Teaching Guide 5

Advance
with
English
5
Teacher’s Book
Guidelines for Teachers
Advance with English 5 aims to develop the students’ communicative skills
as well as their ability to produce correct sentences. Therefore the activities
require pair and group work as well as individual work. Students should be
encouraged to discuss problems and tackle tasks together.
The fear of making language errors should not discourage students
from communicating. Individual students’ oral errors can be noted by the
teacher then corrected periodically as a class activity. Written errors should
be marked in the usual way. However, steps should be taken to reduce the
number of errors by the thorough preparation of written work before writing,
and the insistence that students proofread their written work in class before
handing it in.
Another problem area for students is the development of thought
processes and ideas. For example, each unit begins with a pre-reading
section, which requires students to give their own ideas and opinions, or
make predictions and intelligent guesses about previously unconsidered
subjects. Whether their answers are ‘right’ or ‘wrong’ is of little importance,
as the value of exercise lies in the thought processes it engenders and the
opportunities for communication it creates.
Each teaching unit of Advance with English 5 contains five thematically
linked sections: Reading; Language practice; Using English or Reading for
information; Practical Conversation, and Composition.
READING
This normally consists of reading material with pre-, while-, and post-reading
exercises linked to vocabulary, structure, and summary exercises. The materials
are related to other language work later in the unit, particularly composition.
There is a wide variety of different types of reading, authentic in both
language and format. This includes articles from newspapers and magazines
(Units 1 and 3), extracts from books of fiction and non-fiction, history and
autobiography (Units 2, 4, 7, 9 and 10) and items such as reports (Unit 8),
and job advertisements (Unit 10).
HOW TO USE THE MATERIAL

The introductory section presents the topic students will read about. It
should be used by the teacher to elicit students’ present knowledge of the
subject and opinions about it. For example, the teacher can ask the following
questions in relation to Unit 1:
What are some problems that traffic causes to you personally?
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Discuss them with your classmates and list three or four examples.
Students can then report these to the class and make a list of the most
common problems.
How could changes in traffic arrangements affect shop owners?
If the people who live on a road or a district do not agree with what the
authorities have done, what actions can they take?
The What do you think? section continues the thinking processes started
in the introductory section. Students anticipate what they will read about
by scanning the material, looking at titles, pictures, captions and other
features. At this stage they must not read the passage. Next, they should make
intelligent guesses and express opinions about the content of the material
by answering the questions in this section.
The value of the exercise is in the students’ attempts to answer (rather
than the actual answers) which should be checked and discussed in class
before the detailed reading starts. Unanswered questions should be returned
to after the detailed reading. As in the previous section, the objective is to
generate thought, discussion, and anticipation of the content.
The Finding the facts section which follows, aims to provide students
with a purpose for reading. This usually takes the form of an information-
extraction type exercise where students are required to find information in
the passage that will enable them to complete various exercises, for example,
a map (Unit 1), an interview (Unit 2) or a set of notes (Unit 3). Sometimes
the students are asked to match statements with speakers (Unit 4) or with
the facts in the passage (Unit 9). These activities would normally be done
individually, but may lend themselves to pair or group work.
The Words in context section provides students with the opportunity
to study the reading material in more detail. The use of realia means that
students face more lexical items than they would in graded reading passages.
To help them understand and retain these items, they have usually been
divided into words for recognition only and words for production.
The vocabulary exercises are designed to encourage students to use
contextual clues and make intelligent guesses to determine meanings. There
are also exercises requiring students to use new lexical items for production
in different contexts. These vocabulary items are reviewed in Units 5 and 11
(Revision).
The Think about it section contains comprehension questions,
requiring students to consider and evaluate what they have read. These
include multiple-choice and open-ended questions, and questions that test
understanding of implication, opinion, and the writer’s intention.
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The Reading section normally ends with a summary exercise. Having
read the passage and understood it thoroughly the students can tackle this
final exercise in selection, comprehension, and expression with confidence.
This Summary section contains a wide variety of exercises designed to
develop progressively the students’ summarizing skills. Considerable
guidance on technique is given at the start and gradually withdrawn, until
students are left with only minimal help.
LANGUAGE PRACTICE
This section provides a series of graded and contextualized exercises,
designed to engage the students in the meaningful, communicative use of
language.
First, students are presented with language items and explanations of
their functions. Students are then guided through a series of exercises, some
tightly controlled, which require them to use the language intelligently, not
mechanically. Examples can be found in Unit 2, where students are asked in
exercise A to analyse how events are put in sequence in the reading passage
using as, before, and after. The students are then required to sequence a series
of events, using the correct language in exercise B. In exercise C they are
asked first to study how the writer uses because to express surprise. They then
practise using these language functions, firstly in a short quiz and secondly
in completing the explanation of a graph. In the Language practice section,
the emphasis is again on varied and practical activities.
HOW TO USE THE MATERIAL

Various approaches are possible. For example, in Unit 2 the students can work
in pairs to complete the table in exercise A and to complete the sequencing
in exercise B. Exercise C (1 and 2) could be activities for the whole class,
while for exercise C3, the explanation of the graph could be completed in
groups, with one student from each group reporting back to the whole class.
Most exercises are designed to be done orally but they may be written later,
at the teacher’s discretion.
Many of the exercises are designed for pair work (Unit 1, section D).
In the early units, the teacher may want to take the part of S1 or S2, and
for students to respond, before progressing to student pair practice. The
teacher can go round the class listening and offering encouragement and
tactful correction, while the students do the exercises themselves. Further
reinforcement can be provided by asking students to write out some or all
of the language items.
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USING ENGLISH
This section usually alternates with the Reading for information section
described below. It presents students with practical tasks in which they must
use language intelligently, in realistic contexts. These tasks include writing
minutes and questionnaires, form-filling, asking for and giving directions,
making flow charts and interpreting graphs, following instructions, and
applying for jobs, including the writing of applications and resumes.
In Unit 1, for example, students are asked to check some notes taken at
a meeting for accuracy, by comparing them with a tapescript. The features
of these notes, especially the use of abbreviations, are emphasized; thus
students are taught a number of common abbreviations. They are finally
asked to complete a set of minutes using the notes they have already corrected
and the language forms they practised in the preceding Language practice
section.
READING FOR INFORMATION

This section is designed to familiarize students with a wide variety of reading
material, which differs from that found in the Reading section. It gives
students the opportunity to acquire and practise the skills needed to use such
material for their own reference. For example, in Unit 5 students are given
practice in reading indexes, tables of contents, and publishers’ blurbs, and
further practice in scanning reading matter for specific information.
Most of these exercises are designed for individual work but they should
be accompanied by discussion to clarify any misunderstandings or to deal
with points of interest.
PRACTICAL CONVERSATION
This section is normally divided into four parts: Pronunciation practice,
Dialogue reading, Dialogue practice, and Picture conversation. Pronunciation
practice is provided by minimal word pairs and by practising the words in
the context of sentences. There are exercises on vowel and consonant sounds,
the consonant clusters and final consonants and on stress and intonation.
The main aim of the Dialogue reading section is to increase students’
fluency. The dialogues are linked thematically to the Reading or Language
practice section of each unit and sometimes express a language function,
for example, congratulations and sympathy (Unit 9). They are designed to
be practised by students working in pairs, but teachers may feel they should
periodically take the part of the questioner.
4
Before practising dialogues, however, the teacher should read the
dialogue once to the students. The teacher should then repeat the dialogue,
this time pausing at appropriate points and asking individual students to
repeat. Students should then practise in pairs while the teacher observes and
helps, tactfully correcting, or noting mistakes for later correction. Finally
one or two pairs of students can perform for the whole class.
In the Dialogue practice section, students are required to work in pairs
or in groups to create their own dialogues in response to the prompts in
the texts. The dialogues are thematically linked to the rest of the unit and in
most cases illustrate a language function: asking for opinions or expressing
likes and dislikes (Unit 1). In two cases the dialogues are situational:
borrowing a library book (Unit 6) and asking and answering questions at a
job interview (Unit 10). Students should study the dialogues first and work
out their responses. They should then practise the dialogues while the teacher
listens, helps and corrects, or notes any mistakes for later discussion and
correction.
The Picture conversation section is usually related to the theme of the
reading material in the Reading section. A detailed picture is accompanied
by questions which are designed to encourage students to express their own
points of view, as well as asking them to make factual observations about the
picture. The aim is to help students develop the ability to talk confidently
about matters of general interest.
Students can work on these picture conversations in small groups,
with one student asking the questions and the others responding in turn.
The teacher can circulate and deal with any problems that arise. Finally the
teacher can take the role of questioner and elicit answers from individual
students.
COMPOSITION
The Composition exercises are presented in two parts: Discussion and
Writing. In addition, in the first three units of the book, there are exercises
on paragraph writing. The Composition exercises generally come at the end
of the unit and are related to the Reading section and to other parts of the
unit, for example Language practice.
The three exercises in the Paragraph writing section are designed to
remind students that compositions are composed of paragraphs, and that
paragraphs comprise a topic sentence that expresses the main theme,
supported by sentences that illustrate or develop this. Detailed instructions
on how to write the paragraphs can be found in the Student’s book. While
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the actual writing may be done as a home assignment, the preparation work
should be done in class.
Discussion must always precede the writing of the composition so that
students will generate the ideas they will later write about. Full details on
how to conduct the discussions are given in the Composition sections of the
book. It should be noted that the discussions are conducted in groups of
four or five students.
The compositions in the Writing section are designed to be as practical
and useful as possible and to introduce students to the many kind of writing
tasks listed in both the teaching and the examination syllabuses. They
therefore include letters, reports, articles, a speech and a radio script as well
as a factual and imaginative compositions.
Students should read carefully the instructions for discussion in the
Composition section in each unit and be quite clear about the rules and what
they intend to achieve in their discussion. The teacher should provide any
explanation necessary. For example, in Unit 1, students are asked to play
the roles of committee members of a residents’ association and discuss part
of a letter from the traffic authorities. This requires them to give answers to
specific questions. While the students are discussing this letter in groups
(the suggested group size is five), the teacher should listen, help, encourage
and answer questions. When the groups have finished their discussions, it
is usually a good strategy for one member of each group to report back to
the whole class. Different groups will probably arrive at different decisions
and the reasons for this can encourage further discussion. The aim is not
to get the whole class to agree to the same set of decisions but to generate
good discussion skills.
After the discussion, the students will be clear about the subject matter
of the composition and it is suggested that they write as individuals, although
groups are advised for Unit 7 and pairs for Unit 8. In some units, for example
Unit 1, guidelines or hints on writing are given and it may be necessary to
discuss these with the students before the actual writing takes place.
STUDY NOTES
Each unit ends with a set of Study notes which briefly restate the main
language points covered in the unit. They are designed to help students
remember what they have studied and to serve as an aid to revision.
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Advance
with
English
Answer Key
Blank Page
Unit 1
READING Pages 2–5

A 1 Strongly against
2 Terrified
3 Emergency
4 B
5 A
6 A
7 B
8 Consult the people to find out what they want
9 C
10 B
B
City A
Centre
Flats
tr eet
Bay S Flats
Secondary school
Primary school
Old people’s home

Kindergarten
Park Street
Hill Street
Factories
Offices
Shops
Playing field
Clinic
Park Flats
Island Wa y Digby Tunnel

B
��
C 1 protesting against 2 came into force

3 reverse 4 C
5 A 6 northbound; will die down
7 install; monitor
9
D 1 come into force 2 protest against
3 Until now 4 die down
5 monitoring 6 installing
E 1 The photograph showing them looking very displeased and the

fact that they have organized themselves into a committee to
protest against the new traffic arrangements.
2 No. He says that the changes have been made to improve traffic
flow, however, it will be inconvenient for the inhabitants there
to start with, he believes that they will get used to it and stop
complaining.
3 The fact that the new traffic arrangements were computer-aided
is used by the spokesman to back up his department’s decision
to change the previous arrangements.
4 Unsympathetic. He says that no plans had been made for a pedestrian
crossing, however, he says that serious consideration would be
given to providing one if there seemed to be a need; he also says
that such a crossing would cost a lot of money and interfere with
traffic flow. He also believes that residents will quickly get used to
the new traffic arrangements and stop complaining which means
that there would be no need to provide a pedestrian crossing after
all.
LANGUAGE PRACTICE Pages 5–9

A 1 a. The residents do not like the new traffic arrangements so they
are protesting.
b. Beach Road used to be quiet. Consequently, the residents were
happy.
c. The old people find it difficult to cross the road. Therefore,
they want a pedestrian crossing.
d. The authorities are worried about the situation. As a result,
they are watching it closely.
B One resident said that to get across the road now, they needed a pair
of wings. Another said that the new traffic arrangements had turned
their lives into a nightmare. A spokesman stated that these changes
had been made in order to improve traffic flow.
10
USING ENGLISH Pages 10–13
A 2
Notes on BRRA emergency committee meeting at 8 p.m. on 9/5 in

Beach Road Secondary School.
1. Review of new traffic arrangements
Chairman—All traffic from Clifton Bridge to City Centre now from
S to N along Beach Road
Result—huge increase traffic; prbs for B Road residents and
workers
Q—what exactly are prbs?
2. Problems caused by n.t.a.
a. Crossing road—
(i) old people,
difficulty shopping,
clinic, park;
also noise and fumes.
(ii) Primary school—diffy. getting
chn. across to plg. field and play ground;
also n. and f.
(iii) kindergarten—ditto
(iv) sec. school—chn. diffy bus-top - school
also n. and f.
(v) flat—owners—diffy. shopping;
chn. to school, n. and f.
b. Noise and fumes—see above
Chairman—Q—what are solutions?
3. Solutions to problems
a. Approach District Council—cancel n.t.a.
b. Newspaper campaign cancel n.t.a.
c Ped. crossing installed immed.
d. Both a. and c.
4. Adjournment of meeting
Adjourned 9 p.m.—meet again 10/5,8 p.m.
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3 approx.—about; km.—kilometre;
cf.—compare with; e.g.—for example;
etc.—and the rest; hr.—hour; i.e.—that is;
NB—note well/pay attention to;
no(s).—number(s); viz.—namely;
w.e.f.—with effect from; wt.—weight.
PRACTICAL CONVERSATION Pages 14–16

D 1 On the pedestrian crossing.
3 The puddle of water which made the car skid.
4 Swerved to try and avoid him.
5 Half on the road and half on the pavement.
6 Calling for an ambulance.
7 Yes. They have turned their heads to see what is happening.
8 Chatting.
9 Large stones are falling from the bulldozer and are about to hit
the worker below.
COMPOSITION Pages 16–18

A 1 a. New traffic arrangements in Beach Road. Sentence 1.
b. Sentences 2, 3, and 4.
c. That it is now difficult for residents to cross the road because
of the increased number of vehicles; that this situation affects
especially young people who go to school there and the old
who live in the old people’s home; and that the noise and fumes
are annoying everyone and affecting the health of some.
d. Sentence 5.
e. Also; as a result.
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Unit 2
READING Pages 20–25

A 4 Personal robot.
5 A
6 Personal robots and industrial robots.
7 Describe the rest of his imaginary day.
8 The passage describes how people could enjoy a much improved
lifestyle once robots become widely used, a lifestyle which people
might compare to their idea of Utopia.
9 New technological advances.
10 Robots and computers.
B You: ...
Knight: I wanted to show how two machines, in particular robots
and computers, are going to change our lives.
You: ...
Knight: I’ll try. Life will be more secure than it is now. There won’t
be any danger of robbery, for example. Life will be easier: you won’t
have to cook your own meals or check the children’s homework. And
because you won’t have to work such long hours, you’ll have a lot more
leisure time.
You: ...
Knight: Personal robots. There’s no doubt about that. People have
talked about creating them for years. Soon they will be a reality.
You: ...
Knight: No. Those are industrial robots. These will certainly have a
great effect on work but not so much on our personal lives. And this
effect will take longer to be felt.
You: ...
Knight: Yes. I call it a probot. That stands for personal robot. Basically,
it is a personal computer with a body. If it has wheels and an arm so
that it can pick up, move and manipulate things, then it becomes a
device of great potential.
C 1 a. sleep
b. fell asleep gradually
c. takes him off quickly
d. the story which has just been told
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e. changed
f. jobs
2 a. C b. A
c. D d. B
3 a. Utopia b. factors
c. technologies d. dramatic
e. productivity
4 The gross national product (GNP) is the total value of goods
produced by a country.
Stocks are shares in a company.
An excerpt is a part of a book, film, etc. presented separately.
A strenuous lifestyle is one needing lots of energy.
To portray something is to show it in a lifelike way or like a
picture.
To manipulate something is to handle it skillfully.
5 According to the writer, one of the factors that is going to change
our lives dramatically is the personal robot. When the technology
is more fully developed, probots will have extensive uses in the
home. He says they will have a profound effect on our lifestyle and
have a great potential to make the quality of our lives better.
The writer, Timothy O. Knight, says it will be like living in
Utopia.
D 1 A 2 B 3 B
4 B 5 B 6 B
7 A, B, F

A 2 b. (happening first)
3 a. and
b. (happening together)
4 a. (happening first)
B 1 Wash up the breakfast dishes.

Dust the furniture.
Wash the floors and let them dry.
Polish the dry floors.
Iron the clothes which are in the laundry basket.
Put away the ironed clothes.
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Set the table for dinner.
At 6 p.m. start preparing rice, beef and vegetables for dinner.
Put rice in rice cooker and steam it.
Fry the beef and vegetables.
2 Dear Aunt Zarin,
Thanks for your offer of help. Here are the jobs which need to be
done.
First wash up the breakfast dishes and then dust the furniture. After
you have dusted the furniture, wash the floors and let them dry.
Before you iron the clothes which are in the laundry basket, polish
the dry floors. After you finish the ironing, put away the ironed
clothes. Before you start preparing the rice, beef and vegetables
for dinner at 6 p.m., set the table for dinner. Put the rice in the
rice cooker and steam it. As the rice is steaming, fry the beef and
vegetables.
Mother and I will both be home at 6.30 p.m. Mother said to
telephone her at the office if you need to ask her anything. Thanks
again for coming to help. See you this evening.
C 1 a. Because his home was made secure by computer, he had no

fear at night that he might be robbed or be in any danger
while he slept. So he slept very peacefully.
b. Because his household computer informed him.
c. Because there are relatively few robots working in factories.
d. Because it can be programmed to do much more than a
personal computer.
2 a. Doctor is out of place because he is to do with medicine. The
other words are to do with the theater.
b. Potato is out of place because it is the name of a vegetable.
The other words are names of fruit.
c. Typist is out of place because she is to do with an office. The
other words are to do with hospital.
d. Knee is out of place because it is connected with the leg. The
other words are connected with the arm.
e. Beijing is out of place because it is the name of a city in China.
The other words are names of cities in Europe.
3 a. Because we reduced our prices by 10% in February, sales rose
from 2,000 to 3,000.
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b. Although we had an advertising campaign in April, sales fell
from 3,000 to 2,000.
c. Because we gave a 20% discount in May, sales rose from 2,000
to 3,000.
d. Although we removed the 20% discount in July, sales rose from
5,000 to 6,000.
e. Because we put prices up 15% in October, sales fell from 4,000
to 3,000.
f. Although we reduced prices by 25% in December, sales fell
from 2,000 to 1,000.

A 1 a. heater b. washing machine
c. refrigerator d. computer
e. record player f. vacuum cleaner
g. microwave oven
2 a. With a greeting. He offers to help the customer.
b. He says it’s the latest model.
c. The customer thinks it is a bit expensive.
d. Because it’s a fixed-price item.
e. He will go to look at other models of washing machines in
other shops.
f. Very politely. He uses the expression good morning here to
say goodbye to the customer.
C
Monthly stock record: May
Sold Broken
In stock In stock
Items
May 1 May 31st
Winston Lily Winston Lily
Electric kettles 42 5 5 16 16 0 0 1 1 20 20
Electric irons 68 31 31 20 20 1 1 0 0 16 16
Radios 34 12 12 15 15 0 0 3 3 4 4
Cassette players 53 8 8 30 30 3 3 2 2 10 10
Plugs 88 44 44 29 29 4 4 0 0 19 19
Key: S1 S2
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D 1 Mother, daughter and grandmother.
3 One is listening to music, the other is using a computer.
4 The middle-aged man is reading a newspaper and the elderly man
is watching TV.
6 The females are doing household chores and the males are enjoying
leisure activities (the boy using the computer may be working or
studying).
7 That it is unfair that the women should be doing the household
chores while the men relax or do something more interesting.
9 The household chores could be shared by both the men and the
women so that the women could enjoy some leisure time too.
10 Household chores are not enjoyable, so it might be difficult to
persuade the men to do their share when they are used to doing
more interesting things instead.
17
Unit 3

A 3 The gentle giants are probably the gorillas.
4 Jambo, the gorilla, probably showed compassion (pity) towards
the child.
5 The monsters are probably the gorillas.
6 They are probably misunderstood by humans.
7 a.
8 Most people probably expected the young boy who fell into the
gorillas’ enclosure to be killed.
9 Us in the last paragraph probably refers to humans.
10 a. The shirt was puzzling (strange) to the gorilla because it was
different from anything the gorilla had experienced before.
b. The tribute (admiration or respect) is to the skill and
understanding with which Jersey Zoo looks after its gorillas.
c. The gorilla family is looked after and protected by a big male
gorilla.
d. The gorillas could think that the human intruders were a
possible source of danger.
e. The shaggier relative (shaggy means covered in hair) refers to
the mountain gorilla.
B 1 Common attitudes towards gorillas

most people believe gorillas are violent and dangerous
2 Reasons for gorillas’ bad reputation
a. started in 19th century book by American explorer
b. film in 1930s called King Kong
3 True nature of gorillas
a. Gorillas are gentle and inoffensive
b. eat mainly vegetation
c. love and protect their family
d. rarely use strength against other animals
4 Future fate of gorillas
gorillas are endangered animals
reason: cutting down of forests; hunted by humans
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C 1 a. children b. became conscious
c tear d. played
e. walked unsteadily f. climb
2 a. B b. A
c. A d. B
e. A
3 a. likeness b. aggressive
c. solitary confinement d. well adjusted
e. spoiled f. endangered
4 a. B b. B
c. C d. D
5 Neurotics are mentally upset people / animals.
An image is a mental picture.
Libel is damaging a reputation with lies.
Intruders are people who go somewhere uninvited.
Exulted means enjoyed greatly.
6 Interviewer: ...
Attenborough: Yes, well, in my experience they are not at all
aggressive. They only become that way if they’re
kept in bad conditions, solitary confinement, for
example. Their true nature is quite different. Take
Jambo, for example. He didn’t harm the boy that
fell into his enclosure. He treated him tenderly
and with affection.
Interviewer: ...
Attenborough: They behave in the same way. They’re quite
inoffensive and won’t charge unless you behave
aggresively towards them. It’s because they behave
so gently that they’ve become endangered.
D 1 a. O b. F c. F
d. O e. F f. F
2 That gorillas are fierce and aggressive.
3 That they are gentle and affectionate. This is illustrated by the gorilla’s
behaviour towards the child, gorillas’ behaviour towards one another
and towards David Attenborough in Africa.
4 He feels that people have behaved badly towards gorillas, for
example, by putting them into solitary confinement.
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5 D
6 B
7 D

B 1 The crowd of people, who were watching the gorillas, began to
lean over the fence to see better.
2 A young boy climbed on to the fence which was not very high.
3 A woman, who was wearing a dress, held the boy around his
waist.
4 The woman, who I think was the boy’s mother, turned to wave
to a tall man at the back of the crowd.
5 The boy on the fence, who was about six years old, fell into the
gorillas’ enclosure.
6 The people, who saw the boy fall, looked terrified.
7 A male gorilla, who was the boss of the gorillas, stood guard over
the boy but did not hurt him.
8 A man, who was wearing jeans and a T-shirt, went into the
enclosure with the ambulance men.
READING FOR INFORMATION Pages 45–46

1 The lady playing the radio may be breaking rule 2 and is definitely
breaking rule 12. The boy swimming in the pond is breaking rule
3 and so is the man picking the flowers from the flower bed. The
child riding the tricycle in the park, is breaking rule 5. The boy
selling RSPCA flags may be breaking rule 6 unless he is authorized
to sell them. The man selling ice cream is breaking rule 7. The
children climbing the tree are breaking rule 8. The boys playing
football are breaking rule 9. The boys playing cards may be
breaking rule 10 if they are playing for money. The man sleeping
on the bench is breaking rule 11. The man who has brought his
bird in a cage to the park, is breaking rule 13.
Sara should have stopped by all of these people and taken the
names and addresses of those who are breaking the rules.
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B 1 A pet walkathon, organized by the RSPCA.
2 Walkers will have asked people to sponsor their walk and
on completion of the walk will collect the money from the
sponsors.
3 Because they know that they are being filmed by the TV
camera.
6 Probably the girl with the tortoise.
8 One of the walkers is giving her sponsor form to one of the officials.
A sponsor form lists all the names of the people who have agreed
to sponsor the walker and states the amount of money each person
will pay the walker after the walk.
9 A variety of animals eating a variety of special food for
animals.
10 The dog guides the man along and helps him to find his way to
the places he wants to go.
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Unit 4

B 1 Medical students. Male.
2 A lecture. Elizabeth Blackwell.
3 A lecture room.
4 A hundred years ago—the clothing is of that era.
5 The door to education and opportunity, previously only available
to men.
6 Women.
7 Fact.
8 A class of all male medical students. The lady was Elizabeth
Blackwell.
C 1 f. 2 b. 3 e.
4 a. 5 e. 6 f.
7 c. 8 d.
D 1 a. professions b. determined
c. opposition d. authorities
e. attend f. expedient
g. turn the decision over h. turned down
i. boast j. genuinely
k. in favour l. carried unanimously
2 An influential doctor is one who has power and importance.
The student body is all the student members of a school or
college.
Notification means news or information.
A nerve-racking situation is one that worries or frightens you.
Formally introduce means to introduce someone in a serious or
official manner.
Boisterous and riotous means noisy and disorderly.
To be indicted means to have legal action taken against a person
or organization.
A diffident person is one who is not confident or is shy.
A bedlam is a very noisy place; like a madhouse.
Silence prevailed means silence spread through the room.
22
E Yes, I remember the incident quite well. Miss Blackwell wanted to
become a doctor but a lot of people were against the idea and when
her application was considered there was a lot of opposition. However,
she had been recommended by a very influential doctor and, of course,
we didn’t want him to be offended. We didn’t know what to do until
someone suggested that the student body should be asked to consider
the matter. We were sure that when they saw her application they
would turn it down. So we decided to turn the matter over to them.
However, the result surprised us. They voted to admit Miss Blackwell.
In fact the vote in her favour was unanimous. Some students wanted
the college to be the first to train a woman doctor so that they could
boast about it. Others thought women should be treated equally and
this belief was quite genuine. So Miss Blackwell had to be admitted
by the college authorities. They had no other choice. So she became
the first woman to enter the medical profession.
F she para. 1.1.9 Elizabeth Blackwell

they para. 2.1.4 the college authorities
it para. 2.1.13 medical college
They para. 2.1.8 the college authorities
He para. 4.1.17 an elderly doctor
it para. 5.1.11 every word
its para 5.1.15 the presence of a lady
G a. 9 b. 1 c. 3
d. 8 e. 6 f. 10
g. 2 h. 4 i. 11
j. 7 k. 12 l. 5
H 1 Because at that time only men worked in the profession and nobody
believed that a woman could be equally capable of becoming a
doctor.
2 A Philadelphia doctor. He recognized Elizabeth’s potential and
recommended her to Geneva College. Because the doctor was
influential, the college authorities considered Elizabeth’s application
even though they did not want a female student.
3 The students were normally rude, boisterous, and riotous but as
soon as Elizabeth entered the lecture room with the dean, the
students fell completely silent. This dramatic change in behaviour
was a direct result of Elizabeth’s arrival.
23
I 1 Elizabeth Blackwell wanted to become the first woman doctor in
the world. She applied to Geneva College for a place on the medical
course and her application was accepted after a lot of delay. Both
the college authorities and the students had considered Elizabeth’s
application. Surprisingly, the students approved it unanimously
and informed the college authorities who were dismayed at the
students’ decision.
Elizabeth arrived at the college and shortly afterwards was
introduced to the students by the dean. The students, numbering
about a hundred and fifty were rude, boisterous, and riotous.
In fact, the residents of the area had complained to the college
about the bad behaviour of its students. When Elizabeth entered
the lecture room for the first time, small and plainly dressed but
with a firm and determined expression on her face, the students
sat down and fell silent. The silence was so profound that it was
possible to hear every word of what the dean said.

C 4 Zain said that only men could do the most important jobs in
society, e.g., managers, governors, doctors.
However, Naila stated that this was untrue and that women
were equally capable. She gave the example of Benazir Bhutto,
the Prime Minister.
Zain argued that women should not be given responsible jobs
because when they married, they usually left to have children.
Naila said that this was untrue because most women returned to
work only six weeks after having a child. Zain stated that women
left their jobs more frequently than men, so they shouldn’t be
trusted with important positions which might be difficult to fill.
Naila argued that women often left jobs because male managers
were afraid to promote them to responsible positions in case they
left! She said that as a result, many women got bored and left to
find more interesting work. She stated that companies lost a lot
of talent in this way.
Zain said that he thought women were not suitable to do
certain jobs like working on building sites. Naila asked why not
and argued that only recently there had been a newspaper article
about a very successful female scaffolding constructor.
24
Zain concluded that women were not strong enough to do
heavy manual jobs. However, Naila stated that modern machinery
made many previously heavy jobs much lighter and argued that
as a result, women could do them too.

D 1 In school.
3 The chairman.
4 No. He is using notes.
5 The committee secretary.
6 Writing the minutes of the meeting.
7 She wants to say something and is waiting for the chairman’s
permission to speak.
8 The one next to the secretary looks as if he is reading; the one
diagonally opposite looks as if he is looking out of the window;
the one next to him looks as if he is writing.
9 He is probably the principal.
10 A football game and basketball game being played.
25
Unit 5

C Emily is sick and cannot travel. We will now arrive in Vancouver on
(name of month) 28. Please book a double room for us at the Bayside
Inn for four nights. My money has been stolen so please send me two
thousand dollars immediately. Also the X14A camera is unavailable but
there is a newer model called the X14B. It costs $ 500 more. Should
I buy one?
Best wishes,
Grace
D
R O T Y W X M D E I O L
C M Y R A T I L O S L C
N O K L M G S O T A E D
O T S B R E P K T T N X
I R P L O N U S S O C W
S A M D F U N O Q M L O
S U N A N I M O U S O T
E T O M O N C N E V S U
F R A I C E V G E Q U Y
O C R B D Z H K Z P R M
R U E X L R Y F E R E C
P R R E J E C T D O N D
1 squeezed 2 reject 3 solitary

4 install 5 genuine 6 profession
7 unanimous 8 enclosure 9 conform
10 stable
26
E CLUES ACROSS
1 ended 5 dramatic 7 aggressive
11 monitor 14 pair 16 extensive
17 no 19 dad 20 profound
CLUES DOWN
1 endangered 2 ever 3 arms
4 ate 6 conform 8 gum
9 sticks 10 plain 12 offend
13 on 15 deaf 18 own
27
Unit 6

B 1 more
2 graph
3 rest the mind
4 A
C 1 Beyond a certain point, the more you study the less you learn.
2 Most students can study effectively for about five hours a day.
3 If you study for ten or twelve hours a day, you will become exhausted
and lose your power of concentration.
4 The mind does not work as the body; the best way to rest and
relax the mind is to get out and do something active.
D 1 a. principles b. were effective

c. was exhausted d. exhausted
e. a compromise f. my concentration on
g. fatigued h. to get in
i. variety j. Conserve
2 The crest of a curve is its highest point.
Someone on a downward slope is in an increasingly difficult
situation.
If you are chopping, you are cutting something up.
Fatigue means tiredness.
Adequate means enough or sufficient.
E Mina: Well, I learned some of the principles of good study.

Sitara: ...
Mina: I’m going to try. They seem to be effective and Dr Malleson
says they produce good results.
Sitara: ...
Mina: Yes, I do. Dr Malleson used a graph to show that if you
study too long, you become so exhausted that you lose
your power of concentration.
Sitara: ...
Mina: It’s because your mind becomes so fatigued it’s unable to
take anything in.
Sitara: ...
28
Mina: Yes, that the mind works differently from the body. Resting,
by lying down or sleeping enables you to conserve the
energy of your body but not of your mind.
Sitara: ...
Mina: You should stop studying and go and do something
completely different. A variety of activities is the best way
to relax and rest the mind.
F 1 X
��
3
2
5
1
0 5 10 15 20 24
��
2 A
3 The two misunderstandings are that the longer you work the
more you learn, and that to rest the mind you should lie down
and relax, as you would to rest the body.
4 except

A 1 Malleson: Yes, and you must learn them.
Alex: ...
Malleson: You mustn’t because you’ll be too tired to remember
anything.
Alex: ...
Malleson: Then you mustn’t. You’ll lose your powers of
concentration.
Alex: ...
Malleson: But you must. A change of activity is essential.
2 a. Yes, and you ought to learn them.
b. You shouldn’t because you’ll be too tired to remember
anything.
c. Then you shouldn’t. You’ll lose your powers of
concentration.
d. But you should. A change of activity is essential.
29
3 Mallson: It depends on the type of work and on the person. It
even varies from week to week in the same person.
Penny: ...
Malleson: If you find that you can’t understand a paragraph after
reading it repeatedly, it means that you’re not taking
it in; that’s a pretty good sign that you’ve reached your
personal optimum.
Penny: ...
Malleson: On the contrary. The mind is different from the body.
To rest the mind you must do something active,
something different from studying.
Penny: ...
Malleson: Because the mind cannot rest even in sleep. So you
must get out and do something—anything so long as
you don’t study.
Penny: ...
Malleson: Yes.
B 2 (i) Don’t study for too long. If you do, you will lose your power of
concentration.
(ii) Do try to find your own optimum for your daily study.
(iii) Do stop after reaching your optimum.
(iv) Don’t sit down to rest after studying.
(v) Do some other activity, something different from work.
C 2 a. Watching television. The majority of households have a TV;

there are programmes to suit all age groups and it is very easy
to watch TV.
b. Team Games. Because they are too young.
c. Swimming. Possibly because they would need to be accompanied
by an adult and therefore would not have the opportunity to
go as frequently as the older children.
d. Lack of conveniently located facilities and it would be expensive
to go regularly.
e. That they are quite interested in music.
f. Because they are capable of being more independent than
the younger groups and therefore can pursue more leisure
activities without needing adults to escort them. Also some
of the activities are only suitable for older children.
30
A 1 Project would be on page 679.
2 Between prohibition and projectile.
3 a. The first entry is a noun (the abbreviation n is used to indicate
noun). The second entry is a verb (the abbreviations vt and
vi are used to indicate transitive and intransitive verb).
b. In the meaning of the noun.
c. Countable. [C] in the dictionary entry after the word project
indicates that this is a countable noun. [U] would indicate
an uncountable noun.
d. do, plan, carry out.
B 2 a. 600 Applied Sciences (Technology)

b. Card (ii) belongs to a major subdivision; cards (i) and (iii)
belong to a minor subdivision.
c. Card (ii) is from the author catalogue; card (i) is from the
title catalogue; card (iii) is from the subject catalogue.
d. Gordon, Lee and Jack, James.
e. Gordon, Frank, Jack.
f. Communication: An Introduction
g. Speaking in Public
h. Speech for Everyone
i. Communication: An Introduction
j. Friends’ House
3 Air Pollution – 600
Acupuncture – 600
Chinese Music – 700
Computers – 600
The Calculus – 500
The Life of William Shakespeare – 800
Buddhism – 200
Everyman’s Encyclopedia – 000

D 1 To study.
2 40 C. The air conditioner is out of order.
3 Probably about where they are going to sit to study.
31
4 Playing cards, sleeping, throwing waste paper, playing music,
eating.
5 They are hot and uncomfortable because the room temperature
is so high which makes it very difficult for them to concentrate
and study.
6 He is trying to take a book from one of the higher shelves.
32
Unit 7

A 1 1 Fiction.
2 Tripods and humans.
3 The Tripods.
4 John Shackley as the fictional character Will, Jim Baker as
Henry, and Ceri Seel as Beanpole.
5 That they are going on a long, difficult walk.
6 Desolation.
7 The mission is to get to the Tripods’ city without arousing
suspicion. The most dangerous part of the mission would be
trying to get out of the city later.
8 B
9 Tripod means three-legged; trilogy means a set of three related
stories.
10 It is a Tripod. The picture came from BBC Enterprises Ltd.,
from the BBC Television Production of The Tripods.
2 a. Go on the special mission to the Tripods’ city.
b. The three people (Will, Henry, and Beanpole) on the mission.
They are probably on their way to the Tripods’ city.
c. The Tripods.
d. One of the people on the mission has been captured by the
Tripods.
B 1 hundred 2 capping
3 adults 4 expected
5 celebrated 6 misgivings
7 capping 8 tell
9 capping 10 wandered
11 pitied 12 disliked
13 looked 14 against
15 really 16 move
17 enemies 18 think
19 survived 20 agreed
21 cousin 22 French
23 won 24 arrived
C 1 B 2 A 3 B
33
4 B 5 B 6 B
7 A 8 B 9 A
D 1 Thinking for oneself.

2 For fear of punishment.
3 Fight the Tripods.
4 War between humans and Tripods.

A Mr Alam’s flow chart
START
TAKE BOOK
FROM
CUSTOMER
COMPLETE
RECEIPT
FORM
ASK
CUSTOMER
FOR PAYMENT
IS PAYMENT NO CREDIT NO CHEQUE

BY CASH CARD?
YES YES YES
ADD NUMBER CHEQUE

ETC TO NOT
RECEIPT ACCEPTED
GIVE TO GIVE RECEIPT

CASHIER WITH AND CARD FINISH
RECEIPT TO CASHIER
WRAP BOOK
FOR
CUSTOMER
TAKE RECEIPT
CHANGE / CREDIT
CARD FROM
CASHIER
GIVE TO
CUSTOMER WITH
WRAPPED BOOK
FINISH
34
B
National Bookstore,
PO Box 848,
GPO Lahore
January 16th, 2004
The Manager,
The National Bank,
The Mall,
Lahore.
Dear Mr Ali,
Book Sales for 2003
As requested, I enclose a graph showing our book sales for 2003.
You will see from the graph that in January and February we
sold 5,000 books. Our sales then rose to 15,000 in March but fell
again to 5,000 in April. This was because the shop was damaged
by fire and we had to close it for two weeks.
In May and June, sales rose steadily to 15,000 again and stayed
at that level in July. In August there was a large increase to 25,000.
The reason for this was that children were buying school books.
Sales then fell again in September and October but began rising in
November. In December we sold 35,000 books, our highest number
for the year. This was because people were buying books for Eid
presents.
I hope this is clear. Please ring me if you want any further
information.
Yours sincerely,
M. Alam

D 1 Preparing their sleeping bags for the night.
2 Prepare some food.
3 Three.
4 A long hike.
5 Probably not. They are carrying sleeping bags.
6 He is holding a map and looking at the route marked on the
map.
35
7 No. There is a coach on the beach who is obviously training the
canoeists which includes teaching them how to capsize.
8 The three people in canoes are learning how to use canoes properly;
on the right of the picture we can see the arm of someone who is
probably swimming.
9 The coach is giving instructions to the canoeists and the people
on the right of the picture are sunbathing.
10 This is the coach. He is probably making notes about the canoeists
he is instructing.
36
Unit 8

A 1 Anything left behind by the person who committed the crime,
e.g., hair, pieces of clothing, bloodstains, fingerprints, statements
from witnesses.
2 Yes. To collect evidence from the scene of the crime.
3 Victims of and witnesses to the crime, and suspects.
4 No. If a statement was obtained from only one person, it would not
be possible to establish if the statement was entirely truthful.
5 So that they can later examine in detail what each person said.
6 They compare the statements against each other to look for
inconsistencies of information and then compare the statements
with other evidence they have collected. In this way the police try
to reconstruct the order of events to help them solve the crime.
7 If it contradicts itself or if it is contradicted by other concrete
evidence.
B 1 diamonds 2 three
3 traffic survey 4 Datsun
5 two Datsun 6 men, one
7 robbery took
N
Document G
Street plan for robbery area W E
S
TV monitor
Bank
Park Street
Bank Pit
Road Lane Car park
Main Street
Egg
New Era Jewellers Cat
Toko
hair
Street Lane Benny’s salon
restaurant
School Road
Ash
TV monitor Lane
Note: Distance from car park to New Era Jewellers via Main Street = 3 Km.
Distance from car park to New Era Jewellers via Park Street and Bank Road = 5 Km.
37
C
Situation Chart
Situation Chart
Location: New Era Jewellers, Main Street
Date: June 18 Time: 2.50 p.m.
Number in gang: Three
Value of goods stolen: Rs 1 million
Details of suspects
Name Location* Time Evidence from witnesses⊕
1. Mrs Eva Chinoy Benny’s 1.30 p.m. – 2.30 p.m. ✓
2. Masud Hasan Car-park 2.30 p.m. – 3.20 p.m. X
3. Mr Asif Jan Bank 2.30 p.m. – 3.20 p.m. ?
4. Simi Aziz Hairdresser’s 1.30 p.m. – 3.20 p.m. ✓
5. ? 10.00a.m. ✓
Details of vehicles
Number Owner Colour/Type Location Time Evidence
from
witnesses⊕
1. LHE 2197 Mrs Eva Chinoy White Datsun Car-park 1.30p.m. – 3.30p.m. ✓
2. GAL 4926 Masud Hasan White Datsun Car-park 2.30p.m. – 3.20p.m. ✓
3. RIT 7868 ? White Datsun Car-park 10.00a.m. – 2.40p.m. ✓
* Location – refers to the suspects’ stated location at the time of the robbery.
⊕ If there is evidence to support statements, write ✓.
If there is no evidence to support statements, write X.
If the evidence is doubtful, write?

1 a. S2: My watch must be slow.
b. S2: You must be unwell.
c. S2: Something must be burning.
d. S2: The lift doors must be stuck.
e. S2 You must be feeling cold.
f. S2: You must be choosing a recipe.
2. a. S2: He must have got out.
b. S2: I must have dialled the wrong number.
c. S2: I must have lost it.
d. S2: Their side must have lost.
e. S2: Something serious must have happened there.
f. S2: I must have left it on the bus.
38
COMPOSITION Pages 116–117
A 1 a. A white Datsun van, registration number RIT 7868 was driven
into the car park by a woman.
b. Mr Jan or Miss Aziz.
2 a. Miss Aziz went to the Elegance hair salon and Mrs Chinoy
went to Nadim’s restaurant.
b. Eating at Nadim’s.
c. She said she was waiting in her van for Miss Aziz.
d. She could have been taking part in the bank robbery.
e. She was having her hair done at the hair salon.
3 a. We know that Mr Jan was given a bank draft at the bank at
about 3 p.m. We don’t know for sure what Mr Hasan was
doing after apparently dropping Mr Jan off at the bank.
b. Mr Hasan said that he drove his friend Mr Jan to the bank
and dropped him off there at about 2.30 p.m. He then claims
to have parked his van in the car park opposite the bank and
waited in his van for Mr Jan who returned at about 3.20 p.m.
Mr Jan claims to have gone to back at about 2.30 p.m. He said
he ordered a bank draft and was asked to wait for about half
an hour which he claims he did, in the bank lobby. He said he
collected his bank draft from the counter a little after 3 p.m.
and then returned to the car park where Mr Jan was waiting
for him.
c. They could have been taking part in the robbery.
4 a. Twelve minutes.
b. Twenty minutes.
5 Probably because one of the ‘men’ was in fact a woman. The loose
coat would help to disguise her shape and so long as she didn’t
speak no one would recognize from her voice that she wasn’t a
man.
B Name of incident: Jewel robbery

Date and time: June 18 at 2.50 p.m.
Names of suspects: Chinoy, Hasan, Jan, Aziz
At 10 a.m. on June 18, a white Datsun van, licence number RIT 7868,
drove into the car park on Park Street, opposite the National Bank. It
was probably driven by Miss Aziz.
39
At 1.30 p.m. Mrs Chinoy and Miss Aziz arrived at the car park.
Mrs Chinoy went to eat at Nadim’s. Miss Aziz went to Elegance hair
salon. According to a witness, Mrs Chinoy left Nadim’s at 2.30 p.m.
According to another witness, Miss Aziz remained at the hair salon
until 3.20 p.m.
At 2.30 p.m. Hasan and Jan arrived at the car park. Hasan said he
remained in the car park until 2.30 p.m. Jan said that during this time
he was at the bank, waiting to be served. A witness remembers serving
Jan at the bank at about 3 p.m. No witnesses saw Hasan between 2.30
p.m. and 3.20 p.m.
In view of the above, it seems likely that the robbery was carried
out by Hasan and Jan and that the getaway van was driven by Mrs
Chinoy. This van was probably driven to the car-park earlier in the
day by Miss Aziz. We therefore recommend that all four suspects be
brought in for further questioning.

4 There’s been a Wilson here for 150 years. In 1883 a young English
watchmaker named Alan B. Wilson arrived in New York, USA, and
set up a small but exclusive business making watches for a number of
clients. Today, some of the world’s finest timepieces bear his name.
Of course, over the years, we at Wilson’s have introduced one or
two rather bold changes. In the 1960s we took the step of introducing
a new electronic watch. Slim, modern and elegant, with it’s clean-cut
line, it soon established itself as a favourite with successful people
from all walks of life.
But what we at Wilson’s have never changed, however, is the concern
shown by our founder for making products of the highest quality.
(It takes eight hundred and forty separate operations to make a single
Wilson watch, and each component is machined to an accuracy of
one thousandth of a millimetre.)
A Wilson watch says a lot about the person who wears it. It
announces success, good taste and intelligence. So why postpone the
gift you or your loved ones deserve? A perfect gift for Mother’s day,
Father’s day, or birthdays or to mark any other special occasion. Only
when you see one of these magnificent watches on your wrist will you
appreciate the value it represents.
40
All our watches carry a lifetime guarantee. Come to any of Wilson’s
branches and buy now. Our sales persons will be delighted to help
you.

C 1 In a field.
2 Midday.
3 Autumn.
4 The light is not very bright.
5 About nine.
6 Some are working in the field while the others are eating.
7 Spade, pitchfork.
8 Wheat.
9 The women.
10 No.
41
Unit 9

A 1 As I Walked Out One Midsummer Morning by Laurie Lee, published
by Penguin Books Ltd.
2 The story takes place in the year 1934. It was written in the year
1964.
3 A large country family who were probably quite poor.
4 From a quiet village in the countryside to the city of London.
When he got to London, he made his living by playing the violin
and later, by labouring on a building site.
5 Spain. Civil war was about to break out. The people of Spain are
called Spaniards.
6 These are extracts from reviews of the book. The people who
wrote them are probably book reviewers or journalists.
7 The cover illustration.
B 2 That’s true.
3 That’s true.
4 That’s not true. She only gave him a long and searching look.
5 That’s not true. Many generations had set off along the same
road.
6 That’s true.
7 That’s not true. It was because he wanted to see the sea.
8 That’s true.
9 That’s not true. He longed to hear someone hurrying after him
to call him back.
10 That’s not true. They became more vivid in his mind.
C 1 a. appeals b. inevitable
c. reluctance d. opposition
e. longing f. familiar
2 g. appeals h. obvious
i. vigour j. reluctance
42
3 a. bent b. rough
c. goodbye d. very proud
e. persuaded to leave f. discontent
g. sadly h. hurt
i. repeated sounds
4 a. A b. A
c. B d. C
5 a. longing b. appeals
c. inevitable d. opposition
e. reluctance f. familiar
D
Dear Daisy,
You’re probably surprised to get this letter from London but I’ve
left home and I’m now living here alone. At last I am free!
Making up my mind to leave home took a long time. For
months I wandered about the hills thinking about it. But finally
I made my decision. Why did I want to leave my home and the
valley? I wanted to discover the world before I got married and
settled down.
I left home on a bright Sunday morning in early June. I got up
early and ate the breakfast my mother cooked. I’m sure she didn’t
want me to leave but she said nothing to stop me. She helped me
pack my belongings and then I walked to the road. Standing at the
top of the bank, my mother watched me go in silence, her hand
raised in farewell and blessing.
I had decided to walk to London but first I wanted to go to
Southampton because I had never seen the sea. My first day on
the road started off well. I felt excited and confident, but later in
the day I began to feel lonely and homesick and longed to hear the
sound of someone hurrying after me to call me back. But no one
came.
Now that I am in London I earn my living by playing the violin
but I hope soon to get a job working on a building site. And one
day I hope to visit you in Spain. It’s a country I’ve always wanted
to visit.
Until then, best wishes,
43
E 1 His childhood.
2 Sad. She showed her feelings by her motherly gestures of preparing
breakfast and helping her son get ready to leave, but her sadness
is evident from the fact that she was lost for words for the entire
morning and even as her son left she stood silently, watching him
go.
3 Probably searching for reasons as to why her son had decided to
leave home.
4 Not very happy.
5 ‘I was nineteen years old, still soft at the edges, but with a confident
belief in good fortune.’
6 D
7 He was unhappy at home and spent a lot of time wandering about
the hills, deciding what to do with his life.
8 It was his unhappiness at home which had made him decide to
leave. He would still be unhappy if he returned home. The writer
wanted to experience more of the world even though he felt quite
homesick shortly after leaving home.
9 He did not enjoy his feeling of being free immediately, as this
feeling was initially mixed with a sense of loneliness and nostalgia
for the familiar things he had left behind.
10 Kitchen utensils.
11 B

B 1 a hairbrush 2 a wheel
3 an umbrella 4 an orange
5 a seashell 6 a potato

D 1 They are having their photograph taken.
2 The plane on the left is taking off and the one on the right is
landing.
3 That the man running has just stolen his bag. The policemen is
blowing his whistle. He will probably chase the man who stole
the bag.
44
4 He is probably telling her that her luggage is over the weight
allowance. She might ask him if she has to pay for the excess
weight. She is going to travel on British Airways.
5 The man with the baggage cart will probably run into him because
he can’t see that he is standing in front of the baggage cart. If this
happens, the man with the newspaper might say, ‘Why don’t you
look where you’re going?’ The man pushing the cart might apologise
and say that he couldn’t see over the top of the baggage.
6 A man and woman are entering the restricted area. They might
be saying goodbye and thanking their friends for coming to see
them off. Their friends might be wishing them a good journey.
7 A man is speaking to the lost luggage attendant. The man is making
an inquiry. He is thinking about the case he has lost, which is
blue with the name D. Allen written on it.
45
Unit 10

B 1 Travel agency.
2 Four.
3 Matric standard.
4 By sending a letter of application together with a resume, to the
Personnel Manager.
5 C, D, E, H
C 1 B 2 A 3 B
4 A 5 B 6 A
7 A 8 B 9 A
10 A 11 B 12 A
13 A 14 B
D Noreen Ahmed would probably be most suitable for the post of

Trainee Information Officer. Her teacher’s report indicated that she
communicates well, is ambitious and ready to accept challenges.
She is good at Urdu and English. She seems to have a pleasant
personality.
Rais Khan would probably be most suitable for the post of Trainee
Tour Guide. It seems that he writes well in English and Urdu, he reads
a lot and is interested in current affairs. He can type and use a word
processor. He enjoys working independently. He writes stories which
are apparently quite good. This shows a creative ability.
Zara Shah would probably be most suitable for the post of Trainee
Accounts Clerk. She seems to be good with figures and is able to work
under pressure. She appears to be hardworking, conscientious and
she also knows how to use a computer.
None of the applicants is especially suitable for the post of Trainee
Publications Officer.
46
D 1 Salim: ...
Sara: No, but I wish I had.
Salim: ...
Sara: ...
Salim: ...
Sara: Yes, I hope to attend an evening class next month. I’ve
already applied.
Salim: Good. Now tell me, Sara, if you were given the choice,
what would you prefer, a job with a high salary or one
with good promotion prospects?
Sara: I would prefer one with good promotion prospects.
Salim: Why?
Sara: I hope to get to the top one day.
Salim: ...
Sara: I’m sorry. I wish I could start tomorrow but I can’t
start till Monday. I’ve got to go to Lahore tomorrow
to attend my sister’s wedding.
Salim: All right then. We’ll say Monday. Oh, and wish your
sister the best of luck from me. And don’t forget, 8
a.m. sharp on Monday. You won’t be late, will you?
Sara: I hope not.
2 b. Ijaz: Were you offered the job?

Raza: No, but I wish I had been. It seemed a good job.
c. Naim: Are you interested in it?
John: Yes, but I hope the promotion prospects are good.
d. Hadi: Do you feel confident?
Hasan: No, but I wish I did.
e. Meher: What did he say?
Zehra: He wished me good afternoon.
Meher: I hope you responded.
Zehra: Of course I did, but I was so nervous, I said good
morning!
f. Javed: Did you have them with you?
Aslam: No, I’d forgotten them. I wish I hadn’t.
g. Isa: Did you accept?
Asim: No, I would prefer to work shorter hours.
47
D 1 The personnel manager; someone going to see the personnel
manager; the secretary.
2 If he has applied to the company for a job, then he is about to
have an interview with the personnel manager. He may feel a
little nervous. He could be carrying personal documents in his
briefcase which are relevant to the job he is applying for.
3 He is the personnel manger. Some of his duties include interviewing
applicants for jobs, looking after the welfare of staff already
employed and advertising job vacancies.
4 He may be reading the letter and resume sent in by the person
he is about to interview.
5 Secretarial jobs: typing letters, filing documents, taking telephone
messages.
6 If the call was for the personnel manager, she would probably
say he was busy carrying out an interview and she would take a
message from the caller or ask them to call back later.
7 He probably told her he had come for a job interview. She would
have told him to go into the personnel manager’s office.
10 He might ask her to type a letter offering the man the job, or if
he was unsuitable he might ask her to type a letter informing the
man that his application had not been successful.
48
Unit 11
REVISION Pages 162–169

A Tariq: Hello, Rahman. What’s wrong with your hand?
Rahman: ...
Tariq: Sorry to hear that. How did it happen?
Rahman: ...
Tariq: So it must have been serious.
Rahman: ...
Tariq: You must wish you’d been more careful, especially with
exams coming up.
Rahman: ...
Tariq: I expect you won’t be able to take those now.
Rahman: ...
Tariq: Is that allowed?
Rahman: ...
Tariq: Are you sure?
Rahman: ...
Tariq: I wouldn’t mind being your writer.
Rahman: ...
Tariq: Is there anything I can do to help you?
Rahman: ...
Tariq: It’s all right. I’ll get it.
Rahman: ...
Tariq: Put your purse away, Rahman, and don’t argue.
Rahman: ...
Tariq: I’d rather have a packet of crisps.
B Please look at the graph in front of you. It shows the number of

people who attended our Charity Fair from 1990 to 1994 and gives
an estimate for 1995.
As you can see, our first Charity Fair was held in 1990 and the
attendance was just over one thousand. The following year this figure
increased just slightly to two thousand and in 1992 the attendance
reached its highest figure ever—five thousand! Unfortunately, this
figure fell in 1993 to about three thousand. The reason for this was
bad weather.
However, the attendance figure remained the same in 1994, even
though the weather was good.
49
We plan to have more stalls in 1995 and I expect the attendance
to increase.
C 1 Contact Mrs Syed for money.

2 Ask Mr Wali for help.
3 Get student volunteers.
4 Contact parents for donations.
5 Arrange advertising in newspapers.
6 Confirm Cola Cola drinks stall.
7 Decide Guest of Honour.
8 Send invitation and advise Asifa.
E 1 immediate 2 serious
3 aggressive 4 convenient
5 dramatic 6 influential
7 profound 8 riotous
9 familiar 10 effective
11 inevitable
(The hidden adjective is descriptive)
F CLUES ACROSS
1 advice 2 protest
5 abbreviation 8 conform
9 compromise 11 librarian
12 attend
CLUES DOWN
1 agenda 2 appeal
4 telex 6 booking
7 ambition 8 career
10 minutes
50
Test Paper
MULTIPLE-CHOICE Pages 168–176

1 A 2 D 3 C
4 D 5 D 6 A
7 A 8 A 9 A
10 A 11 D 12 C
13 C 14 A 15 B
16 B 17 A 18 B
19 C 20 C 21 B
22 C 23 A 24 B
25 D 26 A 27 C
28 A 29 A 30 D
31 B 32 C 33 B
34 D 35 A 36 B
37 A 38 C 39 B
40 B 41 A 42 D
43 B 44 B 45 B
46 D 47 A 48 A
49 B 50 D 51 B
52 C 53 D 54 C
55 A 56 B 57 A
58 A 59 D 60 D
61 B 62 C 63 A
64 B 65 B 66 D
67 A 68 C 69 A
70 B 71 D 72 C
73 B 74 B 75 C
SUMMARY, COMPREHENSION, AND USAGE Pages 177–179

1 a. 1 Location of first pond: Israel
2 Purpose of first pond: to enable heat to be conducted
3 Problems: a. heat lost if surface of water disturbed by wind
b. pipes at bottom eaten away by salt water
4 Benefits: a. power can be produced cheaply b. small areas
can produce large amounts of power c. ponds can be easily
dug and maintained d. ponds can be covered in when no
longer needed
51
2 a. (i) focus
(ii) solar
(iii) principle
b. A kitchen which is not enclosed inside a building.
c. (i) liquid
(ii) heat
d. Simplicity, effectiveness/greater efficiency
e. the first method is used in India and the second is used in
Israel, Japan, and USA.
f. Fresh water
g. (ii) snags
(ii) corrodes
(iii) maintain
h. cookers, ovens, heaters, refrigerators, air conditioners.
3 a. completely b. was
c. ago d. metres
e. had f. used
g. much h. which
i. than j. is
k. amount l. bulb
m. how n. rumour
o. is p. start
q. would r. sales
s. dollars t. rise
u. becoming v. reason
w. amounts x. development
4 a. 1 h. 2 i.
3 b. 4 d.
5 j. 6 e.
7 c.
b. 1 g. 2 a.
3 c. 4 m.
5 b. 6 e.
7 f.
52
Advance
with
English
5
Workbook
Answer Key
Blank Page
Unit 1
Pages 1–4
B . . . it gave him great pleasure to be there that evening. He said that it was
always a pleasure to visit such a well-known school as ours, but that there
was another reason. He told us that not only had he been a student at this
school, but that his father had studied here. Moreover, he reminded us
that his son was also attending the school. He asked us how we imagined
he had felt when he had received our headmaster’s invitation to speak
to us. He told us that he had felt very proud indeed.
B 3 Afia (cello) said that she practised for three hours every day.
4 Sara (flute) said that it was quite difficult to play the flute but that
she enjoyed it.
5 Kiran (oboe) said that she had played in a concert (the year
previously/last year).
6 Hasan (clarinet) said that he had learnt the Intermezzo by Adrian
Williams (the year previously/last year).
7 Akbar (trumpet) said that his favourite piece of music was The
Rondo by Adrian Williams.
8 Zain (drums) said that he also played the piano.
C 3 Naim: He is asking what time we start work in the mornings?

4 Naim: He is asking (if/whether) there is a canteen here.
5 Naim: He is asking (if/whether) we work on Saturday
mornings.
6 Naim: He is asking (if/whether) we are allowed to leave the office
during the day.
7 Naim: He is asking (if/whether) he has to wear a suit to work.
55
Unit 2
Pages 5–9
A 3 Zubair: I like this one because (there is/it has) a variety of
expressions.
Nilofer: Although (there is/it has) a variety of expressions, I
think (there are/it has) too many people.
4 Zubair: I don’t think this one is good because the subject is too
small.
Nilofer: Although the subject is too small, the background is
beautiful.
5 Zubair: I like this one because (there is/it has) a good colour
balance.
Nilofer: Although (there is/it has) a good colour balance, some
things are not in focus.
6 Zubair: I don’t think this one is good because the people don’t
look natural.
Nilofer: Although the people don’t look natural, they (are/make)
an interesting group.
7 Zubair: I like this one because (there is/it has) a lot of
action.
Nilofer: Although (there is/it has) a lot of action, (there is/it
has) no obvious theme.
8 Zubair: I don’t think this one is good because it is too dark.
Nilofer: Although it is too dark, it looks romantic.
B 3 Farid: Why is it bad to eat a lot of sweets, sir?

Mr Haq: Because they increase the amount of fat in your
body.
4 Kiran: Why should we always read books in good light, sir?
Mr Haq: Because it protects your eyes from strain.
5 Akram: Why should we always use toothpaste to clean our
teeth, sir?
Mr Haq: Because it makes your gums healthier.
6 Haris: Why should we eat plenty of fresh vegetables and fruit,
sir?
Mr Haq: Because they give your body important vitamins.
56
7 Naz: Why should we take regular walks outside the city,
sir?
Mr Haq: Because the air is usually less polluted there.
8 Sehr: Why should we drink plenty of fresh milk, sir?
Mr Haq: Because it helps to strengthen your bones.
9 Qasim: Why should we take regular exercise, sir?
Mr Haq: Because it strengthens your heart.
10 Ansar: Why is it dangerous to listen to very loud music, sir?
Mr Haq: Because it can damage your ears.
11 Anita: Why should we always wear shoes which fit well, sir?
Mr Haq: Because they allow your feet to grow properly.
12 Amber: Why should we drink plenty of water, sir?
Mr Haq: Because it helps to reduce the amount of poison in you
body.
C 2 Before you come to class, make sure you have the right clothes.
3 Before you come to class, make sure you don’t do any exhausting
exercise.
4 Before you come to class, make sure you’re not too tired.
6 While you are in class, don’t watch the others.
7 While you are in class, don’t think of other things.
8 While you are in class, follow the teacher’s instructions.
10 After you come out of class, weigh yourself.
11 After you come out of class, don’t take a shower immediately.
12 After you come out of class, take a drink of water if necessary.
57
Unit 3
Pages 10–14
A 3 Mr Kamal: Jaria, what language does a person from China
usually speak?
Jaria: A person who comes from China usually speaks
Chinese, sir.
4 Mr Kamal: Mehdi, what language does a person from Saudi
Arabia usually speak?
Mehdi: A person who comes from Saudi Arabia usually
speaks Arabic, sir.
5 Mr Kamal: Amina, what language do people from Japan usually
speak?
Amina: People who come from Japan usually speak Japanese,
sir.
6 Mr Kamal: Ubaid, what language does a person from Spain
usually speak?
Ubaid: A person who comes from Spain usually speaks
Spanish, sir.
7 Mr Kamal: Umar, what language do people from England usually
speak?
Umar: People who come from England usually speak English,
sir.
B 3 Nadia: I went to the map-reading class which Miss Abbas

taught.
Kiran: ...?
Nadia: Yes, that was a class which started at ten o’clock.
4 Asad: Which class did you go to during the summer
holidays, Aftab?
Aftab: I went to the kite making class which Mr Kamil
taught.
Asad: Was that a morning class?
Aftab: No, that was a class which started at two o’clock.
5 Najma: Which class did you go to during the summer
holidays, Rehana?
Rehana: I went to the painting class which Dr Shah taught.
Najma: Was that a morning class?
Rehana: Yes, that was a class which started at nine o’clock.
58
6 Rana: Which class did you go to during the summer
holidays, Amber?
Amber: I went to the dancing class which Miss Latif
taught.
Rana: Was that a morning class?
Amber: Yes, that was a class which started at nine o’clock.
7 Farid: Which class did you go to during the holidays,
Ron?
Ron: I went to the model-making class which Mr Kerr
taught.
Farid: Was that a morning class?
Ron: No, that was a class which started at two o’clock.
8 Riaz: Which class did you go to during the summer
holidays, Hasan?
Hasan: I went to the karate class which Mr Kumar taught.
Riaz: Was that a morning class?
Hasan: Yes, that was a class which started at ten o’clock.
C 3 Mr Zia was carrying a smart new umbrella, which his wife had
given (to) him.
4 The new school, which was on a hill, could accept a thousand
students.
5 My new shoes, which I am not wearing, squeak very loudly.
6 Her new dress, which had been chosen with great care, fitted her
very well.
7 My sister, who is 10 years old, goes to primary school.
8 The dog, which was on a lead, barked fiercely.
9 The flowers, which were in a vase, looked lovely.
10 The Headmaster, who lives in Park Street, drove away in his
car.
D 2 That is Mr Raza, whose book on butterflies has just been

published.
3 I have just had a letter from my cousin, whose home is in
Hyderabad.
4 My mother, whose name was Shah before she married, has lived
here all her life.
5 This is my eldest brother, Akbar, whose right leg was broken
recently during a football match.
59
Unit 4
Pages 15–18
B 2 . . . the custom of not walking on newspaper. They said that it is
believed to be bad luck, because it is considered to be an insult
to the Goddess of Learning. See you soon. Love, Sandra.
3 . . . As you work in a shoe shop, you’ll be amazed to learn what
people have told me about the Indians’ attitude to wearing shoes.
They said that people believed that wearing leather shoes was
sinful because (all cows are considered to be holy/they consider
that all cows are holy). See you soon. Love, Sandra.
4 . . . I am enjoying myself here in India. You’re a great milk drinker
so you’ll agree with what people have told me about the Indians’
view of milk. They told me that they believe that milk is one of
the best drinks because it comes from cows, (which are considered
to be holy/which they consider to be holy.) See you soon. Love,
Sandra.
5 . . . I am enjoying myself here in India. I must tell you what people
have told me about the Indians’ belief in coming back after death.
They said that after death, people return to life, either as animals
or different human beings. See you soon. Love, Sandra.
B 3 Miss Naz: The handbrake will not hold. What should I

do?
Mr Asad: I suggest that you tighten it.
4 Mr Ijaz: The engine gets too hot. What should I do?
Mr Asad: I suggest that you look at the fan.
5 Mrs Hasan: My car is uncomfortable and bumpy. What should
I do?
Mr Asad: I suggest that you check the tyre pressures.
6 Miss Latif: Smoke is coming from the engine. What should
I do?
Mr Asad: I suggest that you wait until the engine cools and
then take (your/the) car to (a/the) garage.
7 Mr Atif: An unusual noise is coming from the engine.
What should I do?
Mr Asad: I suggest that you look under the bonnet.
60
8 Miss Saif: There is a loud noise at the back of (my/the) car.
What should I do?
Mr Asad: I suggest that you look at the exhaust pipe.
9 Mrs Ali: Steam is coming from the engine. What should I
do?
Mr Asad: I suggest that you put some water in the
radiator.
10 Mr Wasi: A tyre is flat. What should I do?
Mr Asad: I suggest that you put on the spare tyre.
C . . . Mr Khan said that (his/the) car would not start and he asked what
he should do. Mr Asad suggested to Mr Khan that he should look at
the petrol gauge. Miss Naz said that (her/the) handbrake would not
hold and she asked what she should do. Mr Asad suggested to Miss
Naz that she should tighten it. Mr Ijaz said that (his/the) engine got
too hot and he asked what he should do. Mr Asad suggested to Mr
Ijaz that he should look at the fan. Mrs Hasan said that her car was
uncomfortable and bumpy and she asked what she should do. Mr
Asad suggested to Mrs Hasan that she should check the tyre pressures.
Miss Latif said that smoke was coming from (her/the) engine and she
asked what she should do. Mr Asad suggested to Miss Latif that she
should wait until the engine cooled and then take (her/the) car to
(a/the) garage. Mr Atif said that an unusual noise was coming from
(his/the) engine and he asked what he should do. Mr Asad suggested
to Mr Atif that he should look under the bonnet. Miss Saif said that
there was a loud noise at the back of (her/the) car and she asked
what she should do. Mr Asad suggested to Miss Said that she should
look at the exhaust pipe. Mrs Ali said that steam was coming from
(her/the) engine and she asked what she should do. Mr Asad suggested
to Mrs Ali that she should put some water in (her/the) radiator. Mr
Wasi said that (his/the) tyre was flat and he asked what he should do.
Mr Asad suggested to Mr Wasi that he should put on a spare tyre.
61
Unit 5
Pages 19–23
A 2 When they have painted the doors, we will be able to use the
room.
3 When they have finished mending the roof, the rain will not come
in.
4 When I have finished reading the book, I will lend it to you.
5 When we have finished the meal, we will wash the dishes.
6 When I have finished writing this letter, I will post it.
B 2 (After/When/As soon as) he had put out all the lights, he went to
bed.
3 (After/When/As soon as) the teacher had corrected all the exercise
books, she went home
4 (After/When/As soon as) the workmen had finished, the Razas
moved into their new flat.
5 (After/When/As soon as) the Headmaster had finished, speaking,
he walked out of the hall.
6 (After/When/As soon as) he had put the letter into the envelope,
he remembered that he had not signed it.
7 (After/When/As soon as) the boys had played a game of football,
they all went home.
8 (After/When/As soon as) she had washed all the clothes, she hung
them out to dry.
C 3 While the trainer was holding a burning ring, dangerous lions

were jumping through it.
4 While the big bird was riding a bicycle, a little bird was sitting
on its back.
5 While the man was riding a horse, a lady was standing on his
shoulders.
6 While the ducks were crossing a narrow bridge, dogs were jumping
over it.
7 While the man was riding a one-wheeled bicycle, his son was
standing on his shoulders eating fire.
8 While the clowns were fighting, their friends were throwing water
at them.
62
D 3 Ijaz, please put in the windows while Akbar is putting up the
shelves.
4 Bari, please repair the garage roof while Riaz is clearing away the
rubbish.
5 Naim, please paint the walls while Saeed is mixing the paint.
6 Isa, please paint the ceilings while Amir is fixing the doors.
7 Hadi, please put the baths in the bathrooms while Munir is laying
the floors.
8 Wasim, please measure the walls while Laiq is cutting the
wallpaper.
E 2 Zainab asked Rehana to show her the new tape recorder. She said
it looked very nice and asked how it worked.
3 She asked him when he was going to Japan and said she had been
going with him. She then reminded him to send her a postcard.
4 Farhan asked Jaffer if he had seen the new film at the Nafdec.
Jaffer replied that he had. He said that it had been very good, and
recommended Farhan to go and see it if he could. Farhan said
that he would.
5 Kamran wondered if it would rain the (following/next) day because
he hoped to go to Murree with some of his friends. His mother
advised him to take an umbrella, because a thunderstorm warning
had been announced on the radio.
63
Unit 6
Pages 24–27
A 3 You must keep your feet on the foot rest.
4 You must close the safety-bar firmly.
5 You must not jump up and down in your seat.
6 You must not take any bags or umbrellas on to the roller
coaster.
7 You must not eat or drink when you are on the roller coaster.
8 You must walk off the roller coaster slowly and carefully.
9 You must not try to get off before the roller coaster has stopped.
B 3 You should weigh your luggage before leaving home.

4 You should pay your airport tax when you check in for your
flight.
5 You should carry only one piece of hand luggage.
6 You should always keep your hand luggage with you.
7 In the aircraft, you should put your hand luggage in the locker
above your seat.
8 You should not smoke cigarettes when the aircraft is taking off
or landing.
9 You should always wear your seat-belt when requested.
10 You should not change your seat without permission from the
stewardess.
11 You should pay close attention to the safety demonstration.
12 You should know where to find the emergency exits.
C 3 You should make sure that you know what number to dial in case
of fire.
4 You should crawl towards your nearest exit if you are caught in
smoke.
5 You should leave the building immediately when the fire alarm
starts ringing.
6 You should never smoke where you see a NO SMOKING sign.
7 You should telephone the fire station immediately if you discover
a fire.
8 You should never go back into a building which is on fire.
64
Unit 7
Pages 28–34
A 2
. . . Our school is planning to organize a walk for charity on 24th
May. We should be grateful if you could give permission to your
children to take part.
Yours sincerely,
Naz Changezi, Hina Latif
3
. . . We are planning to organize a walk for charity on 24th May.
We should be grateful if you could give us your permission to
organize it.
Yours sincerely,
Suresh Patel, Shoaib Khan
4
The City School,
Islamabad
2nd February, 1994
Dear Inspector Yunus,
Our school is planning to organize a walk for charity on 24th
May. We are expecting about 80 people to take part. We should
be grateful if you could give us permission to organize the walk
on that date.
Yours sincerely,
Sara Abbas (Class representative), Simi Fazal
B 2 Can I borrow your bicycle, please?

No, I’m sorry, but you can’t.
3 Can I go out in a boat on the lake, please?
No, I’m afraid you can’t.
4 Can I go swimming at night, please?
No, I’m afraid I can’t allow you to do that.
5 Can I go to a late night party, please?
No, I’m sorry but you can’t.
6 Can I go to (a/my) friend’s house to stay overnight, please?
No, I’m afraid not.
65
7 Will you allow me to go parachuting, please?
No, I’m afraid I can’t allow you to do that.
8 Can I buy a pair of Italian shoes, Please?
No, I’m afraid you can’t.
C 3 Faiz: May the Maths Club have Rs 2,000 to buy some

games, please, sir?
Vice-principal: Yes, you may have some money, but I’m afraid
you can have only Rs 1,000.
4 Rana: Can the Girl Guides have an individual storeroom
for their equipment, please, sir?
Vice-principal: No, I’m afraid you can’t. All the rooms are being
used.
5 Mehr: May the English Club invite a speaker from the
British Council, please, sir?
Vice-Principal: Yes, certainly you may.
6 Asma: Can the Chess Club hold an inter-class
competition, please, sir?
Vice-principal: No, I’m afraid you can’t. It’s too near exam
time.
7 Usman: May the Drama Club buy some costumes, please,
sir?
Vice-principal: No, I’m afraid you may not. They are too expensive.
It (is/would be) better to hire them.
8 Sheena: Can the Science Club make soap, please, sir?
Vice-principal: Yes, certainly you can.
66
Unit 8
Pages 35–40
A 3 You could get short of breath.
4 You might cough a lot.
5 You are likely to get your fingers and teeth stained yellow.
6 It is probable that your breath will smell bad.
7 You could develop a lung disease.
8 You might lose friends.
9 It is possible to give up smoking.
10 Your friends may help you.
B Wednesday Cumulus Fine, but there might be thunder

Thursday Cumulonimbus It (will/is going to) rain.
Friday Stratus Probably fine, but it might rain.
Saturday Cirrocumulus It will rain later.
Today (Check actual weather conditions, and
fill in accordingly).
C . . . He has straight hair, but it could be curly. He (also) has a small

moustache, which he could have shaved off. He has no beard, but he
could be wearing a false one. He has dark hair but it could be dyed
light brown. He wears glasses, which could be thick with dark rims
or small with no rims. He wears a large felt hat, but he could wear a
small cap. He prefers light coloured clothes but he could be wearing
a dark shirt. He speaks English but he could pretend not to.
67
D 3 Mr Rais: Customers are using other coach companies.
Mr Khan: It looks as if we shall have to provide food for our
passengers.
4 Mr Zaidi: The Staff Association has complained that some
new staff have received no training at all.
Mr Khan: It looks as if we shall have to begin training courses
for new staff.
5 Mr Naqi: One company is starting a new service, featuring
video films for young passengers, air conditioning
and a snack bar.
Mr Khan: It looks as if we shall have to make our coaches
more comfortable for our passengers.
6 Mr Ghani: The travel agency has many inquiries from
passengers wishing to travel by coach.
Mr Khan: It looks as if we shall have to allow the travel agency
to sell our tickets.
7 Mr Saif: The Service Manager says that some of the coaches
are old and may be dangerous.
Mr Khan: It looks as if we shall have to improve our maintenance
services.
8 Mr Alam: The Personnel Manager reports that the number of
staff has fallen below minimum necessary to run
an efficient service.
Mr Khan: It looks as if we shall have to recruit new staff
immediately.
68
Unit 9
Pages 41–46
A 3 Simon: Do you think these cotton trousers will sell well?
Miss West: I’m not sure if they will sell well. It’s possible that they
are too wide.
4 Samson: Do you think the evening dress will be successful?
Miss West: I’m not sure if it will be successful. It’s possible that
it is a little old-fashioned.
5 Simon: Do you think the velvet hat with the feather will sell
well?
Miss West: Yes, I’m certain it will. It’s good for the Spring Season
in Europe.
6 Simon: Do you think the nylon blouse will be successful?
Miss West: I’m not sure. It’s possible that it’s too loose.
7 Simon: Do you think this woollen skirt will sell well?
Miss West: I’m not sure if it will sell well. The style is nice, but
it’s too long.
8 Simon: Do you think the sports shirt will be successful?
Miss West: I’m not sure. (It has/There are) too many pockets!
B 3 Hasan: Would you be willing to answer the telephone?

Candidate:Yes, of course I would.
4 Hasan: Would you mind writing reports?
Candidate:No, of course I wouldn’t mind.
5 Hasan: Would you be willing to help the volunteers?
6 Hasan: Would you mind making speeches?
7 Hasan: Would you be willing to travel all over the city?
8 Hasan: Would you mind keeping the accounts?
9 Hasan: Would you be willing to meet visitors from overseas
at the airport?
Candidate: Yes, of course I would.
10 Hasan: Would you mind representing our organization at
conferences?
Candidate: No, of course I wouldn’t mind.
69
C 3 Ismail: Have the lights been fixed?
Ali: I don’t know. I’ll ask the electrician if they’ve been
fixed.
4 Ismail: Have the costumes been cleaned?
Ali: I’m not sure I’ll ask the laundry whether they’ve been
cleaned.
5 Ismail: Has the background scenery been painted?
Ali: I don’t know. I’ll find out from the painter if it’s been
painted.
6 Ismail: Have the programmes been delivered?
Ali: I’m not sure. I’ll telephone the printer to ask whether
they’ve been delivered.
7 Ismail: Has the hairdresser come?
Ali: I don’t know. I’ll try to find out if (he’s/she’s) come?
8 Ismail: Are any more people needed to help?
Ali: I’m not sure. I’ll ask the producer whether there
are.
9 Ismail: Is the choir ready?
Ali: I don’t know. I’ll ask the musical director if it’s
ready.
10 Ismail: Have all the books and tapes been collected?
Ali: I’m not sure. I’ll find out from the librarian whether
they’ve been collected.
11 Ismail: Has the secretary ordered the food?
Ali: I don’t know. I’ll ask (him/her) whether (he’s/she’s)
ordered it.
12 Ismail: Does anyone need a headache pill?
Ali: I’m not sure. I’ll ask the actors (whether/if) they do.
D 3 Mechanic: Do you know how to clean the engine on this car?

Karim: No, I’m not sure. Could you show me, please?
4 Mechanic: Do you know how to check the steering wheel on this
car?
Karim: No, I’m not sure. Would you mind showing me,
please?
Mechanic: Certainly. I’d be happy to.
6 Mechanic: Do you know how to repair a tyre on this car?
Karim: No, I’m not sure. Would you mind showing me, please?
Mechanic: No, of course I wouldn’t mind. I’d be happy to.
70
7 Mechanic: Do you know how to test the brakes on this car?
Karim: No, I’m not sure. Could you show me, please?
Mechanic: Certainly. I’d be happy to.
8 Mechanic: Do you know how to use the gears on this car?
Karim: No, I’m not sure. Would you mind showing me,
please?
Mechanic: No, of course I wouldn’t mind. I’d be happy to.
71
Unit 10
Pages 47–51
A 3 I wish I had remembered to bring my bathing costume!
4 I wish I had remembered to bring my purse!
5 I wish I had not wasted so much time before the examination!
6 I wish I had filled my petrol tank before the journey!
7 I wish I had weighed my luggage before leaving home!
8 I wish I had looked at the prices when I was ordering the meal!
9 I wish I had made another copy of my work!
10 I wish it hadn’t climbed up so high!
B (Choose any suitable time phrase as in the workbook)

3 I hope to fly to London . . .
4 I hope to be a vet . . .
5 I hope to win a prize . . .
6 I hope to climb Everest . . .
7 I hope to find a job . . .
8 I hope to buy a car . . .
9 I hope to be a detective . . .
10 I hope to leave hospital . . .
11 I hope to play in an orchestra . . .
12 I hope to travel around the world . . .
C 3 Receptionist: Would you rather have a full-day or a half-day

tour?
Mrs Pane: We’d rather have a half-day tour, please.
4 Receptionist: Do you prefer to pay by cash, cheque or credit
card?
Mr Pane: We’d prefer to pay by credit card.
5 Receptionist: Would you rather have a room with a telephone
or without a telephone?
Mrs Pane: We’d rather have a room without a telephone,
please.
6 Receptionist: Do you prefer a room with a sea view or without
a sea view?
Mr Pane: We’d prefer a room with a sea view.
72
7 Receptionist: Would you rather have a room with air
conditioning?
Mrs Pane: We’d rather have a room with air conditioning,
please.
8 Receptionist: Do you prefer newspapers to be delivered to your
room or to be collected from reception?
Mr Pane: We’d prefer them to be delivered to our room.
73
Unit 11
Pages 52–59
A 3 Clerk: Do you remember where you got on the bus?
Mrs Umar: No, I’m sorry. I’m not sure where I got on the
bus.
4 Clerk: Do you remember who you sat next to on the
bus?
Mrs Umar: No, I’m sorry. I’m not sure who I sat next to on
the bus.
5 Clerk: Do you remember how much money you had in
your bag?
Mrs Umar: No, I’m sorry. I’m not sure how much money I
had in my bag.
6 Clerk: Do you remember what else you had in your
bag?
Mrs Umar: No, I’m sorry. I’m not sure what else I had in my
bag.
7 Clerk: Do you remember where you put the bag on the
bus?
Mrs Umar: No, I’m sorry. I’m not sure where I put the bag
on the bus.
B . . . On the other hand, the District Officer said that there would be
less traffic in the town. Furthermore, a bus driver said that he would
be able to give a quicker service to passengers because he would be
able to get to places faster than before. Moreover, a businessman said
that he was certain he would be able to get to work more quickly.
However, a doctor said she expected people to drive faster and then
there would be more accidents. In addition, a headmistress said that
it might be dangerous for the children going to school.
74
C (Either a letter to Martin, or a letter to Gillian.)
(Student’s own address)

(Today’s date)
. . . Martin,
. . . Martin Williams . . . your hobbies were football, kite making and
hiking and that you liked outdoor activities, Pakistani food and animals.
In addition, he told me that your dislikes were rainy days, shopping and
loud radios at beaches. He also said that your ambitions were to travel
round the world and to own a shop for model makers . . . My name is
(students fill in details about themselves) I hope that (students give details
of their own ambitions, and finish off the correspondence)
(Student’s own name)
. . . Gillian,
. . . Gillian Richards . . . your hobbies were tennis, stamp collecting
and cycling and that you like animals and going to the cinema. In
addition, he told me that your dislikes were cooking, litter and impatient
motorists. He also said that your ambitions were to work abroad and to
become a vet . . . My name is (students fill in details about themselves)
I hope that (students give details of their own ambitions, and finish off
the correspondence)
(Student’s own name)
D Kiran
We were asked to take an eye test every year.
We were warned to be careful about our weight.
We were reminded to have a check-up once a year.
Jaria
We were asked not to go to bed too late each night.
We were warned not to read in bad light.
We were reminded not to do exercise immediately after meals.
75
E 3 These glasses, which shine a light to enable the wearer to see in
the dark, are unusual.
4 This watch, which is also a code breaker, is very useful.
5 This box of matches, which records speech within a radius of
twenty metres, is convenient.
6 This packet of cigarettes, which takes photographs, is well
disguised.
7 This shoe, which fires bright signals into the air, is very useful in
an emergency.
76
NOTES
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Advance

HOW TO USE THE MATERIAL

HOW TO USE THE MATERIAL

READING FOR INFORMATION

READING Pages 2–5

Old people’s home

Island Wa y Digby Tunnel

C 1 protesting against 2 came into force

E 1 The photograph showing them looking very displeased and the

LANGUAGE PRACTICE Pages 5–9

Notes on BRRA emergency committee meeting at 8 p.m. on 9/5 in

PRACTICAL CONVERSATION Pages 14–16

COMPOSITION Pages 16–18

READING Pages 20–25

LANGUAGE PRACTICE Pages 25–28

B 1 Wash up the breakfast dishes.

C 1 a. Because his home was made secure by computer, he had no

USING ENGLISH Pages 29–31

READING Pages 36–41

B 1 Common attitudes towards gorillas

LANGUAGE PRACTICE Pages 42–44

READING FOR INFORMATION Pages 45–46

READING Pages 52–57

F she para. 1.1.9 Elizabeth Blackwell

LANGUAGE PRACTICE Pages 58–60

PRACTICAL CONVERSATION Pages 62–65

READING Pages 68–73

1 squeezed 2 reject 3 solitary

READING Pages 76–79

D 1 a. principles b. were eﬀective

E Mina: Well, I learned some of the principles of good study.

LANGUAGE PRACTICE Pages 80–84

C 2 a. Watching television. The majority of households have a TV;

B 2 a. 600 Applied Sciences (Technology)

PRACTICAL CONVERSATION Pages 89–92

READING Pages 94–99

D 1 Thinking for oneself.

USING ENGLISH Pages 100–102

IS PAYMENT NO CREDIT NO CHEQUE

YES YES YES

ADD NUMBER CHEQUE

GIVE TO GIVE RECEIPT

PRACTICAL CONVERSATION Pages 103–105

READING Pages 108–113

LANGUAGE PRACTICE Pages 114–115

B Name of incident: Jewel robbery

READING FOR INFORMATION Pages 117–122

PRACTICAL CONVERSATION Pages 122–124

READING Pages 126–132

LANGUAGE PRACTICE Pages 132–135

PRACTICAL CONVERSATION Pages 138–140

READING Pages 142–146

D Noreen Ahmed would probably be most suitable for the post of

2 b. Ijaz: Were you oﬀered the job?

REVISION Pages 162–169

B Please look at the graph in front of you. It shows the number of

C 1 Contact Mrs Syed for money.

MULTIPLE-CHOICE Pages 168–176

SUMMARY, COMPREHENSION, AND USAGE Pages 177–179