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Longman Flrst Certificate Skills

Read and wrlte Roy Kingsbury and Guy Wellman

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lntroduction

For students and Teachers who this book is for

How to use the rnaterial

Read and Write has been specialliı written for students studying for the Cambridge First Certificate Examination. More specifically, it aims to give practice in the skills and language needed in the Reading Comprehension Paper 1 and Composition Paper 2 of the examination. It is ideally suited for use with a full First Certificate coursej such as the Longıman First CertiJicüte course, but is equally useful for the general post-intermediate student who wants to improve his or her reading and writing.

Practice in certain exam skills (for example, dealing with multiple-choice questions) is built up slowly over a number of lJnits, so there are reasons why students are advised to work through the Units in chronological order - though this is not absolutely essential. Indeed, since the preparation for composition writing is carefully cycled, students might instead concentrate on one composition 'type' (letter writing, for example) and work through the Units devoted to that type (in this case Units 1, 6, 11 and 16). There is no set procedure tbr Units, but there is one suggestİon we would make regardİng many of the

How the book is organised The book contains 20 Units. The first

18

Units follow

the same Unit format, while Units 19 and 20 aim to give final guidance and advice for taking the two Papers. Units 1-18 are each divided into three parts, A, B and C. Part A aims to help prepare for Reading Comprehension Paper 1; part B 'bridges the gap' between parts A and C; and part C gives careful guidance for Composition Paper 2, Units 2, 4,,8, 10, 14 and 16 provide specific preparation for Section A of the Reading Comprehension Paper, but Part A of all Units gives practİce İn a variety of reading skills which the exam expects students to have mastered and which are tested through multiple-choice questions in Section B of the Paper. Part B of each Unit is the 'language link' between parts A and C and gives practice in language (often) presented in reading comprehension passages (part A) and required for composition preparation and writing (part C). Part C of each Unit is designed to help prepare for Composition Paper 2 and is generally connected with the first part of the Unİt by theme or subject. Preparation for the different kinds of First Certificate

composition (Letter, Narrative, Description,'Speech' and Argument) is cycled three or four times (see Contents).

NB: Twenty rnofe cornposition topics

are

provided at the end of the book (pages 86-87) for practice in freer compositİon writing after the more controlled practice given in Units.

exercises to be done in class: as often as possible, students should check their answers to exercises with a partner, and then wİth the rest of the class and the teacher before checking with the Key. This means that students constantly have to justify their answers, choices, opinions etc. Outside the classroom, read as rnuch and as widely in English as you can. The more you read in English, the easier Paper 1 will be.

Special note to the self-access student 1 Following the

steps as if you were working in a class, you can do all the Units, except some of the classroom discussion phases. 2 If you do not understand something, look it up in a dictionary or a lexicon. 3 Check your answers in the Key after each exercise. (Unfortunately, because of space, we have not been able to give a model for each composition.) 4 Whenever you can, try to sit down with another student to discuss and compare what you are doing. 5 If you think something is too hard, don't give up.

Keep trying.

6 trinally, don't move on to a new Unit until you have got the most from the Unit you are working on. If you do leave a Unit before you have really finished it, come back to it later when you are fresh, and try

again!

Contents Composition Focus Pages

UN|T

LETTER

1

6_9

Composition Focus Pages

UN|T 6

LETTER

What about coming to see us?

What's your excuse?

Reading and matching; True/False exercise; Language of invitations, thanks

Multiple-choice (with 3 options);

Open-ended questions, including inference;

Language of apologies, excuses, and advice; Personal letter giving advice

* acceptance/refusal * reasons); personal letter of invitation (

UN|T 2

NARRATlVE

10_13

UN/T 7

NARRAT|VE

What happened?

How did it end?

Preparation for Paper 1 Section A;

Inference questions; Past narrative using so, because, after, before and when; Open-ended story (fact or fiction)

Open-ended factual questions; Scanning for numbers and names; Deducing vocabulary from contexu Story from a 'Starter' or 'last sentence'

UN|T 3

UN|T 8

DESCRİPTloN

14_17

DESCRlPTloN

What's it like?

Can you describe the place?

Identifying source of text; True/False exercise (with reasons);

Preparation for Paper 1 Section A; Identifying source of texu True/False exercise (with reasons); Article the or no the; Describing your village, town, city

hasf haae been done,

done;

had been done and haae something

Describing a house, apartment, etc.

UN|T 4

,SPEEcH,

18_21

UN|T 9

,SPEECH,

What's happening?

What can l say?

Preparation for Paper 1 Section A; True/False exercise (with reasons); Multiple-choice (with 2 options); 'Position' phrases e.g. on my left, and 'ordering' phrases e.g. First . . ., And then . . ., for 'speech'

Multiple-choice (with 4 options); Deducing vocabulary from context; Language to exaggerate or emphasise;

UN|T 5

UN|T 10

ARGUMENT

22_25

34_37

38_41

Speech of farewell, etc.

ARGUMENT

Are you for or against?

What are the pros and cons? Preparation for Paper 1 Section A; Identifying source of texu Language to contrast ideas e.g. On the one hand, but on the other . . ,; Argument for and against

Language to introduce points (e.g. The first point I would like to make. . .), add to points (e.g. What is more,. . .) and introduce examples; Argument for or against

30_33

beforelafter doing, while doing, since doing;

Multiple-choice (with 2 options);

4

26_29

42_45

UN/T

11

Composition Focus Pages

Composition Focus Pages

LETTER

LETTER

46_49 UN|T 16

Could you tell me about it?

What can you do about it?

True/False statements;

Preparation for Paper 1 Section A;

Formal and informal letter style; What I would like to know is. ., etc.; Formal letter requesting information

Language to express annoyance, explain a fault and request action; Letter of complaint

Multiple-choice questions;

Multiple-choice (with 4 options);

NARRATIVE 50_53

UN|T 12

Sentence patterns for narrative writing tenses wasf were doing, had done;

Reporting

speech;

Open-ended story (fact or

did,

fiction)

UN|T 13

Multiple-choice questions;

Deducing vocabulary from context; rernemberfforget doing; used to do, would do, etc. for habits;

54-57 UNlT 18

ARGUMENT

What do they look

What's your own opinion?

True/False Vocabulary Combining facts with and, as well as,

Multiple-choice questions;

despite,

etc.;

although,

Describing a person

UN/T 14

,SPEECH,

58-61

Language of opinion: In my zıiew, Some would ,, but as I see it . . ., etc.; Argument for and against, wİth opinİon

UN/T

Multiple-choice questions;

7B-B1 1

General instructions

Sample Test Sections A and B

Language of instructions, advice and warning; Explaining something to someone

Exam Advice: Golden Rules

UN/T 62_65

What's the solution? Predicting from headline, etc.;

Multiple-choice questions;

19

Reading Comprehension

Preparation for Paper 1 Section A;

ARGUMENT

74_77

argue

How to tackle Paper

How can l help you?

UN|T 15

70_73

Narrating past experiences

DESCR|PT|ON

like? with reasons; to describe people;

NARRAT|VE

UN/T 17 What did you use to do?

next? (with 4 options);

What did you do

Multiple-choice

66_69

Language for posing a question, suggesting a solution and giving examples; Argument: suggesting a solution

20

82_85

How to tackle Paper 2 Composiiion Exam Guidance for the whole Paper Exam Adı.ice: Golden Rules A brief revision of composition writing

Twenty fiıore composition Key to Exercises

topics

86-87

UN|T

1

What about coming to see us? r

Below are brief extracts from eight personal letters. Read them quickly to answer this question:

What are the}, all about?

I shall be delighted to come to your party, but you forgot to say what time

it

ı'fr,İnncr*

wehavevt'+ seerı each

gr^r, arld aears, Pu+ as T'm comirı7 olown

come or, Sd.^rJo"tr

be oLq" to

hu.*^r.

Horv do you think each extract continued? In pairs c.omplete the unfinished sentencesJ then compare ü,our r,ersions with those of other students, like this:

E

*' lr #',, "'; ,;r;,;

Thank you very much indeed for inviting me to spend. the weekend

olh{ ,

İr you,d like to % We were wonde ;;*; up and stay vıith 111o,_**ff uJoçi,ır

tı-eor frorn Uoıı- ofter olL tshut tİme . U eş , ı§}us dğrü t goıı

It *as so nır.e, to

L+Vıoı,ıght

+haİ

İm a{.orJ .oe

Now, in pairs, read the extracts again and match them. The extracts on the right (a, b, c and d) are answers to those on the left (1. 2,3 and 4) - but whİch is the ans\ver to r,vhich? or who ansrı,ered w-hose letter? How do 1,ou know?

E

after next with

ftotıı

Zı/la 1

mz.

you

not fu ınznicoru ttız{ıJ?ta./

U3r:-_Y.P??eP onwe aııı7 tıızze bt ,/ t?zL caJL t, lonzz- ı.u:z&

ffi"W;

fhat HoLı wor.İ* t - Ş;ıry to.h.ear rS W€ } €

6-week courses

,1r nl

t,l|,.",ffi g

U."u tı, tu"k'iŞıüIü

yourseif tır"

j

s

iscovp" r.^

f

lCen i_: erY, l:!.j,

fa b ul

jİ

o

_^^,

.,

i ;: İl :

r,

n

:l

"u.f,ö Experience for

.rrl1l:l";of our

thermal .p.;ng., ;;İ;;1:''rıes Piateaux, rivers, ]akes and rich pine forests.

Whiie you'r? here, kil] two birds one stone and tal (,om.";#}.fft:İ";;Jrat il."iq. ı,he Directo.,

#u'u"d

we do, ou

in 1979 op'i** İ"lr---=İ.,İ courses in Hotel,Receptlol, ;;d Service and Hote]

-

a choice of speciulir'

Operaticns. (Subjects like

Hfl;iJj:5"fl :;,,J, r..,;; ;i io"n"or bjlıs cgve,red,)

-

accommodutinlS,1re

,.f-,{;;;;Hİİ,jl fu]]

p.og**.e

..recrea tiona] acti

ınternational me

an

a student hosteı or

of leisure and

viti.r, b;;;;;;:,

*".k"nJ ;;;;;r:"ıs evenings. haif-day and ; :l1 l"; y ü;ffiT : J:.T§ *"Ş::,x ffiJ -;;Jl't,' ıı a f";.; giun t ;: l:,T5.Waipo İ

and the sPecial sponsorship we can

;;İ""İ,PrrCeS arll,X'"5-İ:*'^:i:r"p.yj, Academv, a,"ı,iu;;,'N-; Zeaiand

d

uNlT 11

carefully now, compare them and the boxes in the columns.) S-till try to you have to read every word to get the don't quickly and rememberı read information you want.

mole E Read both texts_ a little (Tick İffi*, the questions below.

According to the adverts, which of the centres

cNZ

İ ha§ the more varied sociai programme? 2 hts been in existence the longer? İ-6 n,ıt a conımercial enterprise? 4

has the shorter courses?

u look after yourself?

6 has imprassive equipment? 7;llow§;tudents to choose what they study? 8 offers the broader look at tourism?

e:Canada NZ:New

Zealand

§ühat have you noticed so far about the different styles of the two advertisements?

Answer these multiple_choice questions about the texts,

E

1 Canada is described

A B C D

as being a wealth3ı country.

more like America than Europe. a growing nation. European İn İts attİtude to technology.

advertisement, 'killing two birds with one stone' refers to A being excited and challenged. B taking cour§es in tourism and travel. C seeing the country and doing a course. D opportunities for hunting and fishing-

2 In the New Zealand

3

E

\X/hat do

A B C D

They They They Thelı

both centre§ have in eommon? stress the importance of a leisure programme, arrange trips by road, rail and sea. realise the importance of technology. can afrange a reduction in the fees to be paid,

§[hich of the two places (C,anada or New Zea|and) would you like to

go to? Why?

47

uNlT

11

E

Here are two letters of reply to the advertisements on page 46. Read them and then discuss in small groups how they are differer1. (Eo. example, is one more formal than the other? If so, how?) l

il i

Dear Sirs,

lsaw an advert ın a paper recently

(l can't remember which) about hotel courses in New zealand. lt sounded great and lthink |'d be very interested. Provided, of course, that the price was right, How much does it all cost? lf you ınclude the return flight from

Rome, that is. Have you got any brochures you could send me

perhaps? Hope to hear from you. YoU

rS,

Dear Sir or Madam, I was very interested to read your ad-vertisement in the November issue of 'G]obal Tourists' for four-week courses in Travel and Tourism, ] wou]d be extremely gratefu] if you could send me further details regarding the course content and more information about accommodation arrangements. Do you thınk you could a]so let me know exactly how much a course would, cost and whether the cost of travelling to and from Canada is ıncluded ın the grant-assisted scheme whıch your advertisement

referred to. There was no mention in your advertısement of any social or leısure activities Cou]d you please send me such a programme if you have one? I ]ook forward to hearing from you Yours raıtlırul|v

E

In the examination, you may be asked to write a semi-formal letter to a comPanY or Some other organİsatİon. For this it is better to imitate the style of the second letter above. (For notes on the layout, beginnings and endings of letters, see Units 1 and 6, pages 8-9 and 29.) Here are Some Pairs of phrases. Decide in each case which is more formal_

I'd like to know if . . . . . get in touch as soon

Could I enquire whether . . .? you can. . . contact me at your earliest convenience. . . . further details regarding . . . . more information about 4 I look forward to hearing from you in the near future. §7rite when vou can_ 5 Thanks a lot in advance. Thanking you in anticipation. 6 I would be grateful if you could let me have Can you send me . . .? 7 Could you write back soon? An early reply would be appreciated. 8 You didn't say anything about . . . you did not refer to Now cover each column in turn and try to remember the 'equivalent' phrase. 1

2 3

.

as

.

.

.

48

i

l I

ı l

UN|T

11

§[hen we want to have something explained or clarifled, we often start a sentence with a what-c|ause, like this:

E

\X/hat

What §fhat §7hat

would really like to know is ) ( whether / what / why am really interested in is I J *r,.n i which 1 whose did not understand was | ] wrro / how / how long would like you to explain is J I how much / how many .

. .

Look back at the two advertisements on page 46 and write at least eight sentences like this. Ask for clarification of things you would like to know more about.

Read this letter carefully, noting the layout, style and content. Then useJt as a model to write a similar one to the Tourist Information centre of an English-speaking country which you have always wanted to visit.

r

244ı Peking Road,

Quarry Bay,

British Tourist Authority, Thames Tower, Blackls Road,

HONG KONG

Hammersııith,

London

W6 9EL

Dear Sir or

24th January 1988

Madam,

r am plaruıing to take a three-week holiday ın Britain with my wife and two teenagetouring chılaren this coıning May" We shal1 be arriving at HJatıırow Airport on 2nd May and, after spending. a few nights in London, ı+ould like to see as much or iııe countr} possible. r would be very grateful if you coulh as seno nıe some brochures and any other relevant İnforrnation you have prices, acconmodation and car rrire facilities. -regarding What we are really keen to see is the sort of place that few tourists go to, unspoilt villages, towns and one or two large industrirı citıe". smallish perhaps r could ask you to sugge=t , ,oote which would give us a general impression of both rural and urban England. As this wi1l be our first tirne E;;;p;, we should also like to spend some time on thein continent. could you let us have details about weekend visits from London to other European cities sueh as Paris and Amsterdam. Thanking you in anticipation for your help.

r: i

ı

Yours faithfu}ly,

7-ila R. E

Now plan and rvrite composition 11 on page

Hue

87.

49

UN|T

12

What did you do next? 1 Have you had

a day recently u,hen everything seemed to go wrong? a partner or the class about it.

Tell

2 Form small groups and tell each other about times in your life when you felt very embarrassed and w,anted to disappear into a hole in the ground.

The text below is about how things went wrong when an artist was asked to go and paint the portrait of an important military man at the man's home. Vhat things-do you think could go wrong in a situation like that? Make a list.

E

E

Now read the story and see how many of your ideas were rİght.

paint a I had been commissioned to

of nortrait of the newly-appointed Chief a be to was there b"fe.,"" Staff. Since th" Jo-"*tl" background in the pictur", his in held be to nr.İ t*o sittinğs were rather than iır my studio,. ho*u ^'l-"1rl""d and laid out my equipment we tried out his chair in and h;;İÜ, My ,"İl".".'positions in different lights, b:. trying when, was error first _t9 helpful, I attempted to pass_ his Field gold Maİ.hal's baton to him (delicate presented fiİrJ;;l"p, velvet-covered, ;;^İUyİne Queen just two weeks n"İ.."l ğo-"nÖ* I missed - and itinto a a."pp"a with an echoing thwang tin wastepaper bin, That, not aia not go down very well, ;;;tJ;lj, " --fleterm"ined to prove that painters to are not really ciumsy idiots, I set

deft, wo.k - deliberately painting with rhythmic arm movements, But l knew,of out u.'tlrut fully-loaded, brush sprang like a rocket hurtled and rru"a -v it was u".o.. his drawing room, _that

J;;" on the one bit of g"i"g in the far corner, ';-rouch carpet, İn" İrrnrsson that I had not protected with dust-jrıst

, . . and Alazarin Crimson, *İgnt ro, painting the ribbon of ,the İj;e;, of İlre Bath, is unfortunately so

.n"""

p"*"rrU a colour that it is virtual}y

impossible to remove the stain completelr

50

We had to stop for twenty minutes whilst I did what I could to put right his ;h;;;"r;ge with my turpentine and f again, starting J"İ"rg""tl Before I might wash my hands,_The was obviously only too

""k"Jit Fr;üd Marshİl

gl"J t" be rid of me for a bit, and İİr*İ"a me to the littie cloakroom by

front door. the "^-Wnİl" there, I thought I would take the opportunity first to spend a_penny; u. l *u=ned my hands, though, I ;;"";; "ware that the 1oo was making to the strangest noises, I went across ;;;; u loİln at it and, incapable of u"tlo", I watched as the water-level several ;;;İ"d over the brim and the over ail deposited EulĞ"* were floor. The next time I had a sitting at the Pi"ld-iUurshal's home, I was filled with up to the ;;;J resoiutions as I drove İront door. He, iooking slightly .1rui""a I thought, greeted me there, Hu *u.. though. still surprisingly open courteou*: holding the door wide for me as I carried -y portabie e_asel llrrorgü.. he gave me a weak smile, 'Goocl ı-ıror,ı-iing. Field Marsha}!' I beaıııecl. as I eased past him with a .o.i.u,.,." of extreme care, Then the col1apsilıle, }eg on the easel fell open, the door, or-,cl ,]",rror-ecl a 1arge chunk of _

\=,. \

/

UN|T 12

Now answer these multiple-choice questions about the story.

E

Why

ı.vas

studio?

A B C D

The The The The

\ü7hen

A B C D

the earl1, painting rvork not done in

Chief of Defence

a

3

w,as nervl_v-appointed.

artist had too much equipment. sitting was going to be a long one. picture was going to have a home setting.

incident? A It just dropped out of his hand. B It landed in a bin. C It fell onto a dust-sheet. D It travelled some distance.

4 \ühat did the artist do during the trventy-minute

did the first accident occur?

As soon

ıX/hat happened to the artist's brush in the second

as the artist arrived.

break?

A B C D

Just before the artist started painting. After the paiırting had been started. Two weeks before the sitting.

He tried to remove the paint stain. He took a well-earned rest.

He mended the damaged paintbrush. He spent a lot of time in the cloakroom.

5 what do we learn about the incident in

the

cloakroom? A It was not the artist's fault. B It wouldn't cost a penny to put right. C It was a result of the artist washing his hands. D It happened because the toilet made funny noises.

6

\ü[hat happened on the artist's next visit?

A

B c D

He crashed his car into the Field Marshal's

house.

The F'ield Marshal was extremely rude to the artiSt.

There was another accident in the house. The trield Marshal felt much better.

/

ll lf"

51

UN|T 12

r

In the examination you may have to write a composition about a dramatic event in your life. If you like, you can write about something that really happened to you. ()r

-

and this is sometimes easier

- you

can invent a story.

In this exercise we have given you one short story and the prompts for two more. rx/rite the two stories, using the same sentence patterns as in the model.

MODEL STORY

Disastrous party situation

STORY

1

Road accident situation

First paragraph: Before the event(s) Some time ago I was invited to a party by

some distant friends. I was looking forward to it, so I got there early. From then on, everything \\-ent wrong.

About six months ago /

- invited

arrived at the party rr-hen my hostess offered me a drink. _Just as she was handing i,t to me, I coughed and

the ş,ine went all over her dress. As if that wasn't enough, as soon as I saw what had happened, I stood up and knocked the glass out of her hand. The glass broke and the rest of the rr-ine rııent over the Carpet. And to cap it all, I had no sooner bent dorr,n to pıck up the pieces than someone carr__ving a

fruit salad

crash into another car

2

A couple of years

ago asked to babysit for friends of my parents.

I

-

to visit friends in country. I - look forward to it / Set out early. From then on, everything went wrong.

Middle one or two paragraphs: The event(s) For a start, I had just I - turn into main road

STORY

Eventful babysitting situation

They

/

l

I

put children to bed

whenIarrived/I/quite

happy. But from then on, everything went wrong.

I - turn on the TV / the five-year-old wake up

/

I / reverse / cycİist come along / ride into the side of car

I - tell her a short story / the baby - wake up / start

As if that wasn't enough,

As if that wasn't enough,

-

/ get out of the car

crying

I - pick her up / the six-year-old get up / go to

/

motorcyclist ran into my

bathroom

car door

She/spill shampoo all

over floor

And finally, to cap it all, I / start to cross the road

And then to cap it all, I / clean the bathroom

to help the cyclist / taxi - knock me down

the baby changed

-

want to be

/

came in and fell over me.

Last paragraph: After the event(s)

My

hostess didn't speak

to me again until I had promised to pay for all the damage. §7hile I ıvas saving up to pay her back, I promised myself I would never drink wine at a

party again.

52

I / not move again much they - take my leg out of plaster I - lie in hospital / promise - sell my car as soon as possible

/

- not go back to sleep the film on TV

The1,

finish I

-

sit on bus on way

hon-ıe promise - never

go out babl,sitting again

UNıT 12

\when you write a story, you might often want to write what people Şy-. look at the two ways you could write what the artist and the Field Marshal said to each other _ with direct speech or reported speech:

E

'Can you

corne,Qn.. M