3 Are you game?

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EXAM MENU

Reading and Use of English: Part 5 and Part 2

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Listening: Part 3
Speaking: Part 3

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Writing: Part 2

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hi
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lG
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Getting started
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1 Unscramble the anagrams to find the word or words for the sport or
tN

activity defined.
1 A sport or activity which involves travelling in a canoe or kayak on a fast
flowing river, usually over rocks or waterfalls.
h

tewih eratw fraingt

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2 A sport which involves trying to be the first person or team to travel a

prearranged distance in a sailing vessel.
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tachy crangi
3 A sport which involves descending a snow-covered mountain on a single
op

piece of wood.
drasogwinnbo
4 A sport which consists of three separate events – usually swimming,
C

cycling and running.

larnotthi
5 An activity which involves ascending to very high places.
tannouim ibgcnlmi

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 Reading: longer texts
CYCLE TODDLING:
SPOTLIGHT EXAM GUIDANCE
READING AND USE OF ENGLISH, PART 5
An Adventure in

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Understanding attitude and tone
In this part of the Reading and Use of My mother sat in silence, stunned by my husband Stuart’s
English paper, there’s an emphasis on guided tour of websites of adventurous families. A global

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a longer text, and questions may test cast of parents and grandparents who refuse to put adventure
your understanding of detail, opinion, on the back burner until their kids grow up. Families biking

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purpose, main idea, implication, tone
around the world for charity, sailing the globe in search of
and attitude.
their roots, learning about our fragile environment, seeing the

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1 Try to distinguish between world through children’s eyes. From every continent, in every
apparently similar viewpoints,
different family combination, we found people on boats, bikes
outcomes or reasons.
and hikes, demonstrating that adventure doesn’t have to die

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2 Try to also deduce meaning from when a new life is created. As one South African couple put it

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context and interpret the text for
inference and style. The final question
on their website, ‘This is your one and only chance to explore
the world with your children as they are now.’

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may depend on interpretation of the
text as a whole, such as the writer’s
purpose, attitude, or opinion.
‘See, the only limitation is the parents’ imagination,’ said
Practise:
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Stuart. My mother was sceptical. ‘Interesting, but unnecessary.
There’s plenty of time to see the world when they grow up.
eo
• reading relatively long and Why can’t you be like everyone else?’
complex texts
• reading each question very carefully, ‘What and sit at home like couch potatoes, watching TV and
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as well as the four possible answers

eating junk? Sorry Mum, I’m getting back on my bike.’
(the questions can be answered
correctly only by close reference to Our 500-mile tour taught us what cycle toddling was really
the text)
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about. No more whistling through villages and grinding up

• reading texts in which opinion,
attitudes and feelings are expressed.
high passes to meet obsessive daily mileage targets. Instead
we struck up a rhythm of two hour trundles, interspersed with
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play, swimming and picnics. In the mornings, a single ray

READING AND USE OF ENGLISH, PART 5
of light was enough to spring Cameron from his slumber and
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1 You are going to read a magazine

article. For questions 1–6, choose launch the day. Bounce, bounce and moments later there were
two of them tearing through the tent. ‘Wakey, wakey, we’re
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the answer (A, B, C or D) which you

think fits best according to the text. on our holidays.’ Our starts were earlier, our days longer and
everything more unpredictable than ever before.
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Our extended tour was a resounding success, filled with

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unexpected joys.
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‘Mum,’ I began awkwardly a few weeks ago. ‘We’re going

travelling again. New Zealand, six months cycling end to end.
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It’s going to be amazing mum. Two islands, two bikes, two

trailers, two toddlers and 2,000 miles.’
C

24 UNIT 3

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 1 The writer’s mother seemed amazed that
A Stuart knew so much about adventure travel on the
Internet.

n Parenting B so many people go on adventure travels with small

children.
C adventure tends to become more important after

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children are born.
‘Two thousand nappies more like.’
D there are a number of different ways to see the

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My mother wasn’t the only one to raise objections. world with children.
While friends and family were impressed by our 2 According to the writer, adventure travel with

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bravery, they were horrified at what it would entail. children is
‘No nursery, no babysitters, no bath time, no peace, A something you can only do when they are young.

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no escape? Rather you than me.’ And that was B limited by the imaginative capabilities of the
before we mentioned the real practicalities; pulling parents.
C essential for their education and intellectual
50 kg of trailer, toddler and baggage. And of course

c
development.
the obligatory nappies.
D much better for their health than a sedentary

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‘And it’s not exactly flat,’my mother informed us. lifestyle.

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‘Look, is there nothing I can say to put you off?’ 3 The writer soon discovered that cycling with small
children
‘No, Mum,’ I replied with conviction, ‘Nothing at all.’ A meant they had to miss some interesting locations.
‘Well, we’ll see about that. There’s plenty of time.’
gr B inspired them to reach a more ambitious target
each day.
eo
The challenge of dealing with my mother’s phone C required a different rhythm and routine from their
in of potential disasters is as great as anything usual way of cycling.
D allowed them to sleep better than before.
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we may have to face on the road. Meanwhile we

rush to toilet train both children to avoid the 4 When the writer announced their plans for touring
nappy carrying. Amidst the voices of doubt and New Zealand with children
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disapproval, I still sometimes wonder if we are mad; A she received encouragement from some of her
but know we aren’t mad alone. We have now made friends.
B some family members were envious of her.
contact with many of the families we showed my
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C she realised she hadn’t considered the practical

mother on the web. And we can feel our own voice
difficulties.
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getting stronger and more confident with their

D her mother presented arguments in an attempt to
encouragement, advice and support. dissuade her.
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Now we know there are so many families out there 5 When contemplating the upcoming New Zealand tour
adventuring, we’re already developing ideas for a the writer expresses
future trip, a world tour, to meet some of these A worry that her mother will continue to interfere in
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families, talk with them about their experiences their travelling plans.
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and spread the word about the possibilities for B dismay at the need to prepare her children
psychologically for the trip.
independent family adventure. As a friend of ours
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C uncertainty about whether or not they will be able

said, ‘The only limit is the parents’ imagination.’ to pull it off.
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We intend to let ours run riot. D comfort in the knowledge that they are not the
only ones to attempt this.
C

6 In talking about the future, the writer says she

A is planning a reunion party with a friend.
B is concerned her imagination may cause problems.
C hopes to meet other families and share their
experiences.
D has already finalised their plans to travel the world.

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 Language development: Phrases with take
phrases with up and down 3 Complete the following sentences using an expression
formed with take from the box below.
1 Complete the gaps in the sentences with up or down.
1 Mr Reynolds reminded us that our break was over and take it from me

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it was time we got to some work. take it with a pinch of salt
2 Michael asked me what was because he said I take it or leave it

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was looking a bit gloomy. take the bull by the horns
take it out of you
3 Lyra explained that she’d been feeling a bit

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since she’d changed school. take the wind out of somebody’s sails
take it lying down

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4 Maureen asked me what I was to because I’d
take your hat off to
been in my bedroom for so long.
5 Shaun didn’t think the musical was to much 1 When the management announced that 300 workers
and suggested we went for a meal instead.

c
would be out of a job, the union immediately retorted
that they were not going to take their threats

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6 I said it was to Gill to decide what we had for
dinner because I didn’t really mind. .

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7 I thought I had made a profit, but after calculating 2 I tried to bargain for more pay, but my boss told me I
all the production costs I realised I was in fact could take .
by €20.
8 Gordon’s happy – they finally announced he’s
for promotion.
gr 3 I had been timid most of my life, so when the chance
to finally prove myself arose, I decided to take
and go for it!
eo
4 I don’t know how Samantha managed to cope as
a single parent of three kids under five and run a
Phrasal verbs with take
lG

business. I really take my !

2 Replace the underlined part of each sentence with a 5 After working for over a year on that script, the
phrasal verb [verb + particle] formed with take. reviewers’ feedback was so negative that it just took
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.
1 Unfortunately Brian resembles his father far more
than me! 6 Gloria regaled us with tales of her exploits in far off
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countries, but I told the kids to take everything she

2 Dad asked me if I would like to assume responsibility said .
for the family business when he retired.
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7 A long walk in that heat could really take

.
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3 Claudia felt awful about what she’d said and

asked if she could retract her last comment. 8 You can take that you
won’t get anywhere in this world without hard work.
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4 Pauline didn’t hesitate and said she was happy

to accept the burden of their invalid mother.
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5 ‘It seems I was wrong about you, Lesley. I

had assumed you were a person I could trust!’
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6 As a child he used to disassemble anything electronic.

Trouble was he could never put it together again.
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7 Sally and Susie liked each other immediately and were

firm friends thereafter.
8 Luke has just started to play tennis. I doubt he’ll
keep it up for long though.

26 UNIT 3

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 Grammar: modal A B

auxiliaries (1)
1 Match the captions below to
the cartoons.

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1 ‘That must be Jim. He
promised to call around 7.’

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2 ‘It can’t be snowing – it’s C D
the middle of April!’

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3 ‘That might be for me.
I ordered some books.’

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4 ‘That could be mine but
I’m not entirely sure.’

c
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2 Match the modal auxiliary phrases in A with the most suitable sentence in B.
A B

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1 It might help if you put your glasses on. a I’ve only just had breakfast.
2 It might be a blackbird on that roof. b That’s why she’s getting crotchety.
3 It can’t be lunchtime already. gr c You feel better now don’t you?
eo
4 It must be time for her nap. d I’m glad I wasn’t there when it happened.
5 It could be an ‘s’ or a ‘c’. e You know you can’t read in this light.
lG

6 It might have been a dolphin you saw. f Pass the binoculars please!
7 It could have been worse. g He’s gone to Portugal for the summer.
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8 It must have been dreadful. h Hand me my reading glasses if you will.

9 It can’t have been John you saw in town. i Did it have a dorsal fin on its back?
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10 It couldn’t have been anything serious. j You might have been out of a job altogether.
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3 Which of the sentences in column A

a indicates a suggestion?
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b shows speculation about the present?

c refers to a present or future certainty?
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d refers to a past possibility?

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e refers to a past certainty?

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4 Which of the sentences in each pair below is correct?

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1a I might be exhausted, but I can still finish the

project.
b I might have been exhausted, but I can still finish
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the project.
2a I must have been mad, but I’m still going to invite
my in-laws for Christmas.
b I must be mad, but I’m still going to invite my
in-laws for Christmas.

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 Listening: understanding the 3   3.2 Now listen to the speakers again and answer the
following questions.
speaker’s attitude 1 Gillian says that jumping out of an aeroplane
SPOTLIGHT CHECKLIST A was a very exciting experience for her.
B is something she’d be afraid to do again.

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LISTENING, PART 3 Speaker’s attitude
Remember: C should only be attempted by younger people.
• The multiple choice questions may focus on the attitude D is something she doesn’t think her daughter can do.

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and opinions of speakers, both explicitly stated and
implied. 2 In recounting what happened to him, Peter says that

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• Questions follow the order of information presented in A he can’t remember anything about the incident.
the text.

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B he was annoyed that he couldn’t find the man who
helped him.
1 Put the words below into the right category to show C he thinks the police aren’t doing their job

c
what they might reflect. properly.

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D he thinks Glasgow is more dangerous than it used
annoyed delighted exuberant secure
to be.

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confident doubtful frustrated thrilled
3 In describing the incident Angela says that
cynical elated hesitant unambiguous
definite exasperated irked unconvinced A the young man came from a good home.

certainty uncertainty gr B her lodger couldn’t keep up with his payments.

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C she had offered to lend her lodger some money.
D she began to suspect her lodger of deceit.
lG

Speaking: interactive
positive feelings negative feelings
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SPEAKING, PART 3
1 Read the interlocutor’s instructions below and write
a dialogue in your notebook to answer the question
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within the time limit. Write the dialogue for both

Student A and Student B.
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[Interlocutor] Now, I’d like you to talk about something

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together for about two minutes. [three minutes for groups

2   3.1 Listen to the following sentences and choose the of three]
correct answer in each case according to the speaker’s
attitude. Here are some of the activities that might appeal to
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people who are looking for a challenge. First turn to

Sentence 1 What emotion is the speaker expressing?
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page 172 and look at the task.

A excitement B fear
Now talk to each other about how these activities might
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C depression D boredom appeal to people who are looking for a challenge.

Sentence 2 The speaker expresses a feeling of …
2 Look at the interlocutor’s next instruction and make
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A fury B trepidation notes on your choice and your reasons for your choice.
C annoyance D nervousness [Interlocutor] Now you have about a minute to decide
C

Sentence 3 How did the speaker feel about her lodger’s which activity is the most appealing for people looking
request to lend him more money? for a challenge.
A insecure B cynical
3 Work with a partner and speak about the task in
C foolish D impatient exercise 2 for two minutes and then the task in
exercise 2 for one minute.

28 UNIT 3

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 Use of English: open cloze READING AND USE OF ENGLISH, PART 2
1 For questions 1–8, read the text below and think of the
SPOTLIGHT CHECKLIST word which best fits each gap. Use only one word in
each gap.
READING AND USE OF ENGLISH, PART 2 Grammatical
and lexico-grammatical answers

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Remember:
• For this part of the exam you will be required to draw
Fear Factor

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on your knowledge of the structure of the language Fear Factor was a popular American
and understanding of the text in order to fill the gaps.
stunt reality show in (1) the

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• The focus of the gapped words is either grammatical, contestants had to overcome their
such as articles, auxiliaries, prepositions, pronouns, verb
fears. It was aired on TV from 2001

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tenses and forms; or lexico-grammatical, such as phrasal
verbs, linkers and words within fixed phrases.
to 2006, and later revived for one
season. Fear Factor was adapted
• Any preparation task which promotes grammatical
(2) the original Dutch show.

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accuracy is useful, especially those which focus on
verb forms and the use of auxiliary and modal verbs,
Players competed against (3)

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pronouns, prepositions, conjunctions, modifiers and other for a large cash prize, playing
determiners. individually (4) in teams of two.

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Tips The first stunt was designed to
• There may be more than one permissible answer for a test the contestants physically, for
question. However, you should only give one answer for
each question. gr example by requiring them to jump
from one building to (5) .
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• Some gaps can be filled by referring just to the A goal was set – sometimes they
immediate phrase or sentence, but others will require
had to be fastest, sometimes they
understanding of the paragraph or whole text.
lG

were required to jump the longest

• Spelling, as also in Parts 3 and 4 of the Reading and Use distance – and (6) won at that
of English paper, must be correct.
stunt went through (7) the
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second round. The rest would be

eliminated.
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The second stunt challenged

the contestants mentally,
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and usually meant eating a

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revolting creature such as a

cockroach. For the third and
final stunt, the contestants
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had to do (8)
extreme, like flipping a car.
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The player who won this

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round gained the prize –

usually US$50,000.
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C

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 Writing: a formal letter
A letter is written in response to the situation outlined in
the question, which should be consistently appropriate for
the specified target reader. You may be asked to write a

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formal or an informal letter.

SPOTLIGHT checklist

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WRITING, PART 2 Question types

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Remember:
• Read the instructions carefully and identify the key

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words so that you know what you have to do.
• Use the input material appropriately in your answer.

c
• The focus is on content, effective organisation of the
input material, appropriacy of the piece of writing to the

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intended audience and accuracy.

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• You need to adopt an appropriate style, layout, register
and tone so that the effect on the target reader is
positive.
• Pay attention to organisation and cohesion, as well as
accuracy of language. Evidence of a range of language is gr
eo
also required, which means building on key words from
the input rather than lifting whole segments.
lG

• A letter also offers you the opportunity to expand on the

information given and enables you to demonstrate your
range of language.
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1 WRITING, PART 2 Look at the question below. 2 Before you begin, remember to ask the following
questions.
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You have recently seen an advertisement for a research

1 Who am I writing to?
scientist to join a scientific cruise in the Antarctic. The
2 What is the purpose of the letter?
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purpose of the cruise is to find out more about how

climate change is affecting the ecosystems at the South 3 What tone or register should I use?
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Pole. Write your letter of application. Your letter should: 4 How should I begin the letter?
state your qualifications and interests, describe any 5 What shall I say in each paragraph?
relevant experience you have had and explain why you 6 How should I end the letter?
think you would be a suitable person to go on the cruise.
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3 Write your answer in 220–260 words in an appropriate

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style. You should use your own words as far as

possible.
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C

30 UNIT 3

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