- •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!
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
Underline the correct verb or verb phrase. (Sometimes both are possible.)
Example: Animals can / manage to communicate with each other.
1 I managed to / could persuade him to come to the restaurant with us.
2 She managed to / could persuade anybody to do anything.
3 I couldn't / didn't manage to understand the instructions for the game.
4 Pierre wasn't able to / couldn't wash the car because he had to leave early.
5 'I can smell / I'm smelling something burning,' said Natasha.
6 To be an airline pilot you must be able to / can react quickly in difficult situations.
7 Rebecca won't be able to / can't come at the weekend after all.
8 I've been able to / can drive since I was 17.
3. Completing a text
Fill in each gap in the sentences below with a verb of ability. (More than one is possible for most of the gaps.)
• Monkeys can count up to nine, and 1.__________ recognise which groups of objects are larger than others. Scientists have shown that animals 2. __________ think, even though they 3.__________ talk.
Humans 4. __________ look at groups of four or fewer objects and know how many things are in the group without having to count. Researchers found that the monkeys 5. __________ count to four, so they were then tested on five to nine objects. They did just as well. They 6.__________ do this, the researchers say, because they had learnt some rules about numbers and counting.
• Some years ago in Atlanta, Georgia, a bonobo chimpanzee called Kanzi 7. __________ slice his food by breaking a rock into small pieces and using a sharp part to cut with.
• British experimenters tested sheep's abilities by showing them photographs of each other. Now we know that sheep 8. __________ recognise each other from photographs.
/From Developing Grammar in Context. Mark Nettle and Diana Hopkins/
Speaking Sea Battle
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. Work in pairs and ask each other in turns about the abilities given in the grid you think your partner may have. (e.g. Can you perform modern dances?) Your aim is to find the seven boxes your partner highlighted. If you hit one, find out some details about the partner’s abilities. (e.g. How long has he or she been able to do sth? Why did he or she give it up? Has he or she ever received any prize (or has somehow been praised) for his or her ability?)
Use the other grid to keep a record of your partner’s answers.
The pair which finds all the seven highlighted boxes of each other and can give a detailed description of each other’s abilities – WINS!!!
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dance folk dances (Oriental, Latin etc) |
watch foreign movies without dubbing or subtitles
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show sb the sights in my native city (or Moscow) |
make models from plasticine or clay |
write short stories or poems |
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learn and recite poems
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play a musical instrument |
draw with pencil |
dance modern dances |
take professional photographs |
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participate in discussions in foreign languages
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perform songs |
put professional make-up on sb or style sb’s hair |
write for-and-against essays |
construct objects with lego bricks |
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knit, weave or sew
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write reviews |
perform on stage |
paint in oil (watercolors etc) |
do origami |
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grow flowers or arrange them beautifully
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do magic tricks (card tricks) |
do computer design work (design a web-site) |
read books in foreign languages |
your special ability |
1 Lowry, Glenn - Director, Art Gallery of Ontario