page 11 Text 1 1. C 2. B 3. C 4. D 5. A6. C Text 2 7. D 8. B 9. C 10. A11. C12. B Text 3 13. D 14. C 15. B 16. B17. A18. B
page 12 D 1. d 2. g 3. h 4. e 5. b 6. a 7. f8. c F 1. g 2. h 3. c 4. f 5. a 6. e 7. d8. b G 1. come to terms with 2. comes down heavily on 3. comes out with 4. come to the point 5. came up with 6. came down with 7. came round 8. come in for 9. come round to it
page 13 1. whether 2. well/much 3. not / nothing 4. on 5. are 6. forms/examples 7. to 8. both 9. greater 10. any 11. up 12. their 13. take 14. which 15. makes
pages 14 & 15
D
“that are also pleasing to the eye” “both of which demand high standards …” “which seem to demand …” “who take part in weightlifting” “which demands enormous …”
Relative pronouns: that, which, who, whose, whom, where, when and why
E
1. The first sentence is a defining relative clause (It tells us which golfer we are referring to). 2. The second sentence is a non-defining relative clause (Only one golfer. The sentence between commas provides additional information.) 3. The second sentence. The relative pronoun is the object of the verb. 4. That cannot be used in the second sentence because the relative clause is non-defining. You can only use which.. 5. That cannot be used after a preposition in a relative clause. 6. Whose refers to the boxer. It 's a possessive relative pronoun meaning 'belonging to' 7. Which refers back to the whole sentence of the previous clause ‘he resigned as manager of the club.’
F
1. The American journalist who / that interviewed the tennis champion reminded me of my brother. See E1. 2. The liver, which is about 30 centimetres long, helps ... See E1 and E3. 3. We decided to … dancers who/ that / whom we had seen … See E2. 4. The new concert hall, which holds … people, was … See E1 and E3 5. The band ICE, whose manager has just resigned, is /are currently … See E5. 6. He had never … education, which amazed me. See E6. 7. Skiing and snowboarding, both of which are… sports, can now be … See E4. 8. The new stadium won’t be finished … years, by which time it will be out of date. See E4.
G The relative pronoun can only be omitted in sentence 3.
H 1. Athletes using these techniques show a marked improvement in performance. The verb is active. 2. Competitors selected when they are young stand a better chance ... The verb is passive. 3. Trainers working with up-and-coming athletes say … The verb is active. 4. The stadium being built for … The verb is passive but refers to something not completed yet.
I 1. The losing team, who were … defeat, trudged towards … The verb is passive. 2. The champion, who was …joy, received … The verb is active 3. The English FA cup, which was …, is the oldest … The verb is passive.
J
1. Thinking of how their lives would be together, the couple were pronounced man and wife. 2. Looking through the binoculars, I saw that the distant eagle seemed to be preparing to swoop on its prey. 3. I began to relies she was no longer my baby girl when I saw her dressed in her new school uniform.
Overview 1 – pages 22, 23 A
1. C 2. C 3. B 4. A 5. C 6. C 7. C 8. C 9. D 10. C 11. B12. D B
1. whether 2. up 3. make 4. by 5. with 6. much /far / considerably 7. reason 8. taking 9. under 10. such 11. both 12. of 13. well 14. this 15. time C
B/C a) question 4 ‘what impression does the writer give…?” b) question 2 c) questions 1 and 6 “Which word is used …?” d) questions 3 and 5 “Explain why the writer has chosen to use the phrase / expression …”
Text 1 1. shuttling (line 14) Hint: The writer mentions shuttling between clinics, the operating theatre, the wards, etc in lines 15-18.
2. a war Hint: ‘You begin to think of the patients as the enemy and the nurses as your first line of defence against them.”
3. To imply that doctors on their rounds are distant and uninterested Hint: An armada is a large fleet which would be impossible to stop
Text 2 4. By making things complicated they seem to be in control. Hint: ‘Illusory’ is sth that seems real but it is not and it applies to the ‘sense of control’ so the doctors create a false sense of reality.
5. To show that a patient’s problems are fairly ordinary. Hint: ‘Pedestrian’ (adjective) means sth which is common or ordinary. In this context, it refers to the patient’s angina which suggests that the doctor regards this illness as sth uninteresting or unimportant.
6. Friendly and charming Hint: Patients want ‘real doctors’ who appear efficient because they think they are being treated better, rather than a doctor who appears friendly and charming.
D How doctors and patients generally feel about each other.
E 1, 2, 4, 5, 7 Sentences 3, 6 and 8 are not relevant to the task as they don’t refer to the attitudes held by doctors and patients towards each other.
Page 19 Paper 5 – Part 2 - Speculating
• ... could / may / might be ... • I would assume ... • .... appear / seem to be ... • I get the impression ... • look as though / if ...
Paper 5 – Part 2 – Suggesting and disagreeing
• One possibility could be ... • Another option for this would be ... • I see what you mean, but don’t you think ... • I don’t entirely agree with you there ... • I take your point but perhaps ... might be a better idea.
Possible answer:
To my mind, the idea the first picture attempts to convey is that there is a variety of ways in which we can take care of our health and ensure fitness. However, I don’t think it gets its message across very well because it shows a rather expensive form of treatment or therapy that most people may not be able to afford.
1. Just in the nick of time 2. A bit pressed for time 3. At the best of times 4. Now’s a fine time 5. kill time 6. on time 7. buy time 8. for the time being 9. time and time again 10. Time will tell.
Page 29 G The senses hear smell sound taste Thinking believe doubt guess imagine understand know realise regard remember suppose Possession belong to have own Emotional states dislike hate like love mind prefer want Appearance appear seem Others contain depend on involve mean
H 1 a- think b- ‘m thinking
2 a) is b) are being 3 a) ‘m not imagining b) don’t imagine
4 a) is appearing b) appears
I 1 a) repeated regular action in the past b) single activity - interrupted
2 a) temporary b) permanent 3 a) action - completed b) action – not completed
4 a) the action had finished b) the action was still going on
J 1. c 2. e 3. c 4. d5. e 6. c 7. a 8. b 9. b10. a
A – 2 B – 2 3 5 1 4 6 C – 1. a rebel 2. modern science 3. science 4. women’s knowledge 5. the time of Newton / 1667 6. the 19th century D – 1. to suggest that science had made ideas of magic and witchcraft old fashioned 2. the Royal Society 3. to emphasise the exclusive nature of science as a men’s club 4. scientific discovery as demonstrated by Boyle’s air pump 5. the reasons for women’s inadequacy in science 6. that he believed she was physically incapable of doing mathematics
E 1. d 2. e 3. h 4. b 5. g 6. a 7. c 8. f
F
1 B; 2 D; 3 B; 4 A
G – Sample Summary Firstly, it was believed that women were associated with witchcraft and the devil, which was the enemy of science. Furthermore, it was thought that only men had minds that were suitable for understanding the mysteries of science and therefore women were excluded from scientific activity. Finally, in the 19th century, a woman’s physical constitution was considered too weak for science.
1. B 2. A 3. D 4. D 5. A 6. B 7. A 8. A 9. A 10. B 11. C12. B B
1. such 2. with 3. ahead 4. on 5. where 6. over 7. longer 8. without 9. least 10. rather 11. of 12. result / consequence 13. those 14. whose 15. doing C
1. He wasn’t making any progress with his work so he wanted to do sth different. 2. The uniformed soldier 3. The way he was sitting and his expression were so stern and friendly that no one wanted to talk to him. 4. He confessed that he wanted to isolate himself.
page 40
E
1. a 2. c 3. c 4. a 5. c 6. c
F
1. d 2. e 3. f 4. b 5. i 6. c 7. a 8. h 9. j 10. g
G
1. I’m fed up with doing the donkey work in the barracks. 2. We had to do it up. 3. I can do it with my eyes closed. 4. I think too much army-type discipline does more harm than good. 5. Could you do me a favour? 6. Some people say that military service does wonders for character building. 7. He did time for being a conscientious objector. 8. A life of hardship will do you no good.
B 1. must, need 2. must, should, ought to 3. may, might, can, can’t, could, couldn’t 4. can, can’t, could, couldn’t 5. may, can, can’t 6. may, might, can’t, could, couldn’t, must, should
C 1. “It might just as well have been a mill pond.” 2. “We ought to have found out this out” 3. “We needn’t have worried.” 4. “It must have been at least 50 feet high.” 5. “The prospect couldn’t have been more daunting.”
D 1- might have been 2- could / might have been standing 3- might have taken 4- might have been repairing 5- may have been taken
E 2 b This was possible, but they didn’t write back. The use of the phrase here also indicates that the speaker is annoyed. d Perhaps they wrote back but the speaker doesn’t know for sure. 3 a It was possible for him to catch the train but he didn’t. e It wasn’t possible for him to catch the train. 4 g It was possible for Ted to phone, but he didn’t. h The speaker doesn’t know if Ted phoned or not.
F 1- c must have been 4- f must have been 2- d can’t have been 5- b can’t have been 3- a must have been 6- e can’t have been
G- Possible answers 1- It must have been an expensive restaurant. 2- It can’t/couldn’t have been Patrick. 3- It must have been raining. 4- You must have forgotten about it. 5- We must have drunk it all. 6- You can’t / couldn’t have worked long enough on it.
H 1 e 5 a 2 e 6 b 3 d 7 c 4 d
I 2- needn’t have booked 3-should have / ought to have booked 4-didn’t need to have, get, buy 5-shouldn’t have / oughtn’t to have taken, borrowed, driven 6- needed to get 7- needn’t have spent 8- shouldn’t have been driving
1. The writer thinks that our personal freedom is being taken away. 2. the newspaper’s readers 3. The style is quite formal and appropriate to a newspaper article. The writer uses a non-finite clause in the second sentence, ‘Not content to’ and a rhetorical question in the final sentence. The writer’s opinions are expressed quite strongly. 4. The newspaper would be interested in hearing strong opinions, both for and against the points the writer of the article makes.
B
1. Paragraph 1: purpose of letter and brief summary of main opinion Paragraph 2: positive effects of government controls Paragraph 3: negative effects of government controls Paragraph 4: why some attempts at control don’t work Paragraph 5: conclusion restating overall opinion and making a suggestion
2. It is likely to suit the readers of the newspaper because it clearly and strongly presents its opinions in support of the article, but it also refers to a different point of view in paragraph 2.
3. The language is quite formal and strongly expresses the writer’s opinions. It is very similar to the language in the original article.
4. I would definitely agree that it would be infinitely preferable Having said that, it is also true However, the main problem is Of course it is vitally important which is a complete waste of time it serves no purpose whatsoever it will never be possible to To sum up, I think There is no evidence that What we do need is
page 49 - ex. C
1. It would be infinitely preferable to ban dangerous sports. 2. It is vitally important that we resist attempts to restrict individual freedom. 3. Trying to ban sports would be a complete waste of time. 4. It serves no purpose whatsoever introducing / to introduce yet more regulations. 5. There is no evidence that watching dangerous sport encourages young people to take risks. 6. What we do need is the elimination of unnecessary risks/ to eliminate unnecessary risks
1. further 2. with 3. Too 4. By 5. through / over 6. if / though 7. well / badly 8. over 9. down 10. only / just 11. instead / unfortunately 12. as 13. ago 14. for 15. earth
1. a newspaper article 2. an autobiography 3. an official document 4. a holiday brochure
B
1. C superior in character 2. D martyrs 3. D charmed by the surroundings 4. B impossible 5. B its failure to honour holiday arrangements 6. C undertake 7. A luxury 8. C a means of solving a problem
1. steal sth and run away; feel superior to, despise; be surprised, unprepared 2. • run a business, run out of, run short of, run for it • look on the bright side, look down your nose at, look like a drowned rat, look a gift horse in the mouth • catch somebody red-handed, catch someone’s eye
3. a. catch someone’s eye b. run for it c. look on the bright side d. look a gift horse in the mouth e. run out of f. catch somebody red-handed g. look down your nose at h. run short of i. run a business j. look like a drowned rat
A In general if only expresses a strong regret or wish and can be more emphatic, especially in exclamations e.g. If only you wouldn’t do that! Often the two are interchangeable.
B 1c 2b 3a
C 1. could 2. had 3. hadn’t left 4. wouldn’t smoke 5. would tell 6. hadn’t told
D 1. I wish I wasn’t a chain smoker. 2. I wish you were teaching our class next year. 3. If only it would rain soon, everything’s so dry. 4. I wish Pat wouldn’t always phone me at work when I’m busy. 5. I wish / If only our neighbours had let us know they were moving house. 6. Dave and Sue wish they’d bought a new car. 7. I wish David wouldn’t eat with his mouth open. 8. If only I had taken up his offer of a job.
E 1e 2d 3a 4b 5c
F 1c 2b 3a 4d
G a) sentences 1, 2 and 3 b) sentences 4, 5, 6, and 7 c) If it had not been for, But for, Were it not for d) sentences 1,4,7, 8 and 9. This can sound more formal. e) sentence 2 – Should you see Fred, give him my regards sentence 3 – Were I to go missing, what would you do? sentence 5 – Had it not been for the traffic, I wouldn’t have been late. f) provided g) unless
H a) If it hadn’t been for the bad weather, we could have gone camping. b) Had you told me about the party on Saturday night, I would / could have gone. c) If only we had gone by air, we could have saved time. d) Should you need any help, you can always call me. e) Provided (that) your interview is successful, you’ll get the job. f) Unless your interview is successful, you won’t get the job. g) If he was / were a policeman, I would have seen him wearing a uniform.
Page 57 – Key Word Transformations:
1. almost run out of 2. was more to the expedition than 3. would have been subjected 4. couldn’t wait to be with 5. wedding took place 6. how he had been affected by 7. gave its last gasp 8. never regarded his incarceration as
1. is beyond our control 2. were none the worse 3. tendency to look down on 4. someone/somebody had run off with 5. looked on the bright side 6. was caught red-handed 7. never look a gift horse in 8. makes it difficult for local traders to go
1. A ancient 2. B unlike 3. A put down 4. D reach 5. C controlled 6. A carry 7. A threat 8. D blotting 9. A stage 10. A insist 11. C blissfully 12. D penetrating 13. B brought about 14. A line 15. C raising 16. B grave 17. B plight 18. C end up
page 67
D 1. throw 2. call 3. drastic 4. tremendous 5. harsh 6. run
page 68
E
1. bitterly 2. greatly 3. seriously 4. perfectly 5. deeply 6. highly 7. most 8. fully F
1. seriously wounded 2. perfectly simple 3. greatly mistaken 4. bitterly cold 5. most kind/ most generous 6. fully conscious 7. deeply moved 8. highly qualified G
1. g 2. f 3. d 4. c 5. e 6. i 7. a 8. h9. b H
1. a dark horse 2. came to light 3. makes light of 4. went out like a light 5. a leap in the dark 6. kept (them) in the dark 7. the light at the end of the tunnel 8. to see the light 9. the bright lights
page 69
1. In 2. inside 3. due 4. in/within 5. far 6. fact 7. by 8. much 9. until/unless 10. not 11. other 12. forward 13. such 14. unlike 15. nowhere
Structure - Future Time
B
1. opens 2. will continue 3. is going to rain 4. am playing 5. am going 6. 'll take
1. future continuous – used to refer to an action in progress at a particular point in the future, or to imply that something is part of the normal course of events. 2. past continuous – used to refer to a plan or intention that was made previously but has changed due to the circumstances 3. be + infinitive – used as a formal declaration to refer to an event that is scheduled to happen. 4. future perfect – used to refer to a state or an action before or leading up to a given time in the future. 5. future perfect continuous – used to refer to a state or an action before or leading up to a given time in the future, and implies either repetition or incompleteness.
G 1. The present simple is used in a future time clause to refer to the time of an event in the future. 2. The present perfect is used in a future time clause to emphasise that the event has been completed before the event in the main clause takes place. 3. The present continuous is used in a future time clause to emphasise that the event is an ongoing or incomplete situation.
H
1. am 2. is leaving 3. have been swimming 4. have read 5. want 6. are waiting
I 1. is about to, is due to, is expected to 2. is about to
J will happen – certain to, bound to, sure to, set to may happen – likely to probably won’t happen – unlikely to
Pages 72/73
A)
1.Both authors think that zoos play an important role in conservation and education. The second text also mentions relaxation as a benefit of zoos. Text 1 “Modern zoos are not grim prisons.” (line 16) “Zoos are as essential to our future as Victorian free education.” (line 29) Text 2 “Zoos, at their best, provide an example of how to (conserve species) right on our doorsteps.” (line 6) “...they also have the opportunity to educate us.” (line 21)
2. The author of the first text dismisses opponents by implying that they have a false, unthinking impression of what life is like in the wild. “A moment’s attitude shows that this is a ludicrous perversion.” (line 13) The author of the second text refers to zoos facing an “onslaught of criticism from some quarters” (line 9), but emphasises the benefits of zoos rather than attacking the criticism.
3. The author of the first text uses forceful language. “sheer anthropological romanticism and we know it” (line 3) The author of the second text writes in a more moderate tone, emphasising the need to protect zoos. The style is more like a warning. “if you want the human race to survive too ... (l. 4) “... zoos are an endangered species.” (l. 8) “... they would do well to emphasise their other benefits.” (l.14)
B
Text 1 1.To suggest that the view that “man is born free’ is a fantasy. 2. They are based on misinformation and not the reality of the wild. 3. grim
Text 2 1.A fragile web with species dependent on each other. 2. To show how close and accessible zoos are. 3. The difficulties that zoos face: criticism, costly conservation programmes, lower visitor numbers
C the first text : statements 2,5,7,8 / the second text: statements 1 and 3 / both texts: statements 4 and 6
D statements 3,4, 6,7,8
E 1. provide – providing; acted – act 2. in addition to – in addition; the better scientific understanding – better scientific understanding 3. aspect – role; jeopardised – endangered; like – as 4. oportunities – opportunities; were – where 5. zoo’s – zoos ; There should be a full stop at the end of the paragraph.
1. A 2. A 3. B 4. A 5. C 6. D 7. C 8. D 9. D 10. C11. A12. A B
1. be 2. not 3. contrary 4. in 5. since 6. growth 7. that 8. some 9. to 10. above 11. if 12. would 13. led 14. by 15. most C
1. tasteless 2. lights 3. threat 4. put 5. due 6. raise
page 83
A 1- a 2- d 3- b 4- h 5- f 6- j 7- g 8- c 9- e 10- i
B
• inauspicious • misunderstood • immodest • dishonest • unenthusiastic • disproportionate • unbiased • unconnected (unrelated) • disconnected (not joined electrically/telephonically. Not well joined together. It is difficult to see their purpose or pattern) • non-alcoholic • illiterate • careless • unworthy
1- What really irritates me is his arrogance. It is his arrogance that really irritates me. 2- … that what / all I needed was a good holiday. 3- It was the busy main road that put us … / What put us off buying the house was the … 4- She … because all he ever does is work all the time. / It is because he works all the time that she … 5- … so what he did was steal one. 6- … all I did was smile at her 7- What I can’t understand is why you didn’t … / It is why you didn’t … that I can’t understand. 8- … it was your lies that upset her. / … what upset her was your lies.
A Text 1: sentences 2, 3 & 5 Text 2 – sentences 1, 4 and 6
B Text 1 1. reading for entertainment 2. it is intellectually challenging
Text 2 1. higher level skills or schemata that the reader brings. 2. the reader cannot understand the text.
C b is the best answer to the question It is correct because it explains how the use of the word dubious shows the writer’s opinion, not what it means or what it refers to. For this reason, the phrase to give the impression…” is useful for answering this type of question.
D Text 1 1. It is used ironically used to show that the past was not so wonderful as some people think. 2. to show that these research studies contain important information about the problems of reading. 3. to give the impression that, in the writer’s opinion, much of what has been written about reading problems is exaggerated for effect.
Text 2 1. to highlight in more technical language the point that the reader makes a contribution to the text as well as the writer. 2. to suggest a gradual process of loss of understanding 3. to suggest the process of reading can be compared to a technical process
1- have a poor command of / do not have a good command of 2- some striking similarities between 3- what fascinates him most 4- all you ever do is 5- gives you an insight into 6- was no shortage of 7- incapable of completing 8- take it as read
Page 94 1. The man has straight, greying hair with a receding hairline. His bushy moustache and staring eyes give him a rather worried expression. He is not at all shabbily dressed as he is wearing a formal suit and tie.
The woman has fair, curly hair but dark eyebrows. She has an attractive smile and is very elegantly dressed in expensive-looking clothes.
Page 95
A- The events took place in Leadville, Colorado, USA in the 1880s and 1890s.
B- 1- It was a town of contrasts between obviously rich and very poor. ‘vulgar opulence and Western austerity’ (line 10) 2- Oscar Wilde thought that this was the most logical approach to art criticism he had seen. (line 26) 3- It remains famous for the story of Horace Tabor and Baby Doe. (line 37) 4- The writer implies that she was able to manipulate and exploit the men she met for her own purposes. (lines 54, 56 & 60) 5- He wasn’t actually elected as senator and was only given the 30 days left of the previous senator’s term to keep him happy. (line 65) 6- The writer implies that they disapproved of her, probably because of her past. (line 51) 7- They became bankrupt due to a change in the law which resulted in silver no longer being valuable ( line 81)
C
1C 2D 3A 4D 5C 6C 7B
Page 96
E
1. C 2. A 3. A 4. B 5. C 6. A 7. B 8. A 9. B 10. A 11. A
F
1. a golden handshake 2. golden age 3. every cloud has a silver lining 4. as good as gold 5. golden rule 6. born with a silver spoon in her mouth 7. heart of gold 8. golden oldie 9. silver-tongued
A 1. He discovered malaria in the bones of a child who died around 450 AD. 2. It suggests that malaria might have been instrumental in weakening the Roman Empire. 3. They will have to reconsider the reasons for the downfall of the Roman Empire.
B 1. may have been destroyed by the mosquito (line 1), had been caused by a… (line 7) 2. may have been weakened – the agent is not necessary /it’s obvious/ has already been mentioned would have been better advised to – the agent would be whoever had given the advice, and since this is not known or is hypothetical, then it can’t be used.
C There is no difference in meaning between the two sentences in each pair, only a change of context and, therefore, register. 1 a) an informal conversation b) a more formal context such as a news report or newspaper article 2 a) an informal conversation b) a more formal context such as a news report or a statement 3 a) an informal announcement of the event b) a more formal notice. The agent is necessary here because it is important that we know the speaker will be an expert. 4 a) a student’s notebook or a spoken description of an experiment b) an impersonal description of the experiment in a textbook
D 1. was 6. have now shown 2. was used 7. was found 3. had been affected 8. arrived 4. was given 9. have also found 5. was wrongly thought 10. has never been proved
E 1. is being done / prepared 2. was sent 3. have been bitten 4. are being followed 5. hasn’t been seen
F 1. decision has been made 2. warning has been issued/given 3. agreement has been reached on a site 4. offer of £ 4,000 has been made 5. advice was given
G 1. don’t often get invited 2. didn’t get promoted 3. got hurt 4. got run over 5. got stung 6. get damaged 7. got stolen 8. got stopped
page 102
1. lend a helping hand 2. she can’t help herself 3. help yourself 4. it can’t be helped 5. helped me out
1. whole 2. no 3. why 4. their 5. Over / Throughout 6. on / along 7. some 8. as 9. which 10. down 11. so 12. were 13. else 14. even / far / much 15. without
Gapped sentences
1. vacant 2. wipe 3. mass 4. access 5. steps 6. aid
A1 were expected simple past passive has replaced present perfect simple had expected past perfect will have outlawed future perfect has remained present prefect employed simple past has been declining present perfect continuous
A2 - has replaced, had expected, will have outlawed, has remained, has been declining
A3 - a, d and e are correct
a - All uses of the present aspect relate events to a later time. Past perfect is used for events before a time in the past, present perfect is used for events before now, and future perfect for events before a time in the future. d- has been declining e- had expected, has replaced, has remained, will have outlawed.
b and c are incorrect (b- describes only the present perfect, not perfect aspect in general. Note that ‘future perfect’ is a clear counterexample. c- describes the use of past simple.)
B
1. were 2. has led 3. finished off 4. travel 5. began 6. have sustained 7. (have) created 8. were 9. have become
C 1. have met 2. will have known 3. had changed 4. has been taken away 5. will have only just got back 6. had been ransacked 7. had never had 8. has been celebrated
D 1. having written; 2. have caused; 3. Having lived
The use of the simple gerund in 1 and 3 indicates that the action of the verb is still happening. The simple infinitive in 2 indicated that something happens at any time as a general fact.
E
1 a The speaker is giving a reason why they felt hot at that time in the past by referring to the activity that led up to it. b The speaker is referring to one particular occasion that occurred at an unspecified time in the past which resulted in discovering Jim was a cheat. 2 a This sentence refers to an activity that has continued from an unspecified time in the past until now. The activity is not finished. b This refers to the result in the present of sth completed at an unspecified time in the past.
3 a The speaker has repeatedly phoned , but without success. b The speaker phoned on one occasion at an unspecified time in the past.
4 a This sentence refers to an activity that continued up to an unspecified time in the past. At that time Jack was still living with the speaker and had been since his arrival. b This sentence refers to an activity that was over by an unspecified time in the past. At that time Jack was no longer living with the speaker.
F 1. have you been doing 2. have had 3. had been damaged 4. has changed, (has) checked, hasn’t completed 5. had studied 6. had been waiting 7. have been meaning (non-stative use), have known (stative) 8. has been getting
G
1. a couple communicate, the happier 2. to bear any resemblance/relationship to 3. raise people’s expectations of 4. the Taylors’ marriage had run into trouble 5. at ease with/in the presence of 6. had come to be regarded as 7. had been down to their tolerating 8. has improved since he was spoken to by
Vocabulary relating to social welfare schemes and social services: A local authority flat is state-owned accommodation provided at low rent for people on low wages, with social problems. Sleeping rough refers to being homeless and living on the streets A pilot scheme is one which is being tried out to see if it works Tenancy sustainment means encouraging people to keep up with rent payments so that they are not asked to leave their homes. Childcare officers are professional social workers who deal with children who have social problems. Statutory welfare services are those services giving help and support that must be provided by the local authority by law Field staff and service users are terms for professional social workers and the people they help respectively. A probation officer deals with people who are on probation, which is a scheme whereby someone who has committed a crime is placed under supervision rather than being sent to prison.
Masterclass – p.115 B Text 1 1. camaraderie is used to describe the friendships that develop between people sleeping rough. 2. impartial 3. non-judgemental 4. compassionate 5. conscientious
Words 2-5 are all qualities needed by people who become volunteer “befrienders”
Text 2 6. deprived refers to the situation of the children the writer worked with. 7. stable describes the lives the youngsters the writer used to work with are living now as adults. 8. statutory refers to the welfare services provided by the local authority. 9. dreary describes what local authority social work has become. 10. tenuous refers to the relationships between social workers and the people they deal with.
C Text 1 1. that they are close and supportive. 2. to emphasize how frightening it can be for the homeless to change their way of life.
Text 2 1. it has become impersonal 2. the service user
D
Volunteers should be unbiased in outlook (OR have an unbiased outlook) and be capable of relating to homeless people and their problems without pre-judging them. In addition, they should be sympathetic towards their predicament, dependable, dedicated and have good inter-personal skills.
E
The writer’s personal experience indicates that, in the past, excellent relationships between staff and youngsters together with a mutual trust led to a long-term improvement in the youngsters’ lifestyles. Nowadays, however, increasing workloads imposed on staff have resulted in a deterioration in these relationships, which is having a detrimental effect on those who feel increasingly alienated by these attitudes.
1. say what you think (be frank) 2. eat humble pie (admit you were wrong and apologise.) 3. get your message across (make your point clear) 4. lie through your teeth (tell lies shamelessly) 5. talk sense into someone (give someone strong advice or warning about what they’ve done or are likely to do) 6. get sth off one’s chest (confess sth that has been on one’s mind) 7. take something amiss (get upset at what someone said or did, often mistakenly) 8. have a heart to heart (have a confidential and frank discussion about sth) 9. fall out with someone (stop being friends usually after an argument) 10. miss the point (fail to understand the most important information)
1. The writer agrees with statements 1 and 2. 2. For statement 1 the writer mentions improvement in health and the fact that due to a falling birth rate larger numbers of adults are not economically active. For statement 2 the writer mentions people’s reluctance to save and the need for the government to take measures to make sure everyone has a pension plan. 3. The writer disagrees with statements 3 and 4. 4. For statement 3 the writer argues that this is a negative attitude and mentions that many old people lead active and fulfilled lives. For statement 4 the writer points out the responsibility of children to look after their parents in old age and mentions the benefits that old people can give to the family. 5. The sample is written in a suitably formal style for a letter to a newspaper.
C
It follows the second pattern.
D
I would like to take issue (= to disagree) with your comments about … 2a The principal reason for this is that … 2b or 1b You are entirely correct to point out that ... 1a The case of … illustrates this point exactly 1c or 2c There are other factors as well that are important to consider 1b
As regards your point about …., I agree fully / I disagree entirely. What we also need to consider is … A good example of this would be … This is due to …/ This can be attributed to … This is because … The reasons for this are … There is another factor as well …
1. is (thought of as) the norm 2. given no resources 3. to kick the habit 4. nothing to fall back on in 5. has been turned / converted into 6. his apartment had been broken into 7. is thought to have left the country 8. was detrimental to
Hi! Do you happen to have a PDF o Word document with the answers of the Proficiency Masterclass? I know you posted them in several comments but it would be a good idea to have them all in a single document.
36 comments:
Proficiency Masterclass – Answer key – Unit 1
page 11
Text 1
1. C
2. B
3. C
4. D
5. A6. C Text 2
7. D
8. B
9. C
10. A11. C12. B Text 3
13. D
14. C
15. B
16. B17. A18. B
page 12
D
1. d
2. g
3. h
4. e
5. b
6. a
7. f8. c F
1. g
2. h
3. c
4. f
5. a
6. e
7. d8. b G
1. come to terms with
2. comes down heavily on
3. comes out with
4. come to the point
5. came up with
6. came down with
7. came round
8. come in for
9. come round to it
page 13
1. whether
2. well/much
3. not / nothing
4. on
5. are 6. forms/examples
7. to
8. both
9. greater
10. any 11. up
12. their
13. take
14. which
15. makes
pages 14 & 15
D
“that are also pleasing to the eye”
“both of which demand high standards …”
“which seem to demand …”
“who take part in weightlifting”
“which demands enormous …”
Relative pronouns: that, which, who, whose, whom, where, when and why
E
1. The first sentence is a defining relative clause (It tells us which golfer we are referring to).
2. The second sentence is a non-defining relative clause (Only one golfer. The sentence between commas provides additional information.)
3. The second sentence. The relative pronoun is the object of the verb.
4. That cannot be used in the second sentence because the relative clause is non-defining. You can only use which..
5. That cannot be used after a preposition in a relative clause.
6. Whose refers to the boxer. It 's a possessive relative pronoun meaning 'belonging to'
7. Which refers back to the whole sentence of the previous clause ‘he resigned as manager of the club.’
F
1. The American journalist who / that interviewed the tennis champion reminded me of my brother. See E1.
2. The liver, which is about 30 centimetres long, helps ... See E1 and E3.
3. We decided to … dancers who/ that / whom we had seen … See E2.
4. The new concert hall, which holds … people, was … See E1 and E3
5. The band ICE, whose manager has just resigned, is /are currently … See E5.
6. He had never … education, which amazed me. See E6.
7. Skiing and snowboarding, both of which are… sports, can now be … See E4.
8. The new stadium won’t be finished … years, by which time it will be out of date. See E4.
G The relative pronoun can only be omitted in sentence 3.
H
1. Athletes using these techniques show a marked improvement in performance. The verb is active.
2. Competitors selected when they are young stand a better chance ... The verb is passive.
3. Trainers working with up-and-coming athletes say … The verb is active.
4. The stadium being built for … The verb is passive but refers to something not completed yet.
I
1. The losing team, who were … defeat, trudged towards … The verb is passive.
2. The champion, who was …joy, received … The verb is active
3. The English FA cup, which was …, is the oldest … The verb is passive.
J
1. Thinking of how their lives would be together, the couple were pronounced man and wife.
2. Looking through the binoculars, I saw that the distant eagle seemed to be preparing to swoop on its prey.
3. I began to relies she was no longer my baby girl when I saw her dressed in her new school uniform.
Overview 1 – pages 22, 23
A
1. C
2. C
3. B
4. A
5. C
6. C
7. C
8. C
9. D
10. C
11. B12. D
B
1. whether
2. up
3. make
4. by
5. with
6. much /far / considerably
7. reason
8. taking
9. under
10. such
11. both
12. of
13. well
14. this
15. time C
1. beneficial
2. circulation
3. significance
4. incredibly
5. uncontrollable
6. subconsciously
7. enables
8. intrusion
9. incurable
10. muscular
Page 17
B/C
a) question 4 ‘what impression does the writer give…?”
b) question 2
c) questions 1 and 6 “Which word is used …?”
d) questions 3 and 5 “Explain why the writer has chosen to use the phrase / expression …”
Text 1
1. shuttling (line 14)
Hint: The writer mentions shuttling between clinics, the operating theatre, the wards, etc in lines 15-18.
2. a war
Hint: ‘You begin to think of the patients as the enemy and the nurses as your first line of defence against them.”
3. To imply that doctors on their rounds are distant and uninterested
Hint: An armada is a large fleet which would be impossible to stop
Text 2
4. By making things complicated they seem to be in control.
Hint: ‘Illusory’ is sth that seems real but it is not and it applies to the ‘sense of control’ so the doctors create a false sense of reality.
5. To show that a patient’s problems are fairly ordinary.
Hint: ‘Pedestrian’ (adjective) means sth which is common or ordinary. In this context, it refers to the patient’s angina which suggests that the doctor regards this illness as sth uninteresting or unimportant.
6. Friendly and charming
Hint: Patients want ‘real doctors’ who appear efficient because they think they are being treated better, rather than a doctor who appears friendly and charming.
D How doctors and patients generally feel about each other.
E
1, 2, 4, 5, 7
Sentences 3, 6 and 8 are not relevant to the task as they don’t refer to the attitudes held by doctors and patients towards each other.
Page 19
Paper 5 – Part 2 - Speculating
• ... could / may / might be ...
• I would assume ...
• .... appear / seem to be ...
• I get the impression ...
• look as though / if ...
Paper 5 – Part 2 – Suggesting and disagreeing
• One possibility could be ...
• Another option for this would be ...
• I see what you mean, but don’t you think ...
• I don’t entirely agree with you there ...
• I take your point but perhaps ... might be a better idea.
Possible answer:
To my mind, the idea the first picture attempts to convey is that there is a variety of ways in which we can take care of our health and ensure fitness. However, I don’t think it gets its message across very well because it shows a rather expensive form of treatment or therapy that most people may not be able to afford.
Proficiency Masterclass – Unit 2
Page 26
1. Just in the nick of time
2. A bit pressed for time
3. At the best of times
4. Now’s a fine time
5. kill time
6. on time
7. buy time
8. for the time being
9. time and time again
10. Time will tell.
Page 29
G
The senses
hear
smell
sound
taste
Thinking
believe
doubt
guess
imagine
understand
know
realise
regard
remember
suppose Possession
belong to
have
own
Emotional states
dislike
hate
like
love
mind
prefer
want
Appearance
appear
seem
Others
contain
depend on
involve
mean
H
1
a- think
b- ‘m thinking
2
a) is
b) are being 3
a) ‘m not imagining
b) don’t imagine
4
a) is appearing
b) appears
I
1
a) repeated regular action in the past
b) single activity - interrupted
2
a) temporary
b) permanent 3
a) action - completed
b) action – not completed
4
a) the action had finished
b) the action was still going on
J
1. c
2. e
3. c
4. d5. e 6. c
7. a
8. b
9. b10. a
page 28
1. unavoidably
2. catastrophic
3. alarmingly
4. disappeared
5. insignificant 6. abundant
7. extraordinary
8. destruction
9. realisation / realization
10. unfortunately
Proficiency Masterclass – Unit 2
Pages 30 and 31
A –
2
B –
2
3
5
1
4
6
C –
1. a rebel
2. modern science
3. science
4. women’s knowledge
5. the time of Newton / 1667
6. the 19th century D –
1. to suggest that science had made ideas of magic and witchcraft old fashioned
2. the Royal Society
3. to emphasise the exclusive nature of science as a men’s club
4. scientific discovery as demonstrated by Boyle’s air pump
5. the reasons for women’s inadequacy in science
6. that he believed she was physically incapable of doing mathematics
E
1. d
2. e
3. h
4. b
5. g
6. a
7. c
8. f
F
1 B; 2 D; 3 B; 4 A
G – Sample Summary
Firstly, it was believed that women were associated with witchcraft and the devil, which was the enemy of science. Furthermore, it was thought that only men had minds that were suitable for understanding the mysteries of science and therefore women were excluded from scientific activity. Finally, in the 19th century, a woman’s physical constitution was considered too weak for science.
Page 34
1. protagonist
2. opening
3. climax
4. denouement
5. pace
6. hero/heroine
7. style
8. events
9. theme
10. suspense
Proficiency Masterclass - pages 36, 37
Unit 2 Overview
A
1. B
2. A
3. D
4. D
5. A
6. B
7. A
8. A
9. A
10. B
11. C12. B B
1. such
2. with
3. ahead
4. on
5. where
6. over
7. longer
8. without
9. least
10. rather
11. of
12. result / consequence
13. those
14. whose
15. doing C
1. passionately
2. consuming
3. remainder
4. characteristics
5. unfortunately
6. intellectual
7. irrespective
8. unsuccessful
9. declining
10. embittered
Proficiency Masterclass – Unit 3
page 38
B
1. C
2. F
3. A
4. B
5. E
C
1. He wasn’t making any progress with his work so he wanted to do sth different.
2. The uniformed soldier
3. The way he was sitting and his expression were so stern and friendly that no one wanted to talk to him.
4. He confessed that he wanted to isolate himself.
page 40
E
1. a
2. c
3. c
4. a
5. c
6. c
F
1. d
2. e
3. f
4. b
5. i
6. c
7. a
8. h
9. j
10. g
G
1. I’m fed up with doing the donkey work in the barracks.
2. We had to do it up.
3. I can do it with my eyes closed.
4. I think too much army-type discipline does more harm than good.
5. Could you do me a favour?
6. Some people say that military service does wonders for character building.
7. He did time for being a conscientious objector.
8. A life of hardship will do you no good.
Masterclass - pages 40- 43
B
1. must, need
2. must, should, ought to
3. may, might, can, can’t, could, couldn’t
4. can, can’t, could, couldn’t
5. may, can, can’t
6. may, might, can’t, could, couldn’t, must, should
C
1. “It might just as well have been a mill pond.”
2. “We ought to have found out this out”
3. “We needn’t have worried.”
4. “It must have been at least 50 feet high.”
5. “The prospect couldn’t have been more daunting.”
D
1- might have been
2- could / might have been standing
3- might have taken
4- might have been repairing
5- may have been taken
E
2
b This was possible, but they didn’t write back. The use of the phrase here also indicates that the speaker is annoyed.
d Perhaps they wrote back but the speaker doesn’t know for sure.
3
a It was possible for him to catch the train but he didn’t.
e It wasn’t possible for him to catch the train.
4
g It was possible for Ted to phone, but he didn’t.
h The speaker doesn’t know if Ted phoned or not.
F
1- c must have been 4- f must have been
2- d can’t have been 5- b can’t have been
3- a must have been 6- e can’t have been
G- Possible answers
1- It must have been an expensive restaurant.
2- It can’t/couldn’t have been Patrick.
3- It must have been raining.
4- You must have forgotten about it.
5- We must have drunk it all.
6- You can’t / couldn’t have worked long enough on it.
H
1 e 5 a
2 e 6 b
3 d 7 c
4 d
I
2- needn’t have booked
3-should have / ought to have booked
4-didn’t need to have, get, buy
5-shouldn’t have / oughtn’t to have taken, borrowed, driven
6- needed to get
7- needn’t have spent
8- shouldn’t have been driving
Gapped sentences (page 43)
1. task
2. break
3. summit
4. drained
5. pool
6. driven
page 48
A
1. The writer thinks that our personal freedom is being taken away.
2. the newspaper’s readers
3. The style is quite formal and appropriate to a newspaper article. The writer uses a non-finite clause in the second sentence, ‘Not content to’ and a rhetorical question in the final sentence. The writer’s opinions are expressed quite strongly.
4. The newspaper would be interested in hearing strong opinions, both for and against the points the writer of the article makes.
B
1.
Paragraph 1: purpose of letter and brief summary of main opinion
Paragraph 2: positive effects of government controls
Paragraph 3: negative effects of government controls
Paragraph 4: why some attempts at control don’t work
Paragraph 5: conclusion restating overall opinion and making a suggestion
2. It is likely to suit the readers of the newspaper because it clearly and strongly presents its opinions in support of the article, but it also refers to a different point of view in paragraph 2.
3. The language is quite formal and strongly expresses the writer’s opinions. It is very similar to the language in the original article.
4.
I would definitely agree that
it would be infinitely preferable
Having said that, it is also true
However, the main problem is
Of course it is vitally important
which is a complete waste of time
it serves no purpose whatsoever
it will never be possible to
To sum up, I think
There is no evidence that
What we do need is
page 49 - ex. C
1. It would be infinitely preferable to ban dangerous sports.
2. It is vitally important that we resist attempts to restrict individual freedom.
3. Trying to ban sports would be a complete waste of time.
4. It serves no purpose whatsoever introducing / to introduce yet more regulations.
5. There is no evidence that watching dangerous sport encourages young people to take risks.
6. What we do need is the elimination of unnecessary risks/ to eliminate unnecessary risks
pages 52 & 53
A 1
Text 1 – a newspaper article
Text 2 – an autobiography
Text 3 – an official document
Text 4 – a holiday brochure
A 2
Text 1 – disparaging
Text 2 – anecdotal
Text 3 – legalistic
Text 4 – explanatory
B
Text 1
1- C
2- D
Text 2
3- D
4- B
Text 3
5- B
6- C
Text 4
7- A
8- C
Unit 3 - Overview - Answer key - pages 50-51
A)
1. C
2. C
3. C
4. B
5. D
6. B
7. B
8. D
9. A
10. C
11. C
12. B
B)
1. further
2. with
3. Too
4. By
5. through / over
6. if / though
7. well / badly
8. over
9. down
10. only / just
11. instead / unfortunately
12. as
13. ago
14. for
15. earth
C)
1. enlisted
2. fell
3. struck
4. abandoned
5. raised
6. preserve
Masterclass – page 52, 53, 54
A
1. a newspaper article
2. an autobiography
3. an official document
4. a holiday brochure
B
1. C superior in character
2. D martyrs
3. D charmed by the surroundings
4. B impossible
5. B its failure to honour holiday arrangements
6. C undertake
7. A luxury
8. C a means of solving a problem
C
1. musty
2. perverse
3. obsessed
4. sordid
5. unattractive
6. infested
7. weary
8. arid
D
1. steal sth and run away; feel superior to, despise; be surprised, unprepared
2.
• run a business, run out of, run short of, run for it
• look on the bright side, look down your nose at, look like a drowned rat, look a gift horse in the mouth
• catch somebody red-handed, catch someone’s eye
3.
a. catch someone’s eye
b. run for it
c. look on the bright side
d. look a gift horse in the mouth
e. run out of
f. catch somebody red-handed
g. look down your nose at
h. run short of
i. run a business
j. look like a drowned rat
Masterclass pages 55, 56, 57
A In general if only expresses a strong regret or wish and can be more emphatic, especially in exclamations e.g. If only you wouldn’t do that! Often the two are interchangeable.
B
1c 2b 3a
C
1. could
2. had
3. hadn’t left
4. wouldn’t smoke
5. would tell
6. hadn’t told
D
1. I wish I wasn’t a chain smoker.
2. I wish you were teaching our class next year.
3. If only it would rain soon, everything’s so dry.
4. I wish Pat wouldn’t always phone me at work when I’m busy.
5. I wish / If only our neighbours had let us know they were moving house.
6. Dave and Sue wish they’d bought a new car.
7. I wish David wouldn’t eat with his mouth open.
8. If only I had taken up his offer of a job.
E
1e 2d 3a 4b 5c
F
1c 2b 3a 4d
G
a) sentences 1, 2 and 3
b) sentences 4, 5, 6, and 7
c) If it had not been for, But for, Were it not for
d) sentences 1,4,7, 8 and 9. This can sound more formal.
e) sentence 2 – Should you see Fred, give him my regards
sentence 3 – Were I to go missing, what would you do?
sentence 5 – Had it not been for the traffic, I wouldn’t have been late.
f) provided
g) unless
H
a) If it hadn’t been for the bad weather, we could have gone camping.
b) Had you told me about the party on Saturday night, I would / could have gone.
c) If only we had gone by air, we could have saved time.
d) Should you need any help, you can always call me.
e) Provided (that) your interview is successful, you’ll get the job.
f) Unless your interview is successful, you won’t get the job.
g) If he was / were a policeman, I would have seen him wearing a uniform.
Page 57 – Key Word Transformations:
1. almost run out of
2. was more to the expedition than
3. would have been subjected
4. couldn’t wait to be with
5. wedding took place
6. how he had been affected by
7. gave its last gasp
8. never regarded his incarceration as
Unit 4 Overview – pages 64-65
A
1. C
2. D
3. B
4. A
5. B
6. D
7. B
8. D
9. C
10. D
11. D12. B B
1. monumental
2. enabling
3. maximize / maximize
4. unforeseen
5. uninspiring
6. disillusioned
7. non-payment
8. amateurish
9. hoteliers
10. disastrous C
1. is beyond our control
2. were none the worse
3. tendency to look down on
4. someone/somebody had run off with
5. looked on the bright side
6. was caught red-handed
7. never look a gift horse in
8. makes it difficult for local traders to go
CPE Masterclass
page 66 /67 - B
1. A ancient
2. B unlike
3. A put down
4. D reach
5. C controlled
6. A carry 7. A threat
8. D blotting
9. A stage
10. A insist
11. C blissfully
12. D penetrating 13. B brought about
14. A line
15. C raising
16. B grave
17. B plight
18. C end up
page 67
D
1. throw
2. call
3. drastic
4. tremendous
5. harsh
6. run
page 68
E
1. bitterly
2. greatly
3. seriously
4. perfectly
5. deeply
6. highly
7. most
8. fully
F
1. seriously wounded
2. perfectly simple
3. greatly mistaken
4. bitterly cold
5. most kind/ most generous
6. fully conscious
7. deeply moved
8. highly qualified G
1. g
2. f
3. d
4. c
5. e
6. i
7. a
8. h9. b H
1. a dark horse
2. came to light
3. makes light of
4. went out like a light
5. a leap in the dark
6. kept (them) in the dark
7. the light at the end of the tunnel
8. to see the light
9. the bright lights
page 69
1. In
2. inside
3. due
4. in/within
5. far
6. fact
7. by
8. much
9. until/unless
10. not
11. other
12. forward
13. such
14. unlike
15. nowhere
Structure - Future Time
B
1. opens
2. will continue
3. is going to rain
4. am playing
5. am going
6. 'll take
C
1 sentence 1
2 sentence 4
3a sentence 5
3b sentence 3
4a sentence 2
4b sentence 6
D
1. future continuous – used to refer to an action in progress at a particular point in the future, or to imply that something is part of the normal course of events.
2. past continuous – used to refer to a plan or intention that was made previously but has changed due to the circumstances
3. be + infinitive – used as a formal declaration to refer to an event that is scheduled to happen.
4. future perfect – used to refer to a state or an action before or leading up to a given time in the future.
5. future perfect continuous – used to refer to a state or an action before or leading up to a given time in the future, and implies either repetition or incompleteness.
G
1. The present simple is used in a future time clause to refer to the time of an event in the future.
2. The present perfect is used in a future time clause to emphasise that the event has been completed before the event in the main clause takes place.
3. The present continuous is used in a future time clause to emphasise that the event is an ongoing or incomplete situation.
H
1. am
2. is leaving
3. have been swimming
4. have read
5. want
6. are waiting
I
1. is about to, is due to, is expected to
2. is about to
J
will happen – certain to, bound to, sure to, set to
may happen – likely to
probably won’t happen – unlikely to
Pages 72/73
A)
1.Both authors think that zoos play an important role in conservation and education. The second text also mentions relaxation as a benefit of zoos.
Text 1 “Modern zoos are not grim prisons.” (line 16)
“Zoos are as essential to our future as Victorian free education.” (line 29)
Text 2 “Zoos, at their best, provide an example of how to (conserve species) right on our doorsteps.” (line 6)
“...they also have the opportunity to educate us.” (line 21)
2. The author of the first text dismisses opponents by implying that they have a false, unthinking impression of what life is like in the wild.
“A moment’s attitude shows that this is a ludicrous perversion.” (line 13)
The author of the second text refers to zoos facing an “onslaught of criticism from some quarters” (line 9), but emphasises the benefits of zoos rather than attacking the criticism.
3. The author of the first text uses forceful language.
“sheer anthropological romanticism and we know it” (line 3)
The author of the second text writes in a more moderate tone, emphasising the need to protect zoos. The style is more like a warning.
“if you want the human race to survive too ... (l. 4)
“... zoos are an endangered species.” (l. 8)
“... they would do well to emphasise their other benefits.” (l.14)
B
Text 1
1.To suggest that the view that “man is born free’ is a fantasy.
2. They are based on misinformation and not the reality of the wild.
3. grim
Text 2
1.A fragile web with species dependent on each other.
2. To show how close and accessible zoos are.
3. The difficulties that zoos face: criticism, costly conservation programmes, lower visitor numbers
C
the first text : statements 2,5,7,8 / the second text: statements 1 and 3 / both texts: statements 4 and 6
D statements 3,4, 6,7,8
E
1. provide – providing; acted – act
2. in addition to – in addition; the better scientific understanding – better scientific understanding
3. aspect – role; jeopardised – endangered; like – as
4. oportunities – opportunities; were – where
5. zoo’s – zoos ; There should be a full stop at the end of the paragraph.
Masterclass
Pages 78 & 79
A
1. A
2. A
3. B
4. A
5. C
6. D
7. C
8. D
9. D
10. C11. A12. A B
1. be
2. not
3. contrary
4. in
5. since
6. growth
7. that
8. some
9. to
10. above
11. if
12. would
13. led
14. by
15. most C
1. tasteless
2. lights
3. threat
4. put
5. due
6. raise
page 83
A
1- a
2- d
3- b
4- h
5- f
6- j
7- g
8- c
9- e
10- i
B
• inauspicious
• misunderstood
• immodest
• dishonest
• unenthusiastic
• disproportionate
• unbiased
• unconnected (unrelated)
• disconnected (not joined electrically/telephonically. Not well joined together. It is difficult to see their purpose or pattern)
• non-alcoholic
• illiterate
• careless
• unworthy
page 83
C
1- relentless
2- unconnected
3- disproportionate
4- ungrateful
5- inauspicious
6- illiterate
7- non-alcoholic
8- incoherent
9- careless
10- implausible
page 84
1- disprove
2- disappear
3- undeniably
4- innumerable
5- unauthorized
6- dispossessed
7- injustice
8- incapable
9- invariably
10- unlike
page 85
I
1- What really irritates me is his arrogance. It is his arrogance that really irritates me.
2- … that what / all I needed was a good holiday.
3- It was the busy main road that put us … / What put us off buying the house was the …
4- She … because all he ever does is work all the time. / It is because he works all the time that she …
5- … so what he did was steal one.
6- … all I did was smile at her
7- What I can’t understand is why you didn’t … / It is why you didn’t … that I can’t understand.
8- … it was your lies that upset her. / … what upset her was your lies.
Pages 86, 87
A
Text 1: sentences 2, 3 & 5
Text 2 – sentences 1, 4 and 6
B
Text 1
1. reading for entertainment
2. it is intellectually challenging
Text 2
1. higher level skills or schemata that the reader brings.
2. the reader cannot understand the text.
C
b is the best answer to the question
It is correct because it explains how the use of the word dubious shows the writer’s opinion, not what it means or what it refers to.
For this reason, the phrase to give the impression…” is useful for answering this type of question.
D
Text 1
1. It is used ironically used to show that the past was not so wonderful as some people think.
2. to show that these research studies contain important information about the problems of reading.
3. to give the impression that, in the writer’s opinion, much of what has been written about reading problems is exaggerated for effect.
Text 2
1. to highlight in more technical language the point that the reader makes a contribution to the text as well as the writer.
2. to suggest a gradual process of loss of understanding
3. to suggest the process of reading can be compared to a technical process
Proficiency Masterclass - Overview Unit 6 – pages 92 & 93
Graphology
1 B
2 A
3 C
4 C
5 A
6 A
Cultural Visit
7 B
8 A
9 B
10 A
11 D
12 B
Word Formation
1- singularly
2- supposedly
3- considerable
4- simplicity
5- complexity / complexities
6- psychological
7- comparatively
8- preference
9- addition
10- appealing
Key word transformations
1- have a poor command of / do not have a good command of
2- some striking similarities between
3- what fascinates him most
4- all you ever do is
5- gives you an insight into
6- was no shortage of
7- incapable of completing
8- take it as read
Thanks A LOT Levi!
You're all more than welcome!
Keep on Blogging!
Page 94
1.
The man has straight, greying hair with a receding hairline. His bushy moustache and staring eyes give him a rather worried expression. He is not at all shabbily dressed as he is wearing a formal suit and tie.
The woman has fair, curly hair but dark eyebrows. She has an attractive smile and is very elegantly dressed in expensive-looking clothes.
Page 95
A- The events took place in Leadville, Colorado, USA in the 1880s and 1890s.
B-
1- It was a town of contrasts between obviously rich and very poor. ‘vulgar opulence and Western austerity’ (line 10)
2- Oscar Wilde thought that this was the most logical approach to art criticism he had seen. (line 26)
3- It remains famous for the story of Horace Tabor and Baby Doe. (line 37)
4- The writer implies that she was able to manipulate and exploit the men she met for her own purposes. (lines 54, 56 & 60)
5- He wasn’t actually elected as senator and was only given the 30 days left of the previous senator’s term to keep him happy. (line 65)
6- The writer implies that they disapproved of her, probably because of her past. (line 51)
7- They became bankrupt due to a change in the law which resulted in silver no longer being valuable ( line 81)
C
1C 2D 3A 4D 5C 6C 7B
Page 96
E
1. C
2. A
3. A
4. B
5. C
6. A
7. B
8. A
9. B
10. A
11. A
F
1. a golden handshake
2. golden age
3. every cloud has a silver lining
4. as good as gold
5. golden rule
6. born with a silver spoon in her mouth
7. heart of gold
8. golden oldie
9. silver-tongued
Proficiency Masterclass – pages 097-99
A
1. He discovered malaria in the bones of a child who died around 450 AD.
2. It suggests that malaria might have been instrumental in weakening the Roman Empire.
3. They will have to reconsider the reasons for the downfall of the Roman Empire.
B
1. may have been destroyed by the mosquito (line 1), had been caused by a… (line 7)
2. may have been weakened – the agent is not necessary /it’s obvious/ has already been mentioned
would have been better advised to – the agent would be whoever had given the advice, and since this is not known or is hypothetical, then it can’t be used.
C
There is no difference in meaning between the two sentences in each pair, only a change of context and, therefore, register.
1
a) an informal conversation
b) a more formal context such as a news report or newspaper article
2
a) an informal conversation
b) a more formal context such as a news report or a statement
3
a) an informal announcement of the event
b) a more formal notice. The agent is necessary here because it is important that we know the speaker will be an expert.
4
a) a student’s notebook or a spoken description of an experiment
b) an impersonal description of the experiment in a textbook
D
1. was 6. have now shown
2. was used 7. was found
3. had been affected 8. arrived
4. was given 9. have also found
5. was wrongly thought 10. has never been proved
E
1. is being done / prepared
2. was sent
3. have been bitten
4. are being followed
5. hasn’t been seen
F
1. decision has been made
2. warning has been issued/given
3. agreement has been reached on a site
4. offer of £ 4,000 has been made
5. advice was given
G
1. don’t often get invited
2. didn’t get promoted
3. got hurt
4. got run over
5. got stung
6. get damaged
7. got stolen
8. got stopped
page 102
1. lend a helping hand
2. she can’t help herself
3. help yourself
4. it can’t be helped
5. helped me out
Proficiency Masterclass - Overview Unit 7 – pages 106 & 107
Lexical cloze
1 B
2 D
3 A
4 D
5 C
6 B
7 D
8 B
9 C
10 A
11 C
12 B
Cloze
1. whole
2. no
3. why
4. their
5. Over / Throughout
6. on / along
7. some
8. as
9. which
10. down
11. so
12. were
13. else
14. even / far / much
15. without
Gapped sentences
1. vacant
2. wipe
3. mass
4. access
5. steps
6. aid
Thanks, Levi. Very usefull. I'll study hard.
See you on Friday.
You are more than welcome!!
Keep on blogging!
Proficiency Masterclass - SB p . 111-113
Structure
A1
were expected simple past passive
has replaced present perfect simple
had expected past perfect
will have outlawed future perfect
has remained present prefect
employed simple past
has been declining present perfect continuous
A2 - has replaced, had expected, will have outlawed, has remained, has been declining
A3 - a, d and e are correct
a - All uses of the present aspect relate events to a later time. Past perfect is used for events before a time in the past, present perfect is used for events before now, and future perfect for events before a time in the future.
d- has been declining
e- had expected, has replaced, has remained, will have outlawed.
b and c are incorrect (b- describes only the present perfect, not perfect aspect in general. Note that ‘future perfect’ is a clear counterexample. c- describes the use of past simple.)
B
1. were
2. has led
3. finished off
4. travel
5. began 6. have sustained
7. (have) created
8. were
9. have become
C
1. have met
2. will have known
3. had changed
4. has been taken away 5. will have only just got back
6. had been ransacked
7. had never had
8. has been celebrated
D 1. having written; 2. have caused; 3. Having lived
The use of the simple gerund in 1 and 3 indicates that the action of the verb is still happening. The simple infinitive in 2 indicated that something happens at any time as a general fact.
E
1
a The speaker is giving a reason why they felt hot at that time in the past by referring to the activity that led up to it.
b The speaker is referring to one particular occasion that occurred at an unspecified time in the past which resulted in discovering Jim was a cheat.
2
a This sentence refers to an activity that has continued from an unspecified time in the past until now. The activity is not finished.
b This refers to the result in the present of sth completed at an unspecified time in the past.
3
a The speaker has repeatedly phoned , but without success.
b The speaker phoned on one occasion at an unspecified time in the past.
4
a This sentence refers to an activity that continued up to an unspecified time in the past. At that time Jack was still living with the speaker and had been since his arrival.
b This sentence refers to an activity that was over by an unspecified time in the past. At that time Jack was no longer living with the speaker.
F
1. have you been doing
2. have had
3. had been damaged
4. has changed, (has) checked, hasn’t completed
5. had studied
6. had been waiting
7. have been meaning (non-stative use), have known (stative)
8. has been getting
G
1. a couple communicate, the happier
2. to bear any resemblance/relationship to
3. raise people’s expectations of
4. the Taylors’ marriage had run into trouble
5. at ease with/in the presence of
6. had come to be regarded as
7. had been down to their tolerating
8. has improved since he was spoken to by
Masterclass – pages 114 & 115
Vocabulary relating to social welfare schemes and social services:
A local authority flat is state-owned accommodation provided at low rent for people on low wages, with social problems.
Sleeping rough refers to being homeless and living on the streets
A pilot scheme is one which is being tried out to see if it works
Tenancy sustainment means encouraging people to keep up with rent payments so that they are not asked to leave their homes.
Childcare officers are professional social workers who deal with children who have social problems.
Statutory welfare services are those services giving help and support that must be provided by the local authority by law
Field staff and service users are terms for professional social workers and the people they help respectively.
A probation officer deals with people who are on probation, which is a scheme whereby someone who has committed a crime is placed under supervision rather than being sent to prison.
Masterclass – p.115
B
Text 1
1. camaraderie is used to describe the friendships that develop between people sleeping rough.
2. impartial
3. non-judgemental
4. compassionate
5. conscientious
Words 2-5 are all qualities needed by people who become volunteer “befrienders”
Text 2
6. deprived refers to the situation of the children the writer worked with.
7. stable describes the lives the youngsters the writer used to work with are living now as adults.
8. statutory refers to the welfare services provided by the local authority.
9. dreary describes what local authority social work has become.
10. tenuous refers to the relationships between social workers and the people they deal with.
C
Text 1
1. that they are close and supportive.
2. to emphasize how frightening it can be for the homeless to change their way of life.
Text 2
1. it has become impersonal
2. the service user
D
Volunteers should be unbiased in outlook (OR have an unbiased outlook) and be capable of relating to homeless people and their problems without pre-judging them. In addition, they should be sympathetic towards their predicament, dependable, dedicated and have good inter-personal skills.
E
The writer’s personal experience indicates that, in the past, excellent relationships between staff and youngsters together with a mutual trust led to a long-term improvement in the youngsters’ lifestyles. Nowadays, however, increasing workloads imposed on staff have resulted in a deterioration in these relationships, which is having a detrimental effect on those who feel increasingly alienated by these attitudes.
Masterclass – Vocabulary
B
1. say what you think (be frank)
2. eat humble pie (admit you were wrong and apologise.)
3. get your message across (make your point clear)
4. lie through your teeth (tell lies shamelessly)
5. talk sense into someone (give someone strong advice or warning about what they’ve done or are likely to do)
6. get sth off one’s chest (confess sth that has been on one’s mind)
7. take something amiss (get upset at what someone said or did, often mistakenly)
8. have a heart to heart (have a confidential and frank discussion about sth)
9. fall out with someone (stop being friends usually after an argument)
10. miss the point (fail to understand the most important information)
Masterclass – p. 118/119
B
1. The writer agrees with statements 1 and 2.
2. For statement 1 the writer mentions improvement in health and the fact that due to a falling birth rate larger numbers of adults are not economically active. For statement 2 the writer mentions people’s reluctance to save and the need for the government to take measures to make sure everyone has a pension plan.
3. The writer disagrees with statements 3 and 4.
4. For statement 3 the writer argues that this is a negative attitude and mentions that many old people lead active and fulfilled lives. For statement 4 the writer points out the responsibility of children to look after their parents in old age and mentions the benefits that old people can give to the family.
5. The sample is written in a suitably formal style for a letter to a newspaper.
C
It follows the second pattern.
D
I would like to take issue (= to disagree) with your comments about … 2a
The principal reason for this is that … 2b or 1b
You are entirely correct to point out that ... 1a
The case of … illustrates this point exactly 1c or 2c
There are other factors as well that are important to consider 1b
As regards your point about …., I agree fully / I disagree entirely.
What we also need to consider is …
A good example of this would be …
This is due to …/ This can be attributed to …
This is because …
The reasons for this are …
There is another factor as well …
Proficiency Masterclass - Overview Unit 8 – pages 120 & 121
Lexical cloze
1 D
2 A
3 A
4 B
5 C
6 C
7 B
8 B
9 C
10 D
11 D
12 A
Word formation
1. relationship(s)
2. disagreements
3. outcome
4. excessively
5. undesirable
6. irretrievably
7. resolution
8. unemotional
9. grievances
10. satisfactory
Key word transformations
1. is (thought of as) the norm
2. given no resources
3. to kick the habit
4. nothing to fall back on in
5. has been turned / converted into
6. his apartment had been broken into
7. is thought to have left the country
8. was detrimental to
Hi! Do you happen to have a PDF o Word document
with the answers of the Proficiency Masterclass?
I know you posted them in several comments but it
would be a good idea to have them all in a single
document.
Thanks in advance!
Thank you for your hard work
H?
H?
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