Файл: UNIT 13.pdf

2) The following text is by Roger Black, a British athlete who won both team and individual Olympic medals. First, read the text through to get a general idea of its content, then fill each of the gaps with one suitable word. Finally, read the text again to make sure your answers make sense.

The meaning of success

Success is simple. It comes when you focus solely (0) on what you can control and don’t put

(1)……………under the pressure of worrying (2)………….what everybody (3)…………does. Even though someone (4)………… beat you in a race, they cannot (5)………… away your own sense of achievement. Many people feel, ‘I’ve (6) ………… to win or it’s not (7) ………… doing.’ Only one person is going to win, so if winning is everything, you will be disappointed.

But you can be a winner (8) ………… saying, ‘I ran my perfect race’, because then your success is not (9)

………… on a gold medal.

In 1996 I was looking (10) ………… an art gallery. It had been at the (11) ………… of my mind to see if I could (12) ………… upon any inspiration in what was an Olympic year, (13) ………… I was drawn to a magnificent sculpture of a gymnast inspired by an Olympic motto I had never heard of until then: The essence lies not in the victory but in the struggle.

The (14) ………… I thought about it the better it got. To me the message is that there is no (15) …………..

In achieving any goal if you have not learned from or enjoyed the journey. I bought the sculpture.

3) Discuss these questions.

1Compare the writer’s attitude towards success with others you have discussed in this unit.

2 The writer found inspiration in a sculpture. Discuss any objects, ideas, or people that have inspired you personally, and explain why they were important to you.

Language Focus: Grammar

Clauses of concession

1) How else could the idea below be expressed? Look back at the cloze exercise opposite to help you.

‘Another man may beat you in a race, but the cannot take your sense of achievement from you.’

2) Use of English: Paper 3, Part 4

Complete the second sentence with three to eight words so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. These transformations all involve different ways of expressing concessions. If necessary, refer to the Grammar reference on page 225 to help you.

!Grammar reference p. 225

Exam Focus

Paper 5 (complete interview)

The complete interview lasts nineteen minutes. And you have to take it with a partner. There will be an examiner who will just listen and an interlocutor who will ask you questions and give you tasks to complete.

You are assessed on:

•the accuracy and range of grammar you use

•the range and appropriacy of you vocabulary

•discourse management, e.g. the way you organise your ideas and how relevant they are

•pronunciation

•the skills you display when you interact with your partner and the interlocutor.

There is also a general mark given for your overall performance throughout the test.

Although it is very important that you interact with your partner, you will always be assessed on your own individual performance, and you will not be compared with your partner.

The interview has three parts, which are not connected in theme or topic.

In Part 1 the examiner will ask you about yourself and your opinions.

In Part 2 you have to work with your partner to complete a task based on pictures.

In Part 3 you each have a ‘long turn’ where you are given a prompt card and have to talk on your own for two minutes. This is followed by general discussion between you, your partner and the interlocutor, based on the topic of the two long turns.

Part One

In the first part of the interview the interlocutor will ark each of you some general question to make you feel at ease and to give you the chance to show how you can talk socially. You may be asked to give opinions as well as facts about yourself.

You will do this with the interlocutor in the exam, but to practise this you will work with your partner.

1) Work with a partner. Look at the following areas of conversation. Ask your partner questions that will give them a chance to talk naturally and fluently.

•home and family

•interests and hobbies

•experience at work or school

•achievements

Can you tell me about your home and family?

2) Now answer your partner’s questions. Try to give interesting answers which express your personality and background, and which demonstrate how much vocabulary you know.

Part Two

In the second part of the interview you have to work with your partner. You will be given a task to complete based on pictures. It is important that you listen carefully to the interlocutor’s instructions so

that you can complete the task correctly. The task will have two sections: the first section is one minute and the second is three minutes.

In the exam you will be given a number of pictures, from one up to a maximum of seven, to look at together. In the first section of the task, you may have to talk about only one or two of the pictures, but in the second section you will have to talk about them all. Don’t simply describe the pictures. You have to talk about the issues or points that the pictures raise, not about the pictures themselves.

1) Work with a partner. Read the task below.

1 Here are some pictures of people in the public eye. Look at pictures 3 and 5 say how you think the people might be feeling.

2Now look at all the pictures.

An enquiry is being held into the behaviour of the press, and all the pictures will be used as evidence. Talk together about the different aspects of press behaviour suggested by the pictures, and decide which aspects you find most unacceptable.

(HINT: There are two points to cover here: The different aspects of press behaviour – including both positive and negative effects of such photos – and the discussion of which one is most unacceptable. Remember to discuss both.)

2) Listen to two students discussing the task. You will hear short extracts from their conversation. Notice how the students talk about the issues illustrated in the pictures rather than describing them.

As you listen, mark which of the phrases below they use.

.

It seems to me that one of the important points to bear in mind is …

Well, that might be true, but what about …?

That’s a good point …

What I think is …

Don’t you think that …?

What I mean is …

Exam Strategy

Listen carefully to the interlocutor’s instructions and remember to talk about the issues illustrated in the pictures. Remember that this is a shared task and that you should try to reach an agreement.

Part Three

The third part of the interview takes twelve minutes, and is not related to the topic of Part Two. You will be given a card with a question and some prompts. You have to talk about the topic for two minutes. You do not need to use the prompts on the card if you already have lots of ideas about the topic. But they will help if you can’t think of anything to say. If you run out of ideas, try to relate the topic t your own experience. After you have spoken for two minutes, your partner will be asked a follow-up question based on what you have said. Then you will both be asked another general followup question by the interlocutor.

Your partner will then be given a prompt card on a related topic and asked to talk for two minutes. After the follow-up questions, the interlocutor will start a general discussion by asking further questions related to the theme of the two prompt cards.

Look back at Unit 1, page 18 for a procedure for dealing with the prompt card.

1) Read the prompt card below. Make notes on the ideas you would include.

How would you define success in the modern world?

•relationships

•opportunities

•finances

2)Listen to a student discussing the question on the prompt card and compare his answer with your notes. Did he include the same ideas? Was the talk logical and clear?

3)Work with a partner. You should each talk for two minutes about the topic on the prompt card. Then give each other feedback on the ideas and organization of your talks.

(HINT: Look back over the topics you have studied in this coursebook to practice this part of the interview. Set yourself questions to talk about for two minutes. You could record your talk and listen for accuracy and general interest.)

4)To finish the interview, the interlocutor will ask some further questions, which you will not see. The interlocutor will only ask as many questions as are necessary to keep the conversation going. This part of the interview lasts about four minutes, so you will need to talk about the topic in detail. To practice this, discuss the following questions, which develop the theme of success.

1 Do you think that financial success is more important than fame?

2What kinds of success do you think go unnoticed?

3 Whose success do you particularly admire, and why?

4What part does luck play in success?

5How would you like to be successful and why?

6 Do you think that the right kinds of people become role models in society today?

7Do you think that modern society is too hard on people who fail?

Exam Strategy

•Although you will not have any time to prepare your talk, try to think in a logical way and organize your ideas into an introduction, a main part and a conclusion. Remember that the prompts are there to give you ideas on the topic but you do not need to use them.

•Always listen carefully to your partner’s talk as you will be asked a question by the examiner on what they have said.

•In the final part of the interview you have the opportunity to interact with your partner without having a task to complete. You need to have plenty to say about the topic and to use strategies to maintain a good flow of conversation.

•Don’t try to dominate the conversation when you are interacting with your partner. You will get marks for asking questions and using conversation strategies.

Writing

Paper 2, Part 1 (article)

In unit 9 you wrote an article for Paper 2, Part 2. This had a descriptive focus. For Part 1, you may also be asked to write an article. In this case you will have to discuss the topic rather than describe a situation or event, and you will be given some input to use as the basis for your writing.

1) Read the following writing task.

TASK

You have seen the extract below in an article in a local newspaper and have read the letter sent in to the newspaper in response to the article. Readers have been asked to send in their opinions. You decide to write an article discussing the points raised by both the original article and the letter.

(300-350 words)

Rare award for Scouting

A PERTIGIOUS scouting award was handed out to Joseph Reynolds on Saturday night in front of an audience of over 300 local people. Mr Reynolds received the Silver Acorn in recognition of his 34 years of service to scouting. He said, ‘Not many people get this award – I was overjoyed.’

To the Editor:

Do we really need to gather 300 people together to see someone being given a ‘Silver Acorn’? Ceremonies such as this are a waste of time and money – and what good is a silver acorn to anyone? Surely such awards are meaningless in today’s world.

2)In groups, discuss the following questions.

•What do you know about scouting? How do you think it benefits children?

•What other organisations do you know of that work with children?

•What is your opinion of people who give up their free time to work with children? What kind of reward do you think they should have (if any)?

3)Read the article below, which was written in answer to the task. What is the writer’s opinion about the value of awards for outstanding achievements? (There are some problems of language and organization; ignore these for now.)

There are many awards given out these days in many different walks of life

– pop music, film, social service, scouting – but what is the value of these awards in real terms? I saw a pop group get an award in television last week and there was a big dinner for them afterwards. Some people, like the writer of the letter, believe that they are worthless. When I first read the letter, I agreed with this point of view but then, thinking of what such awards may mean to those who actually receive them, I started to revise my opinion. The modern world is very cynical and materialistic; the majority of people seem to be out for what they can get, seeing reward solely in terms of material gain. But when a person achieves something special in their particular field, or spends years working for others, as Mr Reynolds has done, why should they not receive some symbol of recognition from the society they live in? After all, it was a really nice award, silver with writing around the base.

Mr Reynolds’ hard work has clearly been of benefit to the young people he worked with. Although he may feel that their appreciation is reward enough, it must be gratifying for his efforts to be publicly recognised.

Is acknowledging the achievements of others old-fashioned? I don’t think so. In fact, I think it’s great if they can really enjoy it, and I bet Mr Reynolds is dead pleased, and so are all the other people who get awards. If society ignores the efforts made by individuals, there is a danger that they may feel their work is not worthwhile. And anyway, I think people get a kick out of being told they’ve done well.

we lose such symbols, we lose more than a ‘Silver Acorn’.

(333 words)

4) Look back at both the newspaper extract and the letter. Which points has the writer used from each?

5)

1This article should be divided into three paragraphs. Look back at the article and mark where you think each new paragraph should start.

2What is the focus of each paragraph?

6)

1 Two sentences in the article give information which is irrelevant to the topic. Find these sentences and cross them out.

2 Two further sentences contain language which is too informal, or ideas which are expressed too personally. Find these sentences, underline them, and rewrite them in a more appropriate way.

7)

1 Read the following writing task

TASK

You have seen the following extract in a newspaper article. Readers have been asked to send in their opinions. You decide to write an article for publication in the newspaper addressing the points raised and expressing your own views.

Write your article. (300-350 words)

Government withdraws funding for gifted children

THE MINISTER of Education today announced that funding would no longer be available for schools for children of exceptional intellectual ability. ‘We feel that priority should be given to disadvantaged children, rather than to those who are likely to succeed in any case,’ he said.

Jane Harries, Head Teacher of one of the affected schools, said, ‘It is a tragic decision. Gifted children cannot realize their full potential without the challenge and support we provide; they are our country’s future and we can’t afford to let them down.’

2Decide what your opinion is. (do you agree with the point of view of the Minister of Education, or the Head Teacher?)

3Make notes on ideas to support your point of view.

4Plan your article using the organisational structure you identified in Exercise 5.

8) Write your article. When you have finished, check and edit your work carefully. Pay special attention to the organisation of ideas, and the use of an appropriate style.

UNIT 13 review and extension

1) Think of one word only which can be used appropriately in all three sentences.

1I found that the sports car……………particularly badly on wet roads.

The advice service……………..a useful function until it was closed last year. He…………in front of a live audience last week for the first time.

2We need a new captain who can……………the team to regain their past form. The new manager doesn’t exactly………………….confidence in his workers

His meeting with this unknown woman was to ………………….. his greatest poem.

3He was so shocked after the accident that the police couldn’t get any ……………. out of him at all. They were certainly under a lot of pressure, although this in no…………………. excuses their actions. The whole sorry affair left me with a …………………………..of complete helplessness.

4The existing range will soon be ……………….. by an entirely generation of multifunctional products. If he had……………………. in this round, he could have gone on to the finals.

Once Flavia had ………………. Simon as chief executive, she revealed her plans for the company.

5The police have several theories about the case, but no …………………… evidence as yet. She found all this sudden concern for her welfare rather ………………………. To take.

He found that running 50 miles a week was very ………………………. on his knee joints, and finally gave it up.

6Winning the championship was a personal ………. for Boardman, as well as for everyone in his team. There were yells of ……………… from the campaigners when the result of the election was announced.

The revolutionary new museum building has been acclaimed as a ……………………. of modern

design.

2) Use the word given in capitals at the end of some of the lines to form a word that fits in the space in the same line.

When we think of the future we think of a (0) digital world opening out in front of us, where (DIGIT) vast amounts of data are transmitted at the speed of light for the general good (or bad) of (1) …………… . (HUMAN) We try to (2) …………… a new type of existence, where (VISUAL) limits are broken and things happen that we can’t even dream about. Not (3) …………… so, cry many (NNED) social (4) ……………

who say that our society is in fact (COMMENT) becoming more medieval.

Their argument goes like this: the greatest gulf between medieval and 21st-century thought is the (5)

……………today that no matter what things may (ASSUME) look like on the surface, the world is fundamentally (6) …………… and there is no order. In the Middle Ages (COHERE) the exact opposite was the case – but there is now a hankering to return to this happier order. People nowadays think that progress only causes anxiety and (7) …………… . They see it as creating (STABLE) divisions between its (6)

……………and those who are (BENEFIT) left behind, remaining as confused (9) …………… living (STAND) on the (10) …………… of society. (SKIRT)

3) Why would this photo be suitable for inclusion in a magazine article about pension schemes and their benefits?