family. a b u y in g b d e se r tin g c su p p o r tin g d h o ld in g u p b) W hen the factory closed dow n he w a s _____ a sacked b m ade redundant c fired d g i v e n u n e m p l o y m e n t c) This was very serious because he h ad signed a ____ agreem ent for a new car. a

rent

b

h ir e -p u r c h a se

c secon d -h an d

d

sh o p -so ile d

(3 m a r k s )

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

and has disappeared. Y ou should use Advice language T im e clauses

(5 marks) (T otal: 15 marks)

c | Arrangements and invitations 1 M A K IN G A R R A N G E M E N T S Look at the following ways o f m aking arrangem ents some of w hich occur in the text. I was wondering J if \ I wonder [whetherJ

,, . ... /convenient! ►for you Monday would be < ... ' [possible we could DO . . . on Monday. it would be possible for X to DO .

Would it be

12

PLANS AND ARRANGEMENTS Use the following to m ake arrangem ents. a) I w o n d er/w e/m eet/F rid ay b) W ould/possible/m e/see you/T uesday c) C ould you com e/m y house next week d) I/w ondering/possible/you/visit us/the sum m er e) w e/lunch together next week j ) W ould /co n v en ien t/m e/p ay y o u /visit/T hursday g) I w o n d er/F riday/convenient/you h) we h ave/drink to g eth er/S atu rd ay 2

E X T E N D IN G IN V IT A T IO N S Would you like to DO . . . ? Would you be interested in D O ING.. . ?

Use the following to extend invitations. a) you like/stay w ith us next w eekend b) you /in terested /g o in g /th eatre next T h u rsd ay c) com e to a p a rty /F rid a y d) going hitch-hiking/sum m er 3 R E S P O N D IN G T O A R R A N G E M E N T S A N D IN V IT A T IO N S I will not be able to DO .. . I can not manage to DO . . . I am afraid < it will not be possible for X to D . . . tim e will not be convenient

No

Yes

I would be delighted to DO . . . It will be possible for X to DO . . . ^weak)> I would love to DO . . . (slightly informal')

Below are some situations concerning invitations or arrangem ents. Say w hat you w ould w rite in each case. a) A friend has asked you to stay for the weekend. Y ou wish to accept. b) T h e gas board have w ritten you a letter asking if they can come and ‘read your m ete r’ on T h u rsd ay . T his w ould be a b ad day for you. c) You have w ritten to an English com pany for a jo b interview . T h ey replied, asking you to go at 12.30 next W ednesday. You wish to confirm the ap p o in tm en t. d) A friend has asked you if you could arran g e a p arty for some visitors he has. You cannot. e) Y ou have been asked to a concert by one o f your distant relations. Y ou accept.

13

PLANS >4ND ARRANGEMENTS 4

G eorge is a student w ho is in his last term at college. H e is trying to get a jo b teaching. Below is his diary for the next two weeks.

July

July

^ O b l u s i o k lA /v ttP i/f& y

M onday Week 38

C // A j - . A

t/VWWkjJ

C oK C M -fr l/tf/fL J tfc /h jy Tuesday

5

' uosda' a J Schtnrf fo y itA c /u k a /O jb /S ~ 3 0

^ ^

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

6 w7;esday , ■,

_

¥% + >

.

l4-(Tb F tlv h c S ^ U u v i^ y

Wednesday

1 o

* /

/

/

y

------ — ---------------------------

----------- .____________

0M

7 ThursdavB/iAAAM^ PAYEW eok23

1%

Thursday

t

1^ /ftHrfi/iiAJ fr j

Pul w it JiK,^M,]MaMc

PAYE Week 24 .

a S o h s tttf w '

/«A. //-Jo

____________ ____________ ____ ______

8 Friday ft- r o

/

L o h vcJw K k a u y K

Friday

T u * n n JJ frU £ ~ ~ 1 ® / 6 ■(fo h y b r i d y w fT

P n fa tv r B radhtM i?

__

--------------------------.------- -------------

P ^ fe a !^ B ra d I

g fl

Saturday

0M

Sunday

Saturday

F ro th e d /

foi/L C A w s ___________________

15tha"°'Tr,n',v

16th after Trinity

lA ft/l J& tU vt] rS p o u f l i d s

Using the language o f a r r a n g e m e n t s an d i n v i t a t i o n s w rite sentences from the letters betw een G eorge and others. G eorge will refuse an invitation if he has som ething arranged for th a t time. a) G eorge’s bank m anager wants to see him at 11.00 on W ednesday the 6th. b) A school wants George to go for an interview during the afternoon of T hursday the 7th. c) J e n n y ’s parents invite G eorge for lunch on Sunday the 10th. d) G eorge’s landlord wants to call and see him on the m orning of Tuesday the 12th. e) G eorge’s m aiden a u n t wants to have dinner w ith him on the evening of M onday the 11th. f ) Professor B radbury wants to change the tim e of the tutorial to 12.00 on T hursday the 14th. g) O ne of G eorge’s lecturers invites G eorge to go sailing on S atu rd ay the 16th. h) G eorge’s bank m anager now wants to see him on the m orning of Friday the 15 th. Resourcesfile references

14

1 D1 caption b)

2 D2 caption a)

PLANS AND ARRANGEMENTS d

| Sentence construction

R E L A T IV E C L A U S E S - D E F IN IN G In using relative (who, that, which, etc.) clauses you need to concentrate on the following p o in ts: i) w hen it is necessary to have a relative pronoun, an d w hen it can be left out; ii) w hether the style is with big { , , \car I ° I headlights. is m ore com m on th an A I man) , ) ears ( ,. A < > whose < , are big. Icar j [headlightsJ * 1 M ake the following pairs or groups o f sentences into one sentence by using relative or contact clauses an d om ittin g the w ord in italics. W rite each sentence in the style indicated.

15

PLANS AND ARRANGEMENTS EX AM PLE

O ne m em ber o f P arliam en t was very helpful. I spoke to him. «rofA.B.C.C.

Cathedral Northern Art Gallery over 20 cinemas Library Theatre Halle Orchestra Restaurants to suit all tastes and pockets

I I ■ I I I I

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

J

Use the above inform ation to m ake sentences like the following exam ple I f you want to meetfriendly people, the place to stay is Manchester.

e

| Structure

and

style

P R E S E N T AND P E R F E C T P A R T IC IP L E S —W R IT T E N STY LE Look a t the following two sentences from the text a i) Breathing heavily an d clutching m y throat, / shouted th at I was having a heart-attack . (11. 43-45) b i) Having given me the pills, James told his accom plice to let me have som ething to eat. (11. 51-53) In speech, we w ould probably express the same ideas as follows a ii) I started to b reath e heavily, clutched m y th ro at, and shouted . . . b ii) W hen h e’d given me the pills, Jam es told his accom plice . . . Breathing and clutching are both know n as p r e s e n t p a r t i c i p l e s . Having given is w h at is know n as a p e r f e c t p a r t i c i p l e . Perfect participles are rare in norm al spoken English, as are present participles, except w hen they replace relative clauses. For exam ple, Jam es p rob ab ly said to M yers (sarcastically) ‘W ould you m ind reading this typed message to your firm w hich explains I , . . , . , . . r > the situation you re in r

{

explaining

26

j

1

PERMISSION N ote 1 W e only use the p e r f e c t p a r t i c i p l e if it is necessary to show clearly that one actionfinished before the other one started. If the w riter had used a present p articip le in (bi), how w ould the m eaning have changed? N ote 2 T h e subject o f the p articip le m ust be the sam e as the subject o f the m ain clause. F o r exam ple, this sentence w ould be im possible: Walking through the park, theflowers were beautiful, since it w ould m ean th a t the flowers w ere w alking th ro u g h the p a r k ! 1 W hen G eorge M yers was released, he gave a press conference. H e questioned p articu larly ab o u t his feelings both d u rin g his captivity since his release. U sing a present or perfect participle, com bine following pairs o f sentences to show how the new spaper rep o rted interview .

was and the the

EX A M PLE

‘I th o u g h t they w ould kill m e if I tried to escape, so I never tried .’ i) Thinking they w ould kill him if he tried to escape, he h ad never tried. ‘I never heard the accom plice’s nam e, so I d o n ’t know w ho he w as.’ ii) Never having heard the accom plice’s nam e, he d id n ’t know w ho he was. a) ‘I realised very early on th a t they w ere such heartless people, so I did noth in g to antagonise th em .’ b) ‘I tried to reason w ith Jam e s once or twice, b u t I gave up because it clearly h ad no effect w hatsoever.’ c) ‘I sometimes looked a t Jam e s an d realised w hat greed for m oney could do to people.’ d) ‘I was very close to d ea th at times, an d I now know how m uch I value life.’ e) ‘I spent 14 days in captivity an d now I am looking forw ard to a long rest.’

(R)

2 L ast n ight you w ent to a circus. U sing present an d perfect participles, w rite sentences a b o u t the following things a) T h e clowns b) T h e lion-tam er c) T h e trapeze artist d) A n elephant th a t got out o f control e) T h e tight-rope w alker

f

| Topic vocabulary

CHARACTER 1

H ere are some m ore com m on adjectives ab o u t people’s personalities. F ind out w h at each one m eans, using a dictionary or an y o th er source. a) g o o d -n atu re d ; b ad -tem p ered b) g o o d -h u m o u red ; cheerful

27

PERMISSION c) d) e) f) g)

easy-going severe; strict sy m p ath etic; unsym pathetic unselfish; selfish (self-centred) co n sid erate; inconsiderate

h) i) j) k) I)

generous; m ean w ell-m an n ered ; ill-m annered self-confident m odest; conceited hard-hearted

2 A w om an is gossiping to her next-door neighbour ab o u t an elderly m arried couple she know's, an d ab o ut their personalities. U sing only words from the list above, com plete the blanks, according to the explanations she gives either before or afterwards. ‘W ell, yesterday, I m et old M rs Jones. Lovely old lady she is - always cheerful an d helpful - ever so ( a) w hich is m ore th an I can say about th a t h u sband o f hers. H e ’s so (b) , arguing and shouting and com plaining all the time. A nd I th o ught m y husband was ( c) until I saw the w ay he holds on to his m oney! N ot th a t she worries or com plains. I ’ve never known anyone so (d) . But h e ’s really ( e) , I m ean he never thinks ab o u t her or w h at she w ants. H e ’s got no feelings at all, the (f) old d e v il! T h e y ’re ju st so different - if you tell her ab o u t your problem s, she listens and tries to u n d erstan d and gives you advice, you know, very (g) . A nd it’s only because of her th a t their children have turned out so polite and charm ing - such (h) young people! He ju st gave them discipline, told them w hat they cou ld n ’t do, like some ( l) schoolm aster. Still, M rs Jones keeps smiling and h ap p y —I d o n ’t think I ’d be th at (j) , m arried to him !’ 3 T ake ten other words from the original list of vocabulary and try to think o f people who you know th a t you could apply them to. T h en w rite ten sentences about them , showing from the context w hy you can use th at w ord to describe them .

g

| W riting tasks

150-200 words

1 W rite a com position ab o u t a teacher who once tau g h t you. You should try to include some of the ch aracter vocabulary you have been studying, and some permission language. S tart your com position w ith the w o rd s: ‘O n e teacher w ho I will never forget was 2 O P T IO N BO X a) A n u nfortunate experience at the customs. b) A jo u rn e y th a t took longer th a n expected. c) M y grandm other. Resourcesfile references

28

1 A1 caption a)

2 D1 caption a)

(K)

major problem. Animals can 50 cause disease, too. It is the threat of rabies—a disease with no known cure -that has made the English government impose strict restrictions on animals 55 coming into the United King­ dom. When the Spanish govern­ ment recently destroyed a num­ ber of stray dogs as protection against the same threat, English 60 tourists immediately wrote letters to the newspapers com­ plaining about ’mass murder'. Another problem is the care­ lessness o f some pet owners. 65 Most little children want a dog or a cat, and they continually pester their mothers and fathers until they get one. It is only when the "sweet little thing' has 70 been brought home that the parents realise how much time and money must be spent on 'Rover’ or "Bonzo’. At this point many of them abandon 75 it. This brings me to my last point. Pets which are allowed to run free are often not sweet at all. English farmers lose hun­ dreds o f sheep a year, killed by 80 someone's pet poodle or dachs­ has left all his/her money to a hund, and you must have read dog or cat home. of children being mauled by There are a variety o f reasons pet alsations or even tigers. why I, personally, find the You may think that I dislike 4 0 popularity of British pets alarm­ 8 5 all pets, but this is not true at ing. Among other things they all. I would only suggest that cause physical problems. An we have got our priorities wrong example of this is New York and that something should be where they have great difficulty done about it. For example, the 45 getting rid of the mess that dogs 9 0 authorities clearly have a leave on the streets. Many responsibility to introduce people find this funny, but in a stricter penalties for pet-owners number o f large cities it is a whose animals savage livestock or harm little children. This 9 5 might deter them from being so careless. Surely it would be a good idea, too, if we made dog licences more expensive. The increased revenue from them 100 could be used for many needy causes. As far as I'm concerned, it s time we stopped being senti­ mental about pets. I can see no 1 0 5 reason, for example, why we should get upset when animals are cut up for medical experi­ ments. If this will lead us to discovering cures for serious 110 human diseases, then I say. ‘keep cutting!' support the Dr Hadwen We are a nation of pet-lovers. Trust for Humane Research Wouldn't it be better to be . lovers of human-beings?

JULIA ELLIOTT discusses the English love of pets and makes some suggestions.

A nation of pet-lovers 5

10

15

20

25

30

35

A RECENT survey in the United States showed that the average family there spent more money on its pets than on its children. Although this is a rather shocking statistic, it should not surprise anyone who has seen the doggy beauty parlours or the quiet shady groves where loved pets of all varieties are laid to rest for ever. It' is possible that the Americans are unique in treating their little friends in this way, but what information we do have would suggest that the English, too, are slavish in their attentions to the whims of their pets. This can clearly be seen when we look at pet foods, which often contain more vitamins than human food or, at least, are seldom less nutritious. They certainly cost as much. Last year the British public spent two hundred million pounds on pet food alone, to say nothing of veterinary brlls and animal furniture. It is difficult not to feel resentful about this when one considers what the same amount could do for victims of starvation and poverty, and so it is not unusual for me to get hot under the collar when I read about another old person who

help encourage experiments

29

SUGGESTIONS a

| Exercises

on

the text

1 VOCABULARY F ind words or phrases in the text th a t m ean: a) scientifically collected fact or figure b) buried c) tiny parts o f food, necessary for health d) good for people as food e) upset or angry ab o u t som ething th a t has happened f ) dogs w hich ru n freely g) ask annoyingly again and again h) badly h u rt i) order o f im portance j ) attack and h u rt badly

(K)

2 T A L K IN G P O IN T S Say w hether the following statem ents about the text are true or false. I f you think the answer is false, give your reasons. a) M ost A m erican families seem to be m ore concerned ab o u t their pets th an their children. b) T h e w riter thinks th a t old people usually leave their m oney to homes for pets w hen they die. c) New Y ork’s problem s am use J u lia Elliott. d) L ittle children often ab an d o n their pets. e) J u lia Elliott suggests th a t the authorities should give pet-ow ners harsher punishm ent if their anim als cause dam age. J) J u lia Elliott thinks we have stopped being sentim ental about pets. g) J u lia Elliott does not feel u n h ap p y about experim ents on anim als.

(g)

3 W R IT IN G P O IN T S Answer the following questions w ith com plete sentences. a) H ow does J u lia Elliott think m oney spent on pets could be b etter used? b) W hy does J u lia Elliott think th a t people should not be surprised at the w ay A m erican people spend m oney on pets?

®

4 C O N T E X T Q U E S T IO N S a) W h at d o e s ‘this’ refer to in line 5? b) W h at are ‘they’ in line 22, an d w h at does ‘as m u ch ’ in line 23 refer to? c) W h at is ‘this’ in line 29? d) W ho or w hat is ‘it’ in line 75? e) W h at is it th a t som ething should be done about in lines 88/89?

(g)

5 SUM M ARY W O R K a) M ake a list o f the four reasons the w riter gives for being alarm ed at the popularity of British pets.

30

SUGGESTIONS b)

M a k e a lis t o f t h e c h a n g e s t h e w r i t e r s u g g e s t s .

c)

I m a g in e th a t y o u are w r itin g a r ep o rt o n th e d a n g e r s o f pets, a n d th a t in

your

short in tr o d u c tio n

you

d an gers. T a k in g y o u r in fo rm a tio n

m ust

o n ly

b riefly

from

m e n tio n

th ese

th e text, w rite th e

in t r o d u c t io n in n o t m o r e th a n 8 0 w o r d s.

b

| Revision-test

1 C om plete the blanks, an d p u t the correct form of the words in brackets. a) (Breathe) heavily, an d (gasp) in the hot air, Jam es clim bed the steps to his bungalow . b) Jam es h a d been told th a t the bungalow was the perfect place (spend) the h o lid a y ____ he took early this year. c) I t was the w eath er ____ m ade him happiest, an d in fact he felt alm o st____ instead o f depressed as he norm ally did. d) It was only right th a t h e ____ have a holiday, because he (work) very h ard th a t year. (8 marks) 2 P u t the following into rep o rted speech. T e ach er: I w onder if I could take F rid ay off. M y wife’s parents are arriving at H eath ro w after th eir holiday in Greece. P rin c ip a l: I ’m afraid th a t w o n ’t be possible. (4 marks) 3 W rite sentences using the following words. a) shop-soiled b) to hire c) to take p a rt in d) unsym pathetic

(4 marks)

4 P u t the following words in the correct ord er to m ake sentences.

a) fath er/p erm issio n /h im /Jo h n ’s/car/th e/to /g av e/b o rro w b) girlfriend’s/realised/he/driving/house/tow ards/his/suddenly/ w allet/had/he/forgotten/his (2 m arks) 5 W rite a sentence ab o u t w h at you could/could not do at school, using ‘perm ission’ language. (2 marks) (T o tal: 20 marks)

c I Suggesting courses of action 1

L o o k a t th e fo llo w in g w a y s o f m a k in g su g g e stio n s, s o m e o f w h ic h a p p e a r in th e text.

31

SUGGESTIONS I w ould suggest D O IN G (Surely) it w ould be* a good idea if X D I D W ouldn ’t it b e t good if X D I D (Surely) X could D O I w ould (only) suggest th a t X should D O (ratherform at) X clearly has the responsibility to D O (ratherform al: strong) It is tim e X D ID (strong) * O th er phrases can be used here, e.g. . . . more sensible, advantageous. t O th er words or phrases can be used here, e.g. safer, sensible, more intelligent, etc.

a. Traffic has becom e a m ajor problem in most big cities. Below are some suggestions for solving the problem . a) Surely/good idea/in crease/tax on petrol b) I/suggest/ban cars/city centres c) I t is tim e/encourage people/use public transport d) Surely/streets/m ade into pedestrian precincts e) I t is tim e/ban cars/city centres J) W o u ld n ’t/sensible/im prove public transport g) T h e authorities/responsibility/im prove public transport h) I/suggest/people/stop driving/w ork i) T h e governm ent/responsibility/build b etter ring roads j) Surely city councils/ban cars/city centres

b. T h e

rising crim e rate in E ng lan d has w orried m any people. Below are different suggestions from different people. Form sentences by starting w ith the words in brackets. a) M ore psychiatric help for crim inals (T he prison authorities) b) Prisons less com fortable (Surely) c) Police should be arm ed (I w ould only suggest) d) Bring back the d eath p enalty (T he governm ent) e) Recognise th a t crim inals - products of society (It is time)

Now com plete the following in sim ilar ways. f ) S tricter penalties for first offenders g) Stop treatin g crim inals like anim als h) M agistrates should stop being so lenient i) T h e police force - m ade larger W h at suggestions can you think o f to help low er the crim e rate? 2 In England, every houseow ner pays m oney to the local council. This m oney is called ‘R ates’. O n page 33 is a diagram showing how a typical city council spent the rates in one year. T h e figures are in millions of pounds. a. U sing the inform ation, im agine th a t you are planning the city council’s budget for the following year, m a k e s u g g e s t i o n s about the am ount of

32

_________________________ SUGGESTIONS m oney to be spent, and the w ay to spend it. In p articu lar, m a k e ab o u t how m uch should be spent on Social Services, and w h at exactly th a t m oney should be spent on. su g g e st io n s

s o c ia l s e r v ic e s in c lu d e h elp for old p eo p le , h elp for ch ild ren an d fam ilies w ith p rob lem s, h om es, etc., for ill an d m e n ta lly d isab led , d a y nurseries, m eals taken to eld erly p eo p le in their h om es, etc. t r a n s p o r t m eans subsidies to lo ca l bus com p an ies.

b. A t the end of your discussion, you should fill in the following charts.

B l IK ,F T

FO R T H E

C O M IN G

YEAR

KI31'■CATION_____________________________________________________

P O L IC E _______________

S O C IA L S E R V IC E S —

R O A D S _______________

HIRE S E R V IC E _______

R E F U S E D IS P O S A L —

I R A N S P O R T _________

TOTAL

£280m

33

SUGGESTIONS 3 M ake suggestions ab o u t the following. a) T h e problem o f nicotine addiction. H ow can we get people to stop smoking? b) T h e problem o f pollution in some big cities. H ow can w'e solve this problem ? Resourcesfile references

d

1) A1 caption c)

2) G1 caption a)

| Sentence construction

E X P R E S S IN G C O N T R A S T S A N D C O N C E S S IO N Look at the following sentence from the text. You may think that I dislike all pets I BUT I

this is not true at all H ere are other ways o f expressing the sam e idea o f contrast. In spite of -NOUN Despite A lthough In spite o f the fact th at Despite the fact th a t

SENTENCE

EXAMPLES

In spite o f the rain he wentfo r a walk. [Although ) .••,,r,, itwasraim ne, he went tor a walk. [In spite of thefact that j 1 Som eone w ho read J u lia E lliot’s article did not com pletely agree w ith w hat she said. M ake the following sentences w hich the reader m ight have used in her letter to the pap er ab o u t the article. EXA M PLE

Elliott’s point Some old people leave their m oney to dogs’ homes

Readers point Dogs’ homes are still short of m oney

Although Julia Elliott says that some old people leave their money to dogs’ homes, these homes are still short o f money. Now do the same with the following.

34

(K)

SUGGESTIONS Elliott’s point a) R abies is a dangerous disease w ith no know n cure

Reader’s point I t is not a th re a t because o f im p o rt restrictions

----------------- » IN SPITE OF T H E FACT T H A T D ESPITE TH E FACT T H A T , sentence terribly J Please accept my apologies for DOING . . . ( formal)

I had no id ea+ s e n t e n c e I had no intention of DOING . . . T (an accident tWaS {unavoidable} I did not mean to DO . . .(informal)

In the following situations apologise an d /o r m ake excuses. a) Y our friend asked you to brin g a book she w anted. Y ou forgot.

63

PROTEST >JND COMPLAINT b) A friend thought you were going to m eet h im /h er at a pub. You d id n ’t go because you d id n ’t realise th a t he/she expected you. c) You borrow ed som eone’s car an d h ad an accident. d) A t a p arty you are very rude a b o u t your boss. T h e w om an on your left tells you she is your boss’s sister. e) In a bus you lose your balance an d bum p into someone. 4

In the following situations one person com plains, protests or warns, and the other person apologises an d makes excuses. You should m ake the exchanges th a t they m ight use in letters on the subject.

M r Lawson vs the Gas Board

Mrs Smith vs the manager of the shop

Mrs Smith bought a Hoover in a shop. It keeps going w rong, and she has already com plained to the manager three times.

Jeremy Alston v s Maude Comfort

Jeremy Alston is annoyed by the many animals belonging to Maude that keep coming into his garden.

Mrs Plarkett vs Daniel Jones

Mrs Plarkett has to give Daniel Jones a w arning that he may lose his job because he is always late, and is very lazy at his job.

Resourcesfile reference

64

Mr Lawson has twice had his gas cut off by the Gas Board because their computer has made errors with the bill. His gas has just been cut off again for the same reason.

G1 caption b)

PROTEST AND COMPLAINT d

| Sentence construction

C O N T R A S T A N D C O N C E S S IO N Look at the following sentences from the text. Much as I like music, I have had enough ...( 1 .1 1 ) H ere are various ways o f showing contrasting ideas in a sentence. I l ike m u s i c ; h o w e v e r , I h a v e h a d e n o u g h .

I like m usic, I h a v e h ad en o u g h . (Strong} I like m usic, I h a v e h a d en o u g h . (Strong: slightlyformal} I like m u sic; this situation, h o w e v e r , has g o n e far en ou gh, (ratherformal} I like m u sic; n e v e r t h e l e s s , I h a v e h a d en ou gh , (ratherformal}

even though m u c h as

1 J o in the following pairs o f sentences, using the words given. a) I enjoy listening to I c a n ’t stand listening good violin players. to people w ho are learning to play the violin. -*■

EVEN THOUGH

b) I think m odern composers should be encouraged.

I am not very keen on m odern classical music. m uch as

rt. 'tor

W H E N British Airways and Air France first put their brand new Concordes into service their pilots had undergone some months of special training, just as any 5 pilot now wishing to fly the supersonic plane must undergo a rigorous conversion course: flying Concorde is clearly not the same as flying a conventional airliner. There is, of course, nothing strange about 10 this, for every time an airline decides to use a new aircraft, the pilots must be taught to adapt to its special needs and characteristics, and every time pilots fly new aircraft they demand new rates of 15 pay. Many o f us remember how British Airways were unable to use the new 747

until the Jumbo pilots were satisfied that they were getting adequate pay. Both in the case of the Jumbo and the 20 Concorde, the airlines and the pilots eventually reached an agreement, but in the future pilots will no doubt continue to press for more money every time the airlines introduce new aircraft. As in the 25 past they can argue that new aircraft require extra skill and entail extra responsibility. T he whole question of how much pilots are paid was the subject of a television 30 programme last week when David Yeadon interviewed an airline captain who was also an active member of the pilots’ union. Throughout the interview Yeadon in­ sisted that pilots were overpaid; he even 35 said that they were in a position to force the airlines to pay them whatever they wanted. T he threat of a long strike often was enough, he said, to frighten airlines into producing the required money. The 40 captain, naturally, argued that pilots deserved every penny they earned because of the responsibility they had, both in lives and money. It is certainly true that the pilot’s 45 position is a special one. By any standards, the training he has to go through is unusually tough. T o get an air transport pilot’s licence he has to do a course that is at least as difficult as a university 50 degree. Even then, the qualified pilot faces the constant risk of losing his licence just by failing one of the sixmonthly medical and flying tests which he has to take to ensure that he is still fit, 55 and that his flying is still up to scratch. In most other jobs, a man reaches retiring age at sixty or sixty-five years old, but this is not the case with pilots. Their career ends in their early fifties— 60 an age at which many other men are reaching the peak of their careers. It is difficult for a man of that age to find another job, and few pilots like the idea of being inactive so early, even if money 65 is no problem. The main argument against the size of pilots’ salaries is that there is nothing special about the responsibilities they bear. Some people would argue that a 70 train-driver is in the same position, and they would even go so far as to say that any bus-driver also deserves a much higher continued on back page

69

CONTROVERSY continued from fro n t page

salary than he gets at present. It is a fact of our society that we underpay many of 75 our most important workers. People have tended to think, for example, that nurses and teachers do their jobs because they feel a special ‘calling’. T he argument here is that if the type of job they are 80 doing satisfies them, they don’t need to be highly paid. Here it is worth pointing out that most pilots take out a loss of licence insurance, and all of them receive

a

a pension that is equal to half their pay. Whatever the rights and wrongs of the situation it is undeniable that there is something special about a pilot’s job. As we live our lives down here someone is in charge of a few hundred people thirty 90 thousand feet above the Atlantic Ocean; it is not a responsibility most of us would wish. The question we should ask our­ selves is how much that kind of respon­ sibility is worth.

85

| Exercises on the text

1 VOCABULARY F in d w ords o r phrases in the te x t th a t m e an : a) n o t o u t o f the o rd in a ry b) typical things th a t people — o r objects - h a v e th a t th ey can be iden tified /reco g n ised by c) a sufficient a m o u n t o f d) to d e m a n d e) specialised know ledge a n d e x p e rt a b ility J ) a very stro n g suggestion w hich c a n be frig h ten in g g) v ery difficult h) a t th e rig h t h igh sta n d a rd i) th e top of, su m m it j ) m oney given re g u la rly to a person w ho retires 2 T A L K IN G P O IN T S Say w hether the following statem ents ab o u t the text are true or false. I f you think the answer is false, give your reasons. a) C oncorde pilots need to be tau g h t to fly Concorde even though they have flown oth er jets. b) Y eadon th o ught th a t pilots were not given enough money. c) I t is difficult to get an air-p ilo t’s licence. d) Everybody thinks th at train-drivers should get as m uch m oney as pilots. e) B ernard Fox says th a t all nurses are called to becom e nurses. j ) B ernard Fox thinks th a t the jo b of a pilot is very ordinary. g) B ernard Fox says th a t m any o f us w ould like to be pilots. 3 W R IT IN G P O IN T S Answ er the following questions w ith com plete sentences. a) H ow often are pilots tested to see if they are still good pilots? b) W h at argum ents do pilots use w hen they dem and m ore pay for flying new aircraft ? c) W hy does B ernard Fox think th a t nurses have been und erp aid in the past?

70

CONTROVERSY 4 C O N T E X T Q U E S T IO N S a) W h o exactly a re ‘th e p ilo ts’ in line 11 ? b) W h o does ‘th e y ’ refer to in line 18 ? c) In line 25, w ho c an a rg u e th a t new a irc ra ft re q u ire e x tra skill? d) W h o is ‘h e ’ in line 46? e) W hose careers is th e w rite r re fe rrin g to in lin e 61 ? J ) ‘T h e m ’ in line 80 refers to . . .

(R)

5 SU M M A RY W O R K a) M ak e a list o f the four m a in a rg u m e n ts from th e tex t in fav o u r o f th e h ig h salaries o f pilots. b) M ak e a list o f the th re e m a in a rg u m e n ts from th e tex t a g ain st th e hig h salaries p a id to pilots. c) T a k in g y o u r in fo rm atio n o n l y from th e tex t w rite a co n v ersatio n o f n o t m o re th a n 150 w ords b e tw ee n som eone w h o thinks th a t pilots are too h ighly p a id , a n d som eone w ho disagrees.

b|

Revision-test

1 C o m p lete the blanks using f a i r l y , r a t h e r , o r q u i t e . a) P e te r’s ju s t w on £ 1 ,0 0 0 , a n d h e ’s ____ h a p p y . b) L a st n ig h t’s c o n ce rt w a s ____ fan tastic. I ’ve n ev er en jo y ed m yself so m uch! c) J a n e L eslie’s new book i s ____ good, a lth o u g h it co u ld h av e been b e tte r. d) I ’m ____ m ore in te re sted in p o p m usic th a n classical m usic. (4 m arks) 2 M ak e the follow ing in to p r o t e s t s using th e w ords given. a) M y n e ig h b o u r plays m usical in stru m e n ts la te a t n ig h t. (n o t p r e p a r e d ) b) H e should stop p la y in g m usical in stru m e n ts a t n ig h t, ( h i g h tim e ) c) H e b u rn s bonfires in his g a rd e n all the tim e, ( h a d e n o u g h ) d) Soon I w ill call th e police if he does n o t stop p la y in g th a t h o rrib le violin, ( u n l e s s ) (4 m arks) 3 W rite sentences a b o u t th e follow ing, using th e w ords given. a) P op m usic ( e v e n t h o u g h ) b) A m a n w ho w e n t to w ork w ith a b a d cold (in s p i t e o f ) c) E n jo y in g zoos, b u t bein g w o rried a b o u t cag ed a n im a ls (m u c h a s) d) D av id drives fast, b u t safely ( h o w e v e r ) e) A rich m a n w ho is very m e a n ( a l t h o u g h ) (5 m arks) 4 W rite a sentence o f a p o l o g y for each o f th e follow ing situ atio n s th a t h a p p e n e d recently. a) Y ou a rriv e d la te for a d in n e r p a rty . b) S om eone asked you to pick th e m u p a n d tak e th em to th e co n cert. Y ou ag reed b u t forgot. (2 m arks)

71

CONTROVERSY 5 W rite three sentences in your country.

generalising

ab o u t the holiday habits of people (5 marks) (T otal: 20 marks)

c | Controversy 1

O T H E R P E O P L E ’S A R G U M E N T S (One of) the (main) argument(s) | ^ f af^ Q Ur 0f j

that • • •

It has been j sa^ 1 that. . . [arguedj Some people would argue th a t. . . It can be argued th a t. . . note

T h e w riter m ay or m ay not agree w ith such argum ents.

a . J e t travel —particu larly w ith planes like the J u m b o and C oncorde - has always been a controversial subject. Below are statem ents ab o u t it which are, or have been, oth er people’s argum ents. Use the language from the ch art to m ake these statem ents as if you were w riting about/discussing the subject. example

J e t aircraft are unnecessary. It has been said that je t aircraft are unnecessary.

N ow do the same w ith the following. a) People need to get from place to place very quickly, and because o f this we need je t transport. b) All aircraft, an d particu larly C oncorde, are too noisy. c) A ir travel helps to bring countries closer together. d) C oncorde should be banned. e) Jets m ake a lot of people’s lives intolerable. f ) A ir transport is destroying ou r environm ent.

b. U sing the language from the chart, can you give other people’s argum ents about a) the am ount o f m oney paid to pop stars b) learning classical languages like L atin and Greek 2 S U B JE C T IV E A R G U M E N T S Look at the following sentence from the text . . . it is undeniable that there is something special about the responsiblity they bear. (11. 86/87)

H ere B ernard Fox is telling us w h at opinion as an argum ent.

72

he

thinks, and giving his subjective

CONTROVERSY Below is some o f the language we can use for this. It is a fact that* . . . It is undeniable that* . . . There can be no doubt that* . . . (Personally) I would argue th a t. . . believe t ha t . . . ' Personally) I would tend to argue think The language marked * can also be used to state objective arguments.

a. M arriag e has always been arg u ed a b o u t! Below are statem ents about m arriag e w hich express different opinions. Im agine th a t they are your opinions, and change them into subjective argum ents. a) Society w ould not exist w ith o u t m arriage. b) M arriag e is unnecessary. c) M arriag e keeps couples together. d) M arriag e is im p o rta n t for the children. e) A m arriage licence is a worthless piece o f paper. f M arriag e restricts freedom . g) A lot of m arried people get divorced.

b. N ow give subjective argum ents ab o u t one o f the following. a) sm oking in public places

b) the effect o f violence on television

3 R H E T O R IC A L Q U E S T IO N S R heto rical questions (questions to w hich the speaker/w riter does not expect an answer) are often used in arg um ent. Below are some ways of doing this. f often How ^m anyftim es >must X DO . . . before T D O E S . . . ? (jong i f Other words can be used here, e.g. people, children, etc. J Other words can be used here, e.g. far, low, etc. EXAMPLES

How low must the value o f the poundfall before the government does something about it? How long must we w ait before the government comes to its senses?

a . N ow m ake the following pairs o f sentences into R hetorical Q uestions, using the question form given. example

(R)

A lot o f a c c id e n ts take p la c e in factories. Safety regulations m ust be in troduced . . . H ow long How long must accidents take place in factories before better safety regulations are introduced.

73

CONTROVERSY Now do the same w ith the following. a) People die in car accidents. W e m ust force people to w ear se at-b e lts. . . H ow m any b) H ealth standards are falling. W e m ust train m ore doctors . . . H ow low c) A lot o f people die from cancer. W e m ust b an sm oking . . . H ow m any d) E arthquakes go on killing people. W e m ust build safer b u ild in g s. . . H ow long e) People are m urdered. V iolence on television m ust be stopped . . . H ow often

b. Now m ake rhetorical questions o f your own ab o u t the following subjects. a) W ar b) Pollution 4 Censorship has always been a controversial subject, and below you will

find argum ents both in favour o f it and against it. You should use c o n t r o v e r s y language to m ake statem ents ab o u t it, and you should try to use other people’s argum ents subjective argum ents rhetorical questions c---------------------------------'— People should be allowed to read/ see/listen to what they like. Censorship leads to dictatorship. What people should be responsible for deciding what we cannot see/read/listen to? Censorship doesn't lead to immorality, but repression does. Censorship is a denial of personal liberty, etc. P o rn o g ra p h y e n c o u ra g e s im m o ra lity . V io le n c e in film s e n c o u ra g e s v a n d a lis m . U n s c ru p u lo u s p e o p le w ill m a ke a lo t o f m o n e y o u t o f o th e r p e o p le 's w e a k n e s s e s if p o rn o g ra p h y is a llo w e d . W o m e n a re e x p lo ite d by p o rn o g ra p h e rs. C e n s o rs h ip is n e c e s s a ry to p r o te c t t h e in n o c e n t — m o ra lly and p o lit ic a lly . e tc .

Resourcesfile references

74

1 FI caption a)

2 G5 caption a)

CONTROVERSY d

| Sentence construction

R E A S O N S , C A U S E S A N D E X P L A N A T IO N S Look at the following sentences from the text. T h e re is, o f course, n o th in g strange a b o u t this, for every tim e an airline decides . . . (11. 9-10) . . . nurses an d teachers do their jobs because they feel a special ‘calling’. (11. 76-78) T h ere is quite a large variety o f ways in English o f showing the cause of, or reason/explanation for a situation or action. T h e most com m on w ay in w riting is to use one o f th e following conjunctions i) b e c a u s e ii) a s iii) s i n c e iv) f o r In m any cases, m ore th a n one o f these can be used, w ith very little difference of m eaning. H ow ever, it is im p o rtan t to see w hy they are used, an d w hen one or o ther o f them eith er should not or can n o t be used. T h e following tw o pieces of inform ation can be connected w ith all four conjunctions, b u t w ith differences o f m eaning, an d in one case a great deal of am biguity. a) I w e n t t o v i s i t m y p a r e n t s a c t i o n b) I w a s l e a v i n g t h e t o w n reason i ) Because e m p h a s i s e s t h e r e a s o n , a n d t h e r e f o r e u s u a l l y c o m e s s e c o n d I went to visit my parents because I was leaving the town. i i) As c a u s e s t h e a c t i o n t o b e e m p h a s i s e d , a n d s o u s u a l l y c o m e s first As I was leaving the town, I went to visit my parents. i ii ) Since c a u s e s t h e a c t i o n t o b e e m p h a s i s e d , a n d s o u s u a l l y c o m e s first Since I was leaving the town, I went to visit my parents. iv) For has a very sim ilar m eaning to ‘y ou see’ in spoken English. It does not give the reason for o r cause o f a n action, it sim ply gives an explanation for w h at has ju st been said. F or this reason, it m ust com e after the action w hich it is explaining. I went to visit my parents, fo r I was leaving the town. an d a s are used in exactly the sam e w ay as each other. H ow ever, if you look a t sentence (ii) above, it will be seen th a t the use o f a s m akes the sentence am biguous. It could also m ean ‘at the same tim e’. I f there is any chance o f such am biguity, s i n c e m ust be used, s i n c e also has the m eaning of tim e, w hich can cause confusion to o ; in such cases a s m ust be used.

since

1 In the following sentences, choose w hich o f the four conjunctions can be used in the spaces to p roduce unam biguous sentences. T h e re will often be m ore th an one possible answ er. In th a t case say w hich you think is the m o s t suitable. a) ____ his wife is trying to lose some w eight, she is going w ithout lunch every day. b) T h e situation was becom ing increasingly d e s p e ra te ,____ night was draw ing in, an d we still h ad not found anyw here to take shelter.

(K)

75

CONTROVERSY c) ____ he was on his w ay to the village, he offered to collect m y groceries for me. d) M artin has taken up fishing,------ he w ants to avoid arguing so m uch w ith his m other-in-law . e) Soon G abriel w ould have to move his sheep back to the lower pastures, ____ w inter was draw ing on, and the grass w ould then be blanketed in snow. j ) ____ the child has disappeared, we have been unable to find out where it lives. g) H e is not in a position to give you an answ er y e t,____ you h av en ’t yet m ade a form al offer in w riting, inform ing him of the precise details of the deal. h) ____ G eorge h ad been staying w ith his sister, he had not been able to see as m uch of M arie as he w ould have liked.

| Structure and style

e

G E R U N D S AS S U B J E C T S A N D O B J E C T S Look at this sentence from the text, then choose the right answ er to the question w hich follows Flying Concorde is clearly not the same as flying a conventional airliner. (11. 7-8) Is the subject o f the verb is a) Flying Concorde, or b) C oncorde? (answer at the bottom of this page)* FLYING

is like a verb. It can a) have an object ( Concorde) b) be followed by adverbs ( quicklyjto London/at night)

is like a noun. It can a) be the subject o f a verb {is quicker) b) be preceded by adjectives (good, intelligent)

Because the gerund has both the features o f nouns and those of verbs, it is an excellent w ay o f varying style, p articu larly w ritten style. 1 Look at the following w ord groups G ERUNDS

OBJECTS

getting m arried to playing allowing attacking riding m aking shouting (at)

bank m anagers doctors donkeys film stars games guitars songs suggestions

opjoauo^ Suivy *

76

a)

H O W ADVERBS

loudly/silently/slowly too silently b)

W H E R E ADV ER BS

at hom e/in hospital/in public places in shops/on board ship c)

W H E N ADV ER BS

after breakfast/at night/ once a w eek/on Sundays

CONTROVERSY Begin or com plete the following opinions w ith meaningful gerund phrases. (Y our sentences can be as serious or am using as you lik e !) T h e p a tte rn will be as follows. gerund

+

(o b j e c t )

+

(a d v e r b

group

a)

( a d v e r b g r o u p s a a n d b) ( a d v e r b g r o u p s a , b a n d c) ( a d v e r b g r o u p s b a n d c)

(N ote the o rd er o f adverbs in English.) I c an ’t agree t h a t ____ is good for health. ____ tends to m ake you thirsty. I certainly believe i n _____ W o u ld n ’t you agree t h a t ____ is an extrem ely relaxing w ay to spend a w eekend? e) ____ surely should be b an n ed , sh o u ldn’t it? a) b) c) d)

2 G eru n d phrases are p artic u larly useful for showing our likes and dislikes. C om plete the following sentences aboutyourself using gerund phrases. a) O n e o f m y favourite kinds o f holiday is ____ b) ___ is som ething I w ould do m ore of if I h ad the tim e an d the m oney. c) I m ust say I f in d ____ra th e r boring. d) W hen I was small the thing I looked forw ard to most w a s --e) W hen I get older, I ’m really going to e n jo y _____

f

| Topic vocabulary

W ORK 1 H ere is a list o f w ords connected w ith jobs and types o f work. Find out w hat each one m eans, using a dictio n ary or any other source. a) dead-end b) steady; (in)secure c) exhausting; taxing d) bo rin g ; tedious; soul-destroying; m echanical; frustrating e) dem an d in g ; rew ard in g ; useful; interesting; stim ulating f ) o v e rp a id ; u n d e rp a id ; badly-paid g) m an u a l; (un)skilled; clerical; creative h) te m p o ra ry ; fu ll-tim e; p art-tim e i) freelan ce; self-em ployed; unem ployed j) to (give the) sack; to fire; to g ive/hand in your notice; to take on (an em p lo y ee); to m ake someone re d u n d a n t 2 U sing words from the list above, m ake sentences about the following jobs or situations. a) w orking on an assem bly line b) a b arrister c) a research chem ist d) a docker e) a farm er f ) a personnel officer g) a stockbroker h) a university

77

CONTROVERSY le c tu re r i) a b ilin g u al secretary j) a n air-hostess k) w o rk in g in th e n e w sp a p er in d u stry I) b ein g a s tu d e n t m) y o u r ow n jo b (if you h av e one) Resourcesfile reference B3 caption a)

g

|

W riting tasks

1 W rite a com position entitled

250-300 words should

m iners

be

nurses?

H ere are some argum ents on the subject. Miners a) T h ey work in ap palling conditions. b) T h e re is a constant risk of accident. c) M ining is an u n pleasant jo b . d) T h ey work in near-darkness. e) Coal is still a vitally im p o rtan t source of energy. Nurses a) T h ey work very long hours. b) N ursing is very dem anding. c) N ursing is em otionally taxing. d) W e all need nurses at some tim e d u ring our lives. e) Nurses bear a lot o f responsibility. 2 O P T IO N BO X a) ‘T h e punishm ent should fit the crim e.’ b) ‘T o d a y ’s pop-stars are p aid far too m uch m oney.’ c) ‘M arriage is d e ad .’ Resourcesfile reference

78

G3 caption a)

paid

more

than

CONTRAST >4ND COMPARISON HAROLD MAGNA, a freelance jo u rn alist from London, con­ siders the relative m erits of town and country.

BACK TO NATURE FOR centuries town and country have been regarded as being in opposition to each other. It has been suggested that the superficial differences between the two—wideopen spaces contrasting with brick and concrete—are less important than the contrasting attitudes of town and country. I am one of the m any city people who are always saying th at given the choice we would prefer to live in the country away from the dirt and noise of a large city. I have managed to convince myself that if 15 it weren’t for my jo b I would immediately head out for the open spaces and go back to

10

nature in some sleepy village buried in the country. But how realistic is this dream ? Cities can be frightening places. The 20 majority of the population live in massive tower blocks, noisy, squalid and impecsonal. The sense of belonging to a com m unity tends to disappear when you live fifteen floors up. All you can see from 25 your window is sky, or other blocks of flats. Children become aggressive and nervous—cooped up at home all day, with nowhere to play; their m others feel iso­ lated from the rest of the world. Strangely 30 enough, whereas in the past the inhabitants of one street all knew each other, nowadays people on the same floor in tower blocks d o n 't even say hello to each other. C ountry life, on the other hand, differs 35 from this kind of isolated existence in that a sense o f com m unity generally binds the • inhabitants of small villages together. People have the advantage of knowing that there is always som eone to turn to when 40 they need help. But country life has dis­ advantages too. While it is true that you may be am ong friends in a village, it is also true that you are cut off from the exciting and im portant events that take place in 45 cities. There's little possibility of going to a new show or the latest movie. Shopping becomes a m ajor problem, and for any­ thing slightly out o f the ordinary you have to go on an expedition to the nearest large 50 town. The city-dweller who leaves for the country is often oppressed by a sense of unbearable stillness and quiet. W hat, then, is the answer? The country has the advantage of peace and quiet, but 55 suffers from the disadvantage of being cut

Please turn to back page

CONTRAST jflND COMPARISON

m uch

sensitivity as the plastic flowers they

| Exercises

a

on

the text

1

VOCABULARY Find words or phrases in the text th a t mean: a) only on the surface b) dirty and unpleasant c) enclosed in a small space d) cut off from everything (or everyone) else e) ties together J ) feeling weighed dow n by g) a m iddle course h) not real

2

T A L K IN G P O IN T S Say w hether the following statem ents about the text are true or false. If you think the answer is false, give your reasons. a) T h e w riter w ould like to move to the country. b) T h e w riter will definitely move to the country. c) T h e w riter says th a t cities are d irty and noisy. d) T h e w riter says th a t people tu rn to others unnecessarily w hen they need help. e) T h e w riter thinks th a t im p o rtan t an d exciting things h appen in cities. J) T h e w riter says th a t it is a good thing th a t villages are cut off. g) T h e w riter thinks th a t T o b y would not like the country.

3

W R IT IN G P O IN T S Answer the following questions w ith com plete sentences. a) In the w riter’s opinion w h at causes city people to be u nhappy? b) W h at do you think the w riter’s opinion of com m uters is? c) Do you think the w riter will move to the country? W hy?

80

CONTRAST >9ND COMPARISON 4 C O N T E X T Q U E S T IO N S a) W ho are ‘w e’ in line 11 ? b) ‘T his d re am ’ in line 18 refers to . . . c) W h at people is the w riter talking ab o u t w hen he says ‘you’ in line 23? d) ‘Its’ in line 58 refers to . . . e) W ho are ‘they’ in line 67?

(g)

5 SU M M A RY W O R K a) M ake a list of w h at the w riter thinks are the advantages of living in i) a city ii) the country b) M ake a list o f w h at the w riter thinks are the disadvantages o f living in i) a city ii) the country c) T ak in g your inform ation o n l y from the text, w rite, in not m ore than 60 words, ab o u t w hy the co untry is a b etter place to live in th an the city.

b

| Revision-test

1 C om plete the blanks or p u t the correct form of the words in brackets. a) O n e o f t h e _________ in favour of (wear) crash helm ets (be) th a t they reduce fatal accidents. b) Some p e o p le __________th a t m otorcyclists should not be forced to w ear crash helm ets. c) (Ride) m otorcycles w ithout (wear) crash helm ets is (ask) for trouble. (7 marks) 2 R earrange the following groups of words into gram m atically accurate sentences. a) U nhappy/you/are/w h en /to /p lace/g o /th e/th e/p u b /is. b) B ad/you/is/for/too/alcohol/m uch/drinking/but. c) B rita in /a fte rn o o n /c lo s e /in /h a v e /p u b s /to /a t/in /th e /th re e o ’clock. d) U n h ap p v /im p o rtan t/th ree o ’clock/is/be/after/not/to/it! (4 marks) 3 R ew rite the following sentences, focusing attention on or clarifying word or phrases in italics. a) J a c k d id n ’t come on Friday, he cam e on Saturday. b) H e w asn’t w ith Alison, he was w ith D iane. c) D id n ’t Diane get divorced last year? (3 marks) 4 W rite three sentences on the subject of capital punishm ent using controversy la n g u ag e N , 1 & & (6 m arks) Serunds (T o tal: 2 0 m arks)

81

CONTRAST AND COMPARISON c | Advantages and disadvantages 1 D IF F E R E N C E S Look at the following sentence from the te x t: C ountry life, on the oth er h an d , differsfrom this kind of isolated existence in that a sense, of com m unity generally binds the in h ab itan ts of small villages together. (11. 34-37) U sing the p attern , X differsfrom T in th a t. . ., m ake the following sentences abou t quality new spapers an d p o p u lar newspapers. note Q uality - the serious natio n al newspapers P opular - the less serious, m ore pictorial newspapers, less concerned w ith im p o rtan t news. a . a) Q u ality new spapers / differ / p o p u lar new spapers in th a t / have m ore real news b) P opular new spapers / differ / q u ality new spapers / th a t / have m ore pictures c) Q uality new spapers/differ/popular new spapers/treat foreign news m ore fully d) Q u ality n ew spapers/differ/popular n ew sp ap ers/th at/carry longer an d m ore detailed articles e) P opular new spapers/diffec/quality new spapers/contain m ore cartoons f ) Q u ality new spapers/popular new spapers/include m ore serious criti­ cism of the arts g) Q u ality new spapers/popular new spapers/im portant editorials h) P opular new spapers/quality newspapers/less tiring to read b . H ere is an o th er w ay o f expressing the same idea between X and T is that X . . .

U sing this language, express the differences betw een quality and p o p u lar new spapers given in a (above). EXAMP LE

One o f the differences between quality newspapers and popular newspapers is that quality newspapers have more real news. c. Now m ake sentences of your own ab o u t differences betw een

a) new spapers an d m agazines in your own country b) m en an d w om en 2 A D V A N T A G E S A N D D IS A D V A N T A G E S Look at these sentences from the text i) T h e country has the advantage o f peace and quiet, b u t suffers from the disadvantage of being cut off. (11. 53—56) ii) ¥t\i\.oneofitsmainadvantagesisthatyovLa.rza.\.x\\e,centYeo{\hing$. (11.58—59)

82

CONTRAST AND COMPARISON N ow look at these ways of talking ab o u t advantages an d disadvantages. (One of) the (main) { ^ X a n T a g e s } has the

°f

of ^ ° IN G ' ' \

{ d OIJVC . . . } ‘S tha* ' " (ratherformal}

a . W rite the following sentences ab o u t the advantages an d disadvantages of having a car. a) O ne/disad v an tag es/h av in g a c a r/it costs a lot to insure b) Cars h av e/ad v an tag e/g ettin g you exactly w here you w ant to go c) T h e ad v an tag e/h av in g a c ar/n o t get w et an d cold/bad w eather d) C ars/disadvantage/costing a lot o f m oney to rep air e) C ars/advantage/speed J) O n e/ad v an tag es/car/n o t have to d ep en d /p u b lic tran sp o rt

b. N ow

m ake m ore sentences o f your own ab o u t the advantages and disadvantages of a) having a d ictatin g m achine ra th e r th an a secretary b) being a vegetarian Resourcesfile reference F 4 cap tio n a) 3 C H O IC E Look at the following sentence from the text Given the choice we would prefer to live in the country . . . (11. 11—12) W e can say If X had the

Given the

chance choice opportunity choice • chance opportunity

X would DO . . .

X would DO . . . (rather informaly

4 You are looking a t the possibility o f ren tin g one of the two places below.

HOUSE K itch en . D in in g -r o o m . L ou n g e. 3 b e d ­ room s. B athroom . Separate W .C . G arage; garden. P leasan tly situ ated in u n sp oilt co u n try sid e 6 m ile s from city centre.

Price: £85.00 per month. FLAT K itc h e n /d in in g -r o o m . L o u n g e . 2 b e d ­ room s. B a th ro o m /W .C . C entral h eatin g. Id eally situ a ted : 2 m in s. w alk from city centre.

Price: £65.00 per month.

83

CONTRAST AND COMPARISON You should i) discuss the differences betw een them ii) discuss the advantages an d disadvantages of both of them iii) say w h at you w ould do if you w ere given the choice, giving your reasons 5 M ake n o m o r e th an four sentences ab o ut each of the following. Y ou should i) discuss the differences betw een them ii) discuss the advantages an d disadvantages they have iii) say w h at you w ould do if you w ere given the choice a) b) c) d)

Listening to records or going to concerts G oing on package holidays or going on holiday on your own G oing to work by bicycle or going by public transport Being m arried or being single

Resourcesfile reference

E4 caption a)

| Sentence construction

d

W H IL E A N D W H E R E A S Look at the following sentences from the text i) . . . whereas in the past the in h ab itan ts all knew each other, now adays people on the same floor . . . d o n ’t even say hello . . . (11. 30-33) ii) . . . while it ’s true th a t you m ay be . . ., it’s also true th at you are cut off from the exciting . . . events . . . (11. 41-44) While an d whereas are both conjunctions (words used to jo in two halves of a sentence). T hey are used to contrast two situations or actions. T hey can usually be placed either at the beginning o f the contrasted situations/actions (as in the exam ples above) or between the two contrasts. example

A bicycle is a very healthy w ay to travel, I while I a )whereas)

c a r js

a „ u jck an(j com fortable way.

(T here are some differences in use betw een the two words, because while can, of course, also have the m eaning o f ‘at the sam e tim e as’. In most cases they are interchangeable, however.) 1 Below there are some ‘contrast p ro m pts’, in w hich present-day life is contrasted w ith life 50 years ago. M ake generalisations from these prom pts using while or whereas. 50 YEARS AGO NOWADAYS a) fam ilies/rent hom es . . . m ajority/fam ilies/ow n/hom es b) 5 % /w ork/agriculture . . . only 3% w ork/land c) only rich people/cars . . . families/2 cars

84

(K)

CONTRAST >4ND COMPARISON d) peop le/ab ro ad . . . e) c h ild re n /s c h o o l/1 4 ... f ) m arry /late 20’s . . . 2

m illions/holiday/S pain/M orocco children have to /16 m arry /early 20’s/not b o th er/m arried at all

In a recent survey, m en an d w om en o f various ages w ere asked w hat they considered to be their m ain leisure activity. H ere are the results. Single men 15-30

Single women 15-30

Married men 20-30

Married women 20-30

Men

Women

30-50

30-50

17

15

10

5

6

2

7

10

8

10

4

10

Television

21

27

22

29

24

30

Drinking

16

5

20

3

25

5

5

6

2

4

—

22

8

18

7

17

4

Gardening

1

3

5

5

10

7

Handicrafts

3

10

10

22

11

18

Studying

3

4

1

—

—

—

Dancing

4

10

1

5

— ■

7

Other activities

1

2

3

10

3

17

100%

100%

100%

100%

100%

100%

Activities Taking part in sport Reading

Cinema W atching sport

— O’

.

M ake contrasting generalisations a b o u t p eople’s preferences as follow s: a) b) c) d) e) J) g) h) i) j)

M iddle-aged m en . . . single m en u n d er 30 Single w om en . . . m arried w om en Single m en . . . m arried w om en M en . . . w om en Single m en u n d er 30 . . . m arried m en u n d er 30 Y oung w om en . . . m iddle-aged w om en M arried m en . . . m arried w om en G ardening S tudying M en taking p a rt in s p o r t . . . m en w atching sport

Resourcesfile reference

E3 caption a)

85

CONTRAST AND COMPARISON e

| Structure and style

Q U A L IF Y IN G A N D D E S C R IB IN G N O U N S a) G enerally speaking nouns are qualified by one or m ore single-word adjectives placed before them . example . . . t h e unwilling original i n h a b i t a n t s o f t h e v i l l a g e s . (11. 71-72) b) C ertain adjectival phrases o f two words also are placed before nouns. Such phrases are very often jo in ed by hyphens. example

. . . wide-open spaces. (11. 5 -6 )

c) In other circum stances adjectival phrases m ust be placed after nouns. This is especially true of phrases beginning w ith i) past participles ( d o n e ) or ii) present participles ( d o i n g ) or iii) prepositions (a t , n e a r , etc.) H arold M a g n a’s next article will be about a factory i) run by a co-operative ii) producing refrigerators iii) near the docks.

example

1 Find an exam ple in the text o f an adjectival phrase beginning w ith a) a past participle (in p ara g ra p h 2.) b) a preposition (in lines 61-67)

(R)

2 C hange the following sentences so th a t you m ake ju st one sentence w hich contains a noun followed by at least one adjectival phrase.

(R)

In the new spapers there are a lot of interesting articles. T hey are w ritten by H arold M agna. In the newspapers there are a lot o f interesting articles written by Harold Magna.

example

Now do the same w ith the following. a) H aro ld M ag n a is a freelance jo u rn alist. H e works in London. b) N ear Chelsea football stadium there is a new block of flats. H arold lives there. (H arold lives . . .) c) N ear his p aren ts’ hom e there is a beautiful cottage. It was built in 1792. H arold once set his h eart on it. (H arold . . .) d) H arold has a lot o f friends. T h ey live in the centre of London. T h a t’s the problem . (The problem is . . .) e) H arold is considering the idea o f renting a weekend cottage. T h e idea was suggested by his father. T h e cottage is about 50 km from London. 3 C om plete the following sentences using adjectival phrases beginning w ith a past participle a present participle a preposition

86

CONTRAST AHD COMPARISON

i

idirected by John Ford, showing African wildlife. ■ with lots o f action.

a) b) c) d) e)

f

I'd really like to live in a house . . . I ’ve never m et anyone . . . Books . . . tend to interest m e m ore th a n b o o k s. . . C hildren . . . really get on m y nerves. Television program m es . . . are very stim ulating.

| Topic vocabulary

TO W N AND C O U N TR Y Below are two lists features o f u rb a n (town) an d ru ral (country) life. URBAN

RURAL

high-rise office blocks m ain roads - side roads city centre crowds shopping precincts building sites sem i-detached houses terraced houses factories (factory-w orkers) vehicles hustle-and-bustle industry concrete - bricks

cottages country lanes - paths village green em pty spaces general store fields —m eadows hills - valleys woods - forests farms (farm -labourers) farm anim als peace and quiet agriculture hedges - plants

1 U sing a d ictionary or an y o th er source, find out w hich o f the following descriptive adjectives could be applied to each of the words an d phrases above. hectic isolated tow ering secluded friendly personal dingy invigorating

lonely claustrophobic tran q u il dreary idyllic lively sleepy depressing

2 U sing the vocabulary lists above, think o f at least 5 reasons why a) you like or dislike u rb an life b) you like or dislike ru ral life

87

CONTRAST >1ND COMPARISON | W riting tasks

g

300-350 words

1 An English friend of yours has w ritten to you to ask w hat you think about the following situation. H e has been offered a jo b in a large city in your country and w ants to know w hether you think it w ould be better to live in the city or in the country w ithin easy com m uting distance of his job. W rite a letter to him giving your opinion. 2 O P T IO N BO X a) A n objective view of the advantages an d disadvantages of com m ercial television. b) A feasibility study on w hether your com pany should open an office in a p artic u la r city. Resourcesfile references

88

1 B 1 caption b)

2 F3 caption a)

PROBABILITY

A NATIONAL DISEASE?

disturbing is the possible effect on people's minds and attitudes. 60 There seems to be a particular risk o f television bringing a sense of unreality into all our lives. Most people, it is probably 65 true to say, would be horrified to see someone gunned down in the street before their very eyes. The same sight repeated nightly in the comfort o f one's living70 room tends to lose its impact. Could the same be true o f news reports of violence and deaths in various parts of the world? This is almost certainly the case, 75 since the advent of television journalism has brought man's bitterest and bloodiest conflicts onto the small screen repeatedly. What worries many people is 80 that if cold-blooded murder both acted and real means so little, are scenes of earthquakes and other natural disasters likely to have much effect either? 85 Such questions are, to a large extent, unanswerable, and it is true to say that predictions about people's probable re­ actions are dangerous and often 90 misleading. But if television is dulling our reactions to violence and tragedy, it can also be said to be broadening people's hori­ zons by introducing them to of this popularity diminishing in 95 new ideas and activities- ideas the near future. If. then, we have which may eventually lead them 40 to live with the monster, we must into new hobbies and pastimes.study its effects. In the last few years there has That the great boom in tele­ been a vast increase in educative vision's popularity is destroying 'the art o f conversation'—a 100 programmes, from the more serious Open University, to 45 w i d e l y - h e l d m i d d l e - c l a s s Yoga and the joys of amateur opinion—seems to be at best gardening. Already, then people irrelevant, and at worst de­ have a lot to thank the small monstrably false. How many conversations does one hear 105 screen for, and in all probability the future will see many more 50 prefaced with the remarks. grateful viewers who have dis­ "Did you see so-and-so last covered new pursuits through night? Good, wasn’t it!', which the telly's inventive genius. suggests that television has had a beneficial rather than a detri- 110 Television, arguably the most important invention of the 55 mental effect on conversational twentieth century, is bound to habits; at least people have be exerting a major influence in something to talk about! More the life of the modern man for 115 as long as one dare predict; that it will also continue to grow in popularity as the years go by is virtually certain. Yet in arous­ ing hitherto unknown in120 terests—challenging to its own hold over the lethargic minds of its devotees—it is not incon­ ceivable that television may be sowing the seeds of its own 125 downfall.

JULIA ELLIOTT looks at television At any time between four in the afternoon and mid­ night, at least ten million viewers are sure to be 5 watching television; this figure can even rise to 35 million at peak viewing hours. With such large numbers involved, there 10 arethosewho would main­ tain that television is in danger of becoming a national disease. 15

20

25

30

35

The average man or woman spends about a third of his or her life asleep, and a further third at work. The remaining third is leisure time — mostly evenings and weekends, and it is during this time that people are free to occupy themselves in any way they see fit. In our great-grand­ fathers' days the choice of enter­ tainment was strictly limited, but nowadays there is an enormous variety of things to do. The vast majority of the population, though, seem to be quite content to spend their evenings goggling at the box. Even when they go out, the choice of pub can be influenced by which one has a colour television; it is, in fact, the introduction of colour that has prompted an enormous growth in the box's popularity, and there can be little likelihood

PMING

89

PROBABILITY | Exercises on the text

a 1

VOCABULARY Find words or phrases in the text th at m e a n : a) the tim e of day w hen people w atch television the most b) begun, caused c) sudden and large increase d) im m ediate effect e) the coming, the arrival of f ) the furthest point o f people’s im aginations g) extrem e intelligence and cleverness h) sleepy, w ithout energy i) a tim e when people do not work

2

T A L K IN G P O IN T S Say w hether the following statem ents about the text are true or false. I f you think the answer is false, give your reasons. a) 35 million people w atch television every day. b) J u lia Elliott says th a t people take ‘keep-fit’ classes. c) People sometimes go and see w hether a p u b has colour television before they decide w hether to spend an evening there or not. d) Some people think th at television causes diseases. e) J u lia Elliott thinks television has had a bad effect on the a rt of conversation. f ) People see m en gunned dow n on their sitting-room carpets. g) J u lia Elliott thinks th at scenes o f violence on television have gradually less effect. h) J u lia Elliott thinks television is dull. i) T h e m onster practises Yoga while sowing seeds in an am ateu r garden.

3 W R IT IN G P O IN T S Answer the following questions w ith com plete sentences. a) A ccording to J u lia Elliott, how do most people spend their evenings? b) W hat is the effect o f continual violence on television, in J u lia E lliott’s opinion? c) W hy does J u lia Elliott think th a t television m ay be ‘sowing the seeds of its ow n dow nfall’ ? 4

C O N T E X T Q U E S T IO N S a) ‘H e r’ in line 15 refers to . . . b) W ho does ‘th eir’ refer to in line 29? c) W h at is ‘it’ in line 52 ? d) W h at or who does ‘th em ’ refer to in line 94?

90

PROBABILITY 5 SU M M A RY W O R K a . Answer the following questions a) W h at is the beneficial effect of television m entioned in the text? b) W h at three adverse effects o f television are m entioned in the text?

b. T akin g

your inform ation o n l y from the text, w rite an anti-T .V . advertisem ent for the ‘A nti-Television L eague’, the aim of which is to increase m em b ersh ip , a n d ask for financial co n trib u tio n s. Y our advertisem ent should not be m ore th an 100 words.

b

|Revision-test

1 C om plete the blanks and p u t the correct form of the words in brackets. a) ____ the advantages of (know) an o th er language is th a t you can com m unicate w ith people from o th er countries. b) English people d iffe r____ people who are not E n g lish _____they drink a lot o f tea. c) the choice I ('buy) a villa in the S outh o f F rance. d) T h e m ain d ifferen ce_____________ the South o f F rance and E n g la n d _the South of F rance is very hot. e) Bicycles____ the a d v a n ta g e _____(be) cheap to run. (11 marks) 2 Jo in the following sentences to m ake g e n e r a l i s a t i o n s and com ­ parisons, using w h i l e , w h e r e a s , and g e n e r a l i s a t i o n s l a n g u a g e . a) British cars are small. A m erican cars are large. b) British people prefer Scotch. A m ericans prefer Bourbon. c) British children leave school at sixteen. A m erican children leave school at nineteen. (6 marks) 3 C om plete the following w ith a suitable a) I like food . . . b) I often read books . . . c) I often go to the library . . .

adjectival p h r a s e

.

(3 marks) (T o tal: 20 marks)

c | Probability, present and future 1 Look a t the following ways of expressing p r o b a b i l i t y in the present and the future, some of w hich are taken from the text. 91

PROBABILITY ALMOST C ER TA IN LY

ALMOST CERTAINLY NOT

Will

W on’t

r, bound Be < > to (sure J

Be hardly likely to

Will probably Be likely to

Be unlikely to Probably w on’t M ay not

May POSSIBLY N OT

POSSIBLY

i _____________ i DO Complete action/situation or BE DOING Incomplete action/situation

N ote: M ay and will can both be used to refer to the present as well as the future. EXAMPLES

i) ‘W h a t’s J o h n doing at the m o m en t?’ ‘He |

| be having his lunch.’

ii) ‘A re you free tom orrow evening?’ ‘No, I ’ll be travelling to France.’ ‘I ’m not sure, I may be having dinner with my mother.’ a. A rth u r Bessant is leaving hospital tom orrow after six m onths. M ake the following sentences about w hat he is doing n o w , using the language from the ch art a b o v e : a) He/feel happy . . . will b) H e/so rry /th at he is leaving . . . pro b ably w on’t c) H e /re a d /n e w s p a p e r... m ay d) H e/drink/w hisky . . . h ard ly likely b . W rite sentences about w hat you think your friends/fam ily are doing now. c. Now m ake statem ents about w hat will happen and w hat will be happening when A rth u r Bessant leaves hospital tom orrow . (R em em ber to use the B E D O IN G form for actions/situations already started and not yet com plete.) will a) His w ife /w a it. . . bound to b) H e/say thank you/nurses . . . H e/give present/the Sister . . . m ay well c) m ay not d) H e/w alk steadily . .. His wife/feel hap p y . . . unlikely to e) sure to J) His w ife/start arguing w ith him again . . . His wife/tell him about her boyfriend . . . hardly likely to g) m ay h) H e/find out ab o u t her boyfriend . . . d. N ow say w hat you think will/is likely to, etc., happen if he finds o her boyfriend.

92

(R)

K

PROBABILITY e. M ake predictions a b o u t yourself in five years’ tim e. Say w h at you may be doing/may do, etc., or w h at you won’t be doing/won’t do, etc. Resourcesfile reference G3 caption b) 2 H ere are some m ore ways o f expressing p r o b a b i l i t y in the present and future, some of w hich are taken from the text. T h e language is moreformal th a n th a t in 1, an d is m ore com m on in w ritten English. ALMOST CERTAINLY

POSSIBLY

It is virtu ally certain that+SENTENCE (ratherformat}

X is v irtu ally certain to b e D O IN G . . . In all probability+SENTENCE It is w ith in the boun d s o f possibility that + s e n t e n c e (ratherformal) It is n ot in c o n c e iv a b le that+SENTENCE (veryformal) T h e r e c a n be little likelih ood that + SENTENCE

(ratherformal) T h e r e can be little likelih ood o f X CERTAINLY NOT

D O ING . . .

T h e r e is ab so lu te ly n o c h a n c e that+SENTENCE T h e r e is ab solu tely no c h a n c e o f X D O IN G . . .

(most o f w hich could refer to p r e s e n t or depending on the context in w hich they occur) i) He is virtually certain to be waiting fo r you. ii) In all probability he will be waiting fo r you. iii) It is not inconceivable that he will be waiting fo r you. iv) There can be little likelihood o f him waiting fo r you.

exam ples

future

tim e,

a . M ake statem ents o f p r o b a b i l i t y ab o u t the w orld tw enty years from now ; be careful ab o u t w hen to use ( will) D O , ( will) B E D O IN G . in all probability a) F ash io n s/d ifferen t. . . little likelihood U s/drive/sam e types o f car . . . b) bounds o f possibility c) M an/live on M ars . . . A rgue ab o u t the sam e things d) virtually certain as we do now . .. no chance e) Cities/look the sam e . . .

(K)

b. N ow

m ake your ow n statem ents ab o u t the following in tw enty years, using the language from the charts in 1 and 2. a) tran sp o rt b) housing c) fam ily life d) fashions e) holidays f ) ecology an d the environm ent

Resourcesfile references

d

1 B1 caption c)

2 F4 caption b))

| Sentence construction

W H A T A N D W H IC H Look at the following sentences from the text

93

PROBABILITY i) What worries m any people is th at if cold-blooded m urd er m eans so little . . . (11. 79-84) ii) H ow m any conversations does one h ear prefaced w ith the rem ark, ‘Did you see so-and-so last n ight? G ood, w asn’t it!’, which suggests th at television . . . (11. 48-56) w h a t

----- ►the thing(s) t h a t . . . {what usually refers to the things th at follow)

w h ic h

------>• t h i s s i t u a t i o n

(which refers back to the situation ju st m entioned and often summarises it) WHAT

worries m any people is th a t if cold-blooded m urd er . . .

H ow m any conversations . . . ‘Good, w asn’t it!’

W7HICH

suggests. . .

L [Note: w h i c h always has a com m a before it in this case.) 1 Some students recently visited a large com puter firm. This is an article w ritten for the student m agazine. Insert what or which, as appropriate. ( a) surprised us m ost w hen we arrived was the silence, (b)_ was not (c) one w ould expect surrounded by so m any m achines. T h e m anager took us round, ( d) was very kind o f him since he was obviously a busy m an — i ± _ you m ight think strange considering com puters are supposed to m ake life easier. M ost of the students h ad one or two questions to ask on CO they h ad read before com ing to the com pany, and all of them were deeply im pressed by (g) the m an ag er h ad to say on the subject. H e knew his stuff, (h) was a change after some of the disastrous visits we had been on previously. W hen we left everyone was already satisfied th at ( lJ they h ad come to find out, an d (j) they h ad w anted to see, they had seen. 2 You have ju st arrived back hom e after an educational visit to a foreign country. M ake statem ents using ‘what- or ‘which- clauses about things you saw, were told. etc. (Choose a real country, possibly one you know.) examples What I liked best was the way people were sofriendly. We were allowed to see whatever we wanted, which surprised me rather.

e

jStructure

and style

‘T H A T ’ A N D ‘W H E T H E R ’ C L A U S E S AS S U B J E C T S es4-t^piloO. «■© bfack. C