spotlight on advanced exam booster workbook with key

Sp Otlight o»

Exam Booster
Workbook

Second Edition

Francesca Mansfield
Carol Nuttall
and Language Testing 123

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Contents

UNIT TITLE PAGE

1 2 ĐEQHUHDE ;::;sesrisszerrrisesrriserasueaersn 7

2 = Achild’s word « .wsss access ewessseniisawess 18

3 Äre you game?.............................. 23

4 HUI€KA................. Qua 31

S Safe aid Sound?’ sae ss same sss s ayes s cae es am ee 39

6 Halevand hearty: ssccissnawecisameviswecsamwes 47

7 Wish you were there......................... 55

8 Making ourmark............................ 63

9 Brushstrokes and blueprints................... 71

10° The good lite sa sssau sessta sedm is ewa: i sams 79

11 Making ends meet........................... g7

12 Bchind the silver screen...................... 95

13 Getting the message acrosS.................. 103

14 Gaiaslegacy.............................. 11

15 Ourglobalvilage .......................... 119

16 Endings - and new begimnings............... 127

Practice TOSt ss ans is aaea asa 9 Seco 24 Suis BE o eee oe 135

Listening sœripfS............................ 160

TRIOPMAHON TUES vse oss wera oo as meme ee số 171

Speaking referencerfiles << is was si sweesseway 172

ÄnsWe€T keY........................e.e.e 175

Overview of the exam
The Cambridge English: Advanced examination consists of four papers. The
Reading and Use of English paper carries 40% of the marks, while Whiting,
Listening and Speaking each carry 20%. A candidate achieving Grade A will
receive a certificate stating that they demonstrated ability at C2 (proficiency)
level; for Grades B and C candidates will receive a certificate at C1 level, and
a candidate whose performance is at B2 will receive a certificate stating this.
It is not necessary to achieve a satisfactory grade in all four papers in order
to receive a particular grade.

(1 HOUR 30 MINUTES) Part 4: Key word transformation
There are six separate questions, each with a lead-in sentence
Reading and Use of English and a gapped second sentence to be completed in three to six
words, including a given ‘key word’ The second sentence must
© There are eight parts with 56 questions in total.
have the same meaning as the lead-in sentence.
© Parts 1 and 3 mainly test vocabulary, Part 2 mainly tests Part 5: Multiple choice

A longer text followed by six four-option multiple choice
grammar, Part 4 tests both grammar and vocabulary, and questions. The emphasis is on understanding a long
text, including detail, opinion, tone, purpose, main idea,
Parts 5 to 8 test reading skills. implication, attitude, and text organisation.
Part 6: Cross-text multiple matching
© Parts 1, 2, and 3: each correct answer receives 1 mark. Part You have to read four short texts and answer four questions
4: each correct answer receives up to 2 marks. that require you to read across texts. The emphasis is on
comparing and contrasting opinions and attitudes across
Parts 5-7: each correct answer receives 2 marks, Part 8: texts.
each correct answer receives 1 mark.
Part 1: Multiple-choice cloze Part 7: Gapped text
A modified cloze test containing eight gaps and followed by Six paragraphs have been removed from a longer text and
placed in a jumbled order, together with an additional
eight four-option multiple-choice items. You must choose the paragraph. You have to choose the missing paragraph for each
option that correctly fills the gap from options A, B, C and D. gap. Emphasis is on understanding how texts are structured
Part 2: Open cloze and following text development.
A modified open cloze test containing eight gaps. You must
write one word to fill each gap.

Part 3: Word formation
You must read a text containing eight gaps. Each gap
corresponds to a word. The stems of the missing words are
given beside the text and you must change the form of the
word to fill the gap.

Part 8: Multiple matching (1 HOUR 30 MINUTES)
A text or several short texts is preceded by ten multiple-
matching questions. Emphasis is on locating specific Writing
information, detail, opinion and attitude in texts.
The writing paper is divided into two parts. You must answer

BEADING AND USE OF ENGLISH both parts (a compulsory one in Part 1, one from a choice of
three in Part 2).
See the following pages for the Reading and Use of English Part 1: One compulsory question
exam tasks: You will be asked to write an essay based on two points given
Part 1 21, 53, 85, 93, 133 in the input text, and to explain which of the two points is
Part 2 29,61, 101,125 more important and why. You must use the input material and
Part 3 37, 69, 117 write 220-260 words.
Part 4 13, 18, 35, 77, 115 Part 2: One from a choice of writing tasks
Part 5 24, 64, 88, 112 You must write one task from a choice of three questions.
Part 6 8, 48, 72, 120 You may be asked to write any of the following: a letter, a
Part 7 16, 40, 80, 104 proposal, a report or a review. You must write 220-260 words.
Part 8 32, 56, 96, 128
WRITING
Reading: undecsianéing opinion S£200NG AND USE OF ENGLISH, PART §Understanding See the following pages for the Writing exam tasks: 134
pion Part 1 38, 54, 78, 118
Th poof he tasding aed Ube Eh pape you Part 2 14, 22, 30, 46, 62, 70, 86, 94, 102, 110, 126,

emer

Read tne ques and mark the prt of ett 9 Writing: on eseay TING. 1 aann d rung et
hos rte T nợ hia Hạanưeơ mtấen ra in ngửa
me
+ Vara preatnottseduiarmdenesmeecvt oarnenes : rc T Tana lờ ng
+ Westy Wa par the test wich prone he ctrect TeeemmorirmmmmzrsEm] „
Stowe. ether check Wine are rey | ieee hiyaed iw V342 37 x4092-=e 2eesskl
‘cthn gereesn am Em
100 80000615408 as OSeineoeg s mae nicSenn vàn len ni + fea be thao tụ ems pc các
: re golgto rd vaca ance tia se For ein +, chee the save 8, CorB) Etea as raee ‘erm our ve.
ven tử ự bai sưng tiệt tớ {Weiattinon ysoury oftre ouYroo ehrod caerwspingatfsehe na + MA 3 plan mers he pars you ne
1 Wy debe wel eal he ie Deane ‘hk mart sence ow people top and pode

rien 3 vet? {sthehesucrppmoiroysu! ceeno. eYebutrmaoyu hyoueWls,re nghgved
a our om worsdus apse > gwuh tận ents inte near tee ptr
—”..........

Pe
8o.

Outline,
‘Whig set hposppoingg sa tihinngg of ftheeapatst?
TRedeen
Purganh2
Panga
Parag 4 eptiona
‘onteen

Wt your esa, n 230-260 wat, nan appropiate
se

(APPROXIMATELY 40 MINUTES) (15 MINUTES)

Listening Speaking

You listen to each part twice and write your answers on an © Four parts .
© There will be two examiners: one who is both interlocutor
answer sheet. and assessor, and one who is an assessor.
e Four parts © There will be two or three candidates per group
© Each part contains a recorded text or texts and ° You will be expected to respond to questions and to
interact in conversational English.
corresponding comprehension tasks.
Part 1: Introductory questions

e Each part is heard twice. A conversation between the interlocutor and each candidate
(spoken questions).
© There are 30 questions in total.

Part 1: Multiple choice Part 2: Individual ‘long turn‘ with a brief
Three short extracts, from exchanges between interacting An individual ‘long turn’ for each candidate stimuli, with
speakers. There are two four-option multiple-choice questions response from the second candidate (visual
for each extract. spoken instructions).

Part 2: Sentence completion Part 3: Two-way conversation candidates (written
A monologue with a sentence completion task which has eight A two-way conversation between the
items. You must complete each sentence with information stimuli, with spoken instructions).
that you hear in the recording.

Part 3: Multiple choice involving interacting Part 4: Extension of discussion topics
A longer dialogue or conversation questions.
speakers, with six multiple-choice A discussion on topics related to Part 3 (spoken questions).

Part 4: Multiple matching ; M... SPEAKING |
Five short, themed monologues, with ten multiple-matching
questions. There are two tasks to complete. See the following pages for the Speaking exam tasks:

Part 1 14, 45, 123

See the following pages for the Listening exam tasks: Part 2 20, 52, 84, 131

Part 1 12, 67, 99, 131 Part 3 28, 68, 77, 99, 109, 116

Part 2 20, 44, 91, 116 Part 4 36, 61, 93, 99

Part 3 28, 51, 75, 123 ——————__—
Speaking: sustatning interaction
Part 4 36, 60, 82, 107
STEAUNG PAS Siig nteracton

Getting started

1 2 3 4

'

|

ñ _ Complete the crossword using the clues provided and the words in the box.

embark generate kick off prompts stimulate
provoke trigger
establish inaugurate launch
found initiate produce

Across Down
1 Be the first to get something going ...
1 Officially make someone your leader 2 Begin a journey, a new life, a career.
3 Do something to get a negative or
witha special ceremony. violent reaction
7 + 4
pt She PI/MRSHibuell hevfangels Se# TEMG ate THEREIN Wik
his lines in the play. 7 Start something that begins to grow
by its own power.
6 Pull this to make a loud noise - and 9 Set up and begin a new organisation.

start a sequence of events.

3 BlaVhe-wllltlz—'tÍle game Beginel
gins:

40 Make IE; create itandisellt.
11. Get it out on the water or out on the

shelves.

12 To encourage something to happen,
develop or improve.

Reading: reading for specific Answer questions 1-4, using the information in your
answers to exercise 1 above.
information 1 Which writers believe parents should prepare their

1 You are going to read four extracts A—D which are all child for going to school?
concerned with children going to school for the first 2 Which writers believe parents should have contact
time. Read each extract in turn, and decide whether
with the school before the child starts to attend?
each of these statements about the writer's beliefs is 3 Which writers believe parents should hide their
true or false.
worries from the child?
Extract A prepare their child for going 4 Which writers believe it is reasonable for parents to
1 Parents should hide their worries from the child.
for parents to be worried. be worried?
to school.
2 Parents should Starting school
3 It is reasonable

A When a child starts going to primary school, it
Extract B is sometimes unclear who feels more nervous —
4 Parents should prepare their child for going the child or their parents. And both parties’ fears
are justified. Of course parents are concerned
to school. that their offspring may feel they have been
5 Parents should have contact with the school abandoned, or find it difficult to make friends,
or not cope with their new surroundings and
before the child starts to attend. activities. However, it is important for the child
6 Parents should hide their worries from the child, that the parents don’t allow their own worry to
7 it is reasonable for parents to be worried, become apparent; worry can be contagious, and
may make the child feel he or she is expected
orem su sSctrpeuererrecgasfsg-seemfbe=rernece to be fearful. The key to a smooth transition is
what is done in anticipation of day one at the
Extract C school. At the very least, tell the child who is
8 Parents should prepare their child for going going to take them there, and give them an idea
of how long they will spend away from home.
to school.
9 Parents should have contact with the school B_ What caring parent can be indifferent to their
child starting school? It is, after all, a major
before the child starts to attend. turning point in the lives of both generations.
10 Parents should hide their worries from the child. Most schools invite the parents to meetings
11 It is reasonable for parents to be worried. before the child starts, in order to introduce
the parents to the headteacher and teachers —
Extract D prepare their child for going particularly the one whose class the child is
the school going to be in. These meetings are an excellent
12 Parents should have contact with worried. opportunity to establish a relationship with
to school. starts to attend. the staff, so the parents can talk about them
for parents to be with the child. Gaining this familiarity can be
13 Parents should reassuring for the parents, and help them to
before the child overcome their nervousness, or at least enable

them when talking to the child to focus on the
14 It is reasonable Positive aspects of school, uncoloured by their
own worries. Both parents and children benefit

from some degree of preparation for the child
to start school.

8

C The prospect of a child starting school is 3 Now answer these questions, which are similar to
understandably worrying for both child and questions in the Reading and Use of English paper,
parents, and for the sake of honesty in the Part 6. Use the information in exercise 2 above.
parent-child relationship, that worry needs to Which writer
be admitted. But remember that ultimately
children have to learn to cope for themselves. differs from the others about the value of 1
However much their parents talk to them Preparing a child for going to school?
about school in advance, or visit the school to expresses the same attitude as writer B
meet the teachers, it won’t prepare the child towards the importance of contact with the ;
for the experience itself. And a lot can be said school before the child starts to attend? g
for getting them used to dealing with new expresses the same opinion as writer A about
experiences: it can give a sense of achievement, how parents should deal with their own re
4 cn es ee - oe te for ee es feelings? =
child wae lộ constantly’ protected: trom
anything new or potentially unpleasant is going differs from the others on the question of oa
to have a nasty shock when they eventually whether parents’ fears are legitimate? a
discover the realities of life.

D Parents can take planning for their child’s
education to absurd lengths, some even moving
home in order to live within the catchment area

of a particular school they want the child to
attend. That said, it is important that they do
what they can to help the child get ready to
manage this rite of passage in their life; one way
is in the weeks or months before that special
day, to get to know the staff, the child’s future
classroom and the other parts of the school
that will become his or her new surroundings.
Parents should also help their child to deal
with the nervousness they will undoubtedly feel
before starting school. But as for the parents,
the argument that they ‘suffer’ when the child
starts school is unconvincing, to say the least.

Language development: f-ixed 2 Complete the sentences 1-LH10 witvn h the most appropriaiatte

ñ clause (a-j).

phrases ~ starting ƠI 1 ‘I stood on the table and shouted in order to
2 ‘Sometimes you just have to

3 ‘When she first set off on her solo voyage nobody
knew if she would

4 ‘Texplained it to you clearly so don’t
5 ‘Tm fed up with my job. I'll need to find a new one.’

‘That will

6 ‘Tid like a cheese sandwich please. No, in fact I'll

7 ‘T don’t want to do my homework today but Dad will
8 ‘T don’t know if the business will succeed, but I’ve

decided to try and

9 ‘It’s not much of a story but I expect it will
10 ‘I haven’t been to the shops yet so you'll just have to

oc ® make like you don’t understand.’

make that two.’

a o make the evening papers.’

>a > make do with whatever's in the fridge.’
make two of us then.’
make myself heard.’

make the most of what you have.’

make me do it.’

i make it.’

j make a go of it.’

i Complete the sentences below with a suitable phrase 3 Replace the underlined part of each sentence with one
using the words in bold. of the phrasal verbs below. Make any grammatical
1 Trealised that my plan was full of loopholes, so I changes necessary.
decided to do it again from the beginning. make off make out

T realised that my plan was full of loopholes, so I make up
decided to ... make off with make something up to make up for

scratch 1 They jumped in the car and headed towards the port.
.
2 I’m sorry for the way I behaved. Let me compensate
drawing
by taking you out to dinner.
square
. 3 There was too much background noise so I couldn't
2 I decided to forget about my past mistakes and start hear what they were saying.
a new lifestyle.
I decided to forget about my past mistakes and ... 4 Gerry didn’t really go on the expedition — he invented
that part of the story.
fresh
5 I trusted Jim so it came as a complete shock to me
leaf that he left and took with him the company funds.

slate 6 Peter promised to work late all this week to
compensate for the time he missed when he was ill.

te Grammar: ze st andp resent lenges

1 Complete the sentences below with the correct form of
the verb in brackets.

1 It was the most beautiful sunset I
(ever / see).

2 [__________ (walk) for hours and my feet ached.

3 Jim (listen) to the radio when
I called him.

4 [_________ (never/ be) abroad so I think I'll go
to France next year.

5 Pete said he (not / call) me yesterday Read the text and complete the gaps with the correct
because he was studying. form of the verb in brackets.

6 It (take) eight minutes for the light I (1) (not / forget) the first time our
from the sun to reach Earth.
team played in a knock-out football tournament. No one
7 ‘David (go) into town. Do you want him (2) _____ (expect) us to get as far as we did - all
to get anything?”
the way to the final - as we were generally considered to
be the outsiders, but knowing we might be up against the
8 I________ (sit) in front of this computer all day. long standing champions, we (3) (train)
It’s time I took a break. every day for months.

Underline the correct word or phrase in each sentence. On the day of the match, I (4)
1 The children ate/ have eaten/ have been eating the (wake) to see that the sun (5) (shine).
I (6) (put) on my football kit and
biscuits already. I only bought them an hour ago! (7) _________. (wait) eagerly for Dad to announce
it was time to go. When we (8) (arrive)
2 While I walked / was walking / have been walking into at the football pitch I joined my team mates who
town, I saw an accident. (9) —————— (already / do) warm ups and there was
a definite sense of excitement and tension in the air. Our
3 Peter works / has worked / has been working on the coach said, ‘Remember, you (10) (train)
project for a week now. for the past year for this moment. Give it all you've got!’

4 I broke/ was breaking/ have broken my leg in a We (11) (march) out onto the field,
skiing accident last May. and after shaking hands with each other, the referee
(12) (toss) his coin and (13)
5 Julian chopped/ was chopping/ has been chopping (blow) his whistle. The next 90 minutes (14)
the vegetables while I made the sauce. (pass) in a blur, but I could hear kids from our school
who (15) (cheer) us on. The other team
6 I didn’t read / haven't read / haven't been reading the (16) (put) pressure on us the whole time
book yet because I’m so busy. and there were some close shaves, until finally in the
second half they managed to score. It (17)
7 Lillian has/ is having/ has been having her piano (begin) to look bad for us; with only five minutes
lesson at the moment. left of the game we were one goal down. Suddenly

8 What did you do/ were you doing/ have you been
doing? You're covered in mud.

Complete the sentences that follow in your own words. 1 (18) (see) my chance! Thanks to a
straight pass from a team mate I (19) __—_—_
1 Late last night I when (kick) the ball straight into the net. The whistle blew.

2 What this time next week? It (20) (be) a draw, but then we went to

3 Have you any time recently? penalties and beat them: five goals to four!

4 Thad already when

5 I'm if you'd like to come too.

Listening: short extracts TIGHT EXAM! GUIDANCE

LISTENING, PART 1 LISTENING, PART 1 Short extracts
1 © 1.1 You will hear three different extracts. For % Read through the questions before you listen and think

questions 1-6, choose the answer (A, B or C) which about what you are being asked to listen for.
fits best according to what you hear. There are two 2 Do not assume too soon that you have heard the correct
questions for each extract.
answer (because the two questions each have a different
Extract One focus, information relevant to the answers could come
from different parts of the recording).
You hear two people talking about their earliest 3 Be wary of choosing an answer simply because it contains
memories. words and phrases heard on the recording.
4 Mark one answer to each question at the end of the first
1 The man recounts listening, even if you're not sure it is correct. The second
listening can then be used to confirm this answer or not.
A his first trip to an adventure park.
B the day he lost a beloved toy.
C the first time his parents took him out.

2 The man says that to begin with he felt j

A too small to join in with the older children.

B frightened of playing in a strange place.
C nervous because there were so many children. -

Extract Two j

You hear a radio programme about a pop star.

3 Kathy's first album was unusual in that

A the songs had been written much earlier.
B it seemed to be well thought out and refined.
C it was unlike any other album around at the time. _

4 Kathy felt that making an album

A was the most important thing for her to do. f

B was not as important as fame and fortune.
C would teach her how to enjoy what she did.

Extract Three

You hear a woman being interviewed about her
new line of work.

5 The woman says that the South American pouch stings
A have complicated straps and attachments.
B are attractive, natural and easy to wear.
C are not as popular as the metal framed slings.

6 One important advantage of her slings is that

A newborn babies can safely be carried in them.

B more than one child can be carried in them at
a time.

C they have been designed with the father’s

tastes in mind.

Use of English: tex word
4 3⁄44/5:-:; 777
atransformationsREADING AND USE OF ENGLISH, PART 4 Similar
k READING AND . USE OF ENGLISH, PART 4 meaning in transformed sentences

1 For questions 1-6, complete the second sentence so Remember:
that it has a similar meaning to the first sentence,
+ using the word given. Do not change the word given. = The key word MUST be a 1inveach answer.
wt You must use between three and six words, including = It may NOT be changed in any way.

° Your answer must NOT exceed six words.

k the word given. * Contractions count as two words.

is 1 Mum offered me another piece of pie, but I told her Tips
I was full. « Make a note of any new expressions which
HAD have parallel or synonymous meanings.

it T totd Mum......................................... When she offered me s Note also whether any phrasal verbs
d another piece. can substitute particular vocabulary or if
tý . t an b d wi i
2 They have been building their dream home for the Genes (eerre WIN 3 PB UP
past ten years. expression.

UNDER

Their dream home......................................... the past ten
years.

3 We didn’t like the holiday resort much but we decided
to enjoy what we could.
MOST

- We decided............................. the holiday resort
a even though we didn’t like it much.

4 I didn’t hear from Jane for another three years.
% BEFORE

It.......................... from Jane again.

5 Getting a place on the course was much harder than
I thought it would be.
AS

| TE WAS . a place on the course as
’ I thought it would be.

6 Greg has to work very hard to pay his bills.
ENDS

4 To.............................. Greg has to work very hard.

Speaking: spoken questions Extra speaking practice. Ask other people to talk
about their childhoods. Ask questions to help
° GHT CHECKLIST. : them give as many details as possible so they can
talk for two to three minutes. Use some of the
SPEAKING, PART 1 Talking about new experiences questions below to help you. Afterwards tell them

You will be asked one or two questions about yourself about your childhood.
which lead into further questions about, for example,
your leisure time, travel and holiday experiences, or your What was your childhood like?
daily routine. What's your earliest memory?
Do you remember your first day of school?
TIPS can
° Look for opportunities to socialise with English speakers. Do you remember your first friend?
s In pairs, role-play social occasions in which you meet /f you have any younger brothers or sisters, trouble

new people, e.g. parties, long train journeys, joining a you remember when they were born?
new class, starting a new job. Do you remember the first time you got into

with your parents? Or a teacher?

nenWriting: a letter Ask yourself the following questions:
What type of article am I being asked to write?
es IGHT CHECKLIST Who is the target reader?
WRITING, PART 2 Writing a descriptive letter Is description required?
Rernember: Is narrative required?
¢ You will have a much better chance of performing well Is a personal experience required?
Does it need a title or headings?
in the task if you are familiar with the topic area or if it What register is required?
is suited to your interests or experience. Do I have enough experience or knowledge to answer
¢ When planning your writing, make sure you balance the question?
your answers so that one part does not dominate at the
expense of another. It is important that you use effective 3 Plan and write the above article. Follow the steps below.
paragraphing, and develop each of the required points Brainstorm: try to think of several ideas and choose the
in a separate paragraph. best one.
° Try to make your descriptions lively and include some
colourful use of language. Outline: what you will say in each part of your

* Decide if a personal angle is required,
composition.
Look at the following question.
You have just started an English course at a new college 1 Opening / introduction: ...
and your tutor has asked you to write him a letter about
the best teacher you have ever had. Your letter should: 2 Second paragraph: ...
¢ outline who the teacher was
¢ describe the teacher's personality and appearance 3 Third paragraph: ...
® explain why he or she inspired you.
4 Ending / conclusion: ...
Write your letter. Use between 220-260 words.
Select vocabulary: you're being asked to describe a

person. Think of colourful adjectives or interesting

anecdotes that can ‘paint a picture’ of this person.
Writing: if you've planned your letter well it shouldn't

take you so long to write. Make sure you allow enough
time for planning and writing both questions in the exam.
Checking: read what you've written. Look out for:
° grammatical errors (structures, tenses)
© inappropriate language / vocabulary
© spelling mistakes

© punctuation errors.

14 unit @

EXAM NIENU Getting startedont D HR TWHY

gand .
1 Use the clues below to find the words in the box which complete the grid. There
English: Part 7,
are two extra words that you do not need to use.
‘Pa1ratnds4 1 Walk in a determined, purposeful manner.
a_ PSart2
Run with a lot of energy and enthusiasm.
Part2 Pull or lift something heavy with difficulty.
Walk or stand in water.
Climb with difficulty, using hands and feet.
Fight with somebody or something by pushing them into difficult Positions.
Walk around an area without going in a fixed direction.
Walk very quietly without putting your heels on the floor.

bound clamber heave march paddle
stroll tiptoe
wade wander wrestle

Reading: gapped texts READING AND USE OF ENGLISH, PART 7 Gapped text

1 Read the extract below, ignoring the gaps, and Tips
answer the following questions. * Do not focus on each gap separately, but examine the text as a

1 How many people are mentioned? whole.
2 How many people speak?
3 Who is on the train? * Check the option you choose fits both the text before the gap,
2 Underline the parts of the text which show you and what follows it.
Joseph Hooper's thoughts. When the writer
refers to ‘Hooper’, are they talking about the * If more than one option seems possible, decide which one seems
father or the son? What does Edmund Hooper more logical in the context of the text as a whole.

seem to be preoccupied with?
READING AND USE OF ENGLISH, PART 7 * Notice discourse markers — time words or phrases, cause and
You are going to read an extract from a book. effect, contrast and concession etc.
Six paragraphs have been removed from the
extract. Choose from the paragraphs A~G (on ° Consider how many people are mentioned. Full names are usually
page 17) the one that fits each gap (1-6). used to introduce a person into a text, and thereafter, first name,
There is one extra paragraph which you do not or surname only may be used, or simply a pronoun.
need to use.
» Notice repetition of a point made earlier, and the use of verb
tenses when reading a text about the development of events.

Father and son

On the train from London, Joseph Hooper said, ‘| hope you are Ee
friendly with young Charles Kingshaw, now. | have not seen
you about the place together very much.’ Edmund thought, tomorrow | shall find out about Kingshaw,
Edmund Hooper looked up from The Scourge of the
Marsh Monster. just by waiting and going into every room in the house, very
‘I can’t help it if he locks himself up, can i?’ quietly. For he was irritated by the feeling that the other boy
‘In his room?’
‘Somewhere. In some room or other. | don’t know.’ had somehow slipped through his fingers, had taken a little of
‘That sounds to me a very strange way of going on. What is
this all in aid of, what does he do?’ the initiative. He had been here almost three weeks.
Hooper shrugged.
HE Si:
‘But then, | daresay he is a little shy. You will have to be Over the business of the stuffed crow, Hooper had felt a
understanding about that, Edmund, there must always be a grudging respect, though he had withdrawn it later, in fury,
little give and take in this sort of friendship. That is a lesson | when Kingshaw had derided him the next morning. And
hope that you will learn in life very quickly. He has no father, now, he had started taking himself off to some other part
when all is said and done.’ of the house, a room that Hooper did not know had become

Kingshaw’s fortress.
ere Hooper looked up briefly, raising his eyebrows.
But | came through, he said to himself now, | daresay that |am Though he remembered that he had rarely been allowed
normal enough, that there is nothing so much wrong with me, beyond the garden. He had been summoned by his father to
in spite of it all. | shall not allow myself to feel guilty about it. go and sit in the Red Room, to watch the moths in the poison
Edmund will be like any other healthy boy, | am not to blame. bottle, to smell the smell of old books and watch the sunshine
He watched the darkening countryside and then, after a time, lying across the garden, beyond the high windows.
returned to his magazine, more settled in his mind. He felt
exonerated. “You should get out into the fresh air and the sunshine, not mew
yourselves up inside the house. It seems to me a very unhealthy
way of going on. | shall insist upon your going off into the

garden tomorrow, the moment you have eaten breakfast.’

unit @

A Looking up now, suddenly, he saw what it was about his own son that reminded him so
vividly of himself. He was very pale. The village boys of Derne had always gone about half-
naked, their bodies brown as indians, through the summers, but Joseph Hooper had rarely
gone out, and never been allowed to strip off his shirt, and so he had been very pale. Now,
his own son was pale.

eee a

B Mr Hooper coughed, turned his face away, and shifteda little in his seat. There is no telling,
he thought, perhaps he does remember something of his mother, after all. We cannot
fathom the minds of young children. He was discomforted by his own lack of insight. He tried
E to find some clue, in his son’s facial expression, as to what might be going on in his mind,
cài but there was only a blank. He could recall nothing of hìmself at the same age except that
he had loathed his own father.

eR GETTESR OE enna .Ñ
=>. pa. eae 1022008

C He made plans for a long time, almost a week. Everything was worked out, except the time.
He had to find the right day. But, to begin with, it was harder than he had anticipated to

get the things together.

D Slowly, remorselessly, the huge feet carried the hulking beast forward. The stench of the
marshes hung about it and the mud on its scaly hide was mud formed at the dawn of history.
The blood and death it now sought were ...
‘| suppose that | must speak to his mother.’

The train crossed over some points.

E Joseph Hooper was saying, ‘You had better both go off on some expedition or other, this
weather is too good to last. | cannot remember being at a loose end here, in the summer
holidays when | was your age.’

F It was unexpected, Kingshaw was not that sort of a boy. Hooper could see quite clearly that
the experience of being tormented and disliked and repelled was new to him. For a while,
in the beginning, he had flinched in surprise, retreated, wondering how to cope. But he was
quick, his defences had gone up now.

TE" ae: = wee

G Edmund Hooper stared down at his own finger, as it lay across the comic, at the crinkled
skin and the dry, ragged line of nail. He imagined what his hands would be like in a flat, solid
block of flesh, without the divisions of fingers. Fingers were queer. But it was amazing to

realise what things he would not be able to do. Underneath his hand were the gruesome
drawings of the Marsh Monster.

a 2 Complete sentences 1-8 with phrases from the box
Language develop ment: below. There are two extra phrases.

‘pars of the body’ idioms picked holes in pick up the pieces
READING AND USE OF ENGLISH, PART 4
picked your brains picky
= For questions 1-6, complete the second sentence so that
pick you up picked it up
it has a similar meaning to the first sentence, using the picked up on take your pick
word given. Do not change the word given. You must use picked her way pick-me-up
between three and six words, including the word given.
1 ‘What's up with Jane? She doesn’t look very happy.’ 1 , ‘Sue, can I borrow one of your books?” vu ‘Sure,

MOUTH

‘Jane looks rather 2 ‘Brian, can] ________ for a moment? I need
Is anything up?’ some advice on this report I’m writing.’

. 3 ‘You've got a dose of gastric flu, Mrs Brown.
2 I have no idea why, but Katie just totally ignored me You probably __________ on your business trip
last week.’
in the supermarket!
SHOULDER

I wonder why Katie __________ in the ¬ . .
supermarket. 4 Heidi ________ through the pile of toys lying
scattered all over the bedroom floor to where her

3 Sally was so nervous during her presentation that she son sat.
dropped her notes on the floor! . .
FINGERS : 5 ‘There’s no point in taking two cars tonight, Jim. .

Saly_—————————__ during her presentation, So, TL —— from the office at 5.30. 0K?

and dropped her notes on the floor! 6 It’s taken Paula whileto__————— after his wife
left him, but he’s coping a lot better since he sold
4 Paul never stops talking in class! It’s so annoying! the house.
NECK ; .
Paul _________! He never stops talking 7 My boss really _______ my report this morning,
in class!. "
¬. and after I’d worked so hard on it!
5 The subject of politics has always caused friction 8 At the meeting, Tina _________ what George had
between Harry and his father.
said about the problem of security at the festival.

EYE Key word: : ;;

Harry and hỉs father __—__—_——— 0ver * Circle the correct word in italics to complete the L2n«covtvofoe-cvêchtfkz4iNSu299710SGĐTĐ2SGLZ68769:4iui.`c1/1as1<9/-5:22 406.2
following sentences.
politics.
6 Peter’s come up with a brilliant idea for a theatre 1 Alice wanted to become politically active, so she ran

group. for cover / office.
2. David realised he was running a fever/ risk by going
BRAINWAVE
Peter's just ____________ about setting up a to see Helen, but he had to talk to her.
theatre group.
3 ‘Could you run a(n) errand / story on the fire in the

next issue?”

4 ‘Your proposal runs counter / parallel to company
policy, and so I cannot support it.’

5 ‘Do you expect me to keep the car/ engine running
while you talk on the phone for ten minutes?”