- •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!
2. Which of the underlined phrases in the extracts:
■ express ability (or inability):
a) in the present?
b) in the past?
■ are about ability (or inability):
a) to do something at any time?
b) to do something on one occasion?
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Language reference Ability Expressing present ability We use can / cannot / can't: Sally Warmer, of Darlington, can squeeze juice from an orange between her shoulder blades. Be able to is also possible: Bob is able to help aeroplanes park without using hand signals.
Expressing ability in the future We use will be able to to make predictions: By 2050 people will be able to learn a language by taking a pill.
Expressing ability with perfect forms We use be able to: He's been able to speak fluent French since he was a child. (present perfect) If she'd been able to type she might have got the job. (past perfect)
Expressing past ability We use different verbs for general and specific past ability: ■ to describe ability at any time in the past (general ability) we use could, couldn't or (not) be able to: Alex the parrot could / was able to name more than 40 objects. I couldn't / wasn't able to dance until I met you. ■ to describe ability on one occasion only in the past (specific ability) we use couldn't (but not could), (not) be able to, (not) manage to: I wasn't able to phone her last night. I managed to get a lift home after the party. I didn't manage to phone him yesterday. I couldn't get out of bed on Monday morning. General ability Specific ability could, couldn't, be able to couldn't, be able to, manage to
Manage to means you are able to do something, but only with difficulty: I managed to start the car, but only after ten minutes of trying. Notice the different negatives of manage to: I didn't manage to get out. (I wanted to get out but I couldn't) I managed not to see him. (I tried not to see him and I succeeded) |
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?
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Sentence |
Tense |
General ability (g) or specific ability (s) |
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Example: When I was a child I was able to stand on my head easily. |
past |
g |
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1. I managed to get a doctor's appointment yesterday. |
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2. New research suggests that people will soon be able to lose weight by taking pills. |
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3. People are able to do all sorts of things today that were impossible only 30 years ago. |
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4. My uncle can't hear very well. |
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5. Sue was unable to understand why I wanted to keep that old chair. |
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6. I didn't manage to phone my sister last night. |
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7. I haven't been able to run since I broke my leg last year. |
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8. Tyrannosaurus Rex was able to bite with the force of a lorry on each tooth. |
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9. I'm not able to do the tango. It's really difficult. |
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10. My friend Alice lost her house keys yesterday, but she was able to climb in through the bathroom window. |
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