- •Arts and culture
- •What is art
- •1. Read the passage and answer the questions below.
- •2. Answer the questions.
- •3. Discuss the questions with a partner.
- •4. Study the following graph to find out more about art forms. There are two mistakes in the way the words are organized into groups. Can you find them?
- •5. Which branch of the arts do you think these people are talking about? Underline the words which helped you to guess.
- •1. Work in pairs. Look at the photos of the reading material and discuss these questions.
- •2. Use the questions to interview your classmates on their reading habits. Find the person in the class whose reading habits are most similar to yours.
- •3. Read the following passage about Choosing a Book to Read and circle the correct form of the adjectives in bold.
- •4. Look at your choice of words and answer these questions:
- •5. A Listen to a critic commenting on a book and tick the adjectives she uses to describe the characters and the plot.
- •6. Say what you should feel about a book and what characteristics it should have for you to choose to borrow it/buy it/read it up to the end/say it’s one of your favourite.
- •1. Tell your partner how you’re feeling today/at the moment. Explain why. Choose words from the lists if appropriate.
- •2. Say what makes you feel like that.
- •3. Listening
- •1. Describe what you can see in these photos of museums. Which would you like to visit most? Which would not appeal to you?
- •2. Skim the text and say what the main function of museums is. The Changing Role of Museums in Society (an extract from Glenn Lowry’s 1speech)
- •3. Read the text again and answer the following questions:
- •1. Fill in the table with derivatives:
- •2. Complete the sentences using the words from the table. In some sentences more than one word can be used.
- •3. Match the verb from the left column with the noun or nouns from the right:
- •1. Do you think a museum should:
- •1. Answer the following questions:
- •1. Look at the photographs and use some of these words to describe the works of art.
- •I really think ... Is excellent / outstanding / very original, don't you?
- •I couldn't agree more — I particularly like the vibrant colours/the use of ...
- •X is a/an brilliant/extremely talented sculptor/painter.
- •It's all right if you like that kind of thing, but I don't think it will appeal to everyone.
- •2. Match the phrases, a) – g), taken from the text, to the descriptions, I) – IV).
- •1. Read the text about mi5, Britain's secret service, and answer the questions. Write yes or no. Odd jobs for young Bonds
- •2. Recognising meaning
- •3. Learning from learners
- •4. A new job. Dave is about to start a new job. Listen to him talking to the manager. What’s the job?
- •5. Work with a partner. Choose a job. Then ask and answer questions about the responsibilities, hours, breaks, etc.
- •6. What could we say?
- •7. Talk about rules and regulations one should be aware of visiting a cinema / a theatre / a swimming pool / a tv chat show / a park.
- •8. A. Work in groups. Talk about your school.
- •1. Thinking about function
- •2. Getting the forms right
- •In pairs, choose two photographs each and tell each other which of the activities shown in the pictures seem more attractive to you and why.
- •Useful language
- •2. You are going to read a newspaper article about how American plays now dominate London’s theatre district – the West End.
- •American Dominance in the West End by Michael Billington
- •3. Match each brief summary below to the paragraphs of the article. There is also one extra paragraph which you do not need to use.
- •4. Explain or paraphrase the following expressions and sentences from the text paying particular attention to the underlined words.
- •6. What verbs are called phrasal verbs or multi-word verbs?
- •7. Fill in the gaps with the suitable words from the table and Ex. 6. Sometimes you have to change the form of the verbs and use derivatives.
- •1. Read the text and fill in the gaps with the words from the box below. (The first one has been done for you).
- •The movies
- •2. Discuss the following questions:
- •1. Find examples of how the words other and another are used in the text about American movies. Can you explain the usage?
- •2. Study the box below and use this information to do the exercises that follow.
- •3. Fill in the gaps using another, (the) other, (the) others.
- •1. Add more verbs showing attitude to the lists given below.
- •2. Study the examples below and fill in the rule.
- •3. Explain if there is any difference between adjectives used in the following combinations:
- •4. Study the following chart and match the groups of adverbs with the groups of adjectives they can be used with. Give names to groups of adjectives: gradable/ungradable.
- •5. Are the underlined adjectives gradable or ungradable? Suggest an appropriate adverb to complete each sentence. Try to use a different adverb each time.
- •1. Discuss these questions.
- •2. Read the review of the film Tin Cup and answer these questions.
- •3. Here are some words that can be used to talk about films. Check you know what they mean, and add more from the review of Tin Cup. Then discuss the questions below.
- •4. Here are some adjectives often found in reviews. Put the adjectives into two groups, positive and negative.
- •5. In reviews, adverbs are often used to intensify adjectives upwards or downwards. They fall into the following groups.
- •6. Work in pairs or groups. Tell each other about a film you have seen recently, using the vocabulary in Exercises 3, 4 and 5. Give a summary of the story and your opinion of the film.
- •7. Read the writing task and follow the Steps to Writing below.
- •Presentation Language of Politeness
- •In the conversation below, two guests are visiting friends at their house.
- •1. Recognising function
- •2. Making offers, requests and asking for permission
- •3. Preparing for a holiday
- •Odeon cinema
- •1. Do you think the figures of cinema attendance have ever changed in your country? If so, explain what the reasons may be.
- •2. Which of the underlined phrases in the extracts:
- •1. In sentences 1-10, do the underlined verbs and expressions refer to the past, present or future or are they a perfect form? Do they talk about general (g) or specific (s) ability?
- •In three sentences the verb or expression of ability can be replaced with could or couldn't. Which three sentences?
- •2. Choosing the best form
- •3. Completing a text
- •1. Look at the grid below. Highlight seven boxes containing the abilities which you have or used to have earlier in your life. Do not show your partner your grid!
1. Recognising function
Decide if questions 1-10 are a request (r), offer (o) or asking for permission (p).
Example: Can I look at the newspaper a minute? .. r..
You don't look too good. Shall I call a doctor for you?
I'm sorry to be a nuisance, but would it be all right if I spread these papers on the table here? It'll only take a couple of minutes?
This train's running rather late. Would you like me to go and ask what's happening?
Would you post these letters for me on your way to work?
I know you hate giving bad news. I'll tell him if you like
Would you mind being a bit quieter, only I've got a headache?
Could I use your phone for a minute?
Would you mind if I had a quick look at your newspaper?
Can you pick up some milk for me when you go out?
Do you want to lay the table for me?
Which extracts sound like people who know each other well?
2. Making offers, requests and asking for permission
Use situations and instructions 1-8 to make offers and requests and ask for permission.
Example: The phone is ringing. Offer to answer it.
Would, you like me to answer the phone?
Someone is carrying heavy bags. Offer to help.
____________________________________________________________________
You're writing a letter to a travel company. Request their brochure.
____________________________________________________________________
You're in a friend's house. It's hot. Ask permission to open the window.
____________________________________________________________________
Your friend needs to go to the airport. Offer to drive him / her there.
____________________________________________________________________
You're at a restaurant table with friends. Request the salt.
____________________________________________________________________
You need a day off work. Ask your boss for permission.
____________________________________________________________________
Your brother has a broken arm. Offer to tie his shoelaces.
____________________________________________________________________
Your new neighbour is playing loud music late at night. Ask her to turn it down.
____________________________________________________________________
3. Preparing for a holiday
A couple are preparing for their holiday. Fill in the gaps in their requests and offers using words and expressions from this unit.
A: Just two days to go. Can you switch the TV off?
B: Why?
A: Well, I was _______________(1) if we could spend a few minutes thinking about what we need to do before we go.
B: Oh, yes. OK. Would you like ____________(2) to collect the tickets in the morning?
A: Yes, please. And do you ____________(3) you could go to a bank and get some money?
B: Oh, sorry, I ____________(4) The bank's too far from the office. I can't get there in my coffee break.
A: OK, ____________(5) go to the bank. ____________(6) you stop at a shop on your way home and get some first aid supplies? You know, plasters, sun cream, insect repellent - that sort of thing.
B: No ____________(7). ____________(8) you check and see if we've got aspirin and travel sickness pills?
A: Sure. ____________(9) I phone to check the airport terminal?
B: Thanks, yes. And ____________(10) get the suitcases out.
A: Oh, good. I can never remember where you keep them.
Speaking 2
1. Work in groups of three or four. Your group has decided to go out for the evening together. You can each spend £20. Look at the options available and decide on an evening’s entertainment which everyone will enjoy. You must agree about what you will do.
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