Signerrerne = a a re ere _ = 5| LANGUAGE REFERENCE GRAMMAR, KEBB MoDaAL VERBS: ABILITY, POSSIBILITY AND, OBLIGATION (FUTURE) Use williwon’t be able to to talk about future ability, Alter | pass my driving test I'l be able to drive a car on my own She's going on holiday so she won't be able to see you next week, Don’t use can for future ability. Use will be able to instead. Ean | type by the end of the course? * Will | be able to type by the end of the course? “ Use may, might or could to describe future possibilities. in the future cars might contain high pressure hydrogen tanks. We could go to Greece next summer. They may be able to help you with your problem. To describe a negative possibility in the future, we Use might not; we don't use could not. The weather forecast is good so we might not need our umbrellas tomorrow. 7 The weather forecast is good so we could not need ‘our umbrellas tomorrow. * Use will have to or will need to to describe future obligation. There's an admission charge so we'll have to take some money with us. Use will not have to and will not need to to describe a lack of obligation in the future. They're going to give us lunch so we won't need to take any food. Use can’t to talk about a prohibition (a negative obligation) in the future. ‘We should eat something now. You can’t take food into the theatre, MODAL VERBS: ABILITY, POSSIBILITY AND OBLIGATION (PAST) Use could or waslwere able to to talk about a general ability/possibility in the past. When | was young I could run for miles without getting tired. ‘Years ago people were able to drive without taking atest. But to talk about a single action in the past we only use was able to, not could. There was a bus strike, but | eould get a lift with a colleague. x There was a bus strike, but | was able to get a lift with a colleague. ¥ 134 * TT Use manage to or succeed in to talk about something you did that was difficult. Use the -ing form of the verb after succeed in. (Our flight was cancelled, but we managed to get seats on the next one. After several phone calls we succeeded in speaking to the manager. Use couldn't or wasn’tiweren't able to for a negative possibility in the past. I ost my key and | couldn't find it When | was young ! wasn't able to stay out late Use had to to talk about obligation in the past. had to get a visa when | went to the USA last summer. Use didn’t have to to talk about a lack of obligation in, the past. ‘At my old school we didn’t have to wear a uniform, Use couldn't to talk about a negative obligation (a prohibition) in the past. ‘We couldn't use calculators in class when | was at school KEY LANGUAGE IR THE LANGUAGE OF MEETINGS SUMMARISING ‘OK, let me summarise our discussion Let me recap, please. So, just to confirm Right, what have we covered so far? Ok, do we essentially have agreement? Right, ll now sum up. Everyone happy with my summary? VOCABULARY TRANSPORT PROBLEMS Congestion charge, delayed sailing, engineering work, fogbound runway, lane closure, lost baggage, low tide, platlorm alteration, puncture, rough weather, signalling problems, (long) tailback, turbulence SAFETY FEATURES airbag, anti-lock brakes, one-way street, seat belt, speed cameras, speed limit, traction control, traffic signals COLLOCATIONS air pollution, automated system, carbon emissions, construction company, distant future, human error, inflatable slide, preliminary findings, rush hour, significant contribution, significant impact, space elevator, technological advances, traffic congestion, traffic jam, transport infrastructure, transport system WORDS CONNECTED WITH (ICONIC) TRAVEL altitude, era, gruelling, icon, impeccable, nomads, nostalgia, opulence ae= 6| LANGUAGE REFERENCE GRAMMAR IGE Narrative TENSES PAST SIMPLE Use the past simple for single finished actions. We also use it for a sequence of single actions (to say that ‘one action was followed by another one). J opened the door and walked into the room. PAST CONTINUOUS Use the past continuous for an ongoing action which sets the scene or background for a story. The rain was falling 2s we left the house Use the past continuous to contrast an ongoing, action with a single shorter (past simple) event which occurs during or interrupts the ongoing event, | was washing the car when the phone rang. PAST PERFECT The past perfect looks back from a time in the past to another time before that, so we can use it to describe an earlier action in a sequence of events. Itwas dark. Someone had turned off the light. When we arrived, the train had left. (First the train left, then we arrived.) PAST PERFECT CONTINUOUS: Form the past perfect continuous with had + been + -ing form of the verb. A lady had been Use the past perfect continuous to describe an ongoing action which continued up to or finished just before another action or time in the past. Karl realised he'd been waiting for over an hour. ng inthe chair. We often use the past perfect continuous to explain apast result. Twas angry because I'd been waiting so long, We often use the past perfect continuous with before, after and when. Carol had been working there for a year before they gave her a pay rise. USED TO, WOULD, GET USED TO USED TO Use used to + infinitive without toto talk about states that ‘existed in the past, but no longer exist, and for actions that were repeated in the past, but don’t happen now. We used to live in the suburbs. (past state) used to read a lot, but | don’t have enough time now. (past repeated action) Note the spelling changes for statements, questions and negatives. Vused to be a student. Did you use to be a student? We didn’t use to be students WOULD Use would + infinitive without toto talk about things that happened regularly in the past. When | was a child, we would spend every summer by the seaside. 136 ‘We never use would to talk about states in the past. Summers would be cooler here in the past. * Summers used to be cooler here in the past. ¥ GET USED TO Use get used to + gerund to talk about situations you weren’t accustomed to doing / found strange in the past but are beginning to find less strange. | didn’t used to read electronic books but i'm getting used to reading them now. KEY LANGUAGE PERSUADING, MAKING A PERSUASIVE PRESENTATION, PERSUADING pl'm sure itll be a winner. 1m confident you'll like my idea. Ithink you'll agree its a really interesting and creative idea They'd be perfect. They're bound to appeal to the audience. ‘They love our concepts. {twill attract a wide range of filmgoers. We think it’s got tremendous potential. We think our concept is great and hope we've been able to persuade you, too. MAKING A PERSUASIVE PRESENTATION Vl start with: Turning now to <-> Who is our target audience? To summarise VOCABULARY WM cenres autobiography, biography, biopic, blog, crime (story), costume drama, horror, novel, play, poetry, psycho. drama, romcom, science fiction (sci-fi), short story romance, thriller, travel writing PEOPLE IN LITERATURE author, autobiographer, biographer, critic, dramatist ghostwriter, novelist, poet, screenwriter BEB ADiEcTives (FOR LITERATURE/FILW/PLOT REVIEWS) awtul, brilliant, classic, disturbing, dreadful, dull, gripping, interesting, lightweight, moving, overrated, riveting, shocking, tedious, tense, thought-provoking COLLOCATIONS AND IDIOMS a charming read, a child's perspective, a moral tale, a remake of a film, (dynamic) dialogue, evocative language, extremely well-written, key character, incredibly heart- ‘warming, (realistic) plot I Gust couldn't get into it. I could't put it down. I's a real page turner. It's light and easy to read, It (certainly) lived up to all the hype. Is (not) my kind of thing. It was (very) hard going at the beginning, The ending was a real letdown. REPORT (READING HABITS) associated, outperform, preference, pronounce, proportion, relatively, the gender gap, typically, virtuallyee ee ee ee = 7 | LANGUAGE REFERENCE GRAMMAR THE PASSIVE: PRESENT SIMPLE AND CONTINUOUS, FUTURE SIMPLE AND -ING FORMS Form the present simple passive with amiis/are + past participle. The castle is protected by high walls. Form the present continuous passive with am/isfare being + past participle. We're being watched. Form the future simple passive with will be + past participle. The new bridge will be opened next year. The form of be agrees with the subject of the passive verb. ‘A bag was stolen. Ten bags were stolen. Form the passive of -ing forms with being + past participle, for example after prepositions. ‘The children insisted on being taken to the 200. | don’t like being watched. Intransitive verbs (verbs which don't have an object) cannot be made passive. The train was-arrived on time. * ‘We often use the passive when: * the agent is obvious from the context. The man was arrested yesterday. (obviously by the police) I'm going to be given a promotion. (obviously by my boss) * the agent is unknown or isn't important. My watch has been stolen, The house has been demolished. THE PASSIVE: PAST SIMPLE AND CONTINUOUS, PRESENT PERFECT, INFINITIVES Form the past simple passive with was/were + past participle. The building was demolished in 2005. Form the past continuous passive with was/were being + past participle. The rooms were being decorated so we couldn't go in. Form the present perfect passive with has/have been + past participle. The factory has been designed by a Spanish architect Form the past perfect passive with had been + past participle. The flight had been cancelled because of fog, Form the passive of infi participle. The builders are scheduled to complete the work within two years, (The work is scheduled to be completed within two years.) | wanted somebody to help me. ( wanted to be helped.) es with f0 be + past 138 USE OF THE PASSIVE In English we prefer to start a new sentence with a familiar subject (something that has already been mentioned). The passive can help us do this. The house is in illinois. It was designed by Frank Lloyd Wright. ¥ The house isin illinois. Frank Lloyd Wright designed it. « We usually prefer to put short subjects at the beginning of a sentence and longer expressions at the end. The passive helps us do this. The new bridge was designed by an engineer who had previously worked on a bridge in Spain. ¥ ‘An engineer who had previously worked on a bridge in Spain designed the new bridge. * KEY LANGUAGE BOE TALKING ABOUT REQUIREMENTS ESSENTIAL REQUIREMENTS We really must have .. it's vital we have Its absolutely essential to offer >Its a priority We've got to offer them We certainly need DESIRABLE REQUIREMENTS <3 It'd be very popular with ‘We should offer them (something) . POSSIBLE REQUIREMENTS ({temight be a good idea to have We could also consider ‘Another possibility would be to VOCABULARY DESCRIBING BUILDINGS ancient, classical, contemporaty, cramped, derelict, dilapidated, elegant, graceful, imposing, impressive, ingeneous, innovative, magnificent, miniscule, numerous, ornate, remarkable, run-down, stylish, temporary, traditional, vast, ugly amphitheatre (n), configuration (nj, dome (n), exterior (n), eyesore (n), interior (n), landmark (n) VERBS USED WITH BUILDINGS commission, construct, damage, demolish, design, maintain, rebuild, restore, renovate, survive IDIOMS. build bridges, burn one’s bridges, cross a/that bridge when we come to it, water under the bridge PREFIXES IN-, MIS-, OVER-, RE-, UN- indisputable, insensitive, insignificant, insoluble, misplaced, misunderstand, overcome, overcrowded, redefine, revitalise, uncrowded, unimportant, unusualLANGUAGE REFERENCE GRAMMAR RELATIVE CLAUSES Relative clauses give us information about something, ‘or someone in a main clause. DEFINING RELATIVE CLAUSES. Use defining relative clauses to identify or define things, ideas, places, time and possessions. ‘Mr Carson is the man who taught us geography. Use a relative pronoun or adverb to introduce the relative clause. Use that for things and people, which for things, who for people, where for places, when for times, whose for possession. In formal English we prefer to put prepositions before the relative pronoun. In informal English we normally put the preposition at the end of the clause. Parents need to know with whom their children are associating. (formal) Parents need to know who their children are mixing with. (informal) Use whom instead of who, and which instead of that after prepositions. Children fee! social pressure to conform to the peer group with whom they socialise. Parents need to encourage children to avoid situations in which they could be pressurised. Don't use prepositions with the relative adverbs when and where. 2011 was the year when she left home in. * This is the school where I studied at. x If the relative pronoun is the object of the clause, we can omit it. Karl is the person (that) I told you about. (I told you about him.) We can’t omit the relative pronoun if itis the subject of the clause. I'd like you to meet Steve, who used to be my boss. Fdtike-youto-meet Steve; used-to-be my boss: * NON-DEFINING RELATIVE CLAUSES Non-defining relative clauses give us extra information which can be left out without affecting the main meaning of the sentence. They are more ‘common in written English. The author lives in Oxford, The author, who is elderly, lives in Oxford. ‘These clauses have a comma before the clause, and after it if necessary. Don't use that in non-defining relative clauses. My new TV, that | bought last week, is broken. My new TV, which | bought last week, is broken. ¥ In both spoken and written English we can use a non-defining clause to add a comment or opinion about the action or situation in the main clause. Everyone failed the test, which was really unfair. 144 REDUCED RELATIVE CLAUSES We can often replace a relative clause with a participle phrase (a phrase beginning with the past participle or ing form of a verb). We read the text which had been sent by the suspect. = We read the text sent by the suspect. {passive meaning) He arrived late, which made us miss the train. = He arrived late, making us miss the train. (active meaning) We can't replace a relative clause in this way if the relative pronoun is the object of the relative clause. KarHisthe persor-telling/lold yourabout: © KEY LANGUAGE GIVING AND REACTING TO ADVICE GIVING ADVICE Vd advise you to I think you need to Why don't you... ? You could also You might consider REACTING TO ADVICE Yes, that could be helpful OK, it's worth trying ike the idea, but ¥m not sure, | could try it. VOCABULARY PHRASAL VERBS CONNECTED WITH WORKING TOGETHER break up, fall out (with), get down to, get on (with), get used to (+ing), put up (with) FL were you, I'd... Its vitalessential that you .. Ttmight be a good idea to Wd be advisable to It might be worth ‘What's the point of doing that? That sounds lke a good idea, That's really good advice. Yes, | like the idea PERSONALITY ADJECTIVES AND NOUNS * ambitious, ambition, authoritative, authority, conscientious, conscientiousness, controlling, control, cteative, creativity, diplomatic, diplomacy, dynamic, energetic, energy, enthusiastic, enthusiasm, fair, impatient, indecisive, inflexible, knowledgeable, knowledge, objective, objectivity, observant, outgoing, practical, practicality, responsible, resourceful, resourcefulness BEB worp Formation approve, approval, associate, association, behave, behavior, conform, conformity, continue, continuity, define, definition, disable, disability, propose, proposal, refuse, refusal, save, savior, secure, security, suggest, suggestion BB 10s with MIND be in two minds, be out of (your) mind, keep an open mind, make up (your) mind, peace of mind PSYCHOLOGY assessment, case file, deduce, motive profile, psychiatrista = LANGUAGE REFERENCE GRAMMAR EB revonten spec Use reported speech to report someone's words. ‘Ym hungry.’ She said she was hungry. We use statement word order in reported questions. We don't put a question mark at the end, “How much is it” She asked how much it was. She-asked howe-merehr-was it? To reporta yesino question, we use ask + if or whether. “4s it expensive?’ She asked if it was expensive. When we use reported speech, we often make changes to the tense of the verb, to pronouns and to time adverbs. The table shows the most common changes: tenses: present simple past simple present continuous past continuous present perfect past perfect past simple past perfect will would can could pronouns: 1 helshe we they my hisher our theie 1e adverbs: today then / that day yesterday the day before tomorrow the next day / the day last week after the week before ‘The past perfect simple and continuous, and the modal verbs could, would, might and should do not change. In some situations we can choose NOT to change the tense in reported speech. This can be because: * the action or situation in the statement is stil happeningArue. ‘im expecting a baby.” She said she's expecting a baby. (She's still expecting, a baby.) * the verb expresses a fact or situation that cannot change or is unlikely to change. ‘The city is beautiful.” He said the city is beautiful. (It's still rue.) * the verb comes after atime conjunction, ¢.g. when, after. ‘Istarted my job after | finished university.” He said he had started his job after he finished university We do not change the tense or time adverbs if the reporting verb is in the present tense. He says he is working very hard this year. She tells us she isn’t earning very much money at the moment, 146 MBB REPORTING VERBS We often use particular verbs to report speech. The verbs show the attitude of the person speaking so they give a lot more information than say. ‘\think you really should apply for the job.’ He encouraged me to apply for the job. Different reporting verbs are followed by different structures. offer, refuse, agree, promise advise, invite, warn, tel, courage, persuade admit, regret, consider, deny, all verbs followed by a preposition, e.g, insist on, apologise for KEY LANGUAGE HERE CREATING IMPACT IN A PRESENTATION TRIPLING (SAYING THINGS IN THREES) an important industrial, commercial and cultural centre. they help to create the lively, friendly, cosmopolitan atmosphere the city is famous for. REPETITION Toronto's getting better and better these days, as more and more people come from all over the world RHETORICAL QUESTIONS So, what are the main sights of the city? OK, why is the CN Tower worth seeing? VOCABULARY ASPECTS OF CULTURE anniversaries, architecture, attitudes, civil wars, climate, ‘commemorations, cuisine, customs, dialects, faith’ belief systems, geography, heritage, historical events, institutions, invasions, language, manners, monarchy, political system, revolutions, religion, rituals, rules of behaviour, rules of etiquette, the arts, sects, staple diet, specialties, superstitions, terrain, traditions, values BA avyrcnives disappointed, excited, frustrated, hostile, inadequate, interesting, insufficient, intriguing, isolated, lonely, stimulated, unfriendly PREFIXES antic, counter, inter, mis BME surrixes -able, -ible, -ism, -less, -logy, -ment,-tion WORD FORMATION antisocial, communication, counterculture, development, international, misunderstanding multicultural, postwar, predate, responsible, sexism, sociology, subculture, timeless, valuable multi, post, pre-, sub-=) LANGUAGE REFERENCE GRAMMAR FEHB CONDITIONALS: FIRST AND SECOND FIRST CONDITIONAL Form the first conditional in the following way: ‘f+ present simple) willlmay/mightshould, etc. + infinitive without to MIXED CONDITIONALS ‘We can combine the clauses from the second and third conditionals to talk about the present or past results of unreal situations. ie + second + third conditional: past condition with present result if+ past perfect _ | would/should/migh/could, etc. + infinitive without to Use the first conditional to talk about real possibilities. Ifyou ask him, he'll be happy to help you. As long as and provided that mean only if. We often use these expressions to talk about rules or to make a bargain or promise. You'll get a refund provided that you have a receipt. (= You'll get a refund only if you have a receipt.) You'll be able to go as long as you finish your work. SECOND CONDITIONAL Form the second conditional in the following way: if-+ past simple ‘would/could/might, ete, + infinitive without to Use the second conditional to talk about an unreal situation in the present or future. If you had good eyesight, you wouldn't need glasses. (= You don’t have good eyesight.) If you were invited to the party, would you go? (= You are unlikely to be invited to the party.) We often use supposing (that) or imagine to talk. about an imaginary situation. ‘Supposing/imagine you won the lottery, what would you buy? [I CONDITIONALS: THIRD AND MIXED THIRD CONDITIONAL Form the third conditional in the following way: if + past perfect | would/could/might + have + past participle Use the third conditional to talk about unreal situations in the past, i. situations that are contrary tothe facts. If you'd been there, you would have seen her. (= You weren't there so you didn’t see her.) JF hadn't been to university, | wouldn't have got this, job. (=| did go to university so ! did get this job.) We often use the third conditional to talk about regrets or to criticise. If studied harder, | could have gone to university. (= Iregret that | didn’t study harder.) If you'd listened to me, this wouldn't have happened. (= You should have listened to me.) 148 IF you'd brought a map, we wouldn’t be lost now. (= You didn’t bring a map so now we are lost) * third + second conditional: present condition with past result if-+ past simple] would/might/could + have + past participle. If You paid attention in class, you would ave got higher marks. ( You don't pay attention in class. You didn’t get high marks.) KEY LANGUAGE PERSUADING, MAKING A CASE FOR SOMETHING PERSUADING Let's face it, the economy's not in good shape at the moment. Everyone's suffering. ‘We don’t want to be left behind. It's true what you say, Stephanie, but we do need to . ‘That's fair point, Stephanie, but look at the bigger picture. 1'm sure you agree with me, it's our job to manage change .. ve heard about these objections. My answer is simple. Look, | think you'll agree, we've got some of the best and most experienced workers in the trade. MAKING A CASE FOR SOMETHING That's a very strong argument for ‘Another reason is that... I would argue that we'll be IF'some of our staff lose their jobs, it'l have a bad effect on. production. Weill have to reduce our workforce, maybe by 20 percent, but that'll help to lower our costs and make us more competitive. It's a hard world out there. That's the way forward for us. ‘We don’t have any other option. VOCABULARY Ml recotocy (breathing) apparatus, (household) appliance, (labour-saving) device, (internal combustion) engine, (computer) equipment, (clever) gadget, (cash) machine, technological, technology, technophobe WB recHNoLocy ADJECTIVES Cutting edge, durable, easy to use, environmentally friendly, green, handy, hard-wvearing long lasting, non-polluting, obsolete, old-fashioned, out-of date, practical, state-of the-art, user-friendly PREFIXES (OPPOSITES) dislike, inaccurate, inappropriate, inconvenient, ineffective, inefficient, inequality, insensitive, mismanagement, mistrust, misunderstanding, unable, unlikely, unnecessaryNEW Et oles UNIT TEST 5 SECTION A: GRAMMAR 3 Choose the correct option a, b, co SECTION B: VOCABULARY 1 Choose the correct option to complete the sentences. 1. MY mother alvays looks back on her childhood with . : _.and wishes she were sil that child. 1 We will/ might /can have the chance toravelto—%? "S5puence (enowalgla 2 8 . _ 9. _,the moon in the future, but I'm not sur, anda" meme crgteet 96 2 ‘Without a valid passport you won't be able /can’t/ We were working o the most___ schedule ever _might not reed to travel to other countries, ‘¢- 19,complete the task and were all exhausted. 3 In 20 years’ time, more people wll have /need /be °° “sanelling cresting. = 2" able to travel into space for their holidays. $ Gael geil OF Hn eBS 4 Hiimgnt (tte ablated aes youth 3" There were many outstanding features ofthe trp, but answer next week. | can’t do it now, I'm afraid. Mee pi 5 Wevnlihve's neato abindtoe izane=d (0 | get tothe station with only minutes to Spare: We had | a luxury suite with its own bath, double bed and | entertainment centre, When we boarded the train, we were assigned our own butler who would look | ster us thoughout the ourey. Ife ie aking os wet to watch the sun rise over the beautiful South Afcan landscape on our fist day. ‘There was also a wonderful lounge where we sa | sit during the day and socialise with other travellers. New Language Leader Upper Intermediate Unit Test § © Pearson Education Lid. 2014 1NEW Language Leader SECTION C: INTEGRATED SKILLS 5. Choose the correct option to complete the text. eG 4 Complete the text with words from the box. There 4..af@ more words than you need. Gy, ep 6 brakes fogbound platform cs | Here isthe raffic news. Due 0 runway, the main London airports aré closed this! “ane-ay congestion “engineerin, signalling, tailbacks | fi ep eemereetng eeees ene as EE trae ‘STATE OF TRAFFIC SURVEY RESULTS: AN ARTICLE A nesne ‘According toa survey in which 2000 people were questioned about the state of traffic in their towns ‘ikewise / in comparison / whereas to ten years ago, the majority of people felt that traffic had got muck ‘worse than they believed possible. Most people oth ap pMoming)As result, the motorways are at a virtual J “Standstill, not helped by the weather conditions | were worried about the fact that there was "however “and several lane ?_e!asiuro7 nearthe {°° | / many / far more pollution on the roads than ever exist the north, which are aso exacerbating the situation causing long'_tai abe all way Up the main Nomth Road. There is also severe trafic in Birmingham this morning duet allthe®— Tarafro eo grasc 3 andthe* _opazd ‘cameras are also out of action, Fngineers are working on them now and hope | to have the system working by lunchtime. Best to avoid the city if you can. Now, tothe trains. A problem con the main line into King’S Cross has delayed all trains in and out ofthat station by at least half an hour. This. could get worse during the moming so tay tuned hear the latest news." Pat fore alterat before, ‘whereas / likewise/ similarly only about 30 percent of respondents thought cars were more energy-efficient and eco-friendly today. Less than a quarter believed that the traffic situation in major cities would not improve over the next ten years. ‘In contrast / More and more / Similarly, just Under a quarter believed that pollution would get worse. “However /Although / Overall, as many as 85 percent felt that it would be possible to improve the situation provided governments were willing to invest innew traffic schemes and support the manufacture of green energy vehicles. Of these, 75 percent thought that governments would never actually do anything, ‘while / similarly / as 25 percent believed at Euston Station are also causing delays in and out that governments are already responding positively ‘of there too. Not a good day for commuters into to the current situation, So, there are ‘significantly and out of London! ? Sei !2chau, work just more / slightly more / far fewer people who have ‘outside Reading has also caused delays to trains into confidence in the government than there shoutd be. Waterloo this morning. Although most people feet that increasing traffic is 3 ‘Our next trafic update isin half an hour. problem, there are a few, by "way / means / point of cates cape contrast, who thought there was ino problem at all :0 ~~ solve. asthe RPT! CS So, Slikewise / overall / on the other hand, most a] _| People thought that afc was becoming "more and more / further / slightly less of problem and needed dealing with immediately, otherwise there would be chaos. Its also clear that governments need to work harder to actively resolve these problems. "New Language Leader Upper Intermediate Unit Test § © Pearson Education Ltd. 2014INEW. lal Seles Leader UNIT TEST 6 SECTION B — VOCABULARY SECTION A: GRAMMAR 3 Choose the correct option a, b, cor d. 1. He has just finished writing his which 1 Complete the short story by putting the verbs in covers his life up to Ipst yea. I’ a very interesting brackets into the most appropriate form. Sometimes. feadsaet* eje enon i more than one answer is possible. {{ abiogiaphy —— Gautobiography. meet sites] eat we xb novel d biopic ~ _ The old man ‘hed 4: este si in the af 2° Ididn’t enjoy the. ‘of Psycho. | much preferred cocnay for Hours watehtig he endles conimus the orginal yersion. and shoppers walking by. Ustaly, no one ever cok adoption” pecast ensayo? 1 stopned (stop) t0 speak to him or "'B performance Cay check that he was OK He had been Jiip/Aad live} 3 In the end | was very disappointed by the new film. 1 ive) on the streets for the past five years, and The ending wor eal dow ses 4 had be met (become) invisible to the | aput efagtzs> Celet Bornean aes 1G: eter calor of passerby He sa mine had bese thy bum 6" xd.come rs" eps e ‘teonterrit Tmoving.offto the homeless shelier 2) 4 Heer new book is very thought. You should :!e S10 get spine breast when a shadow suddenly read it. reales 6 Pipe wed |)" (loom) over him. aie 4. @provoking c creating up, he” {see) the angelic Ray b making d raising ‘of a young child peering at im through AER Gies | 5 The film was so that nearly everyone came While he aia (are) into the gout ofthe cinema with tears streaming down their co boy's face, he” became ‘ine 2628. fam A Falre or aarcenevaice admonishing tt ene 4 ere ‘afeglous riveting “Come away fom that fithy oldman.’ Somewhere, Comoving Yd charming “© in the depths of his muddled | Mhin was a fickePOe ey” 6 a beeen te errs eine ae? \- fow could he forget it? ove 8 ilarly,___in the final scenes. hellast time he "had Leas _/ hes (hear) 7 lightwel oo & proficient “2 fe it was over 20 years ago when he" Let /sad left b obliviotis 27 Cd pronounced és (leave) home five years before. (238 [eaving “7 She found the: story extremely heart-____ and recommended ittp all her fiends. Westming. Sb moving i gripping «-».¢,, d.shocking 78 found dhe bok ally hard. an could even finish it, dp te de ee 2 Choose the correct option to complete the bee acing wanes ekrigeticot b reading dworking @ ern B66 MO) one senter 8 Past. 9 [liked the. language he uses to 1 wasn’t used to / didn’t use to / wouldn't working describe the islands. You can really imagine yourself for a big company because all my experience had theres cub ikGRINGERE been in a smaller companies, ©" J noticeable xe richly-drawn Je" 0)" ve 2 He never would/ used to / was used to enjoy "Cb evocative ddevoted as@ues?. « watching horror films, but now he loves them. {40 He's a well-known ____and has won three Oscars 3 [remember my granciather got used to / use to / already for his film scripts 30 would always put a coin in our hands when we went <7" novelist ‘Cosereenwriter cs# PooGai fo visit him. Xb author 4. Did you use to / Were you used to / Would you go {o school if Scotland? no 7 New Language Leader Upper Intermediate Unit Test 6 © Pearson Education Ltd. 2014 1Reerd ‘i the hype in the press. ¢ & an Language Leader INTERMEDIA 4, Complete the dialogue with phrases from the box. lived upto get into it “putitdown “""L *O UF spy kind of thing _ real page-tumer <= enwre~ ‘A: What did you think of the new sci-fi book? B: Amazing! | couldn’t'_pud it ‘A: Really? I found i cquitelthe opposite —1just couldn't et tate . There were too many characters atthe beginning and that confused me Br [thought it was a? 202) ase fuses rand I can't wait for the sequel to come out A: Well, ve decided i's not * B: Why did you read it then? ‘A: Because | wanted to see if it * p all SECTION C: INTEGRATED SKILLS 5 Read the text and decide ifthe following statements are True (1), False (F) or Not Given (NG). 1. Only fictional texts can be regarded as literature. 2 Today everything we write can be classed as. literature, pt 3. Literature holds up a mirror to real life._“T 4 Contemporary literary works are a great source of information for historians. 5. Contemporary literature informs us about the way society worked at a specific time. _“T_ 6 Well-researched literature today has less value than contemporary literature, 114 7 Aclassic novel is one that remains relevant in the modern world, 7 8 Having a long-term impact on the reader is the most important factor for a classic novel. _£ 9 Seeing life through the eyes of another person is a valuable experience. 1 10 Literature can help children to understand the world around them, ‘The value of literature Literature can be defined as the body of written works, both fiction and nomfiction, of a language, period or culture. However, inthis madern world of mass communication, can everything that is written. be defined as literature? Surely, it needs to have some lasting benefit for society ifit is tobe classed ‘as such? People say that true literature is @ reflection of ‘eal life and human experiences and emotions. Contemporary literature is obviously a wonderful way of giving the reader and historians a view of life through the eyes of others into how people lived at a particular time. Not only do they reflect the way people spoke, but how they thought, what they wore, how they lived and the prevailing, political conditions. On the other hand, historical novels or non-fiction written today have to be well researched in order to get as close as possible to the reality of the time on which they are based. For many, in order to be regarded as a classic piece of literature, a novel has to stand the test of time ‘as well as tell a good story. There are many other criteria that the author of such a novel should fulf, some of which include the ability to draw the reader toiits characters and leave a lasting impression. it s the closest we can get to being another person as it allows us to imagine a different life through the ‘words and experiences of fictional characters. Children should be encouraged as early as possible to read ast broadens their perspectives on the ‘world and helps them to understand others who tive in very different worlds and circumstances. [no Total: __/40 ‘New Language Leader Upper Intermediate Unit Test 6 © Pearson Education Ltd. 2014I UNIT TEST 7%!" SECTION : GRAMMAR 1 Complete the text by putting the verbs in brackets into the most appropriate passive form. The South Valley Development in Egypt is one of the worl’ largest constuction projects | establish) in the 1980s to ease the population situation in the Nile Valley and to increase Egypt's econemy by converting over one million acres of land into agricultural and industrial development. The project also hoped to provide work (undertake) to find the best location forthe project and finally Toshka and the New Valley oases choose). The world’s largest pumping station ss (install) in 2003 near Lake Nasser, Part of this project is now complete and itis an amazing feat of engineering, Warer®_1 (pump) at 360 cubic meters per second, through a concrete- lined canal into the desert. The Sheikh Zayed Canal, as it® (know), has two main canals which J: (divide) into four branches. Eleciricity for the pumping station © 6) sso (provide) by the Aswan Dam, Although significant progress "5 (make), there is till alot to do before the project is completed in 2020. for more than 19,000 people. Numerous analyses ‘-»4 | .< 4S (hiderelict damaged 265% 2 “The flat is very ___so l can't fit all my furniture into it and there Ig no storage space.-)"17"¢* ipfessive ancient (bcramped traditional ; T think theic new office building is grand and you feel you might get lost in there, xa classical “1 sore 8 ©" b graceful (imposing; 4 They have just so they can build a new apartment block. ccilapidated i Z OA restored demolished a) 4) ae (5,} You should never —_all your bridges when you leave. You may want to come back at some time. 3 a cross ‘c damage (bibum d collapse 6 Thearchitects who were ___ to design the new palace were South American. — Pet s (acommissioned cconfigured x °° {| /- beeonstructed — dconvested 2” (7, Nthink you need to toe bgt ih your boss if you want your job back. aconstruct —cerect. (bbuild dputup ojrewr 8 They found. interesting historical objects when they dug up the old site. corinee aalot Cenumerous « 7 b plenty d minuscule . ~ 9. I love his designs because they're so n sie se anything like the before.» = @ high-tisé’"" (einnovative Pc ec 6"rumdown — A stuctural 20-2 “ty 10 The builders have managed to to its former glory." "> a redefines"? maintain rebuild © Cd restore «, pt Ayer” —/10NEW Language Leader 4 Complete the sentences and a prefix. erg endts come placed ith words from the box “ahs we sensitive vitalised 1 2 3 4 oe fee 5° the [adic pucbabha fact is that the goverment has run out of money. = wg esp The local council as v1 othe own, making ata voy pe Hines They have SANG nator problems dnd wl start bulges oe, gee se Their_ingeng! Ze Vat tude tolvards the «govironment meant that they didn't win the contract. “Her faith in hibits was provedto be velspl, when he let her dow once again. okey rhnoaa) wong pad tia orehit 3 aa peer ene = + hobby the centre ace Leet sputable <> 25 Choose the correct option to complete the text SECTION C: INTEGRATED SKILLS Antoni Gaudi Barcelona is famous for 'its/ these / those buildings by Antoni Gauidi, who was born in 1852. Today, people travel thousands of miles to look at ‘them his/ their iconic buildings. Gaudi’ use of colour has influenced the buildings around the whole of the city. He preferred to use the shapes 'that/ it/ he found in nature in *his/ its/ this designs. Architects around the world admire Gaudi's designs, Sthey/ which / those are extremely distinctive in both colour and shape, *Ie/ They/ He utilised a lot of mosaic patterns in his work, many of which / whom/ whose are clearly demonstéated in the Park Guell,*thae/ where ityou can also visit the small house in *that/ it/ which he once lived. His work represents «1 major brilliant ereative contribution to the development of building technology at the turn of the 2oth century."°This/ They/ Iealso influenced a lot of construction techniques used in the 2oth century. [70 Total: __/40 [New Language Leader Upper Intermediate Unit Test 7 © Pearson Education Ltd. 2014a Iau Ur Leader se UNIT TEST 8 SECTION A: GRAMMAR 1 Complete the text by putting the verbs in brackets into the most appropriate form. Is globalisation really good for us? There appear *_tz (be) two schools of | thought about globalisation. The first is that It works for everyone and the second that it only works for the wealthy. Many people compiain that large corporations and developed countries are the only nes that benefit, but wher ye traveled trough Africa last year and stopped * meet). ee eigin te care taein: villagers 2 seg (el) us tow delighted they were to have work provided by multinationals. ve stopped + (question) the value of globalisation and begul To look at how people can benefit from of it instead. Infact, some companies now regret ° inc (relocate) overseas and | are returning manufacturing to their home counties. | Tdistike large multinationals *__in__ (take) | over the world, but surely, we could all benefit as | long as businesses are run ethically? One current theme of dlcontent wong the publi ek ‘multinationals seem to avoid ? pay) {aes byclaining toto be based Ht taunery. This is something governments need to resolve 50 _ that everyone in that country can benefit. _i? 2 Rewrite the second sentence so that it means the same a the first sentence. Use the word given in capitals. 1. Someone is going to redecorate my house. GET Lam going 7 coy bpd odes). 2. They are sending the documents 10 us by courier. HAVING We: 210 us by courier. 3. Ateuner has checked the contact HAD Weis bya lawyer. 4 Someone sole her laptop HAD She jad » 5. The best architect inthe country designed the new building for us cor We sat pds by the best architect in the country. 6 They make the jeans for us in a small factory ip China, Get Weged 1 raed ina smallfactoy in China, € 7 Someone was cutting her hair when I called. HAVING She ss = ead when f called, Someone serviced the machines last week. GOT iced last week. —/s Shap expertise. :? 3." Standards 7 oyna SECTION B: VOCABULARY 3 choose the core optign to complete the Sentences. ‘er 1. His punctuality / adaptability / mobility means tate in it ay tpt te weg different kinds of places. 2. They took advantage of thie ) The pros and cons of moving production abroad NEW Language Leader NTERMEDIATE SECTION C: INTEGRATED SKILLS. 5 Choose the correct option to complete the, «o-©" dialogue. or A: We'te meeting today to dliscuss(elocating our factory back to this country. 1 like to 'ask / (question / comment fot your views on this, George, B: Well, | disagree. it means destroying communities in poor countries. Gy, oh 893 ‘As Could you be more *sure / certain / specific B:_ Well, he factory was builtin a very poor area where © people were starving. Now they have jobs and food. i _Do,we have the right to take that away? * & cE Cam just “come in / enter / arrive here? We destroyed our own communities when we went ‘offshore. Shoulda’t we look after our own ‘As What do you ‘want / think 7 mean by that? Cz Basically, what I'm Smeaning / saying /teling is it ‘would be better to provide work for people in this country. peecere ‘A: The main "issue / suggestion (view here ist Continuing success of our organisation. We're losing _ the competitive advantage. Oo ska > Beene —/6 6a Read the text and choose the best title. a The negative aspects of cutsourcing production b__ The problems for workers in foreign factories © The failure of multinationals to foresee problems = ‘A decade ago many companies outsourced their ‘manufacturing to countries where labour cost: were ‘much lower than their own. There were obvious economic benefits due to fewer regulations rezarding labour conditions in the countries they outsourced to, s0 companies were able to release equity tied up in factories and other property in their own countries, as ‘well as cut running costs. This, in turn, created more ‘operating capital. However, none of ts came witiout negatives. Itbecomes much more dficule co keep an eye on quality control when the factory is faraway, ‘s0 companies found their reputations being damaged much later in the production process. I also bacame ' public relations nightmare for many companies ‘who were either seen as having no commitment to their own country and communides or because they seemed to condone the poor working conditiens of the foreign workforce. Gb Read the text again and decide if these statements are True (1), False (F) or Not Given (NG). 1 Fewer regulations abroad offered an attractive prospect to many companies, “7 There was lite difference in quality control with outsourcing. _F- Companies had to employ public relations experts to counteract the move. _1? A Total __/40 [New Language Leader Upper Intermediate Unit Test 8 © Pearson Education Ltd. 2014UNIT TEST 9 SECTION A: GRAMMAR 1 Choose the correct option to complete the text. ‘Swimming with dolphins was a (otally / very / completely unusual experience. Iwas‘ a litle / absolutely / bit worried about it at fist, but also extreme / totaly / pretty excited and when | got into the sea with them and they swam up to me, | cannot explain how ¢ very / absolutely / extremely. ‘wonderful it was. | thought the sea was * slightly / awfully / absolutely freezing when | got in, but | soon got used to it. The dolphins were * dreadfully / really /a bit fascinating to watch as they twisted and turned around me, ancl one even came up and nudged me with his nose. I swam with them for ages and felt?” ly / awfully / very exhausted, yet delighted by the" totaly / pretty / terribly unique experience when I got back into the boat. 8 2 Put the words in the correct order to make sentences. 1. they/been seen / their / old / visiting / often / have / art college They 2. Bahamas /for/ years / she / lived /in /the / has She 1 the 3. quickly / puts / very/the first of / paint on /layer/ he. 8 pu He 4 they/ exhibitions /the / have / city / frequently / cultural /in They. 3. her/ by /strongly / other / been 7 work / modern artists / influenced /has Her wz : sfc 6 abstract / does / metal / mainly / sculptures / he / enormous of ea a He sstinlay : 7 millions /Aefinitely ‘sculptures /has [from 7 incredible / earned / his / he He SECTION B: VOCABULARY 3 Choose the correct option to complete the sentences. 1. The art world has been extremely conservative / critical / controversial of his installations. 2 When she first had an exhibition, the critics were quite ideafstc / intellectual / dismissive about it, but now she’s one of the most highly respected artists in the world 3 The view of the mountains from our hotel window was most picturesque / delicious / hilarious 4 [thought the film was really charming / gripping / touching; {couldn't relax at all wondering what was going to happen next. 5 The story was so absurd / stylish / witty that | couldn't believe in the characters or the plot. 6 The plot twist at the end of the book was completely absorbing / compelling / unexpected. | had no idea that it would end that way. 7m afraid the artist is highly / painfully / hurtully shy and doesn’t do any interviews. 8 His work was heavily / entirely / deeply excised atthe last exhibition. In fact, | think he’s stopped painting now. _ie 4 Complete the sentences by putting the adjectives in brackets in the correct order. 1 They built ain) oe cube for their new offices. (stainless-stel/shiny/ amazing) 2 Theanaiss painting entitled Water Lilies is one of the most famous in the world. Monevexqusit/impresionsie 3 The Lary veclovudey oe ble sculpture in the centre of the room is by a new arts. (cectangular/large/marble) 4 The. A part of an archaeological discovery in Mal wooden/vamnished) ! carving was i. (African’ novel is going ‘2 movie. (best selling/new/eomaatic! brilliant) j 6 He collects e figurines. (stonevancienvunusvab) 7-_The exhibition incluged spme furniture (original/metal/trange) 7 New Language Leades Upper intermediate Unit Test 9 © Pearson Education Ltd. 2014ll lane Language Leader NTERMEDIATE SECTION C: INTEGRATED SKILLS. MCC ae OTe utr cy 5 Read the three paragraphs about famous paintings. ‘Which painting, AB or C: . A The Last Supper. by Leonardo da Vinci 3 sof an unidentified person? c Painted between 1495 and 1498, this is probably one 2 has had work done in order to save itt oo of the most famous works of art in the world. It was 3. depicts someone posing in an unusual way? _(¢__ painted on a dry wall in the convent of Santa Maria 4 failed to be given to its rightful owner? be delle Grazie in Milan, where a Christian community 5 remains in a religious setting? A ‘of nuns lived, 50 cannot be classed as a true fresco 6 may depict a relative of the painter? ‘ ‘hey are painted on wet plaster). Leonardo liked 7 was done on an unusual material? ‘to experiment, but had no idea that painting on 8 has stimulated gossip and rumour? 2 dry wall would cause the paint to fade almost 9 had its title changed relatively recently? immediately and attempts have been made to restore 10. marks a special occasion in someone's life? ever ance. fo The Mona Lisa, by Leonardo da Vinei The Mona Lisa, perhaps the most recognised painting Total: _/40 iin the world, was painted some time between 1504 and 1519. The woman’s enigmatic smile has been ‘a source of debate for centuries. The portrait was ‘commissioned by Lisa's husband, Francesco Del Giocondo, a wealthy sik merchant from Italy. He wanted it to celebrate the building of a new home and the birt of their second son. However, Leonardo never delivered the painting to his client for reasons unbeknown al altough tisha led to fescinatng speculation! ©. Girlwith the Pearl Earring, by Johannes Vermeer This painting, originally known as Girl with Turban, was painted around 1665 and was renamed in the second half ofthe 20th century. Vermeer never revealed the names of his sitters, but some experts believe the one for this painting could have been one of his daughters, The panting is out of character for Vermeer in that the gir is looking over her shoulder to look at the viewer, whereas most the Of the women in his paintings tended to be deep in thought, oblivious to the oniooker. "New Language Leader Upper Intermediate Unit Test 9 © Pearson Educaton Lid, 2014lan Language Leader il UNIT TEST 10 SECTION A: GRAMMAR 1 Complete the sentences with a relative pronoun and, if required, a preposition. 1_ The manager with whoen they were discussing the situation knew nothing about the recent incident 2 Bullying has become a serious problem high needs to be tackled by every institution, 3 Parents_whoge children are being bullied usually notice a change in behaviour and attitude before they realise what is happening 4. The one result ofthe survey zd surprised al of us showed that nearly every member Of staf felt they had been bullied at some point of their working lives. 5 Company bosses seem to have litle sympathy with those claim to have been bullied, 6 Her studies in psychology, wht ch she completed two years ago, have helped her enormoush her role as a manager. 7 The accounts, abauk shiek they hada meeting yesterday, have been finalised today. 8 The book was dedicated to the people who ] hacks “had helped her in her research, _ 78 2 Join the sentences using reduced relative clauses. Keep the meaning the same. 1. He acted without authority. This caused anger in the department. He acted without authority, 22485 x9 2. His actions caused the whole department to be angry. As a result ofthis, the director gave him an. official warning. ‘The anger of the whole department, hee s 1 led to an official warning from the director. 3. Criminal profiling was developed in the 1950s. developed in Many police forces use Trnowadays. Criminal profiling, deviled Tn the 19503 7 i5 used by many police forces nowadays. 4 ve lost my file. It contains all the documente/for the meeting. Wve lost the file cadenininn dl the dy for the nieeting. 5 The jewellery is very valuable. Itis hidden in the safe. enty The jewellery _hay the sa very valuable. 6 ihaven’t met the psychologist. He's giving a talk this afternoon. —— Thaven’t met the psychologist__e/ine a falle this atemoowt@ 7. The police have arrested a man. The newspaper described Bifn as very dangerous, . ‘The police have arrested aman dé-feribed af u€_in the newspaper. _i? New Language Leader Upper Intermediate Unit Test 10 © Pearson Education Ltd, 2014 1LAY Language Leader SECTION B: VOCABULARY 3. Complete the sentences with words from the box. ‘There are more words than you need. put up out outof into in made usedto peace used take 1 You can’t do that! You mustbe at ef your mind. il never make any money. 2 Theyfell__o with each other last month after a big argument and haven't spoken since. 3 The company was broken _« into separate divisions and sold to various organisations. 4 [think we need to take out some form of insurance just for of mind, 5 The company won't up with people who are not prepared to work hard. 6 It’s very easy to get_Wed) To _ working in such a beautiful office. 7 Have you supplier to use this year? Up your mind about which 7 4 Complete the sentences with the correct form of the word in capitals. 11 The company which took us over was really our saviour /sayiay. We would have gone bankrupt otherwise. SAVE 2 Young children are always seeking their parents’ approval ‘APPROVE 3 His diplarnacy — has proved to be very useful inthis job. DIPLOMATIC 4 Jenny is very kaawtedee ab le about KNOW ‘computers. 5 Hisattitude is very authorida hive /aidhentrian and nobody dares to contradict him. AUTHORITY 6 Their ye A to make the necessary changes left the company ina poor state. REFUSE 7 It’simportantto have con Lnwitiy / conb:nun Fern of leadership at this time. CONTINUE 8 Her Lebavreel has become very erratic recently. RA vie BEHAVE 78 SECTION C: INTEGRATED SKILLS 5 Complete the dialogue with phrases a-j. Sometimes ‘more than one answer is possible. That sounds like I think you need That's really good It might be worth If lwere you Why don’t you You could say ''m not sure I'd advise you to You might consider poo eR e anos | need some help with one of my team members. She's recently been arriving late and leaving early. 1B to speak to her as soon as possible and find out why. C: 14 do it sooner rather than later. Why haven't you said something already? ‘A: [tried, but she just ignores me or says she’s busy and can't be interrupted. B: 2/1 _ taking her out for lunch so you can find out whals going on Ce +g that you're abit worried about her and ask i thes ‘something you can do to help. $4 /3__ telling her what a good job she had been doing util recently. ‘A: © & a good idea, but she may refuse to come out for lunch. C: 7_£_just ask to have a quiet word with her in the office? B: * € _, I'dtake her away from the office. It'd be A c better on neutral ground. *_h. _. I could try it,| suppose, and if that doesn’t work, just speak to her in the office. And if you can’t get to the bottom of the problem, try talking to her colleagues and see if they can help. ‘A: "6 advice, thanks. 710 Total: 740 New Language Leader Upper Intermediate Unit Test 10 © Pearson Education Ltd, 2014 2tl ans Language Leader UNIT TEST 11 SECTION A: GRAMMAR, 1 Report these statements. Only change the tense if itis necessary. Sometimes more than one answer is possible. 1 Loved suying in Maki tt tm pa be She said fel she ved L ved Sidi AA bik / hed) glad to be back now: 2 We met some lovely people when we were there. They told m weed | had wet Some dovely ‘were there. 3. Tvéaslividg with a host family when twas in Madrid. He said thai ing [had img wa, he was in Madrid. 4 ‘I wish | could have dayed there longer. He said hat he oo could gtayed ‘there longer. 5. We often visitart galleries at weekends. They told me that chew often visit art galleries at weekends. 6m looking for ajob at the Inbatibe moment. ee Ae it Ipoles eee for a tthe moment, 7 ‘t seen them. wim Ro ages. Shesid seat "the “Eatn?t sen /Redn SRen Bat she hase t seen /heda2t A for ages. = 2 Complete the reported statements using the verbs given. 1. ‘1didn’t say anything to hirn’ DENIED She denied saving _andthing to him. 2. ‘Ithink Fought to adk fy pa fora loan. ‘ONSIDERED He conzidered ashing his fora loan. 3. ‘Would you like to Come to-inner, Jo” INVITED 1 to ts tre te dinner. 4 sony fcouldnfiep you ABDLQS IED x : oe 5 ‘should hay i, ee aTD she »esnelled nel kin the job. 6 amide hnieake! ADMITTED He bing a mistake. 7 ‘VV never be late again.” TcerPROMISED Eines wat cle weld EE Tate again, 8 ‘Make sure you don't tell anyone about this.” /ARNED He warned me wet te fell eryer€ about it. B SECTION B: VOCABULARY 3 Choose the correct option to complete the sentences. 1. He found the way in which life rituals / beliefs / values such as births, marriages and deaths are treated in different cultures fascinating to study. 2 They loved the culture / institutions / cuisine ofthe region, where the specialities included stuffed and curried oe People from different cultures can sometimes appear intriguing / hostile / isolated towards each other, but it’s usually Caused by a lack of understanding. Its important to try and understand the heritage / values / institutions of other cultures, that i, traditions and history passed down from generation to generation. The way the people celebrated birth was intriguing / frustrating /simutating and completly efferent anything else they had seen, so they wanted to find out more. ‘When you go to dinner in a new country, it’s important to understand the superstitions / etiquette / staple diet required. *] 4. Complete the sentences with a word formed from the word in capitals. Youppsy need to adda prefix. 1 In our amabtie society, ‘made up of people from many different countries and backgrounds, it's important to have respect for others. CULTURE 2 Itis.also very important to develop a eran for attitudes which are different from your own, TOLERATE 3 The edmittance of those with diverse views into a community is of paramount importance. ADMIT 4 There have been many recent knebli ter inthat area, stopping tourists visiting the country. HOSTILE 5 Hehasmadea valuable contribution to VALUE 6 She has gone to univers to study SOCIAL 7 After the fighting ended, that is, in the years, he worked hard to set up the company. WAR 8 There seems ,o have been a nntcimdgrttaae iy Thatwas rot what I meant. UNDERSTAND 9 Lhope you got your information froma ele able source ety = New Language Leadler Upper Intermediate Unit Test 11 © Pearson Education ltd. 2014 1NEW Language Leader ‘MEI SECTION C: INTEGRATED SKILLS 5 Choose the correct option to complete the text. Changing people’s perceptions We work with young people from different cultures: and backgrounds, to help them have a more open and respectful attitude towards others. Firstly, ‘nevertheless / in order to / alternatively help them to get to know each other, we ask them to get into teams of four “provided that / alternatively / therefore there aré at least eight people. We Usually find that they tend to want to stay with what is familar and choose people similar to themselves. *Alternatively, / On the contrary, / Therefore, we have to ask them to create other groups which are more diverse. *In addition, / Similarly, / Provided that, we tell them we want each group to have two boys and two gitis. Some of the boys can often be unhappy about this, but. wwe insist. In order to, / Therefore, / Similarly, some of the girls complain and refuse to do the exercise. We tell them that ths isn’t an option and they are holding up everything. You might think that this ‘would really upset them and that they would refuse to cooperate. “On the contrary, / Alternatively, / Similarly, it usualy Gets people thinking about their hates and fears more clearly. _ié 6 Read the text and decide if the statements are True (1, False (F) or Not Given (NG) 1 2 3 4 Immigration was common in ancient times. Sometimes undesirable elements of society were sent to other countries. Inearly times, British people were not the ‘only ones to immigrate to Australia. Today immigrants find it much easier to move to another country. a Total: __/40 New Language Leader Lipper intermediate Unit Test 11 © Pearson Education Ltd, 2014 2NE Language Leader UNIT TEST 12 SECTION A: GRAMMAR 1 Complete the sentences by putting the verbs brackets into the most appropriate conditional form. 1 be (be) happy to work for them if they gavéyou the job? 2 Ifelectricity hadn't been invented, we probably. In?¢_haé (not have) all the technology we have today. 3 I might not be able to meet you ifthe meeting "ving (cun) later than expected. 4 he'd really wanted tp be a doctor, he 001 ied _ (study) harder at university. 5 We (be) unable to access all the information we have today ifthe web hadn't been invented. 6 Wyot had bousht _(buy)a map ast suggested, we wobld't be stuck in the middle of nowhere now! 7 She wouldn't have had the accident if she hed?! dyivivg (not drive) while looking at the map. # What andl yo change youchngeinyur life if you had the chance?’ 9. Imagine you could have any job you wanted. What wauld jj (ive)? 10. We could go on holiday you «thine (think) its a good idea, SECTION B: VOCABULARY 3 Complete the sentences with words from the box. close machines device apparatus cutting gadgets 1. eas to buy every electronic _dewiee he sees. 2. My kitchen contains many ~gedoele which do every kitchen job intagittable. 3 We've got to buy new household dane when we move into our own home. 4 They've bought some new office_equipraznt ‘so we won't have to put up with the ps inter breaking down every five minutes! 5 Theirideas are___¢ won them many awards. 6 Youneedtouse long-Lating materials for tis 7 Howmany_machineg make up the production Tine in the factory? 8 When people go into space, they use special beating aparece 0 ane 9° They come froth a very 7 Tere __ knit ‘community. ‘equipment lasting appliances ing -edge and have 9 4 Complete the text with the negative form of words from the box. There are more words than you need. 10 2 Choose the correct option to complete the sentences. 1. Supposing / As long as / Unless you won the lottery, ‘RIAEAoutd you do withthe money? 2 We can meet unless / supposing / provided that you have the time. 3. I'can help them as long / provided / if as you bring back my computer. 4 Provided / Unless, If you give me my computer back, Ill have to repor the theft to the police. 5 Unless /1f./ As long | had had time, ! would have gone to the conference last week. _ is Tike convenient ‘equality accurate advantages sensitive trust efficient New Language Leader Upper Intermediate Unit Test 12 © Pearson Education Ltd. 2014 1Na Language Leader SECTION C: INTEGRATED SKILLS 5a Read the article and choose the best title. You shouldn't believe everything you read The technology debate continues TE The benefits of technology outweigh the negatives d__ New technology provides serious challenges | 5b Read the article and complete the summary with words from the box. There are more words than you need. Signs proud developed enthusiastic improved benefit unable overweight reduced stuck notices increase substantial lively debate is going on these days about the value of technology and whether the human race is actually gaining from it more than its losing. ‘The technophobes tend to have a certain arrogance In their attitude towards technology, wearing this attitude almost as badge of honour, and rejecting mobile phones, tablets and computers, announcing that they wll eventually destroy the human ra ‘As people get older, they often become more entrenched in their ways and hate change of any kind. Asa result, the older generation are often ‘uninterested in new technology. {In addition, there is a schoo! of thought that believes the younger generation spend too much ‘time on the computer and other devices and that technology is diminishing thelr concentration span, leading to poor results in their studies. Its thought ‘they do little physical exercise, thus contributing to the growing problem of obesity. Another area which causes problems is the proliferation of health websites. Medical professionals are very concerned by the increased anxiety people suffer when self-diagnosing (often ‘mistakenly) serious or terminal illnesses or filing to recognise the symptoms ofa serious illness and delaying a visit to the doctor. On the other hand, it should also be remembered that the older generation can actually gain from technology. Older people are more likely to find themselves isolated when they are ill or living alone {and technology is the one thing that can act as a lifeline to the rest of the world. In terms of the younger generation, many would argue that using the internet can help students broaden their knowledge and, asa result, gain better marks at school. Also, ifa child has along: term illness and can't attend school, they can be connected to thelr teachers and class via computer. [As far asa lack of exercise goes, there are many ‘apps that can be downloaded to help people train and lose weight. It can also be argued that there are many good alth websites on the internet and these can tenable people to become more aware of their health, which can cut down on unnecessary visits to the doctor or help people recognise the early ‘symptoms of an illness. ‘There Is cleary some value In technology for the older and younger generations. However, there are also some potential pitfall. Technology: good or bad? The juryis still out, but the best outcome ‘would be to take advantage of the positive aspects land be aware of the negatives. a Total: __/40 New language Leader Upper Intermediate Unit Test 12 © Pearson Education Lid, 2014 2NEW Language Leader ANSWER KEY UNIT TEST 1 SECTION A: GRAMMAR 1 is researching 2 is focusing/s focussing 3 affect Aare changing 5 was working 6 was observing 7 realised 8 was having/had 2 1 Have you ever interrupted 2 did that happen 3.was listening 4 did/was doing 5 did you say 6 Did she stop _7 has never learmed/has never learnt’ will never learn/will never learn SECTION B: VOCABULARY 3 louder 2thinks straight 4 wavelength 5 quick Ghear 7 word 4 1b 2c 3a 4d Sc 6a 7b 8d SECTION C: INTEGRATED SKILLS 5 Tunable 2attached 3 apologise/apologize Ahesitate 5 sincerely 6 a, bd, i,j (in any order) UNIT TEST 2 SECTION A: GRAMMAR, 1 ‘have lived/have been living 2 has been melting have putfhave been putting 4 have appeared/have been appearing 5 has completely disappeared 6 has been flooding/has flooded 7 have tried 8 have been helping. 2 1 tell me how much sea levels have risen 2 ask you where the information comes 3 to know if there are any 4 know if the volunteers have arrived 5 wondering who | have to 6 know when the presentation starts 7 tell me why governments aren't doing more SECTION B: VOCABULARY 3 detached 2 desirable 3 comparatively Apollution 5 traffic 6urban 7 issues 8 rec Siriendly 10deliberately 11 normally 12 fossil YBabandoned 14mindless 15 apartment SECTION C: INTEGRATED SKILLS 4 way interested 3 point 4 absolutely/completely/ totally 5 doubt 6 1c 2f 3b 4e 5a UNIT TEST 3 SECTION A: GRAMMAR 1 ithe 2- 3 the 10~ 2 many 2few 3 Hardly 4 Almost 4the Sthe 6 7the 8the 5 little SECTION B: VOCABULARY 3 confidence 2discipline 3.control 4 calm/courtesy Scourtesy/calm 6 stamina 7 intensity 8 sacrifices 4 1 ball 7 game 2 goalposts 3level rolling Seye 6own SECTION C: INTEGRATED SKILLS 5 1 greatest 2far 3 truly 4 Whats extraordinary 5 most 6 a, €, hy j (in any order) New Language Leader Upper Intermediate Tests Answer Key © Pearson Education Ltd. 2014 1NEW Language Leader UNIT TEST 4 SECTION A: GRAMMAR 1 ‘Lare you going todo _2both 3 we'll be sitting 4 you'll be studying She'll be giving 6 1am going to dof will be doing ~7 I'll be thinking 2 1 will have finished 2 will have visited 3 won't be 4 will have been 5 will make 6 will happentwill have happened 7 won't have 8 will have changediwill change SECTION B: VOCABULARY 3 1c 2d 3b 4c Sd 6b 7a 4 Aabout 20n 7from 8 from with 4from Sabout 6in SECTION C: INTEGRATED SKILLS 5 1 Itis vital that you find out 2 You should check 3 tis advisable not to try to solve 4 Its a good idea to spend time 6 rapidly 2 breakthroughs 3 material 4 research 5 anificially 6 revolutionise UNIT TEST 5 SECTION A: GRAMMAR 1 A might 2won'tbe able 3be able 41'Il be able to Shaveto Gbeable 7need to 8 might not 2 ‘couldn't. 2weren'table 3succeeded in 4had to Smanaged Gwereable 7 could SECTION B: VOCABULARY 3 1c 2a 3d 4b Sd 6c 4 ‘fogbound 2closures 3 talbacks 4 congestion Staffic 6speed 7 signalling 8 Platform 9 Engineering, SECTION C: INTEGRATED SKILLS 5 in comparison 2 far_3 whereas 4 Similarly SHowever Gwhile 7farfewer Bway 9 overall 10 more and more UNIT TEST 6 SECTION A: GRAMMAR, ‘Thad been sitting/was stting/sat/had sat 2stopped 3 had been livingyhad lived 4 had become '5 was contemplating/had been contemplating Gloomed 7saw B8wasstaring 9became 10 had/ heard/heard 11 lefvhad leftwas leaving 2 Awasn’tused to 2usedto 3would 4 Did you use to SECTION B: VOCABULARY 3 tc 2d 3c 4a 4 1 putitdown 2-getinto it 3 real page-turner 4 my kind of thing 5 lived up to 5b 6d 7a 8c 9b We SECTION C: INTEGRATED SKILLS 5 1f 2NG 37 4T 5T 6NG 7T 8F 9NG 10T New Language Leader Upper Intermediate Tests Answer Key © Pearson Education Lid. 2014 2il NEW Language Leader MID-COURSE ASSESSMENT (UNITS 1-6) SECTION A: LISTENING 1 17 2F 37 4T SF 6T 7F 8T OF WT 2 a, df, & i lin any order) SECTION B: READING 3 1b 2c 3c 4 1D 2B 3C 48 5D 6A 7C 4d 5b 6a 7b 8c SECTION C: LANGUAGE 5 ‘Thas changedshas been changing 2 seemedihad seemed 3 has been growing/has grown 4 are still depleting 5 inhabits) 6 are melting/have been melting 7 will continue/continue 8 will we have beendwill we be 6 would 2had 3the 4a Sall 6it 7hardly 7 1b 2c 3a 4d 5b 6d 7d 8 made 2 goalposts 3from 4 lucrative 5 tailback Gemissions 7 scale 8 cared SECTION D: WRITING 9 Sample answer The two tables show changes over a ten-year period of how different age groups fee! about energy resources and the environment. Ten years ago, the majority of people between 18 and 30 agreed climate change was due to human activity and that alternative energy sources had to be found, and ten years later, the figures had hardly changed. People aged between 30 and 50 were less likely to accept that human activity was the cause of climate cchange, with just less than half agreeing, whereas ten years ago, only 15 percent accepted it. On the other hhand, the large majority of them agree that alternative energy sources have to be found and this has increased ‘over the ten years. Around a third of over 50s currently accept human activity has caused climate change and their views have not changed much over the decade, ‘whereas nearly two thirds of them believe we need to {ind alternative energy sources compared with only a third ten years ago. With regard to nuclear energy, a quarter of the younger and older groups were in favour of it a slight increase compared with ten years ago. Just over a third of 30-50-year-olds thought it would be a good idea, slightly fewer then previously. From the information given, wind farms seem to be seen more favourably, with around half of those from each age group questioned agreeing they were in favour of them. For the other groups, this is quite a bit more than ten years ago, when 30 percent of younger people agreed and only a quarter of over 50s. Overall, it seems that people are more aware of and. more concerned about environmental issues than they ‘were a decade ago. UNIT TEST 7 SECTION A: GRAMMAR, 1 ‘Iwas established 2 were undertaken/had been undertaken 3 were chosen 4 was installed Sispumped 6isknown 7aredivided 8 is provided ‘has been made 2 ‘are still being built 2will be finished 3 was being done have been sent Sisto be claimed 6.will be sent SECTION B: VOCABULARY 3 1b 2b 3d 4d 5b 6a 7b Bc 9c 10d table 2 revitalised 3 overcome A insensitive 5 misplaced New Language Leader Upper Intermediate Tests Answer Key © Pearson Fducation Ltd, 2014 3NEW ie tarteetye KeeColelg SECTION C; INTEGRATED SKILLS 5 1its 2his 3he 4his Swhich 6He 7which Bwhere Iwhich 101t UNIT TEST 8 SECTION A: GRAMMAR 1 Ttobe 2tomeet 3telling 4 questioning Srelocating taking 7 paying 2 ‘to get my house redecorated 2 are having the documents sent 3 had the contract checked 4 had her laptop stolen 5 got the new building designed 6 getthe jeans made 7 was having her hair cut 8 got the machines serviced SECTION B: VOCABULARY 3 1 adaptability 2edge 3 Dynamics 4 sensitivity S profound 6 mindset 7 pushing 4 ‘greed 2markets 3 resources 4 labour 5 choice Ginterest 7 trade 8 footprint SECTION C: INTEGRATED SKILLS 5 ask 2specific 3.comein 4mean 5 saying issue 6a c 6b 1T 2F 3NG New Language Leader Upper Intermediate Tests Answer Key © Pearson Education Ltd. 2014 UNIT TEST 9 SECTION A: GRAMMAR, 1 Ivey 2aliitle 3pretty 4 absolutely 5 absolutely Greally 7 completely 8 totally 2 ‘have often been seen visiting their old art college has lived in the Bahamas for years 3 very quickly puts the first layer of paint on/puts the first layer of paint (on very quickly 4 frequently have cultural exhibitions inthe city 5 work has been strongly influenced by other modern artists 6 mainly does enormous abstract ‘metal sculptures/does mainly enormous abstract metal sculptures/has definitely earned millions from his. incredible sculptures SECTION B: VOCABULARY 3 Jertical 2 dismissive 3 Sabsurd 6 unexpected 7 pa 4 1 amazing shiny stainless-steel 2 exquisite impressionistic Monet _3 large rectangular marble 4 varnished wooden African 5 brilliant new best- selling romantic 6 unusual ancient stone 7 strange original metal turesque 4 gripping fully B heavily SECTION C: INTEGRATED SKILLS 5 1C 2A 3C 4B 5A 6C 7A 8B 9C 0B UNIT TEST 10 SECTION A: GRAMMAR 1 1 with whom 2 which/that 3 whose 4 whichthat Swholthat 6 which 7 about which 8 whorthat 2 11 causing anger in the department 2 caused by his actions 3 developed in the 1950s 4 containing all the documents 5 hidden in the safe 6 giving atalk 7 described as very dangerousNEW Language Leader SECTION B: VOCABULARY 3 Toutof 2out 3up 4peace 5 put 7 made 4 I savloursavior approval 3 diplomacy 4 knowledgeable 5 authoritative/authoritarian G refusal 7 continuity/continuation 8 behaviour! behavior 6 used to SECTION C: INTEGRATED SKILLS 5 1b 2i 3dj 4g Sdj 6a 7f Be 9h 10¢ UNIT TEST 11 SECTION A: GRAMMAR 1 1 that she loved/nad loved studying in Madrid but (that) she is 2 (that) they metvhad met some lovely people ‘when they 3 (that) he was living/had been living with a host family when he 4 (that) he wishes he could have stayed 5 (that) they often visit 6 (that) she is looking for a job 7 (that) she hasn't seen/hadn’t seen them 2 1 denied saying anything 2 considered asking his parents 3 invitedJo to/to come to 4 apologised for ot being able to help _5 regretted not taking 6 admitted making 7 promised that she would never be 8 warned me not to tell anyone SECTION B: VOCABULARY 3 Trituals 2cuisine 3hostile 4 heritage S intriguing 6 etiquette 4 ‘multicultural 2 tolerance 3 admittance ‘hostilities 5 valuable 6 sociology 7 postwar 8 misunderstanding 9 reliable SECTION C: INTEGRATED SKILLS 5 Tinorder to 2.provided that _3 Therefore 4 ln addition 5 Similarly 6 On the contrary 6 17 2T 3NG 4F UNIT TEST 12 SECTION A: GRAMMAR, 1 {Would you be 2wouldn’t have 3 runs 4 would have studied S$ would be 6 had bought 7 hadn't been driving 8 would you change would itbe 10 think 2 ‘Supposing 2provided 3aslong 4 Unless 5 if SECTION B: VOCABULARY 3 ‘device 2.gadgets 3 appliances 4 equipment Sccutting 6lasting 7 machines 8 apparatus 9 close 4 ‘mistrust 2 inaccurate 3 dislike 4 inefficient Sinsensitive 6 inequality SECTION C: INTEGRATED SKILLS 5a ’ 5b ‘proud enthusiastic 3 benefit 4 unable Sreduced 6 overweight 7 improved 8 substantial 9 signs New Language Leader Upper Intermediate Tests Answer Key © Pearson Education Lid. 2014 5END-OF-COURSE ASSESSMENT (UNITS 7-12) SECTION A: LISTENING 1 4-8, c fin any order) 4b, din any order) 6-7, e (in any order) 2 1 supermarkets 2 price/quantity 3 frosts) budget S tourism G infrastructure 7 towns 8 chemicals SECTION B: READING 3 1c 2h 3a 4g Sf 6b 7d 4 ‘thought 2naive 3.customs 4 embracing Sattempt 6 individuality 7 experience 8 benefit SECTION C: LANGUAGE 5 ‘Thad 2to Shave 4 when 7 where 6 te 2a 7 1 apologised for not coming 2.causing me to get 3 promised (that) they would help me 4 wouldn’t have said anything if 5 can't goto Australia unless 6 denied taking/having taken 7 forgot to lock the door 8 remember meeting her/having met her 8 (diplomacy 2stereotyped 3 keep 4 consensus Sconscientious Ginsensitive 7take 8 refused Swas 6which 3d 4a 5d 6a 7d SECTION D: WRITING 9 Sample answer There is no doubt that modern technology has developed at an incredibly fast rate over the past few years. Nearly everyone worldwide now has access to modern technical devices and this must affect the way ‘we behave and interact with others, but isthe effect, negative or positive? This essay discusses the arguments and considers whether, on balance, itis only having a negative effect on our behaviour. ‘There are many advantages; for example, technology allows us to keep in touch with families and friends wherever we are in the world. With the internet, we ccan research any subject, which can greatly help students with their studies. With regard to the economy, businesses can work more efficiently with computerised stocks and production systems, which, in turn allow them to cut costs and stay competitive. Furthermore, amazing medical and scientific advances have been ‘made as scientists and doctors share their knowledge and ideas. As a result, people are spending more time sittin in front of screens and have had to learn new, useful skill. ‘On the other hand, we see young people and their families only communicating via Facebook, email and 0 on. No longer are there conversations around a dinner table because everyone is looking at their mobile phone or tablet. We also expect everything to happen immediately and become impatient if devices are not ‘operating properly. Another negative effect ofthis kind of communi hat it allows people to bully each other and to say unkind things because they cannot be seen. Children can also become easily addicted to the games they play and may get angry or withdrawn if they are not allowed to use their devices or lose them. Although society has undoubtedly gained huge benefits from technhology, on balance, | would say that the technological revolution has had a negative effect on society. There is less personal interaction and we feel safer lying or being rude to people when we do not have them directly infront of us. So perhaps we need to bbe aware of the negative impact and try to minimise it, while taking advantage of all the benefits it can offer. [New Language Leader Upper Intermediate Tests Answer Key © Pearson Education Ltd. 2014 6Extra Practice key (2! ea) waits 1 1a2a;39;4 bs b:6a 2 1Do you preler chicken of Fish? 2 Are you reading anything. interesting a! the moment? 3 Does this mobile phone belong to you? Is your cousse getting more difficult? 5 Does anyone know the answer to this question? 6 Do you agree With hin? 7 Ae the students learning about polation this, week? 8 Do your parents know how to send emails? 31 wrote;2 had sold; 3 has led; 4 has appeared; attended; 6 decided; 7 had been: 8 completed: 9 has writen; 10 lives, 4 Ltricky;2 vicious; 3 obvious: 4 problem: 5 dealing: S situation: 7 deal solve 5 Thump into;2 stay in touch with; 3 track down; 4 confirm; 5 concept 6 prove 6 1b:2d3eae53 7 Le 2b:3c4d5h6a nit 1 1b:2a:3adasb 2 I've looked at;2 ve been readingy've read: 3 "ve been worrying: 4 "ve been living've lived: 8's been raining: 6 "ve bought 134 The works; 2if they are; 3 its; we ean get SIs; 6 she does 4 -1Could you tell me how much it costs? 21 lke to know when the film starts. 3 Do you know whether she's coming to the party? 4 Can you tell me f this model is available? 5 Lwonder where they put the Keys; 614 like to know what ‘causes earthquakes, 5 16:2a:36465g;(nolused:b,d) 6 Liner; 2 vandalism 3 crime; detached 4 blocks; open; 6 connections; 7 abandoned; 8 abandoned 7 1 carbon emissions; 2 fossil fuels: 3 endangered species; 4 natural habitat: 5 faces extinction; 6 of glaciers 8 1 relatively; 2 deliberately; 3 comparatively: 4 mainly: 5 pensively;6 normally Units 1 afew; 2students;3 hardly any; 4 none of, § Several of; 6 alittle; 7 litle; 8 Few: 9 much 2 Quidditch isa fctional sport invented by the author JK. Rowing for the best-selling Harry Poter books. Iisa ball ‘game in which the players try to score goals. There are four balls and two teams of seven players. Usually the players are ‘wizards and witches and play the game by fying on thelr broomsticks. The goals ae ring-shaped and are above the round. The object of the game is to score more goals than the opposing team. 1 the; 2 the; 8 The; 4 the: ~,~;6 the 14:22;3c465h:66:7 8b 1 Steve; 2Carolin: 3 Lucy: 4 David; 5 Miranda: 6 Walter 14;2b;3e;4a5¢ 1 agility; 2 coordination; 3 Nexible 4 tolerant; 5 determination; 6 make; 7 obsessive; 8 apart unit 1 1b 2a;21b 23; 3 1a2b; 4 1b 28;5 1b 2a 2 1.won't have seen; 2 will have had: 3 won't have finished; 4 will have arrived; 5 won't have lft; 6 will have returned 7 will have listened;8 will have spent New Language Leader Upper Intermediate Extra Practice key 3 Le263b:4h:5 6 e; (not used 8 d) 41. look at the implications of 2 1thas a serious disadvantage; 3's a risky option; 4 it could be really bad ..: 5 That could bea big problem for us;6 .. have a huge impact ‘nour sales (not used! consequence, disadvantages) 5 1 diagnosis; 2 authoritative; 3 reassuring: 4 sensitive; 5 symplom; 6 knowledgeable; 7 complication: 8 sociable 6 162g 3c4a5d:Oh:7b:8e units 1 1d:2e3e4b/S0 2. 1 managed; 2 didn't have to; 3 couldn't; din getting: 5 couldn't; 6 10 find; 7 was able to; 8 could 3 1 coulda’'ywasn't able to;2 could/was able 13 didn't have to; were able to; 5 had to; 6 succeeded 4 Lrecap;2 sum; 3 confirm: 4 summatse;5 summary: 6 agreement; 7 covered 5-1 fogbound runway; 2 turbulence; 3 rough weather 4 puncture; § tailback; 6 platform alteration 6 car-airbag: anti-lock brakes; seatbelt traction control road: one-way street; speed cameras traffic signals law: speed limit 7 Limpact;? automated; 3 preliminary; 4 human; § distant; 6 advances 8 14;2a;3G4b;5c60 units 1 Abj2ajseaa 2-1 was sitting; 2 looked; 3 had been sitting; &had/had brought; 5 was; 6had been working 7 hadn't had;8 went; 9 brought 10 sat 11 was looking: 12 had/had brought 3 A When Iwasa child I se used to reed ...;Then I would to read ..B Years ago I would used to live Tt would used to be .. Didn't you used use to live. would used to live 1D... get used to live living inthe city .; He would showght think 41. itll be a winner; 21 think you'll agree ..; appeal tothe audience; 4. i's got tremendous potential 5... persuade to you, too 6 correct 5 1 blog: 2 poetry; 8 biography; 4 short story; 5 psycho drama; 6 autobiography: 7 romance; 8 novel 6 Lautobiographer; 2 poet 3 biographer; 4 dramatist; 5 critic; 6novelist 7 1awful, dreadful: 2 dull, tedious; 3 evocative language; 4 heart-warming; 5 perspective Unit 7 11 has been stolen; 2 was belng watched; 3 am being kept awake at night; 4 was given a wateh; Sis required 6 can't bbe explained 2. 1 was being established; 2 was given;3 was built; being allowed; 5 have been influenced; 6 have been constructed: 7 waslsinspiced; Bis being damaged; 9 to be restored 3 a2b:Sbibe 4 1 got:2 theough: 3 vital: ¢ absolutely; 5 idea: 6 find; 7 offer; Breed 5 Lomate;2 innovative; anclent;4 ugly 6 1 rebuilt; 2 damaged; 3 commission; 4 demolish; § designed; 6 maintain, 7 restore; 8 construct 7 14;2a;3¢/4b8 J insoluble 2 wvereredd; 3 reviled: 4 mnsunderstood unit 11. allowed ws to use 3 Would you consider give giving us. 4 5 The door seems tobe locked «6 2 We stopped the car te look at forgot locking to lock il try send sending him B always ty to stay 2 1b, 2a; 21a, 2b;3 1b, 2a; 41a, 26 3 Thas had hisfher house searched; 2am having my car washed; 3 had his watch epaited 4 have my hale cat; 5 has had her contract cancelled 6 had our bags searched 4 14:26 3a4h:5b:6g:76:8¢ 5 Across: 1 networking; 3 hierarchy; 5 curisily:7 creativity SB sensitivity 9 collaboration Down: 2 intuition; # adaptability: § consensus; 6 influence 6 1 phenomenon; 2 profound: 3 cutting edge; 4 pushing the boundaries; 5 dynamic: 6 collaborate; 7 synergy Unit 8 1 Labsolutely;2 really; 3 absolutely; 4 really/very; 5 slightlyfextremely; 6 very; good; 8 enormous/big: 9 interesting: 10 hotter; 11 starving: 12 upset Bridget Riley is probably the most .; These are works which usually feature patterns she skilfully used black and. white ..; Her first big exhibition was in London in 1962; viewers frequently complained ..: she used colour ‘imaginatively; In the late 1980s, she began to experiment 3. Tis mainly; 2 opened the envelope carefully; 3 In 2004 I 4 usually get home; 5 certainly know: 6 have often seen; 7 did you get there: 8 finished his essay quickly 41. iteould realy upset .;2 But it wouldn't fw. 3 That may be true ‘5 might start doing 5 Lartist art lover, collector, eit, painter, sculptor: 2 abstract, contemporary, realist, modern: 3 controversial, 17 Did you remember turning to turn off. 2 take into account the 1 6todo something if we groundbreaking; thought-provoking. 4 preview, retrospective: masterpiece {6 1 moving; 2 painfully:3 useless; 4 criticised; 5 highly; 6 enttely;7 totally; highly; 9 totally; 10 different; 11 wrongs 12 utterly 7-1 gripping: 2heart-breaking: 3 dreadful: 4 monotonous; S cries 6 outstanding unit 10 11 the man I met yesterday; 2 the DVD player which/that doosn't work very well:3s the woman whose house was destroyed inthe earthquake; sister, who is a doctor, lives in an old house/sister, who lives in an old house, isa doctor; 5 the computer game Itold you about; 6 course, which began ln September, is very dificulfcousse, which is very dificult, ‘began in September 2-1... the problem on which he's working: 2 ‘which she really believes; 3... the bill about which we disagreed 4 .. the course for which they applied: 5... the fone in which we often stayed: 6 .. the architect for whom I work: 7 . the team for which my brother plays football; 8... the project on which we used to work together New Language Leader Upper Intermediate Extra Practice key 31. the persion about who whan far talking 2 This phone, Hat which was 3. the place where T grew up i 4 Michael, whois very intelligent .§ Thestudents, who are fom many, 6 --a woman that she never admits 4A designed; 2 left 3 standing: 4 recommended 5 giving; 6 bought 5 le 2g3dahSf6a7 68 6 1 get on with; 2 get used to:3 broke up: fll out with; 5 put up with: 6 get down to 7-1 diplomatic;2 conform; 3 indecisive: 4 conscienti S objectivity 8 162b:3e)4d:5a 9. A psychiatrists; 2 case files; 3 assessment; 4 profiles / profiling; 5 motive; 6 deduce Unit 1 1 Las working; [had lived; 3 should see: 4 would see us thet, the next/following day: 5 had been, his, their 6 his, had received, the day before/the previous day 21 she doesn’t have ajob ..:2 the weather there is always; 8 they/re going to France. 4 had been toa terrible schoo! 5 they had watched the final episode of Emergency! the night ‘befor: 6 pollution from cars causes 3. 1 wamed; 2 refused; 3 apologised for; 4 offered; § persuaded; 6 agree 4110 carry my case;2 geting married so young; 3 me not to buy anything in that shop; 4for shouting at me; 5 me to learn, the guitar 5 Suggested answers: 1 Why is Cambridge worth seeing? 2ltiean important educational, cultural and business centee. 43 Facilites for tourists are getting better and better each year; 4s buildings, parks and countryside make ita beautiful place to live; 5 The university is becoming more and more popular with international students; 6 What are the main historical sights of the city? 6 Language; 2 institutions; 3 cuisine; 4 religion; § the arts; G architecture 7 rtuale/traditions; 8 climate 7 14;23;3¢/4b: 5666 8 I valuable; 2 responsible; 3 international; 4 multicultural; 5 misunderstanding; 6 antsocial;7 predates; 8 timeless unit 12 1 1d;2e3¢4G5e6b:768b 2 LIEPR go 2 Weare were ich 3 4 As long as you would look. 5 brings. 6... won't wouldn'titbe 3 1h:2¢ 3h 4b; 5g: 6a;76;84 4 1 would have talked; 2 had done; 3 had had 4 would be; if Lean could play if she wovld-bring Shad gone; 6 wouldn't have been 5-1... a8 much as money; 2... notin good shape ..:31¢ shat you say these objections plenty; § 7; 6 That's a point..:7 think you'll agree .8 7 6 1 appliances; 2 device; 3 apparatus; 4 equipment; 5 gadget 7. Luserriendly; 2 state-of the-art 3 durable; 4 obsolete; Shandy; 6 environmentally friendly 8 Lunable;2 inequallty;3 dislikes 4 inaccurate; 5 mistrust; 6 unnecessary; 7 inefficient 8 inappropriate trueBy Transport Unit Objectives modal verbs and ways of expressing ability, possibilty and obligation (future and past) Grammar: Vocabulary: transport; safely features; collocations; words from the text Scenario: the language of meetings - summarising; evaluating proposals, ‘Study skills: using graphs, charts and tables Writing skills: descibing information in a table 5.1 GETTING FROM ATOB IN THIS LESSON Lesson topic and staging Students listen to people talking about the different transport they use and learn vocabulary connected with transport, Next, they read an article about road accidents and focus on safety-related vocabulary. Finally, students discuss how to make roads safer before writing a report with recommendations. Objectives By the end of the lesson, students will have: + extracted specific information and language items froma listening and a reading text + extended their range of vocabulary in the context of transport and road safety + discussed their opinions on road safety + written a set of recommendations fora report on. improving road safety Timings If short of time, set Exercise 12 as homework Possible lesson break: after Exercise 5. WARM-UP + Write the word transport and the following on the board inairt, cra, alnep, pis, ceylbci, alcco, ram * Tell students that the items are all forms of transport with the letters mixed up. They have two minutes to put the letters in the correct order. train, car plane, ship, bieycle, coach, tram: New Language Leader Upper Intermediate Transport LISTENING AND VOCABULARY: transport 1. Focus students on the photo of the plane on page 46 and ask them if, and how often, they fly. + Give students two minutes to discuss in pairs. 2aGive students three minutes to write as many ‘words on the word web as possible. + Draw the word web on the board and elicit ideas. 2bDivide the class into as many groups as the types of transport you identify and get each group to discuss the advantages/disadvantages of that type of transport + Get one spokesperson from each group to report back to the rest of the class. 3 Set the activity. Remind students to take notes. * Play the recording. Students compare notes with a partner and answer the questions. Take feedback, 1 ['mafraid I've had a lot of bad experionces and this was more of the same. It’s not that it's inefficient, it's just for me; there is too much | waiting around. The last time was a nightmare, ‘Admittedly, it did involve a stopover and a | missed connection, but even 50, it seemed like {everything went wrong. I'm just glad I didn’t use one of the budget carriers ~ it could have been even worse. The weather started itll. A fogbound runway meant nothing was leaving, and it's trae you couldn't see a thing, When we were finally cleared for departure, it took almost fifteen minutes to walk to the gate! I had priority boarding and I'd booked an aisle seat, so that was OK, but there was a lot of turbulence shorty after take-off, which seared a | lot of people. Then the transit lounge was closed ! duc to a security alert and when I finally arrived +at my destination, guess what. Lost baggage! My luggage had gone to Hong Kong instead of Jakarta! le’s.a great way to travel, really. You can work easily on board and the fares are reasonable if you can book early enough. | know a lot of people complain and for some people it has bad image. You know, they are always going on about the delays because of signalling problesns and engineering work, but I guess I've been lucky. Having said that, the last journey T made was almost a disaster as there was a last minute platform alteration, so Thad to run like crazy, but luckily, I made it. It seemed to be something to do with the change to the winter timetable and some late running due to the weather. Itis supposed to be a high-speed line, but it wasn’t that day, V'm afraid. It hasn’t put me off though. Given the choice, it’s how [like to travel ‘The main problem is itis very unpredictable as ‘a way to travel ~ sometimes it’s fantastic, fast and door-to-door, but other times it can be awful although getting out ofthe city is better since they introduced the congestion charge. It just depends. Last week I had a terrible journey. ‘There was a long tailback duc to a big accident. ‘They talked about it on the news ~ a multi vehicle pile-up, so that really delayed things. Because of the lane closures, it caused a bottleneck, so the traffic was very slow. You know, crawling along ~ slower than walking ~ and very stop-start. After about 45 minutes we started to move properly again, but then there ‘was another problem. Someone had a breakdown, It looked like a puncture and was blocking the carriageway, and right near a junction as welll I don’t know —some days nothing goes my way, but as say, at other times it's just the best way to travel! It’s not something Ihave used often, but afew times, and generally, [like it. Tt can be very. relaxing and comfortable, The last time was a bit different though. Well, there had been engine trouble on the previous erassing, 50 thing was delayed. The captain was very apologetic and we did get an upgrade to a first class cabin. Of course, by this time it was tow tide and we had to wait again - delayed sailing, they call it, Once we finally left the harbour, there was more rough weather, because of the time of year. Most of the passengers and crew were il, It wasnt pleasant, I can tell you, We Transport docked about twelve hours late and J was glad toget back on dry land. As voyages go, it was one of the worst! 4daGive students five minutes to match the words With the correct method of transport. AbPlay the recording again. Students check their 5 answers and then compare with a partner. They can use a dictionary if necessary. In feedback, ask students for the meaning of each problem and check pronunciation. For further practice, ask students to do Exercise Vi-4 on page 135 in the Language reference. fogbound runway: air lane closure: road Yow tidersea platform alteration: rail work: rail (but can be used for road Jong tailback: road turbulence: air congestion charge: road Elicit the meaning of the criteria, Allow students two minutes to think and make notes. Students compare their answer in pairs. Get feedback from two or three students. READING 6 Students discuss the questions in small groups. ‘Take brief class feedback. ‘aSet the activity. Check they understand crash (vehicles hitting each other or en object. + Individually, students choose the three causes they think are most important. Students compare ideas in pairs and agree on the three most important causes, Students’ own answers, Brencourage students to give reasons for each answer (e.g, for 1: Younger drivers may cause more crashes because they are inexperienced and are more Likely to suffer from peer pressure.) 7b Students have two minutes to read the article. Tell them not to worry about vocabulary at this stage * Check answers with the class. “The writer Fels the most important cause is the psychology of drivers. (parageaph 4).8 Students read the methods listed and try to remember if any were mentioned in the text. + Then give them five minutes to re-read the article and tick the methods mentioned + Ask students to compare with a partner before you check answers with the class. + Infeedback, check that students understand trafic signals (draw on board), speed cameras (cameras that take your picture if you're driving tov last), Atiiock brakes (when using brakes, the wheel slows down gradually, not suddenly). Do not ‘write these items on the board because this will help students too much in Exercise 10a below. ‘The following methods axémentionee (@xomplesin brackets) ‘L (The Locomotive and Highways Act {introduced the idea of speed limits ~ paragraph - 2)> 2 (traffic signals, speed cameras paragraph 2) 4 (seat belts, traction control, _ anti-lock brakes, airbags —paragraph 3) 5 (fines for breaking motoring las ~ atagraph 2), 7 (compulsory driver testing? > and licensing ~ paragraph 2) 9 Critical thinking: Analysing arguments Students think about the questions by themoeves before comparing with» per. «Discuss tv anawersin eles, Ensure students eer retical to the text suppor what they so. Difthisisa particularly useful kil in academic nding here itisnecensary fo "go under the Ruin to understand what the author Saying Some of the main points: Travelling by road is dangerous, Fatalities on the road in the UK are decreasing. Many driving. controls have been increasingly introduced. Cais have become safer. Drivers feel safer in their cars. [tis surprising that the number of crashes is not decreasing, Since drivers feel safer, they drive more aggressively. To make driving safer, cars should be more dangerous. VOCABULARY: safety features 10a Students should not look back at the article again. + Give students one minute to complete as many of the safety features as they can remember. + Ask students to compare with a partner and then read the article again to check their answers. Transport + Students can use their dictionaries to check meaning if necessary. + Check answers with the class and (re-elicit the meaning of each item. « For further practice, ask students to do Exercise 'V2-6 on page 135 in the Language reference. 1 speed limits 2 one-way streets 3 traffic signals. 4 speed eameras\Siseat belts. 6 traction control 7 anticlock brakes airbags ob Students discuss the questions in pairs. Take brief class feedback on the main points raised. SPEAKING AND WRITING ‘la Divide the class into As, Bs and Cs. Ask students to read the information given on the relevant page. + Tell students to summarise the main points in their information and help each other with vocabulary if necessary. ‘1b Put students in groups of three with an A, aB. and aC student in each group. ive students fifteen minutes to swap their information and decide the most effective method, Tc Ask a student in each group to report their decision and the reasons for it. Write the decisions ton the board. Do not encourage other groups to Gisagree or argue at this stage. 1d If you have a very large class, divide students into two groups. + Ask the class to discuss the decisions on the board, decide which recommendations they should make and how strong these should be. 12Remind students of the structures for writing recommendations in lesson 4.5 + Give students fifteen minutes to write their recommendations. + Monitor to help with ideas and language if asked. + Ask students to compare recommendations with a partner and correct each other's work if necessary. HOMEWORK OPTIONS judents do the vocabulary exercises for this lesson in MyEnglishLab. Students write a short newspaper article reporting the recommendations they decided on in Exercise 12. Students do Exercises VI-S and V2-6 on page 135 in. the Language reference,5.2 TRANSPORT IN THE FUTURE IN THIS LESSON Lesson topic and staging This lesson looks at how transport might change in the future, Students listen to a news report about space tourism. After that, they read the introduction to an article on changes in transport, then read two ‘more extracts and swap information. Next, students develop their understanding of future modal verbs, focusing on meaning and form. Finally, students predict how transport might change in the future. Objectives By the end of the lesson, students will have: * extracted specific information and language items from listening and reading texts ‘+ extended their range of collocations + revised/learnt how modal verbs of ability, possibility and obligation are used in the future, and practised using these ‘discussed their predictions on changes to transport in the future Timings If short of time, set Exercise 8c or 10 as homework. Possible lesson break: after Exercise 7. WARM-UP This activity gets students talking about different types of energy, an issue that will be very relevant over the next 50 years, especially with regard to transport. + Elicit the names of as many different forms of energy as possible and write them on the board (eg. con, oll, gas, ethanol, solar, wind, tidal, hydroelectric) + In pairs, students discuss the advantages and disadvantages of each type of energy. You could do one as an example (eg. Coal is afordable, aboidant and profitable, but itis also finite (= won't last forever) and causes global warming.) + Take class feedback on the other sources of energy. Transport LISTENING ‘la Elicit ideas in class about what students think the news report will be about. ‘1b Play the recording. Afterwards, discuss with the class whether their predictions were correct. Do not discuss or take other feedback at this stage. space tourism: space train and space elevator Audio script 5.2 Space tourism using ordinary rocket ships has been talked about for a number of years. We've all heard about Virgin's plans to send rich people into space. But recently a range of new technologies to help people into space has been suggested, In today’s technology report, we're going to look at two of them. The first s the space train or Orbital Maglev. A train carriage would be levitated by magnets and would be contained inside a vacuum tube. The final 20 km of the 1,609 km-long track would point upwards, launching the carriage into space. ‘The space train is the idea of Dr George Maise and Dr James Powell, who is one ofthe inventors of the superconducting Maglev. Its hoped that this system could significantly reduce the cost of putting space tourists and commercial cargo into space. Let’s move on to another idea to get people into space. Let's look at the space elevator, which was, first talked about over 100 years ago. The idea is to use a cable tied to a base station to send elevators climbing into space ata fraction of the cost of rocket-based launch systems. A thin cable made from light material would stretch from a base station near the Equator to a point 95,560 km into space, The Earth's rotation and a weight on the upper end of the cable would keep the line tight and elevators travelling as fast as trains would be sent up into space. Tokyo-based construction company Obayashi Corporation is hoping to have a space elevator capable of carrying 30 passengers a time working by 2050. | 2 Students answer as many of the questions as they can based on their first listening. * Play the recording again. Students then check/ complete their answers.‘+ Students check their answers with a partner. ‘Allow dictionaries for words they do not know. ‘+ Take feedback, focusing on both content and vocabulary (e.g. conventional, vacium), 1F 27 8T ANG 5T 6F 7NG 3. Put students in pairs for this activity and emphasise they must give reasons for their ideas, + Elicit possible developments and reasons for these from the class and write them on the board. READING 4 Focus students on the picture on pages 48-49. Ask themif they can guess what it might be. + Give students one minute to read the introduction and remind them that their ideas from Exercise 3 are on the board. + Elicit reasons from the class and write them on the board for students to refer to in Exercise 5. ‘+ Students compare with their ideas from Exercise 3. + Check that students understand pander to (provide someone with anything they want) and thrill- seeking (looking for excitement). we will need to depend less on fossil fuels (e. oil); society is getting faster; some people want ‘more excitement; need to reduce traffic congestion; need to reduce traffic accidents; need to save on wasted commute time 5 Divide the class into As and Bs. Tell them to read their text only, + Remind students that the six reasons are on the board and give them one minute to read the text and answer the question. + Tell students not to worry about vocabulary at this stage. + Elicit answers from the class. A reduce traffic cangestion, depend less on fossil fuels B reduce traffic accidents, save on wasted commute time 6aSnudents may find note-taking easier if they create 2 table with three columns. They then take notes under the relevant headings. Explain that they will tse the notes to tell their partner about thet text. Oh Ifyou think your class would benefit, put students who have real the same text in paies and get therm to check their understanding of their text Transport 6bEmphasise that students should be brief (only 30 seconds) and must only look at their notes. + In feedback, ask the half of the class who did not read the text to tell you the key facts. Then do the same for the other half of the class. Bet students to repeat their presentation. Task repetition is a way of ensuring improvement. ‘Text A: 1a yianl bus which runs on wheeled legs that cars cafidrive underneath 2.China Sroduletrbaffic cmgeston weuces ct wee carries 300 passengers; reduces traffic jams Tet Be drveriens cars 2USA Si denings no distractions; better reflexes and awareries bother Wells rece eic aectacaa aa commute time; reduces human error 7. Critical skills: Evaluating projects. Here, students practise thinking for themselves, assessing the strengths and weaknesses of the information. + Allow about ten minutes (two minutes per question) for this exercise. Take brief class feedback on each question. VOCABULAR' 8a Explain that all the collocations were given in texts A and B in Exercise 5. + Without looking, students try and remember the collocations and make a note in their books, Do not take feedback at this stage. SbGive students two minutes to individually check their answers. In feedback, elicit the meaning of each collocation, : collocations ‘significant contribution 2 traffic congestion ‘9 ptelinninnuy findings aitomatéd systenn Bearbonemissions 6 rush hour SclIndividually, students complete the gaps. Tell them that two collocations will not be used. + Students compare in pairs before you check. answers with the class For weaker classes, tell students to focus on the grammatical clues which are in the text to help them (e.g. question 3: must be a singular countable noun because of a). + For further practice, ask students to do Exercise \V3-7 on page 135 in the Language reference.1 preliminary findings 2 carbon emissions 3eignificantimpact distant future _5 traffic congestion 6rush hour 7 technological advances 8 human ertor GRAMMAR: modal verbs: ability, possibility and obligation (future) 9. Blicit the meaning of ability, possibility and obligation. Then ask students to work with a partner and search both texts for examples. When they find them, they should underline them. * Go through the answers and notes below with the class and elicit the negative forms of each. + Students should refer to the Language reference con page 134 for more support. Ability: will be able to (A), won't be able to (8) Possibility: could, might, may (A), could, may (8). Obligation: will need to, will have to (A), will have to (8) (Be able to and have to are modal in meaning, but not in form, eg, they have a past form (was able to) and are inflected in the third person (east), unlike pure modal, which do not (musted and he mights are wrong), Need can be used asa modal (eg he recht go) or asa main verb (eg. he needs fo 0) 1oBefore student do this activity, ask them to read the Language reference an page 138 for information on form. + Give pairs five to ten minutes to find and correct the grammar errors in six ofthe sentences + Monitor to point out mistakes, but encourage students to refer tothe Language reference and sellcorrec if necessary. + Check answers with the cass {Security will must improve 2 correct 3 We might have tofwill have to work 4we will all hovetobeableta travel Smany Seal aeiuaal eooeden ilhaveto drive 7 We will need to find Scorreet 11Tell students to complete the sentences so that they are true for themselves. + Monitor to help with vocabulary or ask students to use their dictionaries. Transport SPEAKING + Put students in pairs to discuss their sentences and ask each other follow-up questions (e.g. Why do ‘you think that might happen?) ‘+ Monitor to note mistakes when using the different form of modals. + In feedback, ask students the most interesting/ surprising thing they heard. + Finally, correct some of the more common or important mistakes you noted earlier. + For further practice, ask students to do Exercise Gi-1 on page 135 in the Language reference. 12Put students in pairs and give them five minutes to discuss the statements and agree on how to complete them. + Put students in groups of four (ie. two pairs in each group) and ask them to compare. ‘+ Tell students to give reasons for the modal they have used and to disagree with each other if necessary. + Finally, elicit one idea for each statement from the class and ask other students if they agree and why/why not HOMEWORK OPTIONS Students do the listening, reading, grammar and vocabulary exercises for this lesson in MyEnglishLab. Students write a letter to a local newspaper complaining about transport in their city and making suggestions/recommendations for improvements, ‘They can use their ideas from the Warm-up and elsewhere in this lesson. Students do Exercises GI-1 and V3-7 on page 135 in the Language reference.5.3 GREAT RAILWAY JOURNEYS IN THIS LESSON Lesson topic and staging Students read an article about three famous railway journeys and focus on vocabulary from the text. Next, students look at past modal verbs in the text and then study the form and meaning of these. Finally, students use this grammar to describe a joumey they made to another student in the class. Meet the expert video Watch a video about a travel writer talking about an Indian train journey. Objectives By the end of the lesson, students will have: + extracted specific information and language items froma reading text + revised/learnt about how modal verbs of ability, possibility and obligation are used in the past and practised using these + talked to another student about a journey they ‘made in the past Timings If short of time, omit Exercise 6 Possible lesson break: after Exercise 6 WARM-UP This activity focuses on the advantages and disadvantages of travelling by train on holiday. + Focus students on the photos on pages 50-1. Ask if anyone has travelled by train to go on holiday. + Students work in pairs and list the advantages/ disadvantages of travelling by train rather than by plane, + Finally, elicit ideas from the class and ask students, to vote on whether they prefer trains or planes when they travel on holiday, READING AND VOCABULARY: words from the text aEncourage students to use visual clues in the photos to make thelr predictions. Discuss in class. ‘Tb Give students one minute to read the article and find the journeys mentioned, Transport fell students to look for words with capital letters to help them find the answers more quickly. the Orient Express, the Trans-Siberian Express, the Quinghai-Tibet line 2. Read through the list (1-8) and check that students ‘understand ruler (e.g. a king or queen) and luxurious (very comfortable and expensive). + Give students three minutes to find the items in the list and underline them in the text. ‘+ Ask students to compare with a partner before you check answers with the class. Go through the notes in brackels in the answer key below. China, Russia, Japan, Mongolia, Italy, Austria, Switzerland, France 2 Agatha Christe (a British crimelthriller writen, Grahaen Greene (a British ‘writer of fiction) 3’Tsar Alexander the Third (he riled 1881-1909) 4 Lake Baikal § the Orient: Express 6 the Trans 3. Give students five to eight minutes to read the text again and note their answers. + Tell students to use their dictionaries to help them answer question 4 if necessary. + Students compare with a partner before you check answers with the class. Ito prevent it freezing 2 the views of the Himalaya mountains, the scenic Lake Baikal only the wealthiest, rich and famous, writers, royalty 4unmatched comfort, extravagantly elegant, opulerice, restauirant and saloon cars with ladies’ drawing rooms, we didn’t need to lift finges, food was out ofthis world 4 Give students one minute to scan the text to find and underline the words in the box. + Give them three minutes to complete the gaps. + Encourage them to use the context of the article to help with meaning, and then use their dictionaries, if necessary. Students compare answers in pairs. + In feedback, check students’ pronunciation of any difficult words (e.g, grueling). + For further practice, ask students to do Exercise \V4-8 on page 135 in the Language reference.‘gruelling 2impeceable Sera 4 opulence Saltitude 6nomads 7icon Snostalgia Critical thinking: Identifying attitude. Ask students to read the first paragraph and identify any words/phrases which show the writer's attitude. Go through a few examples with them and explain why they are positive. Give students three mitules to look through the rest of the text and find more examples. + Get 5-10 examples in feedback. (A) When students read academic texts, understanding the tone and attitude as well as the content is important. How people write is often as important ‘as what they write, because of the importance of subtext ‘The writer loved all the journeys as indicated ‘by: golden éra, nostalgia, romance, beautiful views, absolutely breathtaking, live long in my" memory, stylish and luxurious sleeping carriages, impeccable service and cuisine, scenic, my memories will always stay with me, ‘unmatched comfort, railway heaven, stylish, finest window seats, icon of passenger rail, extravagantly elegant opulence food vas out “of this world s su Put students in small groups, They discuss the ‘question and give reasons for their answers. ‘Take feedback from three or four students, then ask the class to vote on the most popular choice. GRAMMAR: ability, possibility and obligation (past) 7aTTell students to find all the ways of talking about ability, possibility and obligation in the past, not just the modal verbs. Give students three minutes to find and underline the examples. ‘Ask students to compare with a partner and say if, each one expresses ability, possibility or obligation. Go through the answers and write each example ‘on the board for analysis in Exercises 7b and 7c. Check that students understand managed to (it was difficult, but we succeeded). Bit possible, reproduce the article so that all students can see it (perhaps on an interactive whiteboard or an overhead projector). When you check answers, underline the examples in the text Transport Ability: wanted to go, a3 we did, we couldn't swe suecneded in they did't epealy we, managed to communicate A Possibility: were able to eat, could ators. Obligation: we had to get, had to be heated ‘7b Check that students understand the language ‘used in the instructions. students individually check their answers from Exercise 7a and then compare with a partner. ‘Take class feedback, CL Was able to and had fo are modal in meaning, but not in form (.e. they have a past form). Can is a pure modal, but is the only one which has its own past form (could) 7eGive students a few minutes to decide their answers and then ask them to compare with a partner, discussing reasons for each. Refer stuclents to Exercises 7a, 7b and the Language reference on page 134 if they need help. Go through answers and the notes. Ensure that students clearly understand each of the points. Refer to the information in brackets in the answer key below. Read through the Grammar tip with the class. 1 Was able f/eouldl (note the fom: could couldn't + infinitive without ta) Zhad-to (note the form: had to + infinitive without to; had to be heated in the text isa passive structure, i.e: have to- infinitive be + past participle) 3 managed ton succeed in Bisucceed in (note the form: ‘manage to + infinitive without to) Grammar tip: we can use couldn’ to talk about a single action that we did in the past (e.g, We couldn't get tckets at frst. ‘To orient students tothe text, ask them to read it quickly and lis the problems the author had in organising the journey. [Ask students to compare with a partner and then elicit answers from the class (ie. didn’t organise the train journey before they lft London; didn't get mut access to the internet it China, so didn't get much information. Students work individually to choose the most appropriate alternative forms inthe text. Ask students to compare with a partner before you check answers with the class. Refer to the notes in brackets in the answer key below.+ For further practice, ask students to do Exercises G2-2 and G2-3 on page 135 in the Language reference, ‘had to (This isa personally felt obligation.) 2manage to 3weren’table to 4 managed lo. 5 managed tofwere able to 6 were able to. ‘7 didn’tneed to Bsucceeded in 9 could wereable to 10euuklavt 11 had to (because there was no alternative) SPEAKING ‘9a Re-elicit the problems students found in the text in Exercise 8 as a lead-in to this activity. + Read through the instructions with the class and tell them to imagine a memorable journey if they shave never experienced one themselves. + Give students a maximum of ten minutes to make notes. Monitor to help as necessary. 9bPut students in pairs to describe their journeys and ask each other questions to get as much information as possible. + Monitor to note mistakes with verbs to express possibility, ability and obligation ‘+ Ask each pair who had the more memorable journey and why. + Finally, correct some of the more common or important mistakes you noted earlier. MEET THE EXPERT 1 Students discuss the questions in pairs. Take brief class feedback. 2alntroduce the video by showing the image at 0:29. Without looking in the coursebook, get them to predict what they think it will be about. ‘+ Students read the instructions and then tick the four things they think she will talk about. They should then compare in pairs and justify their decision in each case. 2bPlay the video. Students check their answers. + Check answers with the class. Elicit a few pc about each of the four topics mentioned. acd t ' Meet the expert video ' Monisha Rajesh, travel writer My name is Monisha Rajesh and I'ma London- based journalist. 'm also a travel writer for Transport newspapers in the UK and abroad and I've just written my first travel book, Around India in 80 trains. decided to go around India by train because T was reading an article at work one day about how India’s domestic airlines could reach 80 different cities, And I was quite curious about this because Thad lived in India very briefly, when I was nine, ‘and | had really not seen any of the country as a tourist, [looked at the map and T could see that this network rippled out across the country into all the nooks and crannies into places that the airlines couldn't reach, And so I decided that travelling by train would be much nicer because I could reach much further and f could also talk to people in a way that you can’t on planes. I decided to travel by 80 trains because I took inspiration from Jules Verne’s book Around the world in 80 day and decided to recreate the adventure for myself. I did some basic planning for this trip. Um, I met, a friend of a friend, who's a photographer, who ‘was also planning to travel in Asia at the same time, So we decided to combine our trips. And we spent five weeks with a map of India spread out ‘on a table and a handful of pins that we put into different spots in the country, depending on certain events'rather than places. | think travelling by train in India is a very special experience because the Indian railways are like no other in the rest of the world. Uh, people will talk to you all the time, they always want to ask questions, they want to know where you live, what you do, how much you earn, what your parents do, why you're aren’t married and you're never alone, um, in a way that T think when you travel in England, uh, you always are, And the Indian railways are a microcosm of society because they really teach you how Indian s0- society is structured. You can go from one end of the train, in first class, and see ambassadors and politicians and businessmen. And then you ‘can walk 37 carriages down to the other end and be sitting on wooden slats with farmers and a class of 30 children all sharing fruit and chattering in the doorways. It’s very easy to travel by train in India because almost everybody speaks English; uh, in the south ‘most people will talk to you in English straight away. The further north you go, the fewer people will speak in English, but everybody always