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WRITING
SKILLS
CONTENTS
U N I T 7 Protest and C om plaint
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
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 .
10
U N I T 3 Permission
19
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
U N I T 6 G eneralisations
49
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
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
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
T E A C H E R S H A N D L IN G N O T E S
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 ts 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
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
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
MARKETING
CONSULTANCY
SERVICES
Tel: 725380
Mr J.K. Farringdon,
Sales Director,
World Motor-cycles Ltd.,
Dudley Drive,
Birmingham,
United Kingdom.
Dear Mr
22nd August.
Farringdon,
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
a -i nrOT*oT \r
C. Clark
ADVICE >1ND
OPINION
a
1
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 ont 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?
j4DVICE
4ND
OPINION
| 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 . . .
ADVICE AND
OPINION
a . Now you are giving opinions and advice to someone whose neighbours
are always holding parties and throw ing litter over the fence.
a) seem /m e/best course/tell them how/feel
b) point/view /should call/police
c) opinion/throw /rubbish back
d) seem /best course/letter/com plaint
e) as far/concerned/best thing /tak e th em /court
f ) appear/best course/law yer
g) opinion/sue them /dam ages/nervous disorder due to the continual
noise
b. Now m ake m ore sentences o f your own, using language from this section,
in w hich you give advice to
a) Som eone who dresses shabbily, has untidy hair, seldom washes, and
gets turned dow n at all the interview s he/she goes for
b) Som eone w ho has been accused, by one of his/her colleagues, of
em bezzling m oney, even though it is not true
c) Som eone w ho is having problem s w ith his/her English
3 Look at the following ways of asking for advice.
What* do vou \ aC^ *SC
, 1 me to DO ?
[ re c o m m e n d J
f \ DO ? (slightly informal}
are also c o m m o n ,
e.g. How/when,
etc.
a. U sing the language from the ch art above ask for advice in the following
situations
a) Y ou w ant to know w here to live in E ngland in a ru ral area, b u t near
London
b) Y ou w ant advice about learning a m usical in s tru m e n t-i.e . you do not
w ant to learn a very difficult one
c) Y ou have been offered two jobs. O ne is in a nice tow n b u t the pay is
low, the other is w ell-paid, b u t in a horrible area
d) W hen you try to be nice to your children, they are rude to you
e) You w ant to give up smoking, b u t you do not know how to
4 Below are five situations in w hich people need advice. U sing the language
from 1, 2 and ^ ( o n pages 3 an d 4), im agine you are w riting the letters in
ADVICE >1ND
OPINION
F red erick C la y b o rn
Age 37
corresponds
unde
,a Fernandez As
ants to learn Eng)
,de or secretary
e corresponds with
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 1416)
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.
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)
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
w h il e
u n t il
w hen
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 youll get
h) Y oud b etter learn to drive properly, before
arrested.
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)
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
a)
b)
c)
d)
e)
f)
e
1
|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.
| W ritin g tasks
(K)
150-200 words
9th November.
Dear Mr
Huntley,
25
30
Kenneth Pringle
Craven Hill Action Group
10
PLANS >JND
ARRANGEMENTS
a
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 ebodys 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
(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
h ir e -p u r c h a se
c secon d -h an d
sh o p -so ile d
(3 m a r k s )
(5 marks)
(T otal: 15 marks)
,,
.
...
/convenient!
for you
Monday would be <
...
'
[possible
we could DO . . . on Monday.
it would be possible for X to DO .
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.. . ?
No
Yes
I would be delighted to DO . . .
It will be possible for X to DO . . . ^weak)>
I would love to DO . . . (slightly informal')
13
PLANS >4ND
ARRANGEMENTS
4
July
July
^
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Wednesday
1 o
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------ ---------------------------
----------- .____________
0M
7 ThursdavB/iAAAM^ PAYEW
eok23
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Thursday
1^ /ftHrfi/iiAJ fr j
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a S o h s tttf w '
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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
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 <informal) or <(form al)
Look at the following exam ples from the text an d notice w hen the relative is
the subject, w hen it is the object o f the following verb, an d w hen it is a
possessive.
su b ject
. . . a matter which has angered and worried many o f us (1. 2 )
ob ject
. . . the comments which the Prime Minister made . . . (1. 8/9)
p o s s e s s i v e . . . a man whose outspoken views on this subject. . . (1. 27)
T h e basic rules for using relatives can be sum m arised as follows.
People and pets
Subject
( inform al)
that
(who)
Object
*
(that)
( formal)
who
who(m)
Possessive
whose
whose
With preposition
*
, , \ PREPOSITION
(that)
who . . .
PREPOSITION
PREPOSITION
whom
(veryformal>
Things
(i n f o r m a l )
that
*
(that)
(f o r m a l )
which
which
whose
(of which)
(veryformal}
*
, .
.
(that)
. . . PREPOSITION
preposition + which
* Cases where no relative is used are known as contact clauses. (The words in
brackets are the less usual forms.)
In m any cases the idea o f possession is shown by a w ^ -p h ra s e ,
. | man) . , ,. f ears.
e.ff. A {
> 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
(form al)
R ecently I m et someone_____ .
W here is th at book____ .
Food____ is very expensive.
Students prefer teachers_____
Cars____ are very annoying.
Grandparents____ are often u n h ap p y .
I asked for the suit_____
T h a t w om an is the one____ .
I can still rem em ber the visit_____
|Structure
and style
IT IS A D J E C T I V E S I N F IN IT IV E
Look at the following sentence from the text.
It isfrightening to realise that a small test-tube fu ll o f germs could destroy a whole
civilisation. (Lines 15-17)
16
PLANS AND
ARRANGEMENTS
This is a com bination o f the following two sentences
i) A small test-tube full of term s could destroy a whole civilisation.
ii) W hen anyone realises this, it is frightening/R ealising this is frightening.
1 J o in the following pairs of sentences in the sam e way.
a) Som eone from o u r country has w on a gold m edal. I t is exciting w hen
anyone hears this.
b) Some parents m altreat their children. Believing this is hard.
c) A spider spins its w eb. W hen we see how this is done, it is fascinating.
d) M ore an d m ore young people are going to university. W hen anyone
sees this, it is encouraging.
e) O n e d ay people will be living on V enus. V isualising this is difficult.
2 M ake sentences in the sam e w ay ab o u t the following situations (your
sentences should reflect your personal opinions).
a) M ore an d m ore couples are getting divorced
b) M edical research is being expanded
c) Y ou have passed an im p o rtan t exam ination
d) O u r ancestors w ere apes
e) W e sometimes th ink we have experienced som ething before, w hen in
fact we have not
f ) A m ericans w ere English once
|Topic
vocabulary
E N T E R T A IN M E N T
1 Below are w ords connected w ith different types o f en tertain m en t. F ind
out w h at they m ean, using a d ictio n ary or any other source.
a. Places and types
a) th eatre ; cinem a; nigh t-clu b ; hall
b) c o n c e rt; p la y ; sh o w ; c a b a re t; festival; circu s; fair
b. Theatre
a) com edy; trag ed y ; farce
b) sta g e; w ings; a u d ito riu m ; orchestra p i t ; scenery
c) c u rta in ; a c t; scen e; interval
c. Music
a) p o p ; classical; c h o ra l; j a z z ; fo lk ; opera
b) th em e; m ovem ent; sym phony; concerto
c) im provise; im provisation; live (a d j.); solo
d. General
a) p u t o n ; p erfo rm ; take p a rt in
b) (go on) to u r; booking; d a te ; ru n
17
PLANS AND
ARRANGEMENTS
Use ap p ro p riate words from the list above to com plete the blanks in the
following sentences.
a) T h e first tim e Paul saw M aria, she w a s ____ in a play. She h ad the
m ain fem ale role.
b) T h e play was a _____It was very funny, and Paul, who was sitting in
t h e ____ w atching, cou ld n t help laughing.
c) T h e next night Paul w ent to a ____ concert, w ith the famous
saxophonist Bill Blowitt. P aul h ad never seen h im ____ before, he had
only heard him on records.
d) L a te r th a t week Paul w ent back to w atch M aria. She first appeared
from th e ____ at the side o f the stage for her scene in the first_____ She
got m arried at the end o f the play, ju st before t h e ____ fell.
e) A fter t h e ____ Paul m et M aria, an d asked her if she w anted to go
dancing in a ____ , w here there was a ____ w ith a famous com edian.
I W riting tasks
150-200 words
18
1 A2 caption c)
2 G2 caption b)
(R)
PERMISSION
oman
or her
tiird at
ird is
enings
uring
ee to
way
randenterd, but
rmous
ie vast
iation,
intent
Sling
Death wagon
ordeal
y go
n be
las a
fact,
that
mous
arity,
ihood
ing in
; have
e must
1 tele'ying
a
la ss
best
delany
hear
rks,
last
hich
had
etrirnal
ave
ire
I'ect
<des.
ular
2 a
our
ibly
lied
i in
yes.
10
15
20
'111y
25
30
f(
|||
|j |
|j t
|g|
1
19
PERMISSION
From Page 2
COPY NOW!
having no feelings
u npleasant (of a person)
laughing softly
p reten d
someone w ho helps (usually in a crime)
the feeling th at you have lost your dignity
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 answ er is false, give y our reasons.
a) T h e kidnappers w an ted to know w here the church hall was.
b) Jam e s h ad an u npleasant sense o f hum our.
c) T h ey would n ot let M yers send a message to his wife.
d) M yers needed his pills.
e) Jam e s w anted to cu t off M yers ring finger.
J) T h ey let M yers have som ething to eat.
g) T h ey let M yers go out to the lavatory.
h) T h ey ordered M yers to read a p rep ared statem ent.
PERMISSION
3 W R IT IN G P O IN T S
Answer the following questions w ith com plete sentences.
a) W h a t did M yers usually do in the evenings ?
b) W ho stopped M yers an d asked him the w ay to the church hall?
c) W here was the bed th a t M yers was strapped to?
d) W hy was M yers surprised w hen Ja m e s b rought the pills ?
()
4 C O N T E X T Q U E S T IO N S
a)
b)
c)
d)
e)
H e in line 32 refers to . . .
W h a t m om ent is referred to by th e n in line 36 ?
W h a t does it refer to in line 32 ?
W ho is h e in line 53 ?
. . . those terrible weeks (line 1). W hich terrible weeks?
5 SUM M ARY W O R K
a) W h a t does M yers ask for perm ission to do in the story?
b) C hange each of the incidents from 5 a w ith the k id n ap p ers answers
back into dialogue form.
| Revision-test
1 In the following sentences, com plete the blanks and p u t the correct form
of the words in the brackets.
a) W ould it b e ____ for you (come) an d see me on T h u rsd ay evening?
b) I m afraid I ____ T h u rsd ay , b u t I (love) to come some oth er d a y .
c) (Come) you on M o n d ay ? I d like you to m eet the m a n ____ was at
J e f f s p a rty .
d) T h a t sounds a good idea. W ould you (in te re st)____ com ing w ith me
som etim e next w eek?
e) I (be) delighted. I w an t to see th a t p l a y ____ has h ad such good
reviews.
(10 marks)
2 R earran g e the order o f the following w ords to m ake sentences.
a) th in k /M ars/o n /m ay /life /to /its/th ere/exciting/be/that.
b) isnt/su re /w e/o n /life/M ars/lan d ed /m an /th ere/can t/b e /th a t/u n til/
there / has.
(2 marks)
3 W rite sentences:
a) asking som eone to m eet you next F riday
b) asking someone for advice ab o u t w here to study
b) giving your opinion ab o u t w here to study
d) telling someone th a t you will not be able to m eet them on F riday
(8 marks)
( T o ta l: 20 marks)
21
PERMISSION
c | Permission
1 In the passage you have ju st read, M yers often asks to be allowed to do
things; we often use to be not allowed to to say w hat we cannot do.
exam ple
Below are signs in a park. Say w hat you (im personal) are not allowed to
do there.
NO- SUNBATHING
NO
RADIOS
2 W hen we talk ab o u t perm ission we say w hat we could/could not do, and
w hat we can /can n o t do. Below are some ways o f saying this.
a) Describes w hether we could or not
allow X to DO . . .
(Will not allow X to DO . . .)
(Will not let X D O . . .)
. f allowed )
to be <
.
, > to DO . . .
) permitted j
b) Describes the
act
o f saying yes or no
give X permission to DO . . .
(Will not give X permission to DO . . . )
to be 1 ^ en I permission to DO . . .
) reiused j r
a . R e-w rite the following sentences starting w ith the words given. Use
language from ( a) an d ( b) above.
22
PERMISSION
EXA M PLE
b.
W hen Jim was in the arm y, there w ere a lot o f things he could not do, and
some he could. M ake sentences using the inform ation below ab o u t w hat
you think he could/could not do. S ta rt your sentences in one o f the ways
suggested.
23
PERMISSION
U sing the language above, change the following into reported speech.
EXAM PLE
Sub j e c t :
Monday
A.M.
M ilitary
P h^ade-
I n te r v ie w
p r e s id e d
S c h e d u le f o r : C i
P.M.
T uesday
. m.
T h u rsd ay
W hen Close and the film crew reached the country, they found th a t there
were some things they could do (the governm ent of the country said they
could), and some things they could not. D iana Close crossed out the
things in the schedule th at they could not do.
U sing the permission language you have studied, im agine th a t you are
D ian a Close telling your boss w hat you asked to do, and w hat you could/
could not do.
24
PERMISSION
EX AM PLE
1 A2 caption a)
2 A2 caption b)
| Sentence construction
S U B S T IT U T IN G IN F IN IT IV E S F O R R E L A T IV E C L A U SE S
N otice in this sentence from the text, an infinitive is used ra th e r th a n a
relative clause.
T h e most difficult th in g to bear (T he m ost difficult thing which I had to bear)
was the inactivity. (Line 2)
T his structure often occurs as a w ay o f avoiding defining relative clauses
w hich either
contain the verbs must, can, could, should, have to, and need
or
define preceding superlatives (the biggest, the only, thefirst, etc.)
EXAM PLES
,
( who was caught)
~
1 he last one < ,
,
>was fames.
[to be caught
j
(K)
25
PERMISSION
rWELCOME TO->
MANCHESTER!
TO THE GCE .
you w a n t to
v -c o s t homo
ts.-Send for
BlOW.
ng :
a
a
.panisti
a va ila ble
M ircas i n :
cco (infancy
am m arca
fritin g
Q ok-k aa p in g
tman S c rip t
' Couraaa
H i s t o r i c p l a c e s ! F r i e n d ly p e o p l e !
I
I
I
I
ES!
RCP 29
VON
** RCP29
,i7 4PF
js ,
M o o r g a te ,
it>rofA.B.C.C.
I
I
I
I
I
I
Further information
The Manchester Bureau
King's Square, London SW1 (near Victoria Station)
Accommodation arranged if desired
Use the above inform ation to m ake sentences like the following exam ple
I f you want to meetfriendly people, the place to stay is Manchester.
| 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 ed 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
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
(R)
| Topic vocabulary
CHARACTER
1
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
| 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)
A nation of
pet-lovers
5
10
15
20
25
30
35
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 orks 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)
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.
| Revision-test
(4 marks)
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)
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
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
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
SENTENCE
EXAMPLES
Elliotts 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
Elliotts point
a) R abies is a dangerous
disease w ith no know n cure
Readers point
I t is not a th re a t because
o f im p o rt restrictions
b) I d o n t dislike pets
c) T h e irresponsibility o f
some pet-ow ners
------------------------------------- d e s p i t e
----------------------------------* i n s p i t e o f <---------------------------
In spite o f thefact that thefridge was very expensive, it has caused a lot o f trouble.
F O C U S A N D ID E N T IF IC A T IO N
In the following sentence, the w riter is trying to focus the re a d e rs attention
on one aspect the th re a t of rabies.
It is the threat o f rabies . . . that has made the English government impose strict
restrictions . . .
(1. 5054)
35
SUGGESTIONS
T h e re ad e rs atten d o n is focused by the p attern
It is . . . t h a t . . .
This is a very com m on p a ttern in both ( informal) and (form at) style if we
w ant to
..
., r
.
. . .
e it h e r : 1) lo cu s a tte n tio n o n a p a r tic u la r p o in t
o r:
ii) clarify who or w hat is referred to.
EXAMPLES
i) I d i d n t r e m e m b e r h i m u n t i l h e g a v e h i s n a m e , ( n o r m a l )
nt until
,
,.
T
,
, , .
,
,
,
, } he gave his name t h a t 1 r e m e m b e r e d h i m . ( f o c u s )
only when)
*
v
ii) T h a n k you for getting the work done so quickly.
D o n t thank m e ; th an k G illian . ( n o r m a l )
j ( who)
i t s G illian <
[
f you should thank, not m e . ( c l a r i f i c a t i o n )
{ ( thaty
f iT w a s
<
) it w a s
R e-w rite the following sentences, focusing atten tio n or clarifying the
w ord or phrase in italics.
EXAM PLE
a) D id M a rth a bring her h u sband w ith her yesterday? No, she cam e
w ith Sheila Lloyd.
b) Sheila w ent to school w ith m y sister.
c) D id n t herfam ily em igrate to A u stralia?
d) Yes, th a ts right. In fact we did nt know until we saw her th a t she was
back in this co u n try .
e) I h ear she gave young D avid a toy koala b e a r. No, she d id n t give it
to David, she gave it to A lan .
f ) She brought this boomerang for D av id .
g) A ny new s? Yes, shes m arried, but shed been w ith us for a couple of
hours before she told us. (Use . . . only after a couple of hours)
h) Som eone she m et out th e re? W ell in fact she m et him in New
Zealand.
2 R ead the following Bob D ylan poem .
sim p l e
t w ist
of
fate
36
s e n t e n c e c o n s t r u c t io n .
(R)
SUGGESTIONS
T h ey w alked along by the old canal
A little confused, I rem em ber well,
A nd stopped into a strange hotel
W ith a neon b u rn in g bright.
H e felt the h ea t o f the night
H it him 'like a freight tra in ,
M oving w ith a sim ple twist o f fate.
A saxophone som eplace far off played
As she was w alking by the arcade.
As the light burst th ro u g h a beat-u p shade
W here he was w aking up,
She d ro p p ed a coin into a cup
O f a b lind m an a t the gate
A nd forgot ab o u t a sim ple twist o f fate.
H e hears the ticking of the clocks
A nd walks along w ith a p arro t th a t ta lk s;
H u n ts h er dow n by the w aterfront docks
W here the sailors all come in.
M aybe shell pick him out again.
H ow long m ust he w ait
O n e m ore tim e for a sim ple twist o f fate?
N ow correct the following statem ents, w here necessary, using the p a tte rn
it was . . .
exam ple
a)
b)
c)
d)
e)
f)
g)
h)
i)
| Topic vocabulary
FO O D AND H EA LTH
1 Below are words or phrases connected w ith food and drink. F ind out w hat
they m ean, using a dictio n ary or any o th er source.
a) a d ie t; to go on a d ie t; to be on a diet
b) a healthy / u n h ealth y / varied / w ell-balanced / calorie-controlled + diet
37
SUGGESTIONS
c)
d)
e)
f)
g)
h)
i)
j)
p a u n c h ; to p u t on w e ig h t; o bese; obesity
u n d ern o u rish ed ; w ell-nourished; to slim ; m alnutrition
to sta rv e ; starvation
h arv e st; to h a rv e st; c ro p ; yield
fam in e; drought
food su rp lu s; to hoard food
fertilisers; pesticides
health foods; v eg etarian ism ; vegetarian
Substitute one of the above words or phrases for the parts of the following
sentences w hich are in italics.
a) Last week M ary stopped eating so much because she w anted to get
thinner.
b) She was incrediblyfa t, and she h ad been gettingfatter andfatter.
c) She lives in a country th at last year suffered a seriousfood shortage.
d) H er husband, a farm er, was recently badly affected by a lack o f water.
e) H e doesnt believe in using chemicals which stimulate growth,
f
H e is a. person who doesnt eat meat.
| W riting tasks
2 0 0 -2 5 0 w ord s
1 W rite a new spaper article ab o u t the grow ing problem of a w orld-w ide
food shortage. In the first h a lf of the article you should state the problem ,
and in the second suggest ways o f overcom ing it. Below are some notes
w hich m ight help.
T h e headline for the article is n o s e c o n d h e l p i n g ,
notes
38
1 C 1 caption b)
2 El caption a)
(K)
OBLIGATION
In the light of the case of Khalem Darubi, still awaiting the result
of his appeal to the Immigration Appeal Tribunal, BERNARD FOX
looks at the immigration law s of this country.
LEAVE
TO ENTER
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
Twe
o f the fit
beautifu
transfer
R a i l . . i,
service
acknov
experts!
sue!
five st.
Italian
Asl
call us
CITs 1
remem
GUAF
SUM!>
ITAL
can af
39
OBLIGATION
a
1 VOCABULARY
Find words or phrases in the text th a t m ean:
a) has m ade his or her hom e in a place
b) m an who has agreed to m arry
c) taken aw ay, cancelled
d) likely in the future
e) enough
f ) being m ade to leave the country against your wishes
g) allow ed by right or law
h) p u t into practice, organise, m anage
i) th o ught about
j) people who disagree or dislike som ething
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 answ er is false, give your reasons.
a) M r D arubi w ants to jo in his fiancee in England.
b) W om en w ishing to m arry residents of the U nited K ingdom have fewer
problem s th an m en do.
c) Visitors to this country can norm ally stay for a year.
d) A prospective em ployer can give or refuse a work perm it.
e) C om m on M arket residents have problem s getting a work perm it.
f ) Im m igration officials are sometim es unfair, according to critics.
g) Im m igration officials go to m eet im m igrants at the detention centres
on the shore.
3 W R IT IN G P O IN T S
Answ er the following questions w ith com plete sentences.
a) W h at w ould probably h ap p en to a non-C om m on M arket resident if
he was working w ithout a work p erm it and the police found out?
b) W h at can visitors do to get into the country if they are refused entry?
c) W h at does the w riter think is the problem w ith the law?
4 C O N T E X T Q U E S T IO N S
40
OBLIGATION
5 SUM M ARY W O R K
a) M ake a list of the four things foreigners have to do or show to be
allow ed to study in E ngland.
b) W rite a short dialogue (not m ore th a n 150 words) betw een an official
at the British Em bassy in your co u n try and someone w ho is a national
o f your country an d w ants to study in E ngland. Use o n l y inform ation
from the text.
| Revision-test
in spit e o f
etc.
{o m arks)
(4 marks)
3 W rite the correct form o f the w ords in brackets, and com plete the blanks.
a) Surely it (is) a good idea if the governm ent (ban) the sale o f alcohol.
b) I t stim e we (realise) th a t alcohol is very dangerous.
c) ____ is alcohol ____ m akes people behave so badly at football
m atches.
d) T h e governm ent ____ has the ____ to punish football hooligans
severely.
rn
. .
7
(o marks)
4 W rite three sentences suggesting w h at could be done to encourage
(5 marks)
(T o tal: 20 marks)
41
OBLIGATION
c | Obligation
1
FORM
p o i n t s to n o t e
T h e speaker decides.
A stated rule or law.
m ust D O . . .*
O bligation is imposed
by the speaker, or by
public signs.
have to D O . . .*
O bligation is im posed
by external circum
stances.
N egative obligation
m ust not D O . . .
No obligation
do not have to D O . . .
need not D O . . .
T h e speaker decides
th a t an action is not
necessary or not oblig
atory.
No obligation; the
speaker decides.
to
DO . . .
a . In the follow in g exercise, co m p lete the blanks w ith the correct form from
th e o b l ig a t io n ch art ab ove.
a) In his n ew jo b G e o r g e ________ w ork very hard.
b) (M oth er to s o n ) : Y o u ______finish your lu n c h .
c) (Sign at Z o o ) : V isito r s_____ feed the a n im a ls.
d) (H u sb an d to w if e ) : T h e ca rs broken d ow n . I _____go to w ork by
train tom orro w .
e) (T ea ch er to s tu d e n ts ): Y o u ______d o an y hom ew ork ton igh t, relax and
h ave a good tim e .
j ) (S tu d en t to s tu d e n t): T o m o rro w s a p u b lic h o lid a y , so w e _____go to
sch o o l.
g) (S tu d en t to s tu d e n t): I m fed up w ith sch o o l; w e _____d o far too
m u ch h om ew ork.'
h) Last n igh t J o h n m issed the bus, so h e ____ w alk h om e.
i) (Son to m o th e r ):
go to sch ool to m o rro w ?
j ) Before yo u can b eco m e a d octor, y o u ____ pass a lot o f exam s.
b . A n ew sp ap er t h e Su n d a y st a r recen tly h eld an essay co m p etitio n for
adults. O n p age 43 are the rules o f th e co m p etitio n .
42
(R)
OBLIGATION
laurice
Essay
Competition
Fine
/'resents
'lusively
the UK
CONDITIONS OF ENTRY
Number of words: 2,500-3,000.
Entries may be handwritten or typewritten.
No quoting from any source.
Final entry date: May 24th.
Entry is open only to adults of 25-60 years old.
Title of essay: 'My childhood'.
Entries may be autobiographical or fictional.
No help or advice from other people.
ill
points to note
,
f obliged
to be <
. . to D O . . .
^required.
r made
to DO . . .
to be < forced
>
(slightly formal^
I compelled J
f There is ^
f alternative "1 .
\ X has / " " { c h o i c e
} but to 0 0 . . .
There is nothing for it but to DO . . .
43
OBLIGATION
a. Below is a list o f things th at you have to do w hen you arrive at an English
airport. C hange the list into statem ents of obligation using language from
the chart.
exam ple
b. Below is a
He had no alternative but to open his suitcase when the customs official stopped him.
3 Answer the following questions.
a) W h at do you have to do to pass a driving test in your country?
b) W h at laws are there in your country about driving in towns and cities
(e.g. speed limits, pedestrian crossings, etc.) ?
c) W h at laws are there in your country about drinking and driving?
Using the above inform ation, and using the language you have studied in
the text, m ake conversations betw een a reporter and
i) policem en (W h at w ould h ap p en if. . . ?, W h at do you have to d o ?)
ii) drivers w ho have com m itted offences (W h at happened . . . ? , W h at
did you have to d o ?)
Ask ab o u t the following things
a) the day George was stopped by the police for speeding in a built-up
area
b) w hat a policem an has to do if he sees someone speeding
c) the law ab o u t drinking an d driving
44
OBLIGATION
d) the day M a ry s brakes failed, an d she w ent into a tree, m anaging to
avoid a little girl
e) the day A rth u r was driving too fast through a b u ilt-u p area after
having d ru n k far too m uch a t a party . A policem an in a patrol car saw
him
f ) w h at candidates have to do to pass a driving test
g) the day a policem an was held hostage by a bank robber
E X A MP LE
1 A 1 caption d)
2 C l caption a)
| Sentence construction
R E L A T IV E C L A U S E S - N O N -D E F IN IN G
N on-defining clauses are different from defining clauses (see U n it 2,
s e n t e n c e c o n s t r u c t i o n ). T h ey give ex tra inform ation ab o u t som ething
th a t is already clearly defined.
Look at the following sentence from the text.
In order to work here the foreigner needs a work permit, which m ust be
applied for by his prospective em ployer. (11. 35-37)
T h e which-clause is not telling us w hich or w h at kind o f work perm it the
w riter is referring to. It is giving us m ore inform ation a b o u t the work perm it.
H ere are two m ore exam ples o f non-defining relative clauses.
A n exception is people from Common Market countries, who are
entitled to w ork w ithout perm its.
T h e head of the A ppeal T rib u n a l is David Masters, who(m)
the Im m ig ran t C om m unity respects very m uch.
subject
object
Points to note
1 N on-defining clauses ten d to be ra th e r form al in style, an d are restricted
in general to w riting.
2 In non-defining clauses it is not possible to use th a t.
3 In non-defining clauses it is not possible to leave out a relative.
4 N on-defining clauses are separated from the rest o f the sentence by
comm as.
N on-defining relatives can be sum m arised as follows.
People and Pets
SUBJECT
OBJECT
PREPOSITION
who
w h o (w h om )
prep
+w hom
POSSESSIVE
whose
45
OBLIGATION
Things
subject
object
PREPOSITION
POSSESSIVE
w h ich
w h ich
P R E P + w h ic h
example
w h ic h
has/ have
|Structure
and style
F E W : L IT T L E . A F E W : A L IT T L E
Look at the following sentence from the text.
Few appeals are successful. (1.71)
Few appeals has alm ost the same m eaning as hardly any appeals or not many
appeals. It has a n e a r n e g a t i v e m e a n i n g .
A fe w appeals w'ould be com pletely w rong here because it has alm ost the same
m eaning as a small number o f appeals. It has an a f f i r m a t i v e m e a n i n g .
In the charts below, notice the difference betw een (normal) style and
(slightly form al) style.
46
OBLIGATION
UNCOUNTABLE
NOUNS*
Negative
Positive
Comparisons
hardly any
not much
a little
a bit of
not as much
(very) little
a small amount of
less
normal)
(s l i g h t l y
formal)
*An uncountable noun is something you cant count, e.g. mayonnaise, advice, money, etc.
COUNTABLE
nounst
(
normal)
'
slig h tly f o r m a l )
Negative
Positive
Comparisons
hardly any
not many
a few
not as many
less
(very) few
a small number of
fewer
Remember that a countable noun is something you can count, e. g. bottle, apple, tourist, etc.
1 In this exercise, choose the best w ord or phrase from the ch art above.
R em em b er to consider negative an d positive m eanings an d com parisons.
T O U R IS T N U M B E R S D O W N T H IS Y E A R !
J im C ran e reports his interview w ith Alec K now le
o f the T o u rist D evelopm ent B ureau.
( a) tourists are expected this y ear th a n for over six years. This was the
depressing message from the T o u rist D evelopm ent B ureau. I t seems th a t
the present econom ic situation has h ad (b) effect on the trend o f British
holidaym akers spending th eir holidays abroad.
W h a ts needed is ( c) effort by British holiday resorts to give their towns
(d) of character. ( e) real attem p ts at m odernisation have been m ade
since the early 60s.
T h e G overnm ent have offered some help w ith the cost o f m odernisation
and a t the m om ent even (j) m oney w ould be useful. N evertheless, (g)
people believe th a t the present dow nw ard tren d in p o p u larity can be
quickly reversed.
(h) an d (i]_ people are w illing to risk the uncertain w eather in Britain.
(J) can be done ab o u t the w eather, o f course, but m uch m ore effort
could surely be p u t into bringing o u r resorts into the eighties.
2 U sing the language from the chart, m ake a conversation in w hich two
people are arguing ab o u t w hether or not the public should be forced to
w ear seat-belts by law . Speaker A thinks they should, and speaker B
thinks they should not.
EX AMP LE
B m ight s a y : A bit o f common sense isfar more important than a law telling us what
to do!
47
OBLIGATION
H ere are some words and phrases you can use
people
d eath (s)
accident(s)
injury(ies)
fatal accident(s)
|Topic
trouble to p u t on
break the law
feel safe
vocabulary
L IF E A B R O A D
1 Below is a list o f words ab o u t m oving to, or living in, a foreign country.
F ind out w hat each one m eans, using a dictionary or any other source.
a) visa; passport; p erm it; docum ent
b) to book a ticket; to m ake a reservation; to pay a deposit
c) p o lio ; sm allp o x ; cholera (vaccination certificate)
d) custom s; customs h a ll; im m ig ratio n ; official (two m eanings)
e) to declare (at custom s); to have som ething/nothing to declare
f ) to sm uggle; to im port
g) to pay du ty on (an a rtic le ); to avoid (p ay in g ); to evade
h) citize n ; a lie n ; foreig n er; to u rist; im m igrant
i) resid en t; n a tiv e ; p a tr ia l; n atio n ality (by b irth /b y blood)
j) native language; m other tongue; dialect; accent
2 W rite sentences ab o u t the following using language from 1 above.
a) G etting an airline ticket
b) A rriving at an English airp o rt
c) Foreigners who live in E ngland
d) W h at h ap p en ed w hen your friend had m ore than the perm itted
n um ber of cigarettes at customs
e) People in your country who are foreigners
f ) T h e jo b of an im m igration official
| W riting tasks
200-280 words
48
1 E2 caption a)
2 G 4 caption a)
GENERALISATIONS
Living in a Class House
by R I C H A R D
M ARTIN
ver the last 25 years, British society has changed a great dealor at
*
least many parts o f it have. In some ways, however, very little has
changed, particularly where attitudes are concerned. Ideas about
social classwhether a person is working-class or middle-classis one
5 area in which changes have been extremely slow.
In the past, the working-classthat is those people w ho do manual
w orktended to be paid less than middle-class people, sucli as teachers
and doctors. As a result o f this and also o f the fact that workers' jobs were
generally much less secure, distinct differences in life-styles and attitudes
10 came into existence. The typical working man would collect his wages
on Friday evening and then, it was widely believed, having given his wfife
her housekeeping, would go out and squander the rest on the 3 B's
beer, baccy and betting.
The stereotype o f what a middle-class man did with his money wras
15 perhaps nearer the truth. He w asand still isinclined to take a longerterm view. N ot only did he regard buying a house as a top priority, but
he also considered the education o f his children as extremely important.
Both o f these provided him and his family with security. Only in very
fewr cases did workers have the opportunity (or the education and training)
20 to make such long-term plans.
Nowadays, a great deal has changed. In a large number o f cases factory
workers earn as much, if not more, than their middle-class supervisors.
Social security and laws to improve job-security, combined with a general
rise in the standard o f living since the mid-fifties, have made it less necessary
25 than before to worry about tomorrow'. Working-class people seem slowly
to be losing the feeling o f inferiority they had in the past. In fact there
has been a grow ing tendency in the past few years for the middle-classes
to feel slightly ashamed o f their position.
The changes in both life-styles and attitudes are probably most easily
30 seen amongst younger people. They generally tend to share very similar
tastes in music and clothes, they spend their money on having a good time,
and save for holidays or longer-term plans when necessary. There seems
to be much less ditference than in previous generations. Nevertheless, w*e
still have a wide gap between the well-paid (whatever the type o f job they
35 may have) and the low-paid. As long as this gap exists, there will always
be a possibility that new conflicts and jealousies will emerge, or rather
that the old conflicts w ill re-appear, but between different groups.
23
from Social Change in the 20th Century, edited by P eter W illiam s.
49
GENERALISATIONS
a
| Exercises
on
the text
1 VOCABULARY
F ind words or phrases in the text th a t m ean:
a) safe
b) very clear, easily seen
c) to spend wastefully
d) typical picture o f someone or som ething
e) being not as good, not as im p o rtan t
j ) enjoying themselves
g) disagreem ents and fights
h) to ap p ear slowly
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) In B ritain over the last q u a rte r cen tury little things have changed.
b) Differences in life-style an d attitudes betw een m iddle-class people and
working-class people cam e into existence p artly because of different
levels o f pay.
c) T h e typical w orking m an was paid in cash.
d) O n Fridays the typical w orking m an told his wife w hat was to be done
at hom e over the next week.
e) O w ning a house an d educating his children well m ade the typical
m iddle-class m an feel safe.
f ) In the past workers did not buy houses because they sim ply did not
earn enough.
g) These days people are h ard ly concerned at all about the n ear future.
h) T h ere are dangers for the future due to the big differences in pay
betw een the low -paid and the w ell-paid.
(R)
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 differences o f life-style and attitudes em erge betw een the
m iddle-class and the working-class?
b) W h at were the differences in the ways m iddle-class m en and workingclass m en spent their m oney?
c) H ow has the situation changed over the last 25 years?
4 C O N T E X T Q U E S T IO N S
a) I t in line 2 refers to . . .
b) T h is in line 8 refers to . . .
c) His fam ily in line 18 refers to . . .
d) T h e ir in line 28 refers to . ..
e) W e in line 33 refers to . . .
(K)
50
GENERALISATIONS
5 SUM M ARY W O RK
U sing the relevant inform ation from your answers to 3 above, w rite a
letter (in ab o u t 100 words) p artly agreeing, and p artly disagreeing w ith
the views expressed in a new spaper article entitled w e r e a l l m i d d l e class n o w
|Revision-test
a) A m an w ith a gun stopped Fred in the street and told F red to give him
his m oney.
51
GENERALISATIONS
b) W h at do you have to do to o b tain a passport?
c) T h e police stopped a m an in the street and asked him to go to the
Police Station.
d) A m other ordered her son to w ash his hands before dinner. W h at did
she say ?
e) W h at do you have to do to get into university in your country?
(5 marks)
.
#
#
(T o ta l: 20 marks)
c | Qualifying generalisations
p o i n t s to n o t e
to tend (not) to DO . . .
to have a tendency to D O . . .
to be inclined to D O . . .
You can m ake such generalisations m ore exact by fu rth er qualifying them w ith
T h e y generally tend to share very sim ilar tastes in music and cloths (11. 30-31)
M iddle-class people have a tendency to be m ore individualistic.
Y oung people are much more inclined to challenge au th o rity th an in the past.
a. M ake the following prom pts into generalisations th a t are true in most
cases.
a) Doctors tend/m ore m oney/teachers
b) W orkers children/tendency/leave school/16
c) W orking-class people/inclined/think/m iddle-class/snobs
d) M iddle-class/tendency/vote C onservative
e) L ab o u r M .P.s tend not/as w ell-to-do/C onservative M .P.s
52
GENERALISATIONS
c. W h at generalisations th a t are tru e in m ost cases can you m ake ab o u t the
following subjects.
a) T h e leisure tim e activities of people u n d er 25 and over 40
b) A n atio n ality o th er th an your ow n
2 U N C E R T A IN G E N E R A L IS A T IO N S
CONCEPT
FORM
t o
n o t e
'to D O . . .
to be D O IN G . . .
to D O . ..
ap p ear <
to be D O IN G . . .
T h e C ontinuous Infinitive ( T O
B E D O IN G ) is used to describe
changing habits/situations.
seem
I think
but I m
not sure
p o in t s
perhaps
EXAMPLES
(appearj
NOT t o w o r r y
SEEM/APPEAR.
a b o u t class differences.
Slowly+SEEM /APPEAR.
I x o BE c h a n g i n g ra th e r slowly.
(APPEAR )
b. M ake
53
GENERALISATIONS
a) M odern fashions (both w om ens an d m en s)
b) D ifferent makes o f car
c) H ow people change w hen they get old (give exam ples of people you
know who are getting old at present)
3 PH R A SE S S H O W IN G IN H O W M A N Y CASES A
G E N E R A L I S A T I O N IS T R U E
a)
+ S E N T E N C E
s e n t e n c e
n te n c e
c o n s tr u c tio n .
2540
4 0 -6 5
W EIGHT
M 5 9 -9 1 kilos
L 5 7 -8 7 kilos
M 5 9 -1 0 0 kilos
L 5 9 -9 1 kilos
M 5 4 -1 0 0 kilos
L 5 9 - 9 5 kilos
INCOM E
M 1 8 0 0 -3 2 0 0
L 19504500
1 7 0 0 -7 6 0 0
1 9 5 0 -1 2 0 0 0
1 8 0 0 -8 5 0 0
1 8 0 0 -1 5 0 0 0
OWN HOUSES
M 10%
L 6%
55%
45%
45%
60%
TAKE PART IN
SPORT
M 65%
L 57%
35%
30%
TELEVISION
(HRS. PER WK.)
M 5 -1 8
L 6 -1 5
1 8 -2 6
2 0 -2 4
M Manchester
54
L London
'
7%
10%
1 8 -3 0
1 9 -3 0
GENERALISATIONS
A very sim ilar survey was carried o u t 15 years ago. H ere is a selection o f
the results.
Under 25
2540
4 0 -6 5
W EIGHT
M 5 2 -8 9 kilos
L 5 4 -8 4 kilos
5191 kilos
5489 kilos
5491 kilos
57-91 kilos
INCOM E
M 4 0 0 -1 0 0 0
L 4 5 0 -1 3 0 0
5 0 0 -2 0 0 0
6 0 0 -3 0 0 0
4 0 0 -2 5 0 0
5 0 0 -7 0 0 0
OWN HOUSES
M
L
18%
30%
17%
35%
3%
4%
i)
Toung men in London tend to weigh less than young men in Manchester, but in
most cases there isnt much difference.
ii) More and more people seem to be buying houses.
Resourcesfile references
B2 cap tio n a)
F2 cap tio n a)
| Sentence construction
IN V E R S IO N A F T E R N E G A T IV E IN T R O D U C T IO N S
Look at the following two sentences from the text. N otice the form o f the
verbs. A re the sentences statem ents or questions?
i) Not only did he regard buying a house as a top priority, but he also . . . (11. 16-17)
ii) Only in very fe w cases did workers have the opportunity ( or the education and
training) to make such long-term plans. (11. 18-20)
Both the sentences begin w ith a d v e r b p h r a s e s having n e g a t i v e i d e a s .
Sentences w hich begin w ith such n e g a t i v e i d e a s have inversion o f the
verb an d subject or in o th er words, the negative idea phrase is followed by
the q u e s t i o n - f o r m o f the verb an d subject.
1 R e-w rite these statem ents by placing the phrase in italics a t the beginning
o f the statem ent w ith the question-form following.
E X A M PL E
55
GENERALISATIONS
d) I was not able to find out the result of the test until thefollowing month.
e) A lot o f m oney is being spent in only a few places on research into the
causes o f cancer.
NOTES ON USAGE
N ot only . . . b u t also . . .
N ot a (single) w ord . . .
N ot a s o u l. . .
N ot until/till . . .
N ow here . . .
N o-one . . .
In no w ay . . .
U n d er no circum stances . . .
O n no a c c o u n t. . .
No longer . . .
in no (other) place/country, etc.
A t no (other) tim e . ..
N ever (before/again) . . .
N either . . .
N or . . .
By no m eans . . .
In none o f . . .
Few . . .
In few cases . . .
L ittle . . .
(O nly) rarely . . .
H ard ly ever . . .
H ard ly . . . w hen . . .
N o sooner . . . th an . . .
56
GENERALISATIONS
g) Y esterday afternoon you w ent w alking and saw no-one. I t was a very
pleasant experience.
h) Y ou have ju st got hom e from holiday. It was one o f the m ost m iserable
times you have ever h ad because it never stopped raining.
i) Y ou are w arning a child not to leave the house w ithout telling you.
j ) A politician is m aking a speech prom ising th a t people will not have so
m any taxes any longer if he is elected.
Q U A L IF Y IN G A N D R E -E X P R E S S IN G S T A T E M E N T S
S tatem ents can be qualified or re-expressed in a variety o f ways, depending
on the effect you wish to achieve.
STYLE
BY E X P L A IN IN G
BY GIVIN G
BY M A KING MORE
OR CLA RIFY IN G
EXAMPLES
p r e c is e
in o th er words
th a t is (to say)
in other words
to be precise*
Rather (fo r m a l)
spoken^ written
( Formal) written
( mostly technical
texts)
e x a c t
nam ely
i.e.
e.g.
viz.
BY M A K IN G M O R E
BY EMPHASISING
BY
ACCURATE
PART
STR EN G TH EN IN G
(.NormaP) in both
spoken+ written
(or) at least
p articu larly
in p articu lar
especially
w h at is m ore
(and) in fact
an d actu ally f
Rather ( form al ) in
both spoken+ written
(or) rath e r
(or) b etter
furtherm ore
* to be precise tends to com e at the end o f the qualifying p a rt of the sentence, e.g.
Seam en, merchant seamen to be precise, are often very interesting people,
f Actually and in fa c t have very sim ilar m eanings, b u t are used slightly differently
sometimes. Actually tends to be used m ore for strengthening n e g a t i v e statem ents
th an for positive ones, e.g.
i) I m et J a c k s sister yesterday. In fact I m et practically the whole family. [Infact
sounds better here th a n actually.)
ii) I ve never m et D av id s brother.
i Both in fa c t and actually are also used to co n trad ict opinions and inform ation, e.g.
It has been said th a t children need m others.
f acj I
^Actually)
-w o u ld
b e m ore
57
GENERALISATIONS
1 C om plete the spaces in the following p arag rap h , using ap p ro p riate words
and phrases from the ch art above.
B ritish E nglish a n d A m e ric an E nglish are differen t la n g u ag es,
____(a) ____ they are distinctly different dialects of the sam e language.
Nevertheless, the two dialects are slowly m oving closer together for a
variety of reasons, (b) as a result of telecom m unications. T h ere has been
a kind o f rivalry for well over two centuries. ( c)
this rivalry has
expressed itself in m u tu al snobbishness, (d) each language regarding
the o th er as somehow inferior.
A ttitudes in B ritain have changed a lot in the last tw enty years, ( e) the
attitudes o f some people have changed. Y oung people, (J) university
students, tend to use m ore A m erican words th an their elders. You will
still find the occasional tru e-b red English bull-dog who insists th a t the
A m erican language, () the accent, has a corrupting influence. W h at
such people do not seem to realise is th a t English is a living language, and
(h) the im p o rtatio n an d coining o f new words and phrases is absolutely
essential in our ever-changing world.
FINAL NOTE
T h e kind o f phrases given in the ch art are extrem ely im p o rtan t for both
spoken and w ritten English. T h ey are ra th e r idiom atic, so it can be a little
difficult to get used to using them . O bserve w hen you are listening to
English, or reading it w hen such phrases are used, and try to copy their
use. d o n t be a f r a i d of maki ng mistakes a t f i r s t , p a r t i c u l a r l y
IN YOUR WRITTEN WORK.
Resourcesfile reference B2 caption a)
| Topic vocabulary
H O L ID A Y S A N D T O U R I S M
1 Below are words or phrases connected w ith holidays and tourism . Find
out w h at each one m eans, using a dictionary or any other source.
a) h o lid ay ; v a c a tio n ; long w eek en d ; bank holiday
b) package h o lid ay /to u r; excursion; d ay-trip
c) ch arter flig h t; group booking
d) first class; tourist class
e) v o y ag e; o u tin g ; sightseeing tour
f ) h o sp itality/hospitable; facilities; service
g) (excellent, etc.) cuisine; cleanliness; hygiene
h) holiday reso rt; ru in s ; the site o f (historical happening)
i) night-life; w indow -shopping; guided to u r ; view
j) tourist a ttra c tio n ; sh rin e ; m o num ent
2 U sing the language above, w rite sentences ab o u t holidays and tourism in
the following places
a) Florence or a city in your country
58
(R)
GENERALISATIONS
b) E ngland
c) A resort by the sea
d) A hotel
e) A place o f historical im p o rtan ce in your country
j ) T h e place you w ould m ost like to go to for your next holiday
Resourcesfile reference
g |
C3 caption b)
W riting tasks
250-300 words
E2 caption b)
59
PROTEST
AND COMPLAINT
19th November
35 Ashfield Crescent,
Barton,
Sussex.
Yours sincerely,
R.G. BARGE
21st November
Dear Mr Barge,
I was sorry to receive your letter. I had no idea that you
20 felt so strongly on the subject, and I do apologise for any
suffering we may have caused you.
Robert, my son, plays the violin, James, the trumpet, and my
daughter Emily is an accomplished cellist. They are all
extremely dedicated, and are making excellent progress in
25 their studies. I resent your description of their efforts
as 'squeaks' and 'wails', and I find it difficult to believe
that it is having the effect on your nerves that you claim after all, you live two houses away.
I am extremely sorry for any unnecessary hardship you have
PROTEST
>IND COMPLAINT
a
| Exercises
on
the text
VOCABULARY
Find the words or phrases in the text th a t m ean:
(g)
a)
b)
c)
d)
e)
f)
to lim it oneself
surprise
destroyed, exhausted
noises m ade by a m ouse or a rusty gate
noises m ade by som eone crying very loudly or lam enting
very good, a t a high stan d ard
g) very keen on som ething, h a rd w orking, fond of
h) feel upset, angry ab o u t
i) suffering
T A L K IN G P O IN T S
Say w hether the following statem ents a b o u t the text are true or false. If
you think the answ er is false, give your reasons.
(K)
a)
b)
c)
d)
W e in line 1 refers to . . .
W h at does it in line 7 refer to?
W h at is referred to by this in line 14?
I t in line 27 refers to . . .
5 SUM M ARY W O RK
Y ou are M r N ash. W rite a rep o rt on the B arge/H uggett arg u m en t for
your superior. Y our rep o rt should not be m ore th an 90 words long.
61
PROTEST
>IND COMPLAINT
b
| Revision-test
1 M ak e th e follow ing in to g e n e r a l is a t io n s .
a) E nglish p e o p le ____ to d rin k a lot o f tea.
b) E nglish people h a v e ____ to like dogs.
c) T hese days people seem ____ m o re a n d m o re alcohol. O n l y _____
p la c e s ____ th e c o n su m p tio n o f alcoho l seem to be going dow n.
d) _____ s o m e ____ d ru n k p eople a re v ery p le asa n t, b u t g e n erally th ey
____ ra th e r aggressive.
(7 m arks)
2 C h an g e or jo in th e follow ing sentences, b e g in n in g w ith th e w ords in
capitals.
a) T h e h a m b u rg e rs w ere b u rn t. T h e chips w ere greasy, ( n o t o n l y )
b) J a c k w a ited for M a ry for tw o hours. T h e n h e finally gave u p a n d w en t
hom e, ( n o t u n t i l )
c) Y ou c a n n o t h e a r m o re b e au tifu l m usic th a n th e m usic on g ra m o p h o n e
records, ( n o w h e r e )
d) G eorge does n o t go to th e cin em a very often, ( o n l y r a r e l y )
e) P a u la a rriv e d hom e. T h e te le p h o n e ran g , (n o s o o n e r )
(5 m arks)
3 W rite sentences using the follow ing w ords o r phrases.
a) to have n o th in g to declare
b) d iet
c) c h a rte r flight
(3 m arks)
v
strong}
the way+SENTENCE 1
X an y longer
>(very strong)
x DQmG
PROTEST
AND COMPLAINT
c) I/n o t b ear films a b o u t cowboys an y longer
d) I/enough/people com plaining
e) I/n o t stand/w ay people always com plain all the tim e
| ^ me ^ D I D . . .
(ratherformal')
(rather informal)
1 C3 caption a)
2 FI caption a)
3 A P O L O G IS IN G
Look at the following ways o f apologising and m aking excuses, some of
w hich are taken from the text.
APOLOGIES
EXCUSES
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)
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 eones 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 bosss 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.
Resourcesfile reference
64
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 .
even though
m u c h as
EVEN THOUGH
<-
(Both forms)
d) I am very keen on
classical music.
65
PROTEST
vJND COMPLAINT
others. I like the occasional cigarette, b u t I find the smoke-filled
atm osphere in m ost cinem as alm ost un bearable. I am not against paying
for m y enjoym ent, b u t the prices they charge at m ost m odern cinem as are
ridiculous. W h at I m trying to say is th is : I love cinem as, but I m going to
stop going to them .
Im agine th a t you are the person w ho w rote the piece above. U sing the
language o f contrast and concession, m ake sentences concerning your
feelings about the cinem a.
Even though I love cinemas, I m going to stop going to them.
example
Q U I T E /F A I R L Y /R A T H E R
Look at the following sentences from the text.
i) I am afairly reasonable man . . . (1.13)
In this sentence you could not use quite or rather since they w ould change
the m eaning.
ii) . . . and T am quite prepared to help others . . . (11. 13-14)
In this sentence you could not usz fairly or rather since they w ould change
the m eaning.
1 Quite
Quite can have two different m eanings.
a) completely!extremely
b) to a certain extent
T h e m eaning o f quite often depends on the w ord it refers to.
EXAMPLES
C om pletely/extrem ely
Pm quite sure
The view was quitefantastic
T o a certain extent
The hotel was quite good
The holiday has been quite interesting
INTONATION
Completely/extremely
to a certain extent
PROTEST
AHD COMPLAINT
examples
a . U sing quite w ith each o f the w ords in the list below, w rite sentences ab o u t
a film you recently saw.
a) interesting b) original c) convincing d) incredible e) stunning
f ) horrifying g) believable h) tiring i) m oving
S tate w hether you m ean completely!extremely or a certain extent.
It is over five weeks since the W ards were involved in a car accident,
b u t M rs W ard is still r a t h e r poorly, w hereas M r W ard is now
f a i r l y well.
ii) In com parisons, only r a t h e r is possible.
Look at this e x a m p le :
H ow ever, M rs W ard is r a t h e r b etter th an she was two weeks ago.
T h e m an in the o th er car was r a t h e r luckier th an the W ards.
H e was not even hurt.
iii) r a t h e r can also m ean very much indeed.
example
Use
fairly
M r Ward was not quite certain whosefa u lt the accident was, so he was
r a t h e r relieved when the police decided not to prosecute him.
or r a t h e r in the following sentences.
a) You should be able to catch the b u s ____ soon, if you leave now.
b) T his sw eater looks____ small for a child o f seven. T h a t blue one looks
____ bigger and it is m ore attractive.
c) W hen M ichael got top m arks in his test for the third tim e, his teacher
rem ark ed th a t the class w a s ____ low for him .
d) H ey! th a t coat suits you ____ well! I bet it was ___ expensive
th o u g h !
e) No, in fact I got it in a sale, so it w a s ____ cheap, b u t not as cheap as
th a t one you b o ught second-hand last w eek.
J) U n d erstan d in g the difference betw een fairly an d ra th e r is ____
difficult.
3 M ake sentences a b o u t your work an d your tim e at school using the
phrases given below.
a) fairly easy to learn b) ra th e r quickly c) quite interesting d) fairly
difficult e) quite im possible f ) ra th e r am using g) ra th e r m ore
challenging h) ra th e r boring i) quite fun
67
PROTEST
AND COMPLAINT
|Topic
vocabulary
R E A C T IO N
1 Below are words an d phrases concerned w ith em otional reaction.
Find out their m eaning, using a dictionary or any other source.
a) am azem en t; surprise; astonishm ent
b) h o rro r; m isery; disappointm ent
c) to be a p p a lle d ; to be a sto u n d e d ; to be disgusted
d) ecstatic; overjoyed; thrilled
e) to be p u t o u t; to be o ffen d ed ; to h u rt som eones feelings
f
furious; speechless w ith anger
g) to be taken aback
h) to be upset ; to be d ism ay ed ; to be disheartened
i) m oving; touching
j ) to feel cru sh ed ; horror-stricken
2 In the following sentences com plete the blanks w ith words from 1 above.
a) Last night I w ent to see a rom antic film w hich was r a th e r ------b) As I cam e out o f the cinem a I saw J o h n , who I had thought was in
A ustralia. You can im agine m y _____
c) I asked him how he was, and he said th at he w a s _____H e had never
felt so happy.
d) H e told m e th a t he was going to m arry G riselda, and I was com pletely
_____O nly recently, he had told me she was horrible.
e) W hen I expressed m y ____ he was r a t h e r _____because he thought I
was being rude.
f ) This m ade m e ____ because I am never rude. W hen he saw how angry
I was, he apologised.
| W riting tasks
200-280 words
1 D espite the fact th at you have twice asked them to be quieter, your
A m erican neighbours seem to have parties every night, playing loud
music, and deafening you w hen their friends start up their cars and
m otorcycles in the early m orning. W rite them a letter of protest and
com plaint.
2 O P T IO N B O X
a) R ecently you bought a television, w hich has continually gone wrong.
Y ou have com plained to the m anufacturers before, b u t nothing has been
done. W rite them an o th er letter.
b) A letter to an A ustralian friend in which you tell the story o f an
evening you spent w ith som ebody you disliked intensely.
Resources file references
68
1 A 1 caption b)
2 B3 caption b)
(K)
CONTROVERSY
rc\
of
Ki
A
w
and
ie. SA
and
>rt.
'tor
69
CONTROVERSY
continued from fro n t page
85
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 ts 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
71
CONTROVERSY
5 W rite three sentences
in your country.
generalising
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
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 peoples 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
b. U sing the language from the chart, can you give other peoples 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)
72
he
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
<(.slightly tentative/formal>
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.
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?
(R)
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
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 peoples 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
(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.
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
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
W H E N ADV ER BS
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)
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 _____
| 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)
W riting tasks
250-300 words
should
m iners
be
nurses?
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 twowideopen spaces contrasting with brick
and concreteare 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 werent for my jo b I would immediately
head out for the open spaces and go back to
10
CONTRAST jflND
COMPARISON
m uch
| Exercises
on
the text
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
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.
W R IT IN G P O IN T S
Answer the following questions w ith com plete sentences.
a) In the w riters opinion w h at causes city people to be u nhappy?
b) W h at do you think the w riters 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.
| Revision-test
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
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
of ^ IN G ' ' \
b. N ow
Given the
chance
choice
opportunity
choice
chance
opportunity
X would DO . . .
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.
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)
Resourcesfile reference
E4 caption a)
| Sentence construction
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 . . ., its 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
c a r js
(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 20s . . .
2
Single
women
15-30
Married
men
20-30
Married
women
20-30
Men
Women
30-50
30-50
17
15
10
10
10
10
Television
21
27
22
29
24
30
Drinking
16
20
25
22
18
17
Gardening
10
Handicrafts
10
10
22
11
18
Studying
Dancing
10
Other activities
10
17
100%
100%
100%
100%
100%
100%
Activities
Taking part in sport
Reading
Cinema
W atching sport
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
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
example
(R)
(R)
example
86
CONTRAST AHD
COMPARISON
a)
b)
c)
d)
e)
| 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
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
lonely
claustrophobic
tran q u il
dreary
idyllic
lively
sleepy
depressing
87
CONTRAST >1ND
COMPARISON
| W riting tasks
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?
20
25
30
35
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 peoples im aginations
g) extrem e intelligence and cleverness
h) sleepy, w ithout energy
i) a tim e when people do not work
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 lliotts
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
|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)
PROBABILITY
ALMOST C ER TA IN LY
Will
W ont
r,
bound
Be <
> to
(sure J
Be hardly likely to
Will probably
Be likely to
Be unlikely to
Probably w ont
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 ts J o h n doing at the m o m en t?
He |
92
(R)
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 wont be doing/wont 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
(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 . . .
exam ples
future
tim e,
(K)
b. N ow
Resourcesfile references
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 asnt it!, which suggests th at
television . . . (11. 48-56)
w h a t
w h ic h
------> t h i s s i t u a t i o n
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.
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
<.F O R M A L ) S T Y L E
N otice these two different ways o f expressing the same idea.
94
(K)
PROBABILITY
i) That it will also continue to grow in
popularity is virtually beyond question.
( veryformal style)
(11. 115-118)
question th a t it) /7
c
, , .x
J It is virtually1 beyond
.n
^ <less formal style>
will continue to grow in popularity.
p o p ularity.
J
J
In (i) the subject o f the verb is is the whole clause in italics beginning T h a t.
Whether clauses can also be used as subjects in (formal style)?.
iii) Whether television has been a good or bad
(very formal style)
invention seems to be entirely a m a tte r of
opinion.
iv) It seems to be entirely a m a tte r o f
opinion w hether television has been a
(lessformal style)
good or b ad invention.
N otice the different transform s w hich are the origin o f that clauses, and
fwhether3 clauses.
v) It will continue to grow . I t is virtually
in p o p u larity .
beyond question.
That it will continue to grow in popularity is virtually beyond question.
vi) H as television been a good
or bad in v en tio n ?
I t is entirely a
m a tte r o f opinion.
Whether television has been a good or bad invention is entirely a matter o f opinion.
1 C om bine the following pairs o f sentences in the sam e w ay to produce
formal style sentences a b o u t l i f e - p a s t a n d p r e s e n t .
a) D id people use to be h ap p ier in the past?
It is difficult to ju d g e.
b) People did n o t have the sam e opportunities.
It is quite obvious.
c) T h e stan d a rd o f living has risen substantially.
I t is absolutely clear for all to see.
d) H ave people benefited from technical progress?
It seems questionable.
(K)
| Topic vocabulary
L E IS U R E T IM E
1
95
PROBABILITY
a)
b)
c)
d)
e)
f)
g)
i) to be
j skilled in
[good at
Use the vocabulary above to find out the following inform ation from
people.
a) their spare-tim e activities, past an d present
b) w here they do these spare-tim e activities
c) why they do these spare-tim e activities
d) w hat activities they have tried and then given up, and why.
Resourcesfile reference
C2 caption a)
| W riting tasks
1 W rite a com position in w hich you im agine w hat life will be like in tw enty
years. T h e title is l i f e a n d l e i s u r e t w e n t y y e a r s f r o m n o w .
2 O P T IO N BO X
a) C om puters - the consequences now an d in the future.
b) T h e likely reactions o f someone w ho has given up smoking.
c) M y next holidays.
Resourcesfile reference
96
D 1 caption c)
LETTERS TO
THI
was a
ve been
Jed to
y and
i 1 was
needed
urprise
water,
w long
me. 1
.luf my
he pills,
ne have
things',
ouldn't
d to let
undid
led. but
,'arrying
thinly'd m ind
iv firm,
landing
>e. Once
i m ake a
you can
t he told
e might
*';L ~nv
10
15
20
25
30
35
40
45
PLANNING
a
1 VOCABULARY
,
F ind words or phrases in the text th a t m ean:
a) w orthy of praise
b) very bad and regrettable
c) to reduce
d) to choose, see the difference betw een
e) to encourage people to be bad, to m ake people bad
J) to m easure an d ju d g e
g) new spapers, T .V ., etc.
h) unspoken reasons for doing som ething
i) to be in agreem ent w ith
j) to object to
k) m ethod (s)
I) not detailed
m) p u t into action
n) gradually reduced, taken aw ay
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.
Justify your answ er by quoting from the text.
a) M r Stew art is protesting against a new law about censorship.
b) M r Stew art disagrees w ith attem pts to discourage pornography.
c) M ore and m ore laws are being in troduced w hich take aw ay peoples
freedom to choose.
d) T ry in g to change peoples attitudes by introducing laws is against
tradition.
e) People should be b etter tau g h t to choose betw een good and bad
literature.
J) A yardstick should be used to m easure books.
g) M an y publishers and w riters are interested in m oney ra th e r th an a r t.
h) All books w ould have to be referred to the Publications Board if the
new law were passed.
i) T h e reasons for rejection o f books by the Publications Board have not
yet been finally an d clearly decided.
j) T rash should be free if people w an t it.
(K)
| Comprehension
test
98
PLANNING
c) W h at, according to M r S tew art, will h ap p en if the present proposals
becom e law ?
d) H ow w ould the public benefit from free an d frank discussion in the
m edia of new works?
e) W ho are th ey in line 37?
j ) WTh a t does M r S tew art think is d ep lo rab le, an d w hy does he think
so?
g) In w h at w ay are the sketchy answ ers (1. 61) so far suggested
distu rb in g ?
h) T h e y in line 63 refers to . . .
i) W h at does this p la n ' in line 55 refer to?
j ) H ow does M r S tew art consider the proposed legislation is a th re a t to
trad itio n ?
k) W ho is referred to by th ey in line 85?
I) In a p ara g ra p h o f not more than 80 words, say how M r S tew art thinks the
tide o f im m o rality could best be tu rn e d back.
c | Planning
1
PLA N S
hoping
X is
(slightlyformal)
X
to
DO . . .
HOPE
thinking
of DOING . . .
planning to D O .. .
proposing to DO . . .
PLAN
intending
going
to
to
DO . . .
DO . . .
INTENTION
hopes
to
DO . . .
HOPE
plans
to
DO . . .
PLAN
intends
to
DO . . .
INTENTION
is
to
DO . . .
ARRANGEMENT
PLANS T H A T H A V E BEEN C H A N G ED
but now . . .
99
PLANNING
'
note
had intended to D O . . ?
b u t now '. . .
was going to D O . . . ,
was to have D O N E . . . ?
All these forms can refer to plans about the past or the future.
a . Below is a list of projects for a city council. You will notice th a t the council
originally set a t a r g e t im p l e m e n t a t io n d a t e , i.e. how long it w ould
be before the projects could be started and finished.
R ecent econom ic difficulties, though, have forced the council to look at
their projects again, an d some o f them have had to be cancelled. O thers
have h ad their t a r g e t d a t e changed.
PROJECTS
b)
d)
f)
TARGET IMPLEMENTATION
DATE
Swimming-pool
to be built;
50 metres.
Hopefullv, ;ompleted
in 2 years,
New fire-engine
for town depot.
Purchase in 8 weeks.
Subsidise arts
festival.
Purchase new
Rolls-Royce for
use of Mayor and
other councillors.
Make East Street
into pedestrian
precinct.
Build new under
pass (pedestrian)
at Richmond
Junction.
Plan for^
Christa^
dates/
p r o j :3CTS
to
/o&2t>ibLn
fore
Within
mont
-to
A rrange me n X .j? /
completed/to start
constm'ction work in
foup-'months.
g)
Complete ring-road.
h)
Convert existing
ring-road into dual
carriageway, where
it is single lane.
Continue woij^over
next yeajr'mid a half.
i)
j)
As soon as^-possible.
k)
As soon as possible.^
100
NEW TARGET
jo ?
oeJ:
ru2J<t
PLANNING
A secretary was a t the m eeting in w hich it was decided th a t certain plans
h ad to be changed or scrapped an d it is h er h an d w ritin g th a t you can see
on the Project List.
U sing the language o f p l a n s and p l a n s t h a t h a v e b e e n c h a n g e d ,
m ake statem ents ab o u t the council projects. T h en m ake statem ents th a t a
representative o f the council m ight m ake a t an official press conference.
EXAMPLES
i) The council was to have built a 50-metre swimming-pool, but now they are hoping
to complete a 25-metre pool in twoyears.
ii) (A representative o f the council talking) We had planned to build a 50metre swimming-pool, but now we hope to complete a smaller 25-metre pool
within the next twoyears.
b. M ake
plans
an d your
plans that
have
been
CHANGED.
T h e (main)
(D O IN G )
idea
aim
reason
behind (D O IN G . . . ) X is
th a t SENTENCE
to D O . . .
\ aim of X
I th a t s e n t e n c e
reasonfo r D O I N G . . . / 1S [to D O . . .
X is in ten d ed to D O . . .
D E F E N D IN G PLA N S
i u
(can* X D O . . .
only by D O IN G . . .^
; 1
[will* X be able to D O .
)
}
. .J
i) The main reasonfo r increasing income tax is to raise more revenuefo r government
projects.
ii) The main idea behind the increase o f income tax is to raise more revenue.
iii) Increasing income tax is intended to raise more revenue.
iv) Only by increasing income tax will the government be able to realise its projects.
a. C hange the following into
d e f e n c e s of plans.
ex pla n a tio n s
, justificatio ns
an d
(K)
101
PLANNING
example
b) T h e bus tim etable has been changed. T he com pany w ants to m ake the
service m ore efficient, (is i n t e n d e d )
c) T h ey are proposing to build an O ld Peoples Hom e. T h ey w ant to
cater for the grow ing prop o rtio n of old people, ( t h e m a i n a i m
beh in d
Jo u rn alist: Could you explain why youre not going to give subsidies to private
companies?
G overnm ent representative: We were intending to help private companies, but
we have decided that only by re-allocating that money will we be able to build the
new complex.
b) Im agine you are the jo u rn alist w riting a report o f the press conference.
Resourcesfile references 1 El caption b) 2 E4 caption b)
102
PLANNING
| Sentence construction
P U R P O S E C L A U S E S
Look at the following sentences from the text
O u r aim should be to give children a better, m ore sensitive appreciation
o f the classics,
so that they have ayardstick . . . (11. 3438)
M eanw hile the m edia should freely discuss new works . . . so that readers are
in no doubt about what they are gettingfo r their money. (11. 40-45)
H ere are some ways o f m aking p u rp o se clauses.
ACTION
so as to DO . . .
so as not to DO . .
SO that SENTENCE
in order to DO .. .
.
<(slightly moreformal)
1 C hange the following pairs o f sentences into purpose clauses, using the
words in brackets.
e x a m p l e H e w ent to E ngland. H e w anted to learn English, ( i n o r d e r )
He went to England in order to learn English.
103
PLANNING
Now do the same w ith the following.
a) H e w orked m ore hours th an norm al. H e wTanted to earn enough
m oney to go to A m erica for a holiday, (so a s t o )
b) W hen he got to A m erica he bought a car. In this he w ould be able to
com e and go as he pleased, (so t h a t )
c) H e drove very slowly. H e did not w ant to have an accident.
(so
as n o t t o
|Structure
and style
IN V E R T E D C O N D IT IO N A L S
Look at the following sentence from the text
Should anyone, in spite o f their education, wish to read trash, they
ought to be free to do.so. (11. 84-86)
This is an o th er way o f saying
Tr
[wishes
to read trash, they ought to be free to do so.
I f anyone
T h ere are two other conditional p attern s in w hich i f can be om itted by
inverting the auxiliary verb and the subject
If the plan were to f a il. . . - Were the plan to f a il. . .
If the plan were not to succeed . . . - Were the plan not to succeed . . .
If oil had never been discovered . . . - Had oil never been discovered . . .
If oil h ad not been discovered . . . - Had oil not been discovered . . .
104
PLANNING
Note
P A R T I C U L A R L Y ( b)
FORM
TIM E
CONCEPT
(a)
I f X should D O . . .
Should X D O . . .
F u tu re
(b)
I f X were to D O . .
W ere X to D O . . .
F u tu re
If X h ad D O N E ..
H ad X D O N E . . .
Past
(c)
1 U sing a suitable p a tte rn from the c h a rt above, m ake 2 sentences for each
of the following p ro m p ts; in one sentence use i f , in the other om it i f
an d invert the auxiliary verb an d the subject.
(K)
E X A M PL E
T h e price of petrol was raised last m onth, so car sales have d ropped again.
i) I f the price o f petrol hadnt been raised, car sales would not have dropped again.
ii) Had the price o f petrol not been raised, car sales would not have dropped again.
a) W e did not know your phone n u m b er, so we could not contact you.
b) I do not think the T .V . rep air-m an will call today, b u t ju st in case he
does, I can be co n tacted at this num ber.
c) T h ere was a serious d ro u g h t in parts o f Africa recently. A large
n u m b er of anim als died o f thirst.
d) T h e council is unlikely to approve the plan for a local arts centre, b u t if
it does it will be a g reat victory for the Local Arts C am paign.
e) T h ere seems to be very little chance o f a total b an on n u clear weapons,
b u t such a b an w ould m ake m illions o f people feel m uch safer.
J) I t is highly unlikely th a t m ore m oney will be spent on new universities.
P rim ary and secondary ed ucation w ould certainly have to be cut as a
result.
g) T h e level o f unem ploym ent m ight increase further, b u t I do not think
it will. I f it does, the tra d e unions will d em and action from the
governm ent.
h) Ben Jonson was a sixteenth-century playw right. Shakespeare lived at
the same tim e, an d so Jo n so n is not so famous as he deserves to be.
i) I d o u b t w hether a n y th in g will go wrong. Let me know if it does, w ont
you?
2 C om plete the following sentences or ad d a second sentence, using an
inverted conditional.
a) It is unlikely th a t m en will land on M ars before 1980, how ever . . .
105
PLANNING
b) It is virtually o ut o f the question th a t cars can be totally b anned from
city cen tres; in f a c t . . .
c) C hristopher C olum bus did n ot know the continents of A m erica
existed.
d) It is ju st barely possible th a t books will be totally replaced by taped
cassettes.
e) Prices are n ot expected to rise by m ore th an 10% in the next 18 m onths.
3
jTopic
vocabulary
E Q U A L IT Y A N D P R E JU D IC E
1 Below is a list o f words relating to prejudice and (in)equality. F ind out
w hat each one m eans, using a d ictionary or any other source.
a) R ac e; creed/religion; colour
i inferior |
[superior]
someone
b) to consider <
ir
oneseli "
[equal ]V
/IN
as /III
an / "
[outsider (
c) to tre at someone
j badly
{
, ,
. .
>
[like a second class citizenj
(un) acceptable
positive
negative
unbiased
o f behaviour
a ttitu d e tow ards som eone/som ething
h) to ex p lo it; exploitation
i) to be prejudiced against som eone; racial prejudice, religious bigotry
racial )
sexual ( ^^scr^m ^n a t^on
2
S ubstitute one o f the above words o r phrases for the parts of the following
sentences which are in italics.
a) T h e new sex discrim ination act gives w om en the same chances as men in
the field o f em ploym ent.
b) M en have previously tended to behave towards women as i f they were
inferior.
106
(R)
PLANNING
c) I t was only people w ith unusual ideas w ho th o u g h t th a t w om en should
not be taken advantage of.
d) I t is possible th a t a lot o f m en still have unreasonable feelings against
wom en.
e) T h e new law, how ever, m eans th a t w om en can n o t be treated worse than
men.
| W riting
tasks
300-350 words
1 D2 caption b)
2 E3 caption b)
107
KEY
U N IT 1
A 1
2
3
You will get welfare money till/until you get a new job. b) You will be able
to find work as soon as/once the economic situation has improved, c) Would
you fill in this form while you are waiting? d) You can apply for help with
your rent payments as soon as you have been receiving welfare money for a
month, e) We will also help you when your children need to buy school
books, f ) Please inform us immediately you are offered a new job.
108
U N IT 2
A 1 a) capacity b) constituency c) ag ricu ltu ral d) revelations e) form ed J) m oral
objections g ) fete
2 a) T b) F c) F d) T e) T J) F g) T
3 (suggested answers) a) M r H u n tley is the M em b er o f P arliam en t represent
ing the constituency of T rebelw yn, b) Biological W arfare is the use of
dangerous germs to cause disease, c) A small test-tube full o f germs could give
the entire pop u lation of a country a fatal disease.
4 a) U s are the people w ho live in T rebelw yn an d nearby, b) I t refers to the
C raven H ill governm ent research station, c) T hose are the people w ho do
not have strong m o ral objections to biological w arfare, d) O u r fam ilies are
the families of the A ction G roup m em bers.
C l
w ondering if it w ould be possible for you to visit us d u rin g the sum m er.
e) Could we have lunch together next week? f ) W ould it be convenient for
me to pay you a visit next T h u rsd ay ? g ) I w onder if F rid ay w ould be con
venient for you. h) C ould we have a drink together next S atu rd ay ?
a) W ould you like to stay w ith us next w eekend? b) W ould you be interested
in going to the th eatre next T h u rsd ay ? c) W ould you like to com e to a p a rty
next F riday? d) W ould you be interested in going hitch-hiking next
sum m er?
D 1
a) T h e other day I bum ped into an old friend of m ine th at/w h o now works in
the car trade, b) M y friend suggested going for a drin k in a pu b (that) he
knew, c) T he p u b was a kind o f cellar w ith old w ooden tables, d) I was
am azed at some o f the stories (that) he told ab o u t the car trade, e) I t w ould
seem th a t there are a few real crim inals in the trad e who the police know all
about, bu t who are very difficult to catch, j ) M ost of the crim inals work in
gangs whose leaders tend to prefer driving sports cars, g ) M any o f the car
dealers w ho J a c k was talking ab o u t m ake their m oney by respraying stolen
cars before selling them .
E l
a) It is exciting to h ear th a t som eone from our country has w on a gold m edal.
a) perform ing b) com edy, au d ito riu m c) jazz, live d) wings, act, cu rtain e)
show, night-club, cabaret.
U N IT 3
A 1
109
in captivity.
C 2a a) W e were not allow ed/perm itted to feed the anim als, b) A n ita s father
allowed her to go/let h er go to the cinem a, c) F re d s boss gave Fred permission
to take the day off to go to his sisters w edding, d) J a k e was refused permission
to go to his friends sisters w edding, e) T rainers are not allow ed/perm itted to
give their horses stim ulating drugs before races.
3 (possible answers) a) G loria asked for permission to leave the class early. T he
teacher refused to let G loria leave early, b) Fred asked if he could have his
holidays in Septem ber. F red s boss agreed to allow him to have his holidays
in Septem ber, c) P au la asked to be allow ed to have a perm it to stay in the
country for three m onths longer. T h e im m igration official refused to let her
stay in the country any longer unless she was a full-tim e student.
U N IT 4
A
110
a) No, it was Sheila Lloyd she came with, b) It was Sheila who/that went to
school with my sister, c) Wasnt it her family who/that emigrated to
Australia? d) It wasnt until/It was only when we saw her that we knew she
was back in this country, e) It wasnt David (that) she gave it to, it was Alan.
J) It was this boomerang (that) she brought for David, g) It was only after a
couple of hours that she told us she was married, h) It was in New Zealand
that she met him.
2 a) No, it was one evening that he sat with her in a park, b) No, it was when
she looked at him that he felt a spark, c) No, it was at a strange hotel that they
stayed, d) No, it was on a hot night that the story took place, e) No, it was like
a freight train that the heat hit him. f ) No, it was a coin that she gave him.
g) No, it is the parrot that talks, h) No, it is by the waterfront docks that he
hunts for her. i) Yes.
d) drought
U N IT 5
A 1 a) settled b) fiance c) removed d) prospective e) sufficient f ) deported
g) entitled h) administer i) considered j) critics
2 a) T b) T c) F d) F e) F f ) T g) F
3 (suggested answers) a) If a non-Common Market resident was found to be
working without a permit, he would probably be deported, b) If they are
refused entry, visitors can appeal to Inspectors or to the Immigration
Appeals Tribunal, c) The writer thinks the law is badly administered.
4 a) settlement b) M r Darubi wanting to marry a woman who is settled in the
111
E 1
(suggested answers) a) fewer b) little c) a bit of/a little d) a little e) hard ly any
f ) a small am o u n t o f g) (very) few h) less i) less j ) (very) little
U N IT 6
A 1
(suggested answers) a) Differences o f lifestyle and attitudes betw een m iddleclass and working-class people em erged because working-class people were
paid less than middle-class people and had less secure jobs, b) T h e typical
working-class m an was p aid in cash and spent his m oney on beer, tobacco,
and betting, w hereas the typical middle-class m an bought a house and paid
for a good education for his children, c) T he situation has changed over the
last 25 years in th a t working-class m en now generally earn as m uch as
middle-class m en and they have greater jo b security.
a) British society, b) the fact th a t working-class m en were paid less, c) the
family of a typical middle-class m an. d) the middle-classes. e) British society.
112
e) In only a few places is a lot of m oney being spent on research into the
causes of cancer.
E 1
U N IT 7
A 1
U N IT 8
A 1
dem and m ore pay for flying new aircraft, pilots argue th a t they need extra
skill and bear ex tra responsibility, c) B ernard Fox thinks th a t nurses have
been u nderpaid in the past because people thought th a t the jo b they were
doing satisfied them .
a) T h e pilots are those w ho w ork for an airline w hich decides to use new
aircraft, b) T h ey refers to the J u m b o pilots, c) Pilots o f new aircraft can
argue th a t new aircraft require ex tra skill, d) H e refers to the pilot in
113
general, e) T he w riter is referring to the careers of those who are not pilots.
f ) Nurses and teachers.
C 3a a) H ow m any people m ust die in car accidents before we force them to w ear
seat-belts? b) H ow low m ust h ealth standards fall before we train m ore
doctors? c) H ow m any people m ust die from cancer before we b an smoking?
d) H ow long m ust earthquakes go on killing people before we build safer
buildings? e) H ow often m ust people be m urdered before violence on
television is stopped?
D 1
U N IT 9
a) superficial b) squalid c) cooped up d) isolated e) binds f ) oppressed
g) com prom ise h) im itation
2 a) T b) F c) T d) F e) T f ) F g) T
3 (suggested answers) a) City people are u n h ap p y because they feel isolated.
b) In my opinion, the w riter thinks th at com m uters are insensitive, c) I d o n t
A 1
think the w riter will move to the country because of his job.
a) W e are the city people w ho say they w ant to live in the country, b) going
back to n atu re c) H e is talking ab o u t the in h ab itan ts of tow er blocks, d) the
city e) T h ey are the com m uters.
C l a a) Q uality papers differ from p o p u lar new spapers in th a t they have m ore real
news, b) P opular new spapers differ from q u ality new spapers in th a t they
have m ore pictures, c) Q u ality new spapers differ from p o p u lar new spapers
in th a t they carry longer and m ore detailed articles, d) Q u ality new spapers
differ from po p u lar new spapers in th a t they tre a t foreign news m ore fully.
e) P opular new spapers differ from q u ality new spapers in th a t they contain
m ore cartoons, f ) Q u ality new spapers differ from po p u lar new spapers in
th a t they include m ore serious criticism of the arts, g) Q u ality new spapers
differ from p o p u lar new spapers in th a t they have m ore im p o rtan t editorials.
h) P opular new spapers differ from q u ality new spapers in th a t they are less
tiring to read.
2a a)O ne of the disadvantages of having a car is th a t it costs a lot to insure.
b) Cars have the advantage of getting you exactly w here you w ant to go.
c) T h e advantage o f having a car is th at you d o n t get wet and cold in bad
w eather, d) Cars have the disadvantage o f costing a lot of m oney to repair.
e) Cars have the advantage o f speed, f ) O ne o f the advantages of having a
car is th a t you d o n t have to depend on public transport.
D 1
a) W hereas fifty years ago families ren ted homes, now adays the m ajority of
families own their homes, b) Fifty years ago 5% o f the population w orked in
agriculture, while now adays only 3% w ork on the land, c) W hile fifty years
ago only rich people had cars, now adays m any families own two cars.
d) W hereas fifty years ago only a few people w ent abroad, now adays millions
of people go on holiday to Spain and M orocco, e) Fifty years ago children
could leave school at fourteen, w hereas now adays children have to stay at
school until they are sixteen, f ) W hile fifty years ago people m arried in
their late twenties, now adays they m arry in their early twenties or do not
bother to get m arried at all.
114
E l
2
E 1
U N IT 11
A 1 a) laudable b) deplorable c) cut dow n on d) discrim inate e) co rru p t j ) assess
g) the m edia h) m otives i) sym pathise j) take exception to k) means
I) sketchy m) im plem ented n) eroded
2 a) F b) F c) T d) T e) T f ) F g) T h) F i) T j) F
C 2a a) O nly by closing down one school will the council be able to save money.
b) T he new bus tim etable is intended to m ake the service m ore efficient.
c) T h e m ain aim behind the proposal to build a new old peoples hom e is to
cater for the grow ing proportion o f old people, d) T h e m ain reason for the
com pany w ithdraw ing this p ro d u ct from the m arket is to carry out fu rther
tests, e) H olding the m eeting at 7.30 is intended to enable everyone to
attend. J) O nly by paying them the m oney you owe will you avoid prosecu
tion. g) T he m ain idea behind dem olishing a lot o f old buildings is to erect
new office blocks.
F 2
116
RESOURCES
FILE
A | Story-telling
Department of the Environment
Test Centre:
Address..... C
483557
................. .................... .
,
L tA U O C K
has this day been examined and has failed to pass the test of competence to drive prescribed for
the purposes of section 85 of the Road Traffic Ach*W 2.
Date..........
...........
Examiners have regard to the items listed below in deciding wRethen a candidate is competent to
drive. The matters needing special attention are marked for your information and assistance and
should be studied in detail.
See "Your Driving Test" (D.L. 68) Part II, paragraphs 1-21
1. Q
CONTROL
2. Q
3.
4. Q
5. Q
8. Q
Reverse into a limited opening either to the right or left/under control/with reason
able accuracy/with proper observation;
Turn round by means of forward and reverse gears/under control/with reasonable
accuracy/with proper observation;
9. Q
These numbers
refer to the rules
in the H IG H W A Y
CODE
ROAD PROCEDURE
10. Q ] Look round before moving off;
.11. Q
28
3 0 , 31, 5 6 , 6 3 , 7 8,
80
26
Take correct and prompt action on all signals byjtra{{\c signs/traffic controWersjiake
appropriate action on signals given by other road users;
7 2 , 7 4 -7 8 , 8 1 ,9 7
14. O
34
15. 0
25, 27 , 40 , 5 0 -5 9,
2 6 , 31, 7 8 , 80, 82
3 4 , 70
70
7 0 -7 3 , 7 6 , 81
5 5 , 57, 5 9 , 61, 78-80
82 , 83
78
16.
31, 5 2 -5 6 , 5 8 -6 0 ,
63 - 69 , 7 8 ,7 9
17. Q
18. O
29
21. Q
D R IV IN G E X A M IN E R S A R E N O T PERM ITTED
T O DISCUSS D E T A ILS OF TH E T E S T .
3 8 -41, 4 8 , 80
42-47
DL 24
(March 1974)
L.P.56-14161/75
I ^
d)
Work
1 a) An advisable career?
b) Professional army or conscript army? f
c) The navies of the future.
I Name
__________________________
j________________________Date of birth______________
I Please send me further information about a commission as a
I Seaman Officer Engineer Officer
II am on a degree course in:___________________________
2 a) The characteristics of
businessmen.
kI have/expect
----------------------------------------to get 2 or more'A levels (or equivalent)
15or more grade 'Cs at 'O' level (or equivalent)
ISchool____________________________________
119
PHILIPS
jI
Please send me
FulldetailsofthePhilipsrangeofdesktopand
| portable machines.
| Name.......................
| Position___ ________
| Company.__________
| Address__________
Postcode...
120
-T el:.
L.
sHiurn,
Part-time Prospectus
c | Leisure time
1 a) How to become a top athlete.
b) Government subsidies for sport?
P o p P o llu tio n
M IC H A E L H E A T H
reports yet another attack
on our beach heads
d |
Social organisation
A p p lica tio n fo r assistance from the Com m ission in co nnection w ith a co m p laint or
prospective co m p lain t o f u n law fu l discrim inatio n under the R ace Relatio ns A c t 1976.
S . - j:
T e le p h o n e N o :
S iN /q h .
H om e .
IND IA N
W h o m a re y o u c o m p la in in g a b o u t?
N am e a n d a d d re ss o f in d iv id u al o r o rg an is atio n :
____ U H E
H E A RT OEJDAKL
____ F O L K g S T O N S
ftO f t b ,
122
PvGUtC HOUSE,
L f l N M N -S.
10-30 p.ru.
S E C E -M B E R
2J/M.
fniind Cjirnnukh
/
visited TKa Hecurf o f w * Public Hovse to keus-e Q
kCif" AA d
dsfSScd o+\d h ^ d
0 / cO*i*Jts befae. iri&ibii-a'tkji public,
havse. , / or'&jLr-ed a.
oP r*Ud ro t rMSeJf &~ud
A den*bU
fie/ ruy /i-ia j^d . Tkn bcumald
fi, j
H-O wrs aid, / W *
r&eJC -roUJ ujitL ot-eurk heU*- W
ignSred
w*
ia*.
csv\h*^jtd
tjKere. nuL
I aj-6 -farced -in
r*y voicm- Vo a++m cJ: har
. klke^ /
tid so a nun*. kSKt> ck_f*pe*u~ed ~io be tiU /**iA*er
na^Se
treated U.
Cuat t^cLiou.
yt AxW of HUx bajm^cud. /
tAxs*.
O ^u^duJ'.
because of-
. At m j k>es4-t^piloO.
bfack. C<aS/&4S%
, a d d re ss a n d te le p h o n e n u m b e r o f a n y w itn e s s e s t o a n y p a r t o f w h a t t o o k p la ce .
Please give n a m e ,
N a m e : ----------------------A d d re ss:
A d d re ss:
T e le p h o n e N o :
11
I w ish t o a p p ly f o r a ssista n c e u n d e r S e c tio n 6 6 o f th e R a ce R e la tio n s A c t 1 9 7 6 .
I u n d e rs ta n d t h a t t h e C o m m issio n h a s d is c r e tio n in g r a n tin g a s s is ta n c e a n d I w ill b e in f o r m e d w ith in tw o m o n th s w h e th e r
su c h a ssista n c e w ill b e g r a n te d in m y c a se , a n d if s o w h a t f o rm i t w ill ta k e .
C an y o u p r o v id e th e n a m e s a n d a d d re s s e s o f a n y o r
sim ila r c irc u m s ta n c e s ?
KIQ
S ig n a tu re :
P lease s e n d th e f o rm a s s o o n a s p o ssib le t o :
T h e C o m p la in ts O ffic e r
C o m m issio n f o r R acial E q u a lity
E llio t H ouse
1 0 /1 2 A llin g to n S tre e t
L o n d o n S W 1E 5E H
T e le p h o n e : 0 1 - 8 2 8 7 0 2 2
No
If y o u a re a m e m b e r o f a tr a d e u n io n , g iv e its n a m e .
10
H ave y o u c o m p la in e d a b o u t th is m a tte r t o a n I n d u s tr ia l T r ib u n a l o r c o u n ty c o u r t?
NO
123
Where
your
money
goes
EDUCATION
EDUCATION
177
PLANNING AND
TRANSPORTATION
28
POLICE
23
53
F U R TH ER 128,000 full-time
and part-tim e students,
2,829 teachers, awards, and
teacher training etc.
40
PUBLIC
PROTECTION
10
SOCIAL SERVICES
23
RECREATION
5
II
OTHERS
18.5
2-5
5
1-5
5
Planning services
15
9
18
28111
10
__ 3_
2301
i77m
17
294111
Reserve for
INFLATION
M A IN TEN A N C E AND
IM PR O V EM EN T O F
ROADS AND B RIDGES
41 miles of motorway,
155 miles of trunk road,
4,921 miles of other roads
POLICE
PLANNING AND
TRANSPORTATION
m
43
PUBLIC
PROTECTION
F IR E SERVICE
55 fire stations
151 fire engines and
other vehicles
1,305 full-time and part-time
firemen
167 other personnel
R EFU SE D ISPO SA L
Incineration, tipping and
pulverising (over million tonnes
SOCIAL SERVICES
AND
5-5
2.5
2-5
iom
RECREATION
LIBRARIES 77 full-time and
part-time, 19 million book issues
R ECR EATIONGrants,
parks, archives and
museum services
2-5
__ 3:5
23111
m
4
1
;ni
INFLATION
The County Council has
budgeted for inflation to
average 11% during
the coming financial year
inm
Average Ratepayers contribution
14p per week
OTHERS
Contributions to Capital
expenditure
Magistrates Courts and
Probation Committees
Maintenance of buildings
and other support services
5-5
2
1
2.5
Miscellaneous services
nm
124
E | Social concern
SHARING.
IT MEANS MOKE TO SOME
THAN OTHERS.
A'
I lu u tti DmAimtt
an
I
. . JPEOPLE!________________
AT THE LOCAL CINEMA.
Are five badly needed Polio vaccinations worth the pnce
of a packet of cigarettes?
Is a lifetime's eyesight worth the pnce of a seat at the
cinema?
Believe us, there are some people who do not need any
convincing.
Which is why, during Qxfam Week, we're asking you to
share and share alike so that people less fortunate can enjoy
the bare necessities erf life.
Your donation is desperately n e e d e d So please send your share to Room 52, Oxfam, Freepost Oxford 0X2 7BR (No stamp
is needed). We will send you an Oxfam W eek Fast Leaflet
_ _ _ T, , ,
..
...
^ ^ f J k F A I R SHARES DuRINu
Name/Address
m mmmtrmrmm
"or further information on how to do your share during Oxfam Week, visit youi
'ocal Oxfam Shop, or telephone your local Oxfam Organist ;r.
SEPT.25- OCT.2.
125
126
4 a)
Howwell can
yourfingers read?
Not very well, we expect. But if you were blind, your
fingers could be the key to normal living.
By using modem methods-including a computer-the
RNIB has been able to provide more braille to meet the
increasing demand.
However, braille instruction, literature and music
represent only a part of a wide ranging service provided
by the RNIB for Britains 120,000 blind people.
Without your legacies and generous donations, we
could not continue to maintain the help blind people need:
Sunshine Nurseries and Schools for blind children,
Talking Books, rehabilitation centres for the newly blind,
homes and holiday hotels, training and employment
schemes, research into blindness and over 300 aids for use
in everyday life.
Why not turn a thought into a gift of money now.
b) An architect defends
the urban environment.
T.TFESEftM
+4
, eafpfv for these Londonchijdren,
|%i
pi
y
127
o fan
o v w ofbie^
a dash
scrub
seconds.
ora good
injusf45
of advertising1
a,
T h e pow er
Slow-down.Speed-up.Stop-dead.
By remote controL
_
fe rc u s^ L
IV / ir k s o C + ^ r
I V ! L ^ U o t C 3i
T h e r e s n e v e r b e en a v id e o re co rd e r
to offer yo u m ore.
Li
_ its effect on mo
2
Video equipmen
a)
dern living-
It doesn't matter if you're a party of four or forty, ring us with your name and
American Express Card number, and the best available seats in the house are yours"
Tom Pate, Manager, National Theatre
the Card as you use it. You can purchase tickets lor a
long-distance flight or a world
Thee enrolm ent fee
k is 10. Additionally, there is a
subscription o f 0 0 , renewable each year There are no
autom atic interest charges, but you are required to settle
your accounts promptly on receipt.
Carry the Card and entertain in style.
P.O . S o n 130.
Ssvdnom ony
>ofCKJ*olibtnciwdwdm
P lease k n o t writ s h o w th is * fo r
os* oSy
n of m y fa *fy a* foihwr*
Fwswnta
a true
1co<*vct < fewK A m erican *s>r#*s Com pany a nd <t
fapf^seoiatfves to c o n ta c t my empoyf. my Ban*. Of any o#s*j hj*c# to oM as! any o th e r wtomvaSon it
may re q w m i v n tte tttanci #st A merican ?*** Com pany r*rv* !h npfci to oac&ft# tWt *p*>tsca*Kri
w.ttwsu? gnrmg a re a so n sm t thas no comw oomfcw tce w * & t#t
m io
S w m circum stance*
C onditions governing Eh* use of th e A roaocan pr*s* Ca*<J ** a ccom pany tft C artl wfcan isaued
[ I,
enfsfs H im *
A cc o u n t Ho
it &fo* 4 .5 0 0 so u rce am i
of any atfdif
129
3. An extra hour
everyday
4 a) Husbands or
washing-up machines?
b) Inside the house of the future.
Danger
1 a) Punishment and prevention.
b) You borrowed a car and
crashed it while under the
influence of alcohol.
130
drink and
driving
dont mix
C A M P A IG N
FOR N U CLEA R D IS A R M A M E N T (C N D )
Affiliated to the International Confederation for Disarmament and Peace
Sponsors
Abu
Beniamin Britten
John Brunner
Sydney Carter
Constance Cummings
Dame Edith Evans
Jaguetta Hawkes
F H K Henrion
Barbara Hepworth CBE
Patrick Heron
Arthur Homer
Doris Lessing
Denis Matthews
Spike Milligan
Adrian Mitchell
Henry Moore CH
Iris Murdoch
John Neville
Ben Nicholson
J B Priestley
Dame Flora Robson
Sebastian Shaw
Michael Tippett
Mike Warren
Canon L J Collins
Dayan Dr I Grunfeld
Mgr Bruce Kent
Rev Lord McLeod
Rav Paul Oestreicher
Rev Harold Roberts
Archbishop T D Roberts
Rev Lord Soper
Bishop of Southwark
Bishop of Stepney
Sir Richard Acland
Frank Allaun MP
Albert Booth MP
Lord Brockway
Rt Hon Lord Ritchie-Calder
Viscount Chaplin
Robin Cook MP
Bob Cryer MP
Bob Edwards MP
Gwynfor Evans MP
Winifred Ewing MP
Michael Foot MP
Lord Gifford
John Horner
Lena Jeger MP
Hugh Jenkins MP
Russell Kerr MP
Lord Kahn
Arthur Latham MP
Lord Milford
lan Mikardo MP
Stan Newens MP
Stan Orme MP
Verdun Perl
Gwilym Roberts MP
Caerwen Roderick MP
Lord Royle
Daffyd Elis Thomas MP
Richard Briginshaw
Les Buck
Ray Buckton
Chris Child
Lawrence Daly
Ken Gill
Doug Grieve
George Guy
Clive Jenkins
George Doughty
Alan Fisher
Alex Kitson
Jack Jones
Bill Lindley
Harold MacRitchie
Ernie Roberts
Aian Sapper
Hugn Scanlon
Dick Seabrook
Bob Wright
John Arlott
Pat Arrowsmith
Dr Charlotte Auerbach FRS
Prof E H S Burhop. FRS
James Cameron
Dr Alex Comfort
Peggy Duff
Arthur Goss
Stuart Hall
Dr Dorothy Hodgkin OM FRS
Prof Lancelot Hogben FRS
Sir Julian Huxley CBE FRS
Prof H D Kay FRS
Dr Franklin Kidd CBE FRS
Lt Col Patrick Lort-Philips
Dr Sydney Manton FRS
Sir Francis Maynell
Hon Ivor Montagu
Jim Mortimer
Dr Antoinette Pirie
Prof J Rotblat
Dr Frederick Sanger FRS
Prof C H Waddington ScD FRS
Prof K Wedderburn
,
Prof Peter Worsley
Chair
p r j Dhn cox
01-980 0937
Vice Chair
Cllr Olive Gibbs
Dick Nettleton
Jo Richardson MP
Organising Secretary
Duncan Rees.
Treasurer
Alistair Macdonald
Dear Friend,
CND ANNUAL APPEAL - 3500 by CHRISTMAS
This is a very important time for those of us who are concerned about nuclear
weapons and the threat they pose to peace. On the one hand we have the British
Government boasting about the horrific nuclear weapons that we still have and pressing
ahead with plans to maintain and develop new ones on the other hand CND in its
work has made some important advances. However, in order to make these advances
irrepressible, we still have much work to do.
CND has been active throughout the year, and especially after major events we
have been increasing our membership noticeably. There have been several important
events for CND during the year, including our labour movement conference and the
Easter demonstration and one of the most important of all our forthcoming
programme on BBC2 (details elsewhere).
The prospects for CND expanding, and indeed the vital need for us to do so, are
therefore immediate. However, we urgently need finances not just to keep going, but
to gain in strength. If we are to increase our influence, and avoid having to curtail our
activities due to lack of money, then we must have 3500 by Christmas 1976.
CND plans to be working more effectively and with more support by the end of
the year - but to be able to do this we are depending on YOU responding generously
to this appeal.
We have just passed the 31st anniversary of the Hiroshima and Nagasaki bombings
and that, plus our forthcoming TV programme, is maintaining and even extending
interest in CND. However, we must commit ourselves not just to maintaining CND, but
also to advancing it substantially: the need is great, the time is right. Please help us now
in this appeal and get us moving even more quickly towards nuclear disarmament.
Yours sincerely,
^ \ \ \nA<j-oA*~<=^c
Duncan Rees
Organising Secretary.
Alistair Macdonald
Treasurer.
131
Grandma,
can I have $ 20?
S h e 's g o t a p ro b le m . At 16 years old
She needs the money to support her drug habit.
As she grows older she'll need more and more
and she won't be able to get it legally.
If uncured, she'll turn to crime. Or pros
titution. Or both.
That's the w ay it goes, these days. Drugs,
a kick, a habit - then descent into the
world of crime and drug dependence. It
starts early. Statistics show your child may
encounter his first pusher when he's about
16 years old.
16 y e a rs o l d ! Not your child ? Not
in your area? Don't you believe it. At 16.
children, see others using drugs. They try
them. And that's just how it starts. Unless
you do something about it now.
Contribute to the United Na
tions Fund for Drug Abuse Control.
A world-wide effort to clean up a world
wide problem.
It takes an organization like the
U N. to wage the battle effectively. In
the rich cities where drugs are used and in
the poor areas where they are grown. (And
in between where they are traded.) It's an
international problem that is difficult to fight
only on a national basis. It takes the U.N.
And it takes money.
Money to help countries train police
and custom officers to control drug traffic.
Money to compile world-wide experience on
drug abuse education and prevention meth
ods. Money to study the social cause of drug
abuse. Money to educate farmers to grow a
cash crop other than the opium poppy. And
on and on.
You can help. Send the U.N. some of
that needed money. Help launch a programme
that is aimed at protecting your children from
the terrible effects of drugs. Please do it now.
There isn't much time.
Attach your cheque to the coupon.
| Address
| Amount of contribution
132
4 a)
O bligations in a
consum er society.
N ew laws to reduce
waste and pollution
5 a)
M ore than 5 m is
spent on ciagarette
ad v ertisin g : less
than
is spent
on anti-sm oking
advertisem ents.
vv non a pregnant: woman smokes she puts her unban babys life at risk.
time she inhales, she poisons her babys bloodstreamwith nicotine
and carbonEvery
monoxide.
Smoking can restrict your babys growth inside the womb, it can make him
underdeveloped and underweight at birth.
It can even kill him.
in just one year; in Britain aione, over 1(500 babies might not have died if
their mothers hadgiven up smoking when they were pregnant.
If you give up smoking when you're pregnant your baby
$ f$
will be as heaithy as if youd never smoked.
The Health Educatkxi Council
133