- •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!
Presentation Language of Politeness
In the conversation below, two guests are visiting friends at their house.
Read the conversation and answer questions a), b) and c).
There are four speakers, A, B, C and D. Which ones live at the house, and which ones are visitors?
Does everyone know everyone else? How do you know?
A says, 'Shall I just put these upstairs?' What do you think these are?
A: Actually, I wonder if they're in. Oh, they are in.
B: They obviously are.
C: Hello.
A: Hello.
C: Come in.
B: I'm Mike.
C: How are you?
B: Fine.
A: Shall I just put these upstairs?
C: Well, yeah. Can you put them in our room, please?
A: Sure.
C: How were the roads?
A: Oh, fine. No problem.
B: No problems. No.
A: Are you in there, Alison? Mmmm. Hello there.
D: Hello.
A: Do you mind if I put my bag here?
D: Oh, go ahead. Want a cup of tea?
A: Yeah.
Match these questions from the conversation to their functions.
Shall I just put these upstairs? i) a request
Can you put them in our room, please? ii) asking for permission
Do you mind if I put my bag here? iii) an offer
Which words are missing from this offer from the text?
Want a cup of tea?
Without looking back at the conversation, can you remember how the phrases in Exercise 2 were answered?
Language reference
The way we make a request, ask for permission or make an offer depends on:
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Requests
A request is when we ask someone to do something: e.g. William, would you make me a cup of coffee?
We use the modal verbs can, could, will or would in requests: e.g. Can you put them in our room, please? Could I have a cup of tea, please? Would you pass me the salt? Would you mind phoning the doctor for me? Will you come with me to the dentist, please?
In informal, spoken English we sometimes make requests using Do you want to ... or Would you like to ...: A: Do you want to get me a glass of water? B: Yes, OK.
We often add just in spoken English: Would you like to just open a window for me?
Sometimes we use Can / Could I have ... with the meaning Can you get it for me?: Can I have my suitcase? (Can you get my suitcase for me?)
Requests are often longer when the situation is more formal, and / or there's a strong possibility of a negative response. Compare: Can you give me your pencil for a minute? (informal, likely to get a positive response) This is a huge favour, but I was wondering if you could lend me your music system for the party? (more formal, less likely to get a positive response)
Here are some other expressions to make requests longer and more polite: Would it be possible to borrow your car tonight? Do you think you could help me? |
Responses to requests
√ Positive responses: We use expressions such as: Yes, of course. Sure. Yeah. OK. No problem.
χ Negative responses: If you can't do something, apologise and give an excuse: Can you pick me up from the station? Oh, I'm so sorry, but I can't. Our car is at the garage. |
Asking for and giving permission
We use Can /Could/ May I... to ask if it is all right to do something: A: Can/ Could/ May I give my homework in late?B: Well, all right, since you've been unwell. We can also use other more formal expressions: Would you mind if / Would it be all right if I went out tonight? Do you mind if I/ Is it all right if I go out tonight? We use can to give permission: You can borrow the car whenever you want to. |
Offers
We use these expressions to say we will do something for someone: Can I help you? Shall I open the door for you? I'll post those letters for you. Would you like me to speak to him on your behalf? |