1. health and fitness
2. addiction

Hellenic American Union
Publications
Build Up Your Advanced Writing 20/6/06 13:02 Page 1
C
M
Y
CM
MY
CY CMY
K
Free Sample Units
BUILD UP
YOUR WRITING
SKILLS
Anne Nebel
Editor: Christine Irvine - Niakaris
Composite
Hellenic American Union Publications are part of the HAU’s extensive contribution to the language learning community in
Greece. The HAU is committed to providing professional development for language teachers through Teacher Education
seminars, the organization of international conferences and special events, as well as support materials for teachers to
prepare students for international language examinations related to the Common European Framework of Reference
(CEFR) from B1 and B2 level (Independent User) to C1 and C2 level (Proficient User).
The Hellenic American Union Publications include preparation material for the following examinations:
 The University of Michigan Examination for the Certificate of Proficiency (ECPE), C2 level
 The Hellenic American University Advanced Level Certificate in English (ALCE), C1 level
 The University of Michigan Examination for the Certificate of Competency in English (ECCE) B2 level
 The Hellenic American University Basic Communication Certificate in English (BCCE), B1 level
 Test of English for International Communication (TOEIC), all levels (C1, B2, & B1 levels are recognized by ASEP).
The authors are experienced teachers of English with specialized knowledge in Testing. All materials in the HAU
Publications have been thoroughly researched and piloted and they provide excellent materials for examination
preparation courses, benefiting both students and teachers.
Other publications of the Hellenic American Union include Greek language text books, which emphasize the functional
and communicative use of the language. The aim of these books is to cater to the needs of the hundreds of students who
take Greek language courses in Greece, as well as for those who wish to study Greek in other countries.
Hellenic American Union Publications are available for sale at Didotou 17. Orders can be made by phone, fax, e-mail, or
online by visiting our web site.
Build Up Your Proficiency - C2 level
The book is accompanied by a Teacher’s Book.
Student’s Book ISBN: 978-960-8632-14-5
Teacher’s Book ISBN: 978-960-8331-00-5
Cd ISBN: 978-960-8331-43-3
Unit 9 - GRAMMAR
UNIT 9: GRAMMAR
Grammar is not only tested in the grammar sub-section of the GCVR, but also in the cloze
passage. In other words, many cloze items test students’ abilities to identify appropriate
language use at discourse level. Of course, grammar at discourse level is also tested in
the grammar sub-section since frequently choosing the correct answer choice depends on
understanding the whole dialogue and its context. The activities presented in this unit are
based on ECPE-like items and focus on:
• Understanding grammar at discourse level.
• Practicing on cloze items where grammar is tested.
• Establishing context in dialogues to be able to select the correct answer-choice.
Read the following passage and decide which of the statements below express the main idea:
a. Parents don’t do enough to help their children stay off drugs.
b. Children take drugs because their friends do.
c. By helping teens face the anxiety of adolescence, parents can keep them off drugs.
d. Because teens face so much stress, they turn to drugs as an escape.
A
common stereotype holds that
teenagers are __1.__ by peer
pressure, even to the point of
self-destructiveness.
Although
teens __2.__ often
seem unreceptive to
their __3.__ as they
struggle to become
independent, teens
need parental support
__4.__
guidance
more than ever.
Young teens can
experience __5.__
and rapid shifts __6.__ their bodies,
__7.__ lives, and relationships.
Adolescence can be a confusing and
stressful time, characterized __8.__
mood changes and deep insecurity,
as teens struggle to __9.__ out who
they are and how to fit in __10.__
establishing their own identities. It’s
not surprising that this is the time
__11.__ many young people try alcohol,
KEEPING KIDS OFF DRUGS:
Contents
 Two units on each section of the ECPE that focus on specific
skills and strategies
 A wide variety of communicative activities that develop
Listening, Speaking, Reading and Writing skills
 A complete practice examination
 Transcripts of all listening activities
 Glossary
44
How parents can help their kids steer clear of narcotics and alcohol.
Build Up Your Proficiency is a 60-hour course that prepares
students for the University of Michigan Examination for the
Certificate of Proficiency in English (ECPE). Each of the 14 units
provides systematic training on each section of the ECPE and
culminates in a practice test activity.
tobacco, and other drugs for the first __12.__.
Parents may not realize that their young
teens feel __13.__ by drug use. Nearly nine
out of ten teens __14.__ that “it seems like
marijuana is __15.__ these
days.” Teens are getting high
in the __16.__ that parents
think are safe havens, such
as around school, at home,
and at friends’ houses.
Parents
should
take
__17.__ of how much young
people
care
about
appearance by pointing out
the distasteful consequences
of tobacco and marijuana use. For example,
__18.__ can remind teens that smoking causes
bad breath and makes clothes and hair smell.
Parents must also remind children of the
__19.__ serious consequences of taking drugs.
For example, drugs will cripple their __20.__
to acquire the social skills that are necessary
if they want to make friends and be popular
with their peers.
Activity 1: Part of Speech and Role of Word
Read the passage a second time and decide the part of speech or role of each word for each blank.
Be prepared to justify your answer.
Activity 2: Filling in the Blanks
After completing the activity above, decide which word should be placed in each blank.
3
Build Up Your Proficiency - C2 level
Unit 9 - GRAMMAR
Activity 3: Linking Expressions
Whenever linking expressions are tested, it is important to read both parts of the dialogue carefully. Place
the most appropriate linking expression from the box into the blanks below.
On the contrary
Irrespective of
For one thing
After
What is more
Despite
On the whole
Not until
Besides
In the meantime
Even though
Not to mention
This notwithstanding
By the same token
Since
All things considered
1. “What’s the outlook for the economy for the
next few months?”
“______, it should continue improving for the
rest of the year.”
9. “Are we going to go home, because I’m really
tired.”
“_____ I’ve finished making all of my
telephone calls.”
2. “We can’t begin the test yet because some
students haven’t come.”
“_____ who is here, I have to start the
examination shortly.”
10. “Why don’t you like your new job at the
factory?
“_____ having to get up really early, I don’t
like working in such a noisy environment.”
3. “What are your plans for the immediate
future?”
“_____ finishing with my exams, I’m going to
go on a long holiday.”
11. “That was one of the best concerts I’ve ever
been to.”
“_____ the most expensive. The tickets were
over a hundred and fifty dollars.”
4. “I think that Peter talks a lot more than he
should.”
“_____, he’s extremely soft-spoken and he’s
careful with whatever he says.”
12. “I heard you didn’t do well on yesterday’s
exam.”
“______ studying for so many days, I got
confused with some of the questions.”
5. “I think most people I know are really
hypocritical.”
“_____, you don’t always do what you say
you’ll do.”
13. “I’m sorry that I’ve come so early. I thought we
were supposed to be meeting shortly.”
“Our appointment is for later, but ____ you’re
here we may as well have it now.
6. “I’ll pop out and get some softdrinks and
chips.”
“_____, I’ll get the sandwiches and salads
ready.”
14. “Why aren’t I allowed to use the computers in
the lab?”
“_____, they can only be used by students who
are doing class work.”
7. “What was the visit to the new art museum
like?”
“_____, it was an extremely enlightening
experience.”
15. “You don’t seem any thinner to me.”
“_____ I’ve been dieting for so many months I
can’t seem to lose any weight.”
8. “Prices have gone up tremendously over the
past few months.”
“______, most people seem to be doing really
well.”
4
16. “I think Steve is one of our most diligent
workers.”
“_____, he’s really helpful to all of his
colleagues.”
45 46
Unit 9 - GRAMMAR
Activity 4: Using The Correct Tense
Read the passage carefully and place the verbs in the box in the appropriate blank. Make sure you
provide the correct form of each verb.
be
leave
waste
spill
change
lead
f i g u re
contribute
tuck
PARADISE LOST
be
re a c h
re m e m b e r
occur
hide
know
How drugs and drug-related crimes are destroying a small town.
HAZELTON IS A SMALL quiet
city __1.__ among the rolling
green hills of north eastern
Pennsylvania. Coal __2.__ once
dug from those hills. Decades
ago thousands of European
immigrants __3.__ the major
urban centers of Philadelphia,
Pennsylvania, and New York
City to work in the mines.
Church spires and Orthodox
domes define the cityscape of
this town, not skyscrapers. But
this benign appearance __4.__
a darker side of Hazleton.
Substance drug abuse __5.__
lives, mostly younger lives.
Thirty years ago, heroin was
a drug of choice in major urban
centers, and virtually unknown
in small cities like Hazelton.
Mayor Mike Marsicano, a native
of the city, __6.__ a time when
heroin wasn’t available to any
would-be users in his town,
but now that __7.__. “It’s as
common as marijuana,” he says.
“It’s very easy to get
today.” Once a state police
officer, this 51-year-old
public official says the
city’s easy highway
accessibility to New York
(210 kilometers) and Philadelphia
(140 kilometers) __8.__ to the
availability of heroin and other
narcotics.
Two floors below the
mayor’s office in the basement
__9.__ the police evidence
room. The items stored
there—all carefully marked and
packaged for presentation in
court—prove that many vices
__10.__ Hazelton. Heroin,
marijuana, cocaine, crack, and
guns almost __11.__ off the
shelves in this small room.
Hazleton Police Sergeant
Ralph Lindsey __12.__ a visitor
into the evidence room. Most of
the town’s people will never see
the proof of drug use in their
community, but he says, “It’s
here. We can’t close our eyes.”
Close to 20 deaths from
heroin overdose __13.__ in a
three-county region around
Hazelton since the beginning of
1999. In this close-knit area,
where families __14.__ each
other for generations, those
deaths take on much larger
significance than they would in
an urban center where larger
populations breed anonymity.
Lindsey says, “People __15.__
that this wasn’t their world.
Now they see that it is their
world. Maybe that growing
consciousness is what we
need.”
Charlene Porter writes on global
issues for the U.S. Information
Agency.
Activity 5: Comprehension
Read the passage one more time and then answer the questions below.
1. Based on the passage, why is Hazelton such a paradoxical town?
2. According to Mayor Marsicano, why are drugs currently so available in his town?
3. What was Hazelton probably like before the appearance of drugs?
4. Why is the drug problem in Hazelton apparently causing the entire community to suffer?
5. What is meant by the term “growing consciousness” at the end of the article?
Build Up Your Proficiency - C2 level
Unit 9 - GRAMMAR
Activity 6: Modals
Place the most appropriate modal form into the blanks below. For some of the blanks you may have
to use a modal and a perfect simple infinitive (i.e. must have done, should have gone, etc.) or perfect
progressive infinitive (i.e. must have been doing, should have been going, etc.). There is more than one
possible answer for many items.
1. “I didn’t understand any of Mary’s jokes last
night.”
“How ____ you? You weren’t paying
attention.”
2. “Why are you stopping here?”
“We ____ take a short break before we go any
further.”
3. “Why are you taking a jacket?”
“Because it ____ get pretty cold here in the
evening.”
4. I really don’t think you _____ be so nervous.
I’m sure you’ll get the job.
5. “Oh, boy! Am I thirsty!”
“____ I get you a glass of water or a soft drink?”
8. “I’ve never gone camping before, and I don’t
know what to expect.”
“Don’t worry. I’m sure ____ enjoy it.”
9. “You can never be certain whether or not Jane
is telling the truth.”
“That ____ be true, but at least she doesn’t hurt
anyone with her little white lies.”
10. “You should try out these computer games.
They’re really enjoyable.”
“What ____ be enjoyable for you is a complete
waste of time for me.”
11. “Why didn’t you go to university?”
“I ____, because I was a really good student
in high school, but I decided to work in our
family business instead.”
6. “I don’t remember if I mailed out all the
wedding invitations.”
“Well, you ____ because they’re not on your
desk.”
12. _____ you behave so rudely all the time?
7. “Peter burnt a hole in the carpet.”
“Well, he _____ smoking in the living room.”
14. I really _____ show you some interesting
photos I took while I was on holiday.
13. “I need some batteries for my camera.”
“Well, you ____ find them at any store.”
Activity 7: Negative Modals
Place the negative modal forms listed in the box into the most appropriate blank.
needn’t
needn’t have
shouldn’t have
can’t
mustn’t
don’t have to
may not
couldn’t have
might not have
1. We _____ wake up early tomorrow because it’s
Sunday, which means we can finally rest.
6. You had an accident although the road was
clear and dry! You ____been paying attention.
2. You ____ rush because we have plenty of time.
The movie doesn’t start for another hour.
7. You _____ carried in all the boxes. I was going
to do it myself.
3. You ____ be serious when you say you want to
move to another city. I thought you liked it here.
8. You ____ waste time on unimportant tasks
4. You _____ been watching TV until so late last
night. That’s why you never finished your work.
5. I ____ be able to drive you to Toronto
tomorrow.
9. Pete _____ become angry if you had explained
to him beforehand why you were going to be
late.
47
48
Unit 9 - GRAMMAR
EXAMINATION PRACTICE
1. “I can’t understand this homework assignment.”
“I ___ believe you will if you think about it a bit.”
a. can
b. do
c. will
d. might
2. “Why didn’t you trust Jim?”
“_____ to him, I couldn’t help feeling that he was
lying.”
a. To listen
b. Listening
c. Having been listened
d. To have listened
8. “Is it okay if I stay up a bit longer?”
“If I _____you once, I’ve told you a thousand
times. You have to go to bed early on weekdays.”
a. tell
b. have to tell
c. have been telling
d. have told
9. Despite being really careful, I _____ the same
mistake.
a. keep making
b. am keeping to make
c. kept to have made
d. keep to make
3. “Mary is always getting angry with me.”
“______, I’ve seen you lose your temper with her
quite a few times.”
a. Not to mention
b. By all means
c. By the same token
d. On the contrary
10. “I got a bonus for the project I completed.”
“_____ the amount of work you put into it, you
deserve it.”
a. Considered
b. To consider
c. Considering
d. By considering
4. “People didn’t use to be so aggressive when they
drove.”
“I know, but now things _____.”
a. have changed
b. have been changing
c. changing
d. changed
11. You can start the meeting ____ I arrive or not.
a. in case
b. whether
c. whenever
d. even if
5. “I think kids today don’t do so well in school.”
“_____, they know more than we did.”
a. On the other hand
b. Even though
c. On the contrary
d. Moreover
6. Helen, it’s about time _____ home! The kids are
on their own and it’s getting really late!
a. we go
b. to go
c. we went
d. for us to go
7. I would not have passed my math test _____
John.
a. were not for
b. if it wasn’t
c. had it not been for
d. if hadn’t been
12. I have a short article in the _____ issue of Time
Magazine.
a. coming forth
b. forthcoming
c. up and coming
d. coming up
13. “I’m sorry, but I won’t be able to come tonight.”
“That’s too bad. I ____ that we’d have been able to
talk about old times.”
a. was hoping
b. have hoped
c. have been hoping
d. hope
14. I took the blame ____ the accident and paid for all
the damage.
a. for
b. on
c. because of
d. about
5
Build Up Your Proficiency Listening
Skills - C2 level
B u i l d U p Yo u r P r o f i c i e n c y L i s te n i n g S ki l l s - U N I T 9
Build Up Your Proficiency Listening Skills is an exampreparation book which focuses on developing skills and
strategies for the Listening section of the University of Michigan
Examination for the Certificate of Proficiency in English (ECPE).
Contents
 5 units on Part 1 of the Listening Section
 5 units on Part 2 of the Listening Section
 5 units on Part 3 of the Listening Section
 2 complete practice examinations.
 Introduction with a complete description of the ECPE
 Glossary
Teacher’s Edition available with overprinted answers.
Student’s Book ISBN: 978-960-8331-48-8
Teacher’s Edition ISBN: 978-960-8331-49-5
Set of 5 Cds ISBN: 978-960-8331-50-1
UNIT 9
UNDERSTANDING KEY WORDS
STRATEGY When listening to long talks, you must understand what the talk is all about. Thus, you must
activate your background knowledge about the topic of the talk as well as recognize key vocabulary to
help you understand and answer the questions.
1. VOCABULARY PREVIEW: Complete the sentences with the correct form of the words below.
sustain
impact
encounter
painstaking
rear
deficient
hazy
mobile
pursue
errand
preserve
habitat
slack
juggle
conserve
1. When swimmers or sea travelers encounter sharks, they are usually terrified.
2. A diet that is deficient in iron may cause serious health problems.
3. Many species of animals have been forced to abandon their natural habitat due to environmental
changes.
4. Scientists need to undertake painstaking investigation to identify the exact causes of global warming.
5. Kim traveled to Kenya long ago to admire the wealth of wildlife, but now her memory of the trip has
become hazy.
6. It will take scientists many years to fully understand the impact of cell phone use on our health.
7. It is difficult for parents to pursue a career and look after their children at the same time.
8. Lions and tigers rear their young in the wild unless they live in a zoo.
9. Bilinguals face the challenging task of juggling two languages in their heads every day.
10. Adolescents often resent running errands for their parents, as they often think only about themselves.
11. Job mobility is not common or popular in Greece and Japan but it is very common in the USA where
the market is vast and job opportunities abound.
12. It is difficult nowadays to achieve sustainable growth, that is, growth that without harming the
environment.
13. Immigrants who move to a new country often find it hard to preserve their cultural identity.
14. When employees’ job performance declines due to health or family problems, their co-workers should
pick up the slack until their colleagues get back on their feet.
15. Water is in short supply in many parts of the world and efforts are underway to conserve it.
6
- 60 -
B u i l d U p Yo u r P r o f i c i e n c y L i s te n i n g S ki l l s - H E L L E N I C A M E R I C A N U N I O N
Build Up Your Proficiency Listening Skills - C2 level
Build Up Your Proficienc y Listening S kills - UNIT 9
B u i l d U p Yo u r P r o f i c i e n c y L i s te n i n g S ki l l s - U N I T 9
Today Miller’s images are fleshing out a portrait of a species that has remained hazy up until now, building a
2. What do you know about sharks? Answer the following questions as best you can.
global picture of its population and habits. What is more, since the animals travel huge distances to collect
1. Where do sharks usually live?
food, their demographics are an indicator of the (9) health of all the oceans and our (10) impact on them.
2. Are all sharks dangerous to human beings?
3. Are sharks in danger of extinction? Why?
4. Now discuss and answer the following questions on the basis of what you’ve heard.
4. Should human beings treat sharks with hostility?
1. Where does the whale shark live?
5. Do all sharks look similar?
2. What honor did Miller receive for his work on whale sharks?
6. Is research on sharks important? Why?
3. What is the difference between whale sharks and other species of sharks?
3. Now listen to the following talk about the whale shark and fill in the blanks with the missing words.
4. What is one function of the Hubble space telescope?
Brad Miller’s first encounter with the whale shark—the world’s largest fish—was unforgettable. His eyes
5. What did scientists learn from Miller’s study of the whale sharks?
were popping out of his head, he recalls. It looked like a bus underwater. He nearly swallowed his snorkel.
6. How can scientists use the information they obtain about the habits of the whale shark?
The meeting was decisive for the destinies of both the 38-year-old Australian and Rhincodon typus, as the
species is scientifically known. Despite its size—it can reach 20 meters in length and weigh 20 tons—little
5. Listen to the talk again and choose the best answer for each question that follows.
is known about this gentle giant of the deep, other than it (1) feeds on shrimp and small fish and has
1.
a. He first encountered a whale shark.
b. He was attacked by a whale shark.
c. He discovered a new shark species.
2.
a. For his conservation efforts.
b. For his efforts to rescue divers in danger.
c. For boosting local tourism.
3.
a. Through their fingerprints.
b. Through white marks on their body.
c. Through underwater photography.
never been known to hunt man. Until recently, its population, breeding, and (2) habitat preferences were
unknown. In 2000, its (3) conservation status was listed as “data deficient.”
Since that seminal 1995 encounter off a beach in Western Australia, Miller has dedicated his life to
understanding the whale shark. He has earned a 2006 Rolex Award for Enterprise and his plan to involve
thousands of divers and (4) tourists around the world in its conservation and for helping to (5) extend our
knowledge of the species.
Miller is one of the first naturalists to study the whale shark in depth. His painstaking research revealed that
each individual bears a pattern of white (6) spots on its body, as (7) distinctive as a human fingerprint. This
inspired him to try underwater photography to identify individual animals. In 1999, he set up a Whale Shark
4.
a. He showed a new way to map star patterns
in the night sky.
b. He collaborated with NASA to develop
them.
c. He used them in marine science for the
first time.
5.
a. It links astronomy and marine science.
b. It shows the effects of human activity on
the oceans.
c. It reveals the distance sea creatures travel to
collect food.
6. Now listen to a talk about family life and fill in the blanks with the missing words.
1.
We might have expected mothers to curtail the time spent caring for their children.
2.
But they said total hours of work by mothers and fathers were roughly equal, when they counted paid
and unpaid work.
So the diver reached for the stars—literally. An astronomer friend at NASA showed him a technique used
3.
Using this measure, the researchers found remarkable gender inequality in total workloads.
by the Hubble space telescope to map star patterns in the night sky. Miller (8) adopted the method, called
4.
It seems reasonable to expect that parental investment in child-rearing would have declined since
1965.
applied to marine science. It took Miller and his colleagues to see the link between the heavens and the
5.
60 percent of all children lived in families with a breadwinner father and a stay-at-home mother.
high seas.
6.
Many policy makers have assumed that parents must have less time to interact with their children.
Photo-Identification Library on the Internet. Yet, despite a growing body of information, he found he had
no means of comparing different sharks.
the Groth algorithm, to chart the patterns of white spots on the shark’s dark hide. The idea had never been
B u i l d U p Yo u r P r o f i c i e n c y L i s te n i n g S ki l l s - H E L L E N I C A M E R I C A N U N I O N
- 61 -
- 62 -
Build Up Your Proficienc y Listening S kills - HELLENIC AMERIC AN UNION
7
Build Up Your Proficiency Listening Build
Skills
- C2 level
Up Your Proficienc y Listening S kills - UNIT 9
Build Up Your Proficienc y Listening S kills - UNIT 9
7.
But the researchers say the conventional wisdom is not borne out, by the data they collected.
EXAM PRACTICE
8.
Most parents state that spending time with their kids is their highest priority, but they admit it’s a
You will hear a short segment from a radio program. The program is called “Learning from the Experts.” You will hear what
two different radio guests have to say about the topic. The talk lasts about two minutes. As you listen, you may want to take
notes to help you remember information given in the talk. WRITE YOUR NOTES IN THE SPACE PROVIDED BELOW. After the talk,
you will be asked some questions about what was said. From the three answer choices given, you should choose the one
which best answers the question according to the information you heard.
juggling act.
9.
Lisa Blackwell said she did grocery shopping and errands on her lunch hour and cut back on
housework so she could have more time with her children.
10.
Fathers have picked up some of the slack.
Remember, no problems can be repeated. For problems 1 - 5, MARK YOUR ANSWERS ON THE SEPARATE ANSWER SHEET. Do you
have any questions?
7. Match the following words and expressions with their definitions.
NOTES:
d. be confirmed
1. be borne out
b. main income earner
c. routine duties
2. a breadwinner
3. errands
a. en effort to balance two things
e. help out by doing extra work
4. a juggling act
5. pick up the slack
8. Now listen again and answer the questions.
1.
a. They spend less time with their children 4.
than they did in the past.
b. They spend less time on housework than
they did in the past.
c. They do more paid work than fathers do
today.
a. It’s easier to do than researchers thought it
would be.
b. They are willing to quit their jobs to spend
time with their children.
c. They try to strike a balance between work
and family.
2.
a. 30% of all children.
b. 50% of all children.
c. 60% of all children.
a. They care about their families but are not
willing to do more housework.
b. They help at home much more than they
did in the past.
c. They have reduced their workload to devote
more time to their family.
3.
a. That parents spend more time working than
in the past.
b. That parents interact less with their
children.
c. That parents do less housework than they
used to.
8
5.
Build Up Your Proficienc y Listening S kills - HELLENIC AMERIC AN UNION
- 63 -
1.
a. The reduction of carbon dioxide emissions
by car companies.
b. The use of alternative sources of energy to
cut down on fossil fuel.
c. A balance between human needs and
the survival of the planet.
2.
a. The establishment of the Earth Chapter.
b. The launch of the Eco-Project campaign.
c. The launch of the Prius.
3.
a. It is the first mass-produced hybrid car.
b. It’s the first Toyota car to pass the 500,000
mark.
c. It’s the first car with 50% miniature system
components.
- 64 -
4.
a. By having a better internal combustion
engine.
b. By reducing carbon dioxide and
atmospheric pollution.
c. By recharging from an external source.
5.
a. The use of hybrid technology for
environmental purposes.
b. An improved engine and transmission
technology.
c. A multi-pronged approach to achieve
sustainable mobility.
Build Up Your Proficienc y Listening S kills - HELLENIC AMERIC AN UNION
Build Up Your Proficiency Writing Skills - C2 level

Special prices for school owners and teachers
Τhe Hellenic American Union publications are available at:
Head Office: 17 Didotou Str., Athens, tel.: 210-3680900
Branch Office: Fragon 14, Thessaloniki, tel.: 2310-557600
Web site: www.hau.gr

ECPE Speaking Tests with the new format
available in all publications

All orders are dispatched the same day

Book presentations are available on our
website
Build Up Your Proficiency Writing Skills is an exam-preparation
book, which focuses on developing writing skills for the Writing
Section of the University of Michigan Examination for the
Certificate of Proficiency in English (ECPE). Each of the 12 units
has been designed to help students to improve their writing skills
through analysis of model compositions and activities which guide
students through a process of thinking about how to best organize
and present ideas clearly with accuracy of form.
Contents
 12 units with model compositions
 Various practice activities to develop sub-skills of writing
 Complete description of Writing section
Teacher’s Edition available with overprinted answers.
Student’s Book ISBN: 978-960-8331-24-2
Teacher’s Edition ISBN: 978-960-8331-25-0
9
Build Up Your Proficiency Writing Skills - C2 level
6. MAN AND NATURE
READING FOR WRITING
CONSIDER &
DISCUSS
Introduce the unit by briefly discussing the meaning of the heading. Ask the students
to read the Consider & Discuss section. Give them a moment to reflect on their ideas
and opinions, then lead an open class discussion. Alternatively, students can discuss in
pairs or small groups. The objective is to get them thinking about the topic.
“Nature used to be a force that humans struggled against to survive. Today, it is nature’s survival that is
threatened.” To what extent do you think this is true? Discuss, giving specific examples.
Tell the students that they will read an essay that responds to the topic they just discussed. Ask them to
read the essay below.
SAMPLE
ESSAY
Nature is both a beauty to behold and a force to fear. Her kingdom is enormous and her strength absolute. Throughout
history man has struggled to survive nature’s attacks and hardships, improving his knowledge and weapons over
time. Today the battle continues, but the balance has been altered. Through technology and industrialization, along
with the constant pursuit of a better existence, man has challenged nature and brought the threat of destruction to
many parts of its realm.
The sheer destructive force of nature is undeniable. Extreme climates of hot and cold threaten the lives of people
and the plants and animals that they need to sustain themselves. Severe weather conditions and disastrous natural
phenomena such as tornadoes, typhoons and earthquakes can have near apocalyptic effects. Man has constantly
fought to protect himself from such devastation through any means available. Historically, he has not fared well.
The advancements of modern times, however, have brought about a turn of events. In the quest to gain better
control of the environment and forge a more comfortable life, man has brought nature to the brink of destruction.
Without consideration of the damage, he has destroyed, polluted, and killed whatever stands before him. Entire forests
have been cleared, resources depleted, water systems polluted and species made extinct. The consequences of such
reckless and arrogant behavior are profound: life on this planet cannot continue this way.
Nature is indeed threatened by man and his will to dominate it. Never before has our world been in more imminent
danger. Great efforts are now underway to reverse the damages, to halt the destruction, to make amends. Man must
find a new harmony with nature or both of these great powers will perish together.
REFLECT
ON THE READING
 Does the writer believe that nature’s survival is threatened? Yes.
 What is the history of man’s relationship with nature? Man has always tried to save or protect himself
against nature and to tame nature.
 What has been the cause of so much destruction? Man’s desire to control nature; modernization; man’s
recklessness and arrogance.
 In your opinion, how can people find new harmony with nature? [Ex: Stop trying to dominate it and
start working for common good.]
 Imagine what the argument would be if the writer held the opposite opinion. Discuss. The opposite
opinion might hold that man is entitled to dominate nature, that is in fact man’s nature, or that man has
only been trying to survive, etc.
30
ANALYZING THE READING
ORGANIZATION
A. Look at the topic of the sample essay more closely.
1. What question is the writer asked to address? Reformulate the question to be answered in the essay
beginning like this: To what extent do I believe ... that nature’s survival is threatened?
2. Does the essay answer the question that is asked? Yes.
B. Now look at the sample essay again and answer the following questions.
1. Does the essay have a thesis statement? Where is it? Yes, in the last paragraph.
2. What effect does this location have on the essay overall? It gives a feeling of expectation through the
essay; it summarizes it with a specific point of view.
3. What is the main idea of the first body paragraph? The power of nature and man’s struggle against it.
4. What is the main idea of the second body paragraph? That modernization and the passage of time have
brought changes to the relationship between man and nature and to nature itself.
5. What is the purpose of the final paragraph, other than to conclude the essay? To underline the threat
against nature and to call for action
VOCABULARY
A. Answer the questions about the language of the essay.
1. What are the writer’s feelings about humans and their actions? The writer feels that humans are to
blame for nature’s destruction and this negativity is felt throughout the essay.
2. What words does the writer use to convey these feelings? Arrogant, reckless, quest to gain control, etc.
B. Look at the words in bold in the essay and match them to one of the definitions below.
1.
2.
3.
4.
5.
6.
7.
hardships difficulties
apocalyptic totally destructive
imminent impending
brink edge
profound powerful, great
quest, pursuit search
reckless careless
8.
9.
10.
11.
12.
13.
14.
amends reparations
behold to look at
arrogant overconfident
forge build
underway in progress
perish die
sheer total, absolute
RHETORIC
The first paragraph is slightly metaphorical, which means that the language is chosen to bring to mind
another image or situation.
1. What metaphors are used to describe humans, nature, and their relationship? An opponent, a queen, a
kingdom, an ongoing battle.
2. What language contributes to the metaphor? List some of the words. Realm, kingdom, battle, weapons.
GRAMMAR
An ellipsis is an instance when a word (or words) is deliberately left out of a sentence, but the meaning
remains clear. It is often employed for effect (brevity, emphasis on other elements, poetic effect, etc.).
For example: Patty ate an apple and Sue a pear.
We understand that Sue ate a pear even though the word “ate” is not in the sentence.
1. There are two ellipses in the sample essay. Can you find them? See highlighted text.
2. Discuss which words are missing and what the effect of the ellipsis is.
Her kingdom is enormous and her strength [is] absolute.
Entire forests have been cleared, resources [have been] depleted, water systems [have been] polluted
and species made extinct.
The missing verb elements give a more poetic emphasis to the lines and intensify their meaning by
placing the focus on the adjective (1) and the verbs (2).
31
10
Build Up Your Proficiency Writing Skills - C2 level
PREPARING FOR WRITING
EDITING
A. Look at the sample essay topics below. What question is asked that the writer must answer in an essay?
Choose one.
1. “Measures must be taken to bring the world’s population under control because the Earth can no longer
support the existence of so many people.” To what extent do you think this is true? Discuss, making specific
suggestions for a solution.
a. Is it true that something needs to be done to control the world’s population? If so, what?
b. What are the advantages and disadvantages of controlling the world’s population?
2. The world’s environment is under attack from the effects of modernization, and drastic changes must be
made in the way we live to stop the destruction. In your opinion, what changes can average people make to
improve the quality of the world’s environment? Are the changes you suggest realistic?
a. Why, in my opinion, is the world’s environment under attack? From what?
b. What, in my opinion, can people do to help stop the destruction of the environment?
3. In some places, the government monitors and limits water and energy consumption. What are the
positive and negative consequences of direct government intervention in people’s personal lives? Are the
actions of the government justified? Explain your opinion.
a. Why do governments intervene in people’s lives about the environment? Do I agree with this practice?
b. What are the advantages and disadvantages of government involvement in people’s lives concerning
the protection of the environment? Do I think this action is acceptable?
B. Write a thesis statement that responds to the question each topic asks above.
1. The world’s population must be brought under control through education and increased understanding.
2. The destruction of the environment can only be stopped if everyone takes the responsibility on
themselves.
3. Government action to protect the environment is essential, although it brings with it negative as well as
positive outcomes.
C. Provide a synonym or explanation for each of the words below.
1. justification/justify proof, prove.
2. consumption/consume intake, overuse, use.
3. intervention/intervene involvement, interference.
PLANNING FOR WRITING
A. Choose one of the three topics from the Preparing for Writing section. You will write an essay on this
topic. Read the topic again carefully and answer the questions. Answers will vary depending on the topic
chosen.
B. What is the general purpose of your essay? (to explain, to inform, to express a personal opinion, etc.)
Express this in a sentence.
______________________________________________________________________________________
______________________________________________________________________________________.
C. What question will you respond to in your essay?
______________________________________________________________________________________
______________________________________________________________________________________.
D. Rewrite the thesis statement for your essay on this topic. Remember that your thesis statement will
guide the content and organization of the entire essay.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________.
E. Identify 2 (or 3) main ideas that you will include in your essay. Write a topic sentence for each one.
Remember that a topic sentence expresses the main idea of a single paragraph in an essay.
F. Review the new vocabulary in this unit. Select several words you might be able to include in your
essay. Write them here.
G. Review the work you have completed in this section with your class or another student. Revise it
where needed. Then use your ideas to write an essay on the topic you chose.
Direct students to go over the ANALYZING THE READING and PREPARING FOR WRITING sections to make
sure that:
1. They understood what the writing task for each topic is.
2. The thesis statements they wrote correspond well to the topic and could be the basis for an interesting
essay.
3. The topic sentences follow well from the thesis.
4. The vocabulary is topic specific and at an appropriate level. Where they identify weaknesses, they can
make changes and improvements together or individually.
Then they should begin writing a draft of their essay.
WRITING FOR READING
After you have written your essay, ask another person to read it and comment on the following:
 What is the best/most interesting part of the essay? Why?
 Are any parts of the essay not clear enough? Explain.
 What advice might you give the writer for his/her next essay?
32
33
11
Build Up Your Competency - B2 level
Build Up Your Competency is a 40-hour exam-preparation course
which prepares students for the University of Michigan Examination
for the Certificate of Competency in English. Each of the 12 units
provides systematic training on each section of the ECCE and
culminates in a practice test activity.
Contents
 Two units on each section of the examination that focus on
specific skills and strategies
 A wide variety of communicative activities which develop all four
skills
 Two complete practice examinations
 Glossary
The book is accompanied by a Teacher’s Book.
Student’s Book ISBN: 978-960-8331-14-5
Teacher’s Book ISBN: 978-960-8331-15-3
Set of 2 Cds ISBN: 978-960-8331-52-5
12
UNIT 2: Practice With Verbs
Warm-Up
Choose the appropriate verb form for each sentence. The first one has been completed for you.
1. I rarely _____ out after school.
a. went
b. am going
c. have gone
d. go
4. We’ll call you as soon as we _____ home.
a. return
b. are returning
c. will return
d. will be returning
2. I _____ well lately. I should see a doctor.
a. don’t feel
b. didn’t feel
c. haven’t been feeling
d. wasn’t feeling
5. Pete _____ his work by three o’ clock. We’ll call
him then.
a. has finished
b. will have finished
c. is finishing
d. will have been finishing
3. Jane _____ to this apartment building about ten
years ago.
a. has come
b. came
c. is coming
d. comes
What are some of the things that helped you choose the correct verb form? Look at the checklist below:
• The form of other verbs in the sentence.
• The position of the verb in the sentence.
• The adverbials that occur (i.e., time
adverbs, adverbial clauses, etc.).
• The point in time the action takes place
(i.e., in the past, present or future).
Activity 1 - Time Adverbials
Complete the sentences in Column A by matching them with the appropriate time adverbials in column B.
COLUMN A
12
COLUMN B
Jane turned off the TV...
by the time we get there.
Mary will have left the office...
as soon as she gets off work.
Helen was walking over to answer the door...
since she graduated from school.
Karen has been working here...
when she heard someone at the door.
Stella helps her mother with the housework...
until she calls.
Helen is going to go to the movies...
while her sister was answering the phone.
We last went to the theater...
about two months ago.
Mary has asked me to wait here...
whenever she visits home.
Build Up Your Competency - B2 level
Unit 2 - Practice With Verbs
Complete the sentences below using an appropriate verb form.
Activity 3 - Irregular Verb Forms
1. I left the classroom as soon as the bell rang.
6. _______________ until I return home.
2. _______________ for the past three years.
7. _______________ by the end of the week.
3. _______________ about three or four weeks ago.
8. _______________ when the summer comes.
4. _______________ while I was washing the dishes.
9. _______________ whenever I watch the news on TV.
5 . _______________ in about two or three hours.
10. _______________ since last month.
Activity 2 - Irregular Past Forms
Complete the dialogues below by changing the verbs in brackets into simple past.
“Why is Bill so happy?”
“Because he won (win) a lot of
money in a lottery last week!”
Unit 2 - Practice With Verbs
14
13
“Where did you go last night?”
“I ____ (take) my dog for a long
walk.”
“Why are Bill and Sam sweating?”
“They ____ (run) all the way to
work.”
“How long have you known Pete?”
“Not that long. We just _____
(meet) yesterday.”
Mary _____ (become) really
angry yesterday because she
____ (get) a parking ticket.
“Did you have a busy morning?”
“Yes. I _____ (buy) all my groceries
and then I washed the car.”
Complete the sentences below by changing the verbs in brackets into the present perfect simple or simple past.
1. “Where’s Mary?”
“I think she _____ (go) to the bank.”
11. “Did the thieves get away?”
“Yeah, and they _____ (steal) all my jewelry.”
2. “Do you want me to make you a sandwich?”
“Please do. I _____ (not eat) yet.”
12. “Have you finished your essay yet?”
“Finished? I _____ (only write) the first paragraph.”
3. “When did you last see your mother?”
“We ____ (speak) on the phone the other day.”
13. “You barely touched your supper.”
“I ____ (eat) the potatoes. That’s all I wanted.”
4. “Where’s Cathy?”
“I don’t know. I ____ (not see) her all day.”
14. “Are you and Christine old friends?”
“Well, we ____ (know) each other since grammar school.”
5. “How does Peter like his new car?”
“He _____ (not drive) it very much.”
15.“Are you on speaking terms with Mary yet?”
“No. She _____ ( not speak) to me for two weeks.”
6. “May I come into the class.”
“It’s OK. We _____ (just begin).”
16. “How are you feeling?”
“Not so well. I still _____ (not get) over my cold yet.”
7. “Your cake tastes wonderful.”
“It ____ (take) me all morning to make it.”
17. “Can I go out to play now?”
“I don’t think so. You _____ (not drink) all your milk.
8. “Oh, no! Someone _____ (break) my favorite mug.”
“Don’t worry. I’ll buy you another one.”
18. I can’t find my bag. Do you think someone _____
(steal) it?
9. “Here, take this aspirin for your headache.”
“I _____ (already take) two.”
19. “Why are you so angry?”
“John _____ (just beat) me at backgammon.”
10. “Did you tell Mr. Smith about your plans to quit?”
“I ____ (write) him a letter of resignation, but he
didn’t accept it.”
20. “Did you enjoy baby-sitting your nephews?”
“Not really. They ____ (drive) me crazy with their
screaming.”
Read the sentences below carefully. Some of them have errors, but others are correct. Find and correct the errors.
1. I didn’t see Peter since last week.
2. My wife has hidden my cigarettes because she wants
me to stop smoking, but I found them.
“Is the boss still angry with you?”
“No. He _____ (shake) my hand
when he ____ (see) me yesterday.”
Mary _____ (fall) asleep at school
today. Her teacher _____ (wake) her
up after the bell ____ (ring).
3. I’ve grown up in a very small village.
4. I went out in the rain and I have caught a cold.
5. I can’t find today’s newspaper. Have you thrown it out?
6. The clock has just struck nine.
“How was your weekend?”
“Busy. I ____ (dig) up my garden
and planted a couple of trees.”
Mary _____ (break) the
photocopier yesterday, but I think
she _____ (pay) for the damage.
7. What do you suppose he has meant by that?
8. As soon as I have bought the picture, I hung it up over
my bed
9. “That’s a nice picture. Who has drawn it?”
“My son did at school.”
10. “That’s a really nice dress.”
“It should be. I’ve paid a small fortune for it.”
11. We have fought a lot when we were children.
12. “Did you have a good time at the zoo?”
“Yeah. We fed all the animals.”
13. “What happened to your new sweater?”
“I’ve put it in the washing machine and it shrank.”
14. Do you have a band-aid? I’ve cut my finger on a
broken glass.
13
Build Up Your Competency - B2 level
Unit 2 - Practice With Verbs
Unit 2 - Practice With Verbs
15 16
Activity 4 - Present Verb Forms
Place the verbs listed below into the spaces in each sentence using the simple present or the present continuous.
put on
get
owe
smoke
type
sound
see
watch
have
sleep
take
need
sing
wear
go
walk
1.
We _____ together often enough, but we would like
to meet more often.
9.
2.
I _____ Helen tonight. Do you want me to tell her
anything?
10. I gave you twenty dollars yesterday, which means
that now you _____ me over two hundred dollars.
3.
“Where’s Mary?”
“I think she _____ in her room.”
11. I _____ the bus to go downtown since it’s impossible
to find a place to park.
4.
I _____ lunch at around twelve on most days.
12. Good students _____ TV after doing their homework.
5.
We _____ to work because it’s such a nice morning.
13. Can you wait a minute while I _____ this letter?
6.
Jane _____ in a choir in her free time.
14. We _____ to a party almost every weekend.
7.
“Hurry up! We’re late.”
“I ____ my jacket. Hold on.”
15. “What do you think of my plans?”
“They _____ interesting.”
I ____ glasses, but not when I’m out with my friends.
16. I’m working overtime because I ____ the money.
8.
Activity 6 - Examination Practice
Choose the word or phrase that best completes the sentence or conversation from the four choices given.
1.
“You’re really energetic this morning.”
“It’s because I _____ sleeping really well lately.”
a. have had
b. was
c. have been
d. have
8.
“Are you still interested in getting a new car?”
“No, I ______ planning to get one any longer.”
a. don’t
b. haven’t been
c. am not
d. wasn’t
2.
“What’s that new movie like?”
“I _____ it yet.”
a. haven’t been seeing
b. don’t see
c. haven’t seen
d. am not seen
9.
“What do you think of my roses?”
“They ____ beautiful.”
a. looking
b. look
c. looked
d. have looked
3.
I didn’t go out at all because I _____ TV all
evening.
a. was watching
b. have watched
c. had watched
d. had been watching
10. I ______ this book for a month now.
a. am reading
b. had read
c. was reading
d. have been reading
4.
“Since when have you been playing the piano?”
“I ____ playing when I was a child.”
a. have started
b. was starting
c. had started
d. started
5.
“How long have you smoked?”
“_____ I was in high school.”
a. When
b. Ever since
c. Whenever
d. For the time
6.
“I _____ to solve this math problem but I can’t
seem to manage it.”
“Let me have a look. Maybe I can help.”
a. tried
b. have been trying
c. am going to try
d. had tried
Why ___ you _____? Haven’t I told you not to do so
in the living room!
Activity 5 - Matching Dialogues
Match the dialogues below. The first half of each dialogue is in column A and the second half is in column B. Pay
careful attention to the verb forms used in each dialogue.
COLUMN A
COLUMN B
“How are you coming tonight?”
“Yeah. I was out in the rain yesterday without an umbrella.”
“How long have you been working here?”
“From what I know, she finished it last night.”
“You were hired about two years ago, weren’t you?”
“We’ve met several times in the past.”
“Have you seen Linda at all today?”
“I think I’m going to be driving.”
“How is it that you know Ms. Jones so well?”
“I’ve been walking in the rain.”
“Did Mary finish her homework last night?”
“I think it’s a bit too cold in this room.”
“I don’t think Helen has finished the project I’ve given her.”
“I was first hired about two years ago.”
“You’re really wet.”
“No, but I saw her the day before yesterday.”
“You’re sneezing a lot today. Do you have a cold?”
“No, actually I’ve been working here for four years.”
“Why are you turning up the heater?
“She hadn’t when I called her.”
14
7.
“I didn’t know the boss fired Helen. How long
____ here?”
“Only a few months.”
a. had she worked
b. has she worked
c. does she work
d. has she been working
11. “Your car looks almost new.”
“And to think that I ______ it for so long.”
a. had
b. have had
c. am having
d. have been having
12. I didn’t eat much at the party because I ____ a
stomach ache.
a. had
b. was having
c. had had
d. have
13. I can help you when I _____ from my errands.
a. will return
b. am returning
c. returned
d. return
14. Although I didn’t see anybody I knew, there ____ a
lot of people at the concert last night.
a. had been
b. was
c. were
d. have been
Build Up Your Writing Skills - B2 level
Build Up Your Writing Skills is an exam-preparation book, which
focuses on developing writing skills for the Writing Section of the
University of Michigan Examination for the Certificate of Competency
in English.
Contents
 15 units with model compositions
 Various practice activities to develop writing sub-skills
Teacher’s Edition available with overprinted explanations and answers.
Student’s Book ISBN: 978-960-8331-13-7
Teacher’s Edition ISBN: 978-960-8331-12-9
UP
BUILD WRITING
R
U
O
Y
S
SAnneKNeIbeLl Le Irvine - Niakaris
Editor:
Christin
W O R K I N G PA R E N T S
1. Introduce the topic to the students.
Ask the whole class:
How many students have parents who both work?
Who does the cleaning and the cooking at home?
Who takes care of the kids?
If you are parents one day, do you think both you and your spouse will work? Why?
1
2. Do the warm up.
Tell the students to look at the pictures and read the warm up question alone or in pairs for 2-3 minutes. Review
the results as a class. The results can also be written on the blackboard.
R E A D I N G & U N D E R S TA N D I N G T H E M O D E L T E X T
Activity 1: Warm up
In many families today, both parents work outside the house. What is one advantage of having two working
parents? Are there any disadvantages?
3. Introduce the prompt.
First tell the class what a “prompt” is: It’s a short text such as an article, a letter or a paragraph that will start them
thinking about the writing topic. The word “prompt” is used throughout this book and on the University of Michigan
ECCE as well. They should become comfortable with the term.
Explain that newspapers often have advice columns. You might bring a real example from a local newspaper to
show the class. Ask if anyone knows what an advice column is. If needed, explain that in an advice column, people
write letters to the advice columnist, who is usually pictured in the column, asking for advice. In this book the
advice columnist is named Amber. Now ask the
Dear Amber,
students to read the letter to Dear Amber
I’m a fourteen-year-old high school student and I have
below then answer the two questions. Review
a problem with my father. He has an important job and
together after 5-7 minutes.
works really long hours. He makes a really good salary,
Activity 2: Reading the prompt
and I have everything I want, but I don’t see him very
This letter was written to a newspaper advice
often. For example, I play basketball and last week we
columnist named Amber. Read the letter, then
had an important game. All my friends’ dads came, but my
answer the questions.
father had to work, and I felt really upset. Sometimes I
want to tell him just to stop working. What can I do?
• What do you know about the writer of this letter? Neglected in Niagara
See sections in blue.
• What does the writer want?
Dear Neglected,
See sections in red.
I am a working mother with two teenagers about
your age. I would like to give you some advice from my
4. Follow up the prompt.
Briefly review the answers to the two questions and own experience to help you.
The problem you face is very common nowadays.
discuss any unknown vocabulary items. Explain that
letters like this one are usually signed in a way that Many kids feel the same as you do. To begin with, you
must try to understand why your parents work so hard.
reflects the problem, and not with a real name.
It is surely because they love you. They want to give you
all the things you need for a good life. It is not possible for
5. Introduce the text.
them to stop working because the whole family depends
Explain that someone has read the letter by
on them. Therefore, you need to find ways to spend time
Neglected in Niagara and has written another
with your parents and talk to them. Tell them that you
letter to offer advice. Ask the students to read
miss them and need them. They want to know how you
the letter below then answer the question.
feel, and they want you to be happy. You should try not
Activity 3: Reading the text
to complain about things too much. Instead, try to find
The second letter is a reply to the first letter. Read
solutions together with your parents. I’m sure you can
the letter, then answer the question.
find many ways to be together and have fun when they
are not working.
• What is the writer’s opinion about working parents?
In the end, if you try to understand your parents’
See sections in red.
situation and work together with them, you won’t have so
many problems. Even though they work, you will be fine.
6. Follow up the text.
Sincerely,
Review the answers to the question. Discuss any
Maria
unknown vocabulary items. Point out that the
underlined words and phrases are connectors that link and organize the ideas in the letter. They will look at them
in an exercise later in this unit.
Unit 1 - Working parents
15
9
Build Up Your Writing Skills - B2 level
T E X T & O R G A N I Z AT I O N
The exercises in this section help the students understand what kind of text they are working with and will write,
how it is organized and which framework it follows.
Activity 1: Organization
This letter has three parts: an introduction, a body and a conclusion. Find the answers to these questions in the
letter and underline them. Write down which part of the letter you found the information in.
1. Who wrote this letter? A working mother with two teenagers. [introduction]
2. What is the purpose for writing this letter? To give advice from her own experience. [introduction]
3. What advice does the writer give in the letter? Try to understand your parents, try to talk to them, try to spend
more time together, tell them how you feel, try not to complain. [body]
4. How does the writer summarize her advice? If you try to understand, you won’t have so many problems.
[conclusion]
Activity 2: Introducing frameworks
Read the introduction to frameworks below carefully with the students to make sure they understand. Direct them
to the framework chart in the back of the book. Go over it together. Point out that there are two kinds of letters
and three kinds of essays presented. Ask them to look at letter type A and B, then choose the framework that
corresponds to the letter they just read. The correct framework is letter type B for giving advice. Explain that this
chart will be used throughout the book to help the students analyze the model texts they read and organize their
own writing. They will become very familiar with the frameworks as they progress through the book.
Most letters have a similar structure: an introduction, a body and a conclusion. The information in each part
changes a little depending on the purpose of the letter. When we look closely at a letter, we can see a framework
or outline that connects and organizes the ideas. The framework for each kind of letter is a little different. Look at
the framework chart in the back of this book. Which framework does this letter follow?
FORM & MEANING
Activity 3: Language focus 2 — Ways of giving advice
Explain that two ways to give advice in writing are presented in this exercise: the imperative verb form and modals.
Students should complete the exercise alone or in pairs. Review answers with class.
Here are two ways to give advice in writing.
• using imperative verb forms: try, make, do, stop, etc.
• using modals: should, ought to, shouldn’t, etc.
A. Look at the letter to Dear Neglected again and circle the imperative verb forms and modals that the writer
uses to give advice. See sections in green.
B. For each “problem” below, offer a piece of advice using an imperative or a modal form. Answers will vary.
1. I don’t spend enough time with my parents.
You should spend more time together.
2. My parents don’t know how I feel.
Tell them how you feel!
3. I don’t understand why they work so much.
You could ask them why they work so much.
4. I want to communicate better with my parents.
Try talking to your parents more about yourself.
5. I want my parents to understand my needs.
You should tell them what you really need.
D E V E L O P I N G YO U R W R I T I N G
This section presents a new topic, which is related to the unit topic for extended writing practice. Present the topic
to the students then direct them to do the warm up activity. Review as a class.
Topic: Growing up with grandparents
You are going to write a letter of advice to a friend who is having problems living with his grandparents.
In this section students will practice vocabulary and language structures (such as cohesive devices, organizing
strategies and grammar) from the model text.
Activity 1: Writing warm up
Many families have grandparents living with them in the same home. This can be very helpful, but it can also cause
stress for everyone. Think about what it’s like to have one or both grandparents living with you and write down two
advantages and two disadvantages.
Activity 1: Vocabulary practice
Try to guess the correct word for each blank. Then find the answers in the letter.
1. + 1
1.
2.
3.
4.
5.
The problem you face is very common nowadays.
Your parents can’t stop working because the whole family depends on them.
You need to find ways to spend time with your parents.
You should try not to complain about things too much.
Instead, try to find solutions together.
Activity 2: Language focus 1 — Linking words
Read the short text below and replace the underlined words and phrases with a word or phrase of similar meaning
from the box. Use each once.
as a result, finally, despite the fact that, first of all
(3)
(4)
(2)
(1)
Dear Mary,
(1) To start with, I think you should stop complaining about your parents. (2) Even though they work a lot, you know
that they love you! (3) Therefore, you should feel happy and not depressed. (4) In the end, if you try to spend more
time together at home, I know you will all feel better.
16
2. + 2 It’s nice to have someone around when the parents are at work until late.
3. - 1
There is usually a “generation gap” which can cause many misunderstandings.
4. - 2 It’s not clear who is in charge — parents or grandparents.
Activity 2: Developing vocabulary for writing
In this section it is important for the students to develop and extend their topic-related vocabulary to short phrases
as much as possible and not just individual words. Help them find collocations, related word forms, antonyms,
etc.
Think of 10 words and phrases related to the topic of growing up with grandparents. Include any words or phrases
from this unit that fit the new topic. Give the students 5 minutes to brainstorm and make notes either alone or
with partners. Then review in groups or as a class.
Some possible vocabulary to include from this unit: face a problem, give advice, depend on someone, spend time,
need someone, how you feel, complain about things, find solutions to things, have fun, understand your situation.
Some new vocabulary: intrude/intrusion, embarrass/embarrassment, a generation gap, misunderstandings/
misunderstand, difficult to communicate with someone.
Your friend,
Sue
10
Grandparents help a lot with the cooking and cleaning.
Unit 1 - Working parents
Unit 1 - Working parents
11
Build Up Your Writing Skills - B2 level
Activity 3: Text & organization
Read the following letter to newspaper advice columnist Amber. Underline the words and phrases that you could
add to your vocabulary list. See underlined sections in text. Review key words quickly with class. Compare these
to the brainstorm list and have students add anything new they find helpful. Check that students have understood
the letter. Review what the problem is and what the writer is asking for.
Focus question: Write one question based on the
letter to Dear Amber above that you will answer
with your letter.
Help students to formulate one question that captures
the main idea and purpose of this letter. Students will
have a lot of practice making focus questions
throughout this book and will need less help each time.
In this first unit, they will need more guidance and
support. If necessary, identify what the problem is
again and what the writer is asking for (i.e. advice on
how to make his situation better).
Some possible focus questions are: a) What can I do
to make living with my grandparents easier? b) How
can I make my life with my grandparents better for
all of us? c) How can I make my grandparents
understand me?
Dear Amber,
I am a fourteen-year-old boy and I have a problem
with my grandparents. They came to live with us to
help out since both my parents work a lot. When I
was little, I was happy to have them around. Now
that I’m older, we have more problems. For example,
they always complain about my clothes and my
music. They don’t like many of my friends, and they
embarrass me in front of them by treating me like a
child. In general, they don’t seem to understand me
at all. I love my grandparents a lot, but they are
making my life really difficult! What can I do?
Sincerely,
Struggling with grandparents
Activity 4: Following a framework
Decide where in your letter you will include the following information, and then fill in the plan below. Look at the
framework for a letter of advice for help.
•
•
•
•
•
give your advice with examples
give a brief summary of your advice
say who you are
give ideas and advice to Struggling with grandparents
say why you are writing this letter

Τhe Hellenic American Union publications are available at:
Head Office: 17 Didotou Str., Athens, tel.: 210-3680900
Branch Office: Fragon 14, Thessaloniki, tel.: 2310-557600
Web site: www.hau.gr

ECPE Speaking Tests with the new format
available in all publications

All orders are dispatched the same day

Book presentations are available on our
website
body
conclusion
introduction
body
introduction
Introduction
1. Say who I am.
2. Say why I am writing this letter.
Body
1. Give my ideas and advice for solving the problem.
2. Give examples from my own experience to support my suggestions.
Conclusion
1. Summarize my main ideas.

12
Special prices for school owners and teachers
Now follow this plan to write a draft of your letter.
Unit 1 - Working parents
17
Build Up Your Listening Skills - B2 level
Build Up Your Listening Skills is an exam-preparation book which
focuses on developing skills and strategies for the Listening Section
of the University of Michigan Examination for the Certificate of
Competency in English.
Contents
 Five units on Part One of the Listening section, each followed by a
practice test
 Five units on Part Two of the Listening section, each followed by a
practice test
 Final unit with one complete Listening practice test
 Complete transcripts of all the listening activities and practice tests
 Glossary
Teacher’s Edition available with overprinted answers.
Student’s Book ISBN: 978-960-86799-2-3
Teacher’s Edition ISBN: 978-960-8331-63-1
Set of 4 Cds ISBN: 978-960-8331-47-1
UNIT TEN - NOTE TAKING
PRESENTATION
As you will have seen throughout this book, in section B of the Listening Comprehension test, it
is essential that you take notes. This unit will focus on helping your note-taking abilities.
This is an extremely important unit. Throughout the units of this book dealing with Part 2 of the listening
test, the students have been encouraged to take notes on one particular aspect relating to a skill needed for
the examination. In this unit, however, these various threads are tied together and, as in the examination,
the students have to take notes and choose answer choices from a variety of information. For this reason,
it is vital that the students learn how to take notes in a systematic way. Hopefully, from the activities in
previous units, there will be no need to persuade the students that note-taking is essential, but it is an
unfamiliar skill, particularly in a foreign language, and so this unit aims to help with its acquisition.
Remember that while you are listening, you should be considering the following points:
•
•
•
•
•
•
Who is there?
Where does it take place?
When does it take place?
How often does it take place?
What happens there?
The reasons why?
Activity 1
What kind of words do we record when taking notes? Read through the following short
extract and underline all the key words.
Emphasize that the students should underline as few words as possible, but tell them that they must be
able to answer the questions on the following page from the words they have underlined. This should ensure
that they are selective about what they underline, remembering that in the examination they certainly do
not have time to take many notes.
Hi everyone! I’ve just been to Cleveland Center’s annual summer sales and I’d like to tell you
about all the exciting events taking place there. First, starting at 9 am, there’s a demonstration of
new products to help you in the kitchen, followed by a cookery contest! If you’d like to take part,
give us a ring on 398 0423. Be sure to ring now, as only the first 25 persons will be accepted. In
the afternoon, bring your kids along – there’ll be a clown festival, and everyone’s invited! For
our more mature shoppers, we bring you an old-time music extravaganza. So come and shop at
Cleveland Center – it’s all happening there!
Activity 2
Look at the words you underlined above. What types of words were these? Put a tick
below for each type of word you underlined.
The students should have underlined the words on the left, but not those on the right. Words such as articles
are not necessary when taking notes, especially as the notes are for helping their short-term memory.
Places

Prepositions
Times

Articles
Events

Pronouns
Sequence words

Most verbs
Numbers

Most auxiliaries
People

Most adjectives
18
BUILD UP YOUR LISTENING SKILLS
73
Build Up Your Listening Skills - B2 level
UNIT TEN - NOTE TAKING
Now answer these questions. Can you answer them using the key words only?
Using the underlined words only the students should be able to get the following answers.
1. How often does Cleveland Center have its summer sales?
a. Twice a year
b. Once a year
c. Only this year
2. How many people will be accepted for the cookery contest?
a. 25
b. 27
c. 20
3. Who are invited to the Clown Festival?
a. Mature shoppers
b. Kids
c. Everyone
4. What will mature shoppers enjoy?
a. Old time music
b. The clown festival
c. The cookery contest
Activity 3
It is difficult to write out full words while listening because you have very little time.
While you are concentrating on writing out one piece of information, you may be missing
the next piece. For this reason, it is better to use abbreviations – this means that you
do not write out the words in full, but write a part of the word in order to remind you of
what the speaker said. The purpose of your notes is only to help you remember details
– the examiners will not see them.
In the examination it is impossible for the students to write out full words – this must be clearly emphasized.
They must become accustomed to inventing and using abbreviations, even for names. This activity helps
them with some of the standard abbreviations, as well as showing them how a name can be shortened.
Remind them that their notes are to help their short-term memory and so can be very abbreviated indeed.
Cleveland Center can be abbreviated Clev cent or even C C.
Can you think of abbreviations for the words below?
74
Cleveland Center
Clev cent
Information
Infor
First
1st
Morning
am
Afternoon
pm
United States
US
Percent
%
New York
NY
Couple
2
Restaurant
rest
Monday, Tuesday, etc.
Mon, Tues, etc.
BUILD UP YOUR LISTENING SKILLS
UNIT TEN - NOTE TAKING
Activity 4
Listen to more information about the Cleveland Center and fill in the gaps in the text
 below.
You will find it difficult to write out full words, so try using abbreviations.
This activity is extremely difficult! There are many spaces and the spaces are very close together. This
should be emphasized to the students. As they listen, they should attempt to fill in the spaces with the
word/phrase they hear, but they cannot do this if they try to use complete words – there is not enough
time! Their only hope of writing down the information is if they use abbreviations. Remind them that from
the information they hear they will have to choose the correct answer choices on the following page, so it is
important to obtain as much information as possible. Below are suggested abbreviations for the information
in the listening text.
The fabulous Clev Cent has just been comp to serve the peop of Clev and
you won’t believe how good it is! Been going to the same for the last 10/20
yrs? Try our new center – you won’t regret it!
It’s a new des, offering everything the busy shopr needs, while at the same
time serving as a place for relaxn and enjoyt.
You’ll find ev type of maj store here, from lit shops for that little gift for
grandm, to mod sups where you can do all your shopg in just 1 place.
But that’s not all – the Cleveland Center is also your entert center. We have
2 cins where you can see all the latest films, as well as < 20 restrs to suit
ev taste.
Want a quic piz? Want a 5-course bus lunch ? You’ll find the right place
here. How about a cof with frnds? Or a rom coctl with that spec pers in
your life? You’ll find it here.
For those of you who like to put some exercise into your day, we have a fully
equip gym, the bigst in Clev, with evthg you need to stay in shape. It’s all
here. Come to the new Cleveland Center. It’s your way of life.
Activity 5
Write out your notes. This is what your notes should look like when you listen to Part B
of the exam. Notice again the type of words recorded here.
The students should now copy the words/phrases from the gaps in their abbreviated form. What this does
is show how their notes would look in the examination: key words in abbreviated form. Using these notes
the students should then be able to answer the questions which follow.
Clev Cent – just compl – peop Clev - same place 10/20yrs
New des............................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
19
BUILD UP YOUR LISTENING SKILLS
75
Build Up Your Listening Skills - B2 level
UNIT TEN - NOTE TAKING
Using your notes only, answer the questions below.
1. How old is the Cleveland Center?
a. It is new
b. It is 20 years old
c. It is nearly completed
3. What did the speaker say is the biggest in Cleveland?
a. The gymnasium
b. The Cleveland Center
c. The supermarket
4. What did the speaker say about the films shown at the cinemas?
a. They are romantic
b. They are new
c. They suit every taste
6
 Activity
Listen and make notes. This time only the heading words are given.
To help the students heading words are given and they should listen and record their notes for each heading.
When they have done this they should then listen to the questions and choose the best answer choice.
Commercial – For what? Clev cent
Opening – When? Next sat
Get there – Who with? When? Why? Mary Jim, early, before 9, house after 8
True – About what? Shops, find anything
Hope gym – What? Not open, M J work out
Come too – Why? Bob, buy him new pants, birthday
Now listen to the questions
and choose the best answer.
2.
a. A little after 8.00
b. Before 9.00
c. A little after 9.00
20
76
3.
4.
ORAL PRACTICE: Millionaire for a Day
The aim of this activity is that the students make notes about their own plans for the day. Make sure that
they have notes before they begin the second phase of the activity, which is to tell their partner about their
plans. The partner should listen carefully and take notes. The two partners can then compare notes to see
the similarities and differences.
Imagine that you are a millionaire for just one day! From 6.00 in the morning to 12.00
at night you have all the money you could possibly spend! What would you do with
your day? You cannot put any money in a bank account!
2. What did the speaker say you could find at the Cleveland Center?
a. 3 cinemas
b. A gymnasium
c. 20 restaurants
1.
a. Next Saturday
b. Bright and early
c. Before nine
UNIT TEN - NOTE TAKING
a. She doesn’t want to spend the day
by herself
b. She wants to go to the gym by herself
c. She doesn’t want to go to the gym by
herself
a. She wants to buy clothes for herself
b. She wants to buy him a birthday
present
c. She wants him to work out
BUILD UP YOUR LISTENING SKILLS
Think about:
What places you would go to and for how long - remember you only have 18 hours,
so you should make a plan of what you would do. Don’t forget to include a trip to the
shops!
What kind of shops you would visit and what you would buy there - be exact about
what you would buy, for example, how many shirts/dresses, etc., what color, what
material, what designer, etc. How much would you expect to spend?
Would you buy a car? What make would it be, what color, etc.
How about a house? This is difficult if you only have 18 hours to find the right one for
you. Would you spend the time looking, or would you prefer to invite your favorite film
star out for dinner?
Make a few notes of your ideas below. When you have finished, describe this day of a
life-time to someone in your class. Then listen carefully and make notes while your
classmate is telling you about his/her day. When you have both finished, compare
your notes - are there any big differences?
Your notes: ......................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
Notes about your classmate’s day: ..................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
BUILD UP YOUR LISTENING SKILLS
77
Build Up Your Listening Skills - B2 level
UNIT TEN - NOTE TAKING
UNIT TEN - NOTE TAKING
LISTENING PRACTICE 1: ECCE Listening Test
TO EXTRACTS
will hear the text “ECCE Listening” once again. This time the questions are different and focus
 LISTENING
 You
You will hear extracts from different conversations on different subjects. For each one,
on a variety of questions, such as who, where, what, how many, etc. You will need to make notes in
make notes. You will be given a little extra time during this practice exercise for note
taking. There is only one question after each extract. Listen carefully to the question
and choose the best answer choice. Discuss your answers with your partner and give
reasons for your choice.
This time the questions for the extracts are on a variety of information, such as where, when, how, why,
etc. The students need to make notes on all the information they hear as they do not know what the focus
of each question will be.
Extract 1:
a. The horse
b. The sheep
c. The rat
................................................................................................................................
................................................................................................................................
................................................................................................................................
Extract 2:
a. 2
b. 4
c. 5
................................................................................................................................
................................................................................................................................
................................................................................................................................
Extract 3:
a. Israel
b. Saudi Arabia
c. India
................................................................................................................................
................................................................................................................................
................................................................................................................................
Extract 4:
a. Third
b. Fourth
c. Fifth
................................................................................................................................
................................................................................................................................
................................................................................................................................
Extract 5:
a. It is the largest continent
b. It is very cold there
c. The name is not well known
.........................................................................................................................
................................................................................................................................
................................................................................................................................
78
BUILD UP YOUR LISTENING SKILLS
order to prepare for these questions. Listen carefully and choose the best answer choice.
Elicit from the students what they learnt about the ECCE listening text. This time when the students listen
they will have to record all the important information as the questions focus on a variety of aspects. Using a
know text helps them to prepare for the unknown text which follows in Listening Practice 2, in the Practice
Test in Unit 11, and for the actual examination itself.
1.
2.
_______________________
_______________________
a. ECCE is an unusual
title
b. It is long
c. It is called the
Examination of
Competency for the
Certificate of English
6.
a. Being able to say
or write something
difficult
b. Having good grammar
and vocabulary
c. Being able to read or
hear something not
very difficult
_______________________
_______________________
3.
4.
5.
7.
a. There are cities there
b. People do not live
there
c. People living there
have a strange
accent
_______________________
_______________________
8.
a. Everyday spoken
English
b. English used on the
radio
c. English used at
universities
a. Men’s voices are used
b. They are difficult to
understand
c. You need special
training to understand
them
11.
12.
a. People were taking a
listening test
b. People were speaking
at home
c. People were
listening without
speaking
_______________________
_______________________
13.
a. Read a problem
b. Talk about food and
drink
c. Look at some pictures
9.
a. Only from a cassette
b. From a live radio
program
c. From a CD or cassette
a. It is necessary to
show the candidate’s
ability
b. It helps the candidates
to understand the
dialogues
c. Good candidates get
many ideas
10.
14.
a. It is clever and long
b. It is a problem that
this part is long
c. It is clever and correct
a. Talking about the
garbage
b. Arranging lunch
c. Deciding what to eat
_______________________
_______________________
a. Using the telephone
b. Using the radio
c. Using the telephone
and radio
15.
BUILD UP YOUR LISTENING SKILLS
a. At school
b. When they are
listening to something
difficult
c. After listening to the
whole test
a. They read the
questions
b. They make notes
c. They read the
answer choices
a. 15
b. 20
c. 25
21
79
Build Up Your Listening Skills - B2 level
Build Up Your Advanced Writing Skills C1 level
UNIT TEN - NOTE TAKING
LISTENING PRACTICE 1: ECCE Listening Test
will hear the text “ECCE Listening” once again. This time the questions are different and focus
 You
on a variety of questions, such as who, where, what, how many, etc. You will need to make notes in
order to prepare for these questions. Listen carefully and choose the best answer choice.
Elicit from the students what they learnt about the ECCE listening text. This time when the students listen
they will have to record all the important information as the questions focus on a variety of aspects. Using a
know text helps them to prepare for the unknown text which follows in Listening Practice 2, in the Practice
Test in Unit 11, and for the actual examination itself.
1.
2.
_______________________
_______________________
a. ECCE is an unusual
title
b. It is long
c. It is called the
Examination of
Competency for the
Certificate of English
6.
a. Being able to say
or write something
difficult
b. Having good grammar
and vocabulary
c. Being able to read or
hear something not
very difficult
_______________________
_______________________
3.
4.
5.
22
7.
a. There are cities there
b. People do not live
there
c. People living there
have a strange
accent
_______________________
_______________________
8.
a. Everyday spoken
English
b. English used on the
radio
c. English used at
universities
a. Men’s voices are used
b. They are difficult to
understand
c. You need special
training to understand
them
11.
12.
a. People were taking a
listening test
b. People were speaking
at home
c. People were
listening without
speaking
_______________________
_______________________
13.
a. Read a problem
b. Talk about food and
drink
c. Look at some pictures
9.
a. Only from a cassette
b. From a live radio
program
c. From a CD or cassette
a. It is necessary to
show the candidate’s
ability
b. It helps the candidates
to understand the
dialogues
c. Good candidates get
many ideas
10.
14.
a. It is clever and long
b. It is a problem that
this part is long
c. It is clever and correct
a. Talking about the
garbage
b. Arranging lunch
c. Deciding what to eat
_______________________
_______________________
a. Using the telephone
b. Using the radio
c. Using the telephone
and radio
15.
BUILD UP YOUR LISTENING SKILLS
Build Up Your Advanced Writing Skills is an exam-preparation
book, which focuses on developing writing skills for the Writing
Section of the Advanced Level Certificate in English.
Contents
 5 units with model compositions
 5 units with model reports
 Various practice activities to develop writing sub-skills
Teacher’s Edition available with overprinted answers.
Student’s Book ISBN: 978-960-8331-35-8
Teacher’s Edition ISBN: 978-960-8331-36-6
Build Up Your
Advanced
/06 13:0
Writing 20/6
a. At school
b. When they are
listening to something
difficult
c. After listening to the
whole test
a. They read the
questions
b. They make notes
c. They read the
answer choices
a. 15
b. 20
c. 25
e
Composit
79
2 Page 1
C
M
Y
CM
MY
CY CMY
K
Build Up Your Advanced Writing Skills - C1 level
#5,452%!.$4(%-!33-%$)!
0!24)#/-0/3).'!./0).)/.%33!9
%
3
3
!
9
&OR !#15)2).'&!-/530!).4).'3
&OR
30/.3/2).',%33%2+./7.!24)343
s0ROMOTIONOF(IGH!RT
s.UMBEROF6ISITORS
s3AFETYOF)NVESTMENT
s#ONSTANT2EGENERATIONOF#ULTURE
s/PPORTUNITIESFOR.EW!RTISTS
s,OWER#OST
)4/0)#%80,!.!4)/.
)NTRODUCETHEUNITBYASKINGSTUDENTSWHATTHEYTHINKABOUTHUMANRELATIONSHIPSTODAY!SKTHESTUDENTS
TOREADTHETOPICEXPLANATIONSECTION4HENANSWERANYQUESTIONSTHEYMIGHTHAVEABOUTTASKTYPEAND
ORGANIZATIONREASSURINGTHEMTHATEVERYTHINGWILLBECOMECLEARERASTHEYMOVEALONGTHEUNIT
s4HISUNITEXPLORESCULTURALISSUESFOCUSINGONTHEFUNCTIONOFCONTEMPORARYARTANDTHEROLEOFTHE
MASSMEDIAINTODAYSSOCIETY
s0ART)FEATURESANOPINIONESSAYONSPONSORINGLESSERKNOWNARTISTS
s 0ART))FEATURESAPROSANDCONSESSAYONTHEROLEOFTHEMASSMEDIAINOURLIVES
))7!2-5015%34)/.3
3TUDENTSCANDISCUSSTHESEQUESTIONSINPAIRSORSMALLGROUPS4HENYOUCANLEADANOPENCLASSDISCUSSION
4HEOBJECTIVEISTOGETTHEMTHINKINGABOUTTHETOPIC
7HATROLEDOESCULTUREPLAYINOURDAILYLIFE(OWDOESITSCURRENTROLECOMPARETOITSROLEINTHE
PAST
)STHEREACONmICTBETWEENHIGHARTSAYTHEOPERAANDPOPULARARTSAYRAPMUSICORCANTHESE
TWOEVERBEBROUGHTTOGETHER
3HOULDARTBEFUNDEDWITHPUBLICMONEYORSHOULDARTISTSTHEMSELVESlNDTHEMEANSTOPRODUCE
THEIRART
)64%84!.$/2'!.):!4)/.
)SPUBLICOPINIONINmUENCEDORDETERMINEDBYTHEMASSMEDIA%XPLAIN
!CTIVITY3TUDYTHEOUTLINEBELOW)STHEREANYOTHERWAYTOORGANIZETHEESSAY$ISCUSSIT
WITHYOURCLASSMATES
)))4/0)#02/-04
%XPLAINTOSTUDENTSTHATTHETOPICPROMPTGUIDESTHEMTHROUGHTHETASKANDTHATMOSTOFTHENOTESMUST
BEINCLUDEDINTHEIRCOMPOSITION4ELLTHEMTHEYHAVETOELABORATEONTHEPOINTSPROVIDEDINTHEBOX
USINGSPECIlCLANGUAGE
3OMEARTGALLERIESSPENDLARGEAMOUNTSOFMONEYONACQUIRINGFAMOUSPAINTINGSBYWELLKNOWN
ARTISTS4HISLEADSTOAREDUCTIONINTHEAMOUNTOFMONEYAVAILABLEFORLESSERKNOWNARTISTS$OYOU
THINKARTGALLERIESSHOULDINVESTMOREMONEYINTHEWORKSOFCONTEMPORARYARTISTSWHOARENOTYET
WELLKNOWNTOTHEPUBLIC
9OUMUSTUSEATLEASTTWOPOINTSFROMTHEBOXBELOWTODEVELOPANDSUPPORTYOUROPINIONBUTYOU
CANALSOADDYOUROWNIDEAS
ST0ARAGRAPH)NTRODUCETHETOPIC
ND0ARAGRAPH3TATETHEBENElTSOFSPONSORINGLESSERKNOWNARTISTSFORTHEARTISTSTHEMSELVES
ELABORATEONTHEMGIVEEXAMPLES
RD0ARAGRAPH3TATETHEBENElTSOFSPONSORINGLESSERKNOWNARTISTSFORCONTEMPORARYARTELABORATE
ONTHEMGIVEEXAMPLES
TH0ARAGRAPH3TATETHEOPPOSITEPOINTOFVIEWREFUTEIT
TH0ARAGRAPH2EITERATEYOUROPINIONlNISHWITHAPREDICTIONOFWHATWILLHAPPENIFYOUR
SUGGESTIONSARENOTFOLLOWED
23
)FMMFOJD"NFSJDBO6OJPO
)FMMFOJD"NFSJDBO6OJPO
Build Up Your Advanced Writing Skills - C1 level
!CTIVITY3TUDYTHEOUTLINEBELOW)STHEREANYOTHERWAYTOORGANIZETHEESSAY$ISCUSSITWITH
YOURCLASSMATES
)T IS IMPORTANT TO MAKE STUDENTS AWARE OF RHETORICAL STRUCTURE 4HEY HAVE TO KNOW NOT ONLY WHAT A
SENTENCESAYSBUTALSOWHATITDOES
!SENTENCETHATDESCRIBESCURRENTPRACTICE
%
!SENTENCETHATJUSTIlESCURRENTPRACTICE
'
!SENTENCETHATDESCRIBESTHENEEDSOFLESSERKNOWNARTISTS "
!SENTENCETHATLINKSLESSERKNOWNARTISTSANDCONTEMPORARYART
#
!SENTENCETHATINTRODUCESTHEOPPOSITEPOINTOFVIEW
$
!SENTENCETHATATTACKSTHEOPPOSITEPOINTOFVIEW (
!SENTENCETHATSUMSUPTHEWRITERSSUGGESTIONS
!
!SENTENCETHATMAKESAlNALCOMMENT
&
A!LLINALLARTGALLERIESSHOULDSTRIKEABALANCEBETWEENCLASSICPAINTINGSOFYESTERYEARANDNEW
WORKSBYLESSERKNOWNARTISTS
B4OBEGINWITHLESSERnKNOWNARTISTSDEPENDONFUNDSFROMSALESTOARTGALLERIESTOCONTINUETO
PRODUCEART
C4HISlNANCIALSUPPORTOFLESSERKNOWNARTISTSWILLBEBENElCIALFORARTTOO
D/PPONENTSOFFUNDINGLESSERKNOWNARTISTSOBJECTTHATTHEIRWORKSDONOTDRAWASMANYVISITORS
ASWORKSBYFAMOUSARTISTS
E-OSTARTGALLERIESAREKEENTOACQUIREPAINTINGSSCULPTURESANDSTATUESBYFAMOUSARTISTS
F!FTERALLWITHOUTNEWWORKSARTWILLNOTCONTINUETOGROWANDBERENEWED
,ASTSENTENCEOFlFTHPARAGRAPH A!LLINALLARTGALLERIESSHOULDSTRIKEABALANCE
BETWEENCLASSICPAINTINGSOFYESTERYEARANDNEW
WORKSBYLESSERKNOWNARTISTS
F!FTERALLWITHOUTNEWWORKSARTWILLNOT CONTINUETOGROWANDBERENEWED
A!LLINALLARTGALLERIESSHOULDSTRIKEABALANCEBETWEENCLASSICPAINTINGSOFYESTERYEARANDNEW
WORKSBYLESSERKNOWNARTISTS
B4OBEGINWITHLESSERnKNOWNARTISTSDEPENDONFUNDSFROMSALESTOARTGALLERIESTOCONTINUETO
PRODUCEART
C4HISlNANCIALSUPPORTOFLESSERKNOWNARTISTSWILLBEBENElCIALFORARTTOO
D/PPONENTSOFFUNDINGLESSERKNOWNARTISTSOBJECTTHATTHEIRWORKSDONOTDRAWASMANYVISITORS
ASWORKSBYFAMOUSARTISTS
E-OSTARTGALLERIESAREKEENTOACQUIREPAINTINGSSCULPTURESANDSTATUESBYFAMOUSARTISTS
F!FTERALLWITHOUTNEWWORKSARTWILLNOTCONTINUETOGROWANDBERENEWED
G4HEYVIEWTHOSEACQUISITIONSASASAFEINVESTMENTBECAUSEOFTHEPOPULARITYOFTHOSEARTISTS
H-OSTMUSEUMSALREADYHAVESEVERALFAMOUSPAINTINGSSOTHEREISNOURGENTNEEDTOACQUIRE
MORE
630%#)&)#)4942!).).'
!CTIVITY-ATCHTHEFOLLOWINGCOUNTERCLAIMSWITHTHEIRREFUTATIONS
#,!)-7ORKSBYLESSERKNOWNARTISTSDONOTDRAWASMANYVISITORSASWORKSBYFAMOUSARTISTS
H -OST MUSEUMS ALREADY HAVE SEVERAL FAMOUS PAINTINGS SO THERE IS NO URGENT NEED TO ACQUIRE
MORE
2%&54!4)/.)-USEUMAUTHORITIESSHOULDREFUSETOFUNDWORKSTHATAREOBSCENEOROBJECTIONABLE
'
"
#
$
(
!
&IRSTSENTENCEOFINTRODUCTORYPARAGRAPH
3ECONDSENTENCEOFINTRODUCTORYPARAGRAPH
&IRSTSENTENCEOFSECONDPARAGRAPH
&IRSTSENTENCEOFTHIRDPARAGRAPH
2%&54!4)/.)))-OSTMUSEUMSALREADYHAVESEVERALWORKSBYWELLKNOWNARTISTSSOTHEREISNOPRESSING
NEEDTOACQUIREMORE
&
!CTIVITY.OWMATCHTHESESENTENCESWITHTHEPARAGRAPHSWHERETHEYBELONGANDTHEIRPOSITION
WITHINTHOSEPARAGRAPHS
G4HEYVIEWTHOSEACQUISITIONSASASAFEINVESTMENTBECAUSEOFTHEPOPULARITYOFTHOSEARTISTS
%
&IRSTSENTENCEOFlFTHPARAGRAPH &IRSTSENTENCEOFFOURTHPARAGRAPH
3ECONDSENTENCEOFFOURTHPARAGRAPH
24
)FMMFOJD"NFSJDBO6OJPO
E-OSTARTGALLERIESAREKEENTOACQUIREPAINTINGS
SCULPTURESANDSTATUESBYFAMOUSARTISTS
G4HEYVIEWTHOSEACQUISITIONSASASAFE
INVESTMENTBECAUSEOFTHEPOPULARITYOFTHOSE
ARTISTS
B4OBEGINWITHLESSERnKNOWNARTISTSDEPENDON
FUNDSFROMSALESTOARTGALLERIESTOCONTINUETO
PRODUCEART
C4HISlNANCIALSUPPORTOFLESSERKNOWNARTISTS
WILLBEBENElCIALFORARTTOO
D/PPONENTSOFFUNDINGLESSERKNOWNARTISTS
OBJECTTHATTHEIRWORKSDONOTDRAWASMANY
VISITORSASWORKSBYFAMOUSARTISTS
H-OSTMUSEUMSALREADYHAVESEVERALFAMOUS
PAINTINGSSOTHEREISNOURGENTNEEDTOACQUIRE
MORE
#,!)-3OMEWORKSBYCONTEMPORARYARTISTSOFFENDMORALORRELIGIOUSVALUES
#,!)-4HEPUBLICMIGHTCRITICIZETHEDECISIONTOFUNDCONTROVERSIALARTISTSWHOSEWORKIS
CONSIDEREDOBSCENE
2%&54!4)/. )) )F MUSEUM AUTHORITIES KNOW WHERE TO DRAW THE LINE THEN THEY WILL BE ABLE TO AVOID
CONTROVERSYANDAVERTPUBLICCRITICISMOFTHEIRCHOICEOFARTISTSTOBEFUNDED
2%&54!4)/.)-USEUMAUTHORITIESSHOULDREFUSETOFUNDWORKSTHATAREOBSCENEOR
OBJECTIONABLE
2%&54!4)/.)))FMUSEUMAUTHORITIESKNOWWHERETODRAWTHELINETHENTHEYWILLBEABLETOAVOID
CONTROVERSYANDAVERTPUBLICCRITICISMOFTHEIRCHOICEOFARTISTSTOBEFUNDED
2%&54!4)/.)))-OSTMUSEUMSALREADYHAVESEVERALWORKSBYWELLKNOWNARTISTSSOTHEREISNO
PRESSINGNEEDTOACQUIREMORE
!CTIVITY 0UTTHESENTENCESBELOWINTHERIGHTORDERSOASTOBUILDAPARAGRAPH
#ONTEMPORARYARTISTSMAYBEUNKNOWNBUTTHEIRARTISTICCREATIONSUSUALLYDEALWITHISSUESAND
THEMESTHATARERELEVANTTOTHECONCERNSOFTHEPEOPLEOFTHEIRTIME
!RTISCONSTANTLYEVOLVINGTOMEETTHEDEMANDSOFANEVERCHANGINGSOCIETYANDSTAYINSTEPWITH
THETIMES
4HISlNANCIALSUPPORTOFLESSERKNOWNARTISTSWILLBEBENElCIALFORARTTOO
)NTHISREGARDCONTEMPORARYWORKSBYUNKNOWNARTISTSMAYNOTNECESSARILYBEMASTERPIECESBUT
)FMMFOJD"NFSJDBO6OJPO
Build Up Your Advanced Writing Skills - C1 level
THEYREmECTTHELATESTDEVELOPMENTSANDTRENDS
"YBOOSTINGTHEPRODUCTIONOFTHESEWORKSTHEREFOREARTISCONSTANTLYREVITALIZEDANDMADE
RELEVANTTOTODAYSWORLD




4HISlNANCIALSUPPORTOFLESSERKNOWNARTISTSWILLBEBENElCIALFORARTTOO!RTISCONSTANTLYEVOLVINGTO
MEETTHEDEMANDSOFANEVERCHANGINGSOCIETYANDSTAYINSTEPWITHTHETIMES#ONTEMPORARYARTISTS
MAYBEUNKNOWNBUTTHEIRARTISTICCREATIONSUSUALLYDEALWITHISSUESANDTHEMESTHATARERELEVANTTO
THECONCERNSOFTHEPEOPLEOFTHEIRTIME)NTHISREGARDCONTEMPORARYWORKSBYUNKNOWNARTISTSMAY
NOTNECESSARILYBEMASTERPIECESBUTTHEYREmECTTHELATESTDEVELOPMENTSANDTRENDS"YBOOSTINGTHE
PRODUCTIONOFTHESEWORKSTHEREFOREARTISCONSTANTLYREVITALIZEDANDMADERELEVANTTOTODAYSWORLD
6)&/2-!.$-%!.).'
!CTIVITY&ILLINTHEBLANKSWITHACORRECTFORMOFTHEWORDSLISTEDBELOW
&ILLINTHEBLANKSWITHACORRECTFORMOFTHEWORDSLISTEDBELOW
&ILLINTHEBLANKSWITHACORRECTFORMOFTHEWORDSLISTEDBELOW
PRECARIOUS
RELEVANT
PROGRESSIVE FUND REVITALIZE
REmECT
OBJECTIONABLE
REWARD
DEPICT
OBSCENE
4HELIFEOFARTISTSISOFTENQSFDBSJPVTASFEWOFTHEMHAVEAREGULARINCOME
-OSTARTCRITICSAREVERY QSPHSFTTJWFKEEPINGANOPENMINDABOUTNEWDEVELOPMENTSINTHElELD
OFART
-OSTPEOPLEBELIEVETHATITISTHEGOVERNMENTSRESPONSIBILITYTO GVOEARTISTICPROJECTSTHATAPPEAL
TOTHEWIDERPUBLIC
)TISNATURALFORTHEPUBLICTOREGARDAS PCKFDUJPOBCMFWORKSOFARTTHATOFFENDITSMORALVALUES AND
RELIGIOUSSENSIBILITIES
#ONTEMPORARYWORKSOFARTOFTENEFQJDUSHOCKINGIMAGESTHATAREUNACCEPTABLE
3OMEWORKSOFARTARESOOUTOFTOUCHWITHREALITYTHATTHEYARENOTSFMFWBOUTOCONTEMPORARYLIFE
7ITHOUTINNOVATIVETECHNIQUESANDNEWIDEASARTCANNOTBESFWJUBMJ[FE
-ANYCONTEMPORARYWORKSSFnFDUTHEMOSTRECENTSOCIALTRENDS
-AKINGALIVINGFROMTHETHINGYOULIKEMOSTINLIFECANBEQUITESFXBSEJOH
#ERTAINWORKSOFCONTEMPORARYARTTHATDEPICTDISGUSTINGSCENESANDSEXUALDEVIANCYARECONSIDERED
PCTDFOF
6))-/$%,#/-0/3)4)/.
2EADTHECOMPOSITIONBELOWANDlNDTHESYNONYMSORDElNITIONSOFTHEWORDSANDPHRASESIN
BOLD
-OSTARTGALLERIESAREKEENTOACQUIREPAINTINGSSCULPTURESANDSTATUESBYFAMOUSARTISTS4HEYVIEW
THOSEACQUISITIONSASASAFEINVESTMENTBECAUSEOFTHEPOPULARITYOFTHOSEARTISTS(OWEVERMANY
PROGRESSIVEMINDED MODERNARTCRITICSANDFANSCLAIMTHATWORKSBYLESSERKNOWNARTISTSSHOULDALSO
BE ACQUIRED )N MY OPINION THE ACQUISITION OF CONTEMPORARY WORKS OF ART BY LESSERKNOWN ARTISTS
SHOULDBECOMEAMUSEUMSTOPPRIORITYTOENABLEUNKNOWNARTISTSTOSURVIVEASWELLASREGENERATE
REVIVEARTANDMAKEITRELEVANTTOTODAYSWORLD
4OBEGINWITHLESSERnKNOWNARTISTSDEPENDONFUNDSFROMSALESTOARTGALLERIESTOCONTINUETOPRODUCE
ART4HEIREXISTENCEISALREADYPRECARIOUSUNCERTAINSOWITHOUTMONEYTHEYWILLGIVEUPCREATINGART
ANDLOOKFOROTHERWAYSTOMAKEALIVING)FARTGALLERIESBUYSOMEOFTHEIRWORKSTHOUGHTHEYWILLFEEL
REWARDEDFORTHEIRCHOICEOFTHEVISUALARTSASTHEIRPROFESSIONANDCARRYONWITHTHEIRARTISTICCREATIONS
)FMMFOJD"NFSJDBO6OJPO
!RTGALLERIESWILLALSOBENElTBYSAVINGMONEYANDBYATTRACTINGVISITORSINTERESTEDINNEWTALENT
4HISlNANCIALSUPPORTOFLESSERKNOWNARTISTSWILLBEBENElCIALFORARTTOO!RTISCONSTANTLYEVOLVING
DEVELOPING TO MEET THE DEMANDS OF AN EVERCHANGING SOCIETY AND STAY IN STEP WITH THE TIMES
#ONTEMPORARY ARTISTS MAY BE UNKNOWN BUT THEIR ARTISTIC CREATIONS USUALLY DEAL WITH ISSUES AND
THEMESTHATARERELEVANTTOTHECONCERNSOFTHEPEOPLEOFTHEIRTIME)NTHISREGARDCONTEMPORARY
WORKSBYUNKNOWNARTISTSMAYNOTNECESSARILYBEMASTERPIECESBUTTHEYREmECT REPRODUCETHELATEST
DEVELOPMENTSANDTRENDS"YBOOSTING ENHANCINGTHEPRODUCTIONOFTHESEWORKSTHEREFOREARTIS
CONSTANTLYREVITALIZED RENEWEDANDMADERELEVANTTOTODAYSWORLD
/PPONENTS OF FUNDING LESSERKNOWN ARTISTS OBJECT THAT THEIR WORKS DO NOT DRAW ATTRACT AS MANY
VISITORS AS WORKS BY FAMOUS ARTISTS "UT MOST MUSEUMS ALREADY HAVE SEVERAL OF THEM SO IT IS NOT
ABSOLUTELYNECESSARYTOACQUIREMORE!NOTHEROBJECTIONISTHATSOMEWORKSBYCONTEMPORARYARTISTS
OFFENDMORALORRELIGIOUSVALUES0AINTINGSSTATUESANDSCULPTURESTHATDEPICT SHOW NUDITYSINAND
WICKEDNESSSHOULDNOTBEFUNDED'ALLERYOWNERSMUSTDECIDEWHERETODRAWTHELINE SETLIMITS
REFUSINGTOFUNDWORKSTHATAREOBSCENE IMMORALOROBJECTIONABLEUNACCEPTABLE4HENTHEYWILLALSO
BEABLETODEFENDTHEIRCHOICESANDAVOIDPUBLICCRITICISM
!LLINALLARTGALLERIESSHOULDSTRIKEABALANCEBETWEENTHECLASSICPAINTINGSOFTHEPASTANDNEWWORKS
BYLESSERKNOWNARTISTS!FTERALLWITHOUTNEWWORKSARTWILLNOTCONTINUETOGROWANDBERENEWED
UNCERTAIN
REPRODUCE
ATTRACT
SETLIMITS
MODERN
SHOW DEVELOPING RENEWED
IMMORAL
ENHANCING
REVIVE
UNACCEPTABLE
0!24))#/-0/3).'!02/3!.$#/.3%33!9
)4/0)#02/-04
%XPLAINTOSTUDENTSTHATTHETOPICPROMPTGUIDESTHEMTHROUGHTHETASKANDTHATMOSTOFTHENOTESMUST
BEINCLUDEDINTHEIRCOMPOSITION4ELLTHEMTHATTHEYHAVETOELABORATEONTHEPOINTSPROVIDEDINTHE
BOXUSINGSPECIlCLANGUAGE
.OWADAYSTHEMEDIAARECONSTANTLYEXPANDINGANDPLAYAVERYIMPORTANTROLEINOURLIVES-ANY
PEOPLEAREWORRIEDABOUTTHEMEDIASINCREASINGDOMINANCEOFOURLIVES$ISCUSSTHEADVANTAGES
ANDDISADVANTAGESOFTHEPROLIFERATIONOFTHEMASSMEDIAANDOFTHEIRINCREASINGLYDOMINANTROLE
INOURLIVES
9OUMUSTUSEATLEASTTWOPOINTSFROMTHEBOXBELOWTODEVELOPANDSUPPORTYOUROPINIONBUTYOU
CANALSOADDYOUROWNIDEAS
0ROS
-%$)!%80!.3)/.
#ONS
*/).).'!-!22)!'%!'%.#9
s2ANGE3PEEDOF)NFORMATION
s)NFORMATIONABOUT/THER#ULTURES
s(IGHER)NTERACTIVITY
s-ULTIPLICITY#ONmICTOF6IEWS
s)NTRUSIONOF0RIVACY
s0OLITICAL)DEOLOGICAL0OWER
25
)FMMFOJD"NFSJDBO6OJPO
Build Up Your Advanced Writing Skills - C1 level
7ITHALLTHESESOURCESOFINFORMATIONWEAREOVERWHELMEDANDCANNOTCHOOSEEASILY
))4%84!.$/2'!.):!4)/.
3TUDY THE OUTLINE BELOW )S THERE ANOTHER WAY TO ORGANIZE THE ESSAY $ISCUSS IT WITH YOUR
CLASSMATES
3EVERALTELEVISIONPROGRAMSRADIOBROADCASTSAND)NTERNETSITESAREHIGHLYINTERACTIVE
-EDIAOUTLETSOFTENPRESENTCONmICTINGVIEWSONTHESAMEISSUE
ST0ARAGRAPH)NTRODUCETHETOPIC
ND0ARAGRAPH3TATETHEBENElTSOFSPONSORINGLESSERKNOWNARTISTSFORTHEARTISTSTHEMSELVESELABORATE
ONTHEMGIVEEXAMPLES
)4HEVIEWERSANDLISTENERSCANCALLINTOEXPRESSANOPINIONONACONTROVERSIALISSUEORTEXTINTHEIR
MESSAGESTOELIMINATEACONTESTANTFROMAREALITYSHOWWHILESURFERSCANPOSTVIEWERCOMMENTS
ONSITESREVIEWINGMOVIESAND#$S
RD0ARAGRAPH3TATETHEBENElTSOFSPONSORINGLESSERKNOWNARTISTSFORCONTEMPORARYARTELABORATEON
THEMGIVEEXAMPLES
TH0ARAGRAPH3TATETHEOPPOSITEPOINTOFVIEWREFUTEIT
TH0ARAGRAPH2EITERATEYOUROPINIONlNISHWITHAPREDICTIONOFWHATWILLHAPPENIFYOURSUGGESTIONS
ARENOTFOLLOWED
)))30%#)&)#)4942!).).'
!CTIVITY2EPLACETHEWORDSANDPHRASESBELOWWITHMORESPECIlCANDCONCRETEWORDSAND
PHRASESFROMTHEBOX5SEEACHONCE
TELEVISIONPROGRAMSRADIOBROADCASTSAND)NTERNETSITES
SHAPEPUBLICOPINIONANDEVENDECIDETHEOUTCOMEOFTHEELECTIONS
TERRORISTATTACKSANDAIRCRASHES
UNABLETOCHOOSEAPARTICULARNEWSPAPERCHANNELSTATIONORSITE
ELIMINATEACONTESTANTBYVOTINGFROMHOME
.OWADAYSTHEMEDIAPROVIDESEXTENSIVECOVERAGEOFSENSATIONALEVENTS UFSSPSJTUBUUBDLTBOEBJS
DSBTIFT
-ANYREALITYSHOWSGIVEVIEWERSTHEOPPORTUNITYTOPARTICIPATEFROMTHEIRHOMES
PARTICIPATEFROMTHEIRHOMES FMJNJOBUFB
DPOUFTUBOUCZWPUJOHGSPNIPNF
3EVERALMEDIAOUTLETS UFMFWJTJPOQSPHSBNTSBEJPCSPBEDBTUTBOE*OUFSOFUTJUFTAREHIGHLY
INTERACTIVE
7ITHSUCHAWIDERANGEOFMEDIAOUTLETSTHEPUBLICCANBECONFUSED VOBCMFUPDIPPTFBQBSUJDVMBS
OFXTQBQFSDIBOOFMTUBUJPOPSTJUF
4HEMEDIAARESOPOWERFULTHATTHEYCANGREATLYAFFECTPOLITICALLIFE
GREATLYAFFECTPOLITICALLIFE TIBQFQVCMJDPQJOJPOBOEFWFO
EFDJEFUIFPVUDPNFPGUIFFMFDUJPOT
7HICHVERSIONISMOREEFFECTIVE7HY
4HE SENTENCES WITH THE WORDS AND PHRASES FROM THE BOX BECAUSE THEY ARE MORE SPECIlC THAN THE
UNDERLINEDONESANDANESSAYSHOULDEXHIBITAHIGHLEVELOFSPECIlCITYANDCONCRETENESS
!CTIVITY-ATCHTHEGENERALCLAIMSBELOWWITHTHEAPPROPRIATEELABORATIONOREXAMPLE
'%.%2!,#,!)-3
4HEMEDIAPLAYAMAJORROLEINOURLIVES
&IRSTOFALLTHEMEDIAESPECIALLYTELEVISIONANDTHE)NTERNETPROVIDEUPTOTHEMINUTE
INFORMATIONABOUTTHELATESTDEVELOPMENTSAROUNDTHEWORLD
26
)FMMFOJD"NFSJDBO6OJPO
%,!"/2!4)/.%8!-0,%3
))4HERESPONSEOFTHEMEDIATOSENSATIONALEVENTSSUCHASTERRORISTATTACKSANDAIRCRASHESISSO
FASTTHATTHEREISLIVECOVERAGEAFEWMINUTESAFTERTHEIRDEVELOPMENT
)))4HEREISHARDLYANYHOMEWITHOUTTELEVISIONHARDLYANYCARWITHOUTARADIOHARDLYANYOFlCE
WITHOUTCOMPUTERSCONNECTEDTOTHE)NTERNETANDHARDLYANYBUSYSTREETWITHOUTANEWSSTAND
lLLEDWITHNEWSPAPERSANDMAGAZINES
)67HENTHEREISANATURALDISASTERFOREXAMPLEWECANHEARABOUTITONTHERADIOSEEAFULLREPORT
ONTELEVISIONREADARTICLESFROMVARIOUSSITESONTHE)NTERNETORREADANANALYSISOFTHECAUSESAND
THEAFTERMATHOFTHEDISASTERINTHEPAPERS
6!L*AZEERAAND#..PORTRAYTHEWARIN)RAQANDVARIOUSACTSOFTERRORISMAGAINST7ESTERN
INTERESTSINADIFFERENTWAYEACHONEFROMITSOWNPERSPECTIVE
)))
))
)6
)
6
)6&/2-!.$-%!.).'
!CTIVITY&ILLINTHEBLANKSWITHACORRECTFORMOFTHEWORDSLISTEDBELOW
&ILLINTHEBLANKSWITHACORRECTFORMOFTHEWORDSLISTEDBELOW
&ILLINTHEBLANKSWITHACORRECTFORMOFTHEWORDSLISTEDBELOW
SITE BROADCAST AFlLIATION
BIAS PROMINENT COVERAGE
MANIPULATE OUTCOME
SENSATION INORDINATE
4ELEVISIONCHANNELSBRINGUSLIVECOVERAGEOFIMPORTANTEVENTS
"IGSPORTINGEVENTSLIKETHE/LYMPIC'AMESAREALWAYSBROADCASTLIVE
2EPORTERSWHOWORKFORASPECIlCNEWSPAPERHAVEAPARTICULARBIAS
.EWSPAPERSINMYCOUNTRYARECLASSIlEDACCORDINGTOTHEIRPOLITICALAFlLIATIONS
4HEMEDIAAREOFTENACCUSEDOFMANIPULATINGTHEPUBLIC
$EMOCRACYPROSPERSINCOUNTRIESWHERETHEMEDIAAREFREEFROMCENSORSHIP
.OWTHATTHETELEVISIONANDTHE)NTERNETHAVEBECOMESOWIDESPREADTHERADIONOLONGERPLAYSA
PROMINENTROLEINOURLIVES
-OSTMAJORTELEVISIONCHANNELSSUCHAS""##..AND#"3ALSOHAVEAN)NTERNETSITE
WHEREPEOPLECANGETTHENEWSASTHEYDEVELOP
4ELEVISIONCHANNELSHAVETHETENDENCYTOSENSATIONALIZETHENEWSTOBOOSTTHEIRRATINGS
4HEOUTCOMEOFPOLITICALNEGOTIATIONSDEPENDSONTHEWILLINGNESSOFTHEPARTIESINVOLVEDTOREACH
ACOMPROMISE
6-/$%,#/-0/3)4)/.
2EADTHECOMPOSITIONBELOWANDUNDERLINETHEINTENTIONSTATEMENTTHETOPICSENTENCESANDTHE
SUMMARYSTATEMENT%XPLAINTHEFUNCTIONOFEACHONEOFTHEM
)FMMFOJD"NFSJDBO6OJPO
Build Up Your Advanced Writing Skills - C1 level
4HEMEDIAPLAYAMAJORROLEINOURLIVES4HEREISHARDLYANYHOMEWITHOUTTELEVISIONHARDLYANY
CARWITHOUTARADIOHARDLYANYOFlCEWITHOUTCOMPUTERSCONNECTEDTOTHE)NTERNETANDHARDLY
ANYBUSYSTREETWITHOUTANEWSSTANDlLLEDWITHNEWSPAPERSANDMAGAZINES4HISEXPANSIONOF
4HISEXPANSIONOF
MEDIAOUTLETSPROVIDESSEVERALBENElTSBUTITALSOHASSOMEDRAWBACKSMANYOFWHICHWILLBE
CONSIDEREDBELOW).4%.4)/.34!4%-%.4
&IRSTOFALLTHEMEDIAESPECIALLYTELEVISIONANDTHE)NTERNETPROVIDEUPTOTHEMINUTEINFORMATION
ABOUTTHELATESTDEVELOPMENTSAROUNDTHEWORLD4/0)#3%.4%.#%4HERESPONSEOFTHEMEDIA
ABOUTTHELATESTDEVELOPMENTSAROUNDTHEWORLD
TOSENSATIONALEVENTSSUCHASTERRORISTATTACKSANDAIRCRASHESISSOFASTTHATISLIVECOVERAGE
AFEWMINUTESAFTERTHEIRDEVELOPMENT-OREOVERWITHALLTHESESOURCESOFINFORMATIONWEARE
OVERWHELMEDANDCANNOTCHOOSEEASILY7HENTHEREISANATURALDISASTERFOREXAMPLEWECAN
HEARABOUTITONTHERADIOSEEAFULLREPORTONTELEVISIONREADARTICLESFROMVARIOUSSITESONTHE
)NTERNETORREADANANALYSISOFTHECAUSESANDTHEAFTERMATHOFTHEDISASTERINTHEPAPERS&INALLY
SEVERALTELEVISIONPROGRAMSRADIOBROADCASTSAND)NTERNETSITESAREHIGHLYINTERACTIVE6IEWERS
ANDLISTENERSCANCALLINTOEXPRESSANOPINIONONACONTROVERSIALISSUEORTEXTINTHEIRMESSAGES
TOELIMINATEACONTESTANTFROMAREALITYSHOWWHILESURFERSCANPOSTVIEWERCOMMENTSONSITES
REVIEWINGMOVIESAND#$S
/NTHENEGATIVESIDETHEMEDIAAREOFTENBIASEDANDEXERTENORMOUSPOLITICALANDIDEOLOGICAL
POWER4/0)#3%.4%.#%4ELEVISIONCHANNELSDECIDEWHOISGOINGTOBECOMEFAMOUSTURNING
POWER
TOTALLY UNKNOWN PEOPLE INTO CELEBRITIES OVERNIGHT .EWSPAPERS WHICH ARE USUALLY AFlLIATED
WITHAPOLITICALPARTYHAVETHEPOWERTOSHAPEPUBLICOPINIONANDEVENDECIDETHEOUTCOMEOF
ELECTIONS4HEPUBLICCANALSOBEOVERWHELMEDBYTHEABUNDANCEOFINFORMATIONANDBEUNABLE
TOCHOOSEAPARTICULARNEWSPAPERCHANNELSTATIONORSITE4OMAKEMATTERSWORSEMEDIAOUTLETS
OFTENPRESENTCONmICTINGVIEWSONTHESAMEISSUE&OREXAMPLE!L*AZEERAAND#..PORTRAYTHE
WARIN)RAQANDVARIOUSACTSOFTERRORISMAGAINST7ESTERNINTERESTSINADIFFERENTWAYEACHONE
FROMITSOWNPERSPECTIVE
!LL THINGS CONSIDERED THE EXPANSION OF THE MEDIA PROVIDES MORE OPPORTUNITIES FOR
INFORMATIONEDUCATIONANDENTERTAINMENTBUTITALSOPOSESATHREATTOCRITICALTHINKINGANDTHE
PROSPERITYOFDEMOCRACY35--!2934!4%-%.4)HOPETHATINDIVIDUALSWILLUSETHEMEDIAASA
PROSPERITYOFDEMOCRACY
TOOLTOENHANCETHEIRINTELLIGENCEANDPOWERSOFJUDGMENTANDNOTBEMANIPULATEDBYTHEM
6)2%,!4%$35''%34%$4/0)#3
!SSIGNTHEFOLLOWINGTOPICFORHOMEWORK4ELLSTUDENTSTHEYSHOULDUSETHEORGANIZATIONPATTERNSAND
FORMSOFDEVELOPMENTOFIDEASTHEYHAVELEARNEDINTHISUNIT!SKTHEMTOSTUDYTHE5SEFUL6OCABULARY
SECTIONBEFORETHEYWRITETHEIRCOMPOSITION
7RITEANESSAYONTHEFOLLOWINGTOPIC9OURESSAYSHOULDBEBETWEENANDWORDS
'LOBALIZATIONPRESUMABLYAIMSTOFOSTERUNIVERSALPEACEANDBRINGCULTURESCLOSERTOGETHER-ANY
OPPONENTS CLAIM THAT GLOBALIZATION WILL BE HARMFUL FOR PEOPLES CULTURAL IDENTITY $ISCUSS THE
ADVANTAGESANDDISADVANTAGESOFGLOBALIZATIONWITHREGARDSTOPEOPLESCULTURALIDENTITY
9OUMUSTUSEATLEASTTWOPOINTSFROMTHEBOXBELOWTODEVELOPANDSUPPORTYOUROPINIONBUTYOU
CANALSOADDYOUROWNIDEAS
0ROS
',/"!,):!4)/.
#ONS
',/"!,):!4)/.
s#LOSER'LOBAL#ONTACT
s&REQUENCYOF4RAVELING
s2EDUCTIONOF0OLITICAL#ONmICTS
)FMMFOJD"NFSJDBO6OJPO
s,ANGUAGE#RISIS
s%FFECTSON#ULTURAL)DENTITY
s0OSSIBLE$ECLINEOF(ISTORY
6))53%&5,6/#!"5,!29
7ORD0HRASE
$ElNITION3YNONYM
DRAWTHELINE
ACQUIRE
PRECARIOUS
PROGRESSIVE
CONTROVERSIAL
REGENERATE
REVITALIZE
EVOLVE
REmECT
BOOST
DRAW
DEPICT
ELIMINATE
OBSCENE
OBJECTIONABLE
INTERACTIVE
SHAPE
EXERT
AFlLIATION
RELEVANT
BIAS
AFTERMATH
OUTCOME
MASTERPIECE
SETLIMITSDECIDEWHERETOSTOP
BUYORGETSOMETHINGPRECIOUS
UNSAFE
MODERNAHEADOFITSTIME
PROVOKINGDISAGREEMENT
MAKEITCOMEALIVEAGAIN
GIVENEWENERGY
BECOMEMOREMODERN
REPRESENT
IMPROVEPROMOTE
ATTRACT
SHOWTHROUGHPICTURES
GETRIDOF
IMMORALSHOWINGNAKEDNESSORSEX
UNACCEPTABLEMORALLYOFFENSIVE
INVOLVINGSOMEONESPARTICIPATION
CREATE
PUTAPPLY
CONNECTION
RELATEDTOSOMEONESLIFE
PREJUDICE
CONSEQUENCESEVENTSTHATFOLLOW
RESULT
AWORKOFARTREGARDEDASONEOFTHEBEST
#OLLOCATIONS
KNOWWHERETODRAWTHELINEDRAWTHELINESOMEWHERE
LIVECOVERAGE
PROVIDESEVERALBENElTS
POLITICALAFlLIATIONS
BESPOILEDFORCHOICE
MAKEALIVING
ATTRACTVISITORSCUSTOMERSCLIENTS
MEETSBSDEMANDS
STRIKEABALANCEBETWEENxANDx
EXPRESSANMYOPINION
SAVEMONEY
27
)FMMFOJD"NFSJDBO6OJPO
ATHENS
Didotou 17 - 106 80, Athens, Greece
Tel.: + 30 210 36 80 900, + 30 210 36 80 082, + 30 210 36 80 954
Fax: + 30 210 36 80 074, + 30 210 36 33 174
E-mail: [email protected] Web site: www.hau.gr
THESSALONIKI
Fragon 14 - 54626, Thessaloniki, Greece
Tel.: + 30 2310-557600, Fax: + 30 2310 553925
E-mail: [email protected] Web site: www.hau.gr