- •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. Add more verbs showing attitude to the lists given below.
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+ |
- |
|
love, enjoy,
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dislike, |
2. Study the examples below and fill in the rule.
Ann hates flying.
She loves to make new friends everywhere she goes.
Why do you dislike living here?
I don’t like people shouting at me. (=I don’t like being shouted at.)
I love meeting people.
She can’t bear being alone.
I can’t bear to participate in quarrels.
They enjoy dancing.
Tom doesn’t mind working at night.
I can’t stand being addressed like that.
After verbs ________, ________, ________we can use either –ing or to.
Verbs ________, ________, ________, ________ can be followed by –ing only.
3. Explain if there is any difference between adjectives used in the following combinations:
a good film an interesting story a bad deed
a brilliant film a fascinating story an awful deed
Fill in the gaps in the explanation:
The adjectives ____________, ____________, ____________ can have comparative and superlative forms and be used with words such as very, more or less to say that a thing or person has more or less of a particular quality. Such adjectives are called gradable adjectives.
The adjectives ____________, ____________, ____________ themselves imply ‘to a large degree’ and are seldom used with these adverbs. They are called ungradable adjectives.
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.
|
degree adverbs |
|
_______________adjectives |
|
absolutely, completely, pretty, really, totally, simply |
|
angry, big, busy, comfortable, common, happy, important, quiet, rich, strong, young |
|
degree adverbs |
|
_______________ adjectives |
|
extremely, deeply, fairly, pretty (informal), rather, really, slightly, very |
|
amazed, awful, dreadful, furious, huge, impossible, invaluable, terrible, wonderful, useless |
5. Are the underlined adjectives gradable or ungradable? Suggest an appropriate adverb to complete each sentence. Try to use a different adverb each time.
The play was .................... marvellous.
The answer is .................... simple.
His new flat is .................... enormous.
He was .................... devastated by the news.
The instructions were .................... complicated.
I was .................... disappointed.
The answer was .................... absurd.
The questions were .................... hard.
Her books are ............... popular.
I was .................... terrified by the film.
He’s a(n) .................... successful artist.
He’s a(n) .................... essential member of the team.
6. Answer the following questions. Use an adverb + adjective in your response. How would you feel if:
a friend said s/he had just won a million pounds? I’d be absolutely delighted.
your best friend told you s/he was emigrating to Australia?
someone broke a window in your house or flat?
a complete stranger told you that you were very beautiful/handsome?
you lost some airline tickets you had just bought?
Writing A Review
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Strategy: when you are asked to write a review of something you have seen (e.g. a film or play), or read (e.g. a novel), follow this advice.
Remember, your review doesn't necessarily have to be about something you liked or enjoyed. |